Monitoring of Child Progress

1. Monitoring of Child Progress Shelby County (AL) Early Childhood SPED Services Professional Development March 22, 2010 William McInerney / Laurie Dinnebeil Judith Herb College of Education University of Toledo Support provided by Margie Spino, M.A.

2. Assessment One of the purposes of assessment is intervention planning • What do we need to teach this child? What are appropriate instructional goals & objectives? What is rationale for these goals & objectives? • What are the child’s strengths relative to the demands or expectations of skills in the natural environment? • How will we teach this child? • How should we arrange the environment (classroom and peer interaction) to facilitate the acquisition and practice of these skills?

3. Assessment • Curriculum Aligned with Head Start Outcomes: • The Creative Curriculum for Preschool, Fourth Edition (Trister Dodge, Colker, & Heroman, 2003) • Preschool Child Observation Record (COR), Second Edition (High/Scope Educational Research Foundation, 2003)

4. Questions to consider when developing goals from criterion- and curriculum-referenced test results: • What SKILLS were the items that the child failed designed to measure? • Do the items that the child failed reflect important concepts or skills that the child needs to acquire? • Do separate items that the child failed represent classes of important behaviors?

5. Questions….. cont. • What do the failed items say about the child’s overall competence in the across skill areas? • Why are these skills important to this child? • Is this an essential skill for the child to function in his present and future environments? • Are there prerequisites for this skill ? If so, can the child perform these prerequisite skills?

6. Questions…. cont. 8. How does the performance of this skill relate to other skills in this domain or other developmental domains? • Is this skill an important prerequisite to other skills? • Should the focus of instruction for this skill be on acquisition, fluency, maintenance, or generalization? Wolery, 2004

7. Alternative Assessment Ecological Assessment • Process for generating goals and objectives, identifying instructional strategies, and devising methods of data collection • Can be implemented in classroom, at home, childcare setting, or the community before or immediately after the child is placed in the setting Noonan & McCormick, 2006

8. Ecological Assessment Process • List daily activities and routines • List important behavioral expectations • Rate as “can do” or “needs to learn” • Formulate goals and objectives • Plan instruction • Plan how to monitor child progress Noonan & McCormick, 2006

9. Ecological Assessment - Example Noonan & McCormick, 2006

10. Goal vs. Objectives Goals • Broad & general statements identifying the desired outcome of intervention/instruction • Describe behaviors child can accomplish during a 9-12 month period Objectives • Precise and specific statements that child can reasonably accomplish in 3-6 months

11. Goals……Examples • Jared will participate in the morning circle routine. • Anisa will eat and drink, independently, at snack time and at lunch. • Anthony will play on the wheel toys and the playground equipment. Noonan & McCormick, 2006

12. Objectives – Quality Indicators • Functionality • Generality • Integration • Hierarchical Relationship • Measurability and Monitoring Noonan & McCormick, 2006

13. I. Functionality • Will the skill improve the child’s ability to participate, independently or with assistance, in all or most natural environments? • Will the skill increase appropriate interactions with peers and materials in the natural environments? Notari-Syverson & Shuster, 1995

14. Use of Functional Verbs in IEP Planning • Use actions that can be observed • Examples of Functional Verbs: • point to, name, write, say, share, sing, put away Examples of NON-functional Verbs: • improve, understand, increase, exhibit, identify … will improve his communication skills … will identify her name … Mcwilliam & Casey, 2008

15. Functional Verbs To change a nonfunctional to a functional verb ask what thebehavior should look like. Nonfunctional: … will become involved in circle time … What does ‘being involved in circle time’ look like? Functional: … during circle time, Aaron will choose a song from the choice board and sing song with peers … McWilliam & Casey, 2008

16. Functionality True test of functionality is to ask WHY the child is working on the given goal/objective. If skill is functional, the answer will be immediately apparent. Helps to add a rationale statement … skill is necessary so that … … skill is necessary in order to … … if child could not perform this skill, adult or peer would need to do so

17. Where in the World is the “Functional” objective: • 5 year old Robin will string 5, 1” beads on a string, by herself. • 4 year old Traci will verbally respond to another child who asks her a question. • 5 year old Justin will follow 2-step directions provided by a familiar adult. • 3 year-old Rannon will stack 6,1.5 “ blocks, by himself. Material taken from Project Open House, Drs Dinnebeil and McInerney

18. Is That Your Final Answer? If you think that objectives “2” and “3” are functional, you’re right! • Responding to another person who asks a question is an important skill that will help Traci interact with her peers and be part of the group. • Traci will verbally respond to another child who asks her a question …..RATIONALE…..so that she can interact with her peers and be part of the group. • Following multi-step directions is an important skill for Justin to learn because he’s going to need to do that when he goes to kindergarten. • Justin will follow 2-step directions provided by a familiar adult …..RATIONALE…..in order to be prepared for kindergarten. Material taken from Project Open House, Drs Dinnebeil and McInerney

