Case studyArianny Savinon-Perez

EDS-702Summer 2013

Lehman College

Child-Finding Process

First Step

Why and how was this child selected?

Previous interaction with family members

Previous observation of child’s behavior

Accessibility and collaboration

Description of the Child

Toddler: 3.5-year old

Lives with his mother and a 13-year old sister

Interaction with his father is inconsistent

Is not participating of any Early childhood program

Report of Child’s Development

Well child. No history of serious illness

Developmental milestones within normal limits

Parent’s Concerns

Child’s social emotional behaviorLanguage FluencyChild’s locomotion

“I’m concerned about my child’s social emotional and language skills”

“ The lack of affection from his father has affected his social interaction and language development”

“He rarely smiles or shows affection to others as other children of his age do”

Assessment Description

Revised Brigance Diagnostic Inventory of Early Development -IED-II; 2004 (Birth to Seven Years)

Normed-referenced, standardized assessment Measures children’s strengths and weaknesses across basic skill

May be administered by teachers, school psychologists, developmental experts, and other early education professionals.

Reliability :highly reliable. If a child is tested later by another examiner will get approximately the same score. Internal consistency is 0.8 to 0.9 correlation 0.9 to 0.99

Validity : high degree of validity. Focus on developmentally appropriate content areas- Validity range from 0.66 to 0.97

Domains Assessed

Adaptive behavior: Daily Living: Self-Help and Social emotional skills

Fine and Gross Motor Skills Language Development: Expressive

Language and Receptive Language

Assessment Approaches

Ecological/Naturalistic Approach

Authentic Assessment

Assessment ResultsChild’s Strengths and Weaknesses

Overall Language Development: 2.7 age equivalent

Expressive Language:3.3Receptive Language: 2.4

Motor Skills: 2.7 age equivalent

Fine Motor skills: 2.7Gross Motor Skills: 2.6

Adaptive Behavior: 2.7 age equivalent

Social motional Skill: 2.1Self-Help Skills:3.1

Recommendations

Enrollment in an Early Childhood Intervention Program

Evaluation Eligibility for EIP Seek Information for resources available

for the child in the community Learning Plan : Annual Goal and short

terms objectives

Intervention Learning PlanAnnual Goal

By the end of the year, when requested to give specific personal data verbally, Anthony will tell the requested information (name, last name, age, or sex ) 4 out of 5 trials with 80% accuracy as measured by teacher’s checklist, and observation.

Short Term Objectives

• Within three months from now, when requested, Anthony will recognize, tell and trace his first name 4 out 5 trials with 80% accuracy

• Within three months from now, when requested to give personal data verbally, Anthony will correctly state his full name 4 out of 5 trials.

• Within three months from now, when requested to give personal data verbally, Anthony will correctly state his age and date of birth (day, month) 4 out of 5 trials.

• Within two months from now, when requested to give personal data verbally, Anthony will state correctly his sex 4 out of 5 trials.

Effectiveness of the Assessment

Assessment reflected the child’s weaknesses in the areas of concern noted by the parent

Conclusion• Weaknesses reflected in the areas of fine motor skills,

language development and adaptive behavior might be due to the lack of formal instruction and social interaction with other children of his age

• Further evaluation is recommended to determine the factors that are causing such deficiencies