Domain-Specific Intervention Comparisons

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This is not a paper but there are about 9-10 pages of work that has to be completed. For this assignment you have to be able to look into the imbedded coaching practices that are done within Early Intervention Practices. This assignment is for this class : Communication Development and Assessment of young Multilingual Children with/without special needs. What has to be filled in is the USING EVERYDAY OBJECTS TO SUPPORT CHILDREN LEARNING AND FUNCTIONING I had to complete a 5 module training that gave a lot of information on embedded practices but hopefully you can find the resources to help with filling out the blank session of each scenario. Book that might help : The Early Childhood Coaching Handbook

A AshbyNov 15, 9:55 AM

here is a helpful link http://www.coachinginearlychildhood.org/ccoaching.php

A AshbyNov 15, 9:56 AM

http://www.dec-sped.org/recommendedpractices

Alexias Ashby

Week 10 Assignment

11-8-2020

Domain-Specific Intervention Comparisons

Birth to 6 Months:

The Castros: It was during their 16^th week of pregnancy that Mr. and Mrs. Castro found out that their baby was diagnosed with Down syndrome. Just like all families, they spent the pregnancy preparing for the birth of Serena, which for them included understanding Down syndrome and what that meant in terms of Serena’s care, learning, and development. Now that Serena is two months old, the Castros are ready to begin partnering with early intervention.

Parent Concerns: The Castros are concerned about her eating because it takes a long time for them to feed her and they questions about when they should switch to baby food and how to do it. Because she is eating so slowly, they want to make sure that she gets enough nutrition. In addition, a priority for them is for Serena to become an active part of the family.

Outcome #1: Serena will use a strong suck to take 6 ounces per feeding without getting tired; and when Serena is ready (4+ months old), she will accept any pureed food from a spoon (such as cereal, fruits, or vegetables) during meal times so that she can grow and get enough nutrition to be healthy.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Uses hands and mouth for sensory exploration of objects	Therapist takes rattles from her bag and encourages Serena to explore by moving her hand to her mouth.	Put some soft, bright toys near Serena and watch to see if she tries to grab them.
Cognitive: Opens her mouth when the bottle, breast, or spoon appears	Therapist places spoon or bottle in front of Serena’s face and prompts her to open her mouth by placing spoon or bottle on bottom lip.
Communication/Feeding: Sucks from bottle/breast without choking and while breathing (Coordinates suck, swallow, and breathe)	Serena’s feeding time is based on when the therapist comes. Therapist adjusts Serena’s positioning during the session. Therapist uses oral motor exercises to prepare Serena for feeding and, using her hands, therapist prompts Serena to close her mouth.
Communication/Feeding: Swallows strained and pureed foods	Therapist completes oral motor work then positions Serena for safe feeding and feeds Serena by pushing the spoon down on her tongue and not overloading the spoon.
Fine Motor/Feeding: Has sufficient endurance to sit supported for feeding (rather than lying down)	Therapist props up Serena on corner of couch in half reclined position. Therapist puts Serena’s hand on her bottle. Therapist gives bottle to Mrs. Castro to feed Serena.
Fine Motor/Feeding: Opens mouth to accept food	Therapist strokes Serena’s mouth to prompt her jaw to open as spoon approaches.
Gross Motor: Holds head steady through posterior (back of) neck control	Therapist describes to Mrs. Castro that baby’s development begins at the head and moves down through the trunk. Therapist positions Serena on a therapy roll with her belly down and encouraging Serena to lift her head by dangling the therapist’s toys.
Gross Motor: Holds head steady through anterior (front of) neck control	Therapist uses pull to sit exercises and the therapy ball in belly up and belly down positions.
Social-Emotional: Recognizes parent visually	Therapist encourages Serena to explore the therapist’s face and Mrs. Castro’s face by positioning Serena a proper distance from their faces, encouraging Serena to use her hands to touch their faces, and using simple language.
Social-Emotional: Smiles reciprocally	Therapist smiles at Serena and makes funny faces while playing a back-and-forth game the therapist typically plays with any child she sees for intervention.