19. What About Stringing Beads and Stacking Blocks? • Let’s talk about Robin’s and Rannon’s objectives. • Can Robin be successful in preschool or kindergarten if she can’t string beads? Will Rannon get along OK if he can’t stack blocks? • In isolation, string beads or stacking blocks, are not critical skills or behaviors. Material taken from Project Open House, Drs Dinnebeil and McInerney

20. The Important Question: What are the skills “behind” stringing beads or stacking blocks? Stringing beads or stacking blocks depends on the ability to use your hands to accomplish a task requiring good fine-motor control. These are important skills that allow children to be successful in other settings and are linked to more mature skills (e.g. dressing, printing, use of utensils). • How could we rewrite objectives for Robin or Rannon so that they are functional? Material taken from Project Open House, Drs Dinnebeil and McInerney

21. What are other activities that require similar fine motor skills? • Instead of “stringing beads”… …Robin will use both hands to complete a task … Such as? ………………………… • Instead of “stacking blocks…… Rannon will …………? Material taken from Project Open House, Drs Dinnebeil and McInerney

22. II. Generality • Can the skill be ‘generalized’ or demonstrated across a variety of people, activities, materials, and settings/environments? • Examples: • …will manipulate puppets, block, spoons, and zippers using both hands … • … during circle time, snack, and outside play … • … with the teacher, peer, or Mom … Notari-Syverson & Shuster, 1995

23. III. Integration of Skills • Do the child’s peers demonstrate this skill within a variety of daily activities and routines? • Are there naturally occurring antecedents and logical consequences for the skill in the child’s daily activities and routines? • Can the skill be taught and practiced in a variety of activities and settings? Examples: • … will request help bathroom..accessing materials • … will clean up…. after building center… snack … Notari-Syverson & Shuster, 1995

24. IV. Hierarchical Relationship • Is mastering the learning objective necessary in achieving the learning goal? Example: • Goal: Jackie will participate in morning circle routine. • Objective necessary to reach that goal: • In morning circle, Jackie will say “I’m here” when her name is called in attendance roll, on 3 consecutive days. Notari-Syverson & Shuster, 1995

25. V. Measurability and Monitoring • Can the skill be seen and/or heard so that it can be counted? • Can an example of the skill be recorded? Purpose of monitoring is to let the team, including the family, know when the objective has been accomplished. Notari-Syverson & Shuster, 1995

26. Challenges of Measurability • Does the objective measure an appropriate aspect of the target skill or behavior? WHAT’S WRONG? Jackie will respond to 3 routine questions (roll call, weather, day of the week) in morning circle by pointing to the appropriate picture on her communication device, 80% of the time for a week. Noonan & McCormick, 2006

27. Challenges of Measurability • Does the objective measure an appropriate aspect of the target skill or behavior? BETTER: Jace will respond to 3 routine questions every day for a week (roll call, weather, day of the week) in morning circle by pointing to the appropriate picture on his communication device 80% of the time for a week. without a prompt. Noonan & McCormick, 2006

28. Challenges of Measurability • Is it clear how to elicit the target skill or behavior ? WHAT’S WRONG with this objective? When shown any 2 letters or small pictures and asked to say “same” or “different,” Jessie will respond correctly, 9 of 10 trials. Noonan & McCormick, 2006

29. Challenges of Measurability • Is it clear how to elicit the desired skill or behavior? BETTER: When shown any 210 pairs of 2” lower case letters or small pictures with minimal differences and asked to say “same” or “different,” Jessie will respond correctly 6 of 7 trialsopportunities. Noonan & McCormick, 2006

30. Challenges of Measurability • Can performance of the behavior be measured within the context of daily routines and activities? WHAT’S WRONG with this objective? When shown 10 pairs of 2” letters or small pictures with minimal differences and asked to say “same” or “different,” Jessie will respond correctly 6 of 7 opportunities. Noonan & McCormick, 2006

31. Challenges of Measurability • Can performance of the behavior be measured within the context of daily routines and activities? BETTER: When shown 10 pairs of two-inch letters or small picturessmall objects with minimal differencesvariation in color, shape, size, and function (3 to 5 a day in the context of ongoing activities) and asked to say “same” or “different,” Jessie will respond correctly 6 of 7 opportunities. Noonan & McCormick, 2006

32. Activity: Improve the Quality of these IEP Objectives • Sam will exhibit improved ability to express her wants and needs at least 80% of the time. • Desmond will manipulate classroom objects 7 out of 10 trials, for 5 consecutive data collection days. • Kelly will socialize with his peers appropriately in 3 out of 5 trials.

