Word File Edit View Insert Format Tools Table Window Help SEP 13 O O O ED Wed Sep 13 7:14 PM PSY-FPX6015_Crocker_Shavone_assessment 2-2 Tell me Comments A Editing Share EE Styles Styles Pane Dictate Editor AutoSave OFF Home Insert Draw Design Layout References Times New... v 12 A A Aa Paste B I U ab X X A Appendix Samuel is a five-year old Mexican American boy who is attending kindergarten. His teacher has observed that Samuel will not participate in group time activities but will talk to her one-on-one. Many times, the teacher will address this by directly asking him in front of the group, questions and he will respond by crying. His teacher has not directly asked him a question since then then. Samuel's strengths include his ability to communicate one-on-one with his teacher, his enjoyment of playtime with his mother, and his early exposure to bilingualism through his parents' efforts to teach him English. However, he faces several challenges. He exhibits avoidant behavior in group settings, avoids sharing and engaging with peers, and displays emotional distress, such as crying when confronted in group activities.Samuel's father suspects attention deficit hyperactivity disorder (ADHD) due to his perceived poor attention span. However, this assessment should be made by a medical professional through a thorough evaluation. Samuel's parents are actively involved in his upbringing. They have made efforts to teach him English and engage in daily playtime with him. There might be cultural influences in their parenting style. Samuel's challenges in social interaction and engagement are primarily observed in his kindergarten classroom. He seems more comfortable in one-on-one settings, particularly during playtime with his mother. Samuel's developmental challenges are evident in his behavior. He exhibits signs of social withdrawal, avoidance of group activities, and difficulty sharing and engaging with peers. These behaviors may hinder his social and cognitive development, impacting his ability to form relationships and learn effectively in a school setting. Samuel displays characteristics of an avoidant attachment style, which may have developed due to early experiences with caregivers. This attachment style can impact his ability to form Page 13 of 14 3097 words English (United States) Atv O W Focus + 117% Word File Edit View Insert Format Tools Table Window Help SEP 13 O O O ED Wed Sep 13 7:14 PM PSY-FPX6015_Crocker_Shavone_assessment 2-2 Tell me Comments A Editing Share EE Styles Styles Dictate Editor Pane AutoSave OFF Home Insert Draw Design Layout References G Times New... v 12 A A Aa Paste B I U ab X A A EARLY CHILDHOOD DEVELOPMENT secure relationships with peers and adults. Samuel's exposure to both English and Spanish at an early age is a cultural factor. Bilingualism can influence cognitive development and communication skills, but it may also pose challenges, such as code-switching or language delays. Being a Mexican American child, Samuel may be influenced by cultural values and norms that affect his behavior and interactions. It's essential to consider cultural factors when assessing his development and challenges. Further, other factors to consider is a Teacher-Child Interaction. The teacher's approach to Samuel's behavior and communication style can significantly impact his progress. A supportive and understanding teacher can help him feel more comfortable in group settings. Assessment for ADHD: Samuel's father's concern about ADHD should be addressed through a thorough assessment by a healthcare professional. A proper diagnosis, if necessary, can guide interventions and support. Play Therapy: Considering Samuel's comfort during playtime with his mother, play therapy could be an effective intervention to address his social and emotional challenges. Page 13 of 14 3097 words English (United States) Atv O W Focus + 117%