Educational Report

Brigham Young University Idaho

Early Childhood Special Education Program

Demographics

Name: Jace Patterson

Date of Birth: 2/21/2004
Age: 1 year, 11 months
Evaluation Date: December 2005January 2006
Evaluators: Cloward, Anderson, and Allen
Report Author: Katie Allred Davis

Reason for Referral

Jaces parents express concerns regarding Jace's lack of communication. He is not

meeting normal speech milestones. Additionally, Jace offers no eye contact. Through
parent interview, observation, and testing using: TABS, Vinelind-II, PLS-4, and IED-II,
we will determine if he qualifies for special education services.

Background

Developmental History
During the pregnancy there were no complications, and Jace was carried out to full
term. Jace was delivered with no complications at birth and received good scores on his
Apgar test. His parents began to notice that he was not making eye contact when he
was 6 months old and still had not developed any language when he was 15 months
old. Tubes were placed in Jace's ears and parents noticed an increase in babbling but
he still does not offer meaningful communication. For communication, Jace will lead a
parent to a desired location and begin crying until parents are able to ascertain what he
wants.

Family Information and Social/Emotional History

Currently, Jaces father is a student at a local University and his mother takes care of
him and his 3-month-old sister at home. For the most part, Jace does not interact with
his little sister, but he does seek out his mother when his sister is crying. Jace seems
excited and interested when people are around. He enjoys watching cartoons on TV
and will look at the pictures in books. Jace has recently moved from sleeping in a crib to
sleeping in a bed. He is able to sleep through the night and takes a 2-hour nap during
the day. Presently, Jace is eating mainly finger foods and baby food. Due to his inability
to feed himself with a spoon, his parents feed him in his highchair. He has not yet
developed any toileting skills. When Jace attends nursery, he has no issues with his
parents leaving but is happy when they return. Jace is close with his grandparents that
live about an hour away and likes to run around outside when they go visit. The
grandparents are supportive of Jace and his family.

1
Page 2 of 8 Educational Report Jace
November 10, 2017

Medical
Currently Jace is not on any medications and is up to date on his immunizations. Jace
had experienced a period of frequent ear infections, which lead to a pediatrician placing
tubes in his ears to drain the fluid when he was 18 months old. These tubes have
reduced the amount of ear infections that occur. Jace has had his vision and hearing
tested, both of which are normal and no other known medical issues.

Educational History
Jace does not have any previous educational background but is enrolled in and will
soon be attending the toddler lab program at BYU-I.

Observations

Cognitive:
Jace was observed engaging in simple symbolic play. A few examples of this play were
noted during the assessment. Without using any language, Jace held the cell phone to
his ear when his mother said, talk to daddy. While in the kitchen, Jace picked up the
blender and held it up to his mouth. Jace also climbed up on the piano bench, laid on
his stomach and closed his eyes. New camera equipment that was brought into the
home was new, and Jace spent a few minutes touching the new equipment and
manipulating it. Jace did not participate in tossing a block back and forth with the
examiner, nor did he acknowledge the book that was being read by the examiner.

Social/ Emotional:
While being observed, Jace would not engage with the examiner despite multiple
attempts. This was noted when a teacher in the toddler lab was modeling the behavior
of putting a toy away and Jace continued to stare at the toy in his own hand. This was
also observed when Jace had a toy in hand and the examiner was saying his name,
and shaking a different toy. Jace also had minimal facial expressions. One example was
noted when a teacher was helping put his shoe on his foot and Jace expressed no
emotion. During these interactions Jace did not make eye contact with the teacher or
the examiner. However, there was one instance that was observed when Jace did make
eye contact with the teacher. This was noted when he was in the art easel and a
teacher was trying to help him get out. The eye contact that was made was brief and
there was no other documented eye contact made during the observations.

Language:
During the observations of Jace, he did not use any comprehensible language to
express his wants or to respond to any questions that were asked. Jace grabbed the
hand of the teacher, and lead her to the outside door, but did not use any words. Jaces
lack of speech was also seen during the assessment observation, he lead his mother to
the kitchen by hand and directed her to the cabinets. He did not respond when she
asked if he wanted a snack but followed her to the chair where she poured out the treat.
During the observation at the toddler lab, and during the assessment given at home,
there was no verbal language from Jace.
Page 3 of 8 Educational Report Jace
November 10, 2017

Motor:
Jace was observed participating in multiple examples of physical activity. These
activities ranged from developing his fine motor to gross motor skills. Jace climbed up
the ladder on the playground, placing both feet on each step without assistance. Jace
was observed holding a hammer in the toddler lab, as he hammered a wooden toy.
During the lesson on musical instruments, Jace held a drum stick and hit the drum to
successfully make noise. He also held a bean shaker and shook it to make noise. Jace
climbed up on multiple pieces of furniture, the piano chair, the kitchen chair and the
block shelves in the toddler lab.

