1. Unit 3 Seminar Professor Sarah Barrett

2. Tonight’s Agenda :  Quick Review of Unit 1-2  Class Discussion : Unit 3  Preparing for unit 4  Questions/Concerns

4.  Don’t forget to check Kaplan email.  Don’t forget to check our “announcements” on our class home page.  Check “comments in your gradebook.

5. Classroom Homepage : APA Quick Reference

6.  Direct quote  Paraphrase  Summarizing

7.  According to our text, Allen and Cowdery identify assessment as “a process of collecting information to help answer a question” (2009, p. 286). AND in addition to directly quoting you must reference entire text or document at end of discussion post and or project. Allen, E., Cowdery, G. (2009). The exceptional child. Clifton Park, New York: Delmar Learning.

8.  We discussed what are types of disabilities and their “labels”  Early Childhood Professionals role is defining “typical vs. atypical development”

9. A-typical vs. Typical development * Baby is not babbling * Verbalizing with intent *Lack of eye contact * Seeking eye contact

10.  Unit 1 : Why is it important that you know typical vs. atypical development in your field?

11.  Classifications of Qualifying Disabilities:  Autism  Speech and Language Delay  Orthopedic Impairment  Visual Impairment  Deaf and Hard of Hearing  Intellectually Disabled  Traumatic Brain Injury  Other Health Impairment (ADD and others)

12. Formal Criterion referenced assessments Norm-referenced IQ tests Informal  Observations  Portfolios  Interviews (parent/children)

13. Accommodations/Modifications *speech and language delay *orthopedically impaired *vision/hearing loss

14.  Provide opportunities for child to expand vocabulary. (reading, music, rhymes, finger plays)  Help child when they are frustrated and make sure you can give them a safe place to “talk” with you.  Work with speech therapist and collaborate ideas on how to help the child and family.

15.  Share with us another example of a disability and how it can be addressed in preschool or young childcare?  There is no wrong answer

16.  How do early childhood professionals begin to assess the children they work with?  What do we do with our assessments and observations? Main focus: If you as a professional see a reasonable concern regarding a child’s development you will need to request that a parent seek a formal evaluation.

17. Step One: Screening Step Two: Determining Eligibility Step Three: Determine Services Step Four: Planning the Program Step Five: Monitoring Progress Step Six: Evaluating the Program

18. Checklists Frequency counts Duration measures Anecdotal notes Logs or diaries Time sampling Language samplings Running records Portfolio assessments

19. Teachers understand how to use the developmental milestones as guidelines for abilities reached at a certain age. Teachers are specially trained to provide appropriate developmental activities to allow children their best opportunity to perform at optimal rates. Teachers can observe children in a variety of activities and environments throughout the day. Teachers understand the importance of not making diagnoses, labeling, or upsetting parents. (Allen & Cowdery, 2009, p. 294- 296).

20.  IFSP – Individualized Family Service Plan VS.  IEP- Individualized Education Plan IFSP : family focused ( birth – 2 yrs. 11 mos.) IEP : student focused ( 3 - 21 years )

21. Purpose is to identify and organize resources to support the family in caring for the child with disabilities. Ongoing support is provided to parents. Family and child centered services are provided by an interdisciplinary team approach. Family members are essential to team. A service coordinator appointed to manage services. Parents may serve and be trained in this capacity. Specific steps are in place to transition the child to the next intervention program. (Allen & Cowdery, 2009, pp.306-307)

22. The major results or outcomes are expected to be achieved by child and family. The specific services child will be receiving Where in the natural environment (e.g., home, community) the services will be provided (if the services will not be provided in the natural environment, the IFSP must include a statement justifying why not) When and where child will receive services (NICHCY, Parent Guide 2, August 2004)

23.  Parents of John will attend 1 counseling session per month in order to learn effective strategies to manage behavior at home.  John will receive in home speech therapy 2 times per week for 30 minutes each session.  John will visit a developmental specialist every three months to evaluate his progress and meet with the family.

24. Present levels of performance and skills are developed. Short term objectives are developed to reach the long term (annual) goals. Specific services to be provided with start dates Accountability (evaluation) to determine if objectives are met Inclusive programs are included in the IEP. Specifics of where and when are outlined. (Allen & Cowdery, 2009, p. 313).

25.  Cindy will attend 5 days a week special education preschool class.  Cindy will receive speech therapy 2 times per week (30 min. sessions) within the classroom setting.  Cindy will receive bussing to and from school 5 days a week.

26. 6 minute video on IFSP’s http://www.youtube.com/watch?v=- qis1dyKAEY&feature=related

27.  How can you advocate for the families you work with?

28. Describe the characteristics of behavioral problems and the importance of reducing and preventing problems in the preschool classroom. Explain the purpose and importance of the Behavior Intervention Plan. Identify strategies for reducing and preventing behavioral problems in the preschool classroom. Describe techniques that facilitate quality care for a specific age group of young children with special needs. 28

29. Impulsivity Disorganized Irritableness Temper tantrums Short attention span Compulsive Manipulative Uncooperative Whiny or crying Talkative (disruptive) Seeks attention Moody Restless or hyperactivity Avoids eye contact Clinging Plays alone (Gorrill, Paasche, & Strom, 2005, p. 40-41). 29

30. * Identify the problem situation * Assess the child and the environment * Specify an goal for the intervention 1. Assess the function of the behavior-why? 2. Identify a replacement behavior- what to do instead? 3.Plan the intervention. Ensure the meaningful curriculum activities, frequent reinforcement, choice, and a predictable schedule are in place Ongoing monitoring of child’s progress (Allen & Cowdery, 2009, 556). 30

31.  A. “antecedents” what happens before you see the “behavior”  B. “behavior” the actual behavior of the child, what he/she does that is disruptive, etc.  C “consequence” what happens after the behavior occurs Usually the A or “antecedent” will give you a reason for the behavior. 31

32. Assess the environment to see if the environment can be altered to eliminate the antecedent that trigger the behavior Help the child with a communicative problem achieve more appropriate ways of communication Develop an appropriate consequence to the behavior Teach self monitoring skills Consult with team of professionals Collect data to evaluate effectiveness of plan (Allen & Cowdery, 2009,565-580). 32

33. Give warning that a transition to a different activity will take place before it happens Check with child often to make sure that child is not overwhelmed with too many rules or directions Give one or two step directions in a logical order to reduce frustration and miscommunications Give the child realistic choices that promote responsibility and independence (Allen & Cowdery, 2009, p. 563-580). 33

34. Focus the child’s attention by doing one or more of the following: use child’s name, eye to eye level, speak directly, check for understanding, model and practice expected behavior Give enough time for child to comply with request before stating request for second time Practice consistency and firmness when child is exhibiting non-compliant behavior Make sound judgments 34

35.  You have a very active four year old boy in class that is impulsive and has a hard time sitting or standing still. He can’t seem to stay in line with his peers without moving around and touching everyone. You know that it is distracting for him to stand too close to peers, he needs structure and visual cues. You decide to teach him how to keep his hands to his side and feet in one place. 35

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37. Discuss strategies for reducing and preventing behavior problems in the early childhood daycare/classroom or share your experiences with behavioral problems. 37

38. Email or call if you need me