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NAME: DATE:
HANDOUT #12 - FOLLOW-UP ACTIVITY – SESSION 1
Complete this follow-up activity and bring to Session 2, or follow the instructions provided by your facilitator. Use.Handout.11, essential elements for writing PLAAFPs and MAGs,.to.help.you.
Using the information provided on Jillian Morgan, develop a Present Level Statement and 1-2 MAGs for personal-social skills.
I. Present Level Statement: Based on:
Child’s Strengths as they Relate to Possible Interventions:
Effects of the Disability on Child’s Progress in Appropriate Activities:
Priority Educational Needs:
II. Goals (MAGs):
Timeframe
Child’s name
Conditions
Behavior
Criterion
Pre-K Information Sheet
Child's Name:
What do you want your child to be called at school?
Child's Birthdate (M/Dn/):
Parents' Name(s):
Child's Siblings/others living in home:
Family Pets: \,rh
,.*ha-rff.sh-.Chib's Allergies (please include food, animal, or other allergies):
What are your child's favorite toys/activities/books?
What are your chlld's dislikes (food, activities, other):
child to learn at
How does your I31s"yx;,^xff :g#"li#.T.T'1development or, learning?
What is the best way to comfort your child when helshe is upset? l*-l* ht, C t 4^ lV,-V,lo
ls there anything else you want us to know
Mixed English and Spanish
Lowest Level-Org
LEON COUNTY SCHOOL DISTRICT-
ID#:
9/4/2006
4/23/2010
Jillian MorganName:
Gender:
Examiner:
Top Level:
Lowest Level:
Items Administered in:
Date of Birth:
Date of Testing:
Chronological Age:
M
English only
Spanish only
F
43 months
Unknown
System Administrator
Program Note:
The Battelle Developmental Inventory™, 2nd Edition, (BDI-2™) is an early childhood instrument based on the concept of developmental milestones. As a child develops, he or she typically attains critical skills and behaviors sequentially, from simple to complex. BDI-2 helps measure a child’s progress along this developmental continuum by both global domains and discrete skill sets in the following areas: Adaptive, Personal-Social, Communication, Motor, and Cognitive.
NOTICE: Additional item-level details exist for this subject but are not contained in this report. Reasons may include a manual change to the subject's date of birth causing certain subdomains to no longer be appropriate or items were administered beyond the ceiling for a given subdomain (complete administration) or domain (screener administration).
Copyright 2007 LINC and The Riverside Publishing Company
Comprehensive Report for Jillian Morgan
Domain/Subdomain RS AE CSS SS PR Z-Score
Adaptive 46 - 478 64 1 -2.40
Self-Care 42 31 487 3 1 -2.33
Personal Responsibility 4 <24 468 2 <1 -2.67
Personal-Social 59 - 453 61 0.5 -2.60
Adult Interaction 31 16 462 2 <1 -2.67
Peer Interaction 8 <24 448 2 <1 -2.67
Self-Concept and Social Role 20 16 448 1 <1 -3.00
Communication 67 - 481 63 1 -2.47
Receptive Communication 32 29 487 2 <1 -2.67
Expressive Communication 35 28 474 3 1 -2.33
Motor 118 - 500 84 14 -1.07
Gross Motor 59 25 472 2 <1 -2.67
Fine Motor 37 37 503 8 25 -0.67
Perceptual Motor 22 46 524 11 63 0.33
Cognitive 75 - 486 70 2 -2.00
Attention and Memory 34 24 476 2 <1 -2.67
Reasoning and Academic Skills 13 25 478 4 2 -2.00
Perception and Concepts 28 37 504 7 16 -1.00
BDI-2 Total 365 - 480 62 1 -2.53
Domain/ Subdomain
Skill Mastered(2 points)
Emerging(1 point)
FutureLearningObjective(0 point)
Self-Care Removes his or her shoes without assistance. X
Self-Care Drinks from a cup without assistance and with little spilling. X
Self-Care Feeds himself or herself with a spoon or fork without assistance. X
Self-Care Distinguishes between food substances and nonfood substances. X
Self-Care Removes clothing unassisted. X
Self-Care Accurately responds "Yes" or "No" when asked if he or she has to use the toilet.
X
Self-Care Expresses a need to use the toilet. X
Self-Care Controls bowel movements regularly. X
Self-Care Asks for food at the table. X
Self-Care Blows his or her nose with assistance. X
Self-Care Washes and dries his or her hands without assistance. X
Self-Care Obtains a drink from a tap or other source without assistance. X
Personal Responsibility
Moves independently around the house, requiring only occasional supervision.
