Source of Information: This case study is about Riccardo Perez. He was born July 1, 2011 to Mr. and Mrs. Antonio and Matilda Perez. An interview was conducted on July 25th after dismissal at Ricardo’s preschool, at a Head Start program in White Plains NY, Westchester County.
Reason for Case study of Student: Riccardo was having difficulty speaking to others in his immediate family and preschool environment. His speech was not clear so his verbal communications seems unintelligibly sometimes. Ricardo speaks in short sentences that sounds mixed up and gibberish so his parents and teachers are concerned as they don’t know how to help him or to react to his spoken language.
Childs Background and developmental history: Both Riccardo’s parents …show more content…
Riccardo loves to have fun and smile. One of his favorite things to do is to play hiding games with his teacher. He will come behind and say “Ms. Carolene look at me”, then he bends behind the chair and he can play this game laughing hysterical for as long as teacher continues. He sometimes says “Ms. Carolene, close your eyes” and then when teacher opens her eyes he surprises her with a book, a toy or anything he can find. This game began when he was beginning to write his name, the teacher would comment on the good job he is doing, point out his improvements and show him that she is proud of him. One morning, he came and said “Ms. Carolene, close your eyes”, hiding his sign- in sheet behind him. The teacher closed her eyes, he then said “open your eyes” and he held up the paper. He wrote his name perfectly paying attention to upper case to begin his name and all his letters were sitting on the line, he left a space between his first and last name and he didn’t miss out any letters. The teacher showed him a look of surprise, happiness and admiration, from then, he would constantly come to play and spend time with the teacher. Sometimes, there is still the need to follow his conversations to hear and understand but only for long sentences or elaborations. Riccardo speaks very fast and tend to race with his words.
Details of direct Observations:
1. Ability to follow routines and understands expectations: Riccardo is able to follow routines with little or no guidance.
2. Amount of structure needed from teacher to complete task: Some support and guidance needed depending on the task Riccardo is at functioning at age appropriate
Reason for Case study of Student: Riccardo was having difficulty speaking to others in his immediate family and preschool environment. His speech was not clear so his verbal communications seems unintelligibly sometimes. Ricardo speaks in short sentences that sounds mixed up and gibberish so his parents and teachers are concerned as they don’t know how to help him or to react to his spoken language.
Childs Background and developmental history: Both Riccardo’s parents …show more content…
Riccardo loves to have fun and smile. One of his favorite things to do is to play hiding games with his teacher. He will come behind and say “Ms. Carolene look at me”, then he bends behind the chair and he can play this game laughing hysterical for as long as teacher continues. He sometimes says “Ms. Carolene, close your eyes” and then when teacher opens her eyes he surprises her with a book, a toy or anything he can find. This game began when he was beginning to write his name, the teacher would comment on the good job he is doing, point out his improvements and show him that she is proud of him. One morning, he came and said “Ms. Carolene, close your eyes”, hiding his sign- in sheet behind him. The teacher closed her eyes, he then said “open your eyes” and he held up the paper. He wrote his name perfectly paying attention to upper case to begin his name and all his letters were sitting on the line, he left a space between his first and last name and he didn’t miss out any letters. The teacher showed him a look of surprise, happiness and admiration, from then, he would constantly come to play and spend time with the teacher. Sometimes, there is still the need to follow his conversations to hear and understand but only for long sentences or elaborations. Riccardo speaks very fast and tend to race with his words.
Details of direct Observations:
1. Ability to follow routines and understands expectations: Riccardo is able to follow routines with little or no guidance.
2. Amount of structure needed from teacher to complete task: Some support and guidance needed depending on the task Riccardo is at functioning at age appropriate