Developmental History Sample Clauses

Developmental History. Age began sitting: crawling: walking: talking: *Does your child pull up? *Crawl? *Walk with support? Any speech difficulties? Special words to describe needs Language spoken at home *Any history of colic? *Does your child use pacifier or suck thumb? *When? *Does your child have a fussy time? *When? *How do you handle this time? HEALTH Any known complications at birth? Serious illnesses and/or hospitalizations: Special physical conditions, disabilities: Allergies i.e. asthma, hay fever, insect bites, medicine, food reactions: Regular medications: EATING HABITS Special characteristics or difficulties: *If infant is on a special formula, describe its preparation in detail: Favorite foods: Foods refused: * Is your child fed held in lap? High chair? * Does your child eat with spoon? Fork? Hands? TOILET HABITS *Are disposable or cloth diapers used? *Is there a frequent occurrence of diaper rash? *Do you use: oil: powder: lotion: other: *Are bowel movements regular? How many per day? *Is there a problem with diarrhea? Constipation? *Has toilet training been attempted? *Please describe any particular procedure to be used for your child at the center: *What is used at home? Pottychair? Special child seat? Regular seat? *How does your child indicate bathroom needs (include special words): _ Is your child ever reluctant to use the bathroom? _ Does your child have accidents? *Does your child sleep in a crib? Bed? Does your child become tired or nap during the day (include when and how long)?
AutoNDA by SimpleDocs
Developmental History. Did you have problems in health or development during birth, infancy, childhood? ❒ Normal, Unremarkable ❒ Not Relevant ❒ Relevant ❒ Note:
Developmental History. Where there any complications with your mother’s pregnancy or with your birth, or were you born prematurely? ( ) Yes ( ) No ( ) Unsure Did you experience any difficulty learning to walk, talk, read, write or reach any other developmental milestone(s)? ( ) Yes ( ) No ( ) Unsure Was there any type of child abuse in your family? ( ) Yes ( ) No ( ) Unsure How many siblings do you have? How would you describe your childhood? Educational History Were you ever formally tested for and/or diagnosed with a learning disability? ( ) Yes ( ) No ( ) Unsure If “yes”, please explain: How many years of education have you completed? Social History Have you ever experienced a traumatic event like being robbed, assaulted, raped or having been in combat? ( ) Yes ( ) No ( ) Unsure If “yes”, please explain: Are you involved in any lawsuit or legal matter with whom you want the doctor’s help by sending reports, evaluations, etc. to an attorney or to the court? ( ) Yes ( ) No If “yes”, please explain: Have you ever had legal problems, arrests, been in jail or prison? ( ) Yes ( ) No If “yes”, please explain: Please list anything else you think is important for your provider to know about your psychological or social history: Medical History Which of the following conditions are you currently being treated or have been treated for in the past? (Please Check) General Medical:
Developmental History. Child’s Prenatal History: Were there any conception or fertility problems? Has mother had any miscarriages, still births, or abortions? Was this a planned pregnancy? Were there any complications during the pregnancy? Were there any stressors during the pregnancy? Did mother take medications, use alcohol or drugs, or smoke during the pregnancy? Please specify Any complications with labor and delivery? Child’s Infancy and early childhood: How was this child as an infant (quiet, colicky, easy, predictable, etc.)? When did your child walk? Talk Toilet Train How did/does you child handle separations? Is or was your child in daycare or sittercare? Child’s Temperament: Rate your child’s activity level: Extremely Active Very Active Active Quiet Inactive Have there been any significant changes in your child’s activity level? Rate your child’s attention span: Engrossed Long 10 ----- 5 ----- 1 Short Not able to engage How does your child respond to new people and situations? How sensitive is your child to noise, visual stimuli, rough clothing, and other sensation? How does your child express happiness? Sadness? Anger? Who in the family is your child most like? What are your child’s strengths? What are your child’s weaknesses? Child’s Educational, Vocational, and Legal History: Grade Completed: (circle) P K 1 2 3 4 5 6 7 8 9 10 11 12 + School Teacher School Counselor Does your child receive special education services? Why? Family Military History: if none Branch and Years of Service Briefly describe family involvement, at any time, with the legal system, including dates, reasons, and results) Probation Officer Telephone
Developmental History. DID YOUR BIRTH MOTHER EXPERIENCE ANY TRAUMATIC EVENTS, DEATHS OF SIGNIFICANT OTHERS OR HIGH STRESS SITUATIONS DURING HER PREGNANCY WITH YOU? IF YES DURING WHAT TRIMESTER WHAT WAS THE EVENT? _ _ _. WERE YOU A FULL TERM BABY? _ IF NO, HOW PREMATURE WERE YOU? _ WEEKS. PREGNANCY COMPLICATIONS WITH YOU (CHECK ALL THAT APPLY): ☐NONE ☐DRUG USEALCOHOL USEMENTAL ILLNESSDOMESTIC VIOLENCE/SEXUAL ASSUALT/EMOTIONAL ABUSE. HOW DO YOU DESCRIBE YOUR CHILDHOOD HEALTH? ☐NORMAL ☐FREQUENT EAR INFECTIONS/TUBES IN EARS ☐ DEVELOPMENTAL DELAY ☐HEAD INJURY(S) ☐ SCHOOL IEP ☐ ADHD/ADD ☐ SELF INJURING BEHAVIOR/SUICIDAL THOUGHTS ☐ SEIZURES ☐SIGNIFICANT INJURIES ☐HOSPITALIZATIONS ☐FREQUENT ER VISITS ☐CHRONIC/SERIOUS HEALTH PROBLEMS ☐SIGNIFICANT/UNUSUAL ILLNESSES ☐OTHER DEVELOPMENT: INFANCY: ☐NONE ☐ SLEEPING PROBLEMS ☐ DIFFICULT TO SOOTHE ☐ FEEDING PROBLEMS ☐ TOILET-TRAINING PROBLEMS ☐CHOLIC ☐OTHER: DELAYED MILESTONES: ☐NONE ☐SPEECH ☐ TOLERATING SEPARATION ☐ BODY CONTROL ☐ PLAYING COOPERATIVELY ☐ ROLLING OVER ☐ BLADDER CONTROL ☐ BOWEL CONTROL ☐ RIDING TRICYCLE/BICYCLE ☐SITTING ☐ STANDING ☐ WALKING ☐ DRESSING SELF ☐ PERSONAL HYGIENE ☐ FEEDING SELF ☐ ENGAGING PEERS/MAKING FRIENDS ☐ READING ☐OTHER: _
Developmental History. Pregnancy Delivery Infancy (developmental milestones) Middle childhood (developmental milestones) Young adulthood (developmental milestones)
Developmental History. Have there been any developmental delays? Have there been any periods of rapid weight gain or weight loss? Milestone Age Milestone Age Supports self in standing position Xxxxxx trained Weaned off breast milk Ties shoes First Tooth Dresses without help Crawls Hits Puberty First word (besides mama, dada) First menstruation Walks Nutrition and Lifestyle Was/is the child breastfed? Y/N For how long? Was the child fed formula? Y/N Type (milk, soy, other): At what age was the formula was introduced?: Were/is there any feeding difficulties? Did the child ever have any difficulty gaining weight? Y/N What foods were introduced before 6 months? What foods were introduced between 6-12 months? Did the child react to any of the new foods introduced? Are there any nutritional restrictions (due to ethnicity, ethics, religion, etc.)? If applicable, please indicate the child’s frequency and intake of the following substances: Pop: Typical diet: Water: Caffeine (incl. Chocolate) Breakfast: Lunch: Dinner: Snacks: Beverages: What is the sleeping pattern of the child? Are there any difficulties sleeping? How regularly does the child get exercise? Are there any toxins or other hazards to which the child is regularly exposed?
AutoNDA by SimpleDocs
Developmental History 

