Educational Report

Demographic Information

Name: Colton Staker

School(s): BYU-Idaho Preschool Lab and Burton Elementary
Date of Birth: March 8, 2014
Age: 3 years and 5 months
Evaluation Date: August 14, 2017
Evaluators: Eastmond, Rainey, Cloward
Report Autor: 055633533

Reason for Referral

Colton’s parents are particularly concerned about his development in regards to his speech,
communications skills as well as his fine motor skills. Observation, interview and multiple forms of
assessment including the Vineland and the Battelle assessments will be used.

Background

Developmental History

During the RBI interview with Colton’s mother, there was information gained in regards to Colton’s
development in each of the developmental domains. His mother noted that there were no concerns
during the pregnancy and due to limited finances, she declined receiving a prenatal diagnosing as
she knew it would not change her decision in regards to keeping Colton. As a result, Colton’s
diagnosis of Down Syndrome was not learned until he was born. Colton’s delivery took less than two
hours and according to his mother, it was quick and smooth. When Colton was born, he had
respiratory issues and was on oxygen until he was eight months old. In addition, to Colton’s
respiratory issues, it was also noted in the interview with his mother that Colton was weak in his neck
and arms for many months following his birth and was only able to hold up his head and push up
with his arms after months the months of therapy that he received. In regards to Colton’s fine motor
skills and the data collected from the RBI, Colton he imitates horizontal and vertical lines, and can
use pincher grasp to grab onto a pencil. He has been working with the occupational therapist with
opening and closing a pair of scissors. He can throw a ball, but he is not able to catch a ball yet.
According to his mother, Colton is able to open a lid and is working on the motions of turning a
doorknob. In addition to occupational therapy Colton also attends Speech and Equestrian therapy
each week. The data gathered from the RBI also showed that Colton climbs stairs, but cannot
alternate feet. He can also push objects such as toy cars, walk and run. Colton is also not potty
trained, but his parents plan to begin potty training at during the summer. According to his mother,
Colton’s potty training was delayed due to a recent move in the family.

Social/Emotional History
According to the information gathered in the RBI, Colton’s social and emotional development is
developing atypically. His mother noted Colton’s daily routine in the interview. Colton gets up at 7:30
and doesn’t come out of the room until someone opens the door. According to his mother, he is
content and he doesn’t cry between the time that his parents are out of the room until they come in
the room. His mother said that he communicates mainly through sign language, but verbal abilities
are coming along and he will often say certain words and sign them at the same time. For example,
he signs the word “eat” and says the word at the same time. He knows well over 50 signs and he
responds quickly through signing, babbling, or speaking when spoken to. His mother feeds him and
she noted that he sits there content and ready to eat as she is preparing the food. When he is done
eating, he takes his dishes to the sink when asked. Some of the words that he is able to say are:
“mom” “sissy” “baby” “oh no” and “look”, but he has close to 20 verbal words that he is familiar with.
He is also able to follow instructions. When asked to get his shoes for example, he generally will
respond quickly and find his shoes. It was also noted in the interview, that Colton often imitates his
older sister. He learned how to do a somersault from watching her do one. His mother noted that
she is trying to encourage his sister to model good behavior because of how often Colton imitates
her. He rebounds quickly if his parents were to change the show he is watching and can redirect his
attention after a few seconds. It was observed in the interview and in other settings that Colton
maintains good eye contact and often shows his affection through hugging.

Family Information

Colton’s mother and father both are present in Colton’s life. His mother stays home and cares for
him and he siblings while his father goes to work during the day. Part of Colton’s daily routine
involves waking up in the morning, receiving a diaper change from a parent and eating breakfast. On
Tuesdays, that is when he attends Speech and Equestrian therapy during which he has lunch.
According to his mother, Colton is very interested in horses. He often watches the movie “Spirit” and
plays with many horse related toys. Colton’s mother noted that she is working on helping Colton
become familiar with more foods as he often only seems to want peanut butter and jelly sandwiches.
Colton has two other siblings-an older sister and a younger sister that is an infant in the family.
Colton’s mother expressed that the baby has been a “blessing” to them because she is “easy” which
allows her to have more focus on Colton where needed. Colton plays outside with his older sister
and imitates many of the things that she does as well. Because Colton’s family is religious, they
attend their church meetings each Sunday and prayer together as a family on a daily basis. Colton
attends and participates in the nursery in their local ward. Colton and his family recently moved into
a new home and his parents expressed concern that the transition would be difficult for him, because
of this, they waited to potty train him. As part of the nightly routine, Colton’s parents help him to
take a bath, get dressed, and brush his teeth. While brushing his teeth, he opens his mouth wide for
his mother to brush and then she gives him an opportunity to brush as well.

