Educational

Report
Demographics
Name: Jace Patterson
Date of Birth: 2/21/2004
Age: 1 year, 11 months
Evaluation Date: December 2005—January 2006
Evaluators: Cloward, Anderson, and Allen
Report Author: Molly Marchese

Reason for Referral

Parent’s major concerns are Jace’s lack of eye contact and minimal verbal
communication skills. Parents are seeking help for Jace in the following areas: Jace has missed
some developmental milestones, and they are concerned it may result in a disability in the long
run for Jace. Through TABS PLS-4 and the Vineland-II scores has determined that Jace has a
disability. Jace’s parents are hoping that they will be able to get Jace the additional support he
needs.

Background

Developmental History
Jace is currently two years old and his mother had a normal pregnancy with Jace. She
worked and went to school all during her pregnancy. She was in labor for 12 hours with no
complications. Motor development was normal after birth; he could crawl early on and walk
shortly after. Jace does not mimic people with throwing a ball or jumping up and down;
however, when his parents waved to him Jace waved back. When Jace was around 6 months
old he was still not making and eye contact with his parents or others around him. Jace is a
happy kid and will smile sometimes, but is not always affectionate with familiar people. He will
point to his parents to an item he wants such as food in the kitchen. He does not articulate his
words, but instead this is his form of communication to show his parents that he his hungry.
Jace will not orally communicate with his parents or answer any questions that are asked of
him. Jace can feed himself with his hands, but is unable to feed himself with a spoon. When
Jace goes down for a nap it takes him a half of an hour to forty-five minutes to fall asleep, but at
night falls asleep quickly. He has been sleeping through the night since he was 8 months old.
When watching TV Jace will not babble, but at times he will laugh at the show.
Family Information and Social/ Emotional History
Jace is part of a loving family that includes his mother, father, and baby sister. Jace’s
parents are not afraid of having a child with disability, but at first they were overwhelmed with
all the delays he was expressing throughout his life. His mother is with Jace all day at home. His
father is not involved in the day-to-day interactions, but when comes home from work plays
with Jace and interacts with him. When his parents leave him, he is okay with being left, but
when they come back to get him he gets very excited to see them. When his parents come
through the door, Jace gets very excited. However, if any other extended family comes through
the door, he does not have any emotion, such as a stranger comes through the door. Jace has a
nighttime routine takes a bath around 7 in the evening and goes to bed around 8. His family’s
main goal is to get increase Jace’s communication skills. His parents have been trying some sign
language with him and it has been working inconsistently.
Medical
Jace is constantly experiencing ear infections. By 18 months he had already had four ear
infections. At 18-month-old, he was checked for fluid in his ears and received tubes in his ears
to help prevent infections. Since tubes in his ears his vocalization skills have improved. Jace’s
hearing was tested and is good no issue with his hearing. Jace has been tested and has no
problems with his vision.
Educational History
Jace does not have any formal education and is going to start toddler lab at Brigham
Young University- Idaho.