Outcome #2: Serena will take 10 turns interacting back and forth with her family and others in her life by vocalizing, looking, and moving her body when playing games like peek-a-boo, playing with toys, and during diapering so that she makes connections with the important people around her.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Continues a familiar activity by initiating a movement involved	Therapist uses the jack-in-the-box in her toy bag, a toy that Serena is very interested in. After a couple of times, therapist waits to see if Serena shows any communication to restart the jack-in-the-box. She identifies and accepts any communication Serena makes at first, and then expects more refined use of movement related to the jack-in-the-box.
Cognitive: Enjoys play with rattles	Therapist uses two rattles from her toy bag. Therapist places one rattle in Serena’s hand and shakes the therapist’s rattle. Therapist shakes the rattle in front of Serena’s face and physically prompts Serena to shake rattle while saying “shake the rattle”.
Communication: Turns towards the source of normal sound	Therapist stands behind Serena and introduces a variety of sounds to see if and how Serena responds.
Communication: Responds to sound stimulation or speech by vocalizing	Therapist uses toys from her toy bag to gain Serena’s attention and vocalizes, then waits for Serena to vocalize.
Fine Motor: Moves eyes side to side to track across midline	While Serena is lying down, therapist uses her bright red ball to gain Serena’s attention and track, potentially physically moving Serena’s head from side to side. Therapist makes sure that Serena’s eyes are focused on the ball.
Fine Motor: Grabs adult fingers	While Serena is lying on her back, therapist facilitates opening and closing of Serena’s hands around a small toy or the finger of the therapist or her mother. Therapist speaks to Serena using words like “grab my finger”, “you got it”, and “good girl”.
Gross Motor: Reaches for dangling objects	Therapist lures Serena to grab dangling toys brought to the session, waits to see what Serena does, and then uses physical prompt to move Serena’s arm.
Gross Motor: Sits upright with support	Therapist props Serena in the corner of the couch with pillows or towels to support or positions Serena in her lap while Mrs. Castro shows Serena toys.
Social-Emotional: Enjoys social play	Therapist puts Serena in high chair and places a small blanket on her head. Therapist pulls off the blanket and says “peek a boo”. Therapist repeats this ten times, looking for Serena’s response.
Social-Emotional: Demands social attention	Therapist gets Serena’s attention by singing, calling her name, and then turns away. Therapist waits for a bid for attention.

12 to 18 months:

Josie Williams, a teenage mother, and her son Anton, 15 months, have been in early intervention ever since Anton was about 5 months old. Initially, Anton’s doctor was concerned about Anton’s motor development and, most particularly, his stiff muscles, and therefore, referred Josie to early intervention.

Anton’s family child care provider, Miss Lucy, has been caring for Anton during the day at her home day care since he was born, while Josie was finishing high school and now that Josie has found a job. Miss Lucy also supports Josie in learning how to care for Anton. While at first it was hard for Josie to be involved in early intervention as it meant there was something wrong with her baby, Josie and Miss Lucy are now very active in learning all that they can from early intervention. Anton’s occasionally visits his father who is interested in learning how to play with him. Anton’s motor issues have resolved but as he has gotten older, Miss Lucy and Anton’s family have noticed that Anton appears to not understand what is said to him like other children and so they are concerned about his understanding what is said to him.

Outcome #1: Anton will follow 2-step directions at least 3 times a day during caregiving and play activities at child care and out in the neighborhood so that he learns to listen and is safe.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Uses adult to solve problems	Therapist takes Anton away from Miss Lucy and parent to work with him individually. Therapist gives Anton an iPad that he loves to play with, but it is turned off. She prompts Anton to ask for help, using any form of communication.
Cognitive/Communication: Responds to simple verbal requests	Therapist shadows Anton at child care and pairs signs with verbal requests such as “come here,” “stop,” and “wait” at the playground. Therapist shares what she did and how Miss Lucy can do the same.
Communication: Follows two-step directions	Therapist asks Anton to complete 2 step directions within an individual play situation, such as “get the cat and put it in the bucket.” If needed, therapist prompts Anton after completing the first step, such as “you have the cat, where does it go now?”
Fine Motor: Takes off shoes, hat and coat with verbal cue and minimal assist	Therapist brings Anton to the closet at child care and puts on his coat and hat. She cues him to take off these items, as well as his shoes, and provides hand over hand assistance as needed.
Fine Motor: Feeds self with spoon[JMC29] [AD30]	Miss Lucy adjusts lunch time to fit therapist’s schedule. Therapist prescribes a specific spoon to use and specific food which is different from what the other children are eating.
Gross Motor: Walks with assistance	Therapist holds Anton by the arms or the trunk and walks behind him
Gross Motor: Walks with push toy	Therapist uses toy shopping cart in child care, puts toys in shopping cart, and encourages Anton to push toy shopping cart
Social-Emotional: Enjoys imitating adult behavior	Therapist brings new toys for Anton to explore and models for him fun ways to play with the new toys.
Social-Emotional: Greets with verbal cues	Therapist works on greetings during her one-on-one session with Anton. St the end of the session, she tries it out with Josie or Miss Lucy.

