Educational Report

Demographics

Name: *****
School/Grade: Preschool, Brigham Young University - Idaho
Date of Birth: 9/15/2004
Age: 4 years, 4 months
Evaluation Date: January 1, 2009
Evaluators: ****, ****
Report Author: Kendra Carlson

Reason for Referral

****’s parents are concerned that he is delayed in four of the five developmental domains which
include communication, social/emotional development, cognitive development, and self-help
skills. The Vineland II, TABS, GADS, PLS, and BDI assessments, along with interview and
observation will be used to gather data on ****’s developmental progress to help determine his
eligibility for special education services.

Background

Developmental History
From a very early age, it was noted that **** had mild delays in his development. He
reached the developmental milestones in motor on time, but the other four milestones were
delayed. **** speaks only in short three and four word sentences to express his needs and wants.
He has very hard times with transitions between activities daily which determine how he acts for
the rest of the day. He is not toilet trained and does not dress himself. He really likes routine,
especially at breakfast time and has difficulty with transitions. He can recognize colors, the
alphabet in both upper and lower case, as well as his name. **** does not enjoy drawing or
coloring and it is hard to get him to do so.

Family Information and Social/Emotional History

**** is the oldest of three children, having a younger sister and brother. His mom, ****,
was previously a student studying Early Childhood Special Education at BYU-I but stopped
attending when ****’s needs became more time consuming. His father, Dallin, graduated with a
bachelor's degree and works full time as a technology buyer at the BYU-I Bookstore. ****’s
grandparents are supportive of him and his family and pay for some of the therapies that ****
needs.
When playing with his sister, it is not usually appropriate play. He has always engaged in
physical and loud play such as chasing. He will initiate play with his sister but not with people
who aren’t immediate family. While playing with others, they will often get hurt. If **** hurts
himself during play, he often doesn’t recognize it.

Medical History
 **** had a full term gestation and normal vaginal delivery with ****. Currently, he takes
no medications and has had no major surgeries, illnesses, or injuries. ****’s vision and hearing
have been tested to be normal.

Educational History
**** was previously enrolled in the Jefferson School District’s developmental preschool.
Prior to this, he was involved in the BYU-I toddler lab. **** is currently enrolled in the BYU-I
preschool. In addition to these educational settings, ****’s parents have designated a room in
their home for special education purposes. He completes therapies and other educational
activities in this room with the guidance of therapists and his parents.

Observations

Home
**** used many gross and fine motor skills throughout the observation but did not use
complete sentences or play with caregivers or siblings. **** used quite a bit of short phrases
when speaking. Hesaid, “Picture of me” as he stood on the couch near the recording camera.
When prompted to say cheese, he replied, “Cheese.” He showed his gross motor skills as he
began to run around the living room and bouncing off of the furniture. He began running in
circles, bouncing off of the couch as he passed and jumping over the baby that was laying on the
floor and his dad’s foot that was extended out in front of him. ****’s dad asked him where the
soccer ball was. **** used his cognitive skills by immediately **** stopped running and began
to walk down the hall. His mom told him that the ball was all gone. **** vocalized, “Where’s
****’s soccer?” and repeated this question a few times.
**** spent a lot of time navigating around the living room and eventually looked out the
side window by the front door. He reached for the light switch and began turning the porch lights
on and off. He used the same light panel to turn off the living room lights. His parents tell him to
turn the lights on and the camera is used to show **** that it’s too dark to video. He continued to
flip the lights on and off in the living room until his dad turned them on and stood in front of the
switch. He continually expressed, “Hurts my eye!” and pointed with both index fingers to each
eye. He repeated this phrase to his dad many times. His father created distractions by telling him
to go get sunglasses. **** reaches behind his dad but can’t get to the light switch. On the couch,
his father holds his hands down and **** begins to twist and roll his body and got away. He
repeats, “Hurts my eye!” many times, ran to the light switch, and turned off the lights. ****
smiled. He continues to repeat, ““Hurts my eye!” His dad pulled him away by the arm and he
then looked straight at the camera and said, “Hurts my eye!”
**** showed understanding of the term timeout when he quickly replied, “no” to the
suggestion of one. He walked into the kitchen, pushed a stool to the counter, climbed on the
counter, turned on the disposal and immediately put both hands to cover his ears. He climbed
down and turned the lights off in the kitchen and moved to the laundry room where he flipped
the lights on and off a few times. He went back to the living room, said the word eye, and turned
off the lights again.
He was asked to hand a toy to his sister. **** took the toy in his hand and threw it across
the room in the direction of his sister then began to giggle. His sister threw a toy to her dad and
ran to pick it up at the same time **** ran to pick it up. He beat her to the toy, began to run
around the living room with it in his hand laughs. He begins bouncing off of the couches again.
His mom offers to read books or play games and **** turns the lights off again. He says, “Hurts
my eye!” and mom grabs him by both wrists. **** dropped his body weight to the ground, stood
up, and reached behind his mom to turn off the light with the switch.

