Feb 76 130p.Chairperson, MotorDevelopment Committee Massachusetts Center for Program DevelopMent and...

ED 119 414

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INSTITUTION

SPONS AGENCYPUB DATENOTEAVAILABLE FROM

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EC 081 488

McCormack, James E., Jr.; And OthersEducatioLal Evaluation and Planning Package, Volume1.

Massachusetts Center for Program Development andEvaluation, Medford.Massachusetts State Dept. of Education, Boston.Feb 76130p.Massachusetts Center for Program Development andEvaluation, 10 Hall Avenue, Medford, Massachusetts02155; Checks should be made payable to "EdCo AccountNo. 106B ($1.80)

EDPS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS.DESCRIPTORS Check Lists; *Daily Living Skills; Developmental

Tasks; *Educational Diagnosis; Elementary SecondaryEducation; Evaluation Criteria; Exceptional ChildEducation; *Handicapped Children; IndividualizedInstruction; Interdisciplinary Approach; *LanguageDevelopment; Maturation; *Motor Development;Screening Tests; Student Evaluation

IDENTIFIERS Massachusetts

ABSTRACTPresented is Volume I of aA educational evaluation

and planning package designed in accordance with Massachusetts'special education laws. The package is designed to assist the CoreEvaluation Team process, a multidisciplinary approach to educationalassessment and development of individual education plans. The guidefocuses on three skill areas: activities of daily living, motordevelopment, and early language development. Each of the skill areasis divided into three components: a screening device; performancestatements (a developmental list of specific skills to be assessed bythe evaluator); and a next step chart (designed to prOvide a grossarrangement of skills to facilitate choices of next step tasks asrequired for education plan development. (LS)

***********************************************************************Documents acquired by ERIC include Many informal unpublished

* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal ** reproducibility are often encountered and this affects the quality ** of the microfiche and hardcopy reproductions ERIC makes available ** via the ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original doccAlent. Reproductions ** supplied by EDRS are the best that can be made from the original. ************************************************************************

O

U.S. DEPARTMENT OF HEALTH,EDUCATON WELFARENATIONAL INSTITUTE OF

EDUCATION

REPRO-DUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIGIN- ednicarkmaiTHIS DOCUMENT HAS BEEN

*TING IT POINTS OF VIEW OR OPINIONSSTATED DO NO NECESSARILY REPRE-

ViattontSENT OFFICIAL NATIONAL INSTITUTE OFEDUCAT.ON POSITION OR POLICY

&WU PlannjP12e4W

ACTIVITIES OF DAILY LIVING

MOTOR DEVELOPMENT

EARLY LANGUAGE DEVELOPMENT

2

nassachusetts center for program development and evaluation

S. DEPAITMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-OUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATING IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

EDUCATIONAL EVALUATION AND PLANNING PACKAGE

James E. McCormack, Jr.Acting Director

Massachusetts Center for Program Development and Evaluation

Carolynn C. HamletChairperson, MotorDevelopment Committee

Massachusetts Center for Program DevelopMent and Evaluation

Jacqueline DunawayChairperson, Language Development Committee


Lee E. VordererChairperson, Activities of Daily Living Committee


The preparation of this material was supported by Title VI Bfunds made available by contract with the Massachusetts Depart-ment of Education. Material in this document may be duplicatedwithout permission. Additional copies are available from theMaSsifihusetts Center for Program Development and Evaluation,for 4r .80 Checks should be made payable to "EdCo Account# 106B".

Massachusetts Center'for Program Development and Evaluation10 Hall Avenue.

Medford; Massachusetts 02155

February, 1976

3

"PERMISSION TO REPRODUCE THISCOPYRIGHTED MATERIAL BY MiCiO.F ONLY R sY

TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENT3.WI,TH THE NATIONAL INSTITUTE OF EDUCATION.FURTHER REPRODUCTION OUTSIDETHE ERIC SYSTEM REQUIRES PERMIS-SION OF THE COPYRIGHT OWNER "

We gratefully acknowledge the contributions of the following individualswhose assistance made this document possible.

