DOCUMENT RESUME\

ED -1'k.71 891 . EC 081 2Q9.."

AUTHOR -4' ealabree, Joan M., Comp.; .And Others..

,TITLE Addendum to Prescriptive /Teaching Workshop;Manual.

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INSTIT=03--- Neit Provi-deuce Board --tif--Ethic -.on, -1..J.--"'1- PUB. DATE - __ 3-nl 7- -. _

:- 5NOTE p . vL the .olksiiop resQurce aanual, ,.3 ..,

i 598

ERRS PRICE MF-$0.83 HC -$2.O6 Plus PostageDESCRIPTORS *Diagnostic Teaching;;*Educational Diagnos s;

Elementary Education; Exceptional Gild Ed cation;*Individualized. Instruction; *Learning D4a.bilities;*Regular Class Place= At; Teachers; Works ops

ABSTRACT1

Summarized are presentations given at a -yearPrescriptive . Teaching Workshop, a, Title III educational program .designed to maintain the learning disabled elementary -chool child inthe regular' classroom. Outlines, diagrams, and bibliag phies areprovided foc presentation topics such as the speci- ervice circuit,educational assessment, behavior modification, ividualizedinstruction through computer technolo,gy. Described the second halfof the document at pr&editess-i'ird----sample forms for developing andwriting an educational prescription. (LS)

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-*************************4c********************************************** .Documents a4uired by ERIC include many informal unpublished *_ ,' # materials not available fr6m other sources. ERIC makes every effort * --.* tb obtain the besi.copy available. Nevertheless, items of mar`gInal ** reproducibility are often encountered and this affects the quality ** of the microfiche and hardcopy reproddctions ERIC. makes-available ** Via the ERIC. Document Reproduction Service (EDRS). EDRS is not, 4,* .responsible for the quality of the oriq'inal document. Reproductions *. * supplied by EDRS are the best that can be made- from the original. =4' --***********i************************************** ******,*******

S DEAR4mE14 OF HEALTHEOUCATIO,.400ELFARENAT,ONAL INSTTUTE OF

EDUCATION

. - :44E% ;,E0PCE

3 . . s ptiSECE;:P .v RE-

ADDENDUM TOPRESCRIPTIVE TEACHING WORKSHOP

RESOURCE MANUAL

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N Providen6e School District-% Nevi Providence, New Jeisey

July 1973

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Compiled by:

Joan M. CalabreeBeverly W. KelleyBarbara K. Miller

-Thomas J. Newell,

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SUMMARIES OF TITLE III IN-SERVICE WORKSHOP

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July 9-12, 1973

Monday, July 9, 1973

Stephen Strichart, Ph.D., Coordinator, Special Education ProgyamA,

Dr. 11,riclial-t gLY0 as a brief overview of the field of learningsiiitabilities-fssusAatpStrauss syndrome to a present day definition.

Special Service Circuit by Lawrence Peter. as described byDr. Strichart. .

A. The child his i problem.)B. The teacher must recognize the problem.C.. Teacher initiates the referral to the Child Study Team.D. The.Child Study Team does an evaluation and prepares areport for the teacher:which -should not be steeped in

educational jargOn bu#,;.be.written in operational behavioralobjectives. The report should.also talk about componentsof the child'i problem rather than try to label or redefinethe problem itself.

E. The evaluation report is sent to the teacher.F. The teacher must implement the suggestions.G. Follow up by the Child Study Team 'orthe recommendations

.-: is necessary to complete-the circuit. To be effective'reevaluation may be necessary from time to time.

F.implement

report

B.TeacherTeacher

C.

ChildStudy D.Team "'

Follow-;up

report

E.

The "Evaluation Process" foy Bkrbara Bateman and 4.01 Kirk wasoffered as an older model of the *valuation process whichStrichtzt,has found:effective. It s4arts with the broad piobilmsand narrows down to a hypCthesii and again widens as remediationbegins. (The numbers! in the model correspond to the numbers below.)

1. Determine that significant problem' exists.

2. Analyze the problem area.

3 *Correlates of the deficits.

. Hypothesis.