Observations

Communication
Jace is not verbal and does not communicate through talking. Jace does other actions to
communicate to his family, he will pull his moms hand to the kitchen to indicate to her that he
is hungry. His mother had taught him some sign language, which he has expressed that he
learned those signs and demonstrated the sign after his mom showed him. Jace does not give
any eye contact when communicating. When an aid in preschool lab was putting on his coat
Jace simply looked around and did not give her any eye contact. When an examiner would
squeak a toy behind him, Jace would not look around or look for the noise. When watching
television Jace communicates with his laughter. When the examiners were trying to
communicate with him, Jace would not look at them. In lab, when the aids were telling Jace
they were going outside, Jace did not look or respond back.
Motor
Jace expressed many motor skills, both fine and gross motor skills. I observed Jace
walking without any incidents. When Jace holds a pencil, he holds them with two hands, does
not use his pointer or thumb to hold the pencil. When drawing, he will use his whole hand
holding the crayon. In lab, Jace held a spoon using his pointer and thumb to hold the spoon to
his mouth. When observing Jace he could pull himself off the ground when a block was placed
on his stomach by examiner. He can get himself to the chair and sit on the chair, also can get off
the chair without assistance. In lab, he climbed a ladder using both of his hand to hold himself
up and stepped up with his feet.
Cognitive
Jace expressed many forms of memory through his activities. When he played, he
played by himself, moves on from one activity to another activity without any assistance. In the
lab Jace moved from stacking blocks to the ball slide. When Jace’s dad comes home from work
he is happy to see him. He shows that he remembers him by face recognition and differentiate
from other faces. When he becomes hungry Jace will go grab his mom’s hand and bring her
into the kitchen to get him a snack, this is expressing that he knows how to problem solve. In
lab, Jace took an aids hand and drug her to the door, then Jace took her hand and placed it on
the handle. Jace will look to his parents when he needs help responding, mimics their actions as
well, such as waving good-bye or hello. When Jace’s mom handed him a cell phone, Jace placed
it to his ear.
Adaptive/ Self-Help
Jace can identify when he his hungry and drags his mom into the kitchen, by doing this
he is expressing self-help. Jace was observed eating on his own with finger food, Jace’s mom
poured cheerios on the kitchen table chair, Jace would pick one up and put it in his mouth, he
does not always know how to use a spoon to feed himself. Jace can open kitchen cabinet doors
in the kitchen and then he closes them as well. In lab, Jace fell while walking and was able to
get up and continue on walking with no problems. These actions identify Jace has the ability to
self-help.
Social/ Emotional
Jace does not express social interaction with people yet. He does interact with object
when put in front of him by examiners or parents. An examiner holds a teddy bear in front of
Jace, Jace takes the bear and hugs the bear. Jace does not interact with people, he does not
make eye contact. Jace’s emotions remained steady throughout the observation, and became
more positive when the examiners interacted with him. For example, when the examiners
would blow bubbles Jace would smile. Jace does show emotion, in lab when in-between the
whiteboard easel and an aid popped her head around, Jace laughed and smiled.

Test Administered

TABS: Temperament and Atypical Behavior Scale, Early Childhood Indicators of Developmental
Dysfunction, this is an assessment checklist administrated: December 12, 2005.
PLS-4: Preschool Language Scale, 4th Edition, Measures receptive and expressive language skills
in children. Administrated: December 12, 2005.
Vineland-II: Adaptive Behavior Scales, measures all fie domains; communication, daily living
skills, socialization, motor skills, and maladaptive behavior. Administrated: December 12, 2005

Test Results

TABS RAW SCORE STANDARD SCORE PERCENTILE RANK
Detached 4 32 3
Hyper- Sensitive/Active 11 <26 <1
Underreactive 3 30 2
Dysregulated 0 53 61
Temperament & Regulatory Index (Total 18 <51 <1
of four raw scores)

PLS-4 RAW SCORE STANDARD SCORE PERCENTILE RANK
Auditory Comprehension 11 59 1
Expressive Communication 14 56 1
Total Test 25 53 1

 Vineland-II RAW STANDARD/ V-SCALED PERCENTILE
SCORE SCORE RANK
Communication - 60 <1
Receptive 4 7 -
Expressive 14 9 -
Written - - -
Daily Living Skills - 71 3
Personal 6 5 -
Domestic 1 12 -
Community 2 12 -
Socialization - 60 <1
Interpersonal Relationships 6 5 -
Play and Leisure Time 2 8 -
Coping Skills 1 10 -
Motor Skills - 100 50
Gross 51 16 -
Fine 18 14 -
Total Test - 69 2

Interpretations

Communication
Jace’s communication level is below average per the test, observations, and interviews. Jace
does not recognize when his name is called by his parents or interviewers. Communication skills
are in the 1st percentile which makes Jace below average on this communication development.
This means that Jace is doing better than 1 out of 100 of his peers in communications. Jace does
not use any verbal communication with anyone that tries to communicate with him. Jace’s
mother expressed during the interview that Jace uses minimal sign language that she has
taught him. He only signs the basic signs, such as “more.” During observations when Jace was
hungry, he would physically pull his parents into the kitchen to obtain food. He does this action
with anything he wants to do or receive. Jace communicates with others by pulling them to the
certain item he desires. Jace cries when he becomes frustrated and babbles when trying to
communicate. Eye contact is usually not used when Jace is communicating with someone or
when someone is talking to him. In toddler lab, he pulled aids to communicate with them. His
communication forms are inconsistent. Jace performed below average in the communication
section. Jace will need to have alternative ways to communicate with his teachers during
Toddler Lab.
Jace will always
• Cry when frustrated
• Pull his parents to communicate what he wants
• Attempt to speak via babbling
Jace will sometimes
• Make eye contact with someone
• Use sign language
 • Obey simple oral directions given to him
Jace will Does Not
• Use words to communicate
• Express himself without being triggered
• Follow complex directions

