Infant Toddler Development Training
Module 3, Lesson 4
There is an interesting family story about Zahra from Project TaCTICS at Florida State University. Read the background on Zahra and her family. Notice what she likes to do. As you are reading pay attention to the fact that Masooma, Zahra's mom, talks to Zahra in her native language and is not concerned about Zahra's communication. Her biggest concern is that Zahra will walk.
Included with the information about Zahra are several planning documents based on the assessment of the family's concerns, priorities, and resources. The planning documents are part of the Zahra packet. Note that the information from the family assessment is translated on the Routine Based Intervention Plan. On the plan for meal times, note that the targets are functional objectives for Zahra. As you glance at the plan, note the other sections of the plan. This format is an excellent way to embed objectives into everyday routines, activities and places. The contingencies and cues parts of the plan are extremely important for the parent in order to support the child achieving the target behavior.
Consider how you might use this planning routine in your own work with young children with disabilities.
Read the article by the staff of Project FACETS, Consideration for Planning Routines Based Intervention. This reading discusses the use of planning interventions based on functional IFSP outcomes.
We looked at an example of this planning process in Activity 1. If you wish to utilize this planning format, there is a Blank Routine Based Intervention Plan form provided for your use. Activity 2 provides you with information based on assessment data to plan appropriate interventions embedded in everyday routines.
Consider the following:
- Are there other areas that you would add to the planning format? Why?
- Are there areas you would delete? Why?
- Do you agree that opportunities for generalization should occur? Why?
- Why is it important that the opportunity not interfere with carrying out the routine?
- What does it mean to use "encouragers" rather than rewards?
Keep in mind that this is a planning format and not a format monitoring the child's progress. Think about how you might develop a format for monitoring a child's progress using this planning format. Consider why this would be important?
Read the article by Sharon Raver, Keeping Track: Using Routine-Based Instruction and Monitoring. This article is available in the Resource Bank. In this article, Dr. Raver presents two different monitoring formats, one for an individual child, and one for a group. The objectives on both formats are embedded into everyday routines.
- Consider how you would adapt this format for the work that you do with young children.
- What are the advantages of this type of system?
- What are the disadvantages?
Dr. Raver also states in the article that teachers tend not to monitor instruction.
Reflect on some reasons you would give parents and other professionals to monitor IFSP objectives on a systematic on-going basis?
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