1. Turning Five Procedures: Focus on Child Development
Presented by:
Supervisors of School Psychologists

2. Turning 5 PD Goals IEP Team Clinicians will be able to:
Understand Federal and NYS requirements of preschool outcome data
Know the 5 Developmental Domains
Understand Entry and Exit Assessment
Know the 3 Outcome Areas
Know how to apply outcome ratings in each area
Know and apply the NYSED pre-K Learning Outcomes and PIs
Know the major elements of the kindergarten curriculum
Use and interpret an appropriate NYSED preferred assessment tool (e.g., DAYC, PES)
Understand typical and atypical child development
Explain the CPSE to CSE transition
Discuss the ASD-Nest program

3. Why Do We Need Outcome Data?
Pressure for Outcome Data at
the Federal Level:
GPRA (Government Performance and
Results Act)
IDEA (2004) goals and indicators established
Indicators were established (and revised) for Part C and for 619 of IDEA
Children served under Part C of IDEA are those with developmental delay “as measured by appropriate diagnostic instruments and procedures” including:
“(i) Cognitive development. (ii) Physical development, including vision and hearing. (iii) Communication development. (iv) Social or emotional development. (v) Adaptive development
IDEA Part B (part B encompasses the provision of education to children with disabilities, ages 3 – 21.)

4. Linking Local Measures to OSEP Reporting Requirements
5-year-old
level Group A reaches
typical levels
Group B makes
some progress
Group C made
no progress
2-year-old
level
Entry Exit

5. Developmental Domains for Preschool Outcomes established in IDEA
Physical
Cognitive
Language and Communication
Social-Emotional
Adaptive
These domains inform us regarding the 3 outcome areas for indicator #7:

6. Indicator #7: 3 Preschool Outcomes
Indicator #7 from the State Performance Plan--Percent of preschool children with IEPs who demonstrate improved:
Positive social-emotional skills (including social relationships);
Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
Use of appropriate behaviors to meet their needs

7. Child Outcome Areas: The Details
1. Positive social-emotional skills (including social relationships):
Relating with adults
Relating with other children
Following rules related to groups or interacting with others (if older than 18 months)
2. Acquisition and Use of Knowledge and Skills:
Thinking, reasoning, remembering, and problem solving
Understanding symbols
Understanding the physical and social worlds
3. Use of Appropriate Behaviors to meet his/her needs:
Taking care of basic needs (e.g., showing hunger, dressing, feeding, toileting, etc.)
Contributing to own health and safety (e.g., follows rules, assists with hand washing, avoids inedible objects) (if older than 24 months)
Getting from place to place (mobility) and using tools (e.g., forks, pencils, strings attached to objects)

13. EXIT ASSESSMENTS
If a child is referred to the CSE, school district evaluation staff will provide the following exit assessment information to the CSE:
complete tables and supporting evidence for questions 1a, 2a and 3a on the Child Outcomes Summary Form identifying:
the source of information (name of assessment and edition),
date the assessment was given, and
a summary of relevant results in each of the three outcome areas.
Preschool Children with Disabilities Referred for School-Age Eligibility Determination: In order to collect exit assessment data on the progress preschool children with disabilities have made as a result of receiving preschool special education programs and/or services, the CSE must arrange for exit assessment(s) in the three early childhood outcome areas to be conducted as part of the reevaluation process to determine the child’s eligibility for school age special education.  The results of these assessments are provided to the CSE.  The CSE will review the exit assessment results and determine the child’s progress rating in the three identified areas.

