1. Communication Intervention Plan
Paige Hanna
ECSE 500

2. Student Profiles: Thomas
Thomas is a 3 year, 2 month old boy
receptive and expressive language abilities were less than 9 months developmentally.
Thomas is not interested in other children and likes movement and spinning (per the report of the evaluation team).
Thomas demonstrates skills at the “requester stage,” and Thomas’ parents are frustrated because it is difficulty to get and keep his attention.

3. Goal for Thomas
Thomas will increase the functionality of his communication through the use of, sign language or PECS more than five times during tabletop activities with minimal verbal prompting. (Semantics)

4. Objectives for Thomas
Objective 1: Thomas will use PECS or sign language to request for a desired item three out of four times while at the table. (Semantics)
  Objective 2: Thomas will increase the use of receptive and expressive language skills by staying seated and participating for five minutes in teacher directed activities through sign language or pictures from PECS book. (Semantics & Pragmatics)
  Objective 3: Thomas will engage with a peer during self-directed play at the table for three minutes without verbal prompting. (Pragmatics)

5. Student Profiles: Madeline
three year, 1 month old who has quadriplegic cerebral palsy.
Her comprehension of language is unknown.
She has no means to communicate other than crying. Mom says she is “smart.”
She has no functional use of her extremities
no ability to play with her toys at home. Her play at school is extremely limited.

6. Goal for Madeline
Madeline will use eye gaze, or a voice output device to intentionally communicate with adults and peers 4 of 5 times during playtime. (Semantics & Pragmatics)

7. Objectives for Madeline
Objective 1: Madeline will use expressive language skills using eye gaze to appropriately request an item from a field of three using a) objects or b) pictures (Semantics)
Objective 2: Madeline will engage with an adult or peer with an adapted elephant toy from TTAC for three minutes. (Pragmatics)
Objective 3: Madeline will use eye gaze or voice output device to answer simple “wh” questions from a field of two using a) objects or b)pictures (Semantics)

8. Book: The Very Hungry Caterpillar
Weekly Lesson Plan
Book: The Very Hungry Caterpillar

9. The Very Hungry Caterpillar Literacy Activity
UNIT GOAL
Children will identify the food components from the Very Hungry Caterpillar Story.
UDL Lesson Plan
The Very Hungry Caterpillar Literacy Activity

10. UDL Lesson Objectives
The student will receptively identify the foods: one green leaf, one red apple, two green pears, three blue plums, four red strawberries, five orange oranges, one food variety picture (cake, ice cream cone, pickle, cheese, salami, lollipop, cherry pie, sausage, cupcake, and watermelon)
The student will expressively identify the foods: one green leaf, one red apple, two green pears, three blue plums, four red strawberries, five orange oranges, one food variety picture (cake, ice cream cone, pickle, cheese, salami, lollipop, cherry pie, sausage, cupcake, and watermelon)
Each child will be given the chance to come up to “feed” the caterpillar while we read and tell the story.

11. Individual Lesson Objectives
Thomas will receptively identify the correct food item when told to feed the caterpillar a specific food item
Thomas will stay seated during the lesson and engaged with the class even when it is not his turn.

12. Materials Needed The Very Hungry Caterpillar Book
Homemade caterpillar container (use oatmeal container)
Milk caps containing actual food pictures from the story

13. Introduction to Lesson
During circle time, the teacher will talk to the children about The Very Hungry Caterpillar. The teacher will talk about the story sequence of what the caterpillar ate, and will stress the importance of the caterpillar turning into a butterfly.

14. Methods to Embed UDL Through Routine Activities
The teacher will talk about the Very Hungry Caterpillar book, and ask the children what happened in the story.
After waiting for the students to answer, the teacher will show the children a food picture from the story
The teacher will say the name of the food and then ask the children to repeat it
After looking at all the different foods and modeling the correct words for the story, the teacher will demonstrate “feeding the caterpillar”.

15. Methods to Embed UDL Through Routine Activities
Each child will have a turn to come up and feed the caterpillar a particular food item.
The teacher will ask the child to find the picture that contains “1 apple, 2 pears, etc.
The teacher will verbally praise each child when they choose the correct food picture the teacher asked them to find. The teacher will encourage the child to say “1 apple, 2 pears, etc.” while feeding the caterpillar.
The teacher will answer questions when asked, but allow for wait time to see if the students can process it on their own.

16. Embedded Learning Opportunities (ELO) and Curriculum Modification
Thomas
Madeline
Circle Time Group Activity
8:30-9:00
ELO
Movement
9:00-9:30
Snack
9:30-10:00
Group Activity
10:00-10:30
ELO/CM CM
Small Group
10:30-11:00
Play
11:00-11:30
Lunch
11:30-12:00
Rest/Quiet Activities
12:00-1:00
N/A
Tabletop Activities/Art
1:00-1:30
Departure

17. Lesson Wrap Up
Once each child has fed the caterpillar and seen the caterpillar turn into a butterfly, the teacher will then repeat the activity.
This time the teacher will feed the caterpillar while having the children say each part of the story along with her. The teacher will feed the caterpillar one object at a time modeling the words, and having the children model.
The teacher will focus on saying the whole phrase from the story (ex: one red apple). At the end of the lesson, the children will be able to receptively know which food object is being fed to the caterpillar.
They will also be able to expressively say the phrase from the story identifying what the caterpillar is eating. While participating in this activity, they will have practiced story sequencing, as well as counting and color recognition.

18. Summative Assessment
After four days of reading The Very Hungry Caterpillar, the teacher would work with a small group of two children.
The teacher would observe to see if the children understood the story sequence. The teacher would also be interested in observing each child’s receptive and expressive language development.
The teacher would present the children with three pictures cards at a time. The picture cards would show food pictures from the Very Hungry Caterpillar story. The teacher would ask each child to find a picture from the story by saying, “find the…. (ex: one red apple)”.
Once the child chose the correct card, the teacher would ask “what food did the caterpillar eat?” This would prompt the child to use expressive language and say the name of the food picture they had chosen.

19. Formative Assessment
After asking a child to find a particular picture to feed to the caterpillar, the teacher would observe to see if the child chose the correct picture.

20. References