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Can include qualitative data and Quantitative Data:

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Can include qualitative data and Quantitative Data:

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- Levels of Instructions (single step, multi-step, whole group, 1:1)
Single step instruction as a whole group. Multi step instruction needs to be done 1:1

- Comprehension of questions (auditory v/s reading - is one stronger than the other?)
Comprehends better when he reads. CBM Grade 3 --> 13/25 (reword)

- Reading fluently (grade levels yes, but also qualitative data)
FABLe Grade 3 (High Priority) --> 24 cwpm (B).
Tends to substitute words. Reads monotonously. Skips punctuation marks.

- Formulating and expression of thoughts and ideas (verbal or typing in chat, Yes/No questions v/s Open ended, sharing 1:1 v/s sharing whole group)
Prefers sharing verbally. Tends to get irrelevant when asked open ended questions. Doesn't share  more than 1-2 relevant sentences.

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Child Profile

- He turned 9 this year. (Mainstream - grade 4)
- Has 2 sisters (They are triplets)
- Sepsis and Prolonged NICU at birth
- Repeated Jr. Kg while shifting to Nahar International School.
- Completed Grade 1 from Nahar International School
- Homeschooled Grade 2 (2020-21)
- Diagnosis- Global Developmental Delay since early childhood
- Receiving OT since the age of 4
-Avoid spinning or head movement during movement breaks
- Taking Brainmax Omega 3 supplements

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- Playing with Lego
- Mr. Bean
- Lion King
- Peppa Pig videos
- Spiderman
- Enjoys physical activities
- Exploring Tech
-annotate
-writing tasks (grounding for him)
-Art/ painting

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- Independent with Tech
- Communicates effectively when attentive
- Easily redirectable
- Gets along with all his classmates
- Is eager to participate and share during class discussions

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- Too much noise in class (Videos or other kids)
- Too much wait time (gets frustrated)

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- High bodily needs (Difficulty sitting in place/sitting tolerance, urge to touch something constantly across settings)
-hyper sensitive to vestibular stimulation
- Difficulty waiting for his turn
- Easily distracted
- Difficulty following multi step instructions
- Staying on topic
- Flexibility (Gets frustrated if teacher's video is off, friends don't listen or respond instantly)
-impulse control (keeping hands to self continuously annotates on-screen/moves mouse)
- waiting for turn

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- Hands on tasks work well (using blocks, writing)
- Movement breaks that are instructed by the teacher
- Press your palms and hold if fidgeting in class
- Repeated instructions (1-2  times)
- Short instructions
- Modeling instructions
- Reflecting after class with stickers
- Minimal Language

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- Using videos as a medium to teach content
- Using videos for movement breaks

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- Sitting tolerance
- Impulse Control
- Staying on topic
- Self- regulation

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Grade 2 Measurement- (8/16) Below 25th percentile
Grade 2- 10th percentile (10/25)
Grade 3- Below 10th percentile (8/30)
Knows shapes, counting, adding and subtracting numbers within 10.

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Participate actively in Gym classes

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Eager to participate

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For reading , keeping font size big (30) helps him read

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- Requires broken down instructions
- modelling when it comes to physical movements
(mother tends to help with this)
- sitting tolerance
- gets easily distracted withs urroundings