Pre-Intervention Assessment Report

Ed 425 (Strategies)
October 8, 2015
Demographics:
Childs name: Ezra Baker
School: Adams Elementary
Grade: 3rd Grade
Date of Birth: September 8, 2007
Age: 8
Phone: 520-705-2335
Address:1082 E Moody Rd. Apt 1
Parent: Devin and Tanya Baker
Evaluation Date: October 8, 2015
Evaluator: Rachel Nail
How do you know or acquire the examinee: Class Referral
Reason for Referral:
Tanya Baker, Ezras mother, contacted the Brigham Young University- Idaho strategies class
with some concerns that she had for her son Ezra. The family just moved from Arizona and
trying to find the intervention necessary for Ezra. Mrs. Bakers primary concern is Ezras social
interactions and is looking to receive intervention for these concerns.
Background Information
Developmental History
Ezra lives with his mother and father, Mr. and Mrs. Baker. The family lives in the apartment
above the house of Mr. Bakers parents. He has two younger sisters who are also receiving
intervention services. He really loves video games and enjoys spending time with his siblings. In
the past, his younger sister who is 19 months younger has helped with Ezras interventions. As a
toddler, Ezras mother noticed other children talking and babbling. Her concern first began with
his delayed speech. His mother asked her friend who is a speech pathologist about her concerns
and different members of the family validated her concerns. She contacted state early
intervention and he was diagnosed at risk of autism at age 2 which helped him to begin to receive

services. He received the official diagnosis at 5.5 years old. He began to receive services at 20
months. He did not have any words at 20 months old. His first word was open which came 1 year
after working with the therapist. He was obsessed with his abcs and lined them up in perfect
order. He could not say mom and dad at 2 years old. He had his own way of communicating. At
3.5, he could create 2 word sentences. He began to catch up at 4 or 5 years old. He continues to
receive intervention services at the school he currently attends as well as a speech center.
Medical History
Ezra has been in intervention since he was 18 months old. The family lived in Arizona, where
doctors are able to diagnosis children at risk of autism. Ezra was diagnosed at risk of autism right
before his 3rd birthday. At 4. 5 years he was diagnosed with adhd and started receiving
medication at 5 years old. After talking with his family, the medication helps Ezra dramatically.
If he doesnt have his medication, he tends to put different things in his mouth, from leaves to his
t-shirt.
Educational History
Ezra has received services since he was 18 months old for speech. His mother noticed he wasnt
talking like other children and asked a friend about it who validated her concerns. He began to
receive speech services and after one year of working with the therapist, he said open. His motor
skills were right on point but it was the speech that was a concern to the family. When he was old
enough to be in school he was in a general education classroom and special education classroom
splitting his time 50/50 in the two classrooms. He currently has an IEP where he receives speech
services. He also receives speech at a local center in Rexburg, Idaho.
Observations
Ezra was observed at his elementary school at both recess and for a little bit of time in the
classroom. One thing that was noticed was when he was talking to a child that sat next to him.
The child turned and Ezra kept talking while trying to get his attention. He was tapping him and
still talking. He played great with the other children and after talking to the aid, she said that
there were no issues that she saw being a problem. There are different things that we have seen
that we have made notes on and intend to work on with Ezra.

Ezra was the first one to point on the bus on the paper when
they class was asked to find it. he is not afraid to talk in class
or answer questions out loud. When the class was asked to
read out loud to themselves he got distracted and stopped
reading. He used his finger to guide as he read. He asked the
aid to help him mark where he left off reading. Ezra started
talking to the boy next to him. The boy turned away but Ezra
did not pick up on it. he grabbed his arm and continued to
talk to him even though the boy had no interest in talking to