33. Activity: Improved IEP Objectives • During daily activities (e.g., small group, center time, snack time), when asked “What do you want?” Sam will use 2- or 3-word (agree on 2 or 3, not both) constructions to request items, at least once during 3 different activities, within a 5 day period. In doing so, she will become more independent and others will be able to meet her needs.

34. Activity: Improved IEP Objectives During snack time, free play time, or small group time, Desmond will manipulate (e.g. twist open, screw on lid, etc.) 3different objects or materials that require the use of both hands at the same time, ONCE a day, 4 consecutive observations. Kelly will move toward and remain within 1’ of another children for at least 2 minutes, 3 different times during free-choices times (such as centers), over 3 consecutive days, so that he can participate socially during these routines.

35. Prioritizing IEP Objectives • Some skills may require direct and consistent intervention by EC partner teacher or classroom teacher • Effects of maturation and peer interactions should be considered • Some skills may be preferred by parent and/or ECE partner vs. other skills

36. Prioritizing of IEP Objectives • Some skills or behaviors may be ‘essential’ to success in the ‘Next Environment’ (e.g. K-garten) • Some skills or behaviors may develop as a result of peer acceptance and interaction • Some skills or behaviors may be acquired via incidental teaching

37. Prioritizing IEP Objectives - Factors to Consider (MEPI) • Maturation/experience of child • Expectations anddemands of ECE environment • Peerexpectations and intentional peer interaction (planned by ECE/IECSE) • Needfor immediate and intensiveIntervention

38. M = Maturation / Biology • Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as child develops without significant teacher or peer involvement • (e.g. minor articulation problems, grasping of objects, dressing skills)

39. E = Environmental Support • Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as a result of child access to materials or teacher ‘engineering’ of learning (or home) environment’. • Will securing items in a variety of containers and placing out of child’s reach result in increased opportunities for fine motor skill development and communication (e.g. seeking desired toy/item with or w/o request for assistance)

40. P = Peer Intervention / Support • Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as a result of child interaction with competent peers. Teacher organization of ‘peer buddies’ and cooperative activity groups will increase opportunities for imitation learning (via peer modeling). Also peer ‘expectations’ for social interaction and communication may provide ‘motivation’ to target child to improve skill or behavior.

41. I = Intensive / Direct Intervention • Evaluate learning objective to determine if ‘target’ behavior / skill is of IMMEDIATE use or will enhance child’s acceptance in learning community. Examples would include aggressive behavior, very limited communication skills, very limited personal mobility, toilet training (if developmental indicators present). Child would not be expected to make reasonable progress toward acquisition of this skill/behavior without DIRECT and consistent teacher intervention.

42. Prioritizing IEP Objectives • Help ECE teacher understand that they don’t have to address EACH IEP objective with the same level of intensity • Use MEPI Model for making rational decisions about how IEP objectives can be addressed

43. Use the MEPI……… • During snack time, free play time, or small group time, Desmond will manipulate 3 different objects or materials that require the use of both hands at the same time one time a day for 2 consecutive weeks. • Emily will use /k/ sounds in the initial position of words, one observation during 5 min. of play/snack/group sessions in 5 consecutive observations. • Kelly will move toward and stay within 1’ of other children for at least 15 seconds, 5 different occasions during free-choices times (such as centers), over 3 days, so that he can participate socially during these routines.

44. Monitoring of Child Progress • Direct Measurement • Indirect Measurement

45. Monitoring of Child Progress Direct Measurement • provides the most accurate representation of a child’s behavior or skill acquisition and is the preferable approach to use to measure change. • However, the use of direct measurement by busy families and providers is not often possible. Indirect measurement may offer a more user-friendly approach.

46. Direct Measurement • Event recording • Percentage • Rate • Interval Recording (Time Sampling) • Momentary Time Sampling • Duration • Latency Technical Assistance Center on Social Emotional Intervention

47. Event (Frequency) Recording • measured by counting the number of times a behavior occurs. • It is important that a specific behavior has a clear beginning and ending point in order to ensure accurate measurement. • Example: recording the number of times a child leaves the table in a 20-minute snack time • Ms. Rita makes a mark on a record form posted on the cabinet near the art area each time Lilly asks for materials during project time. Technical Assistance Center on Social Emotional Intervention Hojnoski, Gischlar, & Missall, 2009

48. Event Recording Frequency of Shaking or Banging a Toy for 3 Seconds or More – During Snack Time

49. Event Recording

50. Interval Recording/Time Sampling • Specific time intervals (e.g., I min, 2 min) are selected and used in observing and recording the target behavior • Behaviors can be scored as occurrences if they occur at least once at any time during the interval (i.e., partial interval recording) or if they occur for the entire duration of an observation interval (i.e., whole interval recording). • partial interval recording is most often used to measure behaviors that are likely to be short in duration (e.g., hitting, biting) • whole interval recording is most often used to measure behaviors that are expected to occur continuously for a period of time (e.g., sitting in seat).