Activities of Daily Living

Jane BowmanChuck HowardJoseph HigginsPat StrangThelma AllemBella Vander ElsAndrew LeFrancoisMarcia Flowers

Motor. Development

Maggie SteinJean SandersNancy SharbyEdith DeAngelisSandy LezburgJoseph HuberBob BrowneDick CrisafulliMichelle Shuster

Early Language Development

Anne CannAileen LauKenneth McElheneyPatricia NeumanJean MooneyAnn GoetzeInez HegartyPat JacobsSalvatore PaceBette RushfeldtRobert Whitman

North Shore Consortium.Shore CollaborativeHampshire Educational CollaborativeHampshire Educational CollaborativeBoxboro Public SchoolsSEEM CollaborativeJohn '. Berry Rehabilitation CenterLexington Public Schools

SEEM CollaborativeNorth Shore ConsortiumPerkins School for the BlindBoston State CollegeDepartment of Public HealthBridgewater State CollegePaul Dever SchoolSt. Coletta's Day SchoolSimmons College

Amherst Regional Junior High SchoolWalter E. Fernald SchoolMcLean HospitalMcLean HospitalBoston CollegeMassachusetts Hospital SchoolMassachusetts Department of EducationWalter E. Fernald SchoolLexington Public SchoolsMassachusetts Hospital SchoolDivision of Mental RetardationDepartment of Mental Health

We would like to thank the following people for their administrative assistance.

Ona SavolskisPaula Sanford

4

ROBERT H. AUDETTE, PH.D.Associate Commissioner

Division of Special Education

Dear Educator:

//4 /a4eftezet e/eieteatiew

/82 TAm/tent Ytlee4, 186,i1otv 02W

One of the basic concepts underlying Chapter 766 is that any student who isreferred for special education services should receive a comprehensive educa-tional evaluation. The information resulting from the various assessmentsincluded in the evaluation is essential to the development of individuallyappropriate educational plans. Most existing assessment devices do not pro-vide the kind of detailed assessment information necessary to develop suchplans.

It is our belief that the enclosed educational evaluation and planning packageprovides an excellent tool for Core Evaluation Teams to begin to address thekind of specificity that is necessary for quality educational plans. Usedappropriately it provides the Core Evaluation Team with the required detailinformation necessary for both specifying the skills of the individual student,as well as identifying the appropriate objectives which should be attainedduring the school year.

While this effort does not represent in any way a final answer, I believethat it brings the process one step closer to being meaningful in the provisionof individualized instruction to all special needs students. I endorse theuse of the educational evaluation and planning package as a replacement forthe rather lengthy list of performance statements which was included in theoriginal Core Evaluation Manual.

I hope that this and future efforts on our part will be of assistance to youin the development of appropriate educational services for all of your students.

RHA/bk

Si -rel

. u e

ssociate CommissionerDivision of Special Education

CONTENTS

INTRODUCTION iv

HOW TO USE THE EDUCATIONAL EVALUATION AND PLANNING PACKAGE vii

ACTIVITIES OF DAILY LIVINGIntroduction 1

Screening Assessment 2

Instructions for Performance Statements 6

Performance StatementsDressing 8Eating 13Grooming 17Housekeeping 21

Using the Skill Cluster Chart and the Task Analysis Chart 27Skill Cluster Chart 28Task Analysis Chart 30

MOTOR DEVELOPMENTIntroduction 31Screening Assessment 32Instructions for Performance Statements 37Performance Statements

Fine Motor 40Gross Motor 48

Using the Gross and Fine Motor Equipment Chart 61Gross and Fine Motor Equipment Chart 62Using the Objective Chart 63Objective Chart 64References 65

EARLY LANGUAGE DEVELOPMENTIntroduction 67Screening Assessment 69Instructions for Performance Statements 74Performance Statements

Perception 76

Motor Control. 79

Perceptual Motor 82Receptive Comprehension 87Association 91Basic Expression 92Phonology . 94Syntax Development 103Concept Formation 110

Using the Cross Cluster Chart and Objective Chart 113Cross Cluster Chart 116Objective Chart 118

REVISION SUGGESTION SHEET 119

6

iv

INTRODUCTION

Background Information on the Core Evaluation Assessment Process

An attempt to insure that meaningful educational opportunities are pro-

vided for all children with special needs, Massachusetts' comprehensive

special education law, Chapter 766 (of the Acts of 1972) requires an inten-

sive evaluation of the referred child's educational needs. Specifically

the law establishes minimum standards for educational assessment procedures

and placement decisions. The evaluation Procedure consists of two elements:

first, a series of detailed assessments to identify the child's educational

needs and second, a planning process to develop a prescriptive educational

plan that meets those needs.