Preschool Lab
**** used many motor skills throughout the observation but did not interact often with
peers or preschool staff or use problem solving skills. While standing near an aid and a few other
children, **** held up a small bug toy and asked, “What is this?” The aid told him it was a
caterpillar and he immediately screamed. He was playing with small toys and continually made
simple sounds consisting of the word, “do” repeated multiple times. An aid asked **** what he
had in his hands and he walked immediately to the aid. He went over to a play closet and pulled
something small out with his hands. With his eyes focused on this new toy, he walked to a
secluded area and examined the toy with both his eyes and hands. He moved to a table to interact
with the toy by putting his fingers inside in an attempt to pull a smaller piece out of the larger
piece.
Later in the day, **** picked up two paper plates from off the ground and flipped them in
the air and back onto the ground. He set one foot on the plate that was right side up and reached
to flip the second plate that was upside down. He placed his second foot on the second plate and
began scooting around the floor for 5-7 feet. The aids began to sing a cleanup song and ****
walks to the indoor play set. A girl on the stairs prevented him from going up and told him to
clean up. He walked to a table that an aid was sitting at and talked to her.
**** walked to the microphone for the recording system and shouted something into it.
He touched the microphone but was asked not to touch it by an aid. He immediately walked
across the room and picked up a toy spider. He moved his hand with the spider in it across the
top of a bookshelf and then up the side of a tree. An aid asked him to put it into a bin 2 times and
he accomplished the task on the second request.
All of the children were asked to stand on the red line in the middle of the classroom.
**** stood next to two boys already standing on the line and touches with his left hand, the boy
closest to him. This boy tells him to stop and then shrugs ****’s hand off his shoulder. The two
boys run to a different spot on the red line and **** follows them to the new destination. ****
begins to flail his right hand which hits the boy beside him on the shoulder again. The boy leaned
as far away as he could from him and then **** took one step closer. A song about marching
turned on and **** immediately copied the aid by marching and moving his arms back and
forth. He looked behind him and continued marching. He left a gap between him and the aid in
front of him.

Tests Administered

● Vineland-II Survey Interview Form, which measures communication, daily living skills,
socialization, and motor skills, administered on January 21, 2009.
● Temperament and Atypical Behavior Scale (TABS), which measures atypical behavior in
the categories of detached, hypersensitive/active, underreactive, and dysregulated,
administered on September 15, 2004.
● Gilliam Asperger’s Disorder Scale (GADS), which measures social interaction, restricted
patterns of behavior, cognitive patterns, and pragmatic skills, administered on January 21,
2009
 ● Preschool Language Scale - Fourth Edition (PLS), which measures auditory and
expressive language comprehension, administered March 2, 2009.
● Battelle Developmental Inventory (BDI), which measures the five developmental
domains, administered on March 1, 2009.

