Professional Documents
Culture Documents
Programming: Consultation and Collaboration (ECAS 514) Course Instructor: Lynda Maclntosh
Student Name: Wei Zhang Student Number: 822339511 Date: November 21, 2013
Child Name: Child A Date of Birth: April 26, 2009 Date of Report: November 21, 2013 Agency: Agency S
Childs Age: 4.7 years Chronological Age: 4.7 years Consultants Name: Wei Zhang
Developmental Area
Strengths
Speaks clearly without mumbling. Responds to simple questions correctly, e.g. How old are you? Where do you live? What is your name?.
Yet to Develop
Initiates greeting of familiar adults in the classroom. Uses specific action words when asks for assistance, e.g. open it, please, close it, please. Plays with one or two other children at free play time
Communication
Asks for assistance when needed, such as Help me. Says Pee when he needs to use washroom. Says Read to me at the book center. Kicks a large ball in the playground. Climbs up the big truck in the playground.
Gross Motor
Runs and changes directions avoiding obstacles.
Identifies missing element of a picture, e.g. chair missing two legs. Completes a puzzle within 10-15 pieces without functions. assistance. Completes the potato head by Responds to story related questions, e.g. What comes Matches like items based on
Cognition
putting the parts in their next? What happens correct locations, e.g. ears, to? while reading books mouth, eyes, hat. Imitates two actions in correct sequence. Follows up two steps instructions, e.g. Put the books away and line up. Puts on clothing in the correct front and back position. Raises hand when expressing wants and needs. Stays on task while engaging in group activity. Swallows food in moth
5
with an adult.
Personal -Social
Puts shoes on the correct feet. Waits for turn when playing IPad.
Follows teachers directions during the fire drill practice. Performs activities in presence of new person, e.g. Martial Arts. Accepts an altered routine when requested.
Builds train track of more than ten pieces. Holds pencil using a static tripod grasp. Traces simple shapes, e.g. Holds paper with one hand while drawing with the other hand. Holds pencil/crayon using a dynamic tripod grasp to draw.
Fine Motor
circle, rectangle. Colors simple pictures, e.g. pumpkin, bat, and ghost. Puts together simple puzzles ten to fifteen pieces.
Exaggerating facial expression: Each time the desired behavior occurs (child A says good morning or raises his hand), the teacher interacting with him or beside him shows her excitement, such as big smile, clapping hands.
Modeling: Teachers demonstrates how they greet each other or other children each morning.
Scaffolding: At the beginning, a teacher could support child A to raise hand or say Good morning by using both verbal and physical prompting. As the child progresses each day, the teacher could gradually remove the verbal prompting, and leave the responsibility to the child to carry out the task (say good morning or raise hand).
Repeating back: The teacher repeats back each time after child A finishes the task, such as a teacher might say A, you said good morning, that is excellent or A, you raise your hand, awesome.
Verbal and physical prompting: A teacher might say A, raise your hand, and then followed by the action of raising hand.
Recommendation for Parents Parents are highly encouraged to take A to join different social activities, such as reading program in the local library, or some of the extra-curriculum based on A interests. Because the more he is exposed to the social world, the more opportunities for him to see and experience the social rules.