Medical History

Because of Colton’s respiratory issues at birth, the respiratory teams began working on him right as
he was born. According to his mother, there were no concerns noted in regards to Colton’s APGAR
scale. His mother also noted in the interview that Colton failed his initial hearing test in the hospital
when he was born. However, he did pass the second and more in-depth hearing test. His mother said
that since that second test, he has passed each of the hearing tests that he has been administered
every year since. He has not had any tubes and has only had one ear infection due to a sinus
infection. In addition to the hearing tests, Colton also has passed all of his vision tests. His mother
reports that Colton had Laryngomalacia as “severe as it gets”. Laryngomalacia is one of the leading
causes of noisy breathing that can be seen in infants and children. It can best be described as a
floppy piece of tissue that is located above the vocal cords and as the child breathes, that piece of
tissue falls back into the airway. He was on oxygen for that from the time that he was born until he
had a surgery at three months old to expand his airway, but received a second surgery after his post
operation a month after the first surgery. At five and a half months, he had open heart surgery for a
complete ADSD. In the interview, Colton’s mother noted that he was on oxygen for a total of eight
months. When he was eighteen months old, he has had his tonsils and anodes taken out in order to
help with his moderate sleep apnea. He has been cleared for two years with his heart health from the
cardiologist.

Educational History

Colton is attending preschool at BYU-Idaho in the preschool lab. He also attends preschool at Burton
Elementary school.

Observation

Communication

During the observations done at home as well as during assessment and preschool lab, Colton
participated in activities that demonstrated his communication skills. At home during the RBI
interview, it was observed that Colton began talking inaudibly with Dr. Cloward as they played with
toys and took them in and out of the toy box. In the Brigance assessment done in the home, it was
observed that when the examiner asked Colton, “Where is your mouth?”, he pointed to his nose
rather than his mouth. Some of the other communication components of the assessment were
observed in Colton such as, his immediate response to the question “Where is the ball?” by pointing
at the ball in front of him rather than pointing at one of the other two objects on the table. When the
examiner held out her hand and asked Colton three times to give her varies different objects, he
grabbed the objects named by the examiner, but did not put it in her hand. In addition, it was
observed that Colton did not respond to the following questions or prompts: “Which is more three
or five pennies?”, “Why do we have clothes?” “Why do we have cars?” and “In daytime it is light, at
night it is ___________.” While Colton and his mother visited a classroom at BYU-Idaho, the Battelle
assessment was administered to Colton. It was observed that when the examiner asked “What color
crayon should we get out?” “Do you want red or blue?” Colton said “blue” after one minute of verbal
encouragement from the examiner. During the assessment, Colton threw a crayon on the ground.
When the examiner said “Go pick it up and put it in the box.”, Colton responded to the examiner’s
prompt by immediately picking it up off the ground and helping the examiner put it back into the
box. During the Preschool Lab observation, Colton’s communication skills were observed outside as
well as inside the classroom. While outside, Colton played alongside his peers at the animal washing
station. While there, a teacher pulled a string out of the water and encouraged Colton to say, “out.”
Instead of saying “out” Colton, pushed the hand of the teacher away. A child was dropping animal
toys into the water, the teacher encouraged Colton to do the same by asking, “Which animal do you
want to drop in the water, the zebra or the elephant?” Colton responded with “ya-ya” and dropped
the elephant in the water. Before snack time was finished, it was also observed that a teacher in the
classroom walked over to Colton and signed the word for “eat”. Colton looked at her, but did not
respond with a sign or with words. During clean up time, when the teacher asked Colton to put his
book in a basket, he immediately responded by putting the book in the basket.

