Assessment

CELEBRATE THE CHILDREN
Pre-K Assessment
Developmental Individual Relationship-based Intervention(DIR)
Monica G. Osgood/CTC/2002

Student:
Age:
Location:
Date:
Progress Report by:

This report is based on Dr. Greenspan's developmental levels. For more information on Dr. Greenspan and the DIR approach, please visit WWW.coping.org/earlyin/floortm.htm, www.stanelygreenspan.com and www.icdl.com

DEVELOPMENTAL PROFILE
The Use of Affect
(range of affect used in interactions and the ability to read affect)

 

 

Sensory Processing/Sensory-Regulatory Profile (include the child's ability to process sensory information and maintain regulation in the classroom and comments on the auditory, visual, proprioceptive, vestibular, and tactile systems)

 

 

Motor Planning (Describe these abilities as strong or weak. List example e.g., obstacle courses, learning new games, playground skills etc.. Include Gross Motor, Fine Motor, Executing and Sequencing Ideas)

 

 

Visual-Spatial Processing
Visual-Spatial Thinking-Creating Visual Imagery(can picture someone's face in their mind);
Visual-Spatial Thinking-Constructing a Spatial Picture(can search for hidden objects, sense of direction);Big-Picture Type Thinking-Theoretical Explorations; Detail-Oriented Thinking-(Thinks about the specifics of a subject)

 


Range, Flexibility and Stability of Adaptive and Coping Strategies

 

 

Contribution of Environmental Patterns, Stresses and Conflicts as well as Constitutional and Maturational Patterns

 

 

Parent-Child Relationship and Family Patterns

 

Classroom Participation

 

Peer Interactions

 

Behavior

 

 

Quality of each developmental level:
1. Shared Attention/Regulation and interest in the world
The child's ability to regulate his or her attention and behavior while being interested in the full range of sensations (sights, sounds, smells, their own movement patterns, etc.). The child's ability to enter into a state of shared attention with another person.

 

 

 

 

2. Engagement/Forming relationships
The child's ability to engage in relationships, including the depth and range of his pleasure and warmth, the related feelings, such as assertiveness or sadness, that can be incorporated into the quality of engagement and the stability of the child's engagement (does he withdraw of become aimless when under stress).

 

 

 

 

3. Two-way, purposeful interactions with gestures/Intentional two-way communication/Language
The child's ability to enter into two-way purposeful communication. At it's most basic level, this involves helping a child open and close circles of communication.

 

 

 

 

 

4. Two-way, purposeful problem-solving interactions/Development of complex sense of self
The ability to string together many circles of communication into a larger pattern (ten or twenty). For example, a child takes someone by the hand, leads them to the door, points to go out, and perhaps vocalizes sounds to further the person's understanding of his intentions. This is necessary for negotiating many of the most important emotional needs in life (being close to others, exploring and being assertive, limiting aggression, negotiation safety, etc.)

 

 

 

 

 

 

5. Elaborating Ideas/Representational capacity and elaboration of symbolic thinking
The child's ability to create mental representations. The ability to do pretend play or use words, phrases or sentences to convey some emotional intention ("What that," "Me mad," "Happy," etc.).

 

 

 

 

6. Building bridges between ideas/Emotional thinking
The child's ability to make connections between different internal representations or emotional ideas ("Me mad because you mean."). This capacity is a foundation for higher level thinking, problem-solving and such capacities as separating fantasy from reality, modulating impulses and mood, and learning to concentrate and plan.

 

 

 

 

Additional comments on developmental profile:

 

 

 

EMOTIONS/THEORY OF MIND

__Identifies emotions of others________________________________________
__Identifies emotions in self__________________________________________
__Expresses emotions appropriately__________________________________
__Responds to other's emotions appropriately____________________________
__Predicts emotions given a situation__________________________________
__Understands situation-based emotions (e.g., the girl is scared because she thinks the dog is going to bite her) _____________________________________
__Understands desire-based emotions (e.g., the boy is jealous because he wanted the toy his brother got) _______________________________________
__Understands belief-based emotions (e.g., the girl is sad because he thought it was her turn) ____________________________________________________
__Understands simple visual perspective taking(i.e., identifies that people in different places see different things) _______________________________
__Understands complex visual perspective taking(i.e., identifies that two people can see the same thing differently[two different sides of a box]) _____________
__Understands that "seeing leads to knowing" (i.e., people only know things they have experienced [directly or indirectly]) _____________________________
__ predict actions based on another person's knowledge (i.e., making action predictions on the basis of where another person believes an object to be) ___________________________________________________________
__ recognizes false beliefs_________________________________________

 

 

The following areas will be rated on the following scale if applicable:
S-Satisfactory U-Unsatisfactory
NI-Needs Improvement X-Not applicable at this time

