Initial School Assessment

J's first assessment by the Early Childhood Special Education department through the school district was conducted in October of 2005. The team used the following test procedures:

• Preschool Language Scale - 4th Edition
• Receptive-Expressive Emergent Language Test - 3rd Edition
• Observation
• Bayley Scales of Infant Development - 2nd Edition - measures current level of cognitive, language, personal-social, and fine and gross motor development in infants and children 1-42 months of age
• Infant Developmental Inventory (1st 21 months)
• Infant/Toddler Sensory Profile

The test results were converted into a standard deviation score (SD) as follows:

• +1.51 - +2.33 = Above Average
• -1.50 - +1.50 = Average
• -1.51 - -2.04 = Moderate Delay
• -2.05 - -2.33 = Significant Delay

J's results were as follows:

Preschool Language Scale - 4th Edition

Auditory Comprehension - 1st %tile; Standard Score of 64; Standard Deviation of -2.40

Expressive Communication - 7th %tile; Standard Score of 78; Standard Deviation of -1.47

Total - 2nd %tile; Standard Score of 68; Standard Deviation of -2.13

During the auditory comprehension section of the test it was difficult engaging J in the tasks. She did not use the objects in play appropriately; follow directions with cues; or identify pictures of familiar objects. She did not look at things when they were pointed out. She did respond to no-no; use more than 1 object; and understand when I asked her to "come with me".

During the expressive communication section of the test J was able to initiate a turn-taking game; imitate one word; and play with another person for 1-2 minutes. She was not able to use 5-10 words; vocalize and gesture to request toys or food; or produce consonant vowel combinations.

Receptive-Expressive Emergent Language Test - 3rd Edition

Receptive Language - <1st %tile; Standard Score of <55; Standard Deviation of <-3.0

Expressive Language - <1st %tile; Standard Score of 60; Standard Deviation of -2.67

Total Language Ability - <1st %tile; Standard Score of 49; Standard Deviation of -3.4

Bayley Scales of Infant Development - 2nd Edition

J was unable to demonstrate any imitation skills or respond to spoken requests. Her performance on the cognitive section was less than 50, which was more than 2 standard deviations below the mean. On the motor section she was not able to imitate demonstrated movements or hold a pencil or crayon. Her performance on the motor section was 55, which was more than 2 standard deviations below the mean (more based on her inability to imitate actions and follow directions than on her motor ability).

Infant Developmental Inventory (1st 21 months)

This is a checklist divided into 5 areas:

Social (11 of 17) - She didn't wave bye-bye or greet people.

Self-help (11 of 13) - She could not completely feed herself or eat with a fork.

Gross Motor (18 of 19) - She could run, climb on furniture, and had good balance and coordination. She could not kick a ball forward.

Fine Motor (15 of 17) - She could build a tower with 2 or more blocks, manage small objects, and turn a few pages of a book at a time. She could not mark with a pencil or crayon or use them to scribble.

Language (14 of 22) - She did not respond to  her name, use consonant/vowel sounds, or shake her head for no. She was not able to follow simple directions. She could say "mama", but no other words.

Infant/Toddler Sensory Profile

The results of this assessment tool are as follows:

General Processing - At Risk

Auditory Processing - between At Risk and Typical Performance

Tactile Processing - Typical Performance

Vestibular Processing - Typical Performance

Oral Sensory Processing  - Typical Performance

Based on the results of this assessment an Individual Family Service Plan (IFSP) was drafted. The following goals were included in the IFSP:

• learn to play with a variety of toys in functional ways
• be more interactive with adults and children at home and in early childhood settings
• learn to use a formal system of communication (picture symbols)
• learn to process and/or tolerate different types of sensory input

J started attending Early Childhood Special Education classes 5 days a week in January of 2006. She started receiving direct speech therapy twice a week for 30 minutes, indirect occupational therapy once a week for 15 minutes, and indirect autism support once a week for 30 minutes. She also attended summer school that year.