Observation Project 1

ECH 3063 Individualizing Programs for Children and Families Assignment: Observations of Special Needs Children (15%) Task:

 You will need to complete a validation for each setting

 You will need to complete extensive notes that you make during your observations

What you Will Do: (Please note that the examples provided are just that - examples) 1. You are to observe 3 different children (for a total of 2 hours per child) in the

same group (or age range), with identified with developmental needs. The children must come from a setting which focuses at least partly if not completely on children with identified developmental needs. This could include early intervention, Medicaid, and Co-op programs, Pediatric Day Cares, The Learning Center, Special Education* or inclusive settings*. (*Requires instructor permission).

a. These 2 hour blocks (1 child) cannot be done in one sitting.

2. Using the various ways of recording observation notes/documentation, (i.e., running record notes, work sampling, create observational checklists/rating scales, anecdotal recording, brief notes, etc.) you will assess each child’s development in a minimum of three of the five domains listed below. All assessments are to be turned in with your observation project. Of course, you will need to work with the classroom teacher and explain what you need. He/She can assist you in selecting the children to observe, and in selecting the domains that would be most beneficial for each child to be assessed. One brief assessment will work for each domain.

3. You will be assessed on the QUALITY of the notes you take and the assessments you use – you should be VERY detailed. You will complete the following:

 THREE DEVELOPMENTAL PROFILES (one for each child)

 THREE SETS OF GOALS (two goals for each child – based on the results of your assessments in the three domain areas)

 ONE SET OF ACTIVITIES (six total activities) that can be used with all the children with modifications, if necessary)

 ONE SET OF RATIONALES (rationale for each activity)

4. Additional Notes: When developing your activities, you should think of your three targeted children as a group that you are going to work with together. DO NOT describe six activities for EACH child -- you describe six activities for the small group. Remember, you will probably not be able to implement the activities because of limited time; however, your activities should link directly back to one of the goals for each child and target a domain that you have assessed for that child Domains (Select 3 of 5) Cognitive domain:

 stage or phase including evidence or example supporting your assessment

 estimated zone of proximal development, i.e. has the child recently accomplished the stage or phase or is there evidence that the child is on the verge of further development given adult assistance in problem solving

 degree of engagement (is the child engaged in activity rarely, mostly, usually)

 indication of concept development, etc.

Language domain:

 receptive and evidence (example)

 expressive and evidence (example)

 articulation

 development of syntax, semantics

 if child is non-verbal, please indicate what means of communication is used and how effective it appears to be (give examples/evidence)

 NOTE: in this area, you will probably want to do a language sampling. For example, from a 2-3 to 5-minute conversation the child has with you or another child, either record (and script later), or script as you listen. When you are finished, you can evaluate.

Social domain

 level of play (solitary, parallel, interactive and example or evidence)

 type of play preferred, e.g., fine or gross motor, imaginative, imitative, etc. and evidence

 relationship with adults and evidence or example

 social behavior during snack time (if observed), otherwise

 strategies for play entry (appropriateness, evidence)

Emotional domain:

 temperament (timid, easy going, feisty) and evidence

 evidence of ability to self-regulate emotions (example or evidence)

 conflict resolution skills and evidence

 interactions with peers and examples/evidence

Physical domain

 gross motor (walk, run, jump, skip, etc.) and evidence

 fine motor (use of paint brushes, crayons, scissors, eating, drinking, etc., ) and evidence

 size (height/weight proportionate) appropriate for age

 impairments (how well does child compensate?) and evidence

Goals (Two for each child)

 For each child, based on the developmental profile, identify 2 goals for the child, and provide a justification or rationale for the goals you have identified. State an AR ECE benchmark to identify the goal as an appropriate educational outcome.

o Each Goal should have a brief rationale for selecting o Each Goal should be connected to at least one AR ECE benchmark

Developmentally Appropriate Activities: (Six total)

 Answer the questions or provide the following information for each of the following aspects of your 6 activities (Remember: Six activities for all three children as a group, using modifications when needed):

o What is the activity? o What type of activity is it? o What is the rationale? o What AR ECE benchmark(s) does it address?

 http://humanservices.arkansas.gov/dccece/dccece_documents/AR %20Early%20Learning%20Standards%202016.pdf

o How will it be implemented? o What are the materials needed for the activity? o Identify which goal the activity supports and describe how the activity will

help the child meet the goal. o Describe how the activity will benefit the other two children in the group. o Identify/describe the modifications needed to individualize for special

needs of each child (if needed).

