School Psychologist: On 3/17/17 was observed initially in his classroom, but the classroom moved to outside for recess. Benji’s teacher Mrs. Burke related academically that Benji appeared to have difficulties with processing information. Information has to be repeated multiple times before he will complete a task. When the class was asked to line up, Benjy received several reminders from multiple staff members, and then had to be guided to get in line. Socially he is a loner in class. He prefers to do solitary activities. When his peers try to engage him, Benji typically moves away from them. His teacher reported that Benji will only talk about things he knows about- he does not typically engage in spontaneous conversations. Mrs. …show more content…
Teacher: “Why are they trembling?” Benji: :Because they are cold” A peer came up at this point listened to the story being read. He stood there about 20 seconds and then left. The teacher spent at least the next 5 minutes with Benji in a 1:1 situation on the book. They developed kind of a play where she would call out a letter and he would find it. Each time Benjy appeared to answer correctly- T did not correct mistakes if there were errors. They spent eight minutes reading a third book on the alphabet. When that book was completed, the teacher tried to engage Benji in another center, but he remained looking at a book. Another student came up and asked Benjy if he had ever been to a water slide, and Benji responded “no”. Benji put his book up when the teacher announced it was clean up time, and then he went over to two boys and helped them put away the toy trucks on the floor. School Psychologist Summary and Recommendations: …show more content…
Both boys were able to respond in complete sentences. Their responses were appropriate and in separate settings both showed some developmental skills above their current age (Asher was able to replicate with objects and name a pyramid, and state that it was used in building. Benji was able to not only manipulate a book appropriately, but had developed the skill of rhyming as was apparent when his teacher asked him to complete sentences in the lullabies. Both boys appeared to be at grade level in their fine and gross motor skills. Both utilized a thumb finger grasp to pick up objects from the table and floor. Both boys were witnessed writing in journals or papers and they are able to draw and write in without assistance. Both boys outside were observed to run and walk without any concerns. At this point, a concern exists about their socialization. Both boys prefer to be alone. Mother reports that when the boys are together, they hang out together. Their peers approached each boy in the classroom, so their isolation is not viewed negatively by peers. When approached by peers, they will respond appropriately to the conversation. A request by the boy to a peer or an adult was not observed by either