Submission Id 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc82 SIM.docx

Submission Id: 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc
82% SIMILARITY SCORE 16 CITATION ITEMS 10
GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 0%
Inst itut ion 82%
Melissa Bright
ScottSmithAssessmentandRecommendations week7.doc
Summary
Melissa Bright
Scott Smith Assessment and Recommendations
Summary:
In 100-200 words, summarize the psychological report. Include
specific data and
observation information that will help guide Scott’s educational
goals.
Scott, who is six years old, is in the first grade. The parents
and teachers referred him
to have behavioral concerns for aggression, atypical behavior,
hyperactivity, and failing

to follow instruct ions or even engage in the writ ing act ivit ies
while he is in class. The
mother stated that Scott was born after a typical 40-weeks
pregnancy and that he
did not develop any problems of concern. The developmental
milestones of children
were reached and attained within the normal range if gross
language and motor;
although he has poor coordination of the fine motors.
Scott 's parents consider his behavior while at home as
compliant and quiet. On the
other hand, teachers describe him as aggressive and non-
compliant. They also add
that he is in level with his peers. However, they st ill consider it
challenging to gauge
him against the rest of his peers due to his non-compliance
behavior. Usually, Scott
prefers being in alone act ivit ies, he stares off, while at the
same t ime experiencing
frequent mood swings. His non-compliant behavior is exhibited
during writ ing or
events that Scott does not like.
During the tests, there were frequent cases of complaints on fat

igues on hands,
demonstrat ion of sensit ivity to mult i-sensory processing,
auditory processing
vestibular processing, oral processing, and engaging in the
behavior of sensory
seeking. Generally, all these issues were assumed to be
interfering with Scott’s class
part icipation.
Goals:
Write one behavioral goal related to classroom behavior and one
social/emotional goal
related to peer interaction. Goals must be measurable and
include how to address the
target behaviors with a replacement behavior.
Behavioral Goal:
· The treatment aims to ensure that by the end of one month of
intervention, Scott
will be able less aggressive and be more willing to engage in in-
class act ivit ies.
ty 1…

Student: Submitted to Grand Canyon University 2…
· Social Goal:
By the end of the intervention for one month, Scott is expected
to become more
interruptive with others in the school.
Assessments:
In 150-250 words, identify one informal or formal assessment
method for measuring
Scott’s progress with his behavioral and social/emotional goals.
Briefly explain why the
assessment is appropriate for progress monitoring, including
how bias is minimized.
The Behavior Assessment Scale for Children (BASC) was used
in measuring issues to
do with hyperactivity, aggression, depression withdrawal,
paying attention, and

atypical. The applicat ion can be used to determine whether
Scott is improving in his
behaviors both at home and school. Usually, the test can be
suitable for showing
changes concerning his interruption and taking act ions without
so many thoughts on
it . It would also measure the level of depression and help
determine whether his
moods are better by remaining calm and not being easily
frustrated and upset.
Considering that the test is applicable in all issues that Scott is
experiencing, any
change that he might encounter. Behavior Assessment Scale for
Children (BASC) uses
standardized behavior rat ing scales (Pierangelo & Giuliani,
2017). As a result , it
minimizes the variability of the information obtained as well as
ensuring assessing the
appropriate target behaviors. It also reduces subject ivity while
making decisions, thus
increasing its reliability.
Recommendations:
Based on information and assessment results in the study, in

100-250 words, include
3-4 total, specific recommendations to manage Scott’s behavior
for the school,
teachers, and parent, keeping information about Scott and his
best interest in mind
and in guiding educational decisions.
Recommendations to the School
1. Scott should be referred for a part icular education review
based on the outcome of
the tests, analysis of the records, and observations to determine
if he has a
disability.
2. Scott should be reviewed for Occupational Therapy to help in
improving his
exceptional motor ability and sensory processing to keep him
from his act ing
behaviors.
3. The school should review Scott’s case and provide one-on-
one inst itut ional support
academically and in behavioral management.
4. A Functional Behavioral Analysis should be conducted to
create, and execute

