PSYCHO-EDUCATIONAL ASESSMENT REPORT

Name: “RON” Gender: Male Birth Date: 05-06-2008 Age: 15

“Ron” is a Grade 7 learner enrolled under SPED TRANSITION

PROGRAM at Zamboanga City High School. Though he did not yet
undergo formal assessment, he is suspected to have the characteristics
and manifestations of a child with Attention Deficit Hyperactivity Disorder
(ADHD) based on the behaviors and performance he has shown at
home, school, and different environment.

He is responsive when being asked. He can follow lead when

given simple task. He is physically capable to do gross motor related
activities such as running, jumping, hopping, and stretching but with
limited focus, further verbal prompt should be given for him to
concentrate and finish his work appropriately. He has eye contact when
talk to. He can grasp simple concept, can do fine motor task like cutting
and pasting and drawing with minimal to moderate assistance
(verbal/hand-to-hand). He has no issues forming and maintaining good
relationship with his peers and he interacts and asked questions when
he need something.

ACADEMIC/COGNITIVE DOMAIN
Ron has reached several important development milestones. He is
now able to read three to four words, which is significant steps in his
literacy journey. Additionally, he can count and identify numbers,
demonstrating a growing understanding of mathematical concepts. Ron
is also able to imitate words and actions, showing his ability to learned
through observation and mimicry. He has developed the capacity to
comprehend simple instructions and ideas, enabling him to carry out
tasks and activities based on verbal guidance.
Furthermore, He can express his wants and problems, indicating a
developing ability to communicate his needs and emotions. He can
respond to and answering simple questions, showing his comprehension
and verbal skills. Additionally, he has shown the fondness for arts,
words search puzzle, and puzzle like activities, indicating an interest in
creative and intellectually stimulating pursuits. These milestones suggest
that Ron is progressing well in his own pace, and these milestones are
general guidelines.
ADAPTIVE SKILLS
Ron has demonstrated several important skills and behavior that
contribute to his overall development. He shows respect for persons in
authority and can follow classroom rules and routines, which is crucial
for creating real-life skills such as grooming, cleaning and understanding
how to avoid danger, which are essential for his safety and well-being.
Furthermore, Ron can perform basic chores both at home and at
school, such as picking up and throwing away garbage. This showcases
his growing senses of responsibility and his ability to contribute to his
environment. Moreover, Ron takes cares of his belongings, indicating a
sense of ownership and responsibility for his personal items.
These skills and behaviors are important for Ron’s social and
emotional development, as he learn to respect authority, take care of
him selves and surroundings, and contribute to the community. By
acquiring these skills, Ron is developing a strong foundation for future
learning and independence. It is important to note that the development
of these skills may vary from child to child and its essential to provide
appropriate support and guidance based on their individual needs and
abilities. Encouraging and reinforcing these positive behaviors will help
the Ron continue to grow and thrive.

BEHAVIORAL SKILLS
Based on the information provided, Ron exhibits certain behaviors
and tendencies that may require attention and understanding. It is
important to approach these behaviors with empathy and seek
appropriate guidance from professionals.
Ron has shown a tendency to self-harm, such as biting his arms or
slapping his heads when upset. His behavior may be a manifestation of
frustrations or difficulty in managing emotions. It is crucial to provide a
safe and supportive environment for Ron and seek professional help to
address his concern.
Additionally, Ron tends to become fixated on doing his work
correctly and may react strongly if they make a mistake. This fixation on
perfection and strong reactions to errors may indicate underlying anxiety
or perfectionistic tendencies.