Social/Emotional

During the observations done with Colton, his social and emotional skills were present as he was
observed. During the RBI interview with his mom, it was observed that Colton participated in parallel
play with Dr. Cloward as he took different toys out of the toy box. Colton laughed as Dr. Cloward
drove a toy tractor up and down his head. In addition, Colton also sat down on the lap of his friend
in the house and starting hugging her. During the Preschool lab observation, Colton watched other
children imitate the teacher as they pretended to swim in water during circle time. After a slight
delay, he started to pretend to swim in water as well. He participated in parallel play with some
children as they were washing animals in buckets outside. He spent a total of seventeen minutes
participating in this activity. Colton participated in parallel play with his peers as they built a train
track and Colton put a train on the track. While one of the children was playing the piano, Colton
walked over there and one of the children pushed him onto the ground. He did not begin crying, but
when a teacher came over, Colton gave her a hug. During the administration of the Battelle
assessment in a BYU-Idaho classroom, it was observed that Colton touched his nose when asked by
the examiner with a short one second latency. He also closed eyes when asked but when he was
asked to put garbage in the trash, he did not do it. After the examiner asked many questions such as
“Where is the baby?” “Where is your foot?” and “Where is the ball?” Colton did not respond by
pointing or walking over to the objects, but continually crawled on the floor and panted as if he was
dog. At the end of the assessment, Colton was asked to wave “Bye-bye” but it was observed that he
did not wave.

Self-help Skills

During the observation, Colton’s self-help skills were present as he was observed. During the
Brigance assessment in the home, Colton demonstrated his self-help skills by putting blocks back
into the plastic bag after he was asked by the examiner to do so. In addition, he also his skills were
observed as he put a toy away in the toy box. During the Preschool lab observation, Colton hung his
backpack on the hook in his cubby and unzipped his jacket. After taking off his jacket, he wrestled
with the teacher as she tried to help him wash his hands, but he stopped wrestling after a few
seconds. After washing his hands with assistance from the teacher, Colton held his hand over the
sensor on the paper towel dispenser and ripped the paper towel off. After drying his hands, he threw
the paper towel in the trash can. As the children were walking outside, Colton bent down and
adjusted his shoes before going outside. After Colton came back inside with the other children, he
sat down at the snack table and held onto the pitcher with a teacher as they both poured water into
his cup. In addition, it was observed that Colton put an apple slice in his mouth multiple times, but it
took him multiple tries before he took a bite out of it. After snack time, Colton pushed a teacher
away when she asked him to “Clean up his snack before playing.” Colton ran to the bathroom area,
grabbed a paper towel and began using the paper towel to wipe the floor. After additional verbal
encouragement from the teacher, it was observed that Colton threw away his leftover food and
napkins into the trash can.
Motor

During the observations done during assessment, in the home and in the Preschool lab, Colton
participated in many activities that demonstrated his fine and gross motor skills. During the interview
with Colton’s mother in the home and in the Preschool lab, it was observed that Colton’s tongue
hung out of his mouth much of the time. During the Preschool lab, this was observed especially
during snack time when Colton was trying to eat an apple and stuck out his tongue multiple times
before taking a bite. It was also observed in the Preschool lab that Colton climbed onto a foam
dinosaur and began bouncing on it as if it was a horse. When other children were climbing on the
foam blocks and jumping off, Colton imitated them and did the same. It was also observed that
Colton used his pincher grasp to turn the pages of a book in the book area inside the classroom.
After looking at books in the book area, Colton climbed up to the top of the loft with verbal
encouragement from a teacher. Colton climbed up the stairs putting his left first each time rather
than alternating feet. During the Brigance assessment done in Colton’s home, it was observed that
he ran back and forth between his mom and the examiner. In addition, it was observed that Colton
jumps. During the Battelle assessment done in a classroom at BYU-Idaho, there were additional fine
and motor skills observed. The examiner modeled walking on the tape that was taped to the carpet
and Colton walked across as well with little hesitation. When they sat down at the table, Colton
scribbled with different colored crayons on a piece of paper while using the pincher grasp to hold
the crayons. In addition, the examiner prompted Colton to string beads on a shoelace, but rather
than participating in the activity, Colton pushed all of the beads onto the floor.