Behavioral interventions plan to be followed by Scott and his
teachers.
Recommendations to the teacher:
1. Utilize t imer reminders and countdowns to help Scott transit
ion into non-preferred
activit ies to help build anticipatory reactions and readiness.
2. Ensure Scott has differentiated act ivit ies to accommodate
for writ ing delays so
that Scott does not feel overwhelmed with typical lessons. Thus,
Scott can have
support for performing the task requested.
3. Allow Scott to resubmit work without penalty and help to
correct problems so that
Scott is aware of the correct way to complete the assignment
and can build
Grand Canyon University 0…

appropriate reactions to correct ions.
Recommendation to the parent:
1. Use posit ive behavioral reinforcement with Scott at home to
provide consistency
between home and school behavioral interventions. When Scott
preforms a
requested act ivity correct ly and without hesitat ion, reward
with praise and
encouragement or preferred act ivit ies.
2. Encourage Scott to part icipate in excellent motor act ivit ies
like coloring, beading,
or drawing at home to make learning act ivit ies fun. Scott
would not feel that it is
difficult but receives practice in an area of improvement.
3. Talk about Scott 's day at school in detail. Parents should
have Scott narrate his day
from beginning to end, discussing problems and celebrating
success to identify his
areas of strength and improvement. Hence, he can understand

how to adjust his
behavior or take pride in his success.
4. Sit down with Scott one on one and help him with any
unfinished work or homework
due back at school the next day, so that Scott receives support
in difficult academic
tasks.
Rationale:
In 150-250 words, just ify your choices as an advocate for
Scott. Make sure to explain
how your summary, goals, assessment methods, and
recommendations minimize bias
and advocate for Scott 's needs. Support your choices with 2-3
scholarly resources.
The recommendations made to parents, the teacher, and the
school advocate for
Scott 's needs in many ways. These recommendations made are
from best practice
approaches that ensure Scott gets every opportunity to change
his behavior and
succeed. Many of these recommendations are made based on a
posit ive
reinforcement approach, which benefits Scott in many ways.

"Posit ive reinforcement
works by presenting a motivating item, so then the person is
motivated to finish the
task assigned to them." (Posit ive Psychology, 2016) These
types of approaches allow
Scott to have clear and concise expectations, not only in school
but at home as well.
Test ing notes and the observer noted that Scott would only test
or part icipate if he
was motivated to do so. Posit ive reinforcement approaches, like
token boards,
behavior charts, and sensory input, are all forms of helping the
student find their
motivation. To remove bias and ensure that Scott 's needs are
advocated for, it was
recommended Scott to receive further assessed for Special
Education. This would
allow for more individuals to determine Scott 's needs and
determine an appropriate
plan of act ion. The school needs to determine if Scott not only
has a disability but if
that disability requires special education. (Learning Disabilit ies
Associat ion, 2018)
These types of plans manifest in the form of Behavior

Intervention Plans and services
to address not only behavioral support but skill support like
occupational therapy to
help underdeveloped skills. The implementation of these
recommendations would
support Scott within the classroom and at home in learning
appropriate ways to
behave as well as completing non-preferred academic tasks.
itted to Grand Canyon University 0…
Parents Collaboration and Conference Plan
Compose a 250-500 word plan explaining the Summary, Goals,
Assessments, and
Recommendations sections to Scott’s parents in easy-to-
understand language.
Support your explanations with data analyses, sharing how
assessment information

led to educational decisions with colleagues, and collaborating
with his parents to
promote student success.
In addit ion, anticipate possible concerns his parents may have,
addressing each with
applicable strategies. Conclude your plan with recommendations
to meet again with
his parents to assess and discuss Scott’s progress.
Good morning Mr. and Mrs. Smith. We are here today to talk
about Scott and develop
a plan to enhance both his educational life and his home life as
well. Is there anything
you would like to share with me about Scott before we start?
Any recent changes at
home or maybe in his day to day life that you think could be
affect ing him?
Well if you can think of anything else let me know. At this
point in reviewing all of
Scott 's test scores and his classroom observations, we see the
behavior challenges
within the classroom sett ing. As observed, writ ing act ivit ies
and group activit ies are a
trigger for Scott 's behaviors in the classroom. Looking over the
results of his Motor

