# data[].attributes.headline
Jasmine Gosa, Annabelle Walter, Lillian Dengler

# data[].attributes.subject
Jasmine Gosa, Annabelle Walter, Lillian Dengler

# data[].attributes.body
A.   Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing.  | ·      Scored a 60 on the Weschler IQ test, which is below the average range.·      Has difficulty recognizing all the letters in the alphabet.·      His language is simpler than some of his peers.·      Difficulty expressing what he wants/needs.·      Requires repetition for understanding during communication.
B.   Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, across multiple environments, such as home, school, work, and community.

C.   Onset of intellectual and adaptive deficits during the developmental period. | ·      Scored slightly below normal on the Vineland Adaptive Scales.·      Difficulty at recess not getting upset when waiting his turn.·      Learning to button buttons which may be expected at his age.·      Requires approximately the same amount of help as peers at snack or lunchtime (not majorly behind but not ahead).·       Difficulties in communication, expressing needs, and understanding others.·      Thomas is only 5 years old, so the deficits observed are certainly during the developmental period
Specify current severity (see Table in text):317 (F70) Mild318.0 (F71) Moderate318.1 (F72) Severe318.2 (F73) ProfoundThe various levels of severity are defined on the basis of adaptive functioning, and not IQ scores, because it is adaptive functioning that determines the level of supports required. Moreover, IQ measures are less valid in the lower end of the IQ range.  | DIAGNOSIS:  Based on the information, Thomas seems to fall under the 317 (F70) Mild category for Intellectual Disability. This is due to: 1)    His IQ score is 60, which typically falls within the range of mild intellectual disability.2)    While he has some adaptive difficulties, he is not significantly behind his peers in many areas.  F Code (F70) Disorder and Level of Severity:  Conceptual Domain:- Struggles with recognizing the alphabet and simpler language than peers. Social Domain: - Requires repetition for understanding.- Gets upset when waiting for his turn at recess.- Difficulty in expressing wants and needs. Practical Domain: - Learning to button buttons.- Needs the same amount of help as peers during meals.
LEVEL OF NEED according to AAID |  ·      Given that Thomas is able to manage several daily tasks with about the same level of help as his peers and the deficits observed are in specific areas, his level of need would likely be intermittent, requiring little intervention.
One Long Term goal   | ·      Enhance Communication Skills: By the end of the academic year, Thomas will be able to effectively express his needs, wants, and feelings in a clear and understandable manner, and will improve his reciprocal listening skills to understand and respond to instructions or conversations without the need for frequent repetitions.
Two short term goals       | 1.     Alphabet Recognition: Within the next 3 months, Thomas will be able to recognize and name all the letters of the alphabet, using visual aids, songs, and interactive games to assist with memory and recall. 2. Social Interaction: Within the next 6 months, Thomas will demonstrate improved social skills during recess by waiting his turn, sharing toys, and interacting positively with peers. This could be achieved through structured play activities, social stories, and consistent feedback and reinforcement.

# data[].attributes.attachment_link.title
Session 3 in class exercise_MossinGoodman