Found progress report.
Academic/Written Expression
Objective:
Given a story starter or writing prompt or idea, DS will write 3-5 sentences with correct spelling, capitalization, and punctuation on 3 out of 5 trials with 3 or less adult prompts
Given a typing program, DS will locate all letters w/ primary punctuation marks on the keyboard while holding home row position on 3 out of 5 trials with 3 or less adult prompts.
Goal Met.
OT updates:
DS has shown progress toward his goals pertaining to writing. With use of writing prompts/tools, DS is motivated to begin work post encouragement. DS has been presented w/ the options of eitehr using technology to complete assignments when working w/ OT or writing in a shaded notebook--where line space areas are an interchaging of white and blue. DS appears to alternate which medium he elects to use when producing written assignments with OT. Additionally, DS has used raised red and green lined paper to improve legibility of written assignments.
DS has additonally been introduced to Keyboarding Without Tears and has been able to type 12-14 words per minute with 94 percent accuracy. His personal goal was to achieve an accuracy rate of 100 percent which he was successful in attaining. DS has used shaded notebook paper to complete written assignments with OT--as the shaded paper enables him to track his writing and assists in his ability to read his own writing more efficently when completed. The slantboard has also been used with DS, as it allows him to copy and write work more effectively, without losing track of where he was when transitioning from material to be copied to his own written work.
Strategies that have worked well with DS sayed focused on specific tasks and for sensory regulation have included: doodling, mouth tools (mints) and water bottle for drinking.
--------
A couple notes: in the meeting, they said that DS does not use the slant board.
I don't think any special lined paper is ever used for classroom work, but he is pulled out every day for written expression.
Classroom work looks mainly like filling out printed worksheets. With most of them there are just big blank spaces to write in.
So, what should I suggest to change this? If no one can actually read his classroom work, he is not functional. I think he needs to work on fluency. His alphabet letter fluency (tested informally here at home) is about 24 letters per minute, which I'm guessing is not very good. He started off good but then completely zoned out and he would sit there and stare at the paper for 3 seconds before writing each letter. The focus used to be that he would use punctuation, captital letters, spacing between words, write on lines etc. but in his actual classroom work he is not really doing that. Like I said, it looks exactly like preschool writing that is coming from a 4 year old genius who knows how to spell complicated words.
His actual letter formation looked Ok, just uncoordinated, like things weren't really matching up in the right places. Like a "b" where the circle and the stem don't necessarily connect in the right place (the circle was on the middle of the stick rather than on the bottom).
I wanted to add that DS's disability category is "Physically Impaired" which seems to be very flexible in terms of what services he can access (Thank God!).
