Cassie Reesman

Informal Assessment 333

Lisa Krejcarek
RBI Assignment
14 October 2018

1. Introduction of the Family

 Brief explanation of how you know the family. Remember to use
pseudonyms!
 Family characteristics (members of the family, children's ages, child
you will focus on for the assessment, geographic location of family
household)

I had the opportunity to work with the Ward family. I have known the Ward
family for 1 year now and their son Henry is a child in Suite III at the Climbing
Tree Childcare Center. Henry has been coming to the Climbing Tree since he was
2 years old and he is now 3 years old. I have been able to discuss the RBI
project/Interview with mom and she has been very receptive to the assignments
that I will be completing with her son.

There are three family members in the Ward family. There is Sadie (mom), Al
(Dad), and Henry (Focus child). Henry just turned three in August. Henry’s
parents have been having speech/language concerns with Henry since the age
of 2. Henry has been seen by a pediatrician and he has advised the parents to
enroll him in speech/language therapy. Henry has just recently started
speech/language therapy with a therapist in Brookfield, WI. The family lives in
Elkhorn, WI about 15 minutes from the Climbing Tree.

2. Preparing for and Conducting the Interview

 Explain how you got ready for the interview (contacted the family,
scheduled the interview, etc.)
 Explain how you prepared the family for the format of the interview
(such as sharing the letter, the sample questions you sent to the
family)
 The setup, the length, and format of the interview (when, where,
and how you gathered information during the RBI)

I initially contacted the Ward family when Sadie (mom) dropped Henry off on
Tuesday, October 9. I discussed with her the purpose of my class and the
need to find a focus child to conduct the interview, assessment, and
portfolio. I discussed the information with her and she said she was more
than willing to let me observe and assess Henry. I then explained to her that
we would need to set up a time for the interview and we agreed for Friday,
October 12 when she picked Henry up. She also signed my 2 permission
forms that I needed signed.
 I prepared Henry’s mom for the interview by explaining to her the different
routines that I would be asking about and then I sent a sample set of
questions to the family. I sent the questions with her on Tuesday so she had
time to think them over and get ready for the interview on Friday.

The interview took place on Friday, October 12 at the childcare center in my

classroom. The interviewed started at 5:00pm and it ended at 5:25pm. I had
the set of questions about the 5 different routines and I went through each
routine thoroughly. As she was responding to the questions I had my laptop
open with the questions jotting down notes as she was speaking. After the
interview was finished I went home and went through the questions again
and made corrections to some of the questions. Sadie was very pleasant and
responsive while the interview was taking place.

3. Summary of the Family’s Daily Routines

 Written description of each routine as discussed by the family
member(s) during the RBI
 Written description of the child's present level in his/her
engagement, social relationships, and independence for each
routine as discussed by family member during RBI
 Indicate how satisfied is the family with the routine (mark on RBI
form)
 Indicate the developmental domains as appropriate for each routine
 Outcomes (learning goals) that family member discussed and
prioritized with you.
 RBI Report Form Routines-Based Interview
R. A. McWilliam, 2003
Revised January 2006
Vanderbilt Center for Child Development

Directions:
This form is designed to be used to report the findings from the McWilliam model of conducting a
routines-based interview. A second person (ex: someone assisting the lead interviewer) can use
the form to summarize the discussion during the interview, or it can be filled out during or at the
end of the interview. Video recording the interview is recommended.

1. Complete the information below.

2. For each routine, write a short phrase defining the routine (e.g., waking up, breakfast, hanging out,
circle, snack, centers). Then generate questions applicable to the routine.

3. Write brief descriptions about the child’s engagement in the Engagement box
a. (ex: Participates with breakfast routine, banging spoon on the high chair or pays attention to the
teacher/mom; names songs when asked; often leaves circle before it has ended).

4. Write brief descriptions about the child’s independence in the Independence box
a. (ex: Feeds herself with a spoon; drinks from a cup but spills a lot or Sings all the songs with the group,
but needs prompting to speak loudly enough).

5. Write brief descriptions about the child’s communication and social competence in the Social Relationships
box
a. (ex: Looks parent in the eye when pointing to things in the kitchen or pays attention to the teacher at
circle time but can’t stand touching from other children).

Child’s Name Henry Ward

Date of birth 9/10/2015

Who is being
Sadie- Mother
interviewed
Interviewer Cassie Reesman

Date of interview 10/9/2018

Use the forms on the following pages to complete the interview.