Outcome #2: Anton will identify 50 things in his books when reading with his mother, father, or child care provider, or when using the toys he frequently plays with at home and child care so that he can get smart and not miss out on anything.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Enjoys looking at pictures in books	Therapist brings in a variety of board books to the home, describes the pictures and physically prompts Anton to attend to the pictures.
Cognitive: Demonstrates functional play	Therapist brings a doll, spoon, and cup and asks and models for Anton to “feed the baby” and “give the baby a drink.”
Communication: Points to pictures in books when named	Therapist brings in a variety of board books to the home, and asks Anton to “point to the …” picture in the book.
Communication: Imitates most novel one-syllable words	When looking at board books, therapist models and encourages Anton to imitate some of the sounds of the names of what he has pointed to.
Fine Motor: Helps turn pages	Therapist takes the Anton to the corner of the room to read books. She prompts him by saying, “turn the page” and provides hand over hand assistance.
Fine Motor: Uses mature pincer grasp	Therapist brings theraputty and put objects in theraputty for Anton to dig out.
Gross Motor: Cruises along furniture	Therapist lures Anton to pull to stand and puts a toy at the end of the table. She provides support as Anton cruises.
Gross Motor: Plays in standing	Therapist puts objects on a table without a chair so Anton stands while he plays with objects.
Social-Emotional: Engages in relational play	Therapist and Anton play together in a quiet room.
Social-Emotional: Shows toy preferences	Therapist brings Anton to another room at child care. She sets out new toys for Anton to play with, writes down which he prefers best, and uses those toys in future sessions.

18 to 24 months:

Caroline and Liam Sweeney are trying their best to make ends meet. They have four boys who are seven, five, and four years, and Keenan, who is 20 months old and diagnosed with Autism Spectrum Disorder. The older boys are avid soccer players, both in the home and in a community league. Because child care is so expensive, they avoid child care costs by Caroline working the night shift while Liam works during the day. This situation, while acknowledged by both parents to be less than ideal, has finally given them a little cushion of savings and, for the first time in seven years, they are out of debt.

Keenan has difficulty transitioning from one event to another event during the day, which makes it difficult to get him out of the house in the morning and into bed at night. The parents are concerned that he gets frustrated easily and hits his brothers and parents when they don’t understand what he wants.

Outcome #1: When given hints he understands, Keenan will follow all steps without getting upset for the morning and bedtime routines, and when leaving the house, so that these routines can go more smoothly for everyone and the family can get out the door.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Matches and identifies simple objects	Therapist places a variety of objects in front of Keenan, and asks Keenan to pick up the object that is similar to the one she’s holding, to name any object he picks up, and pick up the object that is the same as the one shown in a picture. Joey, Liam’s 4 year old brother, takes turns during the same activity. Interventionist tells Mrs. Sweeney she will leave the objects so Mrs. Sweeney can “play this game” with Liam.
Cognitive: Points to several objects on request	At a small table in the corner of the Sweeney’s living room, therapist shows Keenan two pictures of pictures of types of clothing and asks Keenan to point to the named clothing.
Communication: Follows one-step directions	Therapist works on following Keenan’s bedtime routine during her morning session and gives one step directions, using picture symbols throughout the process. Therapist includes story time as part of the bedtime routine, asking Keenan to “turn the page.” Mrs. Sweeney watches the session.
Communication: Uses pictures or gestures to communicate wants or needs	Therapist provides Keenan with a choice of two activities she brought and asks him to choose one using pictures of the activities, and prompts signs for Keenan to communicate when he is “done,” wants “help” with or requests “more.”
Fine Motor: Modulates sensory information	Therapist gives the family an outline of sensory “diet” suggestions she gives to all families with toddlers with ASD, which includes brushing five times a day.
Fine Motor: Helps in dressing	Therapist takes Keenan’s clothes off, provides brushing and joint compression, practices dressing, and repeats. Therapist tells Mrs. Sweeney how the session went before leaving.
Gross Motor: Walks up the stairs alternating feet	Therapist uses the family’s step stool and holds Keenan’s hands while practicing stepping on and off the stool while Mrs. Sweeney encourages Keenan to climb up and down using his favorite toys.
Gross Motor: Kicks a ball	Therapist and Keenan play in his room where therapist models kicking and pairs word “kicking” while prompting his foot
Social-Emotional: Needs and expects routines and rituals	Therapist takes pictures of Keenan and uses boardmaker/clip art program to make an activity schedule to use during his one-on-one sessions from one activity to the next.
Social-Emotional: Recognizes self in photograph	Therapist shows Keenan a picture of himself and one of his brothers and asks him “Which one is Keenan?”