him. He started talking to the aid even though she was

helping another child. he kept talking to him and started to
stand up and was told he needed to sit back down.
The aid said that Ezra has a hard time focusing in class; in ten
minutes of writing a journal he only had three words written
down. She said he does not have a hard time playing or
interacting with others but if he disagrees with someone he
continues to tell them and doesnt understand opinions. He
likes for things to be done right so it takes him a long time to
finish things.
Results of Interviews
Routine Based Interview
It was interesting to collect information about Ezra and the routines their family has. The family
just recently moved from Arizona to St. George and now Sugar City. Ezras father received a
new job and now live in an apartment above his parents house. The family is in the process of
adjusting to a new routine. On Tuesday, and Wednesday the children have speech. On Thursdays,
we, the interventionists come and visit. There are three children and they all receive services. On
Monday and Friday, the family doesnt have after school activities but have an opportunity to
relax and complete homework after school. Ezra and his sister do homework for 45 minutes after
school everyday. Bedtime is 7:00 or 8:00 for the children every night. There isnt a specific set
routine but baths, reading time, and reading scriptures are included. On Sunday, the family has
11:00 church but there is not a set schedule here as well. The family has dinner with their
grandparents every Sunday after church. Mrs. Baker mentioned that the family tries to be more
relaxed on the weekend, due to the crazy schedule throughout the week. After asking Mrs. Baker
about Ezra and his adjustment to the schedule, she mentioned that he does not like to do chores
on the phone. The family has moved a lot recently and hasnt had an opportunity to develop a set
routine. Ezras dad comes home from work between 5 and 5:30 each day. Mrs. Baker is not
satisfied with their schedule and is hoping to adjust this schedule accordingly.
Tests Administered
Test: Scales of Independent Behavior- Revised
Date of testing: October 8, 2015
Purpose: This tests evaluates 14 different areas of adaptive behavior as well as 8 problem areas.
It provides a comprehensive assessment of infants to 80 years old.
This test is graded by each domain and is graded accordingly.

Motor Skills

Social
Interaction &
Communication

Personal
Living Skills

Community
Living
Skills

Broad
Independence

100

121

104

110

90/90
Advanced

96/90
AgeAppropriate
to Advanced

92/90
AgeAppropriate

93/90
AgeAppropriate

Raw Score
Standard
113
Score
RMI
95/90
Interpretation AgeAppropriate

Problem Behaviors
Internalized
Maladaptive
Index
Asocial
Maladaptive
Index
Externalized
Maladaptive
Index
General
Maladaptive
Index

Maladaptive
Score
-26

Interpretation

Normal

Normal

Normal

Moderately
Serious

The problem behaviors contained in the test are:

Hurtful to Self
Hurtful to Others
Destructive to Property
Disruptive Behavior
Unusual or Repetitive Habits
Socially Offensive Behavior
Withdrawal or Inattentive Behavior
Uncooperative Behavior
Summary of Trial Intervention
Trial Target: The target of the trial intervention we completed was seeing how Ezra interacted in
a public situation. We took him to McDonalds to see and observe how he interacted with people.
other than his family. Our target was to have him order his own food and to talk to the
Trial Act/Engage: Ezra was engaged by the idea of going to McDonalds and playing on the play
place. He ordered his own food and communicated the things he wanted.

Trial Prompts: When he spilled his chocolate milk, we helped him to begin to clean it up and
then to tell someone he spilled it. He did it and didnt have a problem with it.
Trial Responses: Ezra responded well to this intervention and asked us at the end of it, Are we
going to learn something today? We responded that he did learn things. He is anxious to learn
and understands our purpose as we communicate and work with him. We had his sister along as
we interacted to use her as a peer model. He interacted with other children as he played too and
had a positive experience. We learned a lot just by trying this and seeing his response to
interacting with others.
Interpretation of Data
From the data represented here, Ezra is performing tasks at the age-appropriate level. There are
certain areas that do need to be addressed

Present Levels of Performance

Cognitive
Ezra can
Explain his reasoning behind a specific want
Remember past likes
State the things he wants (what food to order, or what game he wants to play.
Ezra sometimes can
Remember familiar faces
Cope with and adapt to change
Understand humor
Ezra cant yet
Focus consistently on a task
Make connections between new and old information
Estimate distance and depth (judging when to cross the road)
Social/Emotional
Ezra can
Say please and thank you when appropriate
Says hello or shakes hands when being introduced
Use facts to explain or defend a position in a disagreement without losing temper.
Ezra sometimes can
Wait at least 2 minutes for turn in a group activity
Ask for food to be passed.
Talk about the same things that others in a group are talking about.
Ezra cant yet
Keep eye contact when talking to an individual.
Locate or remember telephone numbers and calls friends on the telephone
Make sure to have attention of individual before speaking.

