This document describes the child-finding process and assessment of a 3.5-year-old boy. The child lives with his mother and sister and has inconsistent interaction with his father. Parent concerns include social-emotional behavior, language fluency, and locomotion. Assessment using the Brigance IED-II showed weaknesses in language development, motor skills, and adaptive behavior. Recommendations include enrollment in an early childhood intervention program and developing an individualized learning plan.

2. Child-Finding Process
First Step

3. Why and how was this child selected?
Previous interaction with family members
Previous observation of child’s behavior
Accessibility and collaboration

4. Description of the Child
 Toddler: 3.5-year old
 Lives with his mother and a 13-year old sister
 Interaction with his father is inconsistent
 Is not participating of any Early childhood program

5. Report of Child’s Development
 Well child. No history of serious illness
 Developmental milestones within normal limits

6. Parent’s Concerns
Child’s social emotional behavior
Language Fluency
Child’s locomotion

7. “I’m concerned about my child’s social emotional and language skills”

8. “ The lack of affection from his father has affected his social interaction
and language development”

9. “He rarely smiles or shows affection to others as other
children of his age do”

11. Assessment Description
Revised Brigance Diagnostic Inventory of Early
Development -IED-II; 2004 (Birth to Seven Years)
 Normed-referenced, standardized assessment
 Measures children’s strengths and weaknesses across
basic skill
 May be administered by teachers, school psychologists,
developmental experts, and other early education
professionals.
 Reliability :highly reliable. If a child is tested later by
another examiner will get approximately the same score.
Internal consistency is 0.8 to 0.9 correlation 0.9 to 0.99
 Validity : high degree of validity. Focus on developmentally
appropriate content areas- Validity range from 0.66 to 0.97

12. Domains Assessed
 Adaptive behavior: Daily Living: Self-Help and
Social emotional skills
 Fine and Gross Motor Skills
 Language Development: Expressive Language
and Receptive Language

13. Assessment Approaches
 Ecological/Naturalistic Approach
 Authentic Assessment

15. Assessment Results
Child’s Strengths and Weaknesses
Overall Language Development: 2.7 age equivalent
Expressive Language:3.3
Receptive Language: 2.4
Motor Skills: 2.7 age equivalent
Fine Motor skills: 2.7
Gross Motor Skills: 2.6
Adaptive Behavior: 2.7 age equivalent
Social motional Skill: 2.1
Self-Help Skills:3.1

20. Recommendations
 Enrollment in an Early Childhood Intervention Program
 Evaluation
 Eligibility for EIP
 Seek Information for resources available for the child
in the community
 Learning Plan : Annual Goal and short terms objectives

21. By the end of the year, when requested to give specific
personal data verbally, Anthony will tell the requested
information (name, last name, age, or sex ) 4 out of 5 trials with
80% accuracy as measured by teacher’s checklist, and
observation.
Short Term Objectives
• Within three months from now, when requested, Anthony
will recognize, tell and trace his first name 4 out 5 trials with
80% accuracy
• Within three months from now, when requested to give
personal data verbally, Anthony will correctly state his full
name 4 out of 5 trials.
• Within three months from now, when requested to give
personal data verbally, Anthony will correctly state his age
and date of birth (day, month) 4 out of 5 trials.

22. Assessment reflected the child’s weaknesses in the
areas of concern noted by the parent
• Weaknesses reflected in the areas of fine motor skills, language
development and adaptive behavior might be due to the lack of formal
instruction and social interaction with other children of his age
• Further evaluation is recommended to determine the factors that are
causing such deficiencies