Demographics Name: Porter

School/Grade: Attends Preschool in Jefferson School District

Date of Birth: September 15th, 2004

Age: 4 years old

Evaluation Date: January 2009 – March 2009

Evaluators: Brigham Young University - Idaho Early Childhood Special Education Team

Report Author: Kayla Fitzgerald

Reason for ReferralPorter has limited communication skills and still struggles with tasks that are age appropriate. He struggles to adjust to changes in schedule or routine. The purpose of this assessment is to diagnose possible disability though the use of five assessments, observation and interviews.

Background

Family Information Porter’s father, Dallin, works at BYU-I Bookstore as a technology buyer; he has a bachelor’s degree. His mom, Season, was an ECSE student, but had to stop her schooling when Porter’s needs prevented her focus on school. .Porter is the oldest of 3 kids. He has a younger brother and a younger sister. Porter’s Grandparents live nearby and are very supportive of him and his family, including paying for some of his therapies.

MedicalPorter was a born vaginally and at full term. No complications took place during labor or pregnancy. He currently takes no medication. Vision and Hearing are reported as normal. No major illnesses, surgeries or concerns were reported or documented. Porter receives in-home therapy services in a room that his parents have dedicated to his learning and therapy every weekday.

Developmental History Mild delays were noticed in his development from an early age. He achieved developmental milestones in motor on time, but all other milestones were delayed. The area of most concern for his parents is communication.

Educational HistoryPorter’s father takes him to school in the morning and shares that Porter is generally always excited to go. Porter attends a developmental preschool in the Jefferson School District in Rigby, Idaho. Prior to attending preschool, his parents enrolled him in Toddler Lab at Brigham Young University – Idaho. Porter’s parents have built a special room for Porter to attend therapy sessions in the home and participate in educational activities.

Social Emotional HistoryPorter is prone to having difficulties when transitioning from one activity to another. He struggles significantly when his routine is changed. He interacts very little with peers. Generally, he is too rough or inappropriate when play is initiated.

Observations

General Observation: Home

Communication

During the observation, porter communicated using three to four word sentences. He asked the camera women to take a picture of him and then said “cheese”. When asked about a soccer ball he responded “I know it go”, and then when he couldn’t find it he asked “where soccer?” during most of the observation, porter was fixated on the lights repeating “it hurted my eyes”.

Motor

Porter was very active during the observation. Porter jumped onto the couch after running circles around the room. He would jump in the middle of the room using both feet. He threw stuffed animals and pillows. He would flip onto the couch, making his legs go up in the air. He was able to turn light switches on and off. He pushed a stool up to the counter and climbed from the stool to the counter top.

Cognitive

Porter displays much cognitive ability in knowing the function of items in the house. Porter knows the function of a camera and asked for his picture to be taken. Porter knew to push a stool up to the counter to help him reach the light switch, but ended up turning on the garbage disposal. He also knew that the light switched turned lights on and off. He also looked for his soccer ball behind the couch. When he was explaining that the light bothered his eyes, he pointed to his eyes.

Adaptive self-help

Porter takes action to change the situation when it is not cohesive with his wants or needs. When the lights were bothering his eyes, he went to turn them off.

Social emotional

Porter displayed a lack of concern for those around him during the observation. Porter continued to turn the lights off even when his parents expressed frustration and his sister was scared. He also throws his sister’s monkey at her, instead of handing it to her gently. He teased his sister by taking away her stuffed animal and running around the room with it.

General Observation: Classroom

Cognitive

At school, most of Porter’s cognitive ability was shown by following directions given by teachers. Porter can follow directions when given by a teacher, but does not comply when directions come from his peers. At one point, the teacher asked him to put away his toy spider and he listened. He also comes when called. He also knows the use of a microphone and held it by its base.

Communication

Porter did not talk to any of his classmates, but would make conversation with teachers. When the class was prompted to clean up through song, he said “I clean up”. During clean up time, porter initiated conversation with a teacher asking “are there any toys here”. A teacher asked him what he was playing with and he responded “a bug”.

Motor

Porter’s strengths are shown in the motor domain. Porter used two paper plates to “ice skate” across the floor. He can grip objects well, using one hand. He can march and open cabinets. He will bend his body to pick up objects on the ground. He can shake a jar, holding it with one hand. He also can stick one to two fingers inside the opening of the jar. He goes up stairs alternating feet.