Cognitive

During the observations, Colton participated in many cognitive related activities. During the Battelle
assessment, it was observed that when the examiner put a toy car under one of two cups and moved
the cups around, he turned over the correct cup to find the car twice. In addition, Colton also found a
ball in the examiner’s hand after the examiner counted to 10. It was also observed that Colton did
not respond to “What is this?” questions from the examiner for a spoon, car, or shoe but according
to his mother who was in attendance, he was being uncooperative at that time and identifies each of
the objects while at home. After this activity, the examiner laid a fish, crayon and shoe on the table in
front of Colton. When the examiner took one of the objects away and asked Colton which one that it
was, he did not say which one that it was. During the Brigance assessment done in Colton’s home, it
was observed that Colton was able to match red, blue, green and yellow blocks together with their
corresponding colors. During the Preschool lab observation, Colton was observed in the math area
where his thinking skills were observed as he grabbed the cotton balls and resolved to throw them at
the contact paper rather than using the catapult provided. While playing near the felt board, Colton
held up a picture of a duck and said “What’s this?” to another child. He also took the picture of the
bear off of the felt board and began moving it along the floor as if it was walking. In addition, Colton
grabbed the picture of the horse, and began making a horse sound. At the reading area, a teacher
read a book to Colton and he turned the pages. When Colton saw a picture of an elephant in the
book, he lifted his arm to his nose and made an elephant noise.

Test Results and Administration

Battelle: Developmental Inventory

Date Administered: 8/14/2017

The Battelle assessment is used for young children from birth to age seven years and eleven months
old. As part of the assessment, an observation as well as interviews with the parents takes place. This
test is used to determine whether or not the child is meeting developmental milestones. The
examiner has the opportunity to gather data on the child’s social and developmental history. They
also will interact with the child through play.

RAW SCORE PERCENTILE SCALED SCORE CONFIDENCE

Battelle RANK INTERVAL

Adaptive 1 5 60 to 70

Self-care 31 <1 1

Personal 7 5 4
Responsibility

Personal-Social 37 26 90 to 100

Adult interaction 52 84 13
Peer interaction 28 50 10

Self-concept and 34 1 3
social role

Communication 1 5 58 to 70

Receptive 21 <1 1
Communication

Expressive 33 2 4
Communication
Motor 3 14 65 to 81

Gross Motor 61 2 4

Fine Motor 31 5 5

Perceptual Motor 14 5 5

Cognitive 2 12 63 to 77

Attention and 35 <1 2

Memory
Reasoning and 19 25 8
 Academic Skills
Perception and 16 <1 2
Concepts
Total Test 2 62 65 to 71

The Vineland lll: Adaptive Behavior Scales

Date Administered: 11/11/2017

The Vineland III assessment is appropriate for people from birth to adulthood and is meant to
measure the social and the personal skills of the examinee. The domains that it covers are:
communication, daily living skills, socialization and motor skills. The test comes with a survey
interview form as well as the parent/caregiver rating form.

RAW SCORE STANDARD/V- PERCENTILE CONFIDENCE

Vineland- III SCALED SCORE RANK INTERVAL

Communication 64 1 58-70

Receptive 43 9

Expressive 49 8

Written 1 8

Daily Living 67 1 61-73

Skills

Personal 27 6

Domestic 2 10

Community 4 9

Socialization 70 2 64-76

Interpersonal 33 8
Relationships
Play and Leisure 24 10
Time

Coping Skills 13 9

Motor Skills 71 3 63-79

 Gross 63 11

Fine 21 7

Total Test 67 1 63-71

Interpretation

Communication

According to the information gathered from interviews with Colton’s mom, assessments and
observations it was concluded that Colton is functioning in the below average range in the
Communication domain of development. The results were consistent across each of the sources of
data used with Colton. According to the Vineland assessment, Colton has a standard score of sixty-
four which means that Colton is in the first percentile or in other words, he scored better than less
than one out of 100 children in a sample that participated in the assessment. In addition, the Battelle
assessment also concludes that Colton is in the first percentile rank for communication and is
therefore delayed in this developmental domain. During the Battelle assessment, the examiner
brought out a toy dog. According to Colton’s mother, he is interested in dogs. When he saw the toy
dog he said “Da!” He played with and as a dog around the classroom and said the word “dog” after a
while of playing. During the Brigance assessment done in Colton’s home, Colton said the words “Did
it! Now what” after completing multiple different activities. In addition, when the examiner asked
Colton to “clap your hands one time”, he slapped his hands to his face rather than clapping them
together. During the interview with Colton’s mom, she noted that Colton says the following words:
cookie, ball, car, sock, dog, horse, book, and airplane. She also noted that Colton is unable to say the
words: glass, spoon, chair, radio, belly button, and tooth. During Preschool lab, Colton spent a while
playing outside while washing animals. While washing and playing with some of the animals Colton
would say the “Ahhh!” on occasion. Colton did not verbally or visually acknowledge the teacher when
she invited him to wash the elephant in the water and soap. The teacher signed the word for “eat”
and asked Colton if he wanted a snack. Colton did not immediately respond, but after a few minutes,
he went into the classroom to get a snack. According to the CDC guidelines a child that is Colton’s
age should be able to follow instructions with two or three steps as well as carry on a conversation
using two to three sentences. Because of the conclusions that came from the data collected, Colton
may fail to communicate his wants and needs as well as understand the directions given to him from
others.