Motor
Jace’s motor development is broken into two parts: his fine motor skills appear to be
developing a little delayed per test, observations and interviews and his gross motor skills are in
the average range for development. Jace is in the 14th percentile and had a Standard Score of
84, per the Vineland-II. This means that Jace did better than 14 out of 100 of his peers. When
observing Jace, he could walk, run, crawl and climb. Jace was about to climbed a ladder on the
playground in the lab with an aid standing next to the ladder, Jace made it to the top with no
assistants. He can get on and off furniture at home. He does not throw or catch a ball when
thrown at him. Jace does not jump up and down. When observing Jace, he would hold small
objects such as a spoon, pen, or pencil. He can perform when holding them with his whole
hand. His motor range is performed at average, so Jace can play with his toys in a traditional
manner. Only assistance Jace would need to obtain is with his fine motor skill such as eating
with a spoon.
Jace will always
• Plays with this toys with both hands
• Walks, runs, and crawls
• Climbs to get on and off furniture
Jace will sometimes
• Uses opposite feet when going up and down stairs
• Kicks a ball on the ground
• Pencil grasps
Jace will Does Not
• Throw a ball
• Jump up and down
• Catch a ball thrown at him
Cognitive
Jace’s cognitive abilities are performing at an average level for his age. This inference was made
per Jace’s tests, observations, and interviews. When observing Jace and his activities with his
toys and how he interacts with is parents, his cognitive skills are developing normally. When
Jace has a book, he will typically look at the pictures for five minutes and knows how to turn the
pages in the traditional manner. Jace will not listen or follow along when the book is read to
him, as his mother stated in the interview. While Jace plays with his toys he expresses problem
solving skills, he knows if his blocks fall over he can start over. When observing Jace, he showed
that he knows how to stack, sort and build blocks when playing with them. When the RBI
interview was going on Jace was interested in the bubble that the examiner would make and
the pen of the examiner. Jace would only focus both objects for a lengthily amount of time.
When asked, Jace will not point to the correct body part. His mother expressed to the interview
that, Jace knows when he leaves the house he need to put his coat, and shoes on before
leaving, and when in the car that he needs to wear a seatbelt. Jace is in the average range of
cognition. When he attends Toddler Lab, Jace will be able to keep attention in what he
independently is doing and the group for a short amount of time.
Jace Always
• Reaches for the door nob
• Looks at pictures in book
• Watches Cartoons
Jace Sometimes
• Mimics what his parents are doing
• Pretends to be talking to someone on the phone
• Does what he is asked to do
Jace Does Not
• Point to his body parts when asked
• Listen when stories are read to him
• Look at other when having a problem
Adaptive/Self Help
Jace’s test, observation and interviews, place him below average in performance of
adaptive/self-help. On the Vineland-II, Jace score in the 2nd percentile in the Daily Living
Section. This means that Jace did better than 2 of his peers out of 100. Jace take a nap in the
afternoon a day, and sleep all through the night well. Jace does not yet use the toilet or go to
the bathroom by himself. Jace will sometimes help with chores, but does not always clean up
after himself. Jace can feed himself with food that he can eat with his fingers, as shown in
observation eating cheerios, but is not able to feed himself with a spoon yet, he is beginning to
learn how to use a spoon to eat. Jace can drink out of his sippy cup and can sometimes drink
out of a regular glass cup. In toddler lab, Jace was unable to put is coat and shoes on without
assistance of an aid. Jace cannot recognize the difference between hot and cold objects. He
normally does what he is told when something is hot and is told not to touch doesn’t. When in
Toddler Lab, Jace will need assistance going to the bathroom, and may need assistance eating
certain things.
Jace always
• Feeds himself when its finger food
• Sleeps through the night without getting up
• Drinks out of a sippy cup
Jace will sometimes
• Drinks out of a regular glass cup
• Helps with chores
• Eats with a spoon
Jace will Does Not
• Use the toilet alone
• Go to the bathroom alone
• Clean up after himself
Social/Emotional
Jace’s social skills are below average per test, observations, and interviews. On the Vineland-II,
Jace scored in the 1st percentile on his socialization skills. Jace score 1 out of 100 of his peers on
his social skills. On the TABS test Jace’s dysregulated score was in the 61st percentile, which
expresses that his emotional expressions are poorly modulated. This means that Jace did better
than 61 out of 100 of his peers in emotional expression. This data has a discrepancy on the
scores because show that he is above average, but during observations he is expressing he is
below average. When Jace plays with toys, he plays alone and does not interact with others in
play. When Jace is upset, he will cry and whine to express his feelings. When other children
initiate parallel play with Jace he will often accommodate with them. When interacting with
others Jace will not make eye contact with them. Not with every activity Jace participates in will
he show emotion, but when he watches his cartoons he will smile and laugh. When picked up
from the church nursery is happy to see his parents, and when his dad comes home from work
is happy. When in the lab Jace may need assistance when interacting with other children
socially due to that he performed below average socially.
Jace Always
• Recognizes his parents
• Cries when is expressing he’s upset
• Plays independently
Jace Sometimes
• Engages in parallel play
• Is aware in who he is playing with
• Shows affection
Jace Does Not
• Engage playing with other children
• Give eye contact with people
• Use social manners

