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.
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,
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.
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
Ben doesn’t have any interest in interacting with any of his family members, it is noted, “In fact, he completely ignores his sister.” (Perry & Condillac, 2003) He doesn’t use facial expressions or gestures such as pointing out his train to his sister, to communicate with others. Ben rarely looks at people even when they are trying to talk to him or when they try to get his attention and he rarely smiles. The third category is comprised of deficits in developing, maintaining and understanding relationships which includes difficulty adjusting one’s behaviour to social context, lack of interest in peers, and difficulties in making friends or sharing in imaginative play. Ben’s big sister tries to play with him but he rebuffs any of her attempts, or others, he ignores those around him, preferring to play by himself. Ben doesn’t pretend to make his train crash or go on train tracks nor does he make train sounds or use his imagination as to where the train is going or what it is
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
...e (My Virtual Child). Dominic is able to read a few short words, write his name and most of the letters in the alphabet. The results also mentioned that he is at an age appropriate level of phonological awareness and his language development is average in vocabulary and retelling a story (My Virtual Child). Cognitively, Dominic is not interested in little art projects and becomes frustrated when he works with blocks and shapes. Dominic is also behind mathematically when counting, identifying quantitative relationships and classifying objects (My Virtual Child). The parenting questionnaire suggests that we are slightly above average in affection and warmth; and we are in the top 15% concerning control and discipline.
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.
The early stages of a child’s lifespan is the most crucial part of their overall development. “Brain and biological development during this time is influenced by an infant's environment”(Statistics
of development, how we experience the world plays a role in our brain development. In recent
.... 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.
Seth is a 4 year old boy who was diagnosed with Autism. He is an only child and concerns about his development rose when he didn't engage in peek-a-boo or mimicking facial expressions/gestures. His parents, at a young age, would try to engage him or attain his attention with toys, songs, or games but Seth had no interest. Seth early made eye contact, didn't babble, or respond when his name was called. His motor skills developed at the appropriate age but at the age 2 Seth still had no words. His parents had his hearing checked, and the results came back that he was healthy, but he was diagnosed with autism and started to receive services through his public school at 3 years old.
Eye gaze is essential for evaluating the following objects: liking and attraction, attentiveness, competence, social skills and mental health, credibility, and dominance (Kleinke, 1986), these evaluations provide information about the target of another person’s attention and expression. Therefore, eye gaze helps to obtain information about communicative intentions and future behaviour (Baron-Cohen, 1995). Moreover, according to Patterson’s distinguish between communicative behaviours and indicative behaviours in 1982, only communicative behaviours are driven by a goal or purpose. Thus when infants are using eye gaze for communication, they are subjective to process the information transition. This statement also be demonstrated by many studies. For instance, D 'Entremont and his colleagues tested 24 infants form 3- to 6-month-olds in 1997 and they found that 73% participants followed the adults’ head-turn behaviour to change the direction of their eye
Eye contact is an important social skill that is used to determine whether a person is focused and paying attention. It’s a key
With Blake I try to give as many positive consequences during the day that I can. I avoid giving him negative consequences as much as possible and ignore his bad behavior. When I see Blake doing something positive like sitting at story time quietly of keeping his hands to himself during lunch I give him a positive consequence and praise him for his good behavior.