Self- Help:
When it was time to go outside, a teacher assisted Jace with putting his jacket on, along
with helping him put his shoes back on. Later, Jace used the pitcher to pour water into
his glass. He then tried to drink from the glass, but it resulted in him spilling his drink.
Jace also used a spoon by pinching the end of it using three fingers. During the
assessment, Jace was able to feed himself the finger food that his mother poured out. A
teacher assisted Jace in most tasks. During clean up time a teacher modeled the
behavior of putting away toys encouraging Jace to mimic her actions but he did not
respond.

Test Administered

TABS: Temperament and Atypical Behavior Scale, Early Childhood Indicators of

Developmental Dysfunction
Normed referenced test, used to determine a childs ability for self-
regulation and temperament
Administered: December 15th, 2005
Vineland-II: Vineland Adaptive Behavior Scales 2nd Edition
Normed referenced test, used to test; communication, daily living,
socialization, and motor skills.
Administered: December 15th, 2005
PLS-4: Preschool Language Scale, 4th Edition
Normed referenced test, used to test; total language, auditory
comprehension, and expressive Communication.
Administered: December 15th, 2005

Tests Results

TABS RAW STANDARD PERCENTILE

SCORE SCORE RANK
Detached 4 32 3
Hyper- Sensitive/Active 11 <26 <1
Under reactive 3 30 2
Dysregulated 0 53 61
Temperament & Regulatory Index 18 <51 <1
(Total of four raw scores)
Page 4 of 8 Educational Report Jace
November 10, 2017

Vineland-II RAW STANDARD/ V-SCALED PERCENTILE

SCORE SCORE RANK
Communication - 60 <1
Receptive 4 7 -
Expressive 14 9 -
Written - - -
Daily Living Skills - 71 3
Personal 6 5 -
Domestic 1 12 -
Community 2 12 -
Socialization - 60 <1
Interpersonal 6 5 -
Relationships
Play and Leisure Time 2 8 -
Coping Skills 1 10 -
Motor Skills - 100 50
Gross 51 16 -
Fine 18 14 -
Total Test - 69 2

PLS-4 RAW STANDARD SCORE PERCENTILE RANK

SCORE
Auditory 11 59 1
Comprehension
Expressive 14 56 1
Communication
Total Test 25 53 1

Interpretations

Communication
Through observation, interview, and tests, we are able to determine Jace is below
average in his communication skills. When analyzing the tests, Jace scored below 1
percent of the normative group. This means Jace is preforming better or equal to 1 out
of 100 children that were sampled nationally. It was also noted that during this
assessment, Jace never used any words.
During the observations, Jace would express his wants by guiding his mother or teacher
to the location of his desired object and pointing at it until he is able to receive what he
wanted. By demonstrating this behavior, Jace is able to communicate expressively
without using words. Receptive language was not observed as frequently as expressive
language. Jace would not turn towards his name being called, or noises being made to
gain his attention. His current language skills may impact his ability to into socially
interact with his parents, teachers, or peers.
Page 5 of 8 Educational Report Jace
November 10, 2017

Jace can consistently:

Produce babbling sounds
Express his frustrations through crying
Communicate wants through leading an adult to the location
Jace partially or sometimes:
Follow single step directions
Can follow familiar routines
Locate sounds that are made
Jace cannot yet:
Use single words
Understand simple questions
Point and label body parts

Social/ Emotional
Jaces social and emotional behavior is below average, this was found to be consistent
across testing observation and interviews. The TABS assessment scores indicate that
Jace has low temperament, inability to regulate feelings, and lacks socialization. Jace
scored in the 3rd percentile in Daily living skills on the Vineland-II report. This means
that he is performing equal to or better than 3 out of 100 children in the normative
sample group. Jace was observed making limited eye contact with teachers or peers
when his name was called. While at the toddler lab, Jace would not interact with his
peers through symbolic or social play. He was observed smiling, but only had limited
facial expressions. Jace does cry when he becomes frustrated, this indicates that he
has poor emotional control. During the interview with Jaces mother, is was noted that
Jace did not show any affection to his mother or little sister. At 23 months old, Jace
should be able to, but cannot yet, interact with peers through parallel play and respond
to some social cues. If Jace continues to fall below average in social/ emotional
development, it can impact behavioral issues later in life.