Outcome #2: Using pictures, words, or gestures, Keenan will respond to family members and make 5 requests daily to the family for something he wants (such as food, videos, toys, or an action such as taking a turn) during meal or play times to let his family know what he wants so that Keenan stops getting upset and hitting people and will be able to interact more with his family.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Imitates familiar gestures	Therapist claps her hands and then prompts Keenan to do the same. She praises him and gives him a toy to play with. She repeats this 5 times.
Cognitive: Hands object back to adult instead of throwing	Therapist lets Keenan play with toy and then says “my turn” and uses least-to-most prompts to support Keenan in giving the toy back.
Communication: Has an expressive vocabulary of 20 words	Therapist presents picture cue cards for Keenan label, asking “What’s this?” and prompts Keenan to identify objects they use in the session.
Communication: Interacts with peers using gestures	Therapist uses a social story to show Keenan how to interact with his brothers.
Fine Motor: Individuates digits to point effectively	Therapist looks for demonstrated visual motor skills to determine what specifically Keenan wants, then provides hand over hand assistance to point to, and attain, what he wants. Therapist repeats activity throughout session.
Fine Motor: Uses self-soothing strategies with assistance from the family	Therapist redirects Keenan’s hitting by providing him with language and gesturing, such as putting Keenan’s hand on potential object and asking him to “tell me what you want.” Therapist provides family with list of possible soothing activities to incorporate into the daily schedule.
Gross Motor: Plays catch/soccer reciprocally	Therapist brings ball and stands behind Keenan, physically prompting him to catch a ball while a family member throws the ball.
Gross Motor: Plays soccer/kicking reciprocally	Therapist brings ball and stands behind Keenan, physically prompting him to kick a ball while a family member kicks the ball to Keenan.
Social-Emotional: Gestures spontaneously to indicate needs	Therapist uses a choice board with Keenan while working one on one with him. While therapist works at the table with Keenan, she accepts when Keenan points to a picture of the therapist’s toys that he wants to play with during one his breaks.
Social-Emotional: Enjoys rough and tumble play	During a break after Keenan completes a puzzle, therapist bounces Keenan on her knee because he enjoys it. She repeats this process throughout the session.

24 to 30 months: As an older single parent, it’s very important to Mia that she be fully involved in anything about Dominic’s learning and development. While of course she has to work, she wants to make sure that she has “all the tools to help him” and is clear that all intervention should not occur in child care. Dominic is 25 months old and, as described by Mia is quite smart and adorable.

Mia is concerned that Dominic trips and falls frequently when walking and he gets very upset with some textures touching his skin such as certain clothes, towels, and blankets. In addition, Dominic has some difficulty with words and Mia really wants him to say more.

Outcome 1: Dominic will assist in getting dressed by choosing his clothes out of two options, pulling up his pants, and putting his arms through the sleeves each time he dresses so that he more comfortable getting dressed and keeps his clothes on.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Identifies clothing items for different occasions	Therapist brings pictures of clothing items, puts a few pictures out and says “what do you wear to bed?” She praises Dominic when he picks the correct picture.
Cognitive/Communication: Points to several clothing items on request	Therapist lays out pictures of clothing items and says “which one is the …” She praises Dominic when he picks the correct picture.
Communication: Chooses and labels three different pieces of clothing	Therapist shows Dominic a picture of an article of clothing and asks, “What is this?” She repeats this until Dominic provides a correct answer for three articles of clothing.
Fine Motor: Has arm and hand strength to pull pants with sufficient force to get up, over diapers	Therapist strengthens Dominic’s hands by using theraputty and repeats dressing steps with Dominic while Mia watches. Tells Mia she can do the same with Dominic when therapist is not there.
Fine Motor: Zips and unzips and disconnects coat	Therapist uses a dressing board as practice and has Dominic zip and unzip his coat multiple times.
Social-Emotional: Takes pride in dressing	Therapist assists Dominic in the bathroom by helping him pull up his pants and prompting him to say “I did it!” when he is finished.
Social-Emotional: Values own property and being a “big boy”	Therapist brings a bag of items and includes some of Dominic’s items. They take turns picking an item out of the bag and identifying whose item it is – Dominic’s or the therapist’s.

