Running head: BENCHMARK ASSESSMENT
Brandy M. Green
Diagnosis and Assessment in Special Education (SPE 536)
June 26, 2013
Case Study 1: Student in Early Childhood Special Education
Over the course of time it became very clear to Sean Smith that two of his three sons had issues with learning. At first his son Ben was diagnosed with Autism, yet nothing seemed to change for him at first. While his son Ken, seem to have trouble from the time he was a year old and should have been learning to focus on his parents and others around him, soon Ken was also diagnosed with Autism. This is where Ken’s story begins; his brother’s Ben story will ...view middle of the document...
Ken’s Special Education Ability report was his second assessment in which the need for special education services was recorded. Ken's base-line performance in communication, adaptive, and social-emotional behaviors showed developmental delays in two or more areas that needed significant improvements. Ken also underwent a variety of other assessments for his initial Social Education Eligibility Report. His sensory processing screening showed him to be a picky eater with issues keeping his cloths on throughout the day, and that he didn’t like loud noises (covering his ears with his hands when hearing one). His communication/language assessment showed that he could consistently use 10 to 15 words but did not know how to point to different body parts. His assessment for social as well as emotional/behavioral issues showed that Ken played well in small groups and greeted familiar people with hugs as well as was able to put on simple pieces of clothing such as a hat or socks. However the assessments also showed that he did not sing familiar songs with adults, did not willingly take turns, nor was he able to communicate when he needed to use the restroom. These findings were enough to place Ken in a special education program for PK.
Ken’s first Individualized Education Plan (IEP) was for the school year 2011-2012 where he attended PK. He was labeled as having Significant Developmental Delay (SDD) and Speech Language Impairment (SI), and was attending school as a PK3 student. The child’s teachers worked to help Ken improve his communication, social, and adaptive skills. They used lots of repetition when helping him to learn body parts and names of certain objects seen on pictures. During this first IEP meeting his parents were considerable concerned about his delayed speech and communication skills as these skills were causing him not to be able to improve his academic readiness skills. At this time Ken had no behavior intervention plan nor English proficiency level and was not labeled as having any vision problems. Yet it was clear that his communication needs must be addressed.
Between Ken’s initial IEP and his entry into PK4 his abilities were tracked and he did make some progress. He met his short term goal for pointing and recognizing his printed name, being able to do so eighty five percent of the time. He was able to name four out of six body parts consistently. Yet he only learned thirty five out of the fifty new words he was trying to master. However he was able to eat his entire meal with a spoon most of the time, keeping him from being such a picky eater. Ken greeted familiar people with greeting and farewells ninety percent of the time. He became able to communicate his needs and did so eighty five percent of the time. Due to his grade level Ken did not undergo any standardized testing. However he was pulled for small special education groups to work on his developmental delay and his speech/language impairment at least once a week....