INTIAL SUMMARY REPORT

Friday February 26, 2016

Name: Adam Miller
Date of Birth: August 6, 2012
Chronological Age: 3 years, 6 months, and 20 days
Date Service Began: Monday January 18, 2015
Background Information
Adam is a four-year-old boy, who lives with his mother, Kim, and his younger sister
Carla. Adam has been attending a nursery school program in his apartment, three mornings a
week, for three months. I, as a Resource Consultant, have been asked to support Adam and his
family in a more structured daycare program. A structured day care will allow him to socialize
with other children as he progresses through his development.
Relevant Medical Information
Adam was born weighing 5 lbs. 12 oz. He was delivered by C section because Kim
suffered from toxemia. Adam shows no medical concerns at this time.
Summary of Development
Gross Motor
Adam is very physically active and agile. He is able to run quickly, jumps off the couch,
and can hop on one foot.
Fine Motor
Adam is able to string four beads independently. He enjoys finger painting, but has yet to
show any interest in drawing with a crayon.
Sensory

Adam will often only play in the sand when at the park. With prompting, Adam will
engage in playing with Playdoh for a maximum five minutes.
Cognitive
Adam can successfully complete a ten block tower and a seven piece puzzle. He is able
to follow two-step directions, and respond to a few pictures in a book. Adam has yet to
consistently respond to his name.
Self-Help
Adam has developed a variety of skills to use the washroom, dressing himself, and
feeding himself independently.
Social
Adam is able to use a couple words/phrases in his vocabulary to communicate. For
example, he will say baby pee, cry, fries, and baby caca (Baby Carla). Adam will use
gestures to communicate to adults what he wants or needs. Also, Adam will participate in
imaginary play with people figures; such as pretending the people were driving a car.
Family Involvement
Goals
Self-Regulation:
o To be able to consistently follow daily routines and increase Adams
attention span through explorative learning (i.e. having a visual schedule
for the day, or including finger painting as a task).
Socialization/Communication
o To create awareness and understanding of others around him through a
variety of toys and activities.

o For Adam to be able to communicate his wants/needs using full sentences

(i.e. if he needs to use the washroom, or wants a particular toy/food).
Safety:
o To teach Adam to wait for an adult before leaving an environments, such
as in his home apartment.
Recommendations/Future Plans
1. To use visual schedules, and verbal communication, at home and in the child care for
daily routines.
2. To have each item in the classroom labelled to increasing understanding and awareness.
3. To have Adam participate in group activities to work on turn-taking and play with other
peers in the class each day (with support from the educators).
4. To create and use a visual Red Light and Green Light to help Adam understands
when he is able to leave his home.

Melissa Ruggiero
Early Childhood Resource Consultant