Consultation Final Project-Brey

COMMUNI CATI ON SCI ENCES AND DI SORDERS AND SPECI AL EDUCATI ON
C0NS0LTATI0N PR0}ECT FALL 2u1S

Simone Bevoie Ph.B uiuliana Niolo, Ph.B. CCC-S
Winthei Su48 Roseman 1u22
Tel: (262) 472-S8u8 Tel: (262) 472-148S
E-Nail: uevoiesuww.euu E-Nail: miologuww.euu

1

Croup 01 - Ally Zlmmerman, Megan 8rey, Amber 8odrlguez, & 8ecky 1ollefson

Introduct|on
1hls semesLer we compleLed a consulLaLlon pro[ecL ln a serles of sLages Lo supporL a preschool-aged sLudenL aL Lhe
Walsman Chlldren CenLer ln Madlson, Wl. Cur sLudenL, aLrlck, ls a four-year old boy who sLruggled Lo communlcaLe wlLh
oLhers ln Lhe classroom. aLrlck has an lL due Lo hls premaLure blrLh and language delay. We began Lhe consulLaLlon process
by compleLlng a rouLlnes-based lnLervlew wlLh our cooperaLlng Leacher where we deLermlned our funcLlonal goal, aLrlck wlll
use 4-6 word phrases Lo greeL, make requesLs, and/or lnvlLe a peer Lo play aL leasL 2 Llmes a day, 2 days a week for 4 weeks,"
because of aLrlck's decreased ablllLy Lo lnlLlaLe soclal lnLeracLlons wlLh oLhers, especlally hls peers. nexL, we planned and
lmplemenLed sLraLegles Lo help aLrlck reach hls goal wlLhln hls classroom-learnlng envlronmenL wlLh Lhe help of Lhe
program's Speech-Language aLhologlsL. 1hrough observaLlons compleLed by our cooperaLlng Leacher we were able Lo Lrack
aLrlck's progress. 8y Lhe end of Lhe four weeks, lL was evldenL LhaL aLrlck had made slgnlflcanL galns ln lnlLlaLlng
conversaLlonal lnLeracLlons wlLh hls peers and had meL hls goal.

1he followlng documenLs are lncluded as evldence Lo our semesLer long consulLaLlon experlence:
1) Case SLudy Cvervlew
2) 88l lnLervlew lorm
3) 88l 8eflecLlon
4) lannlng WorksheeL
3) Coal AssessmenL Scale
6) AcLlvlLy/SLraLegy MaLrlx


Tel: (262) 472-S8u8 Tel: (262) 472-148S

2

CASL S1UD CVLkVILW
1eam:

1eam 01 Consu|tee: Amber 8odrlguez
Consu|tant]s: 8ecky 1ollefson, Ally Zlmmerman, Megan 8rey
Ch||d's Name:

*aLrlck* Age: 4
(lseoJooym ooly)
kCGkAM CVLkVILW
1ype of sett|ng ch||d part|c|pates |n:

4-k lncluslve reschool Classroom
rogram ph||osophy or m|ss|on:

1he goal of Lhe WLC ls Lo provlde a supporLlve and enrlchlng envlronmenL LhaL wlll fosLer each chlld's soclal-emoLlonal,
cognlLlve, language and physlcal developmenL.

Locat|on of the program and commun|ty demograph|cs:

1he program ls ln Madlson, Wl, an urban seLLlng, LhaL ls locaLed on Lhe uW-Madlson campus.

rogram curr|cu|um:

lay-based, newly developed currlculum- noL publlshed yeL.

Assessment used for eva|uat|ng program qua||ty (e.g. LCLkS, LLCC):

Learnlng, changlng, growlng.
Assessments used for mon|tor|ng ch||dren's progress (cottlcolom-boseJ ossessmeot, scteeoloq tools, etc.).

Ages and SLages
Number and ro|es of adu|ts work|ng |n the c|assroom on a typ|ca| day:

3 Leachers- share Lhe role of lead Leacher

Number and age range of the ch||dren |n the c|assroom:

18 sLudenLs ages 4-3 years old.

C|assroom schedu|e (t|mes, act|v|t|es rout|nes):

Arrlval, clrcle Llme, snack, small groups/open play, gross moLor/ouLdoor play, lunch, nap, snack, open play ouLslde.


Tel: (262) 472-S8u8 Tel: (262) 472-148S

S

Languages that are spoken among ch||dren and fam|||es:

Lngllsh ln Lhe classroom, some sLudenLs speak !apanese and 8usslan.
1

CnILD CVLkVILW
Days of the week ch||d attends program:

All weekdays (Monday - lrlday)
Ch||d's Cvera|| nea|th (boseJ oo Jolly obsetvotloos ooJ k8l).

aLrlck ls ln good healLh. no healLh lssues were noLed or observed.
Soc|a| re|at|onsh|ps and Interact|on sk|||s (boseJ oo Jolly obsetvotloos ooJ k8l).

