Little Munchkin had a good day at the nursery. He cried for less than two minutes and was fine after that. He saw a speech therapist yesterday. She did an assessment and thinks that he is approximately at 2 year age in his understanding and communication. It is a progress but he is still behind.
Big Munchkin is enjoying her new school. Still, she is missing her friends from her old school. I am trying to arrange some play dates for her. I was hoping that she can make a new best friend in a new school, but that did not happen. Academically, the new school is definitely better. As of now, she will be staying there.
From Little Munchkin's Assessment Report from Speech Therapist:
XXXX was able to follow single word commands for a range of everyday objects, pointing to the object and picking it up and putting it in the box.
Understanding of action words was more difficult to demonstrate; he looked at a small picture of ‘driving a car, washing, drinking , eating’, showing recognition by his eye gaze, but he was reluctant to point or pick the picture up. XXXX was able to copy the action wave bye, and making a teddy jump. His mother reports that she feels he understands a range of action words reliably. He possibly needs more opportunities to generalise his learning and understanding of these action words to confidently show his understanding.
He was unable to follow directions to show 2 word level understanding, yet he is showing emerging skills and was heard to say ‘two shoes’ ’I(want)to (have)slide’ approaching his mother and saying this to her face, ‘I (want )to (have)apple juice’.
He understands and names colours, numbers up to 100, and some letters of the alphabet by name. He understands wet, but not yet the verbal concepts ‘big’ and ‘little’.
XXXX communicates a range of communicative intents-to protest, to request actions/objects, to get attention, to express his feelings, to imitate, to label, to answer, to say goodbye (he finds greetings difficult) using a combination of single words, jargon, pointing and gestures, getting an object to show.
XXXX’s learning, attending and responding is best in a quiet, calm setting with minimal distractions and with time for XXXX to process and respond to the interactions with an adult.
XXXX is able to attend with an adult, with shifting his attention from the task to the adult, for a selected structured activity for 5-10 minutes, e.g.sharing a favourite book with his mother with XXXX filling in the pauses, ball run turn taking activity with me and his mother, post box with naming flash cards, answering what’s this question, joining in with action songs.
He can complete a range of activities in a structured play session, where the activity is frequently changing. He can be easily distracted from something that he would like to do, to follow the adult’s agenda, waiting for his activity at a later time e.g. he was wanting to play on the slide outside and requested this ,but did not persist when other activities were suggested to him. He is responding to first-then,the beginnings of simple reasoning.
Summary of review assessment.
XX is now understanding and responding to adult direction within his daily routines and for short, selected, structured activities. He responded well to formal assessment today.
XX continues to show a delay in his play skills, (with some emergent pretend play alongside an adult), in his understanding of spoken language, and in his expressive and spoken language. He continues to show certain rigidity in his style of play and interactions preferring the familiar Pepper Pig and Thomas the Tank engine characters, and still being very keen on the colour yellow! He is able to turn take in some floor play activites; although his mother reports that she feels his turn taking has recently reduced.
He has significantly progressed to following adult direction, and answering what’s this, and where’s the... questions.
He does enjoy approaching his mother to snuggle up and sit on her lap, and is approaching her to ask directly for something he really wants. His looking for communication at people’s faces is best when he understands, and his eye contact has extended with his increased understanding of language, and increased social confidence.
Whilst he will point to pictures when asked what’s that? He will not point to parts of the body, even though he knows the vocabulary and can use the words appropriately in the song ‘Head, shoulders, knees and toes’, where he will say the words when the adult pauses and points, and anticipates the routine. He shows that he is a visual learner with a good visual memory.
His development is now around a 2 year level in understanding, expressive skills and play skills. He shows a typical pattern of development with his speech sound development, omitting sounds c/k at the beginning of words, reducing clusters of consonants, and shortening longer multi-syllabic words, such that his spoken language is unclear to unfamiliar people. He copies gestures and words from adults. He continues to show a reduced motivation in his social communication, and in his desire to approach others to share communication, in association with this developmental delay.
