I forgot to update his progress report back in Nov. He'd only been in school a few weeks at that time so I forgot. I'll update the one from the other day now.
Functional Sensory Processing:
When given safe sensory motor experiences, sensory supports, and strategies Michael will tolerate classroom tactile materials, hands on assistance, and hand holding improving functional sensory processing from demonstrates defensive reactions (stiffening, resistance, and withdrawal) to without defensive reaction such as withdrawal or resistance on 4/5 observations as measured by bi-monthly observations and data collection by OT
This is the area that we have seen the most improvement and has been a primary focus. Once his sensory system is in better shape the fine motor and other skills follow. We know now that it is critical to give Michael extra processing time in order to increase his cooperation and flexibility. Many children like Michael have shown benefit from private sensory integrative therapy. I am happy to provide some resources. A referral can be made through your pediatrician. Desensitization brushing and deep pressure are important to help override the pain responses that light touch activates in his system.
When given opportunity to participate in classroom activities Michael will follow classroom rules and routines improving ability to participate in large and small group activities from not able to, to 80% of the time on 3/4 data days as measured by monthly teacher/classroom observational data and checklists.
Michael sits for the duration of circle. He participates at least 75% of the time. He tends to need some "processing" time when asked to participate in a direct learning activity, usually protesting first, then coming to the table and completing the activity with minimal adult assistance.
When given a verbal prompt Michael will transition to next activity (clean-up/stop/move, etc) improving his ability to transition from one activity to another from not able to, to 80% of the time 3/4 times on data days as measured by monthly teacher/classroom data and classroom checklists.
Michael knows and follows our classroom routines. He transitions independently about 70% of the time after he has a moment to process the request. He will say, "No" most of the time, but when he sees his classmates cleaning up/lining up/etc he will transition on his own.
When given the direction "time to go potty" Michael will go to the bathroom, pull down pants and sit on toilet and empty bowels/bladder improving toileting skills from emerging (sitting on toilet a few times) to independently going to bathroom and following procedure to use toilet 90% of time as measured by monthly teacher data and classroom checklist.
Michael will go into the bathroom, but will not attempt to pull down his pants - he continues to be resistive.
When given unfamiliar or undesired food (fruit/veggies) Michael will accept a small piece of food improving tolerance for undesired/non-familiar food from gagging/refusing to attempting a lick/smell/or a tiny "no thank-you bite" 90% of time on 3/4 data days as measured by monthly teacher data and classroom checklists.
He requests all of our food items. He will allow them to be on his place mat and will take a "no thank-you" (tiny bit) depending on the food. He always requests water and has been drinking several sips from the paper cup!
Functional Fine Motor & Sensory Processing Skills:
When given scissors and cutting project with simple 1/8" bordered shapes Michael will position scissors correctly and cut out independently improving fine motor and sensory processing skills from uses two hands/lacks correct positioning & snips only to with 75% on line accuracy on 3/4 observations as measured by monthly observation and data collection by OT.
Michael has made much process in his following of the routine, management of the sensory environment, and cooperation. Although his tendency is to greet each direction with "no" when given a little extra processing time he is now complying with the majority of requests and tasks. I have been treating his severe tactile defensiveness with desensitization brushing technique. He truly enjoys it and it has made a significant difference in his ability to tolerate washing his hands, using tools, playing with sensory materials, etc. I would be happy to teach his parents the technique on any Tuesday or Friday afternoon. It is delightful to see Michael smiling and laughing. He is so bright. His fine motor is slowly improving as he is now able to tolerate the tools. His cutting is still at the snipping stage thus he has not made much progress towards cutting out shapes. But truly he is progressing nicely and once his sensory system is in better shape the fine motor will quickly respond. He adores puzzles.
Functional Fine Motor & Sensory Processing Skills:
When given writing/drawing implement Michael will use a tripod grasp and dominant hand to hold and draw beginning pre-writing shapes (i.e. circle, cross, square) improving functional fine motor and sensory processing skills from uses pronated fisted grasp, lacks hand dominance, and beginning copy skills to on 4/5 times as measured by bi-monthly observation and data collection by OT.
Michael is showing more willingness to use pencils and crayons. He continues to switch hands and does not yet have a mature grasp. He knows his letters and numbers and can imitate a circle and a square, but not yet a cross.
When given an appropriate classroom setting Michael will produce novel (non-echoic) responses improving expressive language from 50% of responses to 80% of responses as measured by classroom data and language logs.
Michael continues to bloom in preschool. A recent inventory of his language indicates that 72% of his comments are non-echoic. This is wonderful progress and indicates that he is becoming more independent in his verbal output.
When given a classroom instruction or direction Michael will follow the direction or instructions improving receptive language from 10% accuracy (compliance) to 60% accuracy (compliance) as measured by classroom data.
Michael is very compliant with classroom directions and instructions. He requires minimal support and reminders to comply with classroom-based directions.
When given an opportunity to interact with a same-aged peer Michael will engage in a reciprocal conversation improving social language from 0 turns per conversation to 2 turns per conversation as measured by classroom data.
He was observed taking two conversational turns with a peer approximately two weeks ago. When engaged in a high interest activity (building with Legos), he was able to take two conversational turns with a supportive adult (me) on multiple occasions. He is becoming more willing to engage with others, but this interest is typically seen when the activity is highly motivating for Michael and the conversational partner is dedicated to keeping Michael engaged.