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Educational Report
Brigham Young University Idaho
Early Childhood Special Education Program
Demographics
Name: Porter Cotterell
Date of Birth: 9/15/04
Age: 4 years, 5 months
School: BYU-Idaho Preschool lab
Evaluation date: 1/21/2009-01/10/2009
Evaluators: Jillisa Crammer, David Allen, R. Dean Cloward, and Wendy
Report Author(s): Amy Werner
Reason for Referral
Porters parents referred him due to his a-typical behaviors and delays in meeting
developmental milestones. They are also concerned with his lack of social skills. Porter
was assessed using the BDI, PLS, GADS, TABS, and Vineland assessment tools. All of
the interviews, observations and assessments were conducted in the home with one or
both parents present. He was assessed to determine if he qualified for services with a
possible Autism Spectrum Disorder.
Background
Developmental History
Porter is the product of a full term gestation and normal vaginal delivery. At a young age,
his parents began to notice a delay in his development. He has been delayed in all of the
domains excluding motor, which he met on time. Porter runs, walks, and stands
independently. He can independently complete small tasks by himself such as eating.
Porters parents stated he would only eat specific foods. He also gets upset when the
family routine is interrupted. Porters parents mention that he ignores other children. He
also does not participate in interactive games.
Family Information and Social/Emotional History

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Porter lives in a supportive two-parent home. His family is actively involved in their
church. He is the oldest of three children. Porter follows a detailed daily routine with his
family. Porter enjoys being around his parents and siblings. He looks to them for comfort.
His mom reports that he does not notice when he has physically hurt his sister. Porters
grandparents live in the area. They are supportive and pay for some of the therapy he
receives in the home. Porters parents have built a special education room in their home
where Porter participates with his therapists and parents in educational activities. Porters
parents report that he laughs and gets upset. He shows concern for his baby brother. He
gets anxious waiting for his dad to come home from work.
Medical
Porters vision and hearing have been screened and are within the normal ranges. He is
not currently taking any medications. His parents did not report any serious illnesses,
injuries, or surgeries during the interview. On the TABS assessment it is reported that
Porter was diagnosed with a partial seizure disorder.
Educational History
Porter currently attends the BYU-Idaho preschool lab. He was previously enrolled in the
toddler lab on the same campus. He has received no formal education. Porter receives
therapy in his home during the afternoon.
Observation
Cognitive
Porter displayed cognitive skills such as memory, attention and problem solving. Porters
parents report that he understands the word no. He can follow three step directions if
they are presented in ordered steps. He does not understand if then statements. He sits
and listens to three to four books before bed. At the preschool lab, he follows prompts
from the aides. He turns off lights. Porter tells his parents the lights hurt his eyes so they
will allow them to stay off. He confuses hot and cold saying hot things are cold and vice
versa. He is able to identify basic body parts such as his head. He can pick between three
to four different options when choosing what to do. His parents describe him as over
cautious. He mimics behaviors when prompted.
Communication
Porter is able to communicate both verbally and non-verbally. He laughs, whispers and
speaks to show how he feels. When it is time for a meal he says I hungry or I eat.
Porter does not yet speak in complete sentences. Porter does not ask questions. He says
thank you and will say please when prompted. His parents report that he sometimes
switches thank you with youre welcome. During his home observation he runs around
and talks. He engages with the person recording the observation and asks them to take a
picture of me. He persists in trying to turn off the lights. He says It hurts a my eyes!

