BEHAVIORAL OBSERVATION REPORT

Name: Aashvi Gupta

No of Sessions: 14 sessions

Observed by: Ashita shah

Location: Indus Early Learning Center, Koramangala

Reason for Referral: Aashvi’s parents reached out to Insight regarding the requirement of a
Shadow teacher to support the child with concerns about displaying the characteristics of an
autistic child. However, a recent diagnosis showed no signs of Autism. The cause of the previous
diagnosis was due to speech and language delay that improved significantly after she started
speech therapy.

History: Aashvi is 3 years old and is currently studying in Prep 1 at Indus Early Learning
Center, Koramangala. She lives with her mother and father in Bangalore. Aashvi was being
assessed for Autism since she displayed some of its characteristics such as lack of eye contact in
social interactions, being inflexible in her decisions, being hyper, having a hard time making
friends and holding conversations, lack of joint attention when talking or showing something to a
teacher, short attention span, trouble in waiting for her turn, sensitivity to loud noises, a slight
inclination towards organizing and lastly being unable to communicate her need for
excretion(such as going to the washroom). The reason might be Aashvi not wanting to miss
anything in class time.

Therapist’s Initial Impressions:

Aashvi is a joyous, energetic, enthusiastic, and vibrant girl. She has a habit of constantly seeking
oral stimulation by sucking her thumbs, biting her nails, and chewing on the bracelet she wears.
She is easily distracted by new/interesting things around her. She really enjoys coloring, painting,
and playing during her school time. She likes yogurt and plain rice and dislikes seeds in fruits
and dal. Her parents are extremely involved in her progress as well as her day-to-day school
activities. She is friendly and has good interaction with her teachers as well as friends. However,
she does find it hard to communicate her basic needs, such as going to the washroom but can
clearly state her preference when asked a direct question. As stated before, the reason for Aashvi
displaying this behavior could be her unwillingness to miss anything going on in the class.
She needs support with maintaining social interactions with her friends, breaking her habit of
constant oral stimulation, and focusing on one activity at hand. She is extremely enthusiastic in
the PE class and is not tired of physical activities; however, she does seem unable to follow her
teacher's instructions sometimes and can sometimes throw a tantrum if she does not get what she
wants. In music class, she loves seeing visuals, such as songs and dances of the concept she has
been currently taught and even loves looking at the pictures present in the book she is reading.

a. She is an academically intelligent and bright girl and knows the names of the objects
around her, basic shapes, words in her books, and names of the colors, and is even able to
write 3-letter words.
1. Literacy - Her communication and enunciation in English is pretty good as she prefers to
communicate in that most of the time. She can read well. Her Hindi is average in
comparison to other kids in her class. She communicates in Bengali with her mother.
2. Numeracy- Aashvi knows how to write numbers from 1-20 and is ahead of her class. She
can also do single-digit addition as well. Aashvi can do fractions as well.

b. Behavior- One of her challenging behaviors is being unable to handle flexibility in her
preferences. If she wishes not to do something, it is hard to convince her to comply with that
without her throwing a tantrum. She occasionally will cry a lot with minor injuries such as a stub
in the toe. The reason for displaying this behavior is to simply get some attention and comfort
from the adults around her.
Her positive behavior includes complying when asked to exhibit a certain behavior such as
sitting still in class, or not sucking her thumb. Sucks her thumb because she is too restless.
However, she only complies for a limited period of time. She does communicate effectively most
of the time, for example, when asked about her preference for play, she can clearly state what she
wants to do and what she does not want to do.

c.Play Skills- She does enjoy playing a lot and is enthusiastic and energetic in her play
periods. She enjoys engaging in her arts and crafts activities such as coloring, painting, and
drawing a lot and can sit for an extended period of time doing those.

a. Fine Motor Skills- She is able to hold objects such as a pencil and a crayon. She often
plays with sand tools with ease. She is able to grasp the railing while going down the
stairs and has no difficulty in closing and opening taps to wash her hands as well.
Thereby, even though she seems to be doing well in activities that involve grasping and
gripping most objects, she faces difficulty in holding the chain of her lunch bag and
closing it. She is also not able to open and close her lunch box which does not have a
handle or a gripper as well. The reason for not being able to grip the chain is her hurry to
do everything quickly and go play and also that she is easily distracted.
b. Gross Motor Skills- Her gross motor skills seem to be mostly at par with the other
children. She can walk, run, and jump. However, she seems to be having difficulty
balancing herself on a swinging tire and often does not look ahead while running in class
and on the playground. She can balance her body weight well but does not seem to grasp
the risk of running without looking ahead. For instance, she keeps bumping into the pole
if she is swinging on a tire, falls if she cycles too fast, etc. Lastly, she also struggles to
balance her lunch bag and water bottle at the same time. In the PE class, while learning a
dance, she is unable to follow certain hand movements that require her to fold her elbows
and move them.