Test Results

Vineland-II
Raw Score Standard Score Percentile Rank

Receptive 23 10 -

Expressive 52 9 -

Written 12 17 -

Communication 36 81 10

Personal 24 8 -

Domestic 6 12 -

Community 6 9 -

Daily Living Skills 29 67 1

Interpersonal Relationships 19 7 -

Play and Leisure Time 7 7 -

Coping Skills 7 9 -

Socialization 23 59 .3

Gross 71 13 -

Fine 45 14 -

Motor Skills 27 91 27

TABS
Raw Score Standard Score Percentile Rank

Detached 17 0 <1

Hyper-sensitive/active 9 15 <1

Underreactive 4 7 1
Dysregulated 3 16 2

Temprament & Regulatory Index 23 <50 <1

(TRI)

GADS
Raw Score Standard Score Percentile Rank

Social Interaction 29 14 91

Restricted Patterns of Behavior 13 9 37

Cognitive Patterns 12 8 25

Pragmatic Skills 21 15 95

Asperger’s Disorder Quotient 110 75

PLS
Raw Score Standard Score Percentile Rank

Auditory Comprehension 51 104 61

Expressive Comprehension 45 84 14

Total Language 188 94 37

BDI
Raw Score Standard Score Percentile Rank

Adaptive - 10 7

Self-care 56 8 25

Personal Responsibility 7 2 <1

Personal-Social - 15 10

Adult Interaction 53 10 50

Peer Interaction 6 1 <1

Self Concept and Social Role 48 4 2

 Communication - 7 2

Receptive 46 6 9

Expressive 34 1 <1

Motor - 35 99

Gross 82 14 91

Fine 47 9 37

Perceptual 26 12 75

Cognitive - 22 18

Attention and Memory 48 8 25

Reasoning and Academic Skills 23 6 9

Perception and Concepts 40 8 25

Interpretations

Communication
According to interview, observation, and testing, **** is performing in the below
average range in communication. According to the PLS, he is performing in the average range.
This is a discrepancy between the data which must have occurred because of the time difference
in the assessments being given and the speech language services received in that time, as well as
different means of measurement in the assessments. The BDI reports that he is performing better
than or the same as 2 out of 100 children in the norm population for the assessment and on the
Vineland II, **** scored higher than only 10 out of 100 children. Contrary to these scores, his
total language score on the PLS showed that he did better than 37 out of 100 children putting him
in the average range. In an interview with ****’s parents, they expressed that he can use 3-4
words in a sentence to express his needs and feelings and that he can consistently identify his
first name. These things were consistent in test results and with the home observation every time
his parents called his name and he responded. He also frequently repeated, “Hurts my eye!” This
was seen in the home observation when **** continually pointed to his eyes to express to his
parents that the lights were hurting his eyes. Testing results reflect that he can identify only a few
minor body parts. ****s parents explained that he doesn't know what “if/then” statements mean
and will not respond appropriately to them. They gave the example of “if you eat your dinner,
then you can have a cookie,” and explained that he just gets mad if he can’t have a cookie and
doesn’t understand that first he has to eat his dinner. **** does best with step by step instructions
for what will happen. As a result, **** will not be able to speak in a way that individuals other
than family, will be able to understand because of his lack of grammar skills.

**** can consistently:

 ● Identify at least 3 major body parts.
● Use 3 word phrases meaningfully
● State own first name when asked
**** can partially or sometimes:
● Listen to instructions
● Ask questions by changing the inflection of words or simple phrases.
● Follow/listen to instructions.
**** cannot yet:
● Ask questions with how, why, what, or where.
● Print at least 3 simple words.
● Follow instructions in “If-then” form.