Plan questions ahead of time and share sample questions with person being interviewed before
the interview takes place.
 Star  concerns and likely intervention targets

ROUTINE #1: Morning Routine/Waking Up

Questions:
1. What time does Henry wake up?
2. What are you doing when he wakes
up? (getting breakfast ready, getting
yourself ready, etc.)
3. What is his typical mood like during
this time of day?
4. Are both mom and dad home when
he wakes up? If so do you both help
get him up and ready for the day?
5. What does he like to do when he
wakes up? (play with toys, eat
Notes:
1. Henry wakes up at 6am every morning to get
to the childcare center by 7am.
2. When Henry wakes up mom is getting herself
ready for work and making breakfast for him as
well.
3. Mom said that he doesn’t like to get up early
so he can be crabby in the morning, but most
of the time he is happy once he wakes up and
eats breakfast.
4. Mom and dad are both home when he wakes
up. Dad typically gets Henry up and gets him
dressed. Mom is getting ready for work and
making breakfast.
5. Henry likes to eat when he wakes up and he
typically plays with some toys as well. If there
is time he will watch an episode of Daniel Tiger.

breakfast, etc.)

Mom and Dad have to help Henry get dressed and

make him breakfast. He is usually pretty engaged, but
Engagement some mornings he prefers to just sit on the couch
once he gets dressed and has breakfast,
Henry is able to feed himself, put shoes on, and his
jacket on. He is pretty independent with his morning
Independence routine, but still needs help putting on pants and shirt.

Henry prefers to be left alone in the morning, since he

wakes up so early. He does engage with mom and dad
during breakfast, but after that he prefers to be by
himself playing, watching TV, or sitting on the couch.
Social Relationships

Home: Satisfaction with routine (CIRCLE ONE) Classroom: Fit of routine and child (CIRCLE ONE)

1. Not at all satisfied 1. Poor goodness of fit

2. Somewhat 2. Somewhat
3. Satisfied 3. Average goodness of fit
4. Mostly 4. Mostly
5. Very satisfied 5. Excellent goodness of fit

Domains addressed in this routine (CIRCLE ALL THAT APPLY):

Physical Cognitive Communication Social/Emotional Adaptive

 Star  concerns and likely intervention targets

ROUTINE #2: Dinner Time

Questions:
1. What time does Henry have dinner?
2. Is he a picky eater?
3. Where does he eat dinner?
4. Does he eat dinner with mom and
dad?
5. What is his mood like at dinner?
Notes:
1. Henry usually eats dinner around 6-6:30pm. He
gets home from the daycare around 4 and has
a snack around 4:30.
2. Henry is not a picky eater and will usually eat
everything that we serve him. He loves pasta
and bread.
3. Henry and his parents eat dinner together
every night at the dinner table. His parents do
not let him eat in the living room or any other
rooms.
4. He eats dinner with mom and dad. Sometimes
grandma and grandpa will come over for
dinner during the week and he will eat with
them as well.
5. He is typically happy at dinner, unless he is
asked to try something that he doesn’t like
such as a vegetable.

He is very engaged at dinner time and focuses on

eating his food, He is a good eater and has very good
Engagement table manners. Mom and dad are pretty strict with
him having good table manners.
He is able to eat on his own and clear his plate when
he is done eating. He also washes his dishes once
Independence dinner is done and helps mom sweep and wipe off the
table.
Mom and dad really try to engage in conversation with
him during dinner time. They ask him about his day
and Henry will try to communicate what he can,
Social Relationships

Home: Satisfaction with routine (CIRCLE ONE) Classroom: Fit of routine and child (CIRCLE ONE)

6. Not at all satisfied 6. Poor goodness of fit

7. Somewhat 7. Somewhat
8. Satisfied 8. Average goodness of fit
9. Mostly 9. Mostly
10. Very satisfied 10. Excellent goodness of fit

Domains addressed in this routine (CIRCLE ALL THAT APPLY):

Physical Cognitive Communication Social/Emotional Adaptive

 Star  concerns and likely intervention targets

ROUTINE #3: Free time/Play

Questions:
1. What does Henry like to do when
he’s at home?
2. Does he watch T.V? If so how much?
3. Does he like to go outside when he’s
at home? If so what does he like to
do outside?
4. What are you doing when Henry has
free time/play?
5. Does he have a favorite toy?
Notes:
1. He loves to play with his toys, play outside,
read, color, help with chores, cook with mom,
and take walks.
2. If he watches any TV it is only about an hour or
so. He typically watches TV in the morning
before school or right away when he gets
home and has snack.
3. Henry prefers to be outside if he can. He loves
to play on the swing set, dig in the sandbox,
and go on walks with mom and dad.
4. When he is playing mom is usually cleaning or
doing laundry. She also cooks dinner every
night while he is playing,
5. He doesn’t have any favorite toys, but loves to
play with the big yellow trucks in the sandbox.

