Presentation on theme: "ECSE Indicator Trainings Lunch & Learn Series Indicator 7: Gathering Functional Behavior Info for Speech & Language Children Ruth Chvojicek – Statewide."— Presentation transcript:
ECSE Indicator Trainings Lunch & Learn Series Indicator 7: Gathering Functional Behavior Info for Speech & Language Children Ruth Chvojicek – Statewide Indicator 7 Child Outcomes Coordinator
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“Would you tell me, please, which way I ought to go from here?" "That depends a good deal on where you want to get to." "I don't much care where –" "Then it doesn't matter which way you go.” ― Lewis Carroll, Alice in WonderlandLewis CarrollAlice in Wonderland
A Voice from the Field A Voice from the Field Jenni Last Germantown School District Speech/Language Therapist
In today’s webinar we will: FunctionalityOutcome Behaviors District System
Children will have positive social – emotional skills How children relate with adults How children relate with other children For older children, following rules related to groups or interacting with others Includes attachment, separation and autonomy Includes expressing emotions and feelings Includes learning rules and expectations Includes social interactions and play Outcome 1
Gathering Functional Information Observation Asking Questions
Outcome 1: How might we gather information related to a child’s functioning in the area of positive social emotional skills?
Participant Poll Which of these behaviors is not useful information when considering a child’s level of functioning in outcome 1?
Outcome 2 Children acquire and use knowledge and skills Children’s abilities to think, reason, understand, remember, problem solve, and use symbols and language Involves a child’s understanding of the physical world (e.g. cause and effect) Understanding of the social world (e.g. understanding roles of community helpers like doctors or firefighters) Understanding of concepts such as symbols, pictures, numbers, classification, and spatial relationships, imitation and object permanence The acquisition and use of language and communication skills
Outcome 2: How might we gather information related to how a child acquires and uses knowledge and skills?
Participant Poll Which of these behaviors would be the least informative in considering a child’s level of functioning in outcome 2?
Outcome 3 Children take appropriate action to meet their needs Taking care of basic needs (e.g. showing hunger, dressing, feeding, toileting) How children get from place to place and use tools (e.g. forks, pencils, scissors) How children contribute to their own health and safety (e.g. act appropriately to avoid danger) Includes a child’s increasing capacity to coordinate motor skills to complete tasks Includes child’s ability convey needs and preferences to others How a child becomes increasingly independent in how they interact with the world and meet their own needs
Outcome 3: How might we gather information related to how a child takes appropriate action to meet needs?
Participant Poll Which of these questions give you information about outcome 3?
Sun Prairie School District Sally Drenoske Sun Prairie School District Early Childhood Teacher
Germantown School District Lisa Bartolone – Germantown School District District Psychologist and Early Childhood Coordinator Jenni Last Speech/Language Pathologist
Resources Video: Step – by – Step Handout: Discussion Prompts Handout: “Script” for Team Discussion of Outcomes Rating Book: Assessing Young Children in Inclusive Settings - The Blended Practices Approach - Jennifer Grisham- Brown Ed.D., Kristie Pretti-Frontczak Ph.D. Book: Focused Observation - Gaye Gronlund, Marlyn James collaboratingpartners.com
THANK YOU FOR Attending and Interacting in Today’s Webinar We will send you a link for the recording of today’s webinar as well as a follow-up survey on this webinar.