Social/Emotional
According to testing, interview, and observation, **** is performing in the below
average range for social/emotional development except for on the GADS assessment that shows
**** in the above average and average range in two subtests. On the social interaction subtest he
performed better than 91 out of 100 students and on the restricted patterns of behavior subtest he
performed better than 37 out of 100 students. Contrary to this assessment, the Vineland II shows
that **** is performing only as well as .3 out 100 students in the norm population for this
assessment, the TABS shows that his temperament regulatory index is less than one out of 100
students, and the BDI shows that his social emotional development scored higher than or equal to
10 students out of 100 considered in the norm population. The latter of the test results are
consistent with observation and interview. ****s parent’s said that he always says thank you
when he is given something, such as breakfast. They repeatedly expressed ****’s difficulty with
transitions especially between at home activities and when he is rushed to go somewhere or do
something. They also stated that he had trouble sharing toys with others especially his sister and
never does so without being asked. This was seen in observation when ****’s dad asked him to
give a toy to his sister. He threw it at her and later stole it from her and would not give it back.
Testing also supports this data. ****s parents indicated that **** rarely initiates play with other
children and when he does it is inappropriate rough play that often includes chasing and results
in someone getting hurt. In the preschool lab observation, **** chased children as they moved to
different parts of the red line and repeatedly hit the child nearest to him. As a result of these
findings, **** will not be able to participate in appropriate play with other children his age.

**** can consistently:

● Use objects to make believe play
● Say thank you when given something.
● Use personal pronouns to identify himself.
**** can partially or sometimes:
● Appropriately express feelings of frustration or anger.
● Initiates playing with others.
● Enjoys playing with other children.
**** cannot yet:
● Imitate or try to imitate other’s facial expressions.
● Share toys or possessions with others without being asked.
● Change easily from one eat home activity to another
Self-Help Skills
According to testing, interview, and observation, **** is performing in the below
average range concerning self help skills. The Vineland II showed that **** is performing lower
than 99 out of 100 students in the norm population for this assessment. The BDI ranked him as
performing as well as or better than 7 out of 100 students. These results are consistent with
interview and observation. In an interview, ****’s parents explained that he can not toilet or
bathe by himself. His mom explained that when she gets him dressed in the mornings, he can
pull his pants on by himself but has a hard time with shirts, especially the arm holes. Testing as
well as interview reported that **** can count up to 10, one by one. He can sometimes put toys
away when asked is something that his mom pointed out but also that he doesn’t do this unless
prompted. This was seen in the preschool lab when **** was asked to put a toy insect away. He
did not put it away until the second prompting. His mom also explained that he can not turn on a
TV show independently but will figure out how to turn the TV back on if she turns it off before
****’s liking. Most of these things were not observed but are consistent with testing data. As a
result of these findings, **** will not be able to take care of any of his personal needs without
assistance or supervision.

**** can consistently:

● Be careful around hot objects and understand that it is dangerous.
● Move breakable objects to and from table.
● Count at least 10 objects one by one.
**** can partially or sometimes:
● Dress himself without assistance.
● Put toys away when asked.
● Turn the TV on without assistance.
**** cannot yet:
● Use the toilet independently.
● Take a bath or shower alone.
● Be careful with sharp objects.

Motor
According to one form of testing, interview and observation, **** is performing in the
above average range while according to the Vineland II interview, he is performing in the
average range. According to the BDI assessment, ****’s score in the motor domain indicated
that he performed better than 99 out of 100 children the norm population for this assessment. The
Vineland II interview completed by ****’s parents indicated that he is performing only as well
as or better than 27 out of 100 children in the norm population for the assessment, putting him in
the average range. The test scores are not consistent in the data they represent. Although the
Vineland II Interview does not align with information from other data sources, the rest of the
information does align. From testing it is reported that **** can climb on and off of high objects.
From interview, it was reported that **** can walk, run, independently use the stairs by
alternating feet, and jump with both feet. Every morning he climbs onto a stool at breakfast time
to eat. This is consistent with what was found in the BDI assessment. He often engages in chase
play with his sister as well. It was expressed that he can use utensils when eating as well as
spread peanut butter and jelly onto bread. In Preschool lab, **** showed his walking ability as
the class walked on a red line while singing a song. He also climbed up and down the stairs of a
play set and scooted his feet on paper plates without falling over. Observations in the home
showed ****’s ability to walk from room to room, run around in circles, run and bounce off of
furniture, and control a light switch to turn lights on and off. He was also observed climbing on
and off of a stool in his kitchen independently. This is consistent with both interview and testing.
The data from observations is consistent with what was recorded in the interview. As a result of
these findings, **** will be able to consistently walk himself places he wants or needs to go and
feed himself using utensils. (will be able to participate in age appropriate sports?)