Proficiency assessment, there are delays in his visual-motor
skills; direct ly related to
his improper pencil grasp and t ight hold.
The evaluator noticed he has low tone in his shoulders, which
could be causing him
fatigue after writ ing, which explains avoidance of writ ing
assignments. For Scott to be
successful in writ ing, we are going to work on developing
those muscles for
appropriate grasp and hold. The evaluator noted that some other
processing
components could be coming into play where his vest ibular,
auditory and mult i-
sensory skills are concerned. Vestibular input, noise, and many
things going on at once
can be distractors or triggers for his inappropriate behavior in
class. This could explain
why at home, he displays a more quiet and compliant nature
than at school. Home is
comfortable and more subdued compared to a class of act ive
peers. Scott seeks out
sensory input to offset these st imuli in the classroom. In all
other tested areas of

intelligence and gross motor control, Scott scored average, and
above average, so
we are doing great!
Some recommendations made for Scott to be carried out by the
school was to
assess him further, possibly having a disability that requires
special education
services. This would help us place some interventions in the
classroom behaviorally
and academically so that Scott can better succeed. Creating a
behavioral intervention
plan and assessing for OT therapy were also on the list to
better support Scott 's
delayed fine motor skills. The goal is to get him comfortable
with writ ing, so we don't
see those behaviors from him as often. The teacher should allow
Scott more t ime to
complete work at no penalty and allow t ime for sensory input
breaks to establish a
secure feeling before dong the next task. Thus, they will help
ground Scott 's sensory
needs and curb unwanted behaviors in the classroom. Posit ive
reinforcement
behavioral approaches were suggested to help create clear and

concise expectations
for Scott to follow through with. Behavior charts, visual aids,
and token boards are all
great motivators for Scott to complete academic tasks, earn
rewards, and better
model expected behavior. We think that these interventions
could benefit Scott and
help put him on the path to success with us!
Do you have any questions?
Is there anything you thought of during the meeting that you
want to add?
I appreciate you both being such advocates for Scott; I think we
have a great start in
actors
gett ing Scott on that path to success! Please let me know if you
have anything to
add if you think of it later. I am always here to help!

Take Home Activity:
In addit ion, create a 125-250 word take home activity for
Scott’s parents, consistent
with your recommendations. Using encouraging, support ive
language, outline a
minimum of two engaging at-home strategies for student
behavior and
social/emotional improvement, considering historical and family
backgrounds.
Activity:
What it should look like:
Why?
Activity R1eward System
Institute a posit ive reinforcement system for chores or act ivit
ies needed to be done
at home to work towards a reward. Work together to determine t
tokens the number
of the emblems necessary to earn that reward and to what level
does it need to be
completed.
This helps create a consistent behavioral approach, which is
being used at school for

Scott. With the consistency between home and school, Scott
will be able to perform
to meet elaborate, concise, and appropriate expectations.
Fine Motor Game Activit ies
Sit down for twenty to thirty minutes a day and work on fine
motor building act ivit ies
like drawing, paint ing, cutt ing, beading, or lacing. Make these
act ivit ies fun for Scott
so that it doesn’t feel like work, but a fun game to part icipate
in with his parents. Use
this opportunity to demonstrate proper pencil grasps,
appropriate movement, and to
build stamina. Encourage him with posit ive reinforcement,
words of praise, and
excitement!
This will help refine Scott 's fine motor skills that need support.
This will ult imately help
with his t ight pencil grasp, improper pencil grasp, and lack of
stamina when writ ing.
Making the act ivity fun not only supports Scott with fine motor
skills and keeps him
motivated but allows him to build fun memories with you!
Activity:

What it should look like:
Why?
Activity R1eward System
Institute a posit ive reinforcement system for chores or act ivit
ies needed to be done
at home to work towards a reward. Work together to determine t
tokens the number
of the emblems necessary to earn that reward and to what level
does it need to be
completed.
This helps create a consistent behavioral approach, which is
being used at school for
Scott. With the consistency between home and school, Scott
will be able to perform
to meet elaborate, concise, and appropriate expectations.
Fine Motor Game Activit ies
Sit down for twenty to thirty minutes a day and work on fine
motor building act ivit ies
like drawing, paint ing, cutt ing, beading, or lacing. Make these

