Final Project

● Academic Performace:
-Strengths:
1. Rote Academic Skills: knows, letters, shapes, colors, gross motor skills, easy
going demeanor, matching skills.
2. Areas for Improvement:
-Expressive and Pragmatic Language
-Receptive Language
-Fine/Visual motor skills
-Classroom adaptive behaviors (self-regulation, attention, independent
functioning)
-Play/ Social Participation

● Jame’s academic vocabulary is a relative strength and it will be important to monitor his
generealiazation and functional demonstration of concepts.

● Social/Emotional Status:

-James’s mother reports that she is concerned about Jame’s communication and
conversational language skills, joint attention skills, “rigid play skills, as well as his
sensory issues with haircuts and his ears. When eating, he can overstuff his mouth, The
mother is also concerned about Jame’s script speech, limited interaction, and play skills.
He can have difficulty sharing and taking turns. James wants to do things on his own
terms and will at times ignore others. He uses phrases artciluates well but will not use his
language to interact with others, He produces many “scripts.” He will get stuck on a word
or script until someone notices it. His eye contact is “fleeting” unless he wants
something. James has difficulty establishing joint attention. If interested in something or
he initiates it. He will use eye contact but on his own terms. When James is enjoying
something he is doing, he does not want to stop doing it and cna get frustrated and upset
when asked to stop. When he is angry or overwhelmed, he will uses pounds and grunts.
He has difficulty expressing feelings. The parent expresses concern regarding his “speech
production, rote information, memory, and working around deficiencies.”

● Independent Functioning:

- James presented with a content disposition and was accepting of presented

adult directed tasks. He inconsistently reponded when his name was
called; however, he responded more consistently when his parents called
his name. He offered moments of eye contact, social interest, and social
smiles, bu his overall eye contact was not sustained for back and forth
 exchanges to continue a social engagement with the adult. He was
accepting of transitioning between several of the presented activities
without difficulty; however, James was also noted to look away or attempt
to leave less preferred tasks such as looking at a book. When highly
interested in an activity, additional facilitation was provided to support
shifting his attention to a newly presented activity. During parent
interview James Paretns reported that it can be difficult to transition from
something preferred if you do not have his interest in the next activity.

● Vocational: For example, James was observed to lean his trunk into surfaces in standing
and when seated at the preschool table, to use increased force when handling tools and
manipulatives intermittently press his hands to his face/cheeks, and to press some items
to his mouth. During self-directed play in the kitchen, James moved quickly to explore
items that captured his visual attention or consistently reference the play scheme modeled
by the adult to imitate. While his sustained engagement within kitchen play appeared
reduced, James was not observed to become overly excitable or dysergulated as he
explored. Upon review of parent input, review records, consultation with Early
Intervention provider and observations during the in-person evaluation, James presents
difficulties with sensory processing and self-regulation which could negatively impact his
development of classroom adaptive behaviors (engagement, attention, transitions and
participation.)

● Motor Skills: When presented with a 9-piece shape puzzle, James removed the shapes
and stacked them into a tower following prompting by the adult. He completed the puzzle
using appropriate visual scanning startegies to locate the correct shape. He was observed
to initiate fine motor tasks that required use of a tool with his right hand. When presented
with a container of markers and crayons, he selected a crayon and demonstrated object
function to mark the paper. He handled the marker with a developmentally appropriate
grasp (digital pronate) and demonstrated emerging skill to imitate drawing vertical and
horizontal strokes. He was noted to quickly produce a line, then continue to produce
scribbling strokes in the same direction of the presented line. When presented with a
closed circle to copy, he continued to produce scribbling marks. Additional attempts to
elicit the skill were unsuccessful. James presents with delay in his fine motor and visual
motor skill development, which adversely impacts his ability to access and utilize
educational tools and materials.

● Speech and Language/Communication: While James is using age-appropriate sentence

length and emerging use of grammatical structures, his overall functional expressive
language and social pragmatic language skills reduced. He may benefit form direct
teaching of social language skills to maintain interactions and conversational turns with a
 communication partner. With reference to James sound development, he was heard to
produce the following sounds based on the expressive language samples obtained during
the observation (p,b,t,d,n,wy,k,gf,s,z). Developmental sound substitutions within normal
limits for his age were noted as well as developmental phonological processes
(depalatalization s/sh) James exhibited overall good speech intelligibility within words
and connected to an unfamiliar listener.

*TWO long term goals with 2-3 short term objectives. For ease of planning use the following
dates for short term March 10th, 2023 and June 10 2023, then year goal (YOUR LONG TERM
GOAL) should be objective 3 and date that December 10th, 2022.

1. Short Term Goal: March 10th, 2023 and June 10 2023,

- James short term goal is to improve his overall speech throught the year with
words and connected to an unfamiliar listener such as a classmate or teacher.

- Objective 1: James will be able to sound out more letters other than (p,b,m,
t,d,n.w.y,k,g,f,s,z)

- Objective 2: James will be able to use more spontaneous language to maintain

interactions and conversational turns.

2. Long Term Goal #1: James first long term will be to process sensory and self-regualtion
in the classroom by the end of the year. (December 10th, 2022)

3. Long Term Goal #2: James second long term goal will be to improve his fine motors and
visual motor skills by the end of the year. (Decemeber 10th, 2022)

- Objective 3: James will be able to respond better to sensory and self-regualtion while also
improving his fine and visual motor skills to succeed in the classroom.