He is very engaged with his free play and the toys

that he plays with. He likes to play with his trucks
Engagement outside and make roads in the sandbox. He is also
very engaged when they go on walks and likes to
point to animals he sees.
He is very independent when he plays and prefers to
play alone. Mom will sometimes come join him if she’s
Independence free and try to engage in his play.

He is typically not communicating when he plays with

his toys. If mom and him go on walks then he is
communicating with mom and talking about the
animals. Mom really tries to get him to communicate
Social Relationships when they go on walks and express what he is seeing,

Home: Satisfaction with routine (CIRCLE ONE) Classroom: Fit of routine and child (CIRCLE ONE)

11. Not at all satisfied 11. Poor goodness of fit

12. Somewhat 12. Somewhat
13. Satisfied 13. Average goodness of fit
14. Mostly 14. Mostly
15. Very satisfied 15. Excellent goodness of fit

Domains addressed in this routine (CIRCLE ALL THAT APPLY):

Physical Cognitive Communication Social/Emotional Adaptive

 Star  concerns and likely intervention targets

ROUTINE #4: Bed Time

Questions:
1. What does he do before he goes to
bed? (bath, free time, etc.)
2. Does he get read to before going to
bed? If so how for how long?
3. Where does he sleep at night?
4. What time does he typically go to
bed?
5. Does he have trouble falling asleep?
6. Does he wake up during the night?
Engagement
Notes:
1. He eats dinner, takes a bath, gets pajamas on,
brushes teeth, and then mom reads him a
story every night. His bedtime routine usually
lasts one hour. He will play with toys if he has
time before he goes to sleep.
2. Mom will read to him for about 20 minutes
every night. She tries to read 4 or 5 books with
him and talk about the stories with him.
3. He sleeps in bed for the most part, but will
sometimes want to sleep in mom and dad’s
bed as well.
4. He usually goes to bed around 7:30-8. Mom
tries to lay him down closer to 7:30 since he
has to wake up at 6 every morning.
5. He typically falls right asleep once mom reads
to him. Sometimes he will have trouble falling
asleep and mom will sing lullabies to him.
6. He does not wake up during the night unless
he has a bad dream or there is a thunderstorm.
He is very engaged during this time and loves to listen
to the stories that mom reads, If he gets a chance to
play with his toys he prefers to that as well.

He needs helps taking a bath, but he is able to brush

his teeth and attempt to put on his pajamas. Mom will
Independence sometimes help with getting on his pajamas,

This is a time where mom and him really try to

communicate when he is in the bath and reading
stories. Mom will sing songs during bath time and he
will try and sing along.
Social Relationships

Home: Satisfaction with routine (CIRCLE ONE) Classroom: Fit of routine and child (CIRCLE ONE)

16. Not at all satisfied 16. Poor goodness of fit

17. Somewhat 17. Somewhat
18. Satisfied 18. Average goodness of fit
19. Mostly 19. Mostly
20. Very satisfied 20. Excellent goodness of fit

Domains addressed in this routine (CIRCLE ALL THAT APPLY):

Physical Cognitive Communication Social/Emotional Adaptive

 Star  concerns and likely intervention targets

ROUTINE #5: Weekend Routine

Notes:
Questions:
1. What does he like to do on the
weekends?
2. How do his routines differ
compared to his routines during
the week?
3. Who does he spend the most time
with on the weekends? (mom,
dad, grandma, grandpa, etc.)
4. Do you typically take him out or
does he stay at home? If you take
him out where are common places
you go with him?
1. He typically visits his grandparents on
Saturdays. He will go over to their house and
have dinner with them. Mom and dad also take
him to family events and to visit their friends.
2. The only difference is that he sometimes
spends the night at grandma and grandpa’s
house. ‘
3. He spends most of his time with mom, dad,
grandma, and grandpa.
4. Mom and dad really try and take him out in the
community. They like to take him to friend’s
houses, the park, lake if it’s nice, and the zoo.
Mom and Henry also like to go to the library
during the winter.