c. Emotion- she looks intently at a baby crying and always goes up to the child and
attempts to communicate and comfort the child crying. This is a behavior that she has
learned when she went to group OT. She can state how she is feeling but is sometimes
unable to communicate the reason behind her discomfort and often just cries or states
random reasons. However, on certain occasions, she seems to be facing difficulty with
complying with the class schedule and wishes to stray from the given schedule by instead
engaging in coloring activities and if she is not allowed to do so, she cries. This might be
her way of wanting to do things her way but if not given attention, this crying reduces
significantly.

d. Sensory Needs-Aashvi does engage in self-talk occasionally, and sucks her thumb. She
covers her ears upon hearing loud noises. However, she sometimes does not notice loud
noises if she is deeply engaged in a certain activity and on most occasions, can tolerate it
if she knows and understands the source of the sound.

e. Communication and Language Skills- She can speak very well but has a habit of
sometimes not being able to communicate with the other person. She also has a tendency
to not look at the person she is talking to, leading to her not getting a response from the
other person. For instance, if she compliments a person, and the other person replies with
a thank you, she does not know what to say next. Or if the other person asks her
something, she will sometimes not respond and sometimes will simply say the answer to
the question and leave it at that. Thereby, sustaining and communicating with other
children beyond a sentence or two seems to be a difficulty for her.

f. Daily Living Skills- Independent skills. The child is unable to communicate when she
wants to go the washroom, can eat on her own but is too restless to do so in one setting,
does not want to miss anything, and can ask for objects she wants in a clear manner, for
example, a preference for coloring when she wishes to do so, asking for pasta if she
prefers to eat that, etc.
 ** Pointers while writing a report. Always write in 3rd person. The content is kept in blue
only to help you differentiate. You may keep your content in black itself with Times New
Roman, 12, Make necessary changes to the Header and Footer. Ensure you include enough
information from your daily observations about the kid.

Session Plan for the upcoming Month: October 2022

Methodology: Along
Sl Challenges with 3-5 activities and
Major Goals Smart Goals Techniques/Strategies pictures
no. Faced

1. Provide Aashvi Aashvi will be Aashvi will The therapist will use After the therapist uses
with tools that able to wait wait for her a visual clock to a visual clock to clearly
help her wait for at least 5 turn for up to visually represent the indicate how much
for a longer minutes for 5 minutes amount of time time Aashvi will have
period of time her turn during class in Aashvi will have to to wait, she responds
without being without being 3 trials out of wait for her turn well. The child will
restless restless or 5, with each during a group eventually be able to
getting up to trial being a activity (with the wait without a visual
roam around group activity waiting time being clock.
requiring displayed in red on
children to the clock and the time
wait for their getting less as her
turn, for 3 turn gets closer)
consecutive
weeks

2. Not able to sit in Aashvi will be Given time to The therapist will After the therapist
class on certain able to follow color in her show Aashvi the time makes Aashvi
days and follow the schedule if beak time, she will get every day understand her new
the class she is allowed Aashvi will be specifically for schedule and her
schedule and to color in her able to follow coloring allotted coloring time,
wants to engage break the rest of the she will be able to
in coloring or time/play time class schedule follow the rest of the
drawing the children along with the schedule without
activities get after class for 3 out getting distracted or
instead finishing their 5 days for 3 wanting to do coloring
snacks consecutive instead.
weeks
 Monthly Review Meeting: Current Month Name

Meeting Date: 30th August, 2023

Meeting Location- Online
Start Time: 6 pm

Meeting called by: Ashita shah

Attendee List:
1. Amrita Gupta

Agenda: August review meeting with parents

Concerns Raised by Therapist:

- Aashvi gets restless and starts roaming around and fidgeting. Objects around her because
she already knows the concepts being taught(the class is learning numbers 1-10 and
Aashvi already knows the numbers 1-20)
- Aas job has a habit of not looking at the children she is interacting with and thereby has
difficulty sustaining s conversation beyond a sentence or two.
- Aashvi is easily distracted by her surroundings and has a habit of looking around and
then not finishing her food in a hurry to go play
- Lastly, Aashvi is sometimes not able to comply with the class schedule and is visibly
upset if she is not allowed to do what she wants. This might be because she believed that
she would get her way if she cried or threw a tantrum, but if that behavior is not given
any attention she stops and is okay.

Client Feedback:
The client approved of the stated goals and the strategies. The suggestion given was to make sure
that Aashvi does not get any special leeway in her class schedule by throwing a tantrum or
crying.

School Feedback:

The therapist has spoken extensively with the SEN teacher. The special educator has suggested
using the praise and pause methods where Aashvi is immediately given a high five or a verbal
appreciation for displaying good behavior. The method was implemented but hasn’t resulted in
reinforcement of the desirable behavior. The SEN teacher is also provided daily updates on
Aashvi’s behavior.
Adjournment: 7 pm
Next Meeting: TBA

Submitted by: Ashita shah

Approved by: Amrita Gupta