Adam is a 4;00 year old boy, who was referred to the LRC in June 2004 due to parental concerns regarding his communication skills with other children, social relationships, and general development. Adam's parents attended an initial intake interview with Dr Eman El Sayed on the 6th June, 2004. Following the intake it was recommended that Adam would be assessed by members of the LRC Child Development Team. The two assessing clinicians were Donia Fahim, Speech and Language therapist and Eman El Sayed, Paediatric Psychiatrist.
Adam attended the LRC on the 28th June, with his mother and father. Both clinicians were present during the assessment.
This report must be referred to in conjunction with the neuro-developmental assessment conducted by Dr Eman El-Sayed.
Case History
Please refer to the initial intake report.
The following is a summary of the assessment findings based on informal assessment and parental report aged 4;00 years. Although Adam is exposed to English at nursery his predominant language is Arabic and therefore this was the language used during the assessment.
Behaviour, Play Skills and Pragmatics
Regarding Adam's behaviour, Adam's social skills and behaviour are mildly delayed and more like a child aged between 3;00-3;06 years. His parents reported in the intake that Adam's use of eye-contact is inconsistent with adults and peers. Adam's eye-contact was observed to be within the normal range. He made and maintained eye-contact appropriately.
His attention skills do affect his use of eye-contact, in that if he is not attending to what is being said he will not look at the adult.
Adam appropriately initiated with the therapist, his mother and his father. He used language appropriate...
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Use simple language to comment on Adam's actions during every-day activities.
Do NOT ask Adam questions that require him to label or comment.
Use specific language and gestures to praise Adam. For example, when he sits at the table he should be told, "Adam you are doing good sitting."
Adam should be told what you want him to do and NOT what you don't want him to do. For example, if he throws a cup on the floor, the adult should say "Pick the cup up" and NOT "Don't throw your cup on the floor"
Spend 5 minutes daily playing with Adam, which is his special time and he chooses the toys and activities. During this time Adam should not be pressurised to talk. The adult playing with Adam should wait for him to start the talking, not direct his play and comment on his actions. This will be demonstrated in detail during the parent child interaction sessions.
In the book “Look Me in the Eyes” by John Elder Robison, he talks about his life with Asperger’s and the challenges he faced as a kid. The first thing I noticed when reading the book was that John Elder had a hard time looking people in the eye. Which is very common with kids with Asperger’s. During the time she was a student, teachers didn’t know what this was so they handled the situation differently by yelling at him trying to force him to look them in the eye. If I was the teacher I would go about this situation differently, I would try to figure out why he can’t look me in the eyes.
Adult/Teacher Interaction: In an adult interaction, the child I observed were more engaged with the people around him by infant-directed speech. His mom and I were basically called his name by rhythm, and he responded to us by smiling and being excited. As I observe in terms of turn-taking, I realize Manden responded to the people around him after everyone is done talking to him. For example, he looked at the person who he believed is talking to him. After the person was done, he will smile or laugh. This matched the research by Jasnow and Feldstein, where they said mother and infants take turns with one another much more than speaking at the same time (Steinberg et al., 2011, pp. 142).
Robert Buck once said, “If children can’t learn the way we teach, then we have to teach the way they learn.” The Wilson Language Program has become disclosed to amplify this mentality. Dyslexia is a common disease among ten to fifteen percent of the United States, where a human being has trouble in learning to read or interpret words, letters, and other symbols. Programs are reaching out to try to terminate as much distress of dyslexia as possible. Up and coming programs, The Wilson Language Program for example, are making their best efforts to start working with children from a young age with the slight signs of this common problem. Catching dyslexia earlier in life brings more assurance that the child’s future will have little to no setbacks or disadvantages for success. In order to enhance the regressive literacy of dyslexic individuals, the Wilson Language Program is progressively being implemented into regular schooling to ensure that reading standards are met, through structure, hours of research, copious practice, and strong evidence.
Due to the current attachment relationship between Angela and Adam there is a possibility that Adam is at risk for developmental problems. With Angela having problems caring for Adam and getting easily frustrated with him when he cries and does not want to play when she wants to it is creating challenges in Adams attachment to
He preferred people over objects and was able to focus his eyes on me and study my face as well as with others. He began to show more intense interest in his “These infants were usually happy and cheerful, tented to adjust well to new situations, and followed regular routines for eating, sleeping and toileting,” (Chess & Thomas,1986; Thomas Chess, & Birch, 1968). Referring to Kieran’s report, he readily adapted to the new people and situations in the pediatrician’s office making eye contact, smiling and vocalized to them quite a bit. Based on his behavior raising him through the Virtual Child, it was noted again that he smiles and interacts with nearly everyone and was able to
.... To do this you may use a sticker chart, give the child some candy, or buy the child something they want. Be sure not to go nuts. Doing this will make the child react to praise the same way they act to punishment. Praise and the reward the child, but don't over exaggerate and scare the child.
During this examination, the administration did not take into account that Serge was not proficient enough in English to fully comprehend the test. Serge was tested in English for the majority of the questions and was unable to successfully answer them due to his language barrier. When Serge was placed into the third-grade class, he had just gone through a traumatic experience wand was undergoing both a cultural and language shock. These events should have played a more prominent role in his assessment. Moreover, Serge was not correctly identified as learning disabled, because of the language barrier present in these tests. Since he was tested in mainly English, it was not that he was disabled, it was because he lacked the understanding of the English language. As specified by Salend and Salinas (2003), in their six recommendations for multidisciplinary teams, students should be assessed in both their native and secondary languages. These results should then be compared in order to determine results (Salend & Salinas, 2003,
It has been proven that a child’s early years are the peak at which the mind can bend and shape, creating the foundation for a life. We know now that even before birth, the mind is a delicate matter that if improperly taken care of could alter a person’s entire life. Nourishment and stimulation before and after the birth of a child mold’s the brain in its most malleable state. Medical and scientific institutes paired with parenting information organizations have made information readily available for parents, childcare providers, and students to advise them of the importance of childhood brain development. This information is not only critical for the child, but for the person they will become in the future.
Jordan lives with his Mom and Dad who I will call “Jenny and John” and older brother “Caleb” who is 10. John travels frequently –because he is a pilot for Jet Blue Airlines. Jenny went to college to study in flight attending services, she worked as a flight attendant for 5 years but then she got married and had kids so she took some time off and was a stay at home mom. She just recently got back into working and she works part time at Costco during the winter and in the spring, fall, and summer she works at a Vineyard. Jordan’s family has moved over 3 times to different states because of his dad’s piloting job, they have lived in Ohio, Kansas, and now currently living in Minnesota, this has also affected Jenny from getting a job full-time. Jordan is in Kindergarten at Minnewashta Spanish Emersion Elementary. He really loves to play outside during recess with his frien...
First, the teacher and classroom assistant will focus on the eight-year-old autistic male, they will use this intervention to support and aid in his learning of a social story with verbal compliments, nutrition, and declining of foods. Both teacher and classroom assistant will help support him, and teach him to reduce aggressive behavior by using his words in order to get what he needs. He will learn to sit down quietly and wait for direction, then will practice and demonstrate each time to master sitting down quietly. Then, both teacher and classroom assistant will praise him when he increase sitting time quietly in his seat in the classroom. Even though, he demonstrates a reduction in aggressive behavior during starting point stipulations and adaptability in aggressive behavior during an intervention requirements. Overall, this will help the eight-year-old male in regards to the his strength and weaknesses of learning, social stories, which will aid to remove or lessen aggressive behavior in the schoolroom.
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