14. EXIT ASSESSMENTS CSE must:
indicate the date of the CPSE or CSE meeting, identify the persons attending the meeting and their role(s) and indicate the methods for collecting family information on the child’s functioning.
review the information provided by the approved preschool evaluator or school district evaluation staff, the Child Outcomes Summary Form at entry and current assessment reports.
determine the child’s continuing eligibility for preschool special education programs and/or services or his/her eligibility for special education as a school-aged student.
determine in each of the three outcome areas identified in questions 1b, 2b and 3b whether the child has shown any new skill or behavior in the area and circle “yes” or “no”. If answering “yes”, then indicate what progress has been made. (*new data element)
identify on a scale of 1-7 the child’s typical functioning (not his/her capacity to function under ideal circumstances) across typical settings in each of the three outcome areas identified in questions 1c, 2c, and 3c, that relate to the child’s behaviors and skills.
The CSE must:
indicate the date of the CPSE or CSE meeting, identify the persons attending the meeting and their role(s) and indicate the methods for collecting family information on the child’s functioning.
review the information provided by the approved preschool evaluator or school district evaluation staff, the Child Outcomes Summary Form at entry and current assessment reports.
determine the child’s continuing eligibility for preschool special education programs and/or services or his/her eligibility for special education as a school-aged student.
determine in each of the three outcome areas identified in questions 1b, 2b and 3b whether the child has shown any new skill or behavior in the area and circle “yes” or “no”. If answering “yes”, then indicate what progress has been made. (*new data element)
identify on a scale of 1-7 the child’s typical functioning (not his/her capacity to function under ideal circumstances) across typical settings in each of the three outcome areas identified in questions 1c, 2c, and 3c, that relate to the child’s behaviors and skills. Only one rating (number) should be circled for each outcome. This information must also be transcribed to the summary assessment results page. Children rated as 6 or 7 are considered as having functioning typical of their same-aged nondisabled peers.
retain the Child Outcomes Summary Form in the child's record.

15. Definitions for Outcome Ratings
(7) Completely means: Child shows behavior and skills are considered typical for his or her age
(6) Between Completely and Somewhat
(5) Somewhat means: Child shows behavior and skills expected for his or her age some of the time across situations
(4) Between Somewhat and Emerging
(3) Emerging means: Child shows emerging behaviors and skills expected of a child of his or her age in any situation
(2) Between Emerging and Not yet
(1) Not yet means: Child does not yet show behaviors and skills expected of a child his or her age in any situation.

16. 1. POSITIVE SOCIAL-EMOTIONAL SKILLS (INCLUDING SOCIAL RELATIONSHIPS)
demonstrate attachment with the significant caregivers in their lives;
initiate and maintain social interactions;
behave in a way that allows them to participate in a variety of settings and situations, for example, on a playground, at dinner, at the grocery store, in childcare, etc.;
communicate wants and needs effectively;
build and maintain relationships with children and adults;
regulate their emotions;
understand and follow rules; and
solve social problems.

17. 2. Acquisition and Use of Knowledge and Skills
display an eagerness for learning;
explore their environment;
attend to people and objects;
engage in daily learning opportunities;
use knowledge and skills (e.g., vocabulary, complexity of language, problem-solving skills, general knowledge, etc.) in a variety of everyday routines and activities;
acquire and use the precursor skills that will allow them to learn reading and mathematics in kindergarten; and
show imagination and creativity in play.

18. 3. Use of Appropriate Behaviors To Meet His/Her Needs
meet their self-care needs (feeding, dressing, toileting, etc.);
use objects (spoons, pencils, crayons, clay, scissors, other devices, etc.) as tools;
move from place to place to participate in everyday activities and routines;
seek help when necessary to move from place to place;
seek help when necessary to assist with basic care or other needs; and
follow rules related to health and safety.

19. Preferred Assessment Tools Used in New York State (NYSED, Feb. 2006)
Battelle Developmental Inventory-2nd ed.
Bayley Scales of Infant Development-2
Brigance Inventory (Early Development)
Carolina Curriculum for Preschoolers-2nd ed.
Developmental Assessment of Young Children (DAYC)
Hawaii Early Learning Profile (2004)
Preschool Evaluation Scale (PES)
Vineland Social Emotional Early Childhood Scales (SEEC)

20. Learning Outcomes and Indicators
NYSED Pre-K Learning Outcomes
Personal Health and Safety Skills
Social and Emotional Development
Language Development and Communication Skills
Cognitive Development/Intellectual Abilities
Approaches to Learning
Motor Development

21. Learning Outcomes and Indicators
NYSED Pre-K Performance Indicators:
ELA
Reading
Writing
Listening
Speaking
Math
Problem solving Strand
Reasoning and Proof Strand
Communications Strand
Connections Strand