4

Remediatio

1. Testing with I.Q. and achievement tests.2. Diagnostic tests.

Reading:, Durrell Analysis of- Reading Difficulty(For the younger child.)Spache Diagnostic Skills(For 'the older/child.)

*Most 'Important area-of learning process..

6- '2

7. i

. Mathematics:

'Key Mathematics Diagnostic Test (Peabody)Stanford Diagnostic

3. Tests, that look at processes:

Prostig DevelopmentalI. T.IP. A,Detroit Tests.of-Learning Aptitude

14,1-saKePhart's aCale

klebust & Jo sa s Learhing Quotient as described in their1 68 boo (Learning Disabilities is a quantification method tdd termi if there is a significant learning'problem4

arh'hg Quotient = Achievement Ageihirr Expectancy 100pectancy Age

ancy Age = Chronological Age + Mental Age + Grade Age3

Gr de: Age = Present grade + 54..jA4*.11 Age = I.Q. x C.A. (in months)

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Any earning quotient below 90 indicates a problem. Example:.._

. CL = 10 EA =* 10 + 10 ÷ -11- Ml = 10

GA = 6th)1 grade + 5 = 11-v

AA' = 8

,LQ = 8 ]C 10010.3

EA = 313

EA = 10.3

3

LQ ,= A significant problem exists.

Dr. Strichart agrees with Luba Weiner in her Dimensions ofAssessment that in evaluating a child one must look at more han justa grade level since that is a vertical concept.

1. Level - What is child's grade level?

2. Rate - How much time to arrive at that leyel?

3. Range ,- Narrow vs. wide. .,

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4. Efficiency- Time element and error content5. Autonomy - Attitude about himself and his abilities.

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BIBLIOGRAPHY

Lerner,--Janer' ChiIdr-en=v-itil-LearnmaK--.Disabiliti.e=------Theories, Diagnosis and Ter-xliing Strategies, _1971. /-Houghtott Mifflin, Boston.

McCarthy, James & Joan - Learning Disabilities,Allyn,& Bacon, Rockleigh, N. J. 1969.

Diagnosis

Waugh, Kenneth W. & Bush, Wilma J. - DiagnosingLearning Disorders, Charles E. Merrill Publishing Co.,Columbus, Ohio, 1971.

Smith, Robert - Teacher Diagnosis of Educational Difficulties,Charles E. Merrill PublishingCo., Columbus, Ohio, 1969.

Remediation

Kephart, Newell- lel Slow Learner' in the Classroom,Charles E. Merrill Publishing Co., Columbui, Ohio, 1971.

Myers, Patricia & Hamill, Donal, D. - Specific LearningDisorders: .1 Survey, of-Selected Teaching-Methods, John

& Sons, Inc.,New York City, 1970.

Wallace, Gerald & KaUffman, Janes - Teaching Childrenwith Learning Problems; Charles E. Merrill PublishingCo., Columbusj Ohio,.1973.

IL

Johnson, Doris & Mktebust, Helmer R. - Learning Disabilities:Educational Principles and Practices, Grune & Stratton,

' New York_City, 1967.

Tuesday, July 10, 1973

'Dr. Sandra L. Harris, Pli.D.,,Associate Professor,'Dept. ofPsychology,Douglass College.

1..64s e.r.m.barm: itj )...soAtistifitation tiebniues -through 'the-use- of video__tapea_prepared_

_. 1 .. la MMIII M111 V. CM" Tam n

autistic behavior._From viewing the tape, one could see 'the following techniques:

the use of primary or tangible reinforcers; the use of secondaryor social reinforcers; shaping behavior; fading prompts td:spontaneous behavior, desensitizing a fear; contingency contracting;to out; and a token economy system.4.

The importance of record keeping was stressed. Before beginning. behavior modification, one must:

Define the behavior to be obser ed.

//c 2. Collect baseline data - record the number-of times thebehavior occurs without attempting to change it. Therecorder remains consistent before and during the-periodof baseline data collecting so the data will not be spoiled.

3. The treatment technique of 'behelvior modification is employed.Note the behavior frequency. If behavior modification iseffective the amount of unwanted behavior should decline.

Collecting data can be done effectively tieing the followingalternative methods:

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1. Count each resOnse.

