Educational Report

Brigham Young University Idaho

Early Childhood Special Education Program
Demographics
Name: Porter
Parents: Season and Dallin
Date of Birth: 09/15/2004
Age: 4 years, 5 months
School: BYU-Idaho Child Lab Preschool
Evaluation Date: January-March 2009
Evaluators: Anderson, Cramner, Allen, Wendy (Other BYU-Idaho Faculty)
Report Author: Jessica Howard
Reason for Referral
Porters family expressed concerns about his significant developmental delays and what that
might mean for his future. His mom commented that she hopes that he will learn the skills
necessary to cope with transitions, deal with stress, perform tasks independently, and be able to
take care of himself. Also, his parents expressed a desire for Porter to be better able to
communicate his needs and wants, as well as, how he is feeling and the things that are going on
with him on a day to day basis.
Scope of Assessment: Porter will be assessed using observations at home and at preschool,
interviews, and using a full-battery test that will assess each developmental domain including:
cognitive abilities, motor skills, social/emotional abilities, communicative skills, and self
help/adaptive skills. He will also be tested using specialized tests for language, behavior, and
atypical development. From these assessments, present levels of performance will be established
and goals will be set to help Porter in the specified areas of concern.
Background Information
Family Information & Developmental History
Porter is the oldest of three children and has a younger sister and brother. His father works at the
BYU-Idaho Bookstore as a technology buyer and has a Bachelors degree. His mother was
studying Early Childhood Special Education at BYU-Idaho until Porters needs required her to
discontinue her education. Porters grandparents live near-by and offer many supports to the
familyincluding emotional and financial support.
Porter met developmental milestones in motor skills on time, but delays in all other
developmental domains were noted early on. Development is atypical in social/emotional skills,
communicative abilities, and adaptive skills. Cognition appears to be delayed in some regards
but not has drastically as in other developmental domains.

Medical History
Porters mom had a normal, full-term pregnancy without any complication and a normal vaginal
birth. Porters hearing and vision have both been tested and are normal. He has not suffered any
major illness, injuries, or surgeries, and he is not currently taking any medications. However, he
has been diagnosed with Autism Disorder and Partial Seizure Disorder.
Academic History
Porter is currently enrolled in the BYU-Idaho Preschool. Prior to this experience Porter was
enrolled in both the BYU-Idaho Toddler Lab and in a developmental preschool through Jefferson
School District in Rigby, Idaho. His parents have also built a special education room in the
basement of their home for Porter to interact with therapists and family members in educational
activities. He receives therapy for several hours most days of the week.
Social/Emotional History
Porter generally plays best on his own, though he will occasionally play with his sister or baby
brother at different points in the day. He will also play with his parents or extended family
members on occasion. Typically, Porter engages in rough horseplay and doesnt take turns when
playing, with the exception of board games that have established rules.
Routines Based Interview (RBI)
Daily Routines:

Meal times, including breakfast, lunch, snack and dinner.

o Breakfast: the family eats cereal every morning and Porter sits on his specific
stool. This is the easiest meal of the day and Porters best communication take
place in the morning. Porter cannot serve himself the cereal, but he does choose
what cereal he wants by pointing or labeling.
o Lunch: takes place about 11:00-11:30. Porter uses the same chair at the kitchen
table and wants everyone else to sit in their spot; he gets frustrated when his sister
sits in a different chair. Lunch is usually a PB&J sandwich, macaroni and cheese,
or a quesadilla. Porter sometimes helps prepare lunch but usually bounces on the
couch until lunch is ready.
o Snack: Porter eats fruit and four crackers for snack every day.
o Dinner: most difficult meal of the day. Porter will help to set the table if Mom
gives him one plate at a time and tells him which spot to put it at. He wont eat if
he sees steam on the food and is cautious of hot foods. He doesnt stay at the table
or try new foods, and he is not consistent with the foods that he will eat at dinner
time. Porter does help to clear the table when prompted.
Getting ready for the day: This is not a consistent routine and is the biggest indicator of
the type of day that Porter will have. If he gets dressed quickly it will be a good day, if
not then it will be a rough day. He has a hard time dressing himself, but he can pull up his
pants and put on boots (not shoes).
Before therapy, Mom lets Porter watch a 30 minute show on T.V. He typically chooses
Dora or Diego.
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Therapy Timechanges depending on the day and if services are at home or outside of
the home. He struggles when his sister plays with him during in-home therapy time, but
plays well by himself. Porter uses a visual schedule during therapy time to determine the
activities that he will do and in what order he will do them.
Bath time: follows dinner. Porter splashes and plays with his bath toys. His sister is also
in the bath with him. Washing becomes more of a struggle and he doesnt like seeing the
bubbles on his head.
Bedtime routine: follows bath time. Porter put on his pajamas, with help, as do his
younger siblings. Mom and Dad read books to the children in Porters bedroom. They
read 2-3 stories. Porter gets in his bed. His parents lock him in his room from the outside
and all the lights must be off. Even the slightest noise will wake him up. If he wakes up
in the middle of the night he usually wants water. Dad is an important part of the bedtime
routinewhen he is on business trips, the family video chats during bedtime so that
Porter feels like he is there.

