handout #12 - follow -up activity – session 1#12+jillian+follow... · name: date: handout #12 -...

NAME: DATE:

HANDOUT #12 - FOLLOW-UP ACTIVITY – SESSION 1

Complete this follow-up activity and bring to Session 2, or follow the instructions provided by your facilitator. Use.Handout.11, essential elements for writing PLAAFPs and MAGs,.to.help.you.

Using the information provided on Jillian Morgan, develop a Present Level Statement and 1-2 MAGs for personal-social skills.

I. Present Level Statement: Based on:

Child’s Strengths as they Relate to Possible Interventions:

Effects of the Disability on Child’s Progress in Appropriate Activities:

Priority Educational Needs:

II. Goals (MAGs):

Timeframe

Child’s name

Conditions

Behavior

Criterion

Pre-K Information Sheet

Child's Name:

What do you want your child to be called at school?

Child's Birthdate (M/Dn/):

Parents' Name(s):

Child's Siblings/others living in home:

Family Pets: \,rh

,.*ha-rff.sh-.Chib's Allergies (please include food, animal, or other allergies):

What are your child's favorite toys/activities/books?

What are your chlld's dislikes (food, activities, other):

child to learn at

How does your I31s"yx;,^xff :g#"li#.T.T'1development or, learning?

What is the best way to comfort your child when helshe is upset? l*-l* ht, C t 4^ lV,-V,lo

ls there anything else you want us to know

TATS

Typewritten Text

Handout 11

Mixed English and Spanish

Lowest Level-Org

LEON COUNTY SCHOOL DISTRICT-

ID#:

9/4/2006

4/23/2010

Jillian MorganName:

Gender:

Examiner:

Top Level:

Lowest Level:

Items Administered in:

Date of Birth:

Date of Testing:

Chronological Age:

M

English only

Spanish only

F

43 months

Unknown

System Administrator

Program Note:

The Battelle Developmental Inventory™, 2nd Edition, (BDI-2™) is an early childhood instrument based on the concept of developmental milestones. As a child develops, he or she typically attains critical skills and behaviors sequentially, from simple to complex. BDI-2 helps measure a child’s progress along this developmental continuum by both global domains and discrete skill sets in the following areas: Adaptive, Personal-Social, Communication, Motor, and Cognitive.

NOTICE: Additional item-level details exist for this subject but are not contained in this report. Reasons may include a manual change to the subject's date of birth causing certain subdomains to no longer be appropriate or items were administered beyond the ceiling for a given subdomain (complete administration) or domain (screener administration).

Copyright 2007 LINC and The Riverside Publishing Company

Comprehensive Report for Jillian Morgan

Domain/Subdomain RS AE CSS SS PR Z-Score

Adaptive 46 - 478 64 1 -2.40

Self-Care 42 31 487 3 1 -2.33

Personal Responsibility 4 <24 468 2 <1 -2.67

Personal-Social 59 - 453 61 0.5 -2.60

Adult Interaction 31 16 462 2 <1 -2.67

Peer Interaction 8 <24 448 2 <1 -2.67

Self-Concept and Social Role 20 16 448 1 <1 -3.00

Communication 67 - 481 63 1 -2.47

Receptive Communication 32 29 487 2 <1 -2.67

Expressive Communication 35 28 474 3 1 -2.33

Motor 118 - 500 84 14 -1.07

Gross Motor 59 25 472 2 <1 -2.67

Fine Motor 37 37 503 8 25 -0.67

Perceptual Motor 22 46 524 11 63 0.33

Cognitive 75 - 486 70 2 -2.00

Attention and Memory 34 24 476 2 <1 -2.67

Reasoning and Academic Skills 13 25 478 4 2 -2.00

Perception and Concepts 28 37 504 7 16 -1.00

BDI-2 Total 365 - 480 62 1 -2.53

Domain/ Subdomain

Skill Mastered(2 points)

Emerging(1 point)

FutureLearningObjective(0 point)

Self-Care Removes his or her shoes without assistance. X

Self-Care Drinks from a cup without assistance and with little spilling. X

Self-Care Feeds himself or herself with a spoon or fork without assistance. X

Self-Care Distinguishes between food substances and nonfood substances. X

Self-Care Removes clothing unassisted. X

Self-Care Accurately responds "Yes" or "No" when asked if he or she has to use the toilet.

