Comprehensive_Report_benchmark_1.docx SPD-330 Comprehensive Report: Summary and Recommendations SPD-330 Part One: Summary: Scott is currently a first-grade student that is 6 years old. He is currently not receiving
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Comprehensive_Report_benchmark_1.docx SPD-330 Comprehensive Report: Summary and Recommendations SPD-330 Part One: Summary: Scott is currently a first-grade student that is 6 years old. He is currently not receiving any special education services while he is in class. Scott was referred to special education by his mom and his general education because of some of his behaviors. The concerning behaviors involve being aggressive and hyperactivity. Scott also refuses to listen to directions or be a part of the classroom actives. Scott struggles in writing and at times will refuse to do any of it. This was one of the concerns that his mother had about his lack of fine motor skills especially when it comes to his writing. Reviewing Scotts WISC-III suggested that his cognitive ability is within the range of the 58th percentile, his visual motor integration scale, Because Scott has lower fine motor skills this is why he is struggling with fine motor and sensory processing which is why his classroom participation is affected. Reviewing all of Scotts results he currently is performing at grade level. When reviewing the results, it might be beneficial for him to receive support to help him concentrate and learn how to act correctly in the classroom. Goals: Behavior: Given a self-monitoring checklist and positive reinforcement system Scott will demonstrate self-regulation during 90% of weekly sessions as measured by observations across 2 months. Social/Emotional: Scott will identify and manage feeling (i.e. anger, fru. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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