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and when his parents respond that the lights need to stay on he says No uhuh. He is
observed shaking his head no. Porter is reported to say check as he is taking things off
of his picture schedule once they have been completed. His parents report that he says
100 recognizable words. He is able to say his first name but not his last name.
Motor
Porter exhibits both fine and gross motor skills. He can pour water between two cups. He
eats with utensils. He bounces up and down. He can run, walk and jump independently.
He washes his hands when they are dirty. He helps set the table. He will put a plate or cup
on the table when he is told where it goes. He independently takes off clothes and gets
into the bathtub. Porter repetitively throws himself on a arm chair and then onto the
couch. He is able to turn the lights in the house on and off. He can open and close doors.
Porter traces designs and can use scissors. At the preschool lab he steps and slides on
plates. He turns side to side and flaps his arms. He stands on the line and marches in a
circle.
Social/Emotional
His parents report that he does not notice if he is playing too rough and hurts his sister.
He does show concern for his baby brother. Porter exhibits emotions through crying,
laughing and smiling. He allows affection. His parents report he does well if there is only
one other child playing a game with him. He is transitioning to three children. He is
learning to share by playing board games with his sister. He plays with other kids at the
preschool lab when the children approach him. He watches his peers. When he is
throwing him self between the couch and chair, at home, he smiles. He laughs when
playing with his dad.
Adaptive/Self-Help
Porter shows adaptive skills. He feeds him self independently. He chooses what type of
cereal he would like for breakfast. He independently pulls of his pants and shirts. He
follows his schedule and says when it is time to complete an activity. He has a hard time
with new clothing. He recognizes certain items as clothes for example he will only wear
pajamas that are a shirt and pants. He inconsistently sleeps through the night. He picks
out board games during therapy. He turns off the lights because his eyes are bothered.
Tests Administered
Temperament and Atypical Behavior Scale, Early Childhood Indicators of Developmental
Dysfunction (TABS)
The TABS is a screening test used to identify temperament and self-regulation problems
that can identify a childs risk for developmental delays. Porter was given this test at .

Vineland-II: Adaptive Behavior Scales (Vineland-II)

The Vineland-II is a test designed to measure person and social skills needed for
everyday living and to help identify individuals who have intellectual and developmental
delays. Porter was
The Preschool Language Scale 4th edition (PLS-4)
The PLS-4 helps identify developmental milestones for language development. The
auditory comprehension and expressive communication domains help identify where a
child is at with their language skills. Porter was given this test at
The Gillman Aspergers Disorder Scale (GADS)
The GADS tests can be used for identification of children with Aspergers Disorder. This
assessment was designed for students ages 3-22.
The Battelle Developmental Inventory 2nd Edition (BDI)
The BDI is ideal for several uses including identification of children with disabilities,
evaluation of groups of children with disabilities in early education programs, assessment
of the typically developing child, assessment (screening) for school readiness, and
program evaluation for accountability.
Test Results
Vineland-II Adaptive Behavior Scale (Given between: January 2009- March 2009)
Subdomain/
Domain

Raw
Score

v-Scaled
Score

Percentile
Rank

Receptive

23

10

7-13

Expressive

52

7-11

Written

12

17

15-19

Communication

87

36

Personal

24

5-11

Domestic

12

9-15

10

Confidence
Interval

73-89

Community

7-11

Daily Living Skills

36

29

Interpersonal Relationships

19

5-9

Play and Leisure Time

4-10

Coping Skills

7-11

Socialization

34

23

Gross

71

13

11-15

Fine

45

14

12-16

Motor Skills

116

27

58-76

.3

51-67

27

81-101

TABS: Temperament and Atypical Behavior Scale (Given between: January 2009March 2009)

Subdomain/domain

Raw Score

Percentile Rank

Standard/ T-Score

Detached

<1

Hyper-sensitive/active

<1

15

Underreactive

Dysregulated

16

Temperament & Regulatory

Index

23

<1

<50

Gilliam Asperger Disorder Scale (Given between: January 2009- March 2009)
GADS: (> 80 High/Probable for Aspergers Disorder)
Subscales

Raw Score

SS

Percentile Rank

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Social Interaction

29

14

91

Restricted Patterns of Behavior

13

37

Cognitive Patterns

12

25

Pragmatic Skills

21

15

95

PLS: Preschool Language Scale (Given between: January 2009- March 2009)
Raw Score Calculation
Last AC Task administered

