PS340: Exceptional Needs Children
Robert and Teresa
David Park
Student ID: 20365940
Kaplan University Online
PS340: Exceptional Needs Children
Dr. Natasha Chung
31 January 2012
Scenario One
In the first case study, a child by the name of Robert who was four years of age came for a screening session. To keep out meeting confidential I asked his parents to complete some surveys and permission forms prior to the meeting. The parents’ major concern was that their child was not sociable at all. Robert did not speak; he would rather point to things that he wanted to play with. When I meet Robert up in person, he was a playful little boy who is well attached to his parents, but does not make eye contact when you meet him.
You meet with a 4-year-old male (Robert) and his parents during a screening session in your office. You asked his parents to complete some surveys and permission forms prior to the meeting. He plays great by himself, but when I approach him he would stop playing with what he has and gets up from where he is to point to another toy that interests him.
Another key information that was presented was that he had two older sisters that did all the talking for me and them communicating to him when he pointed at something. When I called …show more content…
Roberts’ name out he did not respond or look in my direction. When Robert was put in a playgroup Robert shied away and did not want to even play. After playing with him, I administer other tests to find that his intelligence appears to be average for a 4-year-old and so, there no concerns about his cognitive skills. Still unsure about his delayed speech development and lack of appropriate social skills I had to think of some recommendations.
In this scenario I felt as if Robert had hearing problems or might be deaf. I was very sure when the parent told me that the two older sisters did all the speaking for him and when he pointed at something the sisters communicated with him. What made me one hundred percent sure of Roberts’ possible deafness was that he did not make eye contact when calling his name. The parents think that their son has a delayed speech development, but I know that his hearing has something to do with it.
As a recommendation for the parents, I would suggest that they take their child to an audiologist to see whether or not Robert does have a problem with hearing. If this is a fact, this may be a cause in the delay of Roberts’ speech. When the parents mentioned that the two older sisters understood him and spoke for him. I believe that without a shadow of a doubt that they were not communicating by words, but more along the line of facial expressions, body gestures, and finger pointing to get what Robert wanted. An assessment tool for his behavior I would use the Achenbach Child Behavior Checklist that Identifies a behavioral profile of a child in eight specific areas based on the responses from teachers, parents, or the child themselves (Marie, 2012.)
Once finding out that Robert does in fact has hearing problems, the parents can seek some help in finding the right type of hearing aid or sign language that would assist Robert in comprehending what is said. The earlier Robert receives services to address the effects of hearing loss, the more time there is to influence positive learning outcomes. It’s also a term used frequently by hearing health and education professionals who work with children with hearing loss.
Early intervention can take many forms, such as getting children fitted for hearing aids, getting evaluated for a cochlear implant, providing counseling and support for parents, and teaching parents how to stimulate speech and language for Robert. Robert would then gain confidence before he begins school and he would be able to talk to children his age. Robert will then start making more eye contact when his name is called. I think that these early intervention would help this child succeed.
Scenario Two
Upon meeting Teresa and her parents, the parent brought to my attention that the two-year-old girl Teresa is diagnosed as HIV positive and that they are also concerned that she might have other problems as well. What I already know is that she is being treated aggressively for HIV and shows no signs of health related problems yet. Her parent’s does not think that she is learning quick as she should for her age. At this point she is only two-years of age and not all children are as fast as others.
Ask the parents to better define “learning,” the parents told me that she is not yet potty trained ad cannot recognize her written name. I think in this case that the parents have a really high expectation for their child to excel above other children. I did not see much wrong with Teresa because she walks fine and seems to be well attached to her parents and she is not shy at all. She would smile and wave at me, but when I spoke to her she responded really slow to me. When I repeated my words louder, she then was able to respond back to me.
I then decided to give her some tests to screen for potential problems. I turned on the TV and put the volume very low at first and then gave her the remote. I said out loud to her to put up the volume so that she can hear what is going on. At this point I was certain; she turned up the volume way above normal. I then asked her parent if she said “huh?” a lot or had to repeat what they said to their daughter a lot. At this point I knew that she was slightly deaf. It is great that the parents were able to bring her in so that we can find solutions with early intervention.
The parents concern was that their child might have a learning problem, but I see that their child has a hearing problem, just like Roberts’ case.
I think that with early intervention plan Teresa will be able to understand better. Oral deaf education is an option. Family-centered educational approach that develops a child’s speech and listening abilities along with confidence and life skills to meet the challenges of the greater world. This means that parents and family play a key role right from the start. Oral deaf education integrates the earliest and most natural intervention, the most current and inclusive education along with today’s sophisticated hearing technologies, to enable children with a hearing loss to learn to listen and
talk.
If the parents are concerned about their child’s learning ability then an assessment tool that can be used is the Kaufman Assessment Battery for Children. This assessment assesses the intelligence and achievement of 2 ½ - 12 ½ -year-old children. I would suggest that Teresa see and Audiologist to get tested with the assessment tool that consists the Test of Auditory Comprehension of Language-Third Edition (TACL-3). The TACL-3 measures a child's auditory comprehension skills including word classes and relations, grammatical morphemes, and elaborated sentences (Woolfolk, 2012). The child is presented with a picture and points to the phrase or sentence that matches what he/she hears.
With this early intervention, Teresa will be able to gain full recovery because she can hear but have a small hearing loss than Robert. As long as the parents and teachers stay involve with their child to recovery, Teresa will be able to excel.