Social/Emotional

Porter struggles with appropriate social behavior. Porter stands near his classmates but does not interact with them. When the class gathered in a circle, Porter stood too close to two of his classmates. He would touch them repeatedly, even after being asked to stop. Porter would play by himself, particularly with a jar and rubber spider. He did not respond to his classmate that told him not to block the stairs. He does not share toys.

Adaptive/ Self-Help

Porter did not show any signs of being disturbed by changes in the environment. Porter was not bothered by the playing of music in the classroom. He is also able to clean up when prompted.

Routine Based Interview:

Parent Concerns Season and Dallin reported that they only had typical concerns and none were major or pressing.

Assets/Participants:Porter has two younger siblings who live in the house with him and his parents. His grandparents live locally and they help fund some of his therapy services. Otherwise, Porter only has interaction with members of his church on Sunday, his therapy providers, preschool teachers and classmates.

Everyday Activities/Routines:Porter is the first one awake in the family. He generally wakes everyone else by calling out to them. After waking everyone, they immediately eat breakfast. Porter will always sit at the same stool and always selects cereal to eat. The family will then get dressed. This process is rushed on Sundays before church and on days he has preschool. If porter has therapy, they will get ready to leave to make the appointment. If he doesn’t have therapy, he will watch a twenty to thirty minute show.

Lunch is served between 11:00 and 11:30 and that time cannot be changed. Porter sits on the same chair every day for lunch. He will generally want Macaroni and Cheese for lunch. After lunch, he will have in-home therapy. When therapy is finished he will have a snack. When Dallin comes home from work, Porter takes that as a signal that it is dinner time. After dinner, Porter will take a bath. Next, Porter will put on his pajamas. The family will say prayers and then he will ask for milk. Season or Dallin will read a book before bed. Porter is then locked in his room, from the outside, and his parents turn off the power to his room.

Functioning and Needed Support:Change in schedule poses an issue, so easier transition despite changes in schedule is something that the parents would consider helpful. After therapy is done, Porter has a difficult time behaving appropriately. This is also a time of the day that can be addressed. Porter is still not toilet trained and they hope that he becomes independent using the bathroom soon. Overall, his parents hope that Porter develops better coping skills and more independent abilities.

Test Administered and Results:Vineland

This test was administered to Dallin and Season Cotterell on January 21st, 2009. Wendy is listed as the interviewer. The Vineland takes a measure of adaptive behavior from birth to adulthood.

Subdomain/Domain Raw score

Domain Standard Score

Confidence Interval

Percentile Rank

Receptive 23 - 7-31 -

Expressive 52 - 7-11 -Written 12 - 15-19 -Communication 36 81 73-89 10Personal 24 - 5-11 -Domestic 6 - 9-15 -Community 6 - 7-11 -Daily living skills 29 67 58-76 1Interpersonal relationships

19 - 5-9 -

Play and leisure time 7 - 4-10 -Coping skills 7 - 7-11 -Socialization 23 59 51-67 .3Gross 71 - 11-15 -Fine 45 - 12-16 -Motor skills 27 91 81-101 27Maladaptive Internalizing

7 - 17-23 -

Maladaptive Externalizing

6 - 15-19 -

Battelle Developmental Inventory (BDI)

This test was administered to Porter Cotterell on March 1st, 2009 by Jillisa Cranmer. The BDI screens and evaluates early childhood developmental milestones.

Sum of Scaled Score

Raw Score

Percentile Rank

Confidence Interval

Adaptive 10 - 7 72 to 88Self-Care 8 56 25 -Personal Responsibility 2 7 <1 -Personal-Social 15 - 10 77 to 87Adult Interaction 10 53 50 -Peer Interaction 1 6 <1 -Self-Concept and Social Role 4 48 2 -Communication 7 - 2 64 to 76Receptive Communication 6 46 9 -Expressive Communication 1 34 <1 -Motor 35 - 99 125 to 141Gross Motor 14 82 91 -Fine Motor 9 47 37 -Perceptual Motor 12 26 75 -Cognitive 22 - 18 80 to 94Attention and Memory 8 48 25 -Reasoning and Academic Skills

6 23 9 -

Perception and Concepts 8 40 25 -

BDI-2 Total 89 - 10 78 to 84

Preschool Language Scale (PLS-4)

This test was administered to Porter Cotterell on March 2nd, 2009 by David Allen. The PLS-4 is an interactive assessment of developmental language skills.

Raw Score Standard Score Percentile Rank Age EquivalentAuditory Comprehension 51 104 61 4-5Last AC task Administered 6 - - -Minus number of 0 score -11 - - -Expressive Communication 45 84 14 3-8Last EC task Administered 51 - - -Minus number of 0 score -6 - - -Total Language Score Total 95 188 37 3-11

Gilliam Asperger’s Disorder Scale (GADS)

The date of administration and administrated were not reported for this test. The GADS is an assessment that helps to identify children who might have Asperger’s Disorder.