22. Physical and Motor Development

23. During the 2nd year, typically developing children:
Walk well (do not need hand held, do not lose balance easily)
Run (but running may be clumsy)
Climbs up and down stairs independently, with a step-to gait, using hands on wall or railing to assist
Jump off a bottom step with two feet
Can push a push toy
Can kick a ball (but may not be accurate)

24. The 2nd Year (continued)
By approximately 2.5 years of age, typically developing children can
walk on tiptoes
jump up with both feet
stand on one foot for 1 or 2 seconds
throw a ball overhand for a distance of 2 or 3 feet
catch a ball between the arms and body

25. Third Year of Life
Ascends stairs while alternating feet, but may still need to use a handrail
Continues to descend stairs with a handrail and step-to gait
Rides a tricycle
May be able to complete a single hop on the preferred foot

26. By the end of the Fourth Year, a typically developing child:
Descends stairs with reciprocal gait
Catches a ball with hands only
Can learn to ride a small bicycle or use roller skates

27. During the Fifth Year, children learn to:
Skip (but boys may refuse to do so)
Broad jump approximately 2 feet
Jump rope
Perform “acrobatic tricks” (cartwheels, somersaults, etc)
It is important to note that many of these higher level gross motor skills DO NOT develop without an opportunity to practice. For instance, a typically developing child may not know how to perform a cartwheel if never permitted to attempt it.

28. Atypical Gross Motor Development
Often a result of disturbances in the neuromuscular or musculoskeletal system
Parent may report delayed achievement of milestones, particularly crawling, standing, and walking

29. Warning Signs
W-sitting (sitting on floor with hips and knees turned inward so feet outside hips)
Using one or both hands on handrail to help pull self up stairs
Leaning whole body on handrail or using two hands on handrail to go down stairs
Inability to get up from floor without pulling on furniture or nearby adult
Dragging feet when running or walking
Frequent falls

30. Fine Motor and Visual Motor Development in the Second Year
18-24 months
Inserts shapes into shape sorter independently
Stacks 4-6 blocks
Turns individual pages with a book with a thick cover and thick pages
Imitates vertical strokes while scribbling

31. Fine Motor and Visual Motor Development for 2 year olds
24-36 months
Begins using one hand to stabilize an object and the other to manipulate
Removes lid with a screw-on top
Strings beads
Folds paper
Imitates horizontal lines and circles
Snips paper with scissors
Puts on shoes, socks, shorts
Removes socks, shorts
Can feed self with spoon

32. Fine Motor and Visual Motor Development for 3 year olds
36-48 months
Development of tripod grasp (holding a marker with the pads of thumb and index finger, marker resting on the side of middle finger with remaining fingers tucked into the palm)
Transitions from full arm movements while scribbling to movement initiated from the forearm and wrist
Buttons and unbuttons large buttons
Imitates a cross (intersecting vertical and horizontal lines)
Cuts a line across paper within ½ inch accuracy
Traces a line (vertical or horizontal) within ½ inch accuracy
Feeds self with little to no spilling, drinks from cup held in one hand

33. Fine Motor and Visual Motor Development for 4 year olds
48-60 months
Consistently uses tripod grasp, using forearm and wrist movements to draw
Performs serial opposition (touches each finger individually to thumb within 8 seconds)
Imitates square
Cuts circles and squares within ¼ inch accuracy
Imitates complicated block designs
Folds paper with edges parallel and within 1/8 inch of each other
Begins coloring within the lines
Can dress and undress completely
Holds fork in fingers, can spoon soup without spilling

34. Fine Motor and Visual Motor Development for 5 year olds
60-72 months
Mature use of scissors (smoothly coordinating both hands together)
Cuts out small circles, squares and triangles
Strings small beads, reproducing color and shape sequence
Copies from models of letters and numbers in correct sequence
Imitates diagonal lines
Uses mature dynamic tripod grasp (with movement initiated through the fingers)
Uses knife for spreading, and beginning to cut

35. Warning Signs Lack of consistent dominant hand use
Lack of ability to stabilize objects with one hand while manipulating with the other
Holding writing implements with a fisted grasp or with all five fingers on the tool
Movement of full arm when drawing instead of isolating movement to wrist and hand