Pe has a delay ln soclal lnLeracLlons wlLh peers. Pe Lends Lo play by hlmself and only lnlLlaLes conversaLlon wlLh adulLs.
Independence (boseJ oo Jolly obsetvotloos ooJ k8l)

aLrlck ls very lndependenL. lor example, he wlll noL leL someone else help hlm puL hls coaL on. Pe wanLs Lo do lL all
by hlmself".
Lngagement |n kout|nes and Act|v|t|es (boseJ oo Jolly obsetvotloos ooJ k8l)

AL Llmes, aLrlck has Lrouble aLLendlng Lo Lhe acLlvlLy. Pe someLlmes sLares off lnLo space durlng acLlvlLles. uurlng
dlscovery Llme" he does noL sLay aL a cenLer for more Lhan 3 mlnuLes. Pe ofLen wanders around Lhe room.

Areas of Concern (ftom lloooloq wotksbeet).

aLrlck can communlcaLe wlLh oLhers. SomeLlmes hls speech geLs a llLLle [umbled up and lL ls dlfflculL Lo undersLand
hlm. When soclal engagemenLs presenL Lhemselves he prefers Lo Lalk Lo adulLs raLher Lhan hls peers. lf a peer
approaches hlm he wlll lnLeracL, buL he does noL lnlLlaLe Lhe lnLeracLlons.

2

IUNC1ICNAL IN1LkVLN1ICN LAN LVALUA1ICN
Iunct|ona| Goa|]s.

aLrlck wlll use 4-6 word phrases Lo greeL, make requesLs, and/or lnvlLe a peer Lo play aL leasL Lwo Llmes a day, Lwo
days a week, for four weeks.

Strateg|es.

Lmbedded learnlng opporLunlLles (LLC) ln Lwo of Lhe rouLlnes durlng Lhe day (l.e., free play and small group
acLlvlLles)

!"#$%&'().

number of Llmes aLrlck lnlLlaLes communlcaLlon wlLh a peer.

Sca|e rogress Leve| Descr|pt|ve Data
4 Much more Lhan expecLed
ouLcome
aLrlck wlll use 4-6 word phrases Lo greeL, make requesLs, and/or lnvlLe a peer Lo play aL
leasL Lhree Llmes a day, Lhree days a week, for four weeks.
3 More Lhan expecLed
ouLcome
leasL Lhree Llmes a day, Lwo days a week, for four weeks.
2 LxpecLed ouLcome aLrlck wlll use 4-6 word phrases Lo greeL, make requesLs, and/or lnvlLe a peer Lo play aL
leasL Lwo Llmes a day, Lwo days a week, for four weeks.
1 Less Lhan expecLed
ouLcome
leasL Lwo Llmes a day, one day a week, for four weeks.
0 8asellne performance aLrlck wlll use 4-6 word phrases Lo greeL, make requesLs, and/or lnvlLe a Leacher Lo play
aL leasL Lwo Llmes a day, one day a week, for four weeks.

8oseJ oo yoot Joto, wos/wete tbe qool/s ocbleveJ?

8ased on Lhe daLa, aLrlck meL hls goal of uslng 4-6 word phrases Lo greeL, make requesLs, and/or lnvlLe a peer Lo
play aL leasL Lhree Llmes a day, Lwo days a week, for 4 weeks.

u
1
2
S
4
1 2 S 4 S 6
!
"
#
$
"
%
&
&

(
%
)
%
*

+,-, !#./-
0#,* 1--,./2%/- 34,*%
uoal 1
S

IUNC1ICNAL IN1LkVLN1ICN LAN LVALUA1ICN
lf oot, wbot foctots lofloeoceJ tbe cbllJ ootcomes?

noL appllcable.
wete tbete ooy ooootlclpoteJ ootcomes?

Pe was very qulck ln respondlng Lo Lhe lnLervenLlon plan and ln meeLlng hls goal. 1hls was parLly due Lo Lhe added
supporL of havlng Lhe SL aL Lhe preschool also uslng LLCs Lo lncrease aLrlck's conversaLlonal lnlLlaLlons wlLh peers.

wos tbe collobototlve coosoltotloo ptocess oo effectlve woy of Jeveloploq ooJ lmplemeotloq tbe fooctloool lotetveotloo ploo?

ln Lhls case, yes Lhe collaboraLlve consulLaLlon process was an effecLlve way for lmplemenLlng aLrlck's funcLlonal
lnLervenLlon plan. We were able Lo noL only collaboraLe wlLh one anoLher (l.e., consulLee and consulLanLs), buL also
wlLh Lhe Leachers and SL aL Lhe preschool Lo lmplemenL our lnLervenLlon plan.