2. At specifc intervalsin time, for example, every tenMinutes? every half-hour, or every hour, check for behavior.,Through the use of graphs, the frequency of behavior can bemost readily seen.

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BIBLIOGRAPHY

Brown - Behavior Modification in Child and Scho`. Institute of Mental Health. 7

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Hall,,R. Vance -Nanaging,Behe.vior Serie* - Be" Measurement of Bebavior. Behavior Modification-School and Home. Behavior ModificatPoif: BasicH; * H. Enterprises, Lawrence, Kansas.O'Leary K. Daniel & Susan - Classroom Mans emen0Use of Behavior Modification. Pergamon Pres

9 5

ational

or

Principles.,Applications' in

Modification:

: The Successfulork City,, 1972.

,-Meachim&Merie L. and Xiesen, Allen E. Chin in ClassroomBehavior; A_Manual for Precision Teaching. nternationalTextbook'CO,, Scranton, Pennsylvania, 1971. -

2.1 T.T 1 r . .

Publishers, Belmont, California., 1969._

Madsen, Charles11.4 Jr., and Madsen, Clifford K,n____Teaching/__

Allyn and Bacon. Boston, 1971.

Homme,,LIoyd - How to Use Contingency Contracting in the Classroom.flosearch Prss.. Champaign, Illinois, 1969.

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Wednesday, July 11,1.973. 1. fEdward G...-Scagliotta,llireotar,. Midland chool; North Branch, N. J.

Edward Scolliotta began his workshop by making us aiare'ofgeneral and specific goals in educational assessment.

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1. To develop a`" y diart-

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2. Tb--e-StiI

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3. To develop a basis forteUrrieul4m-mOdificetion.

.The ,specific goals inclpded 0 6 Ii

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1. To alter the pace and pres*ntation of.'iubject, matterfor each child, depending on his,needs-

2. To establish a structure by ma4ipulating the environmentaland academic workload ,so that the, child slIOW adequatebehavioral change,'' .

a. , Be a-strong authority figure...

b. Setorul'es only on'a positive basis.

c. Be tolerant of children: repeat, rephrase and beexplicit. Develop a rapport with the students.'

3. To provide constructive criticism without hostility.

a. Do not reject or use adversive conditioning.

b. -Sarca an only provide a psychological hurt.

In an educational assessment evaluat1on:is necessary of thePerceptual modalities. Mr. Scagliotta used some of the ideasfrom the model developed by.Marianne Frostig. Problems oftenfall in the following categories:

1. DeVelopment of a; body image

2. Knowedile of spatial relationships--the ability tocomprehend time and space.

3. Discrimination'of the auditory and visual figure-ground.4. Use of tactile-kinesthetic approach of learning through

movement. /

5. Identification of mental concepts through careful-observations of;the child in the nssroom are possibleby checking the, relationship of the child with objects.Reasoning can he seen through.a manipulative point of

, ,(view.

6. Presence and level of abstract reasoning caneestablished through the process of questioning.Poi example /

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.,.4..,-;. .,

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S . . 4.4 . .., a% Why'donTwes'ee foCtfirints on the Ceiling?0

f, ''b.; How; do you know 'when it is going to rainl.. .. ,

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Perceptual -motor techniques were disCussed as aids to. _. ,L de.ifirimmmss.4.aftimma-mmesimmowassaamm.wA...."o.....y.

9: . t.

0r ti I

.40e4.-tom eye-hand

.coord:inatio-n-.--7..

The idea of taking.An-informal ectUcatiohii.survey wasdiscussed. The three ar,as_coyered.were testing for gross,perceptual, anti ,academic deficits.

Gross test's inclUde

1. Test for. dominance.

2. Identifyl?ody parts through touch. Check bodyimage, body concept, and knowledge of body functions.,.444.

Testfoi, gross-motor problems such as skipping, climbing,pulling, hopping, etc.

4. .Test tor fine-motor problems 'such as: buttoning,zippering, cutting, shoe tying, digital grasp, etc.

Perceptual tests include testing for :.

1. Spacial relationships.

a, Positions.in space- b. Whole versus peets

2. Cognition 4f time.

3. Figure-ground discrimination.

4. Auditory perception.'

a. Sequencing.

b. Memory.