Additional Interview Information (Developmental Checklist Notes):

Gross motor skills are his strength and, as reported by the family, he enjoys running and jumping
and heavy pressure experiences, such as running into the couch or spinning. He typically uses 34 word sentences to communicate and will point to indicate what he wants. Porter can sit and
listen to 3-4 books before bed and can identify the letters in his name. He can also complete a 25
piece puzzle. He doesnt understand yes and no in regards to his behavior. He can write his
letters, but not his numbers. Porter can follow simple directions that are given to him as, first,
second, third Mom explained that he doesnt understand if, then statements. When
communicating, he will hold up fingers for each thing that he wants rather than using, and to
connect thoughts. He also doesnt use past tense. He will play with his sister in the morning and
looks forward to Dad coming home at the end of the day. He plays well on his own during
therapy, and will check in frequently with Mom. He struggles, however, when his sister tries to
play with him during his therapy time. He does not take turns easily, but he will take turns if he is
playing a board gamehis favorite is Candy Land. Porter bounces when he watches TV in the
morning. Mom reported that he needs deep-pressure and will run into her when and hug her hard
when she is making dinner Porter also does the same with his 2-year old sister and will hug her
tightly and then they fall to the floor togetherhis sister cries when this happens and Porter
laughs. The primary social games that Porter engages in are chasing or wrestling. His mom also
reported that he has a relatively high tolerance for pain. Porter can also feed himself using his
hands and fingers and utensils, but cannot serve himself food.
Parents Concerns:
Porters mom expressed concerns about his future, where his dad worries more about the things
that are happening right now in Porters life. As expressed previously, both parents expressed a
desire for Porter to learn coping skills that would help him move through transitions more
smoothly and deal with stress, in addition to being able to communicate more effectively.