Colton consistently does the following:

 Colton consistently says the words: cookie, ball, car, sock, dog, horse, book, and airplane.
 Colton consistently follows two-step commands from others.
 Colton consistently uses around fifty signs.

Colton partially or sometimes does the following:

 Colton sometimes follows the directions of adults with little to no resistance.
 Colton sometimes asks adults for help when he is unable to accomplish a task himself.
 Colton sometimes uses negative sentences.
Colton does not yet do the following:
 Colton does not yet say the words: glass, spoon, chair, radio, belly button, and tooth.
 Colton does not yet associate spoken words with familiar objects. Colton does not yet ask
questions using the work “why.”

Social/Emotional

According to the information gathered from interviews with Colton’s mom, assessments and
observations it was concluded that Colton is functioning in the below average range in the
Social/Emotional domain of development. When referencing the Vineland and the Battelle
assessments that were administered a discrepancy can be noted in the results. According to the
Battelle assessment, Colton is in the thirty-seventh percentile meaning that he scored better than
thirty-seven out of 100 children that participated in the assessment. However, according to the
Vineland-III assessment, Colton received a standard score of seventy which put him in the second
percentile which means he scored better than two out of 100 students that are his age. In can still be
concluded based off of both assessment scores that Colton falls in the below average range in
social/emotional development. During the interview with Colton’s mother she noted many things in
regards to his social and emotional development. According to Colton’s mother, Colton enjoys
playing outside and jumping on the trampoline. He often will participate in make-believe play that
involves horses and/or dogs. In addition, his mother noted that Colton will often initiate contact with
familiar adults. For example, when he goes to grandma’s house, he will grab her hand and play
horses or piano with her. During the Preschool lab, Colton participated in parallel play with his peers
as they did various activities such as climbed onto the loft, read books in the book area, washed
animals outside and touched the animals on the felt board. During testing with the examiner, Colton
took the toy car and did not give it back to the examiner when she asked him to. However, after
participating in a block stacking activity, the examiner asked Colton to put the blocks back in the bag
and he did. According to the CDC guidelines a child that is Colton’s age should be able to
understand the idea of “mine” and “his” or “hers” as well as show affection for friends without
prompting. Because all of the data collected concludes that Colton is in the below average range in
the social/emotional domain, he may be slow to interact and connect with others, especially his
peers.

Colton can consistently do the following:

 Colton can consistently play make-believe.
 Colton can consistently participate and initiate parallel play with his peers.
 Colton can consistently vocalize or give gestures to get attention.

Colton can partially or sometimes do the following:

 Colton can partially or sometimes use pronouns to refer to himself.
 Colton can partially or sometimes ask questions using the word “who.”
 Colton can partially or sometimes say his age when asked.

Colton does not yet do the following:

 Colton does not yet initiate play with his peers using words.
 Colton does not yet use words to express his emotions.
 Colton does not yet imitate another’s actions several hours later.
Self-help Skills

According to the information gathered from interviews with Colton’s mom, assessments and
observations it was concluded that Colton is functioning in the average range in the Adaptive
Behavior domain of development. There is consistency between each of the sources of data used for
Colton. According to the Vineland III assessment, Colton has a standard score of sixty-seven which is
equivalent to a percentile rank of one. In other words, he performs better than one out of 100
children his age in a sample. According to the Battelle assessment, Colton is also in the first
percentile rank and falls in the below average range for his adaptive behavior skills. During the
assessments, Colton demonstrated various self-help skills through participating in many different
activities. While sitting at the table, the examiner asked Colton to put the blocks back into the bag
and he did so. When the examiner and Colton’s mom asked Colton to “Get shoes”, he did not
respond by getting his shoes. However, he did respond to “Go throw this in the trash” when his mom
asked him to throw a piece of paper into the trash can. This skill was also observed in the Preschool
lab after Colton finished his snack during snack time. During the Preschool Lab observation, Colton
hung his backpack on the hook in his cubby. In addition, as children were going outside, Colton bent
down to adjust the Velcro on his shoes. According to the CDC guidelines a child that is Colton’s age
should be able to dress and undress themselves. All of the data collected implies that Colton is in the
below average range in the Self-help domain of development. Because of this, he may fail to become
more independent completing tasks.

