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ETE 443 Case Study

Bryson
By: Cari ODea

General Information
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For this case study, I worked with Bryson. Bryson is a 4 year old, loving, energetic, smart

young boy. He was born on February 4, 2012 in Peoria, Illinois. He lives at a home in East

Peoria with his mother, father, and younger sister. The primary language spoken at home is

English, but sign language is also worked on at home, as his great-grandmother is deaf. Bryson is

Caucasian and has lived in the United States his whole life. More specifically, he has lived in

East Peoria his whole life. He attends Washington Park District early childhood programs two-

three times a week. Bryson and his mother also work on many different things at home, such as

reading and cooking to learn measurements. He loves to draw, write, use building blocks, engage

in make believe play, cook, color, and use his imagination in all activities he takes part in

throughout the day. I used the AGS Assessment Tool when working with Bryson and also filled

developmental checklists, for both 3-4 years of age and 4-5 years of age. I have babysat Bryson

for over a year, so I have observed many things on the checklist during times babysitting. Bryson

was very excited to work with me for this case study. In fact, the first time I used the AGS

assessment tool I forgot it at his house and got a picture from his mom shortly after I left of him

using the assessment on his teddy bear!

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Background Information
Bryson has a background of having a normal prenatal and birth history, meeting all

developmental milestones at appropriate times, and having no medical history or concern.

His mother had low iron, so she was put on iron supplements throughout the pregnancy. His

birth was normal and had no complications. He reached some of his developmental

milestones at an early age. He began walking at the age of 9 months. He did talk late;

however, once he started talking he was saying 2-3 word sentences right not long after.

Bryson has no medical history and hasnt had any medical concerns, throughout his life.

There isnt, nor has there been, any agency involvement. His mother and father both attended

and graduated from Missouri State University. Both parents have full time jobs, meaning that

some days both Bryson and his younger sister are left in the care of a babysitter or daycare.

Bryson attends Washington Park District early childhood programs two-three times a week.

These programs help and guide children in the right direction with social skills, learning

through play, and cognition skills. These programs also help make a smooth transition into

his academic years. While at home, Bryson works on reading, sign language, and measuring.

To work on measuring, he and his mother work on cooking together throughout the week.

This incorporates something that he loves to do while focusing on him learning new things.

He and his mother also work on pre-k workbooks together to help guide him further.
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Authentic Assessment Data

For authentic assessment in this case study, I collected observations of Bryson in his

natural habitat and filled out a developmental checklist, for both 3-4 and 4-5 years of age. I

collected observations in the gross motor, fine motor, language, cognitive, self-help, and

social/emotional developmental domains. I filled out the checklists based off what I observed

and the data I collected during the AGS Assessment.

Observations
Date Data Collected

10/19 AGS Assessment

10/19 General/Background Info Collected

10/28 Motor Observations

11/8 Writing/Language Observation

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Gross Motor Development

In the gross motor domain, I observed that Bryson has reached all of the milestones on the 3-4

years of age checklist and most about half of the milestones on the 4-5 year of age checklist. I

observed these milestones when I was collecting observational data or when I was babysitting.

Bryson has mastered hoping and standing on one foot for up to 5 seconds, but is still working on

mastering that task for 10 seconds or longer. He knows how to swing and climb, but again, has

not quite mastered that skill. He has mastered going up and down stairs, kicking, throwing,

catching, moving forward and backward, using riding toys, skipping, and hopping/somersaulting.

Fine Motor Development

In the fine motor domain, I observed that Bryson has reached all of the milestones on both the 3-

4 and 4-5 years of age checklist. I observed these milestones while collecting observational data

or when I was babysitting. Bryson has mastered copying square and triangle shapes, drawing a

person with a full body, using scissors, copying and printing some letters, and drawing circles

and squares. In the observational data I collected, there are photos of Bryson coping words from

a magazine, writing his own name, and drawing a person with a full body.