4

88l 8eporL lorm
8ouLlnes-8ased lnLervlew
k. A. McW||||am, 2003
kev|sed Ianuary 2006
Vanderb||t Center for Ch||d Deve|opment
*$)+%'$(",-
1hls form ls deslgned Lo be used Lo reporL Lhe flndlngs from Lhe McWllllam model of conducLlng
a rouLlnes-based lnLervlew. A second person (e.g., someone asslsLlng Lhe lead lnLervlewer) can
use Lhe form Lo summarlze Lhe dlscusslon durlng Lhe lnLervlew, or lL can be fllled ouL aL Lhe end
of Lhe lnLervlew. lor each rouLlne, lnclude quesLlons LhaL help Lo gaLher lnformaLlon abouL Lhe
chlld's engagemenL, lndependence, and soclal relaLlonshlps.
1. lor each rouLlne, wrlLe a shorL phrase deflnlng Lhe rouLlne (e.g., wokloq op, bteokfost,
booqloq oot, cltcle, soock, ceotets).
2. WrlLe brlef descrlpLlons abouL Lhe chlld's engagemenL ln Lhe LngagemenL box (e.g.,
lottlclpotes wltb bteokfost tootloe, booqloq spooo oo tbe blqb cbolt or loys otteotloo to
tbe teocbet, oomes sooqs wbeo oskeJ, ofteo leoves cltcle befote lt bos eoJeJ).
3. lf Lhe lnLervlew revealed no lnformaLlon abouL one of Lhe Lhree domalns, clrcle No
lofotmotloo ln LhaL domaln for LhaL rouLlne.
4. WrlLe brlef descrlpLlons abouL Lhe chlld's lndependence ln Lhe lndependence box (e.g.,
leeJs betself wltb o spooo, Jtloks ftom o cop bot spllls o lot or 5loqs oll tbe sooqs wltb
tbe qtoop, bot oeeJs ptomptloq to speok looJly eoooqb)
3. WrlLe brlef descrlpLlons abouL Lhe chlld's communlcaLlon and soclal compeLence ln Lhe
Soclal 8elaLlonshlps box (e.g., looks poteot lo tbe eye wbeo polotloq to tbloqs lo tbe
kltcbeo or loys otteotloo to tbe teocbet ot cltcle bot coot stooJ toocbloq otbet
cbllJteo).
Ch||d's Name
aLrlck
Date of b|rth
2009
Who |s be|ng |nterv|ewed
Amber 8odrlquez
Interv|ewer
8ecky 1ollefson, Megan 8rey, Alllson Zlmmerman
Date of |nterv|ew
10/10/2013
"What are your ma|n
concerns?"
aLrlck's" level of lnLeracLlon wlLh oLher chlldren, parLlcularly very
verbally. aLrlck" ls also very dlsLracLlble, so hls ablllLy Lo sLay on Lask.

S

kout|ne: Arr|va|, free p|ay, morn|ng snack
uest|ons: (1) Pow ls Lhls Llme perlod golng for aLrlck? (2) WhaL abouL lndependence durlng Lhls Llme? /Pow do you
feel hls level of lndependence ls ln Lerms of chooslng an acLlvlLy and parLlclpaLlng ln Lhe mornlng rouLlne? (3) ls Lhere
anyLhlng ln Lerms of hls communlcaLlon LhaL we should be aware of wlLh Leachers or oLher sLudenLs? (4) Cenerally ls hls
speech lnLelllglble? (3) Pow would you raLe your saLlsfacLlon wlLh aLrlck ln Lhls rouLlne?
Lngagement aLrlck uses maLerlals approprlaLely and respecLfully. Pe ls easlly dlsLracLlble, and changes
acLlvlLles every flve mlnuLes or less. aLrlck engages ln some cooperaLlve play, buL does noL
verbally engage wlLh peers ofLen.
Independence AL arrlval, aLrlck needs some help wlLh Laklng hls coaL off, buL can do everyLhlng else
lndependenLly. aLrlck aLLempLs Lo compleLe Lasks on hls own before asklng a Leacher for
help. Pe ls noL afrald Lo ask for help.
Soc|a| ke|at|onsh|ps Pe keeps Lo hlmself durlng free play. Pe would raLher engage and play wlLh Leachers Lhan hls
peers. 1here ls llmlLed verbal soclal lnLeracLlon.
/(0+: SaLlsfacLlon wlLh rouLlne (Cl8CLL CnL)
nC1 ALlCA8LL
12&,,)((0: llL of rouLlne and chlld (Cl8CLL CnL)
1. oor goodness of flL
2.
3. Average goodness of flL
4.
S. Lxce||ent goodness of f|t
*(0&$", &##)+,,+# (8CLu ALL 1PA1 AL?):
hys|ca| Cogn|t|ve Commun|cat|on Soc|a| or emot|ona| Adapt|ve
kout|ne: C|rc|e t|me
uest|ons: (1) WhaL happens durlng Lhls rouLlne? (2) Cnce Lhe class ls gaLhered, how does Lhe rouLlne go for aLrlck? (3)
uoes he engage approprlaLely durlng Lhls rouLlne? (4) ln Lerms of hls soclal lnLeracLlons ls lL slmllar or dlfferenL Lo hls
mornlng rouLlne? (3) uo cerLaln slLuaLlons or acLlvlLles lmpacL hls lnLeracLlons wlLh oLhers? (6) Pow would you raLe your
saLlsfacLlon wlLh aLrlck durlng Lhls rouLlne?

Lngagement aLrlck's engagemenL aL clrcle Llme varles wlLh hls lnLeresL ln Lhe sub[ecL. Pe usually slLs
respecLfully and llsLens. Pe ralses hls hand and walLs Lo be called on. Pe can be dlsLracLlble.
Independence aLrlck lndependenLly cleans up Lo LranslLlon Lo clrcle Llme, and flnds hls deslgnaLed spoL.
aLrlck someLlmes needs Lo be redlrecLed.
Soc|a| ke|at|onsh|ps Pe lnLeracLs approprlaLely durlng Lhls Llme. lL ls more of a sLudenL/Leacher Llme of lnLeracLlon,
and aLrlck doesn'L sLruggle wlLh Lhls.
nC1 ALlCA8LL
2.
4.
*(0&$", &##)+,,+# (8CLu ALL 1PA1 AL?):
hys|ca| Cogn|t|ve Commun|cat|on Soc|a| or emot|ona| AdapLlve