AUDITORY PROCESSING/LANGUAGE(see video)


__Non-verbal Communication(Affect[see above]/Gestures/Posture/Proximity/Eye Contact) _________________________________________________________
__ Speech/Articulation ____________________________________________
________________________________________________________________
__ Receptive Language ____________________________________________
________________________________________________________________
__Memory-(Follows multi-step directions)_______________________________
________________________________________________________________
__Comprehension-(pulls ideas from a story)____________________________
________________________________________________________________
Ideational Range-(Has a wide range of ideas about a given subject and
interested in a wide range of subjects__________________________________
________________________________________________________________
__ Expressive Language/Spontaneous Language________________________
________________________________________________________________
________________________________________________________________
__ Fluidity in Social Language/Conversation Skills
________________________________________________________________
________________________________________________________________
__Contributes to group discussions____________________________________
________________________________________________________________
________________________________________________________________


BEHAVIOR
List any surface behaviors(attention-seeking, avoidance, non-compliance, escape, disruptive, power struggles/control, anxiety, sad/depressed, self absorbed, impulsive/aggressive, self critical, perseverative, self-stimulatory, rigid, overly emotional, fears, unrealistic ideas, etc.)
________________________________________________________________
________________________________________________________________
________________________________________________________________



SOCIAL SKILLS/ CLASSROOM PARTICIPATION

__Shows respectful attitude__________________________________________
__Gets along with others____________________________________________
__Exercises courtesy and consideration of others________________________
__Is organized and shows care for materials and property_________________
_______________________________________________________________
__Respects rights and property of others_______________________________
__Assumes responsibility for own actions______________________________
________________________________________________________________
__Resolves conflicts appropriately____________________________________
________________________________________________________________
__Shows self control_______________________________________________
________________________________________________________________
__Practices good manners__________________________________________
__Follows classroom rules and procedures_____________________________
__Cooperates and works well in groups________________________________
__Listens to teacher/Follows group directions___________________________
________________________________________________________________
__Works independently____________________________________________
________________________________________________________________

INDEPENDENCE/PROBLEM SOLVING/SELF HELP

__Independence in the classroom_____________________________________

 

__ Problem Solving
1. Makes choices
2. Initiates ideas
3. Sequences ideas
4. Uses ideas to problem solve
5. Identifies problems
6. Attempts to solve problems independently
7. Asks for help with problems when needed
8. Reflects on problem solving solutions(Did it work?)
9. Tries again if first solution doesn't work
10. Problem Solving in Isolation
11. Problem Solving in Groups
_______________________________________________________________
__Self Help(eating, toileting, dressing, personal hygiene, daily living skills) _______________________________________________________________
__Organization of self and belongings__________________________________
________________________________________________________________

PLAY SKILLS/ PEER INTERACTIONS

__Peer Play(isolated, parallel, interactive) _______________________________
________________________________________________________________
__ Play Skills(functional, constructive, symbolic, imaginative, dramatic) ______
_______________________________________________________________

__ Group Skills/Games(Attention, Direction Following, Imitation, Assertiveness, Flexibility)_________________________________________________________
__ Playground skills(abilities, interactions)_______________________________
_________________________________________________________________

PRE-ACADEMICS

__Coloring _______________________________________________________
__Uses left to right progression_______________________________________
__Prints full name________________________________________________
__Drawing________________________________________________________
__Cutting _______________________________________________________
__Identifies rhyming words___________________________________________
__Recognizes capitol letters__________________________________________
__Recognizes lowercase letters_______________________________________
__Is aware of relationship between letters and sounds_____________________
__Spelling _______________________________________________________
__Reading _______________________________________________________
________________________________________________________________
__Counts to 100__________________________________________________
__Identifies numbers to 100__________________________________________
__Makes and extends patterns________________________________________
__Understands and uses positional orientation words______________________
__Sorts and classifies by more than one attribute_________________________
__Understands and applies concepts of more than, less than and equal_______
__Other math skills________________________________________________
__________________________________________________________________

 

GENERAL KNOWLEDGE

Knows:
__First and last name_______________________________________________
__Family members names___________________________________________
__Age___________________________________________________________
__Address________________________________________________________
__Phone number__________________________________________________
__Genders_______________________________________________________
__Body parts______________________________________________________
__Colors_________________________________________________________
__Time concepts___________________________________________________
__Weather_______________________________________________________
__Knows what to do in different situations_______________________________
__Knows use of objects_____________________________________________
__Community helpers_______________________________________________
__Nursery rhymes__________________________________________________
__Familiar songs___________________________________________________

__SPLINTER SKILLS _____________________________________________ _________________________________________________________________
Additional comments:____________________________________________ ________________________________________________________________

MONICA G. OSGOOD/DECKER/9-98/revised 9-01/CTC/PROGRESS