Subscales Raw Score Standard Score Percentile RankSocial Interaction 29 14 91Restricted Patterns of Behavior

13 9 37

Cognitive Patters 12 8 25Pragmatic Skills 21 15 95Sum of Standard Scores - 46 -Asperger’s Disorder Quotient - 110 75

Temperament and Atypical Behavior Scale (TABS)

The date of administration and administrated were not reported for this test. The TABS is used to identify temperament and self-regulation problems that can indicate that a child is developing atypically or is at risk for atypical development. 

Raw Score Percentiles Standard ScoreDetached 17 <1 0Hyper-sensitive/action 9 <1 15Underactive 4 1 7Deregulated 3 2 16Temperament & Regulatory Index

23 <1 <50

Interpretations

CommunicationPorter’s communication skills are below average. Assessments confirm that fall at least two standard deviations below the mean. The PLS-4 reports that Porter scored as well as or better than 13% of children his age. The testing also agrees that Porter does better communicating with adults compared to peers, as see in the BDI results. While the BDI illustrates this difference, Porter’s overall communication was better than 2% of children his age. No discrepancies or threats to validity were reported that could affect the accuracy of this information.

Porter’s parents associate the morning with Porter’s best time of communication. Porter can sometimes communicate a selected show to watch in the morning, however, most of the time he is prompted by his parents. Porter will “check in” with his mother during therapy. Porter will go upstairs and tell his Mom the activities that he is completing or doing every so often. He can select his own choice of board game, his favorite being Candy Land. He can occasionally say sentences with three to four words, but most of his communication is through one to two words. The only negative he uses is saying “I can’t”. He can tell someone his age if asked. He can print his name and the alphabet. In his classroom, he only responded and initiated conversations with teachers. At home, he was able to communicate that the lights where bothering his eyes. Porter should be given more support to develop better communication skills.

Porter can consistently:

- Identify a cereal choice - Identify choices of therapy activities- Say two to three word sentences

Porter can partially or sometimes:

- Say the name of the show he wants to watch - Verbalize what shirt he wants to wear - Engages in non-verbal exchanges

Porter cannot yet:

- Ask questions - Use the word the or and- Print simple words from memory

Social and Emotional:Porter does not initiate play or social interaction with others often. The GADS assessment places Porter at scoring better or the same as 90% of children with Autism in social interactions. The Vineland reports that porter scored better or the same as .3% of children his age. The testing also shows that Porter does better interacting with adults compared to peers, as see in the BDI results.

While the BDI illustrates this difference, Porter’s overall communication was better than 1% of children his age. No discrepancies or threats to validity were reported that could affect the accuracy of this information.

Part of Porter’s morning routine typically is watching a thirty minute show. Porter will get upset if he is unable to finish the show. He also gets upset if there are loud noises while he is watching his show. He sometimes initiates play with his sister, but almost never initiates play with individuals outside of his family. He primarily chooses to engage in chase play or some type of physical play. Porter is generally pretty rough with peers and his sisters. However, he is very gentle with his baby brother. Porter can do well taking turns when playing a board game, however, if it involves a toy, or less structured activity, he struggles. In class he did not interact with peers and would play by himself. At home, when he was threatened with a time out, he continued to display behaviors he was asked to stop. Porter needs aid in coping mechanisms for sensory input and social interactions.

Porter can consistently:

- Be gentle with his baby brother- Be upset by changes in schedule - Seems to be in his “own world”

Porter can partially or sometimes:

- Initiates play with his sister or cousin - Appropriately communicates range of emotions- Apologize if prompted

Porter cannot yet:

- Make consistent, appropriate eye contact- Smile or laugh at funny things- Appropriately initiates plays with peers

Self-Help Skills:Porter’s self-help skills are below average. The Vineland measures Porter’s adaptive behavior the same or better than 7% of peers his age. No discrepancies or threats to validity were reported that could affect the accuracy of this information. As the family transitions into getting ready for the day, Porter struggles to dress and undress independently. His mother does give him choices on what pants or shorts to wear, however, he does sometimes does not want to get dress and will fight his mother, say no to all choices or leaves the room. He can pull up and down his pants independently, as well as put his arms through his shirt. He still struggles with long sleeves and putting his head through his shirt. Socks are another item that he sometimes can or cannot do. Shoes are another struggle, but he can always put on his own pants. Porter can sometimes turn on

the TV independently, but cannot work a remote. Porter is not toilet trained, but will allow his parents to set him on the toilet. As far as day to day living, he is pretty bound to a routine and struggles if that routine is not honored or followed. At his preschool, he did help clean up toys when prompted. At home, he was able to turn off the lights when they were bothering his eyes. Porter should be assisted in developing independent skills such as going to the bathroom on the toilet and pouring his own cereal.