Observation
Cognitive
During the preschool observation, Porter put his fingers into the small plastic container he was
holding and then shook the spider when he picked it up. Later, he put the plastic bug he was
holding later on into the tree. He also put the toy into the container when the teacher put it in
front of him.
In the home observation, Porter looked up at the lights while he flipped the light-switch on and
off. He moved a stool in the kitchen near a switch to flip it and turned on the garbage disposal.
He then moved to another switch and turned off the lights.
Communication
In the preschool observation Porter did not verbally communicate with others. However, when
asked by a teacher what he was holding and he walked over and showed her the container he was
holding. He also followed directions to put the plastic bug he was holding into the container
when the teacher held the container in front of him.
During the home observation, Porter said, Cheese, when he saw the camera. Later, Porter said,
it hurt my eye about the lights being on. He was told not to turn the lights off, but did. When
told, Porter, turn the lights on, he did after being told several times to do so. A few minutes
after turning them back on, he again turned them off. His dad turned the lights back on and
Porter continued to repeat that the lights hurt his eyes. He tried pushing Dad out of the way to
turn the lights off. When pointing to his eyes and saying, it hurt my eye, he didnt use plural
forms.
Social/Emotional
In the preschool observation, Porter stood at the back of the group at the beginning and looked
at the object that he held in his hand. He did not look at the other children in the group in front of
him or to the teacher. When a teacher asked, Porter what do you have? he showed her the
object. During clean up, he picked up a toy and reached out to put it on the back of the head of
the girl in front of him. And then during the transition from clean up to the next activity, Porter
stood closely, shoulder to shoulder, with the boy next to him. When the boy moved to a new spot,
Porter followed and again stood closely, shoulder to shoulder.
At home, Porter threw a stuffed animal at his sister after his dad told him to give it to her. He also
took another stuffed animal from her and did not give it back or look at her when she cried.
Motor
In the home observation, in terms of gross motor, Porter ran and jumped onto the couch. He ran
in a circle around the room and then ran and flipped onto the couch. He also threw a stuffed
animal at his sister using an overhand throw. He walked between the chair and the couch and ran
into each one. In terms of fine motor, he flipped the light switches up and down (on and off). He
also pushed one of the stools in the kitchen up against the counter and climbed on top.
During the preschool observation, he stuck his fingers into the small container he was holding at
the beginning. He also shook the container that he was holding and when he picked up the plastic
bug off of the floor, he also shook it. Additionally, he stood on paper plates and slid instead of
walking. When walking on the tape in the circle, Porter walked on his tip-toes at the beginning,
and then walked heal-toes the second time around the circle.
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Adaptive/Self-Help
During the preschool observation, Porter said, its clean up time, when the teachers began
singing the clean up song. However, he did not pick up any toys at the time. He put the spider he
was holding into the container when the teacher moved the container in front of him.
Tests Administered
Battelle Developmental Inventory, 2nd Edition (BDI)
The purpose of the BDI is to screen and evaluate early childhood developmental milestones. It
measures all developmental domains including: personal-social, adaptive, motor,
communication, and cognitive abilities. This test was administered to Porter on March 1, 2009.
Preschool Language Scale, 4th Edition (PLS-4)
The PLS-4 is a specialized, norm-referenced test that measures young childrens receptive and
expressive language skills. It identifies developmental milestones for language, using auditory
comprehension and expressive comprehension to determine the language skills of the child. This
test was administered to Porter on March 2, 2009.
Vineland Adaptive Behavior Scales, 2nd Edition (Vineland-II)
The VinelandII is an interview based assessment that measures the personal and social skills
that are required in everyday settings. This test is designed to help identify if an individual has
intellectual or developmental delays by analyzing behaviors. Porter was tested using the
Vineland-II on January 21, 2009.
Temperament and Atypical Behavior Scale (TABS)
The TABS is a screening tool that detects a childs temperament and self-regulation abilities that
can provide an indication as to a childs future risk for behavioral challenges or developmental
delays. It is targeted at assessing if a childs developmental is atypical.
Gilliam Aspergers Disorder Scale (GADS)
The GADS is a test that is used to identify Aspergers Disorder characteristics within the child
being assessed. It provides information about social interactions, restricted patterns of behavior,
cognitive patterns, and pragmatic skills.
Test Results
BDI
Adaptive
Self-Care
Personal Responsibility
Personal-Social
Adult Interaction
Peer Interaction
Self-Concept Social Role
Communication
Receptive

RAW SCORE
56
7
53
6
48
46

SCALED SCORE
Sum: 10
8
2
Sum: 15
10
1
4
Sum: 7
6

PERCENTILE RANK
7
25
<1
10
50
<1
2
2
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Communication
Expressive
Communication
Motor
Gross Motor
Fine Motor
Perceptual Motor
Cognitive
Attention & Memory
Reasoning & Academic
Skills
Perception & Concepts
Total
PLS-4
Auditory Comprehension
Expressive
Communication
Total Test

34

<1

82
47
26
48

Sum: 35
14
9
12
Sum: 22
8

99
91
37
75
18
25

23

40
-

8
Sum: 89

25
10

RAW SCORE
51

STANDARD SCORE
104

PERCENTILE RANK
61

45

84

14

95

94

37

STANDARD SCORE/
VinelandII
Communication
Receptive
Expressive
Written
Daily Living Skills
Personal
Domestic
Community
Socialization
Interpersonal
Relationships
Play and Leisure Time
Coping Skills
Motor Skills
Gross
Fine

RAW SCORE

PERCENTILE RANK

23
52
12
24
6
64
-

V-SCALED SCORE
81
10
9
17
29
8
12
9
59

10
1
3

19

7
7
71
45

7
9
91
13
14

27
-

STANDARD SCORE/
TABS
Detached
Hyper-sensitive/active

RAW SCORE
17
9

PERCENTILE RANK
T-SCORES
0
15

<1
<1

Underreactive
Dysregulated
Temperament &

4
3

7
2

1
16

Regulatory Index (total

23

<50

<1

RAW SCORE
29

STANDARD SCORE
14

PERCENTILE RANK
91

13

37

12
21

8
15

25
95

110

75

for four factor raw scores)

GADS
Social Interaction
Restricted Patterns of
Behavior
Cognitive Patterns
Pragmatic Skills
Aspergers Disorder
Quotient