 Your activities should reflect a range of activities (i.e., non-dictated art, movement, dramatic play, outdoor time, literacy, small motor, blocks, etc.).

 Activities will be assessed on how well you have described the activity (i.e., answered a-e above), its appropriateness to the identified group (i.e., linked to a goal/benchmark), and properly identified modifications/accommodations when needed.

EXAMPLE Timmy Age: 4 Setting: The Learning Center Teacher: Mrs. Moffett Dates/Times Observed: 5-14-2012 – 9:00-9:30

5-16-2012 – 8:30-9:00 5-16-2012 – 1:00-2:00

Domain: Cognitive Assessment Used: Frequency Count Domain: Social Assessment Used: Anecdotal Recording Domain. Etc. Developmental Profile Timmy is a 4-year-old …. (introduction) Timmy was assessed in the cognitive domain using a Frequency Count during center time. During a 15-minute observation, checking every minute to see if he was engaged/not engaged, Timmy was engaged 8 minutes out of the 15 minutes – 53% of the time. This indicates that …… (Results) Timmy was assessed in the social domain….. Timmy was assessed in the ???? domain In summary, ….. (your conclusions). Goals for Timmy: Goal 1: Goal 2: Complete same for second child Complete same for third child Six Activities: Activity 1:

a. What is it: b. Type: c. Rationale: d. AR ECE Benchmark: e. Directions for implementation f. Materials needed: g. Goal addressed: (Explain how the activity will help the child meet the goal). h. Benefits for other two children in the group: i. Modifications/Accommodations needed:

Activity 2: ETC. More Examples: Zoo animals and props (including literacy props for zoo signs) in block area using unit blocks Susan – GOAL: increase fine motor skills –

RATIONALE AND EXPLANATION: building with the unit blocks will facilitate Susan’s goal of increasing fine motor skills – for example, stacking the blocks or lining them up to make “pens” for the animals; this will allow Susan a fun and functional opportunity to practice her fine motor skills MODIFICATION: none needed

Brian – GOAL: classification skills

RATIONALE & EXPLANATION: both the zoo animals and the different unit blocks can be used to give Brian opportunities to classify; animals might be classified by color or size; blocks can be classified by shape or size. AR 1.14 Seeks out adults and children.

MODIFICATION: Creating questions such as, which animals are the same size, which animals should be close to each other in the zoo, can you divide this set of blocks up so we can use this kind of block for the tiger pen and this kind of block for the elephant pen; making sure animal props and unit blocks available can be classified in several different ways

Ray – GOAL: increase attention span

RATIONALE & EXPLANATION: building in the block area is a favorite activity of Ray’s, but he typically needs some guidance in order to participate in meaningful play; this activity, with a specific focus on building, should provide Ray with the structure he needs to keep on task for at least 5 minutes

MODIFICATION: teacher needs to be present in the center when Ray is working to provide cues to help Ray maintain attention and to provide feedback and positive reinforcement for his continued meaningful play

Ben – GOAL: increase social interaction with peers

RATIONALE & EXPLANATION: One of Ben’s favorite sets of toys in the class seem to be the zoo animals. I hope that given the interest the children in general have in block play and the zoo animals, this situation will readily become parallel play for Ben. With some teacher guidance, it is very likely this play situation will entice others to interact with Ben.

MODIFICATION: Ask Ben to help set out the animals prior to group time, so he knows where they will be; dismiss him from group first with a reminder about where the zoo animals are; encourage him to begin playing prior to other children arriving at the center. The children will come to Ben rather than having him go to them. Teacher remains present to slowly engage children in the center into interaction with Ben.