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Case Study:

Rosa Smith
I. Subject
a. R.Mc. (Use initials only)
b. Age: 4 yrs. 7 months
c. Race, ancestry: White
d. Gender: Male
II. Information Source: (4 year old checklist, classroom observations, informal
conversations with parent, ESI-R Developmental screening, DECA)
I used the following tools and sources to help me gather information to understand
R.Mc. developmental progress and growth in the past two years. From daily interactions
with teachers, and classmates I observed R.Mc. has wasnt pronouncing/articulating
some letter sounds. I also, noticed some frustration when communicating with others.
After, talking with R.Mc. mother I was able to gather more information that supports
my concerns with R.Mc. language/speech. Mrs. Mc. shared father has hearing loss. Mrs.
Mc. felt at that time child was modeling fathers speech. Mother also, shared she
wanted to wait to refer due to child being a young 3 year old. After, 30 days of R.Mc.
being enrolled in the classroom we completed two screening tools that help identify any
potential delays, disabilities and behavior concerns. The first screening used was the
Early Screening Inventory Preschool. This screening looks at childrens skills across
language, gross motor, visual motor/adaptive. The ESI-R also, comes with a Parent
Questionnaire that allows for us to learn a little more about R.Mc. development and
interest. The second, assessment used was the Devereux Early Childhood Assessment
(DECA). The Deca assessment is consist of answering a series of behavior questions for

both parent and teacher to complete. This tool helps identify childrens strengths and
weakness in the area of initiative, behavioral concern, self-control and attachment. The
DECA assessment highlighted weaknesses in the following areas: attachment and
behavioral concerns from parents results. Child scored typical on teacher results.
From the information provided from all the sources. I have adapted activities to support
R.Mc. social and language development into the lesson plan.

III.

Background Information
a. R.Mc. lives with his father, mother, 5 year old sister and 9 year old
brother. R.Mc. mother is currently expecting her 4th child due in April 2015.
Mother is currently attending college to receive her degree in Accounting.
Mother is currently unemployed due to attending college. R.Mc. father is
currently a full time employee at Discount Tires. R.Mc. 5 year old sister is
also, receiving speech therapy this year.

b. R.Mc. is 38 inches tall, small built as compared to other children in his


classroom. Child has demonstrated some eye discomfort outdoors. Teachers
have shared observation with mother regarding symptoms of eye irritation.
Symptoms observe on days with high pollen, dust in the air (construction site)
may be some of the reasons. R.Mc. has also, demonstrated speech and
language concerns as described above. R.Mc. He is able to maintain back
and forth conversation with 3-4 exchanges. Child is willing to participate in
conversation and understand verbal request. At times R.Mc. tends to raise his

voice when speaking. Child has been observed maintaining positive


relationships with 2-3 friends. R.Mc. is able to name people, objects and
places. For example, during outdoor play, R.Mc. said, Mrs. Wosa, I want the
cooter. R.Mc. often defends his rights by using his words to express his
feelings. Child has been observed saying, I dont like that, teacher he threw
sand in my eyes, can I have a turn with the cooter.

c. Describe the childs attendance and participation patterns


R.Mc. school attendance records shows being absent four days this current
school year. Documentation of excuses is related to child being sick. Teachers
have communicated with mother regarding childs behavior in the past couple
of weeks. Child has been observed not focusing, ignoring teachers request
and easily being distracted. During lg. circle R.Mc. lays on the floor. Teacher
encourages child to show her how he sits in circle. Child sits up and turns back
to play with emotion poster pulling it off the back of shelve. Teacher aid
redirect child attention by calling his name (3 times) t.a. taps his shoulder and
child looks forward at teacher. Teachers have encouraged children to use the
buddy system to help each other make good choices.

d. Based on both assessments completed R.Mc. is developing typically.

Even

though, he is not free of articulation and speech errors. R.Mc. doesnt hesitate
to uses his words to express himself. R.Mc. will answer questions and provides
additional information on his on his own. R.Mc. comprehends what is being

asked and is able to make real life connection within context. One example,
observed during breakfast was a conversation children were having about
super heroes. R.Mc. said, Mrs. Wosa, for Halloween I was Batman one time,
the second time I was Spider- Man. Another, example at breakfast teacher
said, this is so good what do you think it taste like? R.Mc. said, it tade like
rotten mela teacher replied rotten mela? R.Mc. Yeah! Teacher repeated
rotten me la. R.Mc. said, Yeah! Teacher said watermelon! R.Mc. said, yeah,
rotten mela thad what it tade like, I eat it rotten mela at home. From the
classroom observations, informal conversations with parent, and ESI-R and
DECA support his developmental progress as typically developing.