Interpretation
Cognitive
Porters cognitive abilities were assessed using interviews, observations, and testing. His
performance was found to be in the average range. However, there is a discrepancy present on
the BDI exam that placed him below average in reasoning and academic skills. The overall
score reflects Porters performance within the average range, but this discrepancy on the sub test
marks a significant lack in learning ability and academic skills. In the home observation Porter
was seen looking to the light when turning the lights on and offexploring and trying to
understand the cause and effect relationship in that situation. His parents also reported during the
RBI that Porter is capable of writing his name and alphabet letters. They also reported that Porter
can complete a 25 piece puzzle and understand the rules associated with board games. These
skills are congruent with his overall performance on the BDI, as previously stated. However, his
parents also reported that Porter does not write other words or his numbers, and that he cannot
properly identify hot and cold. He also struggles with understanding if, then statements,
following multi-step directions, and understanding the consequences of his actions. This is not
typical for a child his age, which may be part of the reason that there is a discrepancy present in
his cognitive abilities. From this discrepancy, as well as the things observed and reported during
interviews, it would appear that Porter struggles with reasoning and problem solving skills.
Porter may become frustrated or have difficulty in academic or reasoning situations, though he is
capable of performing well in other cognitive areas.
Can Do:
Make a decision when given options.
Explore new objects by shaking, turning, or grasping.
Write his first name and the letters in the alphabet.
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Can Partially:
Name body parts.
Engage in imaginative play.
Understand the purpose of activities or objects.
Cannot yet:
Complete multi-task directions.
Identify hot and cold properly.
Follow the sequence of story book read to him.
Communication
Porters communicative abilities were assessed using interviews, observations, and testing forms.
It was determined that his performance in this developmental domain is below average.
According to the BDI and Vineland-II, both Porters receptive and expressive language skills are
below average with receptive language scoring higher than expressive language. This finding is
similarly matched with the PLS-4, however, according to this test Porters auditory or receptive
skills fall in the average range with expressive language scoring below average. From these
findings, it can be determined that Porters receptive language abilities are somewhat more of a
strength than his expressive language abilities. The significant discrepancy in his scores on the
Vineland-II and BDI versus the PLS-4 may be due to the overall nature of the test, with the
Vineland-II and BDI measuring a variety of skills while the PLS-4 only measures language
skills. It also may be due to the difference in examiners and Porters response to thatthe BDI
was administered by a white female and the PLS-4 by a white male. Regardless of the
discrepancy, however, the data collected from these testing measures are consistent with the data
from interviews and observations. Porters parents reported in the RBI that he will use 3-4 word
sentences, but he does no ask questions or articulate wants or needs clearly. In the home
observation Porter repeated the phrase, It hurt my eye, when the lights were on, but said
nothing more. In regards to receptive language, Porters parents reported that he can follow
sequenced steps. An example of this is when Porters parents say, first dinner, second bath, third
bedtime, Porter will follow those daily repeated directions. Additionally, Porter can follow
simple, single step directionslike when his mom prompts him to set the table. Due to Porters
expressive and receptive language scores and overall performance in this domain, it is expected
that he will struggle expressing himself and following multi-task directions that arent repeated
as part of his normal routine.
Can:
Say his first name.
Use 3-4 word sentences.
Say, Thank you, appropriately.
Can Partially:
Answer to his name when called or asked to complete a task.
Make a request for help when he needs assistance completing a task.
Properly label objects verbally.
Cannot yet:
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Use verbs in sentences correctly.

Ask questions.
Use and in combining ideas or sentences.

