M5 S1

Overview of Assessment Presentations

• Discussion Environment: A collaborative setting allowing students to summarize assessments in a parent-friendly way.

• Purpose of Presentation: To provide assessments highlighting strengths and weaknesses of children from different age groups.

Group Presentations

Group Four Presentation

• Selected Representative: Madison

• Assessment Tool Discussed: Peabody Developmental Motor Scales (PDMS-3)

  • Age Range: 0 to 5 years

  • Assessment Focus: Fine and gross motor skills

  • Subtests Included:

  • Gross Motor Skills: Body control, body transport, object control

  • Fine Motor Skills: Hand-eye coordination, hand manipulation

Group Five Presentation

• Selected Representative: Not specifically stated

• Discussion Points:

  • Emphasis on standardized scores provided by PDMS-3

  • Types of Scores:

  • Standard Scores: Compare child's performance to peers

  • Percentile Scores: Indicate the percentage of children who scored at or below a particular score

  • Age Equivalent Scores: Represents the age level of the child's motor skills

  • Specific Scores Discussed:

  • Gross Motor Quotient

  • Fine Motor Quotient

  • Total Motor Quotient

Group Two Presentation

• Selected Representative: Claire

• Assessment Tool Discussed: Bruininks-Oseretsky Test of Motor Proficiency (BOT-3)

  • Age Range: 4 years to 25 years and 11 months

  • Purpose: Assesses fine and gross motor skills

  • Scoring Methods: Similar to PDMS-3 (point scores, standard scores, percentile ranks, age equivalency)

Group Three Presentation

• Selected Representative: Kylie

• Emphasis on BOT-3:

  • Focuses on small muscle movement (fine motor) and large muscle movements (gross motor)

  • Goal: Determine if children are above, average, or below average in motor skills compared to peers

Group Six Presentation

• Focus on Specific PDMS-3 Subtest:

  • Discussed by a representative (name not mentioned)

  • Subtest: Body control

  • Score: Raw score of 8, within expected range but on the lower end

  • Implications for Child: Potential challenges with balancing, jumping, and coordinating actions during play activities

Group Seven, Eight, Nine Goals

• Goals Formulation: Based on assessments and observations

Group Seven Goal

• Objective for Max:

  • Improve verbal communication and engagement in play

  • Specifics:

  • Activity: Using sensory bins at the playground

  • Time Frame: 10 minutes of self-regulated cooperative play with no more than 2 verbal cues for redirection

Group Eight Goal

• Objective for Lily:

  • Promote independent feeding to enhance peer social engagement during lunch

  • Specifics:

  • Tool Used: Adaptive feeding utensils

  • Time Frame: 30 minutes with no more than 1 verbal cue for redirection, 4 out of 5 days during lunch

Group Nine Goal

• Objective for Daughter:

  • Skill Target: Cutting shapes with appropriate accuracy

  • Support Method: Queuing support (scissor song and thick paper)

  • Performance Measure: 90% accuracy in a classroom setting

Group Twelve Recommendation

• Objective with PDMS:

  • Support Plan: Twice a week for one year in daycare.

  • Focus Areas: Developing gross motor skills and peer interaction.

  • Monitoring: Progress check-ins with the daycare teacher every quarter and monthly consultations with parents and OT.

Group Thirteen Recommendation

• IEP Plan: Collaborative work with a homeschooling parent.

  • Session Frequency: Twice a week for one year.

  • Goal Tracking: Biannual meetings to discuss progress and strategies with parents after each session.

Conclusion

• Overall Theme: Summarizing assessments in child development and how to communicate results and goals effectively to parents, as well as engaging them in the process of supporting their children's growth.

• Provider Considerations: Understanding and adapting communication based on parental comprehension, especially in diverse language contexts.