Language, Cognitive, and Self-Help Development

In the language domain, I observed that Bryson has reached all of the milestones on 3-4 years of

age checklist and most of the milestones on the 4-5 years of age checklist. I observed most of

these milestones being reached while babysitting Bryson, prior to the case study; however,

during my collecting of observational data I did pay attention to many things in the language,

cognitive, and self-help domains during the AGS assessment. He can correctly understand

same and different, has mastered some basic rules of grammar, speaks in sentences, tells
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long stories, speaks clearly, and can say his name and address. In the cognitive domain, I also

observed that Bryson has reached all of the milestones on both the 3-4 and 4-5 years of age

developmental checklists. Bryson can correctly name many colors, understands the concept of

counting, can recall parts of a story, can work in a small group, emerges in fantasy play, and

knows about things used every day in the home. For example, while working with him on the

AGS assessment, I observed that Bryson was able to work with me, one-on-one for an extended

period of time without losing interest. I also observed that Bryson can name many colors and

understands the concept of counting. He loves to count. Bryson has also reached all of the

developmental milestones on both the 3-4 and 4-5 checklists in the self-help domain. Bryson is

able to feed himself, wash and dry his hands, do simple household tasks, go to the bathroom

independently, and is able to dress and undress independently. Many of these milestones were

observed by myself while babysitting Bryson, but some of the milestones were observed by the

mother and were asked about during the AGS assessment time. The evidence of this data can be

seen in the AGS assessment in the subtests that were given to Bryson.

Social/Emotional Development

In the social/emotional domain, I observed that Bryson has reached all of the milestones on the

3-4 years of age checklist and most of the milestones on the 4-5 years of age checklist. Bryson is

interested in new experiences, plays house, is inventive in fantasy play, is independent, can share

his toys, plays simple games, and loves to sing, dance, and act. Bryson loves to engage in make-

believe play and help his mom in the kitchen. His make-believe play includes playing house,

doctor, or anything that involves him getting to be in charge and the main character.
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Results of Appropriate Assessment Measures

I chose to use the AGS assessment tool during this case study with Bryson. This

assessment tested verbal concepts, visual discrimination, logical relations, basic school skills,

articulation, gross and fine motor, and behavior. Bryson scored in the average or above average

range for all of the categories tested. He knew most verbal concepts, visual discriminations, and

logical relations. In the basic school skills area, since he is only 4, he did well for his age but

didnt know as many in that category as previous ones. In the articulation survey, he also scored

very high; getting each question right except one. In the gross motor subtest, Brysons scores

were again average. He was able to imitate my movements, walk forward on the walking line,

stand on one foot and jump from a standing position all on the first try; walking forward heel-to-

toe on the line did take two tries. In the fine motor subtest, the results were also average. He was

able to string 8 beads, copy/draw the straight line, cross, diagonal line, and circle with no

difficulty, but had some difficulty with the triangle and star, and did well when working through

each of the 2 mazes. In the behavior surveys, both cognitive/language observations and motor

observations, Bryson scored average as well.

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Instructional Recommendations and Educational Goals

Based on Brysons scored on the AGS assessment, my recommendations for him would

be to keep doing the same things he is doing now- at home and at school. I would recommend

that he keep going to the early childhood programs that he attends now, maybe even attend a few

more to keep him on the right track for entering kindergarten in the upcoming fall. As for work at

home, I would recommend that his mom keep working with him as much, or more, as she is now.

The work that she is doing with him is very helpful and it is evident that he is learning from these

times when he works with his mother. I would also recommend that his mom look into getting

kindergarten aged books that include many pictures and sight words. As for educational goals, I

would say that a reachable goal for Bryson would be to start working on reading the kindergarten

aged books. By reading, at first I mean that he would be able to look at the pictures and tell the

story in his own words, based on what he sees being done in the illustrations. Once he has

mastered that, I would encourage his mom to work with him on the sight words in the book. A

goal would be to have him reading some sight words before he enters kindergarten. Based on his

scores and what I observed, I would definitely say that he is headed in the right direction to reach

this goal.