Social/Emotional
Data was collected using observations, interviews, and testing forms to determine that Porter is
currently performing in the below average range in social/emotional skills. According to the BDI
peer interaction scored lower than adult interaction. The Vineland-II is also consistent with
this finding. During the RBI, Porters parents reported that he will sometimes play with his sister
in the morning as part of his routine, but then he struggles during his therapy time to have his
sister in the room with him. He plays well by himself, as was apparent in the preschool
observation. However, he doesnt necessarily understand appropriate social cues, like in the
preschool observation when he tried standing shoulder to shoulder with one of the boys in his
class. The boy tried to move, and Porter followedignoring the social cue that perhaps the other
boy did not want Porter standing that close to him. He also doesnt respond to the emotions of
others in social interactionslike when his sister cried when Porter took a toy out of her hand
and he laughed. Porter does, however, engage in parallel play and mimicking when playing, but
struggles with social or cooperative play forms. It is expected that Porter will play well
independently, but will struggle in social interactions with peers and in recognizing social cues
within his environment.
Can:
Parallel play.
Mimic others play.
Engage is solitary play.
Can Partially:
Initiates play with his sister or other peers.
Takes turns while playing.
Regulate his emotions.
Cannot yet:
Explain his feelings or why he feels a certain way.
Ask for help.
Respond appropriately to social cues.
Motor
Porters motor skills were assessed using interviews, observations, and testing, and it was
determined that Porter is performing in the average range. The BDI measured Porters
performance on gross motor, fine motor, and perceptual motor abilities and the Vineland-II also
measured Porters motors skills in terms of fine and gross motor. The BDI reported Porters gross
motor skills above average, with fine and perceptual motor skills falling within the average
range, which is consistent with the data collected on the Vineland-II. The discrepancy between
the BDI and Vineland-II, in regards to the range of performance on gross motor skills, may be
the functionality and differences in measurement for each test. However, overall, Porters test
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scores are consistent with the interview and observation data and his parents reported that motor
skills are Porters strength. In terms of gross motor skills, Porter can run, jump, and push and
climb on large objects. He can also walk up and down stairs with alternating feet. In terms of fine
motor, Porter can cut using scissors, turn knobs, and flip switches, but he cannot hold a pencil
correctly. Porter is confident in his motor skillsboth gross and fine. It is expected that Porter
will perform well, relative to his peers, in motor tasks.
Can:
Run, jump, and hop forward with two feet.
Push large objects.
Climb on large objects.
Can Partially:
Grasp object with a palmer grasp.
Use scissors to cut out shapes.
Turn knobs.
Cannot yet:
Skip.
Peddle a tricycle.
Hop forward on one foot.
Adaptive/Self-Help
Porters adaptive/self-help skills were assessed using interviews, observations, and testing to
determine his current range of functioning as below average. This determination is supported by
recorded results on the BDI and Vineland-II. However, he performed in the average range on
self-care skills, which is not consistent with data collected during the RBI. Nevertheless, all
other test scores are congruent with the data collected during observations and interviews. His
parents reported during the RBI that Porter can feed himself using his hands and utensils and that
he can follow set routines, but he often refuses to eat new foods and he cannot deviate from a
routine without visible discomfort. His parents also expressed that he has been unable to toilet
train. Porters mom also expressed that this is her largest area of concern for Porters future. He
struggles to take care of his personal needs independently. He will sometimes help his mom to
prepare meals, but he is not consistent in performing this task. The only adaptive skills noted
during observations, were when Porter stated that it was clean up time and put his spider into the
container when the teacher prompted him to clean. It is expected that Porter wont be able to
vary from home or school routines or perform self-help tasks on his own or use the toilet.
Can:
Follow a routine.
Drink from a cup.
Feed himself using hands or utensils.
Can Partially:
Dress and undress him.
Try new foods.
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 Help to prepare food at meal times.

