Methods of observations, Practium observation C

CASESTUDYOBSERVATIONSA-F.docx

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Case Study Analysis Template

Contents Practicum A: Selecting a Student 2 Practicum B: Observation I 3 Practicum C: Mini-Lesson: Development Area 1 5 Practicum D: Observation II 6 Practicum E: Intervention Activity Implementation- Emotional Development 7 Practicum F: Case Study Analysis and Presentation 8 References 9 Appendix 9

Practicum A: Selecting a Student

Part 1: Selected Child Background

Part 2: Professional Communication

Practicum B: Observation I

Part 1: Assessment

Developmental Areas	Classroom Activity (How do they interact independently)	Peer Interaction	Adult Interaction	Strengths	Weaknesses	Theories Supporting Behaviors
Physical	Child walks in line	Child imitates friends’ walking	Child walks backward when instructed to	Child able to walk perfectly without assistance	none	Bioecological theory
Cognitive	Child recognizes different colors	Plays with group of children with colorful toys	Shows no interest in particular shapes held by the teacher	Child expresses interest in certain aspects	Child doesn’t interact with teacher	Cognitive development theory
Social	Child shows empathy to friends who are hurt	Hugs friends when she arrives at school	Shows affection to teacher when told to	Shows empathy and affection	none	Vygotzky socio-cultural theory
Emotional	Child expresses mood such as “I am sad”	Shouts back at friends when they take her play toys	Does not Express themselves to the instructor	Shows emotional awareness	Doesn’t express emotions to teacher	Psychoanalytic theory of development
Linguistic	Resorts to pointing out objects rather than speaking out.	Tries to mumble words while playing	Tries to communicate verbally when in need	Expresses some words fluently	Slight speech impairment	Moral development theory

Raw Data:

This child well met the physical milestones. Considering gross motor skills, the child was able to walk in line both front and backwards. She was also able to balance on a low beam. This indicates competence in gross motor skills. The fine motor skills were also excellently achieved as the child was able to turn pages in a book they were presented within the classroom.

Najah also exhibited aspects of emotional development. She was able to express herself, stating times when she was sad, angry or happy. Considering the social aspects of her development, she was able to show affection on her own without being instructed to do so. Najah would occasionally hug her friends in the classroom. She was also able to show empathy for her friends when they were hurt.

There is, however, a problem with her cognitive development, particularly in speech development. Many a time, she would prefer to point out her needs rather than speak them out. This indicates a slight impairment in speech development and necessitates for intervention strategies both in the classroom and at home.

Reflection:

From the assessment of the classroom behaviour, adult and peer interactions of Najah, a three-year-old girl, I made out several observations spanning all the milestones of development at her age. Theoretically, as the child is around their third birthday, they develop more verbal skills, can follow more instructions and express their needs and wants (Garbi, 2019). My assessment covered aspects of physical, emotional, social and cognitive development at this stage.

Part 2: Intervention Strategies

Instructional Support Strategies
1.	Summary: Incidental teaching would be my first intervention strategy. Here, I would use naturally occurring phenomena no ensure that the child develops language skills. Rationale: I would take the child's lead in their interest and identify situations that provide them with naturalistic ways to become linguistically competent (Hegazi et al., 2020). This ensures generalization is easily achieved.
2.	Summary: The mand model will be beneficial to employ in this case. The instructor will create an environment to prompt the child into using their language skills in response. Rationale: by creating need, the child is prompted into using language more frequently and they generalize it much easier.
3.	Summary: I would propose using of time delay tactic in ensuring speech development. Here, the instructor will create a situation where the identified want of the child is kept away from them until they are prompted to use language to identify their need (Akamoglu & Meadan, 2018). Rationale: the development of linguistic competence will be easily achieved and more confidence instilled in the child.
	At Home Activities
1.	Summary: break down the specific skill into more straightforward activities and focus on teaching them that. If the child has a problem, for instance, with pronouncing /sun/, the parent could start by teaching them the /s/ sound by asking them to say "sssss" Rationale: this allows for specific skills to be developed at a time and more easily.
2.	Summary: engage the child more using language. Becoming more Inquisitive and asking them about their experiences and needs will prompt them to use language. Rationale: easier attainment of generalization. The child will also feel more confident in their linguistic skills.

Practicum C: Mini-Lesson: Development Area 1

Part 1: Social Development Mini-Lesson

1. Objective(s)

2. Activities

3. Assessment

4. Resources or Materials

Assessment Results:

Part 2: Reflection

Practicum D: Observation II

Part 1: Checklist

Part 2: Reflection

Practicum E: Intervention Activity Implementation- Emotional Development

Part 1: Emotional Development Mini-Lesson

1. Objective/s:

2. Activities:

3. Assessment:

4. Resources or Materials:

Assessment Results:

Part 2: Reflection

Practicum F: Case Study Analysis and Presentation

Part 1: Case Study Analysis and Conclusion

Part 2: Mentor Feedback

Case Study Analysis Presentation Evaluation Form

Student Name:

Presentation Date:

Criteria:	Strongly Disagree 1	Disagree 2	Neutral 3	Agree 4	Strongly Agree 5
1. Presentation was professionally delivered.
2. Content of the presentation was clear and organized.
3. Information provided appeared accurate.
4. Research presented supported claims.
5. Presentation was engaging.
6. Questions were encouraged.
7. Visuals provided were clear and supported the content. (Write “N/A” in any square if none provided)

Comments:

Mentor Signature:

Feedback Description:

References

Akamoglu, Y., & Meadan, H. (2018). Parent-implemented language and communication interventions for children with developmental delays and disabilities: A scoping review. Review-Journal of Autism and Developmental Disorders, 5(3), 294-309. Retrieved from https://link.springer.com/article/10.1007/s40489-018-0140-x

Garbi L. (2019) 3-Year-Old Development and Milestones: Your child’s growth and motor skills. Verywell Family. Retrieved from https://www.verywellfamily.com/3-year-old- developmental-milestones-2764712

Hegazi, M., Neumann, K., & Rosenfeld, J. (2020). Prevention of Developmental Disorders of Speech and Language. In Phoniatrics I (pp. 713-724). Springer, Berlin, Heidelberg. Retrieved from https://link.springer.com/chapter/10.1007/978-3-662-46780-0_12