In the belief that a multi-disciplinary approach provides the most effective

means of determining individual educational needs, Chapter 766 requires

that educational assessments be made by an evaluation team. The Core Evalua-

tion Team (CET)is staffed so that it can perform all the assessments neces-

sary to develop a comprehensive individualized educational plan. The Core

Evaluation process takes into account medical, intellectual, social, emotional

and educational assessments of the child's development (by including psycho-

logists, teachers, administrators, parents and students over fourteen, etc.). To

obtain essential information, a series of assessments are conducted by

various CET members. Once the information has been collected, the CET then

develops an individually appropriate educational plan which includes specific

objectives. The entire effort is designed to shift the emphasis in educational

planning from the categorical group to the individual child.

The development of educational plans with specific objectives requires that

V

assessment results be reported in clear, concise and complete statements.

In order to ensure that assessments produce accurate statements about a

child, the Massachusetts Department of Education has prescribed procedures

to be followed in reporting assessment results and in developing educational

plans. Those procedures resulted from a comprehensive review of the litera-

ture relating to the assessment.of educational needs. The Department's

recommendations include a process in which various assessors (parents,

teachers, specialists, etc.) record their perceptions of a student's ability

to perform specific measureable skills, i.e., puts on hat, walks down stairs

one at a time, adds single digit numbers not requiring carrying, etc. To

assist assessors in their observations, the Department produced the "Reference

Guide to Performance Statements" (Core Evaluation Manual, 1974). The guide

included checklists in the following areas: motor development, activities

of daily living, expressive and receptive language, reading, quantitative

reasoning, and socialization.

By using these checklists, the assessors can report the results of their

assessments in terms of the checklists' performance statements. The assess-

ment team can use the statements to determine appropriw:e goals and develop

the specific objectives section of the educational plan. Performance terms

provide a common language for communication among team members and for later

analysis of the student's progress. Because of their developmental format,

the checklists also assist teams in drafting plans that meet the criteria;,

established by the Department for educational plans: that plans (a) be develop-

mentally rational, (b) reflect parental priorities, (c) relate to the student's

movement toward a less restrictive educational setting, and (d) be measurable.

8

vi

Development of the Educational Evaluation and Planning Package

In September 1975, the Massachusetts Center for Program Development and

Evaluation, at the request of the Massachusetts Department of Education,

initiated a project designed to provide Core Evaluation Teams with an

Educational Evaluation and Planning Package that would replace the performance

statements section of the Core Evaluation Manual. The existing performance

statements evaluation system had been in use since December 1974, and consider-

able experience had been gained by Core Evaluation Team (CET) personnel

regarding the problems encountered in implementing the system. To take

advantage of this valuable experience, the Center formed advisory committees

of experienced personnel around three of the "Performance Statements" skill

areas: Activities of Daily Living, Motor Development, Language Development.

(Work on three additional skill areas - reading, quantitative reasoning and

socialization - and additional work on language development will be completed

by July 1976.)

The initial review of a year's experience by the advisory groups resulted

in the following general suggestions regarding revisions:

1. that a screening device was required that would allow anassessor to pinpoint' specific areas needing more exten-sive assessment and thus reducing the time required tocomplete the assessment,

2. that revisions were necessary in the format used foreach statement to provide the Coordinator of Assessmentswith more information about the learner's current strengthsand weaknesses.

3. that a device was needed that would assist the Coordinatorof Assessments in determining the order in which skillsshould be sequenced for training.

vii

Following the recommendations of the advisory groups, the Center developed

the Educational Evaluation and Planning Package to facilitate the assess-

ment process, to provide a format that provides more information about each

statement and to assist teams in determining appropriate objectives. The

package is not a "final answer", but rather a tool that evaluation team

members can use during the various stages of the CET process.