5. Perceptual t delit .(cognition of shape and form).Testing for ac demic deficits:

1. Reading Check vocabulary and comprehension. bychecking abilities for phonetic application.2. Spelling- Remember to teach'tO the preferred modality-

.3.- Mathematics-Che k the'Child's cognitive level.Emphasis was placed on keeping a planbook for an individualchild for each particular subject.. Each plan includes a specific.objective, the ohilais response, and comments by'the teacher.vith5-recommendations for- subiequent lessons.

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BIttI6GRAPHT\+.

Abernethy', K., et al. Juspinz a and Down, Icidemic Therapy.Publications, 1§71.-.

Behr' nn, Polly. Activities forZevelopiox Visual Perception,Academic Therapy Publications, 1970.

MagdolMirism. Perceptios Training in Kindergarten, Atademic_Therapy-Publications, 1971'.

Muriohy, P., A Special Vav for the Sptrial Child, AcademicTherapT Publications, 1971.

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. Thursday, July 12, 1973

James Gifford, Project Apple, Title in, Hanger,, Troy Rini, N. J.

James 'Gifford kelvin his program cif inatildualizing instructionJ through computer titChnology-vi# & overview/6i Project APPLE: ,

ProjectiP15LE (Adjunct Program for Pi=escriptive Learningand Enrichment) is a two year federal greiteprogram (ESEA - TitleVI-GT that provideS a statewide, cost-free system for requestingand receivimg'instructional CBRU's. _Children whose liarningdisabilities have been appropriately diagnosed by a Child StudyTeam andeare classified according to N. J. State Rules & Regu--lations qualify for this service. The CBRUIComputer BasedResource Unit) receivedis in a study and skill developmentprogram available for children from grades K-12.

The Use of Computer Based Resource Units in New Jersey,"The How to" Book of Computer Based Resource Units, and TeachersResource Manual: Computer Based Resource Units were distributedto, all workshop participants. Under Mr. Gifford's guidance, wewere trained how to request CBRU's for large groups, small groups,and individual children.

The Teacher's Resource Manual Computlr Bat__includes everything needed for requesting CBRU'CBRU's and their objectives. Some ,of the unitsand Listening, I.T.P.A.,(This unit requires thethe L.D.T.C.), Movigenics, Management of SocialSensory Perception.

Mr. Gifford traced the path fors teacher to-obt/

ed Resource Unitss: request forms,are:. Spegking-*oopiration of .

Behavior, and

Start .

teacher fills outCBRU request ford

V sends it to:

CBRU ProjectEIC NorthwestHalko DriveCedar Knolls, N.J.

1, checked -reqtiestV form sent to:

Buffalo, New- YorkComputer based in.

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The CBRU is a computer printout containing e.multitudeofideas ,specifically related to the' input received. Therefore, the.printed CBRU can only be as specific as the information received.from the request form. The,teacher reviews the CBRU, selects

materials suggested, and organizes the appropriate activities foruse.',

:n "a CBRU.

teacher receiveschecked CBRU printout

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CBRU Project atcedar Knolls-proofreads printout

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DINtLOPING AND WRITING AN EDUCATIONAL PRESCRIPTION.

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It it assumed that the child has beenirefil'red by theclassAom teacher to the Child.Study Team fort and</ has bien placed in the Prescriptive Teaching Workshop. Setp.p. 11 -14 of Resource Manual.r

This addendwn_y_ill. _devote --itself tothir writ-VI-Cc of an.educiifinal presCription for the child who,le.e. been placed inthe,PrescriptiyeProgram.

I. Gathering raw data

A. Read all available data

1. Confidential Record2. Cumulative Redord3. Psychological Reports4. Psychiatric Report, if available

B. Consult

1. Classroom Teacher2. Learning Disability Teacher Consultant3. School Psychologist .

4. Reading Specialist5. ,Speech Ther*pist.6. School Nurse7. Guidance Counselor8. Homeschool CounsplOr9. Adaptive Physical.Educational Instructor

C. Collect pertinent data

1. Statistics

a. Date of birthb. Parent's namesc. Sibling's and agesd. Grade placement/teachere. Addressf. Telephone'g. .Grade;retention

2. Medical

a. Child's historyb. Family historyc. Phygicianls name/telephoted. Medication,

c

. Psychological history

a. Social history-b. Psychological test resultsc. Psynhiatticd. Counseling

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.4. Educational

a. Intelligence testsb. Achievement.testsc. Diagnostic testingd. Educational assessment (L.D.T.C.0'e. Class performance

5. Perceptual

a. Strengthsb. Weaknessesc. Preferred learning modality .

