Progress report from January 2016 – June 2016

Below is the chart for C’s progress within the last year (Jul 2015 to Jun 2016). While if you were to compare this with a mainstream preschooler, C’s progress might seem slow. However, for me, this is definitely a feat! I am proud of how much he has progressed. In my next entry, I will input what is the plan for him for the next six months under the IEP tab.

Progress report from July 2015 to Dec 2015 Progress report from Jan 2016 to June 2016

Fine Motor Area – Motor Coordination & Writing

·         C is able to cut our shapes with straight lines with gestural and verbal prompts. He is able to hold the scissors between the thumb and first two fingers of one hand and holds the paper with other hand in the right orientation.

·         He is able to copy his complete name with correct usage of both uppercase and lowercase.

·         C is able to cut out shapes with curved lines (e.g., circles, ovals, magazine pictures)

·         He is able to print all upper and lower case letters without model.

 

Gross Motor Area – Play skills

·         He is able to balance on one foot for at least 5 to 6 seconds.

·         He is able to hop forward with five or more consecutive hops on one foot.

·         While sitting on a two-wheel bicycle with training wheels with both feet on pedals, he will be able to pedal bicycle forward and steers for at least ten feet.

 

Adaptive – Dressing and undressing

·         Able to put on front-opening garment and zip his own jacket

·         Able to put on pullover garment with minimal assistance

·         Able to fasten buttons/snaps/Velcro fasteners on own clothings

·         He is able to untie string-type fastener with double knot (e.g., shoelaces, hood string) when undressing, using any functional means that does not damage the clothing or fastener.

·         He is able to perform the first 5-step of tying string-type fastener on a dressing skills board.

 

Cognitive – Sequencing Cognitive – Recalling events
·         Able to put stories into sequence and respond appropriately to questions about the story

·         Able to read the story, “We’re going on a bear hunt” and arrange the sequence of event that happened

·         Recalls events immediately after they occur on same day, without contextual cues

·

 

Cognitive – Premath

·         Able to count 15 objects independently, assignment numbers to objects in the correct order, and counting each object only once.
  • Able to count 20 objects independently.

 

Cognitive – Phonological awareness and Emergent Reading
·         Able to read more than 12 common words by sight or on request. The words he can read include can, my, with, to, play, go, etc
Social-Communication Area – Interactions to make commands or requests     Social-Communication Area – Ask questions
·         He is able to use words, phrases, or sentences to make commands to and requests of others. For example, during snack time, he asked his friend, “Can I have oreo, please?”
  • He is able to ask questions beginning with the words “why”, “who”, and “how” during circle time or craft time, and responds to the teacher’s answer. (e.g., he asks, “Where is John?” Teacher replies, “John is not coming today”, he asks “why?”; the teacher asks “why do you think John needs to go to the doctor?”, he answers “he is sick”.

 

Social-Communication Area – Responds to contingent questions
·         He is able to supply relevant information following another person’s request for clarification, repetition, elaboration. For example, during arrival time, when teacher asked, “What did you bring for snack?” He would answer, “I brought chocolate buns.”

·         When working on 4 picture cards sequencing, teacher asked “what come first?” He is able to point to the first picture card. He understands the notion of ordinal numbers.

Social Area – Knowledge of self and others

·         He is able to communicate his name, age and gender independently.

·         He needs to work on his birthday.

  • Able to remember his birthday and address
  • He needs to work on telephone number
  • He will be able to identify his own emotions that are consistent with displayed behaviours
  • He will be able to choose and implement a previously-learned calming strategy.
  • He needs to continue to work at regulating his own emotions.

 

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