36. Warning Signs (continued)
Performing fine motor tasks (writing, cutting, manipulating small objects) with thumb facing floor and palm facing away from the body
Inability to use scissors*
Inability to copy vertical, horizontal or circular lines, square or cross*
* Note that scissor or copying skills may not be present if child has not had previous experiences with these skills

37. Educational model vs. Clinical model
ED Focus: Therapy addresses access to special education & school environment
ED Focus: Works toward independence and participation
ED Focus: Intervention for usually chronic problems that interfere with the educational process

38. Occupational Therapy
OT must be required if it is to assist the student to benefit from special education. This implies:
The student has a disability
The OT service is educationally relevant and clear in purpose
The OT service is necessary in order for the student to access the general education curriculum

39. Occupational Therapy
In all, students can benefit from some services that are not educationally necessary, but may be desired by parents and non-educational service providers. If OT does not meet educational relevance, this may mean the service is not the responsibility of the public school system.

40. Cognitive and Academic Development

41. Skill Domains in Mathematics
Numbers & Operations
Numbers can be used to tell us how many, describe order, and measure
Geometry
Geometry can be used to understand and to represent the objects directions, locations in our world and relationships between them
Measurement
Comparing and measuring can be used to specify “how much” of an attribute (e.g. length) objects possess.
Notes:
NCTM’s Principles and Standards for School Mathematics organizes content into five areas: number and operations, algebra, geometry, measurement, and data analysis and probability.
PSSM lists “expectations,” but does not specify the big ideas for each of these five areas. The big ideas of mathematics for PreK-grade 2, as well as the relations between the content areas, are provided in the figure. [READ THESE.]
The size of the areas in the figure roughly indicate how important the areas are. So, number & operations, and geometry, and the most important. Some work in measurement is also expected. In the early years, algebra is manifested through work with classification, patterns and relations, operations with whole numbers, explorations of function, and step-by-step processes (PSSM, p. 91). Most of that work, and data analysis is integrated with work on number and geometry.
It is important to note that the content standards are surrounded by a connected ring of process standards, which relate to all that they enclose.
Data Analysis
Data analysis can be used to classify, represent, and use information to ask and answer questions.
Algebra
Patterns can be used to recognize relationships and can be extended to make generalizations. 41

42. Jean Piaget: Cognitive Development

43. Cognitive Development: Piaget’s Sensorimotor Stage
Substage Age Behavior
Reflexes mo. Sucking, rooting to nipple
Circular Reactions I mo. Suck bottle/pacifier
Circular Reactions II mo. Push & watch objects fall
Secondary Schemes mo. More deliberate actions
Circular Reaction III mo. Curiosity, experiments
Mental Combinations mo. Symbols, gestures

44. Cognitive Development: Piaget’s Preoperational Stage
Qualities of Preoperational Thought (2-7 yrs.):
Centration
Irreversibility
Egocentrism
Animism
Symbolic thought
Empathy
Theory of mind

45. Conservation

46. Egocentrism:
Piaget’s three-mountain task. A preoperational child is unable to describe the “mountains” from the doll’s point of view- an indication of egocentrism, according to Piaget.

47. Theory of Mind
Hypothesis developed by Uta Frith, Simon Barron Cohen and colleagues (1985)
Refers to the notion that persons with ASDs do not understand that others have their own plans, thoughts and points of view
People with ASDs have difficulty
comprehending when others don’t know something.
People with ASDs appear to be self centered, eccentric, or uncaring

48. Theory of Mind: False Beliefs

49. Warning Signs of Cognitive Delay
13-18 months
Does not point to or show others things that interest him / her
Does not respond to name
Doesn't imitate actions or attempt to imitate speech or songs

50. Early Warning Signs: Cognitive
19-24 months
Does not recognize pictures of familiar objects or persons by pointing or verbally labeling
Does not interact with others during play (for example, showing, giving, looking up for a reaction)

51. Early Warning Signs: Cognitive
25-36 months
Does not listen to stories with pictures
Does not name pictures
Does not follow simple directives
Does not answer questions about recent experiences
Does not follow two- or three-part directives

