Bobby is a preschool student who is 4 years 2 months old, with a diagnosis of Developmental Delay. He was given the Brigance III (September, 2016). Bobby shows moderate delays in the area of communication and social development. The Child Outcome Summary (COS) process completed in August, 2016 indicates that Bobby has difficulty engaging in joint activities and / or interactions with his peers, using the words and skills he has in everyday settings, and communicating what he wants or needs. On the Early Learning Assessment (ELA), a preschool formative assessment given at the beginning of the pre-k year, Bobby’s level of Skills, Knowledge, and Behavior (SKB) was at a level 2 in the area Language and Literacy, Speaking and Listening (CM PSI), indicating a delay in skills, knowledge, and behavior for a child beginning pre-kindergarten. The definition of this specific SKB is: Uses language and gestures to express thoughts and ideas, and asks and responds to questions. Level 2 indicated that Bobby was able to use two or three word phrases or signs to communicate interests or feelings. He produces sentences that consist of several parts of speech (Level 2, Grammar) but has not been observed using many sentences that are conjoined with “and” or “but” (Level 3, Grammar). Bobby demonstrates appropriate use of some grammatical morphemes, such as regular past tense, regular plurality and basic prepositions, but does not utilize other frequently occurring prepositions such as at, from, for, by, etc.

Bobby has average cognition, physical and adaptive development. Information was also collected by parents, teachers, and observations of the child in the preschool setting. Bobby can repeat 2-3 word sentences or phrases when hearing them from caretakers and teachers. He names or identifies objects / pictures in a variety of categories by pointing to them when presented receptively or naming them when asked “what is this?” He responds to some simple yes/no and "what" questions related to visual information, familiar events, and simple stories. Bobby benefits when oral information is simplified, presented repetitively, and paired with visual cues. He will watch the other students and imitate them in the class. Bobby enjoys playing with the blocks and painting at the easel.

Parent reports and the assessment data indicates that Bobby uses word combinations to communicate his wants and needs. Bobby's parents have also indicated that Bobby has difficulty communicating when playing with children his age in the neighborhood.

Bobby’s family reports that Bobby has normal hearing and vision and he has excellent health. This is confirmed by the nurse at the school. They shared that he loves being with other children, but often watches and plays alone rather than engaging with them. They are very concerned that this may be due to his inability to communicate with his peers at the same level as others.

Bobby requires prompting to answer questions longer than a “what” answer or yes / no answers. He demonstrates a limited ability to engage in reciprocal conversation with teachers and peers. Although he enjoys playing with other students he has difficulty engaging in conversations with them. He will play around other children; however, he tends to follow the others and does not initiate cooperative play activities.

Bobby’s difficulty with communication and social development impacts his growth in verbal classroom activities and his ability to engage in and sustain reciprocal conversation within his preschool environment.

Bobby is a preschool student who is 4 years 2 months old, with a diagnosis of Developmental Delay. He was given the Brigance III (September, 2016). Bobby shows moderate delays in the area of communication and social development. The Child Outcome Summary (COS) process completed in August, 2016 indicates that Bobby has difficulty engaging in joint activities and / or interactions with his peers, using the words and skills he has in everyday settings, and communicating what he wants or needs. On the Early Learning Assessment (ELA), a preschool formative assessment given at the beginning of the pre-k year, Bobby’s level of Skills, Knowledge, and Behavior (SKB) was at a level 2 in the area Language and Literacy, Speaking and Listening (CM PSI), indicating a delay in skills, knowledge, and behavior for a child beginning pre-kindergarten. The definition of this specific SKB is: Uses language and gestures to express thoughts and ideas, and asks and responds to questions. Level 2 indicated that Bobby was able to use two or three word phrases or signs to communicate interests or feelings. He produces sentences that consist of several parts of speech (Level 2, Grammar) but has not been observed using many sentences that are conjoined with “and” or “but” (Level 3, Grammar). Bobby demonstrates appropriate use of some grammatical morphemes, such as regular past tense, regular plurality and basic prepositions, but does not utilize other frequently occurring prepositions such as at, from, for, by, etc.

Bobby has average cognition, physical and adaptive development. Information was also collected by parents, teachers, and observations of the child in the preschool setting. Bobby can repeat 2-3 word sentences or phrases when hearing them from caretakers and teachers. He names or identifies objects / pictures in a variety of categories by pointing to them when presented receptively or naming them when asked “what is this?” He responds to some simple yes/no and "what" questions related to visual information, familiar events, and simple stories. Bobby benefits when oral information is simplified, presented repetitively, and paired with visual cues. He will watch the other students and imitate them in the class. Bobby enjoys playing with the blocks and painting at the easel.

Parent reports and the assessment data indicates that Bobby uses word combinations to communicate his wants and needs. Bobby's parents have also indicated that Bobby has difficulty communicating when playing with children his age in the neighborhood.

Bobby’s family reports that Bobby has normal hearing and vision and he has excellent health. This is confirmed by the nurse at the school. They They shared that he loves being with other children but often watches and plays alone rather than engaging with them They are very concerned that this may be due to his inability to communicate with his peers at the same level as others.

Bobby requires prompting to answer questions longer than a “what” answer or yes / no answers. He demonstrates a limited ability to engage in reciprocal conversation with teachers and peers. Although he enjoys playing with other students he has difficulty engaging in conversations with them. He will play around other children; however, he tends to follow the others and does not initiate cooperative play activities.

Bobby’s difficulty with communication and social development impacts his growth in verbal classroom activities and his ability to engage in and sustain reciprocal conversation within his preschool environment.