6. Interests

a. Academicb. Extra-curricular

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II. _Suggested tests to aid in writing a prescription.

Testing is primary in the effective writing of an educationalprescription. 1114 results are used-to completely individualizeeach child's program. The pupil's program is only as good as theteacher's diagnosis of test results. This is accomplished bylooking at more than grade level scores 'even on individual sub-tests. It is.necessary.to do a thorough item analysis of eachsubtest-.

Some of the tests Used in the program in New Providence are:

Inventory of-RetdIheis Skills, Shelquist, Breeze, Jacquot4,EducationalProgrammers Co., 1909."

'A Psychoeducational inventory, of Basic Learning Abilities,Robert E. Valett, Ed.D., Fearon Publishers, 1968.

Test of Basic Concepts, Ann E.'Boehm, Psychological Corp.,1967. -

California Achievement Tests, California Test Bureau,.McGraw Hill Book Coil, 1957.

SRA Adhievement Series (Language bOoklet only), Thorpe,Lefever, Naslun, Science Research Associates, Inc.

Metropolitan Achievement Tests, Durost, Bexler, Wrightstone,Prescott, Below. HarcOhrt, Brace, Jovanovich, 1971..l*

Remember reading achievement test scores usually measure a =-child's fruttrationaf level. One must begin work at the child's ,instructional level and provide recreations--reading at an in-.

dependent level.

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Reading Expectancy Formulas also help place reading scoresin perspective with intelligence and age. A simple formula whichgives priority to the importance of intelligence but also recognisesthe presence of other agerelated characteristics in readingexpectancy involves .giving- mental- me twice the -weight of Chronological age. The formula may be written:

1Reading Expectancy Age = 2 MA + CA3

To compute MA the following formula is used:

402MA = CA x 19

100Example:

Reading Exp. Age = 2MA + CA3

2(70) + 10.0 = .14A = 7.03 CA =10.0

140 + 10.03

21 _ 83

The Valett tes can be used to establish a learning modalityby looking for a strength in one or' more of the memory subtests.It is alho helpful in screening for problems in the.areas of_gross_-motor, perceptualarasensory motor ihtegration.

The praile obtained from the Inventory of Readiness Skillscovers areas uch as:. auditory memory sequential, word discrimination,body'avarenes loc4ional and directional concepts, color discrimination, visua perception of letters, visual motor coordination,and letter n es. Thistest is particularly appropriate withyoungsters aged K through grade 2. An excellent resource forremediaticinOf any deficit area is Resource Handbook for Develoiamentof Learni\n- $kills,.written by the test' authors. This is available-from Educa Tonal Programders Corporation.

III. Develo ing prescription

A. Usirtg.abo*i'ditii. and knowledge of all existing materials,.

stricture sequential preictiption keeping in mind thepreferred learning modality

B. Ongoing "evaluation,is crucial foi a continuing programof sequential learning. To do this one must constantlyrefer to and reassess the original detailed prescription.The following is a sample prescription form suggested for

1. Harris,Albert J., How to Increase Reading Ability. FifthEdition. (Nev York: David McKay Co;;; Inc., 1970. p. 212)

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2.. Harris, p4 211.

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iName 'Girl A. ./1 Date 7/73,

, 1 iAddress 3 Fir Street, Nov Providence

Telephone 366-0289.

Birtlidate 8-19-70 .1

Retained in Grade i

GRADE lc

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t/Teacher Miss valiant

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C.A. 5.11 41.Q. WISC Date 03/73 4.7

Verbal 94

Performance 71

Full 81

Preferred Modality Not establishpA_ Tendeucy tnwara tart.; to

Test scores

Achievement Test_ Vide Ringe Date 1/71

Reading\.

/..-'/ k.5/?

A:-I,/ N.8Mathematics .

Language

Learning Readiness Skills 29

Psycholinguistic Age N

Vision Not able to test.

