Olivia’s Developmental Growth Jami O’Rourke May 6, 2014

Language Development Not much has changed throughout the year On February 19, 2014 I recorded in my field notes that she said, “We are making vestes.” Later in the semester, on April 10, 2014 she continued using overregularization when she said, “He got weted!” (field notes)

Language—Strengths Use of full sentences Syntax and semantics All of her sentences make sense and are formed correctly Expressive language

Language—Areas for Growth Overgeneralizes Misuses pronouns

Language—Recommended Activities Home-Based: Have her explain what is going on on the TV or outside. If she misuses pronouns or overgeneralizes, model the correct grammar for her. School-Based: Show her flashcards with pictures and have her describe the pictures. When she misuses pronouns or overgeneralizes, model the correct way for her and have her repeat it.

Physical Development She has been working on writing her name smaller throughout the semester (photos of writing samples in my phone) She has learned to skip this semester (field notes from April 2, 2014) Has no missing teeth

Physical—Strengths Tri-pod grip with any size writing utensil Long, smooth gait while running

Physical—Areas for Growth Become more balanced while running Work on ball handling with tennis balls, basketballs, and beach balls

Physical—Recommended Activities Home-Based: Play catch with a beach ball that is not blown up all the way. Practice throwing a tennis ball at a target. School-Based: Balance beams and walking on straight lines.

Cognitive Development She started the year not knowing what the letters were called, and now knows about half of them (field notes from February 24, 2014 and March 17, 2014) Started by just writing her first name, now she adds her last initial on the end (photograph on phone)

Cognitive—Strengths Problem Solving Perspective taking Imagination Short-term memory

Cognitive—Areas for Growth Work on more letter recognition

Cognitive—Recommended Activities Home-Based: Work on her summer workbooks that she has more often. Read environmental prints while driving or walking around. School-Based: Make letters out of play dough, chalk, sand, pipe cleaners, spaghetti, and other objects.

Emotional Development At the beginning of the year she was very introverted and it was not easy to read her emotions. Now, she lets you know how she is feeling by stating it, or by the expression on her face

Emotional—Strengths Nice Happy most of the time Expresses how she feels

Emotional—Areas for Growth When she is unhappy, she acts out against other children in the class usually by saying mean things or giving them mean looks Work on not taking her emotions out on other people

Emotional—Recommended Activities Home-Based: Give her chores to do. Ask her to be a helper with the baby. Give her positive attention. School-Based: Read the bucket filler book and talk about what it means to be a bucket filler. Reward her for being a bucket filler.

Social Development Started the year being very shy (field notes from October 14, 2013) During the middle of the year she became closer with the girls in the class (field notes from January 29, 2014) She now acts as a “leader” and is friends with all of the girls in our class and other classes (field notes from April 28, 2014)

Social—Strengths Strong leader Kind, helpful Sociable with adults and girls her age

Social—Areas for Growth Can give mean looks to other students without realizing it Does not interact with the boys unless she has to

Social—Recommended Activities Home-Based: Have mom talk to her about being nice to everyone even if she is having a bad day. Talk about other people’s emotions. School-Based: Talk to her more about how she is feeling. Pair her up with boys more often.