A review of records indicates that Dominic did not speak recognizable words until 18 months of age. Dominic began receiving speech-language therapy at the Early Intervention Program at age two. He was discharged from the services at age two and a half due to his progress. Although Dominic’s vocabulary increased, his mother noted that his intelligibility was poor.
Dominic attended preschool at Kiddie Academy. In February 2010 he was referred to The Pauline K. Winkler Speech-Language-Hearing Center for a multidisciplinary evaluation due to articulation and speech intelligibility concerns. The Developmental Assessment for Young Children-Second Edition (DAY-2) was used for the evaluation. Results of the evaluation revealed that Dominic’s overall …show more content…
His occupational therapy services were decreased to once per week for 30 minutes, with occupational therapy consultation once per month for 15 minutes. Dominic was diagnosed with Developmental Coordination Disorder. That same school year, Dominic was administered an occupational therapy evaluation. Results from the assessment (BOT-2) revealed motor coordination and visual motor integration abilities within the average range. Dominic’s occupational therapist reported that he demonstrated significant progress with strength and endurance for fine motor activities. Moreover, it was reported that Dominic was better able to grasp writing/coloring utensils with an efficient grasp and maintain an upright sitting posture when seated on a rug for carpet time and in his chair for tabletop activities. Dominic demonstrated age-appropriate fine and visual motor skills in a one to one setting, however he was not always able to transfer those skills over to the classroom. Dominic’s occupational therapist stated that he needed to continue to improve his letter formations skills for handwriting legibility. Consequently, Dominic began receiving individual and small group occupational therapy services. As a kindergarten student, Dominic attained many age-appropriate skills, however he had difficulty reading back his own writing, writing numbers 11-20, and drawing/coloring within
Dominic attended preschool at Kiddie Academy. In February 2010 he was referred to The Pauline K. Winkler Speech-Language-Hearing Center for a multidisciplinary evaluation due to articulation and speech intelligibility concerns. The Developmental Assessment for Young Children-Second Edition (DAY-2) was used for the evaluation. Results of the evaluation revealed that Dominic’s overall …show more content…
His occupational therapy services were decreased to once per week for 30 minutes, with occupational therapy consultation once per month for 15 minutes. Dominic was diagnosed with Developmental Coordination Disorder. That same school year, Dominic was administered an occupational therapy evaluation. Results from the assessment (BOT-2) revealed motor coordination and visual motor integration abilities within the average range. Dominic’s occupational therapist reported that he demonstrated significant progress with strength and endurance for fine motor activities. Moreover, it was reported that Dominic was better able to grasp writing/coloring utensils with an efficient grasp and maintain an upright sitting posture when seated on a rug for carpet time and in his chair for tabletop activities. Dominic demonstrated age-appropriate fine and visual motor skills in a one to one setting, however he was not always able to transfer those skills over to the classroom. Dominic’s occupational therapist stated that he needed to continue to improve his letter formations skills for handwriting legibility. Consequently, Dominic began receiving individual and small group occupational therapy services. As a kindergarten student, Dominic attained many age-appropriate skills, however he had difficulty reading back his own writing, writing numbers 11-20, and drawing/coloring within