act ivit ies fun for Scott
so that it doesn’t feel like work, but a fun game to part icipate
in with his parents. Use
this opportunity to demonstrate proper pencil grasps,
appropriate movement, and to
build stamina. Encourage him with posit ive reinforcement,
words of praise, and
excitement!
This will help refine Scott 's fine motor skills that need support.
This will ult imately help
with his t ight pencil grasp, improper pencil grasp, and lack of
stamina when writ ing.
Making the act ivity fun not only supports Scott with fine motor
skills and keeps him
motivated but allows him to build fun memories with you!
References
Learning Disabilit ies Associat ion. (2018). Parents. Retrieved
from
https://ldaamerica.org/eligibility-determining-whether-a-child-
is-eligible-for-special-
education-services/
Pierangelo, R., & Giuliani, G. A. (2017). Assessment in special
education: A practical

approach. Boston: Pearson.
Posit ive Psychology. (2018, November 22). Posit ive
Reinforcement: Changing the
Behavior of Children For The Better. Retrieved from
https://posit ivepsychologyprogram.com/posit ive-
reinforcement/
© 2019. Grand Canyon University. All Rights Reserved.
Scott Smith Assessment and Recommendations
Summary:
In 100-200 words, summarize the psychological report. Include
specific data and observation information that will help guide
Scott’s educational goals.

Goals:
Write one behavioral goal related to classroom behavior and one
social/emotional goal related to peer interaction. Goals must be
measurable and include how to address the target behaviors with
a replacement behavior.
·
·
Assessments:
In 150-250 words, identify one informal or formal assessment
method for measuring Scott’s progress with his behavioral and
social/emotional goals. Briefly explain why the assessment is
appropriate for progress monitoring, including how bias is
minimized.
Recommendations:
Based on information and assessment results in the study, in
100-250 words, include 3-4 total, specific recommendations to
manage Scott’s behavior for the school, teachers, and parent,
keeping information about Scott and his best interest in mind
and in guiding educational decisions.
Rationale:
In 150-250 words, justify your choices as an advocate for Scott.
Make sure to explain how your summary, goals, assessment

methods, and recommendations minimize bias and advocate for
Scott's needs. Support your choices with 2-3 scholarly
resources.
Parents Collaboration and Conference Plan
Compose a 250-500 word plan explaining the Summary, Goals,
Assessments, and Recommendations sections to Scott’s parents
in easy-to-understand language. Support your explanations with
data analyses, sharing how assessment information led to
educational decisions with colleagues, and collaborating with
his parents to promote student success.
In addition, anticipate possible concerns his parents may have,
addressing each with applicable strategies. Conclude your plan
with recommendations to meet again with his parents to assess
and discuss Scott’s progress.

Take Home Activity:
In addition, create a 125-250 word take home activity for
Scott’s parents, consistent with your recommendations. Using
encouraging, supportive language, outline a minimum of two
engaging at-home strategies for student behavior and
social/emotional improvement, considering historical and family
backgrounds.

REPORT OF PSYCHOLOGICAL ASSESSMENT
Confidential Material
NAME: Scott Smith
DATE OF BIRTH: 7/8/2012
CHRONOLOGICAL AGE: 6 years 1 month
PARENTS: Mary Smith and Sebastian Smith
GRADE: 1st grade
DATES OF ASSESSMENT: 8/17/2018; 8/27/2018
DATE OF REPORT: 9/3/2018
PSYCHOLOGIST COMPLETING REPORT (Washington
Unified School District): Kathryn Johnson, LCP
INDENTIFYING DATA AND REASON FOR REFERRAL
Scott is having some difficulties with behaviors in the
classroom, although his academics are average and in some
cases are above average. He has some issues with hyperactivity,
aggression, and some other atypical behaviors that have his
teacher concerned. For example, he sometimes refuses requests
to do tasks he does not want to complete. SOURCES OF
INFORMATION
Background information was obtained from his mother, his
previous social worker, former psychologist, and previously
completed educational and medical reports. This information
was obtained from interviews, developmental history, and rating
scales as well as medical records. This information appears to
be from reliable sources and is considered valid. Current status
of his learning and behavior was obtained from observation
during testing and from standardized psychological,
neuropsychological and achievement tests. The results of the
evaluations are deemed as valid per Scott’s engagement with
test items that were administered. BACKGROUND
INFORMATION
Pregnancy and birth history: Scott’s birth was typical after a 40-