**** can consistently:

● Walk/run without losing his balance.
● Climb on and off high objects.
● Open doors using the doorknob.
**** can partially or sometimes:
● Catch a ball.
● Draw recognizable letters and numbers.
● Draw simple shapes.
**** cannot yet:
● Skip.
● Ride a bicycle.
● Hold a pencil in the proper position.

Cognitive
According to testing, interview, and observation, **** is performing in the average range
in his cognitive development. The Cognitive Patterns subtest of the GADs assessment show that
**** is performing the same as or better than 25 out of 100 children in the norm population for
this assessment. The BDI reports that he is performing better than or the same as 18 out of 100
children in the norm population which is considered average. These assessments are consistent
with the observations and interviews. In the home observation, **** consistently identified the
living room lights and connected their power with the light switch. His parents failed to distract
him with a different task and **** continually attempted to turn the lights off. This is a behavior
that testing shows he will sometimes take part in. ****’s parents also indicated that he will often
stick to an object and not give up on it if for quite some time. His parents identified his ability to
classify letters, shapes, and colors. Testing results also showed that he is consistently able to do
these things. In the interview, ****'s parents described ****’s inability to complete tasks with
more than one step. They explained that they can ask him to do one simple task and then ask him
to do something after this but if they ask both things at one time, the task will not get
accomplished. In the observation, they asked him to do one thing at a time such as giving a toy to
his sister or finding a soccer ball. He was able to begin these tasks. He did not respond the same
as when they told him to stop turning off the lights and start reading books. As a result of these
findings, **** will not be able to focus on a learning task for more than five minutes with
surrounding distractions.

**** can consistently:

● Match colors to their names.
● Identify simple shapes.
 ● Say the alphabet.
**** can partially or sometimes:
● Talks about a single subject excessively.
● Recite a memorized line from media.
● Focus on a task and not be distracted by surrounding tasks.
**** cannot yet:
● Understand jokes or humor.
● Repeat 4 digit sequences.
● Complete a learning task with 2 or more steps.

Recommendations
It is shown through interview, observation, and testing results that **** is eligible for
IDEA Part B services in the home and/or in the preschool lab. This is because at least one or
more of his assessment scores were two standard deviations from the mean. **** has previously
been diagnosed with autism by professionals. It is recommended that he receives the IDEA
services in his home and at school.

For the professionals:

●
●
●
For the parent:
● Prompt **** to use question words in his sentences.
● Provide opportunities for **** to play with other children while doing educationally
benefitting activities.
●
For the classroom:
● Provide
●
●

Summary

**** is a 4 year, 4-month old child who attends the BYU-I preschool lab. His parents are
concerned with the delays in his development. **** has communication, self help, cognitive, and
social and emotional developmental delays and atypical behaviors. Interviews, observations, and
most testing resulted in consistent below average findings in the communication, self help, and
social and emotional developmental areas and average findings in the cognitive area. There were
discrepancies in testing that suggested a delay in his development over time. He has normal
hearing and vision as tested by a doctor. **** uses only 3-4 word sentences to communicate and
never follows multiple step instructions. He cannot use the restroom or bathe alone and without
assistance. **** can successfully identify his own name, letters and colors but struggles to draw
and write them. He shows typical behavior in the motor and cognitive domains. He was tested to
have normal hearing and vision. When he engages in play with other children it is usually chase
play and is rarely initiated by **** himself. It is recommended that **** continues to receive
IDEA part B services in school and at home.