Colton can consistently do the following:

 Colton can consistently wash his hands when someone turns on the water for him.
 Colton can consistently feed himself with a spoon. He may occasionally spill.
 Colton can consistently cooperate in undressing and dressing.

Colton can partially or sometimes do the following:

 Colton can partially or sometimes wash and dry his face.
 Colton can partially or sometimes take off clothing that opens in the front.
 Colton can partially or sometimes pull up clothing with elastic waistbands.

Colton does not yet do the following:

 Colton does not yet use the toilet when needs without help.
 Colton does not yet spread food with a table knife.
 Colton does not yet button small buttons in the correct buttonholes.

Motor

According to the information gathered from interviews with Colton’s mom, assessments and
observations it was concluded that Colton is functioning in the below average range in the Motor
domain of development. According to the Vineland assessment, Colton has a standard score of
seventy-one and a percentile rank of three. This means that he scored as well or better than three
out of 100 children his age in a sample group. According to the Battelle assessment, Colton is
delayed in his motor developmental and also has a percentile rank of three. Each of the sources of
data used to collect information on Colton’s motor development are consistent in their results.
During the Battelle assessment at home, Colton ran back and forth a couple of times between his
mother and the examiner. In addition, after the examiner modeled walking across a line of tape,
Colton imitated her and walked across the tape as well. He did not put his feet in a line with each
other as he walked, the way the examiner modeled, but rather instead he walked normally across the
tape. Colton used his pincher grasp to pick up a crayon and scribble with it on a piece of paper.
During the Preschool Lab observation, Colton imitated his peers as he watched them climb on the
foam mats outside, and then climbed on them too. During circle time, Colton jumped around with
the other children after it was modeled by the teacher. In the book area, Colton grabbed books off of
the shelf, opened them and flipped one-by-one through the pages of the book. When invited by a
teacher, Colton walked up the stairs to the top of the loft, but he did not alternate feet as he walked.
In addition, Colton stuck out his tongue multiple times during lab. He was seen sticking out his
tongue during snack time as he struggled to bite into an apple. He sucked and licked the apple
multiple times before he took a bite out of it. According to the CDC guidelines a child that is Colton’s
age should be able to pedal a tricycle. All of the data gathered implies that Colton is below average
the Motor domain of development. He may fail to use his fine and gross motor skills to complete
certain tasks including brushing his teeth and catching a ball.

Colton can consistently do the following:

 Colton can consistently remove objects from boxes or other containers.
 Colton can consistently pick up small objects with his thumb and fingers.
 Colton can consistently walk up and down stairs.

Colton can partially or sometimes do the following:

 Colton can sometimes open doors by turning a doorknob or handle.
 Colton can sometimes imitate vertical and horizontal lines drawn on a paper.
 Colton can partially or sometimes use his pincher grasp to hold a pencil.

Colton does not yet do the following:

 Colton does not yet catch a ball or other small objects.
 Colton does not yet cut with a pair of scissors.
 Colton does not yet keep his tongue held in his mouth.

Cognitive

According to the information gathered from interviews with Colton’s mom, assessments and
observations it was concluded that Colton is functioning in the below average range in the Cognitive
domain of development. This is consistent across the testing, observations, and interviews that were
completed. During the Battelle assessment, Colton put some of the different sized cups back
together, but he did not put all of them back together into the biggest sized cup. Colton matched
the color blocks with the corresponding colors after prompted by the examiner. When Colton was
shown pictures of a square, circle and triangle, he matched the pictures with the corresponding block
shapes. When the examiner laid out family dolls, she asked “Where is the baby’s mommy?” Colton
grabbed the baby from off of the table. The examiner asked Colton, “Where are your eyes?”. Colton
pointed to his nose. During the Preschool Lab observation, Colton spent time at the felt board. He
took the bear felt piece off of the board and ran it along the floor as if it was walking. Colton also
held up the duck felt piece and said “What’s this?” to another child near the board. During snack
time, the teacher asked Colton if he wanted two apples and Colton held up two fingers and took the
apples. According to the Vineland assessment, Colton is delayed in his cognitive development. The
Battelle assessment shows that Colton is in the second percentile rank for Cognitive development.
This means that he performed as well or better than two out of 100 students in the class. According
to the CDC guidelines a child that is Colton’s age should be able to screw and unscrew jar lids and
turn door handles as well as do three to four-piece puzzles. All of the data collected concludes that
Colton is in the below average range in the Cognitive domain and because of this, he may fail to
think and react appropriately to situations.