Adaptive
Ezra can
Clean a counter or table with a damp cloth or sponge.
Clear table completely by taking dishes and silverware to the kitchen or sink.
Sweep the floor with a broom and use a dustpan.
Ezra sometimes can
Perform simple household maintenance task (replacing light bulbs, using tape or glue to
repair a problem.
Put personal items away when not in use
Wash and dry dishes and put them away.
Ezra cant yet
Set a thermostat at a comfortable temperature
Clean out the refrigerator and clean out spoiled items.
Load and operate a washing machine using correct setting and detergent.
Motor
Ezra can
Ride a two wheeled bicycle for at least 20 feet
Walk on a narrow surface (curb, railroad track, or line) for at least 10 feet without
stepping off.
Pour liquid into a glass from a pitcher or a bottle.
Ezra sometimes can
Catch a bounced tennis-size ball with two hands (not caught against the body.)
Do at least 6 push-ups
Jump rope at least 10 times without missing.
Ezra cant yet
Take part in strenuous physical activity on a regular basis that require strength or
endurance.
Paint inside walls and trim around windows and doors
Thread a sewing needle
Language
Ezra can
Follow two-part directions in the right order after they are spoken once.
Summarize and tell a story so that it is understood by someone else.
Look for at least 10 seconds toward people who are talking to one another.
Ezra sometimes can
Follow all four parts of a spoken direction (Put the plates, cups, silverware, and
placemats away.
Answer a telephone call and write down a message for someone who is not there.
Communicate his wants and wait for someone to respond.
Ezra cant yet
Summarize information presented in a hour speech or lecture.

 Read newspaper articles in a regular newspaper weekly.

Introduce people to each other using their first and last names.
Implications
Ezra doesnt yet understand an appropriate social situation versus a situation that is not
appropriate.
Ezra has a hard time focusing and tends to focus on his work being perfect.
Ezra fixates on things consistently and has a hard time focusing on other thngs.
Recommendations
The recommendation that I would make would be for Ezra to continue to work with us as
interventionists. We will focus on social interactions and helping him to understand what
situations are appropriate and which ones are not. Based on the implication of social interactions,
Ezra we will create opportunities for him to work on his social interactions. His mother
mentioned that he does fine in the home because he is very used to being in intervention. We
want to create opportunities for him to apply what he is learning in a different setting. Ezras
strengths are that he is not afraid to do what he is asked to do. He follows directions well and he
is well-mannered. A weakness that we would like to address is that of his his social skills. He
does not understand an appropriate situation versus one that is not. This is one area that will be
addressed. .
Summary
From the test that we administered, Ezra appears to be functioning normally and performs many
tasks at the age-appropriate level. On the SIB-R problem behavior test, Ezras internalized
maladaptive index is at a moderately serious level. This index includes being hurtful to ones
self, unusual or repetitive behavior, and withdrawal or inattentive behavior. Ezra will hit his head
when upset 1-3 times a month. Included in these behaviors are that he fixates easily. I noticed
that he really enjoys skylanders and does fixate on one thing. Ezra as well does have a hard time
focusing on his tasks. As Ezra was tested, observed, and trial intervention was tried we found
that Ezra functions normally and has many strengths. We have been able to see what we wanted
to work on as a team. One concern is that Ezra does not make eye contact when speaking with
others. Another concern is that of when it is appropriate to talk and when someone is paying
attention. His mom talked about these concerns and it is what we want to focus on as an
interventionist team.