He is very engaged on the weekends and loves going

out in the community, he’s rarely just sitting at home
Engagement while mom and dad are out doing other things. Mom
and dad try to take him to as many places with them.
He is very independent with his weekend routines, He
is able to make his own choices and decides what he
Independence wants to play with, Mom and dad also have him
choose activities that he wants to do on the
weekends.
He is very engaged with others on the weekends and
tries to communicate with others that he sees.
Grandma and grandpa really try to communicate with
him and take him places as well like the park or on
Social Relationships nature trails,

Home: Satisfaction with routine (CIRCLE ONE) Classroom: Fit of routine and child (CIRCLE ONE)

21. Not at all satisfied 21. Poor goodness of fit

22. Somewhat 22. Somewhat
23. Satisfied 23. Average goodness of fit
24. Mostly 24. Mostly
25. Very satisfied 25. Excellent goodness of fit

Domains addressed in this routine (CIRCLE ALL THAT APPLY):

Physical Cognitive Communication Social/Emotional Adaptive

 Star  concerns and likely intervention targets

OUTCOMES
Before asking the family to select “things to work on,” review the concerns identified
(i.e., starred) on the previous pages. Order the routines in terms of priority.

Outcome Priority
(name of routine / need for improvement) Number

Morning Routine/Wake up- Would like him to start getting

dressed independently without mom and dad’s help. 1

Free time/play- Would like him to communicate with mom or

dad when he wants to play with another toy that he can’t reach.
2
He will sometimes whine if he can’t reach a toy/game instead of
trying to use his language.
Bed Time- Would like to see him be able to take a bath on his
own and get pajamas on by himself. 3

Dinner Time- Would like him to clear his plate and wash his
dishes without having to be reminded several times, 4

Weekend Routine- Nothing mom and dad want him to really

work on, but using manners more when he is at grandma and 5
grandpas.
 Star  concerns and likely intervention targets

Summary of Daily Routines

The first routine that I discussed with mom was his morning routine. Upon waking up at
6am both of Henry’s parents are home. Mom is usually making breakfast and dad is
helping Henry get ready. Henry needs help getting dressed, but can brush his teeth and
eat breakfast on his own. Henry is sometimes social in the morning, but prefers to be
alone since it is so early. Mom said that he is pretty engaged with this routine and
independent for the most part, but would like to work on him getting dressed on his own.
The family is somewhat satisfied with this routine and this is their number one routine
they would like to work on with him. The most important goal for this routine is getting
dressed and getting all his winter gear on by himself. The domains that are addressed in
this routine are physical and communication. The second routine that I discussed with
mom was his dinner time routine. Henry eats dinner around 6-6:30 pm. He is not a picky
eater and eats most foods. Mom and dad take this time to socialize with him to some
extent, despite his difficulty communicating. He is able to eat on his own and is expected
to clear his plate after dinner and wash his dishes. Mom and dad are also very strict with
table manners and using please and thank you. The family is mostly satisfied with this
routine and it is number four on the priority list. The most important goal for this routine
is to have him clear his plate and wash his dishes without being reminded several times.
The domains addressed are physical, communication, and social/emotional. The third
routine that I discussed with mom was his free time/play routine. Henry loves to play
with his toys, play outside, read, color, help with chores, cook with mom, and take walks.
Mom said that he prefers to be outside if the weather is nice and loves to play in the
sandbox. Henry watches minimal TV and if he does it is either when he gets home from
school or before he leaves for school. Mom said that he is very engaged during his free
play and prefers to play alone. The family is satisfied with this routine and it is number
two on the priority list. The most important goal for this routine is to have him
communicate with mom and dad when he wants a toy that he cannot reach or needs help
with. The domains addressed in this routine are physical, cognitive, communication, and
social/emotional. The fourth routine that I discussed with mom was his bed time routine.
This routine usually takes an hour to complete and includes him bathing, getting pajamas
on, and reading for twenty minutes. He goes to bed between 7:30-8 pm and he doesn’t
typically wake up during the night. He is pretty dependent on his parents with this routine
 Star  concerns and likely intervention targets

and needs help bathing and getting pajamas on. Mom or dad use this time to socialize
with him and they usually sing songs in the bath and then read before bed time. The
family is satisfied with this routine and it is number three on the priority list. The most
important goal for this routine is to be more independent with bathing and getting
pajamas on. The domains addressed are physical, communication, and social/emotional.
The last routine that I discussed with mom was his weekend routine. Mom and dad really
try to take him out into the community on the weekends and visit with friends. Henry
enjoys going to the zoo, park, and library. Henry is engaged with this routine and is able
to make his own choices when it comes to what he wants to play with or what he would
prefer to do in the community. The family is very satisfied with this routine and it is
number five on the priority list. The main goal for this routine is to work on his manners
when he is with grandma and grandpa on the weekends. The domains addressed are
physical, cognitive, communication, and social/emotional.