52. Speech and Language issues

53. Three Key Domains Research Says Predict Reading Success
Oral Language
They acquire vocabulary that informs them about the world; they use language to construct relationships and categories, to figure things out, and to solve problems. They also use language to express ideas and participate in social contexts.
Phonological Awareness
They demonstrate sensitivity to, manipulation of, and use of sounds in words.
Recent reviews of research indicates five predictive content categories of early reading: oral language skills, background knowledge, phonological awareness, print knowledge and print motivation. These include the Big Ideas or core content of an effective early reading curriculum.
Oral Language – Research has consistently shown that both of the major elements of language – vocabulary and speaking/listening – are very good predictors of later achievement in reading. When young children acquire large vocabularies and stores of concepts and facts, they are building a firm foundation for comprehending the meaning of written texts that they will encounter later in the elementary grades and beyond. In addition, children’s comprehension and production of spoken sentences builds syntactic and semantic knowledge that is essential for decoding written texts. Thus, when teachers provide activities that promote young children’s oral language, there is a double benefit. Not only will the children become better speakers and listeners, they also will get off to a better start in learning to read. [INSERT BK HERE.]
Phonological Awareness – Young children’s awareness of the sounds in words and their ability to manipulate these sounds are among the best predictors of later reading achievement. In order to grasp the alphabetic principle that letters, or groups of letters, represent the sounds of language, children must be aware of these sounds and their positions in words. The ability to blend phonemes together helps children use phonics to decode unfamiliar words, and the ability to segment words into individual phonemes is essential for invented and conventional spelling. Phonological processing is difficult for many children to learn because it requires children to become consciously aware of the structure of language, rather than simply using language a means to communicate. Things are further complicated by the fact that phonemes are not discrete units in speech. Instead, phonemes are influenced by adjacent sounds in words. Because phonological awareness is so important and can be very difficult to learn, it needs to given high priority in every early reading curriculum. Print Knowledge – Letter name knowledge is another strong predictor of reading achievement. Not only does letter knowledge help children recognize print, but it also influences the development of phonological processing skills. Letters are concrete, stable representations of the shifting sounds of that make up spoken words. In addition, the ability to recognize individual letters plays a crucial role in learning the alphabetic principal (i.e., that letters represents the sounds in words), which in turn sets the stage for using phonics to decode unfamiliar written words and for spelling words during writing.sources: [INSERT PM HERE.]Lonigan, C., & Whitehurst, G. (in press). Getting ready to read: Emergent literacy and family literacy. In B. Wasik (Ed.), Family literacy programs: Current status and future directions; Layzer, C. (2002, September). Adding ABCs to apple juice, blocks, and circle time. Paper presented at the meeting, Assessing Instructional Practices in Early Literacy and Numeracy, Cambridge, MA.; Snow, C., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press
Print Knowledge
They demonstrate knowledge of the units of print (letters, words) and ability to translate print to sound and sound to print (letter-to-sound) and understanding of book and print concepts. 53

54. Language Development
Receptive Language- the ability to derive meaning from incoming auditory or visual messages. Understanding a message from another person
Expressive Language- the combination of linguistic symbols to form meaningful messages that is conveyed to another person using speech, signing, or writing

55. Language Disorders and/or Delays
A language disorder can involve both receptive and expressive language. It is generally classified according to the four major components of the linguistic system:
1. Semantics- meaning of words, phrases and sentences. Impairments can take the form of reduced vocabulary, word retrieval deficits, poor word association skills, and difficulty with figurative language forms.
2. Morphology- the structure of words and the construction of individual word forms from the basic elements of of meaning. Deficits are manifested as difficulties with plurals, past tense, auxiliary verbs, possessives, etc

56. Delays: Four Major Components of the Linguistic System
3. Syntax-rules governing the order and combination of words to construct well-formed sentences. Deficits are characterized by problems with simple and complex sentence types such as negatives, interrogatives, passives, and relative clauses.
4. Pragmatics-rules governing the use of language in a social context. Impairments can include a reduced repertoire of communicative intentions, turn-taking difficulties in conversation, inability to repair messages that are not understood by the listener, and difficulty with narrative discourse (storytelling).

