CE300 Psych / ABA Unit 9 Final

Video Assessment Project

Unit 9

CE300-Observation and Assessment in Early Childhood

Name

The overall behavior of the 18 month after viewing the video is as follows. This child was very curious as to what you were doing and wanted to do what you were doing. Based on the assessment of I would like to utilize the ASQ to find out if the child is around other kids. If the child is able to speak clearer as to what they are trying to say, I would like to be able to talk to the parents to find out if the parents had some concern about their child do to the child not being able to say two word sentences. A speech delay I see that may need to be address.

Cognitive:

The 18 month old in the video took ownership of wanting to build with the blocks after the lady asked him if he could do it. He took two of the blocks and started to bang them. He was very aware of what was being said to him enough for him to understand and follow directions.

Social/emotional:

The 18 month old is far from shy. He talks to you with the attempt to get his words out for him to communicate with you.

Physical:

His physical ability is a great one. He is able to walk and sit down with no assistance. He is able to make music by moving his arms and clapping together the two blocks that you have on your.

Language:

The 18 month old language needs a lot of improvement. He says majority of his words with a furbish aspect.

The strengths of the child is the way he can mimic what you are saying with every ounce of effort in his body. I would also say that the other strength that the 18 month old has is the ability to pick out the objects that was asked of him. Which also gives him the great strength that being 18 month old you can follow one-step directions.

I will use the assessment results to guide instruction, by changing things up a little bit to incorporate a math concept in there. For example I would ask the 18 month old child to go and get me the picture of the cat, cow etc. The other learning activities I would do is play hand eye coordination games that include Beanbag Body Parts, The beat goes on and The Catch me if You Can. The one activity that I will suggest to the parents for them to do is to have them read to the their child. In addition to that I would also suggest maybe labeling a few items around the house to have their child recognize the words and the items of the things that he want therefore making the 18 month old think long and hard.

In conclusion I would use a checklist is a list of sequential behaviors arranged in a system of categories” (Wortham, 2013, p. 134). To discuss the further assessment needs for this child. As an early childhood professional, we can always use additional assessment data. Therefore making the parent as comfortable as possible to keep their mind at ease about their child and how they are progressing throughout the classroom.

Anecdotal Record

Activity: Playing with blocks & Point to pictures Date: July 15, 2014

Name: 18 month old Observer: Kenya Russell

Observed Behavior: objective, measureable terminology	Interpretations: notes from the observer
Cognitive: Plays with blocks Pick up blocks Point to the cat Point to the cow Social/Emotional: Asks what’s that Says the number two Says oh oh Points to objects when asked Physical: Sits and stands with little assistant Has control over their pointer finger when pointing to the objects Language: Repeats words that you say Mumbles words Words not very clear

Developmental Checklist

(By age one year)

Child Name__________?_______________________ Age______18 months___________

Observer___Kenya Russell________________ Date________July 15, 2014__________

Does the child… Yes No Comments

Walk with assistance? _____ ___x__ Child didn’t need assistant

Roll a ball in imitation of an adult? _____ ___x__ Didn’t see child do this

Pick up objects with thumb and forefinger? ___x__ _____ He played with blocks

Transfer objects from one hand to another? ___x__ _____

Pick up dropped toys? __x___ _____

Look directly at an adult’s face? _____ ___x__ It seem that he moved his head each time

Imitate gestures (peek-a-boo, bye-bye) __x___ _____ He waved

Find an object hidden under a cup? _____ __x___ Wasn’t done, didn’t see

Feed self crackers (munching not sucking)? _____ ___x__ Wasn’t done

Hold a cup with two hands, drink with assistance? _____ ___x__ Wasn’t done

Smile spontaneously? __x___ _____ He seemed very happy

Pay attention to own name? ____ ___x__ He did wave hi

Respond to “no”? _____ ___x__ Wasn’t told no

Respond differently to strangers and familiar people _____ __x___ wasn’t done

Respond differently to sounds: vacuum, phone? _____ __x___ He just repeated

Look at person who speaks to him or her? _____ ___x_

Respond to simple directions accompanied by actions? _____ __x___ Very good at picking out the pics

Make several consonant-vowel combination sounds? _x___ _____ Said several words likes to repeat

Vocalize back to the person who has talked him or her? ___x__ _____ Yes he furbished some words

Use intonation patterns that sound like scolding,

asking, exclaiming? _____ __x___ Didn’t happen

Say “mama” or “dada”? _____ __x___ Didn’t hear

Developmental Checklist

(By age two)

Child Name____________?_____________________ Age_________18 months________

Observer______Kenya Russell________________________ Date___July 15, 2014______________

Does the child… Yes No Comments

Walk alone? __x___ _____ Did well

Bend over and pick up toy without falling over? ___x__ _____

Seat self in child-size chair? _____ __x___ Sat in the lap of the lady observing

Walk up and down

stairs with assistance? _____ ___x__ No stairs to climb

Place several rings on a stick? _____ __x___ Didn’t take place

Place five pegs in a pegboard? _____ __x___ Didn’t dsee

Turn pages two or three at a time? _____ __x___ Didn’t see

Scribble? _____ ___x_ Didn’t see

Follow one step directions involving something

familiar (e.g.: give me ____) _____ ___x__ Pointing out the item she choose

Match familiar objects? _____ ___x__ By slapping the blocks together

Use spoon with some spilling? _____ ___x__ Didn’t see

Drink from a cup holding it with one hand? _____ ___x__ Didn’t see

Chew food? _____ __x___ No food was given

Take off coat, shoe, and socks? _____ __x___ Didn’t do

Zip and unzip large zipper? _____ ___x__ Didn’t do

Recognize self in mirror? _____ __x___ Didn’t do

Refer to self by name? _____ ___x__ Didn’t do

Imitate adults in play? _____ ___x__ Didn’t do

Help put things away? _____ __x___ Didn’t do

Ask for desired items by name? _____ ___x__ Didn’t do

Answer to question “What’s that?” _____ __x___ Didn’t do

Make some two word statements ____ _____ Reference: Allen, K.E. & Marotz, L.R. (2003). Developmental profiles: Pre-birth through twelve, 4th ed. Clifton Park, NY: Delmar Learning.

References

Office of Planning, Research & Evaluation. (2008, Aug 4). Early Childhood Assessment: Why, What, and How?

Ages and Stages Questionnaire 3rd Edition, Retrieved from http://agesandstages.com/

Screeners for Young Children Age 3-5: Profiles of Selected Measures.

Office of Planning, Research & Evaluation. (2011, June). Understanding and Choosing Assessments and Developmental

Wortham, S. C. (2008). Assessment in early childhood education(6th ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.