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A Bug's Life 01-Flik the Inventor

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2. Although this is slightly higher than her drawing score on the WRAVMA, it is supportive of her issues with visual-motor production. It is important to note that she drew her person with a broken arm. In the drawing, the subject’s left arm was in a cast. ” The therapist had to turn over the paper and have her start on the other side for her to do the task as directed. Interpretively, using the House-Tree-Person Test criteria, the drawing of an arm that is broken is often suggestive of feeling in some way damaged or limited.

The format below is one that might be used in a variety of settings (school, clinic, or private practice). N o t e s What is the most important behavioral pattern in your family? How does (or doesn’t) your child express this? If you could change only one thing, what would it be? Data Date of evaluation: Date of birth: Name: Parents’ names: Address: Phone number: Grade: Teacher: Ask for your “Parents’ Bill of Rights” (read it; every state school system has one set up). If your school system appears to be trying to discourage you from having an evaluation: DON’T GIVE UP.

The statistical and the inferential data form the foundation for the creation of functionally based goals and treatment. Page 32 ✑ CHAPTER FIVE Guidelines for Parents ✑ Page 33 Guidelines for Parents N o t e s Terms to Know Visual-motor skills Ability to visually organize and associate visual stimuli. Midline development Development of skills that allow for focal manipulation at the center of the body with peripheral flow from the left to the right as needed for the development of reading and prereading skills.

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