week pregnancy. He was an 8-pound baby with no apparent
concerns at birth.
Developmental history: Scott experienced sleep difficulties as
an infant, rarely sleeping for more than 2-3 hours at a time. His
appetite was also reported as poor. Developmental milestones
were reported as within normal range for language and gross
motor development. However, he had poor fine motor
coordination, especially for writing. Development of bladder
and bowel control at night was also somewhat late.
Medical history: He had the usual childhood illnesses of
cough/colds, ear infections, and strep throat. BEHAVIOR
OBSERVATIONS
Testing behavior: Scott needed to be walked into the testing
room by a staff member. Per administration protocol for each
assessment, Scott was provided breaks to complete the
assessment items. Scott often stood during testing and at times
would pace before answering a question. He made comments not
related to the test items that were derogatory in nature towards
the examiner. Testing had to be suspended one day when Scott
tried to hit the examiner. Testing took place over multiple days.
Behavior rating scales and interview:
Formal assessment: Behavior Assessment Scale for Children
(BASC)
Clinically significant ratings in the areas of:
· Hyperactivity (excessive movement, acts without thinking,
calls out in group activities, interrupts adults when he wants
something)
· Aggression (threatens to hurt others, hits others, breaks and
wrecks things of others)
· Depression (e.g., moods change quickly, easily frustrated and
upset, pouts, screams “That’s not fair”)
· Attention problems (e.g., gives up easily, short attention span,
easily distracted)
· Withdrawal (e.g., plays alone, refuses to talk, avoids activities
with others)
· Atypicality (stares blankly, seems out of touch with reality,

repeats thoughts over and over, sings or hums to self, and hears
or sees things that are not there)
Home: Scott’s mother and father state he is non-compliant and
often displays the behaviors noted in the BASC. He does enjoy
video games and computers. He has been fixated on these two
activities from an early age.
School: His teacher states he is rarely absent, frequently
aggressive, and often noncompliant. Academically, she thinks
he is on par with same-age peers. However, his refusal to do
work does make it hard for her to gauge.
STANDARDIZED TESTS ADMINISTERED:
Standardized assessments that targeted the domains of
intelligence, visual-motor skills, learning processes, academic
achievement, and emotional/psychological development.
Wechsler Intelligence Scale for Children-Third Edition (WISC-
III)
This test measures current intellectual functioning. Overall
cognitive ability in the average range (FSIQ = 103; 58th
percentile). Nonverbal ability is significantly better developed
(77th percentile; 111) than verbal ability (37th percentile; 95).
Visual Motor Integration Scale
37th percentile; Age equivalent = 4 yrs. 11 months
The types of tasks in this assessment test perceptual and motor
skills, which are precursors for writing letters. Scott has shown
improvement since initial screening at 3 years, 8 months when
he was at the 25th percentile.
Peabody Individual Achievement Test-R (PIAT-R)
Sub TestRange
General Info Above Average
Reading Recognition Above Average
Read. Comp. Above Average
Mathematics Average
Spelling Above Average

Total Test Above Average
Conclusions
Scott has acquired basic pre-readiness skills in reading (he can
identify all upper and lowercase letters in the alphabet; can
identify pictures for words beginning with a, b, c, d, f, g, h, l,
m, n, s, t; can retell a three-event story and answer a
comprehension question after a passage is read). In the math
area Scott can orally count to 30, identify all basic shapes, say
the names of the days of the week, and answer addition and
subtraction facts to five.
Work Samples: Writing
· Only 3 samples were available because Scott refuses to write.
Writing is very immature with large, gangly stick figures, no
proportions, and very light.
· Pencil grip is incorrect and awkward - refuses to hold pencil
correctly - even with cushioned grippers.
· Refuses to write name, letters, or numbers.
OCCUPATIONAL THERAPY EVALUATION
Fine Motor Skill Development:
Bruininks- Osteretsky Test of Motor Proficiency (a standardized
battery of motor performance tests; used by OTs, PTs and
sometimes P.E. teachers; assesses both gross and fine motor
skills) 54th percentile
· Needed prompts and motivator to overcome refusal - did
complete test.
· Response speed equivalent is 5 yrs. 8 months.
· Visual motor control equivalent is 4 yrs. 11 months.
· Upper limb speed and dexterity age equiv. - 7 yrs. 2 mo.
· Right hand preference with irregular grasp and tight hold.
Demonstrates diminished strength in shoulders and arms.
Complains of fatigue after one minute.
Sensory Processing Skills
Areas of definite difference when compared to peers:

· Touch processing (tactile defensiveness, craves touch)
Areas of probable difference when compared to peers
· Sensory seeking behaviors
· Oral sensory processing
· Auditory processing
· Vestibular (related to balance, orientation of the head, etc.)
processing
· Multi-sensory processing
Conclusions
· Fine motor skills are below age/grade level. Difficulties with
fine motor control and manipulation.
· Sensory processing is a concern. Difficulties interfere with
participation in classroom activities, interaction with peers and
staff, emotional and behavioral control and attending skills.
OBSERVATIONS IN SCHOOL SETTING
Day 1 - 9:00-11:00 a.m.
· Students were engaged in circle time activities such as
calendar (day, date, weather, etc.) When Scott was asked to
draw the weather symbol on chart, he refused by strongly
stating, “no.” Refused teacher’s offer of help and ran to the
table and sat under it. Teacher asked him to come out and join
group. Refused and stayed under table until circle time finished
(20 minutes).
· Students engaged in various center time activities (e.g.,
making shapes with clay, alphabet activities, etc.).
· Scott refused to join in any of the activities. His off-task
behavior consisted of shouting and screaming that he wasn’t
going to do something, throwing things, knocking his chair
over, trying to leave the classroom, hiding in the classroom,
going under the table.
· He refused to participate in anything the class did 70 minutes
of the 90-minute observation. Initially teacher tried to “coax”
Scott into joining an activity. Then she ignored his behaviors
and interacted with the other students (e.g., asking them

questions about their center activity, etc.)
· During the last 10 minutes of the observation Scott engaged in
a self-selected activity. Scott went to the Lego table and began
to build a Lego structure.
· Peer behaviors included 1 “tussle” (both boys tugging at the
same truck during free choice activity) over a toy truck with one
boy saying, “I had it first.”
Day 2 - 9:00-11:00 a.m.
Schedule of activities was the same as Day 1.
· During calendar Scott sat outside the group but didn’t verbally
yell or interrupt group.
· During center time Scott refused to join his assigned group for
alphabet activity. When teacher tried to physically assist him to
group Scott kicked and hit at the teacher when she approached
him. Whenever the teacher tried to engage or assist Scott to join
group (4 different times) he refused verbally with yelling (“I’m
not going to!” or “No, no, no”) and threw himself on the floor
and finally moved under the table.
· Peers followed teacher directions. No verbal or physical
interactions (hitting, throwing, etc.) occurred with peers.
Day 3 - 9:00-11:00 a.m.
Schedule of activities was the same as Day 1.
· During calendar Scott sat outside the group.
· Didn’t join in any center activities.
· 15 occurrences of verbal disruptions (e.g., shouting out,
humming, yelling, ”I’m going to hit you”) during the 2-hour
observation
· 1 occurrence of tantrum (i.e., threw himself on floor and
continued to scream and shout) with duration of 5 minutes.
· 3 physical threats (i.e., threw chair at another student who
wouldn’t give him the Legos; pushed child to get out the door,
threatened teacher with scissors (pointed scissors at teacher and
made a jabbing motion) when she reminded him to be careful.
· There were 5 verbal outbursts (yelling, screaming) and 2

physical outbursts each day. On Day 2 Scott threw a book at
teacher and pushed another child out of his way. On Day 3 Scott
threw clay at another student, barely missing him, and kicked
the teacher when she came over to ask Scott a question.
Recess Observations: Data was collected over 7 days for one
15-minute period each day. (One recess supervisor was assigned
to watch Scott at all times and make sure he returned to the
building.) Behavior included watching others play, running
alone, or sitting on the ground singing and humming. There
were no interactions with other students and Scott did not
respond to supervisor prompts to join in.
Written permission acquired for the adapted use of:
Wisconsin Department of Public Instruction (2002). DOING IT
RIGHT: IEP goals and objectives to address behavior.
https://sped.dpi.wi.gov/sped_sbiep
Page 3 of 6

Submission Id 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc82 SIM.docx

Recommended

Recommended

More Related Content

Similar to Submission Id 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc82 SIM.docx

Similar to Submission Id 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc82 SIM.docx (20)

More from deanmtaylor1545

More from deanmtaylor1545 (20)

Recently uploaded

Recently uploaded (20)

Submission Id 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc82 SIM.docx