Hearing Not ablq to test.

MtOcation Type None

When administered

Parents' liames

Siblings

'Dosage

JQhn A.

Mary A.

John, Jr.

Martha

.Ages, 12

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Child's Name

,Doctor' s-Name

Girl A.

A. H. Brown

v.

/ Pertinent Medical History

Telephone 685-1777

2.

Child

Brief periods of unconsciousness at age one. Negative EEG.No recurrence.

'NM

Family

Pertinent Psychological History

Psychological/Psychiatric Test Results

Grossly immatrue House-Tree-Person. Strong deficits -on CSC -visual -motor speed of learning, writing symbols, arithmeticreasoning, visual alertness, and memory, and analysis of abstractdesigns.

Social/Family History

Youngest of three children of average socio - economic family level.

Counseling

20 -15-

0

Child's Name

Educational Prescription

(List!specific strengths, weakness and appropriate materialkeeping in mind preferredlearn-nig-modality.)

3.

Girl A.7

Reading

.7Readiness level. Using tactile approa0,--teach letter gamesand then sounds. Use DLM beaded letters, sandbox, frosting,/for444;theletters ih-clay, finger paints. Labeling throughoutthe room. ':Experience charts. Associating concrete objetswith initialconsimant sounds. Use alphabet Song.Language

Spe ch Therapist. AAdioFlashcardReader--nursery rhymes.n Says.

Mathematics

Teach concept of Aumbeit4.establish oneness. Try to,teachorder through 5.. Associate abstract number with-concreteobjects such as Stern materials. Teach shape recognition.

Handwriting41

Establish fine motor coordination through tracing templatesistencils and letters,,graduallyreducing size.

Known clais performance

Eager to participate.Friendly, affectionate.. Volunteers.Loves school....

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Child's Name Girl A.

-Perceptual

Dominance

Established Right.

Visual

Unknown.

Auditory

Inadequate. le+el on Wepman.. Use audio -flash card readinessseries.,,, 114M Bu*zer Board. Repeating nonsense words. Drumsequenoes',.;

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,..4'Finephotor- ,,,

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*irking in 'clay. Frostig Program of Visual Perception..:Nafex I Can Do-It, Pfe-Primer Handwriting Recorder,Zaner-Eloser.

Gross 'Motor

Title J program and adaptive physical education program.

,,Interests

Likes to play with dolls.

Personality ,Cluesi,

.Sucke f ngers and drools. .Doesn't like strangers.

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Name Boy`B.' Date 7/73

Address 2 Union Avenue. New Providence

Telephone 829 -5867

Birthdate 8-19-64 GRADE 3 Teacher Miss Smith'

Retained in Grade K

C.A. 8.11 ' I.Q. WISC. Date 7/72 N.A. '7.0

Verbal '79

Performance 82

Full 7E

Preferred Modality Auditory

Test scores

Achievement Test Cilif. tiiver

Reading 3.0

gathematics 3.6'

Language 2-3

Learning Readinels'Skills.

PsyChClihiliiiiC-Age 1-71

Wide Range Reading 2.4Vision 3.-71 Nnrinsl

Hearing 3-73 Normal

Medication Type 'None

Date

4.9

Spelling 2.3

Dosage

Arith. 1:4

When administered.. -, .

Parentsi Names Y George B.

... ,M'artha B.4

7Siblings Betty -Ages 12:4-

Bill

VJoyce

Carol

John

-18-

116, 2

A2.0

'10.5'

7.4

Child4s Name Boy B.

Doctor J:s:Name-- -Jones- Teleioiie

Pertinent Medical History

Child .

2.

Congenital club foot. Pre-school: At 3 years of age- -3 operations within 6 months and no playmates withinthis time spin.

Family

Pertinent Psycholo'gical History

Psychological/Psychiatric Test Results

WISC 7 -72. Weakness in verbal area'were informktion,comprehension, arithmetic, similarities.And digit span.Weakne'Ssqn performanca area were'picturegbompletion,picture arrthgement and coding.

Social/FiOly HistoryittFifth ofMiddle class family. Mother employedon a part me basis. Maternal oversoli? iW Growthhas been noticed in group' participation.