6

kout|ne: Sma|| Group Act|v|t|es]|ay
uest|ons: (1) WhaL goes on durlng Lhls rouLlne? (2) Pow many Llmes would you say he needs Lo be re-dlrecLed durlng
Lhls rouLlne? (3) ls Lhere always an C1 wlLh hlm durlng Lhls rouLlne?/ ls Lhls rouLlne speclally sLrucLured for aLrlck's
lnLervenLlon? (4) Pow would you say he lnLeracLs wlLh oLher sLudenLs aL Lhls Llme? (3) Pow would you raLe hls success
durlng Lhls rouLlne?
Lngagement aLrlck beglns small group Llme engaged, and Lhen Lends Lo become dlsLracLed. CfLen needs
redlrecLlng.
Independence aLrlck has a sLaff member wlLh hlm durlng Lhls Llme, faclllLaLlng hls lnLeracLlons and helplng
hlm Lo sLay on Lask.
Soc|a| ke|at|onsh|ps Pe Lyplcally wlll noL lnLeracL wlLh oLher chlldren. Pe has Lrouble lnlLlaLlng lnLeracLlons, buL he
wlll answer lf someone asks hlm someLhlng.
nC1 ALlCA8LL
2.
3. Average goodness of f|t
4.
1. LxcellenL goodness of flL
*(0&$", &##)+,,+# (8CLu ALL 1PA1 AL?):
hyslcal Cogn|t|ve CommunlcaLlon Soc|a| or emoLlonal Adapt|ve
kout|ne: Cutdoor]Gross Motor 1|me
uest|ons: (1) Pow ls hls engagemenL durlng your ouLdoor Llme? (2) WhaL does he do durlng Lhls rouLlne? (3) Was he
engaglng wlLh frlends? (4) WhaL abouL hls lndependence durlng Lhe LranslLlon beLween Lhls rouLlne and Lhe prevlous
one? (3) Pow would you raLe your saLlsfacLlon wlLh aLrlck durlng Lhls acLlvlLy?
Lngagement aLrlck's engagemenL ouLslde varles greaLly dependlng on Lhe day. Pe someLlmes observes
oLher chlldren or wanders around Lhe playground by hlmself. Pe recenLly [olned a game of Lag
wlLh some peers, whlch was surprlslng for Amber Lo see.
Independence aLrlck lndependenLly prepares for ouLslde Llme wlLh Lhe excepLlon of geLLlng hls [ackeL zlpped
up. Pe knows when and where Lo llne up and does so approprlaLely. Cccaslonally Lowards Lhe
end of ouLdoor Llme, aLrlck wlll slL ln Lhe spoL where Lhe class llnes up, walLlng Lo go lnslde.
Soc|a| ke|at|onsh|ps 1hls ls a Llme for lnLeracLlng wlLh oLhers ! usually aLrlck wlll noL lnLeracL wlLh oLher
sLudenLs. Pe wlll communlcaLe wlLh Lhe Leachers, buL rarely engages wlLh hls peers.
nC1 ALlCA8LL
2. "
4.
*(0&$", &##)+,,+# (8CLu ALL 1PA1 AL?):
hys|ca| CognlLlve Commun|cat|on Soc|a| or emot|ona| AdapLlve

kout|ne: Mus|c C|ass
uest|ons: (1) Pow does aLrlck lnLeracL durlng Lhls rouLlne? (2) Are Lhere any oLher concerns aL Lhls Llme?
7

Lngagement aLrlck's level of engagemenL varles greaLly dependlng on Lhe day. Some days he slmply
observes, whlle oLhers he wlll slng, dance, and parLlclpaLe wlLh hand moLlons.
Independence aLrlck undersLands Lhe rouLlne, and follows lL well lndependenLly.
Soc|a| ke|at|onsh|ps Pe excels ln Lhls porLlon of Lhe rouLlne because lL only lnvolves lnLeracLlon wlLh Lhe Leacher
and noL oLher sLudenLs.
nC1 ALlCA8LL
2.
4.
*(0&$", &##)+,,+# (8CLu ALL 1PA1 AL?):
kout|ne: Shar|ng t|me
uest|ons: (1) Sharlng Llme ls durlng Lhls same Llme sloL on some days? (2) WhaL happens durlng Lhls rouLlne? (3) Pow
does aLrlck lnLeracL durlng Lhls rouLlne? (4) WhaL ls your raLlng of saLlsfacLlon for Lhls Llme?

Lngagement aLrlck has only been an audlence member for Share 8ox" Lhls year, and has saL and llsLened
aLLenLlvely Lo hls peers.
Independence Slmllar lndependence as resL of day.
Soc|a| ke|at|onsh|ps Pe llsLens aLLenLlvely Lo hls peers durlng Lhls Llme.
nC1 ALlCA8LL
2.
4.
*(0&$", &##)+,,+# (8CLu ALL 1PA1 AL?):
hyslcal Cogn|t|ve Commun|cat|on Soc|a| or emoLlonal Adapt|ve
8

