Using Observational Evidence to inform Assessment and Communication with Parents

Kira Hernandez

What I learned about my 12 months and 15 days target child is that he has no behaviors of

concern. However, he has some concerns about eating and sleeping. However, when children at the

age of one are developing, they start becoming curious which makes them less attentive to sleep to

eat. Their body is experiencing new changes hence influence other behaviors such as sleeping and

eating. The baby language is evolving. Although his imitation of words is different from children

at other higher developmental stages, he is skilled at other non-verbal communications such as

gestures, facial expressions, among other body languages. He is surely attached to his mother.

However, his level of understanding of his mother’s whereabouts keeps improving.

The goal of the assessment is to approximate the baby’s total score location on the scoring

graph. Then the location is used to assess whether there is low or no risk, need for monitoring, or

need for additional assessment with a professional. The benefit is essential as it shows whether the

baby needs attention or not. It also provides considerations for follow-up recommendations and

follow-up actions. The assessment is useful during early childhood development. The baby's

weakness is that they are prone to too many stressors at this stage and thus not able to cope with

them easily. The learning goals should lean toward improving physical milestones, cognitive

milestones, emotional and social, and language milestones. This is accompanied by providing safe

toys that assist in the learning goals, talking positively to the child, and having a supportive

relationship. No additional targeted testing is needed, only monitoring. Yes, the child is a candidate

for intervention since he is at a crucial developmental stage. The skills he is ready to learn are

emotional and social, gross and fine motor, and language. He has a typical growth since the results

show no major concerns, the only concerns are eating and sleeping which are normal.

EDDU 221 2

References Morin, A. (2019, August 5). Developmental milestones for typical 1-Year-Olds. Retrieved from

https://www.understood.org/en/learning-thinking-differences/signs-symptoms/

developmental-milestones/developmental-milestones-for-typical-1-year-olds

Powell, D., & Dunlap, G. (2010). Family-Focused Interventions for Promoting Social-Emotional

Development in Infants and Toddlers with or at Risk for Disabilities. Roadmap to Effective

Intervention Practices# 5. Technical Assistance Center on Social Emotional Intervention

for Young Children.