Jace can consistently:

Express different emotions
Cry to gain attention
Responds to affection
Jace partially or sometimes:
Make eye contact
Mimic peers and teachers behavior
Smiles and laughs during interaction
Jace cannot yet:
Interact with other peers
Participate in parallel play
Page 6 of 8 Educational Report Jace
November 10, 2017

Respond when name is called

Cognitive
The tests that were given did not focus on any cognitive development, but through
observations, it is determined that Jace is developing at an average rate. Jace was
observed mirroring the teacher in the child lab as she put toys in the bin during clean
up. Jace followed her actions as he placed a toy in the bin, but then continued to play
with the one in hand. During the interview, Jaces mother handed him a cell phone to
talk to daddy, he held the phone briefly and gave it back. Jace understood that the
phone is used to be able to talk to people and shows that he has a simple
understanding of symbolic play. Jace should be able to mirror the actions of others and
engage in symbolic play. He has not demonstrated these actions and this may be due
to his limited social interactions along with lack of communications.
Jace can consistently:
Purposefully play with toys
Recognize favorite shows on TV
Look at pictures inside of books
Jace partially or sometimes:
Mirror actions of adults
Engage in symbolic interactions
Participates in the movement of activities
Jace cannot yet:
Use problem solving skills to complete a task
Follow one step directions
Participate in reciprocal play with peers

Motor
The current development of Jaces motor skills is average. He scored in the 50th
percentile on the Vineland-II, meaning Jace, has scored equal to or above 50 children
out of 100. During the observations, Jace was noted standing, walking, and running
without any assistance, he also climbed up on multiple pieces of furniture. During the
toddler lab, Jace also held a hammer while hammering a wooden toy, also help a drum
stick, while using it to hit objects to make noise. There were multiple examples seen
from Jace using his fine and gross motor skills. While interviewing his mother, she
stated that Jace was an active boy, and moved around quite a bit. She also said, that he
was not able to jump with both feet, but he is able to kick a ball. At this age, Jace seems
to be developing at a normal rate and is reaching the correct milestones. There may be
a concern for his fine motor as he continues to develop, affecting his ability to write and
hold a pencil the correct way.

Jace can consistently:

Walk and run without falling over
Page 7 of 8 Educational Report Jace
November 10, 2017

Use the stairs, placing both feet on a step

Hold objects with a full hand grasp
Jace partially or sometimes:
Make eye contact
Purposefully kick a ball
Stack objects on top of each other to create a tower
Jace cannot yet:
Open doors
Throw or catch a ball
Jump up and down using both feet

Self- Help
The vineland-II was given to Jace, and he scored in the 3rd percentile in the self- help
domain, meaning, Jace scored better or equal to 3 out of 100 children in the normative
group. This test provides information that Jace is currently below average in developing
his self- help skills. During toddler lab when the class was going outside, Jace was
observed receiving assistance from the teacher with putting on his jacket, he also had
help with putting his shoe back on. While observing this interaction, it was noted that
Jace did not aid the teacher with putting the clothing back on. During snack, Jace used
a spoon to feed himself, and unsuccessfully poured his own drink with the pitcher.
When interviewing Jaces mother, she said that Jace is able to throw away trash, but
does not do this activity without guidance. Jace can understand routines throughout the
day, but is not able to complete any of these tasks alone. At this age, Jace should be
able to hold his own cup while drinking from it, and be assisting when getting dressed.
Delay in self- help skills can affect the childs independence in completing simple tasks.

Jace can consistently:

Sleep through the night
Eat finger foods without assistance
Express needs of hunger
Jace partially or sometimes:
Use a spoon to eat
Follow set routines
Help with simple tasks
Jace cannot yet:
Clean up his own messes
Dress himself without assistance
Use the toilet without assistance

Recommendations
Page 8 of 8 Educational Report Jace
November 10, 2017

Through these observations, interviews, and tests, it is determined that Jace has
atypical development in communication, social/ emotional, and self-help skills. Jace is
eligible for services under part c of the IDEA. He qualifies as being developmentally
delayed due to him falling 2 standard deviations below the mean in more than one
domain.

For the professionals:

Proceed with additional testing to determine if a diagnosis is necessary
Provide Jace with a speech and language pathologist to help with the
development of his communication skills.
Implement early intervention for development in communication, social/
emotional, and self-help skills
For the parents:
Use speech as much as possible in the home to explain what you are doing
Continue to track Jaces progress
Ask Jace questions to initiate a response about what he is doing or how he is
feeling
Use facial expressions and language to express feelings
Use Jaces interest to engage him in social interactions
Model social interactions using words and gestures, model the behavior for Jace
For the classroom
Follow a set routine, helping Jace to become familiar to the tasks
Include activities that would promote language
Encourage social interactions with peers in the dramatic play area

Summary

Jace is a 23-month-old boy with parents who are concerned that Jace is
developmentally delayed. After testing his hearing and vision, it was determined that he
is able to hear and see without any problems and there are no other known medical
issues These concerns come from Jaces lack of eye contact and absence of verbal
language. Currently, Jace communicates through leading a caregiver by hand, pointing,
and babbling. Jace does use any words, and does not show any affection towards his
mother or sister. Jace expresses frustration through crying. He has normal development
in cognitive and motor skills. Jace is delayed in communication, social emotional and
self- help skills. Due to the delays that were noted through observations, interviews, and
testing, Jace is eligible for special services for development delay under IDEA.
Recommendations are that Jace continued to be tested to observe if any progress has
been made with early intervention.