57. Language Development: Preschoolers
24-36 months (2-3 years)- Phrases of 2-3 words turn into 4-5 word sentences. Child will ask questions “why”, “what”, and “where”. Will mispronounce many sounds at this age.
36-48 months (3-4 years)- Uses increasingly complex sentences. Can recount stories and events that happen from the recent past. Can be the year for the occurrence of nonfluency or dysfluency.
48-60 months (4-5 years)- Vocabulary exceeds well over 2000 words. Tells long stories and talks about their feelings. Sentences are grammatically correct 90% of the time. Is generally easy to understand by others, however child may still make a few errors in speech sounds.

58. Language Development: Kindergarten
60-72 months (5-6 years)- By age six, the child is able to understand from 13,000-over 20,000 words. The average length of the child’s expressive language is 6.6 words. At this stage the child makes leaps from the spoken, signed, or cued word to the written, and then to reading words.

59. Warning Signs for Possible Speech and Language Delays/Disorders

60. Language Delays: Turning 5
4-5 years
Doesn’t ask several questions a day
Has difficulty formulating sentences, as shown by word omissions, confused word order, or deleted word-endings
Can’t retell a simple story that links several thoughts together in an orderly sequence
Can’t talk about the past and future
Can’t follow instructions involving three or more steps

61. Language Delays: Kindergarten
5-6 years
Can’t verbalize her/his name and basic information about where she/he lives
Doesn’t attend to a task for more than a few minutes
Becomes frustrated during shared reading time
Struggles with pre-literacy skills like rhyming and sound recognition
“Look Who’s Talking”: Laura Dyer, MCD, CCC-SLP, Meadowbrook Press

62. Unified Service Delivery System-Continuum of Services for Students with a Disability: Related Services
Eligibility for Related Services
Frequency and Duration
Group/Individual Services and Group Size
Continuation, Modification or Termination of Services
Considerations for Type and Intensity of Services

63. Key Early Social Domains
Understanding Emotions: Inferring basic emotions from expressions or situations and understanding the consequence of basic emotions.
Behavioral & Emotion Regulation: Use of emotional gestures and verbalizations to express feelings in a social situation; inhibition of socially disapproved expressions of emotion (hitting, tantrums, biting)
Initiating and Maintaining Positive Engagement with Peers: Ability to be effective in interactions with peers, the result of organized behaviors that meet short-term and long-term developmental needs (cooperating, listening, turn taking, seeking help)

64. Link Preschool Skills to Kindergarten Skills
Connect expectations to those that lay ahead…
Social Skills
Preschool
Regulation of: Attention, emotions, behavior
Cooperating with requests
Sharing
Turn Taking
Primary Grades
Adjustment: Control of emotions, behavior
Social Competence:
Cooperative, pro-social, Makes friends, takes initiative 64

65. Early Warning Signs: Social-Emotional
25-36 months
Does not engage in symbolic play (for example, using a banana for a phone, or a block for a car)
Does not show objects to another person
Does not give objects to another person
Does not respond to or initiate joint attention
Shows negativism, tantrums, anger, aggression
Overactivity/hyperactivity
Anxiety

66. Severe Social-Emotional Warning Signs
Interest in nonfunctional elements of play materials/toys
Sensory examination of self and others
Stereotypic mannerisms, hand-flicking
Self-injurious behavior
Repetitive or stereotyped interests

67. Warning Signs: Maladaptive Behavior
Hurtful to Self. Behavior that causes injury to a person's own body.
Hurtful to Others. Problem behavior that causes physical pain to other people or to animals.
Destructive to Property. Problem behaviors such as deliberately breaking, defacing, or destroying things.
Disruptive Behavior. Problem behavior that interferes with the activities of others.
Unusual or Repetitive Habits. Problem behavior that involves excessive repetition of unusual actions.
Socially Offensive Behavior. Problem behavior that is offensive to other people.
Withdrawal or Inattentive Behavior. Problem behavior that reflects the individual's difficulty in associating with other people or maintaining attention.
Uncooperative Behavior. Problem behavior that reflects difficulty in following rules or working with other people.