Reference
Marie, L. (2012, January 31). Early intervention services for the deaf and hard of hearing | education.com. Retrieved from http://www.education.com/reference/article/Ref_Early_Services/
Woolfolk, E. (2012, January 31). Test for auditory comprehension of language, third edition: Tacl-3 (em-81). Retrieved from http://portal.wpspublish.com/portal/page?_
David Park
Student ID: 20365940
Kaplan University Online
PS340: Exceptional Needs Children
Dr. Natasha Chung
31 January 2012
Scenario One
In the first case study, a child by the name of Robert who was four years of age came for a screening session. To keep out meeting confidential I asked his parents to complete some surveys and permission forms prior to the meeting. The parents’ major concern was that their child was not sociable at all. Robert did not speak; he would rather point to things that he wanted to play with. When I meet Robert up in person, he was a playful little boy who is well attached to his parents, but does not make eye contact when you meet him.
You meet with a 4-year-old male (Robert) and his parents during a screening session in your office. You asked his parents to complete some surveys and permission forms prior to the meeting. He plays great by himself, but when I approach him he would stop playing with what he has and gets up from where he is to point to another toy that interests him.
Another key information that was presented was that he had two older sisters that did all the talking for me and them communicating to him when he pointed at something. When I called …show more content…
Roberts’ name out he did not respond or look in my direction. When Robert was put in a playgroup Robert shied away and did not want to even play. After playing with him, I administer other tests to find that his intelligence appears to be average for a 4-year-old and so, there no concerns about his cognitive skills. Still unsure about his delayed speech development and lack of appropriate social skills I had to think of some recommendations.
In this scenario I felt as if Robert had hearing problems or might be deaf. I was very sure when the parent told me that the two older sisters did all the speaking for him and when he pointed at something the sisters communicated with him. What made me one hundred percent sure of Roberts’ possible deafness was that he did not make eye contact when calling his name. The parents think that their son has a delayed speech development, but I know that his hearing has something to do with it.
As a recommendation for the parents, I would suggest that they take their child to an audiologist to see whether or not Robert does have a problem with hearing. If this is a fact, this may be a cause in the delay of Roberts’ speech. When the parents mentioned that the two older sisters understood him and spoke for him. I believe that without a shadow of a doubt that they were not communicating by words, but more along the line of facial expressions, body gestures, and finger pointing to get what Robert wanted. An assessment tool for his behavior I would use the Achenbach Child Behavior Checklist that Identifies a behavioral profile of a child in eight specific areas based on the responses from teachers, parents, or the child themselves (Marie, 2012.)
Once finding out that Robert does in fact has hearing problems, the parents can seek some help in finding the right type of hearing aid or sign language that would assist Robert in comprehending what is said. The earlier Robert receives services to address the effects of hearing loss, the more time there is to influence positive learning outcomes. It’s also a term used frequently by hearing health and education professionals who work with children with hearing loss.
Early intervention can take many forms, such as getting children fitted for hearing aids, getting evaluated for a cochlear implant, providing counseling and support for parents, and teaching parents how to stimulate speech and language for Robert. Robert would then gain confidence before he begins school and he would be able to talk to children his age. Robert will then start making more eye contact when his name is called. I think that these early intervention would help this child succeed.
Scenario Two
Upon meeting Teresa and her parents, the parent brought to my attention that the two-year-old girl Teresa is diagnosed as HIV positive and that they are also concerned that she might have other problems as well. What I already know is that she is being treated aggressively for HIV and shows no signs of health related problems yet. Her parent’s does not think that she is learning quick as she should for her age. At this point she is only two-years of age and not all children are as fast as others.
Ask the parents to better define “learning,” the parents told me that she is not yet potty trained ad cannot recognize her written name. I think in this case that the parents have a really high expectation for their child to excel above other children. I did not see much wrong with Teresa because she walks fine and seems to be well attached to her parents and she is not shy at all. She would smile and wave at me, but when I spoke to her she responded really slow to me. When I repeated my words louder, she then was able to respond back to me.
I then decided to give her some tests to screen for potential problems. I turned on the TV and put the volume very low at first and then gave her the remote. I said out loud to her to put up the volume so that she can hear what is going on. At this point I was certain; she turned up the volume way above normal. I then asked her parent if she said “huh?” a lot or had to repeat what they said to their daughter a lot. At this point I knew that she was slightly deaf. It is great that the parents were able to bring her in so that we can find solutions with early intervention.
The parents concern was that their child might have a learning problem, but I see that their child has a hearing problem, just like Roberts’ case.
I think that with early intervention plan Teresa will be able to understand better. Oral deaf education is an option. Family-centered educational approach that develops a child’s speech and listening abilities along with confidence and life skills to meet the challenges of the greater world. This means that parents and family play a key role right from the start. Oral deaf education integrates the earliest and most natural intervention, the most current and inclusive education along with today’s sophisticated hearing technologies, to enable children with a hearing loss to learn to listen and
talk.
If the parents are concerned about their child’s learning ability then an assessment tool that can be used is the Kaufman Assessment Battery for Children. This assessment assesses the intelligence and achievement of 2 ½ - 12 ½ -year-old children. I would suggest that Teresa see and Audiologist to get tested with the assessment tool that consists the Test of Auditory Comprehension of Language-Third Edition (TACL-3). The TACL-3 measures a child's auditory comprehension skills including word classes and relations, grammatical morphemes, and elaborated sentences (Woolfolk, 2012). The child is presented with a picture and points to the phrase or sentence that matches what he/she hears.
With this early intervention, Teresa will be able to gain full recovery because she can hear but have a small hearing loss than Robert. As long as the parents and teachers stay involve with their child to recovery, Teresa will be able to excel.
Reference
Marie, L. (2012, January 31). Early intervention services for the deaf and hard of hearing | education.com. Retrieved from http://www.education.com/reference/article/Ref_Early_Services/
Woolfolk, E. (2012, January 31). Test for auditory comprehension of language, third edition: Tacl-3 (em-81). Retrieved from http://portal.wpspublish.com/portal/page?_