Counseling

None

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7

3.

Child's Name. Boy. B.

Educational Prescription

(List specific strengths, weakness and appropriate materialkeeping in mind pr'eferred learning modality.)

*N:

Reading,

Begin Macmillan 2%2 basal reader. Work on all 2.2 basalreading skills. Controlled Reader.

Language.

Work on mechanics using Continental Press materials, LanguagePatterns and Rage.

Spelling - Give supportive help with third grade spelling,program.

Mathematics

Work on addition and .subtraction with regrouping ,usingContinental Press and Modern School Mathematics.

Handwriting

. Begin by working on manuscript--copying words and sentences.

Known class performance

Happy child somewhat outgoing in a comfortable situation.'Mind of hi own. Poor work habits; Self- motivation?

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child's Name Boy B.

Perceptual

Dominance

Check this area in September.

Visual"t-=

4.

Work on anguLstion and rotation using Frostig material,templates, and DLM Tracing Paper Program, and blockdesigns.

Auditory

Does not apply.

Fine Motor

Work---on fine motor skills through cutting, hsm=er andworkirig with

Gross Motor

Adaptive Physical Eduettion Progra.

Ar

Interests

Likes to write on blackboard.

Personality Clues

Pleasant. .Methodicsl. Mind of his own. Mothered andsmothered.

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Name Boa Cr -

4+.3rOs.s

eta 7-73

112 Fourth St., Nev Providence

:SS

671-12_31

?Art:date 3-4-61 GRADE 5. Teacher mr_

Remal.=*pd am Grade 3

C.L. 12.4 L. ITSC Date 6-70

'Verbal, 90

Perfornance

Full 83

?referred Mviality Anditoryffisual

7es: s.ToresJ.

Im:arTene=t testCalif. Lover litinary Date 6-73Reada.a7 1.9

Eat 2.0

Language 2.0

Lear mait-g-- 9-71 90

'Perchulinguistic Ago 12-71 - 6.6

Tisicn Norvrti

,.:tic u Tyre Nome Dosage

ben adudmistOred

rare C.

P-41,k-ty e

I.

SiHigs

I.97

Ages

-22-

7

f

Child's.Name Boy C.

Doctor's Name,

2.

H. G. Wigg

Pertinent Medical History

Child I .

overweight

Family

Tendency towards ob!iity.

Telephone 171-0202

Pertinent Psychological History

'Psychological/Psychiattic Test Results

3uild self-image. Support with praise, encouragement andtactile gestures. Give opportunities for leadership.

Social/Family History .. .

Older sibling with_..s.imilar--1-earning-prob-redif.--A4*Eigesocio-economic leyel. Parents are, very warm and aacepting .up to their capabilities

which are somewhat limited. Childappears to have a .familial problem.

Counseling

0

Not recommended.

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Childii Name Boy C.

Tresor iption 1_

(List specific strengths, weakness and appropriate materialkeeping in mind preferred learning modality.)

ReadingAttempt to increase sight vocabulary. Use audio-flashcardreader--phonogram series; box III,section.D. SRA LinguisticReading Series-Level D.'

LanguageI

Writingstories from self-dictation. Stories will be used.for weekly spelling lists and to temediate grammar,6apitaIitation, punctuation, etc.

Mathematics

Laid law Brothers,Spectrum_Red._1.Stern-support-. "Cbatinue to review and teach- progress to- division.

Nandiiritiag

Make transition from manuscript tomade-Materials-.

math matertart asmultiplication and

cursive using teache-r-

Known.tlassperformanceAttentioa span gr eatly improved.- Will now work atacademically oriente4 tasks; howevet, no carryover intoregdrkr

2;

44

Child's Name' Boy C.

/

Percepttial

Dominance

Established--Right.

Visual

Continue with recalling pattern shapes.

Auditory

Sequencing. Use digit repetition, noun repetition, DLMBuzzer Board, rhyming couplets, sequential directions.

Fine Motor

Does not apply.

Gross Motor- -

Adaptive Physical' Education Program for weight problem.

Interests

Swimming, dogs.

Perscnality Clues

Very outgoing, 1 keable, friendly, and welladjustO.Sets own bedtithe, often appears tired.

A,

k

4.