62

Minus Number of 0 Scores

-11

Auditory Comprehension Raw

Score

51

Last EC task administered

51

Minus Number of 0 Scores

-6

Expressive Communication
Raw Score

45

AC Standard Score

104

Plus EC Standard Score

+84

Standard Score Total

188

AC Raw Score + EC Raw

Score

95

Standard
Score

Percentile
Rank

Age Equivalent

104

61

4-5

84

14

3-8

94

37

BDI: Battelle Developmental Inventory (Given between: January 2009- March

2009)

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Domains

Sum Of
Scaled
Scores

Developmental
Quotient

Percentile
Rank

% Confidence
Interval

Adaptive

10

78

72-88

Personal-Social

15

81

10

77-87

Communication

69

64-76

Motor

35

136

99

125-141

Cognitive

22

86

18

80-94

BDI-2 Total

89

81

10

78-84

Interpretation
Motor Skills
Porter is functioning in the average range for the motor domain based on the Vineland-II
and BDI assessments as well as observations and interviews. He meets several
developmental milestones including being able to go up and down the stairs
independently as well as feed himself with a spoon. On the Vineland, it is reported that
Porter has several strengths in the motor domain. He can open and close scissors as well
as use tape to hold things together. The scale of average scores on the Vineland
assessment is between 13 and 17. Porter scored a 13 in fine motor and a 14 in gross
motor. On the BDI it is reported that Porter can catch a ball and hold a paper in his hand
while he is drawling or writing. On the BDI, Porter falls in the above average range. He
scored a total of 35. The average range on the BDI is between 8 and 12. However, Porter
was never observed catching a ball or drawling. His parents reported that he could
complete these activities. There are no discrepancies in the data to be reported. Porter will
continue to reach developmental milestones in this domain allowing him to be able to
play with his peers.
Porter can consistently:
Walk down stairs without assistance
Stack at least 8 cubes vertically
Opens and closes scissors with one hand
Porter can partially or sometimes:
Make recognizable letters or numbers
Catch beach ball (from at least 6 feet away) with both hands

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Crumple pieces of paper into balls with each hand
Porter does not yet:
Skip on alternate feet
Fasten clothing without assistance
Hold pencil in proper position (not with fist) for writing or drawing
Cognitive
Porter is functioning in the below average range based on the BDI, GADS and Vineland
assessments as well as observations and interviews. He scored consistently below the
mean on all three assessments. Porter is observed displaying cognitive ability such as
recognizing his name. On the GADS assessment, he is reported to sometimes talk about a
single subject excessively. He frequently has difficultly understanding jokes or humor. He
sometimes focuses on one task at a time. To meet developmental milestones Porter
should consistently understand the function of a clock. He does not yet meet this
milestone. It is reported through interview that he doesnt understand jokes. There are no
discrepancies in the data to be reported. Porter will need specific interventions in order to
progress academically.
Porter can consistently:
Understand the function of a telephone
Recognizes his first name
Identify colors
Porter can partially or sometimes:
Show good memory
Focuses on one task at a time
Show superior knowledge or skill in certain areas or activities
Porter does not yet:
Understand jokes or humor
Understand the use of money
Understand the function of a clock
Social/ Emotional
Porter is functioning below average in the social/emotional domain based on the GADS,
TABS, BDI, and Vineland Assessments as well as observations and interviews. Porter is
not observed showing affection however his parents report he consistently does it. He
sometimes plays simple games. During the home observation, it was observed he does
not share toys without prompting. At Porters age he should engage in play with other
children to meet developmental milestones. He does not engage in fantasy play. This is a
developmental red flag. On the BDI 10 out of a 100 children scored the same or less than
his score in the Social/ Emotional domain. On the GADS assessment, he scored in the
average range. However, because the assessment also indicated his probability of having

