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Jenna OMalley SPED 465 Integrated Assignment Identifying Information Childs Name (pseudonym): Rachel Smith The two

AEPS development areas administered: Adaptive and Cognitive Results of Assessment During this particular assessment I was able to observe and assess two different areas of my focal childs development, these two areas included Adaptive and Cognitive. I selected these two areas because they included skills that my focal child seemed to excel in and be comfortable doing. The first area I assessed was the Adaptive Area. My childs raw score for this area was a 54 out of a possible 70 points, giving her a 77%. Independently, my focal child demonstrated that she could put the proper amount of food in her mouth, chew with her mouth closed, and swallow before taking another bite. Rachel also demonstrated that she could carry out all toileting functions, use a tissue, brush her teeth, comb her hair, and use some fasteners and zippers appropriately. Some skills that proved to be emerging during this assessment were her ability to eat a variety of food types and textures and her ability to prepare food. Rachel also has the emerging skills of washing and grooming herself, unfastening some buttons on garments, and putting on shoes and undergarments. There were no adaptive skills that Rachel did not have. During the Cognitive Area portion of the assessment, I was able to gain a better understanding of the skills that Rachel had mastered, the skills that were still emerging, and the few skills that she did not yet have. In this area, Rachel scored 79 points out of a total 108, yielding her a 73% area raw score. In this particular developmental area, Rachel was able to demonstrate an understanding of color, shape, and size concepts as well as eight different quantitative concepts independently. Furthermore, she could also independently group objects into categories and on the basis of physical attribute, order objects by length or size, recall events that occurred that same day, enact roles or identities, use imaginary props, count at least to 20, demonstrates and understanding of printed numerals, demonstrates some phonological awareness skills, uses letter-sound associations to sound out and write words, and reads words by sight. Some skills that are still emerging include her understanding of qualitative and quantitative concepts, following directions, sequencing events, evaluating solutions to problems, engaging in games with rules, and using rhyming skills. Rachel was unable to suggest acceptable solutions to problems or give reason for inference. Planning for Instruction/Intervention One goal from the Adaptive area that I would want the school and family to consider including in the childs IEP goals would be her ability to explore and try a variety of food types and textures. Based on my previous knowledge of the child I know that her diet is very constricted due to her lack of willingness to try foods she is not familiar with. I believe it is in the best interest of her health and survival to not be eating the same food every day. For that reason, I would suggest incorporating more colors and textures of food into her everyday eatingthe more exposure she gets with the food, the more likely she will be to try them and enjoy them.

One goal from the Cognitive Area I believe Rachel could use more structured assistance with development would be her ability to make statements and appropriately answer questions that require reasoning about objects, situations, or people. Rachel was unable to give reason for influence and inconsistently makes predictions or gives probable cause. I feel this is a skill crucial to her continued development that needs immediate attention. In school and at home Rachel is asked to explain certain thinks, calling on her higher level of thinking and requiring these previously mentioned skills. For that reason, I would suggest incorporating this goal into her IEP. IFSP/IEP Objectives Based on the goals identified above, I would like to develop, more in depth, the adaptive goal. In order to move Rachel from her current level of performance to meet the goal of exploring and trying different food types and textures, I would first have Rachel be exposed to these different food types and textures. The very first objective I would set for Rachel would be for her to at least try one small bite from each food object provided for her either at home or at school during snack. Once she tries the food item, she could decide if she likes it or if she does not like it. If she does not like the snack she can request a new food item that she does enjoy. Classroom or Home Activity Matrix Objective 1: To try and explore a variety of food types and textures Objective 2: To make statements and appropriately respond to questions that requires higher level of reasoning Breakfast/ Preparation for School X: O1 Arrival at School Large Motor Play Bathroom Large Group Discussion X: O2 Snack X: O1 Center Play Large Group Discussion X: O2 Dismissal from School Afternoon Snack at Home X: O1 Play X: O2 Dinner/ Preparation for Bed X: O1 Planning for Embedded Learning For the first objective of trying and exploring a variety of food types and textures, one embedded learning opportunity can be found in snack. Each day at school, the students are provided with a snack. During this time, Rachel often refuses the snack without trying it and is given a snack brought from home. For the embedded learning opportunity, Rachel could be directed to look at the other students trying their snack and engaging in discussion about their snack. She could then be encouraged to try a little bit of the snack. If she does not like it she can then request a new snack. For the second objective of making statements and appropriately responding to questions that requires higher level of reasoning, one embedded learning opportunity can be found during large group discussion. During the discussion, the teacher could ask a question and call on all of

the students to respond appropriately. Rachel could be called on last that way she has the chance to listen to all the students give appropriate answers as an example and then be re prompted to provide her answer. Recommendations for Home One recommendation for the first objective listed above to be done at home would be to keep a variety of food types and textures in the house available to Rachel. By having the variety of food visible and easily accessible to Rachel, she might be more inclined to try them on her own. Another recommendation at home would be to implement a similar routine at home like the one described at school during snack. Rachel can observe her family eating different foods and then be instructed to at least try a little bite of that same food. She can then decide whether she would like to continue eating it or request a new type of food. One suggestion for the second objective listed above would be to engage Rachel in discussion on the way home from school. Her parent or guardian picking her up that day might ask what she did at school that day, what she talked about or learned, or what she played with in the gym or with her friends. They might prompt Rachel with higher level of thinking by asking why did u decide that, what made that work or how did you make that? By getting into a routine of engaging in this type of conversation Rachel might develop more of these skills. Another suggestion would be to give examples of higher level conversations at home. The family around Rachel might engage in these conversations about their day or daily routine around Rachel explaining things more in depth. Through the exposure of these appropriate responses, Rachel might become more inclined to speak this way too. Data Collection to Inform Instruction One method of data collection for the first objection would be a daily log book. In this book Rachel can either write or use a picture to tell what she tried at breakfastwhether she liked it or not, and what she eventually ate at breakfastalong with whether she liked it or not. She could repeat this picture or written process with her snack at school, her snack at home, and her dinner. One method of collection for the second objective could be a tally chart, composed by her teachers and parents or guardians. The chart could list times where Rachel was prompted with higher level questions and a tally or sticker if she responded appropriately, and no tally or sticker if she did not. The chart could include specific questions, statements, or responses to provide accurate and descriptive information for the parents and teachers. A format for the first form of collection could be a flip book. Each page could be a different time of the day when she eats; the first page being Breakfast, then School Snack, then Afternoon Snack/Lunch, then Dinner. Each page would have four squares: two at the top titled Food and Drink and two at the bottom for responses to the food and drink as to whether she liked or disliked. If using pictures, the pictures of each food can be taken and then applied to the food and drink section and pictures for LIKE and DO NOT LIKE can be applied appropriately for the answers. If written, these items can all be written in the boxes. A format for the second form of collection could be a simple chart with different sections on the left side where Rachel is given higher level of thinking questions or times she is engaged in higher level of thinking conversations. An example for the left side could look like this:

TIME OF DAY Large Group Discussion How do you know what the weather is like?

RESPONSE I Rachel responded Its snowing because white snow is falling to the ground