Porter can consistently:

- Pull his pants up or down - Set the table if given one piece at a time- Can wash his hand

Porter can partially or sometimes:

- Put on his own socks - Turn on the TV independently - Put his arms through his shirt

Porter cannot yet:

- Put on shoes that are not boots - Put his head through his shirt - Go to the bathroom on the toilet

Motor Skills:Porter’s motor skills are above average and he enjoys being active. No discrepancies or threats to validity were reported that could affect the accuracy of this information. Porter can turn the bath on and off, but does not initiate bath time. He cannot hold a pencil correctly and often switches hands. He can open and close scissors and can cut simple shapes if prompted. At preschool, he demonstrated that he goes up the stairs alternating feet. He can hold objects in one hand. He has good balance as demonstrated by his ability to glide on paper plates on the carpet of his preschool class. At home, he would jump from couch to couch, throwing himself on the cushions. Porter’s short comings in this domain fall in his fine motor abilities.

Porter can consistently:

- Can use eating utensils - Turn knobs- Run

Porter can partially or sometimes:

- Catch a small ball - Write recognizable letters

- Color using crayons

Porter cannot yet:

- Pedal a tricycle - Jump forward on one foot - skips

Cognitive Skills:Porter is able to listen and follow most directions and verbal communications. No discrepancies or threats to validity were reported that could affect the accuracy of this information. On a good day, his parents say that he will or could listen up to four or five books. If prompted, he can point to pictures that go along with the page that is being read. He can identify colors, letters of the alphabet and recognizes his first name. He can complete puzzles up to 25 pieces. He can count objects one by one, but cannot consistently count higher than twelve. At preschool, he would come when his name was called by a teacher, but would not listen to directions given by peers. At home, he showed that he knew that light switched controlled the lights being on or off. On the TABS protocol, it was identified that he had been diagnosed with an autistic disorder and a partial seizure disorder. Porter needs more help with following directions.

Porter can consistently:

- Make a choice from multiple food options - Knows the use of a camera - Have one to one correspondence up to 12

Porter can partially or sometimes:

- Talk about a single subjective excessively - uses his last name- Talks on the phone

Porter cannot yet:

- Follow four step direction- Understand the use of money- Uses precise speech

Recommendations For the Professionals:

Through assessment results, it is recommended that Porter be formally diagnosed with Autism. Therapist should work with Porter to develop coping skills for sensory inputs. He should begin seeing a speech pathologist to aid in his improvement of speech. Current

therapies should be continued. Teachers and case managers should begin to work with Porter’s parents to develop an IFSB plan that can be transitioned into an IEP as Porter begins attending Kindergarten. In this plan, communication and social/emotional skills should be highlighted as the main focus.

For the Parent:

Porter’s parents should continue providing therapy for their son. They should expand his services to include seeing a speech pathologist to improve language skills. Working with an IFSB team should begin shortly to help set and achieve goals to assist with Porter. Toilet Training should continue to be worked for. Porter should start to be expected to pour his own cereal and complete household tasks independently, while still being age appropriate. Some of these tasks have already begun, like setting the table or helping make lunch. Social interactions should be sought after, including inviting some of Porter’s peers over to play.

For the Classroom:

Teachers should adhere to Porter’s IFSB goals as an outline for his education. Teachers should look for opportunities to place Porter in a social situation and encourage appropriate interaction. As Porter begins Kindergarten, he should be as mainstreamed as possible, attending classes with his peers that are appropriate such as physical education. For subjects that he needs more one-on-one assistance with, he should attend special education or appropriate services.

Summary: Porter is an active, four year old boy. He loves to run and jump. Porter displayed below average commination skills and has poor adaptive and social behavior. He is cognitively below average and is very obsessive. His parents work with him on an educationally level, in addition to sending him to preschool and therapy. After testing, observations and interviews were complete, it can be concluded that Porter has Autism. Therapy should be continued with the addition of speech services. An IFSB plan should start to be developed for Porter, with the hope that eventually he will be totally mainstreamed.

Report Author Signiture:_________________________________________________________