Assessment: Pediatric Early Elementary Examination, PEEX2
The purpose of this exam is to gain a comprehensive picture of a child and, their neurodevelopmental growth. The exam is used to identify specific areas of weakness that warrant further assessment.
Summary:
Trent is a right handed 8.11year old boy. He seemed relaxed to begin the testing session and was engaged with the examiner, Mr. Mel Levine. Throughout the testing session, Trent responded to conversations, was flexible to prompts, and persevered on tasks. The assessment was filmed live in front of an audience however, this did not seem to compromise the integrity of the exam, and notable patterns were seen throughout the session.
Trent had consistent fine motor and graphomotor …show more content…
This suggests minor mixed preference, but unlikely has a significant negative impact on Trent’s neurodevelopment. While completing the imitative finger movement there was no overflow movement and, he made minimal mistakes. This is an indication of visual attention to a task with the ability to then repeat the task. Visually attending, and then applying what was seen, is an indication of cognitive flexibility and the ability to mentally shift from a thinking task to a physical one. Trent did not display signs of associated movement, synkinesia or dyskinesia/dysmetria while finger tapping. He had control of both hands throughout the task and, had completed the tapping in about 11.3 seconds. It was noted that, while tapping with his dominant hand, at approximately tap 14, the forefinger on his left hand began to also slightly tap. However, it ceased quickly and, was slight enough to be considered insignificant. This was not mirrored by his right hand while tapping with his left. This suggests a strong ability to isolate tasks and attend without succumbing to either visual or cognitive distractions. Trent’s difficulty to attend to, and access language, initially became apparent on the alphabet task. It was noted prior to the administration …show more content…
This difficulty to hold information in his short term memory was also noted when given multistep directions. Trent was unable to retain multiple pieces of information long enough to complete a task. Additionally, it is likely that Trent struggles with comprehension of both spoken and written language as well as writing. This conclusion was drawn when he did poorly on sentence formulation and paragraph summarization/comprehension. The result of such weakness demonstrates that Trent is lacking language understanding and not only does he likely struggle with academics, but he could also struggle socially when expected to carry on conversations with peers and adults. Continuing with the theme of memory, Trent struggled with these tasks. It quickly became apparent that he has lagging skills in regards to short term memory, the inability to implement strategies such as chunking and, he did not formulate a plan before completing a task (drawing from memory). This can be troublesome in the classroom as a student is expected to hold, and then retrieve information rapidly, with little visual cues and the need to filter out extraneous stimuli. The extent of this difficulty was noted
The purpose of this exam is to gain a comprehensive picture of a child and, their neurodevelopmental growth. The exam is used to identify specific areas of weakness that warrant further assessment.
Summary:
Trent is a right handed 8.11year old boy. He seemed relaxed to begin the testing session and was engaged with the examiner, Mr. Mel Levine. Throughout the testing session, Trent responded to conversations, was flexible to prompts, and persevered on tasks. The assessment was filmed live in front of an audience however, this did not seem to compromise the integrity of the exam, and notable patterns were seen throughout the session.
Trent had consistent fine motor and graphomotor …show more content…
This suggests minor mixed preference, but unlikely has a significant negative impact on Trent’s neurodevelopment. While completing the imitative finger movement there was no overflow movement and, he made minimal mistakes. This is an indication of visual attention to a task with the ability to then repeat the task. Visually attending, and then applying what was seen, is an indication of cognitive flexibility and the ability to mentally shift from a thinking task to a physical one. Trent did not display signs of associated movement, synkinesia or dyskinesia/dysmetria while finger tapping. He had control of both hands throughout the task and, had completed the tapping in about 11.3 seconds. It was noted that, while tapping with his dominant hand, at approximately tap 14, the forefinger on his left hand began to also slightly tap. However, it ceased quickly and, was slight enough to be considered insignificant. This was not mirrored by his right hand while tapping with his left. This suggests a strong ability to isolate tasks and attend without succumbing to either visual or cognitive distractions. Trent’s difficulty to attend to, and access language, initially became apparent on the alphabet task. It was noted prior to the administration …show more content…
This difficulty to hold information in his short term memory was also noted when given multistep directions. Trent was unable to retain multiple pieces of information long enough to complete a task. Additionally, it is likely that Trent struggles with comprehension of both spoken and written language as well as writing. This conclusion was drawn when he did poorly on sentence formulation and paragraph summarization/comprehension. The result of such weakness demonstrates that Trent is lacking language understanding and not only does he likely struggle with academics, but he could also struggle socially when expected to carry on conversations with peers and adults. Continuing with the theme of memory, Trent struggled with these tasks. It quickly became apparent that he has lagging skills in regards to short term memory, the inability to implement strategies such as chunking and, he did not formulate a plan before completing a task (drawing from memory). This can be troublesome in the classroom as a student is expected to hold, and then retrieve information rapidly, with little visual cues and the need to filter out extraneous stimuli. The extent of this difficulty was noted