X

Self-Care Expresses a need to use the toilet. X

Self-Care Controls bowel movements regularly. X

Self-Care Asks for food at the table. X

Self-Care Blows his or her nose with assistance. X

Self-Care Washes and dries his or her hands without assistance. X

Self-Care Obtains a drink from a tap or other source without assistance. X

Personal Responsibility

Moves independently around the house, requiring only occasional supervision.

X



Domain/ Subdomain


Emerging(1 point)



Understands that hot is dangerous. X


Puts away toys when asked. X


Shows care when handling an infant or a small animal. X


Indicates or describes an illness or ailment to an adult. X


Demonstrates caution and avoids common dangers. X


Responds to instructions given in a small group and initiates an appropriate task without being reminded.

X


Uses appropriate behavior and voice in public settings. X

Adult Interaction Discriminates between familiar and unfamiliar people. X

Adult Interaction Shows appropriate signs of separation anxiety when removed from his or her parent or caregiver.

X

Adult Interaction Continues to vocalize when imitated. X

Adult Interaction Shows appropriate affection toward people, pets, or possessions. X

Adult Interaction Responds positively to adult praise, rewards, or promise of rewards.

X

Adult Interaction Greets familiar adults spontaneously. X

Adult Interaction Enjoys having someone read simple stories to him or her. X

Adult Interaction Helps with simple household tasks. X

Adult Interaction Responds positively when familiar adults or adults in authority initiate social contact.

X

Adult Interaction Allows others to participate in his or her activities. X

Adult Interaction Initiates social contact or interactions with familiar adults. X

Adult Interaction Separates easily from the parent. X

Adult Interaction Uses adults other than his or her parents as resources. X

Adult Interaction Asks for adult help when needed. X

Peer Interaction Shows awareness of the presence of other children. X

Peer Interaction Enjoys playing with other children. X

Peer Interaction Plays independently in the company of peers. X

Peer Interaction Initiates social contact with peers in play. X

Peer Interaction Imitates the play activities of other children. X

Peer Interaction Responds differently to familiar and unfamiliar children. X

Peer Interaction Plays with a peer, using the same materials, without disturbing the other child's play.

X

Peer Interaction Expresses affection or liking for a peer. X

Peer Interaction Shows sympathy or concern for others. X



Domain/ Subdomain


Emerging(1 point)


Self-Concept and Social Role

Responds to his or her name. X


Displays independent behavior. X


Identifies himself or herself in a mirror. X


Expresses ownership or possession. X


Follows directions related to his or her daily routine. X


Appropriately communicates a range of positive emotions. X


Imitates others and changes his or her behavior based on what others are doing.

X


Shows pride in accomplishments. X


Expresses enthusiasm for work or play. X


Appropriately communicates a range of negative emotions. X


States his or her first name. X

Receptive Communication

Follows 3 or more familiar verbal commands. X


Responds to the preposition out and on. X


Understands the simple possessive forms your and my. X


Responds to who and what questions. X


Understands the simple possessive form 's. X


Follows 2-step verbal commands. X


Responds to the prepositions "toward" and "behind". X

Expressive Communication

Uses 10 or more words. X


Communicates in back-and-forth, turn-taking style using sounds, gestures, or other nonverbal methods.

X


Uses 2-word utterances to express meaningful relationships. X


Uses words to express what he or she sees and does and to express the experiences that immediately affect him or her.

X


Uses words to get his or her needs met. X


Uses 3-word phrases meaningfully. X



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