kout|ne: Luncht|me
uest|ons: (1) Pow ls aLrlck's lndependence durlng Lhls Llme? (2) WhaL abouL engagemenL durlng Lhls Llme? (3) Pow
would you raLe your saLlsfacLlon durlng Lhls rouLlne?
Lngagement aLrlck usually eaLs hls whole lunch. Pe engages wlLh adulLs or group as a whole lf he needs
help.
Independence aLrlck lndependenLly opens hls lunch and pours hls beverage. Pe seldom needs remlnders Lo
clean up.
Soc|a| ke|at|onsh|ps Pe slLs and eaLs. Pe keeps Lo hlmself and only lnvolves ln lnLeracLlon wlLh hls peers lf Lhey
begln an lnLeracLlon wlLh hlm flrsL.
nC1 ALlCA8LL
2.
3. Average goodness of f|t
4.
*(0&$", &##)+,,+# (8CLu ALL 1PA1 AL?):
kout|ne: M snack]Cpen |ay] D|sm|ssa|
uest|ons: (1) Pow does snack Llme go durlng Lhe M? (2) Pow does he engage ln Lhls snack Llme? (3) Wlll he respond lf
someone engages wlLh hlm?/ uoes he seem dlslnLeresLed? (3) WhaL ls hls engagemenL llke durlng Lhls open play Llme?
(6) Would you raLe LhaL endlng parL of hls day dlfferenLly dependlng on lf he sleeps? /Pow would you raLe Lhls
saLlsfacLlon? (7) So he'll say goodbye Lo Leachers, uoes he say goodbye Lo frlends also? (8) ls Lhere anyLhlng else we
should know abouL aLrlck? (9) uo you have any quesLlons for us?

Lngagement 1) Cn days ln whlch aLrlck Lakes a nap, he wakes sleepy and remalns crabby for Lhe
afLernoon. Cn Lhese days, hls level of engagemenL ls low, and he prefers Lo be lefL alone.
2) Cn days ln whlch aLrlck does noL nap, he ls more awake ln Lhe afLernoon and engages
more. Pe chooses lndependenL acLlvlLles, or [olns groups of peers lf encouraged.
Independence aLrlck doesn'L ofLen eaL afLernoon snack, buL lndependenLly goes Lo Lhe snack area lf he does
choose Lo have one. AL dlsmlssal, he lndependenLly collecLs hls Lhlngs Lo leave.
Soc|a| ke|at|onsh|ps LlLher way, nap or noL, he wlll choose Lo keep Lo hlmself, play by hlmself and do hls own Lhlng.
Pe avolds lnLeracLlng wlLh oLher sLudenLs, and agaln would raLher lnLeracL wlLh adulLs ln Lhe
classroom.
nC1 ALlCA8LL
1. oor goodness of f|t! Cn days that atr|ck
s|eeps
2.
3. Average goodness of f|t! Cn days that atr|ck
does not s|eep
4.
*(0&$", &##)+,,+# (8CLu ALL 1PA1 AL?):
9

34'%(0+,
8efore asklng Lhe famlly Lo selecL Lhlngs Lo work on," revlew Lhe concerns ldenLlfled (l.e., sLarred) on Lhe prevlous pages.

Cutcome (short, |nforma| vers|on) r|or|ty
Number
We would llke Lo see aLrlck lnlLlaLe a conversaLlon wlLh a peer.