Big Munchkin is enjoying her new school. Still, she is missing her friends from her old school. I am trying to arrange some play dates for her. I was hoping that she can make a new best friend in a new school, but that did not happen. Academically, the new school is definitely better. As of now, she will be staying there.
From Little Munchkin's Assessment Report from Speech Therapist:
XXXX was able to follow single word commands for a range of everyday objects, pointing to the object and picking it up and putting it in the box.
Understanding of action words was more difficult to demonstrate; he looked at a small picture of ‘driving a car, washing, drinking , eating’, showing recognition by his eye gaze, but he was reluctant to point or pick the picture up. XXXX was able to copy the action wave bye, and making a teddy jump. His mother reports that she feels he understands a range of action words reliably. He possibly needs more opportunities to generalise his learning and understanding of these action words to confidently show his understanding.
He was unable to follow directions to show 2 word level understanding, yet he is showing emerging skills and was heard to say ‘two shoes’ ’I(want)to (have)slide’ approaching his mother and saying this to her face, ‘I (want )to (have)apple juice’.
He understands and names colours, numbers up to 100, and some letters of the alphabet by name. He understands wet, but not yet the verbal concepts ‘big’ and ‘little’.
XXXX communicates a range of communicative intents-to protest, to request actions/objects, to get attention, to express his feelings, to imitate, to label, to answer, to say goodbye (he finds greetings difficult) using a combination of single words, jargon, pointing and gestures, getting an object to show.
XXXX’s learning, attending and responding is best in a quiet, calm setting with minimal distractions and with time for XXXX to process and respond to the interactions with an adult.
XXXX is able to attend with an adult, with shifting his attention from the task to the adult, for a selected structured activity for 5-10 minutes, e.g.sharing a favourite book with his mother with XXXX filling in the pauses, ball run turn taking activity with me and his mother, post box with naming flash cards, answering what’s this question, joining in with action songs.
He can complete a range of activities in a structured play session, where the activity is frequently changing. He can be easily distracted from something that he would like to do, to follow the adult’s agenda, waiting for his activity at a later time e.g. he was wanting to play on the slide outside and requested this ,but did not persist when other activities were suggested to him. He is responding to first-then,the beginnings of simple reasoning.
Summary of review assessment.
XX is now understanding and responding to adult direction within his daily routines and for short, selected, structured activities. He responded well to formal assessment today.
XX continues to show a delay in his play skills, (with some emergent pretend play alongside an adult), in his understanding of spoken language, and in his expressive and spoken language. He continues to show certain rigidity in his style of play and interactions preferring the familiar Pepper Pig and Thomas the Tank engine characters, and still being very keen on the colour yellow! He is able to turn take in some floor play activites; although his mother reports that she feels his turn taking has recently reduced.
He has significantly progressed to following adult direction, and answering what’s this, and where’s the... questions.
He does enjoy approaching his mother to snuggle up and sit on her lap, and is approaching her to ask directly for something he really wants. His looking for communication at people’s faces is best when he understands, and his eye contact has extended with his increased understanding of language, and increased social confidence.
Whilst he will point to pictures when asked what’s that? He will not point to parts of the body, even though he knows the vocabulary and can use the words appropriately in the song ‘Head, shoulders, knees and toes’, where he will say the words when the adult pauses and points, and anticipates the routine. He shows that he is a visual learner with a good visual memory.
His development is now around a 2 year level in understanding, expressive skills and play skills. He shows a typical pattern of development with his speech sound development, omitting sounds c/k at the beginning of words, reducing clusters of consonants, and shortening longer multi-syllabic words, such that his spoken language is unclear to unfamiliar people. He copies gestures and words from adults. He continues to show a reduced motivation in his social communication, and in his desire to approach others to share communication, in association with this developmental delay.
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