X
Copyright 2007 LINC and The Riverside Publishing Company
Comprehensive Report for Jillian Morgan
Domain/ Subdomain
Skill Mastered(2 points)
Emerging(1 point)
FutureLearningObjective(0 point)
Personal Responsibility
Understands that hot is dangerous. X
Personal Responsibility
Puts away toys when asked. X
Personal Responsibility
Shows care when handling an infant or a small animal. X
Personal Responsibility
Indicates or describes an illness or ailment to an adult. X
Personal Responsibility
Demonstrates caution and avoids common dangers. X
Personal Responsibility
Responds to instructions given in a small group and initiates an appropriate task without being reminded.
X
Personal Responsibility
Uses appropriate behavior and voice in public settings. X
Adult Interaction Discriminates between familiar and unfamiliar people. X
Adult Interaction Shows appropriate signs of separation anxiety when removed from his or her parent or caregiver.
X
Adult Interaction Continues to vocalize when imitated. X
Adult Interaction Shows appropriate affection toward people, pets, or possessions. X
Adult Interaction Responds positively to adult praise, rewards, or promise of rewards.
X
Adult Interaction Greets familiar adults spontaneously. X
Adult Interaction Enjoys having someone read simple stories to him or her. X
Adult Interaction Helps with simple household tasks. X
Adult Interaction Responds positively when familiar adults or adults in authority initiate social contact.
X
Adult Interaction Allows others to participate in his or her activities. X
Adult Interaction Initiates social contact or interactions with familiar adults. X
Adult Interaction Separates easily from the parent. X
Adult Interaction Uses adults other than his or her parents as resources. X
Adult Interaction Asks for adult help when needed. X
Peer Interaction Shows awareness of the presence of other children. X
Peer Interaction Enjoys playing with other children. X
Peer Interaction Plays independently in the company of peers. X
Peer Interaction Initiates social contact with peers in play. X
Peer Interaction Imitates the play activities of other children. X
Peer Interaction Responds differently to familiar and unfamiliar children. X
Peer Interaction Plays with a peer, using the same materials, without disturbing the other child's play.
X
Peer Interaction Expresses affection or liking for a peer. X
Peer Interaction Shows sympathy or concern for others. X
Copyright 2007 LINC and The Riverside Publishing Company
Comprehensive Report for Jillian Morgan
Domain/ Subdomain
Skill Mastered(2 points)
Emerging(1 point)
FutureLearningObjective(0 point)
Self-Concept and Social Role
Responds to his or her name. X
Self-Concept and Social Role
Displays independent behavior. X
Self-Concept and Social Role
Identifies himself or herself in a mirror. X
Self-Concept and Social Role
Expresses ownership or possession. X
Self-Concept and Social Role
Follows directions related to his or her daily routine. X
Self-Concept and Social Role
Appropriately communicates a range of positive emotions. X
Self-Concept and Social Role
Imitates others and changes his or her behavior based on what others are doing.
X
Self-Concept and Social Role
Shows pride in accomplishments. X
Self-Concept and Social Role
Expresses enthusiasm for work or play. X
Self-Concept and Social Role
Appropriately communicates a range of negative emotions. X
Self-Concept and Social Role
States his or her first name. X
Receptive Communication
Follows 3 or more familiar verbal commands. X
Receptive Communication
Responds to the preposition out and on. X
Receptive Communication
Understands the simple possessive forms your and my. X
Receptive Communication
Responds to who and what questions. X
Receptive Communication
Understands the simple possessive form 's. X
Receptive Communication
Follows 2-step verbal commands. X
Receptive Communication
Responds to the prepositions "toward" and "behind". X
Expressive Communication
Uses 10 or more words. X
Expressive Communication
Communicates in back-and-forth, turn-taking style using sounds, gestures, or other nonverbal methods.
X
Expressive Communication
Uses 2-word utterances to express meaningful relationships. X
Expressive Communication
Uses words to express what he or she sees and does and to express the experiences that immediately affect him or her.
X
Expressive Communication
Uses words to get his or her needs met. X
Expressive Communication
Uses 3-word phrases meaningfully. X
Copyright 2007 LINC and The Riverside Publishing Company
Comprehensive Report for Jillian Morgan