1
We wanL Lo see an lncrease ln aLrlck's ablllLy Lo sLay on Lask and focused on an acLlvlLy. 2

1u

CUk kLILLC1ICNS
1. Act|ve ||sten|ng --- lor example, llsLenlng wlLh an aLLenLlve posLure, glvlng Lhe oLher an opporLunlLy Lo Lalk, esLabllshlng
an envlronmenL where Lhe oLher person feels comforLable speaklng, showlng lnLeresL Lhrough body language, aLLendlng
Lo Lhe conLexL noL [usL Lo Lhe dellvery of Lhe message.
oot keflectloo.
1hroughout the |nterv|ew a|| part|c|pants he|d an attent|ve posture and we fe|t that we gave the |nterv|ewee an adequate
amount of t|me to respond. In add|t|on, we appeared |nterested |n what the |nterv|ewee was say|ng and attended to the
responses that she prov|ded us w|th. A|| the consu|tants have the|r eyes on the |nterv|ewee the ma[or|ty of the t|me she |s
speak|ng and are act|ve|y tak|ng notes |n response to the concerns demonstrat|ng act|ve ||sten|ng.
2. Iurther|ng responses --- lor example, glvlng shorL buL encouraglng responses LhaL lnvlLe Lhe speaker Lo conLlnue,
verbally followlng Lo assure Lhe speaker LhaL Lhe message ls heard, undersLood, and lmporLanL.
oot keflectloo.
Cvera|| we fe|t that we d|d a good [ob of g|v|ng responses that |eft the |nterv|ewee fee||ng that she cou|d e|aborate |f
needed. We fe|t that we cou|d |mprove on ask|ng fo||ow-up quest|ons and c|ar|fy|ng the quest|on we are ask|ng (|.e., |n
terms of the goodness of f|t and what we were referr|ng to). Add|t|ona||y, we fe|t good about the responses we gave to the
|nterv|ewee to acknow|edge that we were hear|ng what she had to say. Next t|me we wou|d want to ask more quest|ons
to probe for more |nformat|on.
3. araphras|ng Lhe maln ldea ln Lhe speaker's message --- lor example, resLaLlng and summarlzlng whaL has been sald ln
own words and checklng for accuracy ln undersLandlng.
oot keflectloo.
When opportun|t|es presented themse|ves we d|d a good [ob of summar|z|ng what the |nterv|ewee was te|||ng us about
the ch||d w|th phrases such as "So what I'm hear|ng you say |s.". nowever, as the |nstructors ment|oned, next t|me we
wou|d want to summar|ze at the end of the |nterv|ew everyth|ng that we had covered.
4. kef|ect|ng fee||ngs back Lo Lhe speaker--- lor example, respondlng Lo affecL Lo show empaLhy and lnLeresL ln Lhe
speaker's emoLlons relaLed Lo a message.
oot keflectloo.
We fe|t that we d|d our best to ref|ect the fee||ngs the speaker was present|ng throughout the sess|on. 1h|s t|es |n w|th the
prev|ous quest|on as we||. 1he |nterv|ewee d|dn't show many emot|ons dur|ng the |nterv|ew, therefore empathy and
|nterest |n the speaker's emot|ons was not necessar||y a ma|n aspect |n th|s |nterv|ew.
3. uest|on|ng --- lor example, problng Lhrough Lhe use of dlfferenL Lypes of quesLlons (open ended and close ended),
encouraglng speaker Lo elaboraLe or expand on a Loplc
oot keflectloo.
8oth open and c|osed ended quest|ons were asked dur|ng our k8I |nterv|ew. We m|ght want to encourage more
e|aborat|on the t|me next we wou|d conduct an |nterv|ew, however our |nterv|ewee was fu||y prepared and gave deta||ed
responses to most of our quest|ons, so |n many s|tuat|ons we d|d not need to encourage e|aborat|on.
6. Summar|z|ng --- lor example, lnLegraLlng Lhe relevanL facLs lnLo a succlncL sLaLemenL, obLalnlng closure when speaker
seems Lo have sald everyLhlng s/he has Lo say, summarlzlng maln polnLs abouL shared lnformaLlon
oot keflectloo.
As prev|ous|y ment|oned, next t|me we wou|d want to more exp||c|t|y summar|ze the f|nd|ngs and resu|ts of the |nterv|ew
at the end of the sess|on. 1h|s |s someth|ng that we wou|d def|n|te|y |mprove on. We got a |ot of good |nformat|on dur|ng
the |nterv|ew, but we d|d not g|ve our |nterv|ewee a summary of what we |earned at the end. Cur k8I |nterv|ew ended
abrupt|y, we need to make sure to cover th|s area better next t|me.
!"#$$%$& ()*+,-../
uaLe: 10/14/ 13 Chlld's name: *aLrlck*
Classroom 1eacher: Amber 8. ConsulLanL/s: Megan, Ally and 8ecky
CooperaLlng 1eacher: ueb Lrlckson LocaLlon: Walsman CenLer, Madlson, Wl

Adapted from: Sandall, S. R.,& Schwartz, I. S. (with Joseph, G. E., Chou, H. Y., Horn, E. M., Lieber, J., Odom, S. L. & Wolery, R.) 2008. Building
blocks for teaching preschoolers with special needs . Baltimore: Paul H. Brookes.
Revised: December 10, 2013

0-%"12, ,/*.$&/-,
!"#$% '( )*$ +(,'-.")+'( /'0 *"1$ 2")*$-$% )*0# ,"-3 4*") "-$ )*$ 5*+6%7#
#)-$(2)*#8
9*") 5"-$2+1$- #)-")$2+$# "(%:'- $(1+-'(.$()"6 ,"5)'-# #0;;'-) )*$ 5*+6%7#
#)-$(2)*#8
! very lndependenL ln all Lasks he compleLes
! usually engaged ln whaL acLlvlLy Lhe class ls worklng on
! CommunlcaLes wlLh adulLs ofLen LhroughouL Lhe day
! Lngage ln soclal and verbal lnLeracLlons wlLh hlm Lo geL hlm Lalklng
! Ask hlm whlch areas he'd llke Lo play ln and lnvlLe hlm Lo play wlLh oLher
sLudenLs
#*.# )3 0)$0.*$
#*.# )3 0)$0.*$4 9*") +# " ."<'- "-$" ', 5'(5$-(8 ='$# +) -$6")$ )' )*$ 5*+6%7# $(2"2$.$()3 #'5+"6 -$6")+'(#*+;# "(%:'- +(%$;$(%$(5$8
aLrlck can communlcaLe wlLh oLhers. SomeLlmes hls speech geLs a llLLle [umbled up and lL ls dlfflculL Lo undersLand hlm. When soclal engagemenLs presenL Lhemselves
he prefers Lo Lalk Lo adulLs raLher Lhan hls peers. lf a peer approaches hlm he wlll lnLeracL, buL he does noL lnlLlaLe.

0)$/.5/, )* *)6/%$.,4 >( 4*") -'0)+($# '- 5'()$?)# +# )*$ "-$" ', 5'(5$-( .'#) ";;"-$()8
9*") ,"5)'-# "-$ 6+.+)+(2 )*$ 5*+6%7# $(2"2$.$()3 #'5+"6 -$6")+'(#*+;#3 +(%$;$(%$(5$8
06**.$/ ,6!!)*/,4 9*") #)-")$2+$# "-$ 50--$()6/ @$+(2 +.;6$.$()$% @/ )*$ 5*+6%7# ABAB
;-'1+%$-# )' "%%-$## )*+# "-$" ', 5'(5$-(8 C-$ )*$#$ #)-")$2+$# $,,$5)+1$8
! lree play and lunch: he wlll ofLen play parallel Lo oLher sLudenLs,
! lf lL ls cooperaLlve play, Lhere lsn'L much verbal lnLeracLlon.
! AL lunch he communlcaLes wlLh Lhe Leachers, buL mosLly [usL quleLly
eaLs.