68. Ingram-Troxell Preschool Observation Checklist for Autism
Screening Tool
15 items
General Scoring
½ or more checked, than high chance of autism
5 Key Items (1,2,3,7,10)
Pointing to show interest or direct attention
Uses another’s body to obtain a desired object or action
Communication triad
Fails to look-up or orient when name called in normal tone
Does not exhibit functional or symbolic play

69. Ingram-Troxell Preschool Observation Checklist for Autism
Rarely uses pointing to show interest or direct attention but may point to request a desired object
Hand leads or uses another’s body to obtain a desired object or action
Does not pair gestures with eye gaze and verbalizations/vocalizations (communication triad)
Exhibits lack of meaningful functional communication
Does not understand words out of context
Does not direct attention of others to an object or event in their environment
Fails to look-up or orient when their name is called in a normal tone of voice
Is not attentive to or interested in activities or events in their environment
Exhibits minimal spontaneous engagement in reciprocal play activities
Does not exhibit functional or symbolic play
Displays restricted interest in specific toys or activities
Has difficulty adjusting to unexpected or unplanned changes in their environment
Has difficulty self-regulating or gaining control of their emotions or behaviors
Exhibits unusual or repetitive mannerisms involving hands/fingers
Exhibits the need for specific rituals or routines

70. Functional Behavior Observation Checklist for Autism-Playground Ingram & Troxell (Copyright 2005)
Developed to provide a structured framework to observe children at play
10-items that are operationally defined
15 minute playground observation
Scoring:
1= behavior is present and observed
0= behavior is absent or not observed

71. Ingram & Troxell Playground Observation Checklist (Copyright 2005)
1. Engages in social play with peers
2. Uses playground equipment functionally
3. Shows awareness and adherence to the rules of a game
4.Shows a response to winning or losing
5.Initiates a communication with other children
6. Does not exhibit social isolation from other children
7. Engages in reciprocal social conversation
8. Respects boundaries and personal space
9. Does not exhibit gross motor incoordination
10. Does not exhibit socially inappropriate behavior such as picking nose or skin, fondling genitals, or other behaviors that are considered socially inappropriate or offensive

72. Transition from Preschool to Kg.
CPSE to CSE

73. Comparison of CSE vs. CPSE
There is a continuum of service rationale from Early Intervention all the way through to public school age services
EI→ medical model
Preschool → school readiness with an emphasis on “extra push” of services to allow children to be ready for school
School age → academic structured curriculum.
“Services at CPSE are fundamentally different in nature and concept from CSE services”
“CPSE services are designed to support children wherever they are- home, day-care, preschool…”
“Emphasis at this age is the development of adaptive, social and communication skills. Pull out from the classroom or having a facilitator is an integral part of the educational program especially if the child isn’t attending school full-time”
“Kindergarten is the entry into the educational arena where the emphasis is on academics. Special education service is based on LRE and the continuum of school based services.”

74. SEIT What is a SEIT?? SPECIAL EDUCATION ITINERANT TEACHER
SEITs have to be special ed teachers, not ABA providers, speech therapists, undergraduate students working part-time…
SEIT is a service that was devised to serve the preschool population and is based on preschool LRE principles.
What is LRE for a preschooler?- Natural setting (home, day-care, pre-k…)
SEITs is a less restrictive option compared to Integrated, special ed preschools.
A SEIT goes to the home/ day care where there is no special ed teacher because you can’t expect the parent/ day care provider to focus on this aspect of the child’s development.
There is simply no need for an itinerant teacher in a program that has a teacher in it already – this is the reason why is discontinued through the turning 5 process.
Teacher within teacher programs simply do not exist here or any where else in the country
We educate children in groups not one on one.

75. ASD-Nest Program
If you think a child may be appropriate, speak to a contact at the preschool/ SEIT provider so that they can approach the parents…
Gauge the parent’s interest after the preschool’s/ SEIT’s initial response and request permission from the parents to forward the child’s information to the Nilofer Naqvi, point person at CSE 9.
The NEST program consideration occurs in parallel to the turning 5 process.
Checklist items….
Consider with care…

76. Special Education Transportation
Eligibility
Medical and other forms