Recommendations

Jace is eligible under Part C of IDEA under The Early Intervention Program for Infants
and Toddlers with Disabilities, and IFSP per his test, observations and interviews. Jace qualifies
under the developmentally delayed, this is expressed by the struggle with communication skills,
social skills, and motor skills. It is recommended that Jace should continue with his attendance
of toddler lab.
For the professionals:
• Begin occupational therapy to help with his fine motor skills, such as jumping, throwing
and catching.
• Begin Speech and language therapy to help with the developmental progress of his
communication skills.
• Begin occupational therapy with social skills and eye contact.
For the parents:
• Parent should continue to play with Jace and remain on his normal schedule and show
him affection.
 • Should continue working on Jace’s social, communication and adaptive skills.
• Parents should work on Jace’s minimal verbal communication at home, and eye contact
that can be made through communication skills.
For Toddler Lab:
• Engage in activities that Jace could do independently such as, putting on his coat/ taking
off his coat, getting a snack, and gathering around as a group
• Should be engaged and promote communication skills that Jace participates in, such as:
songs and reading out loud.
• Jace should be more involved in playing with his peers, come up with a reward system
when playing and interacting with his peers.

Summary

Jace is 1 year and 11 months old, and is showing signs that he has multiple delays in
domains. Jace is developmentally behind in his social emotional, self-help, and his language
development skills. Jace’s communication consists of babbling and does not yet use full words
when talking. Jace uses a physical form of communication, such as dragging his parents where
he wants them and uses minimal sign language (per what his mom says). When Jace is in a
social interaction setting, he does not use eye contact to ones talking to him. Jace’s cognitive
development are typical for his age. Jace can play with toys appropriately and can hold
attention for shorts amount of time. Jace’s motor skills are developing normally, he can crawl,
walk, run and climb. Jace’s self-help skills are developmentally delayed, Jace cannot feed
himself if not finger food, but does identify when he is hungry. Jace still needs support when
going to the bathroom and cleaning up his toys. Jace is eligible under Part C of IDEA and the
IFSP under the toddler’s disabilities. Jace took the TABs, PLS-4 and Vineland-II and through
these scores Jace has been identified as having developmentally delayed, because of his delay
in speech, and motor skills. It is suggested that Jace remains in Toddler Lab at Brigham Young
University- Idaho to aid his social interaction with his peers and adult teachers in the lab. Jace
should still be assessed to see if Jace meets the criteria of eligibility for the Early Intervention
services.