How to Use the Educational Evaluation and Planning Package

Each skill area is assessed using the three components outlined above; however,

the components vary in format due to each skill area's specialized nature.

Despite these differences, a similar process is used to assess all areas in

that the evaluator must determine how the skill is displayed.

The CET Chairperson gives the appropriate skill area screening device, which

consists of a series of questions designed to be representative of the skill

cluster, to the evaluator. The evaluator completes this form and returns it

to the CET chairperson, who then g-ives the evaluator the performance state-

ment sections that the screening device indicates are required. The evaluator

completes the performance statements assessment and returns it to the chair-

person. The team then uses the information to determine appropriate instruc-

tional objectives. The next step charts are used to assist the team/teacher

in determining in what order objectives should be attempted.

Despite its varied possible uses, (in referral, pre-evaluation conference,

evaluation, plan development and implementation) the primary objective of the

Education Evaluation and Planning Package is to assist in the evaluation and

10

viii

development stages of the CET process. To accomplish these objectives, each

of the skill areas is divided into three components:

1. Screening device: designed to expedite the use ofthe performance statements component.

2. Performance Statements: designed to be a develop-mental list of specific skills that could be assessedby the evaluator in such a way as to provide theteam with detailed information regarding the studentsperformance strengths and weaknesses. The skills aregenerally organiied in developmentally related clusters.

3. Next step chart: designed to provide a gross arrange-lient Of-Skills to facilitate choices of next step tasksas required for education plan development.

* All materials in the Educational Evaluation Planning Package may be

photocopied for distribution to members of the Core Evaluation Team.

* A paper, "The Rational for the Educational Evaluation and Planning

Package" which describes the research basis for the Package may be

obtained by writing to Mr. James McCormack, Mass. Center, 10 Hall Avenue,

Medford, MA 02155.

ix

References

Albin, T. Relationships of IQ and Previous Work Experience to Successin Sheltered Employment. Mental Retardation, 1973, 11, (3).

Barnes E. Cultural. Retardation or Shortcomings of Assessment Tech-niques. In R. Jones and D. McMillan (eds.), Special Education inTransition. Boston: Allyn and Bacon, 1973.

Cain, L., Levine, S.., and Elzey, F. The Cain-Levine Social CompetencyScale: M.ival. Palo Alto: Consulting Psychologists Press, 1963.

Clark, G. A Synopsis of Mental Retardation. Elwyn, PA: ElwynInstitute, 1967.

Freeman, F. Theory and Practice of Psychological Testing. New York:Hold, Rinehart and Winston, 1962.

Hamill, D. Evaluating Children for Instructional Purposes. AcademicTherapy, 1971, 4, 119-132.

Lindsley, 0. Direct Measurement and Prosthesis of Retarded Behavior.In R. Jones (ed.), New Directions in Special Education. Boston:Allyn and Bacon, 1970.

Massachusetts Department of Education, Division of Special Education.Core Evaluation Manual (First Edition). Bedford, MA: Institutefor Educational Services, Inc., 1974.

Mercer, J. Labeling the Mentally Retarded. Berkeley: University ofCalifornia Press, 1973.

Nunnally, J. Educational Measurement and Evaluation. New York:McGraw Hill Book Company, 1964.

Rammanauska, S., and Burrow, W. WISC Profiles: Above Average and Men-tally Retarded Readers. Mental Retardation, 1973, 11, (2).

Robinson, H., and Robinson, N. The Mentally Retarded: A PsychologicalApproach. New York: McGraw Hill, 1965.

Throne, J. The Assessment of Intelligence: Towards What End. MentalRetardation. 1972, 10, (5).

Wolfensberger, W. Vocational Preparation. In A. Baumeister (ed.),Mental Retardation: Appraisal, Education and Rehabilitation.Chicago: Alpine Company, 1967.

