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Finding Opportunities for Hannahs Development

Identifying Information

Childs Name: Hannah
The two AEPS developmental areas administered: Adaptive and Social-Communication

Results of Assessment
The area raw score for adaptive skills was 23, resulting in an area percent score of 32.
Looking at the results, Hannah is able to eat with utensils and pull on some clothing, but
continues to work on eating without spilling and other dressing skills. During the observation,
Hannah pulled her snow pants halfway off, and then looked to the nearest adult for help with the
remainder. The skills Hannah does not het have are the ability to tell when she has to use the
toilet or personal hygiene skills (i.e., brushing her teeth and bathing herself). Nearly all of the
information obtained in this area was a result of parent report (notated on the AEPS as R),
though I did get to see Hannah eat some cookies and attempt to take her snow pants off.
Hannah received a raw score of 48 in the area of social-communication, resulting in an
area percent score of 50. She is adept at using certain pronouns, basic adjectives, and using
phrases to inform or command. During the process of the observation, she regularly told her
mom, using the correct pronouns, what she wanted to do or whose turn it was in Sorry! Hannah
is developing the ability to use more irregular forms of words and using phrases to predict or
describe. She does not yet demonstrate the ability to use various verb forms or ask many
questions, though this was difficult to assess because Hannah generally speaks in two to three
word sentences. Similarly to the adaptive skill scores, some of the information was obtained
through parent report, but some was not. During the observation, Hannahs mom facilitated
much of the verbal samples taken by prompting Hannah to answer questions and say specific
phrases.
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Planning for Instruction/Intervention
One goal I would include in Hannahs IEP to help her develop self-help skills would be
for her to pour water into a cup from another container. I would include this goal because she
currently cannot pour her own drinks, and this is a skill she will need to become a meaningful
member of society. It would also help at home, where her mom and dad would not have to be
the ones to pour her drinks.
Another goal I would include on her IEP to help her with social-communication skills
would be for Hannah ask w questions: what, why, how, who, etc. This would be a valuable
skill for Hannah to develop because it would make her questions more specific for those who
dont encounter her on a daily basis. It also would help Hannah be more articulate and have her
needs met sooner because she is able to tell others what, exactly, she needs.

IEP Objective
First Objective for pouring from one container to another: Hannah will pour water, beads,
or rice from one cup to another by holding the first cup in her right hand and tipping it atop the
other cup so the water, beads, or rice fall into the cup in her left hand; 3/5 times successfully
First Objective for asking w questions: Hannah will repeat w questions (why cant
we play; Who is that) that have been prompted by her teacher, parent, or caregiver at least once a
day.








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Classroom Activity Matrix

Hannah will pour an object (such as
water or rice) from one cup to another
by holding the first cup in her right
hand and tipping it atop the other cup
so the object falls into the cup in her
left hand; 3/5 times successfully
Hannah will repeat w questions
(why cant we play; Who is that) that
have been prompted by her teacher,
parent, or caregiver at least once a
day.
Morning Play X (depending on the toys out) X
Job Group X
Snack X X
Morning Group X
Center Time X X
Outside Play X X

Planning for Embedded Learning

Objective: Hannah will pour an object (such as water or rice) from one cup to another by holding
the first cup in her right hand and tipping it atop the other cup so the object falls into the cup in
her left hand; 3/5 times successfully
1. During center time, Hannah will be at the sensory table where the colored rice is kept.
She will take a cup and pour the rice from one cup to another.
2. I will say to Hannah, Ok, pick up that cup, make sure there is some rice in it. Ok, now
take this one and hold it here, and pour the rice into the empty cup. I will help her by
holding her hands if she physically cannot hold her cups up.
3. I might need to help Hannah hold the cups due to her low muscle tone. I may also need
to divide my prompt into several parts, giving her one-step directions and repeating the
directions if necessary.
4. I expect Hannah would look confused at first. She might also become quite frustrated if
she believes she is unable to complete the task.
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5. I would remind Hannah that she might get goldfish if she tries a specific number of times
to complete the task of pouring. If she is successful, I would tell Hannah that she worked
really hard and did a great job pouring the rice. If she is unsuccessful, I would tell her
what she did well (e.g., raise the cup or tip the cup) and then guide her with physical
support to complete the task.

Objective: Hannah will repeat w questions (why cant we play; Who is that) that have been
prompted by her teacher, parent, or caregiver at least once a day.
1. During morning playtime, Hannah will be playing at any table with her peers. If she
wants to know who walked in, what toys are out, or where something is kept she must
ask at least once.
2. I will say to Hannah, Do you want to know what toys are out/where the book is? Ok
then, say what toys out / where book.
3. I might need to break the prompts down into smaller pieces, thus making it easier for
Hannah to repeat or follow the directions I want her to do.
4. I would expect Hannah to be quiet at first, and probably just repeat the word she wants:
book or toys. She may also respond with, what toys or where book.
5. If Hannah only repeats the word she wants (book or toys), I would calmly say, yes I
know you want the toys, but you also need to say what toys. This way I am giving her
positive reinforcement, validating that she is working hard and I understand, but also
letting her know she needs one more piece to have her question answered.



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Recommendations for Home
My recommendation for practicing pouring at home would to have Hannah start pouring
her own milk, water, or juice on a regular basis. Perhaps starting at dinnertime and having her
pour the first glass would be a good way to introduce the task at home. It may be necessary to
help her by holding some of the pitcher, and then gradually reducing the amount of weight you
are holding so that, eventually, Hannah is able to hold the entire pitcher on her own. After
Hannah has become more comfortable with pouring her own first glass, have her begin to pour a
second glass if necessary. If she only has one glass of water, milk, or juice at dinner, have her
begin pouring a glass with breakfast.
To help Hannah with asking w questions at home, anytime you think she might be
asking where something is, what something is, why you are doing something, or when
dinner/reading/bedtime might be, form the question for her and have her repeat it. For example,
if she says daddy around the time dad comes home, say, Where is daddy? Then prompt her
to repeat it: Hannah, say where is daddy and try at most three times, especially if Hannah
appears to be getting frustrated, to have her repeat the question.

Data Collection to Inform Instruction
To collect data on whether or not Hannah is able to pour an object from one cup to
another, I would have a chart for each week where I could check of the number of times she was
able to pour on any given day of the week. I would have a spot for the date so I could track that I
am checking in at least once a week. It would be a simple, criterion-referenced sheet: a check for
each time she poured, a spot for notes underneath so I could say if she needed help or did it on
her own.
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Similarly, to collect data on the w questions Hannah is able to repeat, I would have a
checklist of the different w questions who, what, where, when, why, and how and each day
check off the number of opportunities that presented themselves. However, in this case I would
have an additional spot for the number of times Hannah successfully repeated the questions.

See the following sheets for examples of each of the data collection sheets mentioned above.

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Sample Data Recording Sheet for Pouring from One Cup to Another

Pours from
one cup to
another
Comments


Week 1: _____-______-____





Week 2: _____-______-____





Week 3: _____-______-____





Week 4: _____-______-____





















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Sample Recording Sheet for W Questions Repeated


Questions
Number of times
the opportunity
was presented
(tally)
Number of times
Hannah succeeded
in repeating the
question

Comments
Who
What
Where
When
Why
How