education

Sensory Processing Skills Areas of definite difference when compared to peers: · Touch processing (tactile defensiveness, craves touch) Place Your Order Here!

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

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

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

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

SOURCES OF INFORMATION Background information was obtained from his mother, his previous social worker, former psychologist, and previously completed educational and medical reports. This information was obtained from interviews, developmental history, and rating scales as well as medical records. This information appears to be from reliable sources and is considered valid. Current status of his

INDENTIFYING DATA AND REASON FOR REFERRAL Scott is having some difficulties with behaviors in the classroom, although his academics are average and in some cases are above average. He has some issues with hyperactivity, aggression, and some other atypical behaviors that have his teacher concerned. For example, he sometimes refuses requests to do tasks he

REPORT OF PSYCHOLOGICAL ASSESSMENT Confidential Material   NAME: Scott Smith DATE OF BIRTH: 7/8/2012 CHRONOLOGICAL AGE: 6 years 1 month PARENTS: Mary Smith and Sebastian Smith GRADE: 1st grade DATES OF ASSESSMENT: 8/17/2018; 8/27/2018 DATE OF REPORT: 9/3/2018 PSYCHOLOGIST COMPLETING REPORT (Washington Unified School District): Kathryn Johnson, LCP   INDENTIFYING DATA AND REASON FOR REFERRAL

Recreate word document to match instructions provided Attached is the instructions on how to correct the written assignment. You must follow the directions to correct and apply what is asked. Must have word to complete. The finish product should look like what is provided by the instructor which is in the instructions. It sends it

Comprehensive Report: Summary and Recommendations Read “Writing a Comprehensive Report in Special Education,” located on the National Association of Special Education Teachers website. URL:http://www.naset.org/fileadmin/user_upload/Power%20Point/Writing_a_comprehensive_report_in_special_education_01.ppt After formal assessments for determining eligibility under IDEA’s 13 disability categories are completed, school‐based specialists are charged with summarizing the results to aid team decision making. In turn, specific recommendations are