1.2

ACTIVITIES OF DAILY LIVING

Introduction

The Activities of Daily Living section of the Educational Evaluationand Planning Package is intended to be used to assess eating, grooming,dressing, and housekeeping skills. There are three parts to this section:

1) ADL Screening Assessment: which is designed to expedite theuse of the ADL section of the Educational Evaluation and PlanningPackage by providing an overview of skills listed in the packageand an opportunity to determine the ADL areas which require in-depth assessment.

2) ADL Performance Statements: which provide lists of skill state-ments developmentally arranged, to allow an extensive evaluationof specific ADL performance.

3) Next Step Charts for ADL: which provide a gross arrangement ofADL skills to facilitate choices of next step tasks and of com-plementary activities in each ADL area.

The chart format of each of these materials is designed to permitthe evaluator to indicate descriptions of the student's performance andto facilitate cross-checking of performance by the Coordinator ofAssessments.

131

Screening Assessment

Each part of the screening device cooresponds to a cluster ofperformance statements; the underlined words in the section indicate acluster name. The statements (1.2, 3.3, etc.) have been selected asrepresentative of the cluster. Within each part, check "yes" if thestudent displays the skill at appropriate times and places and withoutassistance; check "no" if any aspect of the student's performance doesnot meet those criteria. The evaluator should complete the entirescreening device.

In cases where all responses on the screening device are "yes" the_screening device can serve as the complete ADL evaluation. If any sectionhas one or more "no" responses, the chairperson should provide the evaluatorwith the performance statements for that section. The evaluator shouldcomplete the performance statements and return them to the chairperson.

1.0 DRESSING

1.1 Takes off indoor/outdoor clothes appropriately and withoutassistance.

yes no

takes off underwear

takes off pants or dress

takes off shirt, blouse

takes off shoes

takes off coat or sweater

1.2 Puts on indoor/outdoor clothing appropriately and withoutassistance.

puts on underwear

puts on pants or dress

puts on shirt, blouse

puts on shoes

puts on coat or sweater

1.3 Performs fastening skills appropriately and without assistance.

zips jacket

puts on pullover clothes

2 14

yes no

0 buttons buttons

assembles hook and eye

ties simple bow

1.4 Performs simple clothing care skills appropriately and withoutassistance.

folds clothes

picks out dirty clothes

picks out damaged clothes

makes minor repairs of clothes

1.5 Performs selection of clothing without assistance.

F1

picks'out matching shoes

picks out own clothing

picks out weather-appropriate clothing

picks out coordinated outfits

2.1 Performs skills necessary to be fed by others

drinks liquids (if fed)

0 eats solids (if fed)

2.2 Performs skills necessary to eat independently

0

0

0

0

drinks liquids with. a spoon

drinks from a glass

eats with a fork

cuts with a knife

2.3 Performs skills necessary to eat independently in public placesappropriately and without assistance.

0 0 uses salt and pepper shakers

1 5

yes no

uses napkin

carries food tray

pours hot liquids

3.0 GROOMING

3.1 Washes various body parts appropriately and without assistance.

washes/dries hands

washes/dries hair

takes complete bath/shower

3.2 Performs various non-washing body care skills appropriatelyand without assistance.

blows/wipes nose,

brushes teeth

shaves face/legs

cares for finger/toe nails

3.3 Performs various toilet skills appropriately and withoutassistance.

eliminates occasionally when on toilet

indicates need to go to toilet

toilets self independently

4.0 HOUSEKEEPING

4.1 Demonstrates skills necessary for preparation of simple meals.

prepares cold food, cereal, sandwiches

opens and heats canned food

prepares cake from mix

prepares meals

164

4.2 Demonstrates general home cleaning skills appropriately andwithout assistance.

yes no

O 0 sweeps floors

cleans windows/mirrors

O p vacuums rugs

4.3 Performs intermediate and advanced clothing care skillsappropriately and without assistance;

O

O

uses home washing machine

irons clothes

4.4 Performs preparing and cleaning food area skills appropriatelyand without assistance.

O sets table

0 0 washes dishes

cleans appliances

0 puts out grease fire

0 scours pans

4.5 Performs general home maintenance appropriately and withoutassistance.

O

O

O

El makes bed

O puts in light bulb

O hangs curtains/pictures/mirrors

5

7

Activities of Daily Living Performance Statements

The performance statements are labeled by sub -skill (e.g., dressing,grooming) and cluster (e.g., puts on clothing, cares for clothing) toassist the evaluator in conducting the assessment. The evaluator willassess the student in regard to each performance statement listed withineach cluster and will check (No') the elements on the form which mostaccurately describe the student's performance of the skill. The follow-ing is an explanation of each of the. response categories (see forms) foreach performance statement:

