Lennox was born on June 16, 2014. He weighed 8 lbs 4 oz. He lives in Tallahassee with his mother and sister. He was born at 39 weeks gestation. He had the diagnosis of albinism and nystagmus. He is now a physically healthy young boy. He attends Bud Bell Early Learning Center five days a week. He receives monthly services from a vision coach. Vision coach uses the Oregon Assessment and reports he scored at or slightly above his age level on all measures. He has seen his physician for well-baby checkups annually. He enjoys exploring outside and playing with his older sister and cousin. His parent expressed some concerns with his vision skills specifically his depth perception and visual focus. The Hawaii Early Learning Profile was used to assess
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Manipulates toys actively with wrist movements. Reaches and grasps object with extended elbow. Uses radial digital grasp. Rakes tiny object. Uses inferior pincer grasp. Takes objects out of container. Extends wrist. Releases object voluntarily. Tries to imitate scribble. Uses hands freely may show preference for one. Grasps crayon (put comments about crayon here). Puts objects in container. Supinates forearm. Places one block on top of another without balancing. Marks paper with crayon. Puts three or more objects into container. Builds tower using two cubes. Inverts small container spontaneously to obtain tiny object. Puts many objects into container without moving any. Uses both hands in midline-one holds, other manipulates. He knows routine because when his shirt was removed he automatically began to remove his pants to undress.
Lennox social skills include showing dislike/like for certain people, objects, places. Engages in simple relational play. Explores environment enthusiastically without regard to safety. Displays independent behavior; is difficult to discipline-the “no” stage. Acts impulsively, unable to recognize rules. Attempts self-direction: resist adult control. Displays frequent tantrum behaviors. Shows toy preferences. Tends to be quite messy. Feels easily frustrated. Interacts with peers using …show more content…
His ability to grasp demonstrated that he could grab solid food pieces with varying sizes. In addition, he had issues taking the letters and numbers out from the plastic tray. He definitely localizes to sound to both sides. He can track objects on both sides. He tips his head a certain way while running. This may a compensation for unknown deficits. When given the mirror to look at himself he had to be pull the mirror closer to look at himself. Because of this observation, while in writing or coloring he needs to be placed in front of the class. Lennox did not have issues with depth perception. The small room is a great room but since there were more than 10 students, he was limited to run around as he pleases without harming himself. When given the opportunity to play in the pen he was able to move in and out with the support of Dr. Alexander. He demonstrated good trunk control when he was at the edge of the pen. He grabbed a ball from it and presented it to the student closest to
Manipulates toys actively with wrist movements. Reaches and grasps object with extended elbow. Uses radial digital grasp. Rakes tiny object. Uses inferior pincer grasp. Takes objects out of container. Extends wrist. Releases object voluntarily. Tries to imitate scribble. Uses hands freely may show preference for one. Grasps crayon (put comments about crayon here). Puts objects in container. Supinates forearm. Places one block on top of another without balancing. Marks paper with crayon. Puts three or more objects into container. Builds tower using two cubes. Inverts small container spontaneously to obtain tiny object. Puts many objects into container without moving any. Uses both hands in midline-one holds, other manipulates. He knows routine because when his shirt was removed he automatically began to remove his pants to undress.
Lennox social skills include showing dislike/like for certain people, objects, places. Engages in simple relational play. Explores environment enthusiastically without regard to safety. Displays independent behavior; is difficult to discipline-the “no” stage. Acts impulsively, unable to recognize rules. Attempts self-direction: resist adult control. Displays frequent tantrum behaviors. Shows toy preferences. Tends to be quite messy. Feels easily frustrated. Interacts with peers using …show more content…
His ability to grasp demonstrated that he could grab solid food pieces with varying sizes. In addition, he had issues taking the letters and numbers out from the plastic tray. He definitely localizes to sound to both sides. He can track objects on both sides. He tips his head a certain way while running. This may a compensation for unknown deficits. When given the mirror to look at himself he had to be pull the mirror closer to look at himself. Because of this observation, while in writing or coloring he needs to be placed in front of the class. Lennox did not have issues with depth perception. The small room is a great room but since there were more than 10 students, he was limited to run around as he pleases without harming himself. When given the opportunity to play in the pen he was able to move in and out with the support of Dr. Alexander. He demonstrated good trunk control when he was at the edge of the pen. He grabbed a ball from it and presented it to the student closest to