Colton can consistently do the following:

 Colton can consistently turn the pages of a book one at a time.
 Colton can consistently pull a cloth to obtain an object.
 Colton can consistently show interest in age-appropriate books.

Colton can partially or sometimes do the following:

 Colton can partially or sometimes identify sources of common actions like a dog barking.
 Colton can sometimes focus on one activity while being aware of, but not distracted by other
things around him.
 Colton can sometimes respond to jokes or things that are funny.

Colton does not yet do the following:

 Colton does not yet respond to “one” or “one more.”
 Colton does not yet understand the concept of time
 Colton does not yet finish sentences.

Recommendations

Through testing, observations, and interviews it can be concluded that Colton is eligible for Part C
services. These services can be provided in the home as well as in the Preschool lab. Colton applies
for these services because he is in the below average range in each of the developmental domains:
communication, social/emotional, adaptive behavior (self-help), motor and cognitive. It is
recommended that he be kept in in this placement and receive special services in the classroom and
at home.

For the Professionals:

 Create and begin implementing the IEP for Colton with services focused on the parent’s main
concerns in communication and fine motor skills.
 Continue to provide Colton with services such as speech, occupational, physical and
equestrian therapy.
 Stay in regular contact with Colton’s parents to inform them of progress that he is making in
regards to his goals.
 After 3 months in the Preschool Lab experience, reassess Colton to note any improvements
that he has made.

For the Parents:

  Continue to observe Colton in the home and in visits to the Preschool classroom in regards
to his progress in each of the developmental domains.
 Continue to encourage Colton to work on his communication by using sign language while
asking questions such as “What do you want to eat?”
 Give Colton opportunities to practice his fine motor skills through activities such as coloring,
and threading beads onto a shoelace.
 Follow up on Colton’s progress regularly with the professionals and teachers that work with
Colton outside of the home.
 Continue to model appropriate behavior and correct inappropriate behavior that is seen in
the home.

For the Classroom:

 Implement activities into the lesson plans for each day that promote speech development.
These activities can include: reading books, singing songs, and answering questions.
 Implement activities into the lesson plans for each day that promote fine motor
development. These activities can include: throwing, drawing, grasping, pinching and
painting.
 Consistently ask Colton questions about his play such as, “What are you playing with today?”
to encourage his speech development.
 Where necessary, provide fine motor assistance using hand-over-hand techniques to
encourage fine motor development.

Summary

Colton is a 3 year and 11-month-old boy. When he was born, he was diagnosed with Down
Syndrome, but he did not receive a prenatal diagnosis due to finances in the family. Under the
Individuals with Disabilities Education Act (IDEA), Colton is categorized as having an intellectual
disability. Colton is below average in each of the developmental domains which includes:
communication, social/emotional, adaptive behavior (self-help), motor and cognitive. His parents are
particularly concerned about his fine motor skills and communication skills. Colton can communicate
using approximately twenty different words and fifty different signs. When he is unable to
accomplish a task on his own, he often will grab the hand of an adult and pull on them. In regards to
Colton’s social and emotional skills, he participates regularly in parallel play with peers in the
Preschool classroom as well as at church and in the home. His motor skills were seen in the
Preschool classroom as well as in the home. Colton can jump, run, walk up stairs and throw a ball. He
is unable to catch a ball or cut using scissors. During the Battelle assessment, Colton’s cognitive
abilities were made apparent as he matched eight blocks together with their correlating colors.
When the examiner asked Colton to identify certain objects hidden in a larger picture, he was unable
to do so. Colton’s self-help skills include: an ability to unzip his jacket, take off his shoes and clothes,
wash his hands and throw garbage in the trash can. He is not yet potty trained. Colton has been
participating the Preschool Lab at Brigham Young University—Idaho. This will give him the
opportunity to work on his goals in each of the developmental domains as well as receive Part C
services based off of his eligibility.