Any recent changes at home or maybe in his day to day life that you think could be affect ing him? Submission Id: 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc 82% SIMILARITY SCORE 16 CITATION ITEMS 10 GRAMMAR ISSUES 0 FEEDBACK COMMENT Internet Source 0% Inst itut ion 82% Melissa Bright ScottSmithAssessmentandRecommendations week7.doc Summary 2340 […]
Is there anything you would like to share with me about Scott before we start? Submission Id: 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc 82% SIMILARITY SCORE 16 CITATION ITEMS 10 GRAMMAR ISSUES 0 FEEDBACK COMMENT Internet Source 0% Inst itut ion 82% Melissa Bright ScottSmithAssessmentandRecommendations week7.doc Summary 2340 Words Melissa Bright Scott Smith Assessment
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Scott Smith Assessment and Recommendations Submission Id: 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc 82% SIMILARITY SCORE 16 CITATION ITEMS 10 GRAMMAR ISSUES 0 FEEDBACK COMMENT Internet Source 0% Inst itut ion 82% Melissa Bright ScottSmithAssessmentandRecommendations week7.doc Summary 2340 Words Melissa Bright Scott Smith Assessment and Recommendations Summary: In 100-200 words, summarize the psychological report.
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OBSERVATIONS IN SCHOOL SETTING Day 1 – 9:00-11:00 a.m. · Students were engaged in circle time activities such as calendar (day, date, weather, etc.) When Scott was asked to draw the weather symbol on chart, he refused by strongly stating, “no.” Refused teacher’s offer of help and ran to the table and sat under
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Areas of probable difference when compared to peers · Sensory seeking behaviors · Oral sensory processing · Auditory processing · Vestibular (related to balance, orientation of the head, etc.) processing · Multi-sensory processing Place Your Order Here!
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Sensory Processing Skills Areas of definite difference when compared to peers: · Touch processing (tactile defensiveness, craves touch) Place Your Order Here!
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OCCUPATIONAL THERAPY EVALUATION Fine Motor Skill Development: Bruininks- Osteretsky Test of Motor Proficiency (a standardized battery of motor performance tests; used by OTs, PTs and sometimes P.E. teachers; assesses both gross and fine motor skills) 54th percentile · Needed prompts and motivator to overcome refusal – did complete test. · Response speed equivalent is 5
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STANDARDIZED TESTS ADMINISTERED: Standardized assessments that targeted the domains of intelligence, visual-motor skills, learning processes, academic achievement, and emotional/psychological development. Wechsler Intelligence Scale for Children-Third Edition (WISC-III) This test measures current intellectual functioning. Overall cognitive ability in the average range (FSIQ = 103; 58th percentile). Nonverbal ability is significantly better developed (77th percentile; 111) than
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BEHAVIOR OBSERVATIONS Testing behavior: Scott needed to be walked into the testing room by a staff member. Per administration protocol for each assessment, Scott was provided breaks to complete the assessment items. Scott often stood during testing and at times would pace before answering a question. He made comments not related to the test items
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BACKGROUND INFORMATION Pregnancy and birth history: Scott’s birth was typical after a 40-week pregnancy. He was an 8-pound baby with no apparent concerns at birth. Developmental history: Scott experienced sleep difficulties as an infant, rarely sleeping for more than 2-3 hours at a time. His appetite was also reported as poor. Developmental milestones were reported
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