ZB Behavioral Assessments (IEP)

-Adaptative Skills

-Behaviors and emotions

-symptoms, behaviors and associated features of ASD

The following summarizes the key findings obtained from the assessments. Firstly, the DAS II assessment revealed that ZB received a General Conceptual Ability (GCA) score of 76, placing him in the Low range, falling below the expected range when compared to peers of the same age. ZB's academic performance was assessed using the WJ IV ACH, which indicated that his abilities in Broad Reading are in the Low range, while in Broad Mathematics, they fall within the Low Average range. These scores point to challenges in both academic areas, primarily related to language's impact on his academic comprehension.

ZB's adaptive skills were evaluated using the ABAS-3, assessed by both parents and teachers. The scores suggest that his overall adaptive functioning, as assessed by his parent, falls within the Extremely Low range, while his teacher's assessment places him in the Borderline range. Interestingly, the ratings from both home and school display a relatively consistent pattern across all assessed areas. However, the ratings suggest that ZB encounters more difficulties with independent/adaptive skills at home compared to school, relative to peers of the same age.

Moving on to ZB's emotional and behavioral functioning, this was assessed using the BASC-3, rated by both teachers and parents. His behaviors were found to be Clinically Significant, as reported by parents and/or teachers, in areas including Hyperactivity, Anxiety, Somatization, Attention Problems, Learning Problems, Atypicality, Withdrawal, Social Skills, and Functional Communication. This suggests that ZB struggles with impulsivity and self-control, experiences nervousness and worry, exhibits physical ailments, has difficulty sustaining attention, faces challenges in comprehending and completing academic work, displays a sense of disconnectedness from his surroundings, has difficulty engaging with others in socially appropriate ways, and exhibits poor expressive and receptive communication skills.

Lastly, ZB's social and behavioral functioning and skills were assessed using the ASRS, rated by teachers and parents. His behaviors were found to be in the Very Elevated range in the areas of Social/Communication, Unusual Behaviors, Peer Socialization, Social/Emotional Reciprocity, Atypical Language, and Behavioral Rigidity and Sensory Sensitivity, as reported by both his teacher and parent. These ratings indicate that he communicates in unconventional ways, encounters difficulty in effectively interacting with peers to develop and maintain relationships, struggles to provide appropriate emotional responses in social settings, demonstrates heightened reactions to adverse stimuli, and faces challenges in adapting to changes in his environment and routine."

Services in place

General education classroom

30 mins of support language Thergy

Occupational Thergy (monthly Basis)

Additional Support Study guides

-Hard copy power point presentations

-Incomplete or missing notes given 2 days before assessments

-Flexible due dates for projects

What do you think of my additional support?

-oral presentation of directions and answer choices

-notes-taking assistance

-allowing frequent breaks

-extended amount of time 100%

-assignments and test given in small groups

What do you think about the follow up assessments?

School function assessment

-task support

-participation

Occupational Therapist

-Classroom

-Lunchroom

-Playground

What do you think of my school services?

-Check-ins

-small group