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Aspergers was high, his range of functioning does not change. The TABS assessment
found that he was functioning significantly below the mean and exhibiting several atypical behaviors. On the Vineland, Porter scored below average with scores of a 7 in
interpersonal relationships, a 7 in play and leisure time and a 9 in coping skills. The
average range is between 13 and 17. Porter will have difficultly interacting with peers and
staying engaged in classroom activities due to this delay.
Porter can consistently:
Shows a preference for specific things
Shows affection towards specific people
Looks for familiar people around him in a new environment
Porter can partially or sometimes:
Engages in parallel play with two other children
Imitates movements with prompting
Plays simple games
Porter does not yet:
Shows interest in children his own age
Shares toys without prompting
Uses actions to show emotion
Communication
Porter is functioning in the below average range based on the Vineland, PLS and BDI
assessments as well as observation and interviews. On the Vineland assessment, Porter
scored better than or as well as 10 out of 100 children in the domain of communication.
On the PLS assessment he scored less than one standard deviation below the mean. This
assessment puts him in the average range. However, since the majority of scores on other
assessments indicate he is below average, this discrepancy does not affect his range of
functioning. During the observation Porter is observed saying no more than 4 words. At
Porters age he should be saying sentences using between 5-6 words to meet
developmental milestones. Porter makes turns and looks when spoken too. He sometimes
smiles or reciprocates non verbal communication. Porter will struggle in the classroom
and socially due to his delays in speech.
Porter can consistently:
Makes sounds of pleasure
Turn eyes and head towards sound
Makes sounds or gestures if he wants an activity to stop or keep going
Porter can partially or sometimes:
Respond to his spoken name
Looks toward parent when hearing parents voice
Smile when he is smiled at
Porter does not yet:

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Repeat sentences
Point to common objects in a book or magazine as they are named
Name objects when the object is described

Adaptive behavior/ Self help

Porter is functioning in the average range based on the Vineland and the TABS
assessments as well as observations and interviews. He is not observed exhibiting any
self-help behaviors. His parents report that he can dress himself. He cannot put his shoes
on. He choses an activity or TV show when presented with 2-3 options. He seeks comfort
through deep pressure. He tells his parents when he is hungry or unhappy. He does not
use the bathroom independently. On the Vineland assessment he scored one standard
deviation above the mean. Porter will be able to function alongside his peers in a
classroom setting.
Porter can consistently:
Use utensils.
Drinks out of a cup without spilling the liquid
Ask for food at the table
Pulls his pants up (if they are stretchy)
Porter can partially or sometimes:
Can put his arms through a shirt
Can turn the television on after its been turned off
Help prepare food (helps more with snacks)
Porter does not yet:
Use a remote
Bathe on his own
Use the toilet on his own
Recommendations
Based on observations, interviews and assessments Porter qualifies for Part B services
under IDEA as Autistic. He should continue to receive therapy and attend the preschool
lab. Porter should be immediately qualified for services.
For the home:

Porters parents should have him practice independently putting on his shirt
without assistance.
His parents should engage him in playing matching games such as Memory.
Porter should continue to use his picture schedule as well as maintain his daily
schedule.
He should practice his letter names and sounds.
His parents should continue to read to him.

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For the classroom:

Porter should have specific time where he interacts one on one with a designated
peer buddy.
An IEP should be developed.
He should be reinforced through an alternative method such as a finger or head
squeezes.
Aides should use his name specifically at least once an hour so he can begin to
recognize it in context.
A structured routine following a picture schedule should be developed.

For the professionals:

Porter should continue to receive his regular therapies.

He should receive speech therapy and occupational therapy.
The family should work with a social worker to learn how to encourage
appropriate behaviors.
Porter should be assessed every 4 months to measure growth.
Porter should practice making complete sentences.

Summary
Porter is 4 years and 5 months old. He is currently attending the preschool lab at BYUIdaho. He has missed several developmental milestones causing concern for his parents.
He scored below average and average in the developmental domains. Porters motor
skills and adaptive behavior skills are his strengths. Porter speaks but does not say more
than four words. He struggles to understand social cues. He receives therapy in his home.
He should be qualified under the part C services of IDEA as Autistic.

Signature:

Date:

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