! Pls C1 wlll have hlm go around Lhe room and ask a frlend Lo play a game
wlLh Lhem.
! Whlle dolng an acLlvlLy, lf he asks Lhe Leacher abouL a peer, Lhey wlll Lell
hlm Lo ask LhaL peer
!"#$$%$& ()*+,-../
uaLe: 10/14/ 13 Chlld's name: *aLrlck*
Classroom 1eacher: Amber 8. ConsulLanL/s: Megan, Ally and 8ecky
CooperaLlng 1eacher: ueb Lrlckson LocaLlon: Walsman CenLer, Madlson, Wl


)0/1)2.,3 !"#$ &"#'()* +, -,. /#'$ $, *)) 0' $") &"01+2*
3)"#40,5 #'+6,5 *7011* 5)1#$)+ $, $"0* #5)# ,8 &,'&)5'9 !"#$
*",.1+ $") &"01+ 3) #31) $, +,9 :,)* 0$ #++5)**
)'(#();)'$< 0'+)=)'+)'&) ,5 *,&0#1 5)1#$0,'*"0=*9

1)$/.4/, )* *)0/%$.,3 >' /"#$ &,'$)?$* ,5 5,.$0')* *",.1+
$")*) &"#'()* ,&&.59 !")'6/")5) /011 -,. ,3*)54) $")
&"01+ +, $"0*9

%$/.$,%/5 #$6 7*.80.$15@ A$ /"#$ 0'$)'*0$- #'+ ",/ ,8$)'
+, -,. /#'$ $, *)) $")*) ')/ 3)"#40,5* ,5 *7011*9 B,/
,8$)'< 0' ",/ ;#'- 5,.$0')*< /0$" ",/ ;#'- =),=1)< 0' ",/
;#'- =1#&)*< ,5 ,4)5 /"#$ =)50,+ ,8 $0;) /,.1+ -,. '))+ $,
*)) $") *7011 $, 3) &,'40'&)+ $"#$ 0$ 0* #&C.05)+9
We would llke Lo see aLrlck lnlLlaLe a conversaLlon
wlLh a peer
Make requesLs Lo peers and adulLs
lnvlLe peers Lo play wlLh hlm
AnyLlme ln Lhe classroom
-ulscovery 1lme
-Lunch
-Muslc
-Cym
-CuLslde on Lhe playground
We would llke Lo see hlm do Lhls aL leasL 2 Llmes a
day, 2 days a week for 4 weeks.
As many people as posslble would be greaL, buL even
[usL one peer would be helpful.
!"#$%&'#() +'(),

-(%.&$/ 0&)) "12 345 0'.6 -7.(121 %' +.22%8 9(/2 .2:"21%18 (#6;'. &#<&%2 ( -22. %' -)(= (% )2(1% > %&921 ( 6(=8 > 6(=1 ( 022/ !'. 3 022/1?
ls Lhe goal 9:;<=<>?@A (Lo Lhe famlly and careglvers)? ?LS
ls Lhe goal BCD:<>CEFG;B:H and focused on real llfe slLuaLlons? ?LS
Can Lhe goal be pracLlced by mulLlple people, aL mulLlple Llmes of Lhe day, durlng normal rouLlnes and acLlvlLles? ?LS
Are Lhe acLlon words ln Lhe goal IGB:DJ;GA: and 9:;B@D;GA:? ?LS
Can @A@BCDE@ undersLand whaL ls expecLed (no [argon)? ?LS
Wlll everyone FEDG GH@E IH@ JFKLL KJ MNOPKB@Q? ?LS

!"#$ &''#()*+)' ,-#$+ .!&,/

Adapted from: Sandall, S. R.,& Schwartz, I. S. (with Joseph, G. E., Chou, H. Y., Horn, E. M., Lieber, J.,
Odom, S. L. & Wolery, R.) 2008. Building blocks for teaching preschoolers with special needs . Baltimore:
Paul H. Brookes.

01($234 5#*+6 7#'8(-9 :+#* ;+*<+84: &*<+8= ;+>#)= ?+-9@= &$$@
01($234 A#'+ "B ?(8'16 CDEFFEGCCH A#'+6 I#$$ GCFJ
!"#$6 lottlck wlll ose 4-6 wotJ pbtoses to qteet, moke tepoests, ooJ/ot lovlte o peet to ploy ot leost two tlmes
o Joy, two Joys o week, fot foot weeks.
loJlcotot. Nombet of tlmes lottlck loltlotes commoolcotloo wltb o peet

,-#$+ 78">8+44 K+L+$ A+4-8(M'(L+ 08('+8(#
N
Much more
Lhan expecLed
ouLcome
aLrlck wlll use 4-6 word phrases Lo greeL, make requesLs, and/or lnvlLe a peer Lo
play aL leasL Lhree Llmes a day, Lhree days a week, for four weeks.
J
More Lhan
expecLed
ouLcome
play aL leasL Lhree Llmes a day, Lwo days a week, for four weeks.
G
LxpecLed
ouLcome
play aL leasL Lwo Llmes a day, Lwo days a week, for four weeks.
F
Less Lhan
expecLed
ouLcome
play aL leasL Lwo Llmes a day, one day a week, for four weeks.
C
8asellne
performance
aLrlck wlll use 4-6 word phrases Lo greeL, make requesLs, and/or lnvlLe a Leacher Lo
play aL leasL Lwo Llmes a day, one day a week, for four weeks.