It is important to provide reassurance teach coping strategies and

encourage a growth mindset that embraces learning from mistakes. Ron
also displays self-stimulatory behaviors, such as a repetitive body
movements, hand and finger mannerism, shouting, and talking while
working on tasks. This behavior may be indicative of sensory processing
differences, understanding and accommodating these behaviors can
help create a supportive learning environment for the child.
During break time, Ron tends to roam around in and out of the
classroom while eating. This behavior may be due to a need for
movement or sensory input. Providing structured movement breaks or
sensory activities can help meets the needs of a more appropriate
manner.
Furthermore, Ron is obsessed with touching and looking at his
watch during class. This fixation may be related to a need for routine,
predictability, or a special interest. It can be helpful to establish clear
expectations and boundaries around the use of personal items in the
class exploring alternatives strategies to address the underlying needs.
While Ron can sit still for the duration of the activity, he may require
minimal verbal prompts from the teacher. This suggest that Ron may
benefit from additional support and guidance to stay focused and
engage in tasks.
Lastly, Ron prefers rolling his pants up to his knees, giving the
appearance of shorts. This behavior may be personal preference or a
sensory preference for a certain type of clothing. If it does not interfere
with his safety or the learning environment accommodating this
preference can be considered.
SOCIAL/EMOTIONAL SKILLS
Ron, demonstrate certain behaviors and tendencies that may
require attention and support. It is important to approach these behaviors
with understanding and seek appropriate guidance from professionals.
Ron has no issues when interacting with his peers at school, which
suggests positive socials skills and ability to navigate social situations
effectively.
However, Ron tends to complain when he has difficulty completing
tasks assigned to him. This behavior may indicate frustrations or a need
of additional support in managing challenges. It is important to provide
encouragement, guidance, and appropriate accommodations to help
Rons overcome difficulties. Ron also shows his frustrations through
shouting or hurting his body. His behavior may be a manifestation of
emotional distress or difficulty in regulating emotions.
Understanding and support Ron’s emotional well-being is essential
in helping him developing healthy coping mechanism and effectively
communicate his needs and frustrations.

LANGUAGE AND COMMUNICATION SKILLS

Ron’s demonstrated certain communication characteristics and
behaviors that are worth noting. While Ron can interact with others
through verbal communication his vocabulary is limited. This suggests
that he may have challenges in expressing his selves using a wide range
of words and phrases.
Despite his limited vocabulary, Ron can comprehend and grasp
ideas from the teacher. This indicate that he can understand, and
process information presented to him, even he may struggle to express
him selves fully. When Ron speak, his voice has a squeak-like sound.
This unique vocal quality may be a characteristic of his speech patterns
or an individual trait.

Ron is responsive and understand when ask simple questions.

This indicates that he has an ability to comprehend and process
information, allowing him to provide appropriate responses.
Additionally, Ron has the capability to re-tell and perform task on
his own after being shown how to do them. This suggest that he have
the capacity to learn and retain information through observation and
imitation.

RECOMMENDATIONS:

To support Ron’s development, several intervention strategies can

be implemented. First an intervention program should be designed to
improve his reading ability, communications skills, vocabulary, and self-
expression. This program can include targeted activities and exercises
that focuses on these specific areas, such as reading comprehension
exercises, vocabulary -building exercises and opportunities for
expressive communication.
Second, behavior management techniques should be employed to
address negative behaviors exhibit during class hours, such as shouting,
biting, and slapping his head. This may involve implementing strategies
such as positive reinforcement, providing clear expectations and
consequences, and teaching alternative coping mechanism for
managing frustrations and expressing emotions.
Third, establishing a routine of engaging in physical activities
before the lesson proper can help calm Ron and minimized hyperactivity.
These activities can include stretching exercises, deep breathing
exercises, or shorts movement breaks to help Ron regulates his energy
levels and focus his attention.
Lastly, integrating life skills activities into Ron’s learning can be
beneficial. These activities can help develop practical skills such as
educators, therapist, and specialist, to tailor interventions to Ron’s
individual requirements and monitor his progress overtime.

MAED-SPED
ASSESSMENT AND EVALUATION AND
CURRICULUM DEVELOPMENT (SIEd 221)

PSYCHO0-EDUCATIONAL
ASSESSMENT REPORT

Submitted to:

Rhea Pilar F. Collado

Submitted by:

GROUP 4 1. OLIVER A. DUYUCON

2. EMERALD DANOS

3. MARIZ BELAMIDE
4. DARLENE GERZON

5. KRISNA B. PUTAL

6. MARJORIE IGNACIO