Language Communication Intervention ECSE 500-Spring 2016 Tiffany Ahmad

Students Jenny Jenny speaks in 3-4 word utterances with 50% intelligible speech. She has delays in morphological and syntax development. Goal: Jenny will improve syntax and work structure skills during daily interactions with adults and peers with an accuracy of 80% for 4 consecutive weeks by October 1, 2016. (Syntax) Objective 1: Jenny will use basic sentence forms (i.e. noun, is, verb-ing) to describe at least 10 different actions, pictures, or objects. Objective 2: Jenny will respond to at least 10 different “WH” questions related to the daily classroom activities (i.e. What is it? How many? Where is ___?). Objective 3: Jenny will demonstrate correct use of pronouns (i.e. I, me, he, she, we, them, us, they, him, her) to respond to/question in conversation with peers.

Thomas Thomas currently requests using physical prompts such as gestures or pulling adults to item he wants. His expressive and receptive language skills are at 9-month-old developmental level. He has no interest in other children but enjoys movement. Goal: Thomas will use signs, pictures, AAC, or vocalizations to indicate his wants/needs for items in his daily classroom 10x per day on 4 out of 5 data opportunities for 4 consecutive weeks by October 1, 2016. (Pragmatics and Syntax) Objective 1: Thomas will make a choice out of a field size of 3 to request wants/needs (i.e. food, toys, activities, peers) during daily routines. Objective 2: Thomas will comment/label out of a field size of 3 during structured group times (i.e. story, circle time, art). Objective 3: Thomas will comment to/request from peers in small group settings (i.e. playtime, centers, and meal times).  

The Very Hungry Caterpillar By Eric Carle Theme of the week is book – very hungry caterpillar

Clip of what weekly lesson plan looks like per activity in the day 915-955am Centers and Direct Teaching Sessions Centers-find the caterpillars and butterflies in the sensory bin and Duplo Legos   Vocabulary, Following Directions, Interactions with Others, Expressive and Receptive language Centers-Felt Story Board with CD of book to follow along and play food Vocabulary, Interactions with Others, Oral Expression, Sequencing, Expressive and Receptive language, Visual Communication and Production Centers-Books about caterpillars, butterflies and Letter and Number Magnets Vocabulary, Phonological Awareness, Oral Expression, Print and Book Awareness, Labeling, Asking Questions, Numbers and Number Sense, Receptive and Expressive language Centers-Feed the Caterpillar Activity and Catch the butterfly letters (Students will catch a butterfly and match the letter to one on the board in front of them) Vocabulary, Interactions with Others, Labeling, Answering Questions, Phonological Awareness, Receptive and Expressive language Center-Interactive story on the Smart Table and Matching Cards Vocabulary, Interactions with Others, Visual Communication and Production 10-1030am Play and Work Stations Interactions with Others, Social Skills, Following Directions, Expressive and Receptive Language, Requesting, Turn-taking, Waiting 1035-1105am Storytime Read The Very Hungry Caterpillar by Eric Carle Show caterpillar and butterfly stuffed animals Recite poem “The Fuzzy Caterpillar” Vocabulary, Oral Expression, Print and Book Awareness, Interactions with Others, Phonologic Awareness, Following Directions, Receptive and Expressive language, Visual Communication and Production Read The Very Hungry Caterpillar by Eric Carle using felt story board Sing “Butterfly, Butterfly” and “Days of the Week” Vocabulary, Oral Expression, Print and Book Awareness, Interactions with Others, Phonologic Awareness, Music, Following Directions, Receptive and Expressive language, Visual Communication and Production Read The Very Hungry Caterpillar by Eric Carle using puppets Sing “Butterfly, Butterfly” Clip of what weekly lesson plan looks like per activity in the day

Days of the Week The Very Hungry Caterpillar By Eric Carle Unit Goal(s): Students will identify days of the week words. Students will retell a story. Students will identify different food items. Students will work in large groups. Expressive/Receptive language. Students will identify images of caterpillar and butterfly. Students will complete a diagram of caterpillar life cycle. Lesson Objective(s): Sequencing Days of the Week; Expressive/Receptive language through pictures, gestures, AAC, and/or verbal communication lesson

Individual Objectives: Thomas will comment/label out of a field size of 3 during structured group times (i.e. story, circle time, art). Jenny will respond to at least 10 different “WH” questions related to the daily classroom activities (i.e. What is it? How many? Where is ___?). I have students with similar objectives as the project students Thomas and Jenny – so I was able to take similar data in class as I would for these students. I asked WH questions during reading, art, and review – and collected data on one student. I provided pictures and IPAD with corresponding answers for nonverbal students similar to Thomas to respond to questions and comment freely.

What do we know about days of the week? Teacher will read the book of the week, The Very Hungry Caterpillar, by Eric Carle for story time to the class. (didactic reading techniques; discuss what happened to the caterpillar on each day, focusing specifically on what he ate and the day of the week; “WH” questions) Activity on carpet- The teacher will model sequencing the days of the week. As a group, children and teacher will put the days of the week in order with a model. 1. Show calendar, sing song (link), Students will be encouraged to sing along or follow along using pictures or AAC devices. 3. Least to most prompting will be used to assist. - show actual materials to class

4. The teacher will use felt board items pair with reading the story as well as to retell. Students will be encouraged to take turns to manipulate the items. Children will be transition to the art area of the classroom. They will be shown the sample craft recreating the story. 5. Art center activity- children will complete an activity that first sequences days of the week then pairs food to days of the week similar to the story. 4. Students who are nonverbal will be provided pictures and AAC devices to communicate during the lesson. Pictures from the book and large print words will also be provided to aid children in responding to questions and follow along with sequencing and retelling. 5. Children will be provided with needed materials and adult prompting as needed to create their craft. While students are working on the activity, teacher and instructional assistants will asks ‘WH’ questions as well as make comments about the story and what students are creating. Those children who have difficultly working with art materials such as glue can use the Smart Table or touch screen on computer, both will have similar materials available to manipulate and create the activity.

Show activity as interactive on smartboard, student samples – helped students with order, showed example/book, talk about how I would change activity: . Next time, I will make different versions for students; Some children will have matching sheets to prompt their responses and others will have more options to choose from as developmental levels differ.

The Very Hungry Caterpillar By Eric Carle Similar to interactive version of activity