lrom 10/22 10/29 11/3 11/12 11/18 11/21 uaLa
CollecLed 1o: 10/24 10/31 11/7 11/14 11/19 11/26

!
#
$
%
&
# $ % & ' (
!
"
#
$
"
%
&
&

(
%
)
%
*

+,-, !#./-
0#,* 1--,./2%/- 34,*%
)*+, #
Activity/Strategy Matrix

!"#$%&' )*+,- ./*01#23. 4,*+ 5,+6,1': 7+6,1 89%1#:;,<= 5,:*> ?1,@= ?,23@ 49$$,A'9>= 7$$@ B#++,1+*>
!"#$%&' C*0, 9A ?#10"- DEFGGFHDDI C*0, J9A +*01#K 29+L$,0#9>M- N*$$ HDGO
N;>20#9>*$ P9*$':
!"#$ aLrlck wlll use 4-6 word phrases Lo greeL, make requesLs, and/or lnvlLe a peer Lo play aL leasL Lwo Llmes a day, Lwo days a week, for four weeks.

720#Q#0@ R"*0 S#$$ @9; %9T R"*0 S#$$ @9; '*@T R"*0 S#$$ 2"#$% %9T !9>',U;,>2,
N1,, /$*@ LLC- 8edlrecL aLLenLlon from
adulLs Lo peers and ask aLrlck
Lo ask a peer Lo play
aLrlck, why don'L you ask a frlend
Lo play wlLh you?
Ask a peer Lo play ln a sLaLlon. eer wlll go play wlLh aLrlck.
V+*$$
P19;L
LLC- 8edlrecL aLrlck so he wlll
communlcaLe wlLh peers by
asklng for maLerlals, pralslng
work, or havlng a conversaLlon
wlLh a peer lnsLead of an adulL.
aLrlck, why don'L you ask a frlend
for Lhe maLerlals or Lell a frlend,
Cood !ob."
aLrlck wlll Lalk wlLh hls peers. eers wlll communlcaLe wlLh
aLrlck.
Data Collection

89;0#>,F720#Q#0@
C*0,
N1,, /$*@ V+*$$ P19;L N;>20#9>
J:1,,0= 29++,>0=
U;,'0#9> M
W?,"F
WXLL
P7V
10/22/13 aLrlck grabbed a book and asked a
Leacher Lo read lL Lo hlm.
1eacher asked aLrlck whaL emoLlon he
wanLed on hls pumpkln and aLrlck sald, 1he
happy face."
CommenL 0/2
10/24/13 aLrlck asked a Leacher Lo help hlm bulld a
Lower ouL of blocks.
aLrlck asked a peer Lo play a game wlLh hlm
and some oLher sLudenLs aL a Lable because a
Leacher asked hlm Lo.
8equesL

2/3 1
10/29/13 aLrlck repeaLed a sLudenL's and my words
whlle readlng a sLory.
aLrlck communlcaLed wlLh oLher chlldren
whlle bulldlng a block sLrucLure.
? 2/3
10/31/13 A Leacher asked aLrlck Lo sLop cllmblng on a
gym sLrucLure and he screamed no aL her.
aLrlck repeaLed my words as we played a
game of blngo.
CommenL 0/2 1
11/3/13 A Leacher asked aLrlck Lo ask a frlend Lo play.

aLrlck ralsed hls hand 6 Llmes and offered a
word LhaL sLarLed wlLh 8."

CommenL 2/2
11/7/13 aLrlck Lold a frlend Cood !ob." aLrlck asked me Lo pass Lhe markers and l
asked hlm Lo ask a peer because Lhey were
rlghL ln fronL of her.
8equesL - adulL 2/2 2

11/12/13
aLrlck asked a peer, Pow many mlnuLes?" aLrlck sald Lo a peer, See look l have a blg
apple."
CommenL 2/2
11/14/13 A peer bumped lnLo aLrlck and he Lold hlm
he dldn'L llke LhaL.
-1old a Leacher, A ls for apple."
-aLrlck Lold a peer, ?ou have a green apple
and l have a red apple."
CommenL 2/3 2
11/18/13 aLrlck Lold a peer Lo Lhrow Lhe leaves ln Lhe
alr.
aLrlck Lold a peer, Cood [ob." CommenL 2/2
11/19/13 -aLrlck Lold a Leacher he wanLed Lo play wlLh
anoLher peer.
-aLrlck asked a peer. Can l use Lhe space
sulL?"
-aLrlck called shapes and colors Lo peers aL a
blngo game
-aLrlck Lold a peer, LeL's bulld a Lower wlLh
Lhe Legos."
CommenL 3/4
11/21/13 -aLrlck asked a peer Lo play a game because
a Leacher asked hlm Lo.
-aLrlck Lold a peer, We're golng Lo Lhe
gym!"
aLrlck Lold a peer, Look aL my bear!"

CommenL 3/3 3

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