IV. Developmental Performance


a. R.Mc. has demonstrated interest playing with toys/games, computer, and
science area. During transition to centers R.Mc. said, Computer area as he
turns to look towards the computer. Teacher reminds him he is number two
on the computer list. R.Mc. nods his head up and down as he looks towards
computer area. Child writes his name next to the number 2. R.Mc. maneuvers
mouse with ease drags icon, points and releases with control. Child interacts
verbally with others regarding what he doing on the computer Go that way
get the jelly bean. When done he gets up and said, Here E. your next.
Then, walks over to the science area to join children playing with 3 D-Tiles
and begins building.

b. R.Mc. has been observed being distracted or not interested in music and
art. Teachers make it a priority to sit next to R.Mc. in music to support and
encourage him to engage in dancing and singing. R.Mc. lays down on the
carpet, looks away and plays with nearby material. Teacher taps childs
shoulder to get his attention to redirect his behavior. Child sits up at looks at
teacher singing. R.Mc. sings some works Gulp, gulp, gulp. During free
choice child has not gone to art area on his own teacher have encourage child
to participate in activity. R.Mc. sometimes joins activity after, explaining what
he is going to be doing and often inviting a friend of his choice. R.Mc. Do you
want to make a agg (egg) C? Children join art center. Teacher makes eye
contact and models correct pronunciation for child to hear.

c. During arrival R.Mc. will ask if he wants to sit next to a particular friend
Mrs. Wosa can I sit by C? Child will ask if he can pick up name tags. Teacher
will thank him for helping to collect name tags. At times during tooth brushing
he has been observed brushing the table with his toothbrush or not brushing
his teeth I already, bwash them. Even though, he is asked to repeat his
words to be understood more than once. R.Mc. has is willing to repeat and
continue interactions. R.Mc. has demonstrated a clearer understanding of his
world around him making verbal connections in conversation. For example,
when teacher and children are talking about birthdays R.Mc. said, Afta eter
(after Easter) Im going to be six as child counts and holds 6 fingers up
correctly. Child is 4 years old and will be turning 5 in August. Child has

demonstrated interest in counting and writing his name. R.Mc. writes his
name on his own without support on computer list, scooter list and journal.

V. Conclusion and Recommendations


a. From the observations and assessments used to help assess R.Mc.
developmental growth. I have gathered R.Mc. hearing plays a role in his
speech, language, initiative and behavior in the classroom. I feel that because,
R.Mc. may have a hearing problem it contributes to his attention span. When
R.Mc. is distracted and not focus it looks like a behavioral problem. After,
reviewing the assessment and observations more closely I have also, come to
the conclusion that his hearing, speech and language all correlate to one
another and may be impacting his motivation to do try new activities.

b. R.Mc. hasnt been identified with a speech delay at this time and isnt
receiving speech therapy services. In the classroom I have implemented age
appropriate activities to help R.Mc. with his language development and meet
his developmental needs. One on one reading is one activity that helps
support his language. R.Mc. has demonstrated interest in books. During story
time R.Mc. makes real life connections with book. I encourage R.Mc. to
choose a book of his choice to read with him. This allows for him to focus on
story a little easier without interruptions. This process also, allows for R.Mc. to
decrease his frustration when being interrupted. Child is being introduced to
new vocabulary and correct pronunciation. During, lg. story R.Mc. asked if he

could read the book I was reading. I acknowledge his request and let him
know he could read the book on Monday. When R.Mc. mother arrived he said,
Mom Mrs. Wosa is gonna let me read a book tomowow. I think that by
giving the opportunity to follow through with his request I will be supporting
his self-confidence and language.
a. Mother has followed up with school district referral and has scheduled
appointment with Audiologist. I have provided activities to support R.Mc.
language such as modeling words correctly, reading (checking out books from
the classroom), getting at childs eye level when speaking him and playing
word games such as bingo. These activities not only support his language, but
his social, cognitive and literacy development.

References
Center for Resilient Children | Challenging Behaviors in Children. (n.d.). Retrieved April 4,
2015, from http://www.centerforresilientchildren.org/
Developmental Screening Tools. (n.d.). Retrieved April 4, 2015, from
http://www.earlychildhoodmichigan.org/articles/7-03/DevScrTools7-03.htm

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