Cannot yet:
Transition to new tasks without disruption.
Follow through with toilet training.
Vary from daily routine.
Atypical Development
In addition to the other tests administered, Porter was assessed using the TABS and GADS which
measure atypical developmentspecifically within the frame of Autism and Aspergers
Disorder. Porter performed in the at-risk range on each of these tests, which would suggest that
Porter does have a disorder that is affecting his performance and development in cognitive,
social/emotional, communication, and adaptive skills. Since Porter has also been previously
diagnosed with Autism Disorder, this determination would explain his performance on both the
TABS and GADS.
Recommendations
Eligibility: Porter would be eligible for services under the Autism Category described in Section
300, Part B of IDEA 2004 (Individual with Disabilities Education Act) which defines Autism
Disorder as follows, a developmental disability that significantly affects verbal and nonverbal
communication and social interaction. Qualifications for this criteria require that language and
social/emotional delays must be effecting cognitive output. As previously, established Porter is
average in cognitive abilities, with the exception of reasoning and academic skills which fall
below the average range. He is also delayed in communicative skills and social abilities which
would qualify Porter for services under these guidelines.
It is recommended that Porter receive services through a speech therapist to assist in both
receptive and expressive language. This service will also addresses concerns expressed by the
family that Porter will be able to: express himself more appropriately, communicate want and
needs, and effectively express and communicate his feelings. It is also suggested that goals be set
in his regard to monitor Porters progress overtime.
Service providers can implement strategies that will help Porter to accurately articulate
sounds and label his own actions. Because Porter does not use verbs, labeling actions and
being able to describe what he is doing will help him in this regard. Also since his family
expressed a desire for Porter to be able to express his wants and needs, service providers
may also assist Porter in forming questions and making requestsgiving him the tools to
be able to do so on his own.
Parents can help Porter in this regard by using self-talk and parallel talk practices in
everyday situations. This can be done by narrating the actions of the day and the things
that Porter or others do. For example, when Porter is upset or frustrated by something in
his environment, Mom can label the emotions that he is expressing to provide the
language for him to be able to express himself more effectively in the future. This
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practice over time will give Porter the tools and language that he needs to express himself
in the ways that his parents are hoping for.
Educators can implement the same strategies practiced at home (self-talk and parallel
talk) into the classroom environment. By creating consistency across his environments
Porter will feel a greater sense of security that will help to reinforce the practices being
put into place at home and through additional service providers. Educators should be
intentional in the language used when speaking to Porter and match what he is capable of.
Since Porter speaks in 3-4 word sentences, educators should do the same in their
interactions with himdirections given should also follow this model.
To address family concerns about Porters ability to cope with transitions, deal with stress,
perform daily tasks independently, and being able to care for himself, it is recommended that
Porter receive additional services through an occupational therapist. Goals should also be set that
will provide clear and measurable ways for Porter to become more independent.
Service providers can implement strategies into Porters daily routine to help him
experience new things. Service providers can change therapy routines regularly to help
Porter adapt, while still maintaining structure and organization. Additionally,
professionals can work with the family in establishing positive and negative behavior
reinforcements and consequences that can be implemented across Porters environments.
Service providers can also provide a visual schedule that can be used in a variety of
routines within the home, rather than only during therapy time. Schedules of this sort can
also be extended to out-of-home experiences to help Porter understand the concept of
sequence and order within a variety of settings and situations. This schedule will also
help Porter to be more independent and follow multi-step directions. Parents and
educators should have access to and use schedules of this type in their interactions with
Porter as well.
Parents can continue to work within set routines and provide opportunities for Porter to
perform tasks independently, like dressing and undressing himself, making choices when
given more than one option, and trying new foods. Parents should continue in trying to
toilet train Porter by having him sit on the toilet and if he goes in his diaper, then to put
the contents on his diaper in the toilet to have him see how to use the toiletas this
process, along with other things that the family is currently during, is implemented over
time, it is expected that Porter will toilet train and develop that adaptive skill.
Educators can prompt independence by providing opportunities for Porter to serve
himself at snack time, adapt to changing routines, and encouraging Porter to participate in
new activities within the classroom. It is important as well that educators provide
scaffolding to help Porter perform daily tasks on his own, rather than doing things for
him. It is also important that educators learn of strategies being implemented at home and
with service providers so that they are consistent in each of Porters environments.
Placement: It is also recommended that Porter continue attending the BYU-Idaho Preschool to
increase social interaction with peers and continue developing his communicative abilities.
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Adaptive skills will also be supported in this environment as Porter deals with changing routines
and transitions that take place within the preschool classroom. Additional services may be
provided in the home.
Summary
Porter is currently 4 years and 5 months old. He attends the BYU-Idaho Preschool and has been
previously diagnosed with Autism Disorder and Partial Seizure Disorder. Porter is atypical or
delayed in communication abilities, social/emotional skills, adaptive skills, and some cognitive
progressing abilities. Motor abilities are his strength and Porter is highly capable in this regard.
Porter was assessed to determine present levels of performance and eligibility for special
services. The implications of the assessment suggest the following:
It is expected that Porter may experience frustration when performing academic,
reasoning, or problem solving tasks. Also, that he will struggle to express himself and
follow multi-task directions. He will play well independently, but may struggle in social
interactions with peers. He also will struggle in following social cues. Porter will likely
experience difficulty in varying from an established routine and performing basic selfhelp tasks, such as using the toilet. Porter is confident in his motor abilities and should
perform well, relative to his peers.
It was determined that because of significant delays in social/emotional, communication, and
adaptive skills, in addition to high risk factors assessed, and a prior diagnosis, that Porter would
qualify for services under IDEA 2004 within the category of Autism. Recommendations were
made for the types of services that Porter should receive, including speech and language therapy
and occupational therapy. It was also recommended that Porter continue in the BYU-Idaho
Preschool program to increase social interaction with peers and continue developing language
and adaptive skills. Strategies such as self and parallel talk were suggests, as was the use of
a visual schedule that could be carried through a variety of tasks and routines that Porter would
experience on a daily basis. These services address specific concerns from the family in regards
to Porters ability to communicate and express himself effectively and learning important coping
skills that will help him to become more independent.

Signature: _______________________________________________________________

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