Avery Case Study Lauren Parker University of Michigan- Flint

Running Head: AVERY CASE STUDY

Case Study: School District of the City of Townville Name: Avery Green Address: 211 Hill Rd. Townville Teacher: Melissa Rivers Siblings (Y/N): Y First Language: Possibly English or Spanish DOB: 8/10/2007 Parent: Miranda Green Classroom: Head Start Sibling Ages: One year, twelve years, five years Lives with: Siblings, Mother, and Grandmother

Report Date:1/17/12

Evaluation Period:1/7/12

Referred to: Project Find Referred by: Teacher, Melissa Rivers Contributing Personnel: Dr. Nancy Booth, School Psychologist And Joanne Cleary, Diagnostic Teacher Interview taken place in Averys residence PLAAFP Avery is a happy energetic four year five months old who attends Head Start in the city of Townville. Avery loves to play alongside other children, ride his scooter, run, be outside, play with his siblings and cousins, and enjoys pretend reading with his little sister; he is a very cooperative boy and is a joy to have in the classroom. Avery is able to communicate in small amounts with others. Avery shows dependence, willingness to progress, and capable ability within his strengths. Averys has a close knit family whom is highly involved in church and has numerous close relatives. Averys Grandmother is his caretaker when his mother is working. We are aware of a second language of Spanish is spoken in the house. His mother is very

Running Head: AVERY CASE STUDY

compliant and honest with intervening teachers. She shows compassion and worry for her four year old and his progression. Averys inability to create short sentences, tell a story, and other communications skills is a concern for his Head Start teachers and mother. His teachers are also concerned with his lack of ability to learn pre-readiness skills with learning and reciting the alphabet, counting and acknowledge of numbers, and so on. Averys mother has a few concerns, she tells of her high risk pregnancy with Avery and how her older sons have previously struggled in school with beginning to read and language. She is worried about his listening skills and his ability to comprehend what she is telling her son. Miranda states that Avery is potty trained, can dress himself, can finish puzzles, can count to five, point to his body parts, and can hear and see clearly. Avery is able to pay attention to the task at hand, identify common logos, ask simple questions, show polite mannerisms.; however, his academic level is low (no alphabet recognition, name or age recognition, etc.), his motor skills are functional for an age three child (is not able to hold a pencil the correct way), and has a hard time communicating (speech and understanding), he says two to three words when speaking. Avery can say 100 words. Based on what Averys mother has told us we see that Avery is at about a two and a half year old level in all five domains, some being a three year old level. During the diagnostic report, Avery shows good attention to the task at hand, no problems with hearing and vision, and shows adaptive abilities. Just like his mother reported he is able to count to five; route counting, one-to-one correspondence. Based

Running Head: AVERY CASE STUDY

on Wechsler Preschool and Primary Scale of Intelligence-Third Edition he shows a general level of intellectual functioning. He was able to identify familiar logos and words paired with pictures. Averys domains (communication, daily living skills, socialization skills, motor skills) are comparable to those of a three year old, he ranges between a two in half year old and four year old within the domains. However his speech/language, general knowledge/comprehension, and social/emotional development is around the age of a two and half year old. Domain: Cognitive Annual Goal: Avery will improve his numbers and counting by March 2014 Expectations based on: Early Childhood Learning Standards Evaluation Objectives Procedure Avery will count to ten by D one to one counting objects Avery will be able to recognize seven numbers by pointing method Avery will be able to D verbally count to ten Domain: Language Annual Goal: Avery will improve his speech and understanding in response by March 2014 4/5 M S 4/5 W 4/5 M Criteria Evaluation Performance Schedule for

Running Head: AVERY CASE STUDY

Expectations based on: Early Childhood Learning Standards

Evaluation Objectives Procedure Avery will be able to say his first and last name when asked and be able to recognize his first and last name; and tell his age Avery will be able speak in short sentences Avery will be able to comprehend two step directions D D D

Performance Criteria

Schedule for Evaluation

80%

80%

80%

Language Standards: four years old

Uses a 1,500-word vocabulary; speaks in relatively complex sentences ("Mommy opened the door and the dog ran out.") Understands words that relate one idea to another - if, why, when Continues to learn through experience and the senses Understands, mostly, the difference between fantasy and reality Understands number and space concepts more, less, bigger, in, under, behind

Running Head: AVERY CASE STUDY

Thinks literally; starting to develop logical thinking Begins to grasp that pictures and symbols can represent real objects Starts to recognize patterns among objects round things, soft things, animals Grasps the concepts of past, present, and future but does not understand the duration of time (Destefanis, and Firchow)

One major red flag I see with Avery is his language a typical four year old would be able to recall parts of the story, speak in sentence of five or more words, says name and address, uses future tense, and can tell stories. Avery is not at the appropriate level for a four year old, but he is able to communicate using two to three words. For cognitive domain a typical four year old would be able to; count ten or more objects, correctly names at least four colors, better understands the concept of time, knows about things used every day in the home (money, food, appliances). Since Avery does not have much of a vocabulary he is not able to express; wanting to please friends and other behaviors like other typical four year olds. I believe Avery should be placed in an inclusive classroom. He shows readiness to learn and adaptable behaviors. I think he will be able to learn from other students. He would qualify for a few services speech therapy being one of them; we are unsure if he is taught Spanish and English and what role the two languages play in his communication skills. I think with the extra help or an aid in the classroom assisting him Avery will prosper in an inclusive classroom. Someone that will help him learn pre-readiness skills. I think support in Averys home will also be great, a qualified individual to teach him within his home and comfortably. This person can teach Avery and his family games to increase his fine and gross motor skills. With Averys and his mother great cooperative personalities I think this will work out great and give him extra attention and help he may be needing. He has basic skills to function in an inclusive classroom, such as speech,

Running Head: AVERY CASE STUDY

recognition, and they are just not at the level for his age. He did not fail any assessment given or behavior; he just needs improvement in multiple areas. Examples being; Avery can hold scissors but cannot cut. He can hold a pencil but immaturely. He can count to five, but not passed it. With Averys cooperative behavior and eagerness to be with other children shows great room for him to strive in an inclusive classroom.

Running Head: AVERY CASE STUDY

Works Cited Destefanis, Joyce, M.A, and Nancy Firchow. "Developmental Milestones: Age 4." GreatSchools. GreatSchools, 2013. Web. 01 Apr. 2013.