Outcome 2: Dominic will play at the playground; walk the dog with his mother; and walk to the grocery store without losing his balance so that he is safe and can enjoy the things that he and his mother do in their neighborhood.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Obeys two part commands	Therapist gives Dominic two-step directions to follow using a pretend play grocery store in the home.
Cognitive: Demonstrates use of objects	Therapist, Dominic, and Mia go to the park. Therapist shows Dominic how to walk the dog and play ball at the park.
Communication: Combines words in 2-3 word sentences	Therapist takes turns with Dominic and Mia choosing a toy out of a bag. Therapist prompts Dominic to use a 2-3 word sentence when identifying and talking about the object from the bag.
Communication: Answers simple questions about objects	Therapist shows Dominic pictures of items usually found outside the house, such as a shopping cart and a playground slide. She asks Dominic questions about these items, and prompts a response when needed.
Fine Motor: Uses visual-perceptual skills to move between playground equipment and ground safely	Therapist uses equipment at the playground or center-based gym so Dominic can experience getting on/off and climbing on different size equipment, and learning when the ground is close and safe to jump off versus too far, with therapist spotting and assisting as needed.
Fine Motor: Puts items into container without removing any	Therapist uses a shape sorter during session, and a clean-up activity to prompt Dominic put all items into therapist’s bag in between activities and at the end of the session.
Gross Motor: Has whole body strength and endurance to engage in age appropriate activities	Therapist engages Dominic in trunk exercises using therapy ball and theraroll.
Gross Motor: Has balance necessary for age appropriate activities	Therapist plays ball (kicking, catching, and throwing) with Dominic and engages in one legged balance activities with therapist ball, step stool, and balance beam.
Social-Emotional: Holds parent’s hand outdoors	Therapist holds Dominic’s hand as they move from room to room in the house between activities.
Social-Emotional: Initiates play, but requires adult supervision	Therapist uses reinforcing games from her toy bag and allows Dominic to choose and play with an item

30 to 36 months: Jocelyn Yu and Richard Peterson have always led very active lives. They work long hours and make sure they have quality time with Matthew, 31 months. For almost three years, Matthew has been cared for by a nanny, as his parents wanted him to have one-on-one adult-child time. Now that Matthew is older, his parents are concerned that Matthew has had very little time socializing with children in his age group. Currently, Matthew is going to start a preschool program five mornings a week, so that he can socialize with other children and begin a “school” experience.

Matthew is generally very quiet and speaks very little, initiating very few conversations or not saying much. In addition, his parents have noticed that Matthew does not play with toys in the same way as his cousins. Also, that Matthew appeared unsure how to join his cousins when they were playing at family gatherings. His pre-school teacher has also shared with his parents that Matthew has not adjusted well to the demands of preschool. His parents had Matthew evaluated and it was discovered that he had delays in several domains.

Outcome 1: Matthew will initiate a conversation about his day or respond to simple questions using 3-5 word sentences that make sense so his parents and nanny understand who or what he’s talking about.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Recognizes the cover of several books and labels them	In preschool, therapist sits with Matthew in the book corner, asks Matthew to pick out his favorite book and identify the title, and holds up other books and asks for the title of the book.
Cognitive/Communication: Answers simple “what,” “where,” and “who” questions	Therapist asks Matthew questions about his day based on the note that was sent home from school while nanny observes.
Social-Emotional/ Communication: Relates experiences using short sentences	Therapist asks Matthew when he gets home from school about his day using yes/no and simple wh- questions and uses fill in the blank statements for Matthew to tell about his day.
Social-Emotional/ Communication: Initiates a conversation	Therapist refers to note sent home from school to see what happened at school, and shows Matthew related pictures to help elicit an initiation from Matthew to discuss.

Outcome 2: Matthew will participate in group activities (e.g., circle time, story time, art, movement) for the entire duration by following directions, imitating, and taking turns with at least one of his classmates, so that he is actively participating in the preschool activities and learning how to interact within a group.

Potential Milestone to Address	Traditional Intervention	Embedded Coaching Intervention
Identify Domain
Cognitive: Listens to stories	Therapist chooses a simple activity that relates to the story that was just read to him during story time to see if he listened to and understood the story.
Cognitive/Communication: Understands complex sentences	Therapist stands next to Matthew during large group movement time and prompts him to follow instructions given by the teacher.
Communication/Social-Emotional: Interacts with peers using gestures	Therapist takes Matthew and one peer to work at a small table in the classroom. Therapist prompts the children communicate and take turns while playing a game using gestures.
Fine Motor: Colors in a specified location	Therapist provides a slant board and adapted crayons to facilitate appropriate grasp and tells Matthew to color in the space.
Fine Motor: Attends to duration of activity	Therapist pulls Matthew out free play to individually work on an activity she planned. She asks Matthew to cut strips of paper on the line strips and encourages him to complete the activity.
Social-Emotional: Participates in circle games; plays interactive games	Therapist is unable to go during circle time so she uses circle time games and stories during her one-on-one time with Matthew and shares with Matthew’s teacher the different goals and prompts she used with him.

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