Related to Developmental History

  • Development 3.3 Within twenty (20) Working Days after the Commencement Date and in accordance with paragraphs 3.10 to 3.12 (Amendment and Revision), the Contractor will prepare and deliver to the Authority for approval the full and final Security Plan which will be based on the draft Security Plan set out in Appendix B.

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

  • For Product Development Projects and Project Demonstrations  Published documents, including date, title, and periodical name.  Estimated or actual energy and cost savings, and estimated statewide energy savings once market potential has been realized. Identify all assumptions used in the estimates.  Greenhouse gas and criteria emissions reductions.  Other non-energy benefits such as reliability, public safety, lower operational cost, environmental improvement, indoor environmental quality, and societal benefits.  Data on potential job creation, market potential, economic development, and increased state revenue as a result of the project.  A discussion of project product downloads from websites, and publications in technical journals.  A comparison of project expectations and performance. Discuss whether the goals and objectives of the Agreement have been met and what improvements are needed, if any.

  • Research Support opioid abatement research that may include, but is not limited to, the following:

  • Program Development NWESD agrees that priority in the development of new applications services by XXXXX shall be in accordance with the expressed direction of the XXXXX Board of Directors operating under their bylaws.

  • University strategies Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016

  • Career Development The City and the Union agree that employee career growth can be beneficial to both the City and the affected employee. As such, consistent with training needs identified by the City and the financial resources appropriated therefore by the City, the City shall provide educational and training opportunities for employee career growth. Each employee shall be responsible for utilizing those training and educational opportunities made available by the City or other institutions for the self- development effort needed to achieve personal career goals.

  • Developments a) Employee will make full and prompt disclosure to Employer of all inventions, improvements, discoveries, methods, developments, software and works of authorship, whether patentable or not, which are created, made, conceived, reduced to practice by Employee or under his direction or jointly with others during his employment by Employer, whether or not during normal working hours or on the premises of Employer which relate to the business of Employer as conducted from time to time (all of which are collectively referred to in this Agreement as "Developments").

  • Clinical 2.1 Provides comprehensive evidence based nursing care to patients including assessment, intervention and evaluation.

  • Development Phase contractual phase initiated with the approval of ANP for the Development Plan and which is extended during the Production Phase while investments in xxxxx, equipment, and facilities for the Production of Oil and Gas according to the Best Practices of the Oil Industry are required.

Time is Money Join Law Insider Premium to draft better contracts faster.