A. Performs appropriately without assistance: check this space ifthe student displays the skill listed at appropriate times andplaces without requiring assistance.

B. Performs in the following manner: check spaces in this sectionin cases where the student displays the skill stated but nP..dsassistance or special attention to do so. More than one spacemay be checked. The descriptors of assistance are:

Verbal: performs the task when verbal cues are giventhroughout performance. For example, check this space ifthe student needs to be reminded of next steps in washinghands. For hearing impaired students, check here if cuesare delivered gesturally rather than verbally.

Physical: performs the task when physical cues are given.For example, the student pulls up his pants when his handsare placed on the waistband.

Individual: performs the task only in a one-to-one situation.

Small group: performs the task when part of a small group.

Duration: does the task either (a) in an amount of timewhich the evaluator determines to be unnecessarily long, or(b) rushes through the task.

Setting: performs the task but does so in situations thatare inappropriate. For example, the student can unbuttonfront buttons but unbuttons his shirt during class.

Frequency: does the task too often. For example, thestudent who has been taught to flush a toilet may run intothe bathroom many times during a day to flush.

. C. Type of intervention required: check spaces here to indicateareas which, if given extra attention, would allow student toexhibit behavior described in skill statement. The types ofintervention are:

186

Motor: requires additional motor training to perform thetask.

Cognitive: requires additional cognitive training in .

order to perform the task. For example, the student doesnot pick out pairs of socks because he does not know howto match by color.

Social: requires different structure or reinforcement inorder to perform the task. For example, the student wouldsit at the table if he were reinforced for sitting; hewould select his, own clothes if they were not selected forhim.

D. Unobserved /not applicable: use this space to indicate that youhave not seen the student display the skill. This space willalso be used to indicate that this statement is not applicable toa particular student. For example, the statement "shaves face"is not applicable to a very young child. If the skill is unob-served, write "U" in the space; if it is not applicable, write"NA".

E. Comment: Special Equipment-Elaboration of Categories Checked:use this space to further explain any of the items checked or tomake notes of materials or equipment.

197

SKILL: Activities of Daily Living SUB-SKILL.

CATEGORIES OF PERFORMANCECLUSTER: Takes off

indoor/outdoorclothing (1.1)

SKILL

STATEMENT

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takes off hat

tikes off scarf

,

takes off mittens

takes off gloves

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r-

takes off pullover

takes off shirt/blouse

takes off pants

takes off skirt

takes off dress

takes off socks

takes off shoes-slippers

4

takes off underpants

takes off undershirt

takes off slip

takes off nightclothes

takes off boots

takes off bathing suit

takes off tights

...

takes off bra

takes off sanitary belt

8 2 0

SKILL: Activities o SUB-SKILL

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extends arms to assist

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extends feet to assist

puts on outside coat

puts on hat

puts on scarf

puts on mittens

puts on gloves

puts on sweater (open)

puts on pullover

puts on shirt/blouse

puts on pants

puts on skirt

puts on dress.

puts on socks

puts on shoes-slippers

puts on underpants

puts on undershirt

puts on slip

puts on nightclothes

puts on boots

puts on bathing suit

puts on tights

puts on bra.

puts on sanitary belt.

9

SKILL: Activities of Daily Living SUB-SKILL: Dressing (1.0)

CATEGORIES OF PERFORMANCECLUSTER: Fastening

Skills (1.3)

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unfastens clothes snapsunzips one piece frontzippers

unties front ties ( . .

hood strings)tiKiips two piece frontzippers (e.g., jacket)

unbuttons front buttons

unhooks pant hooks

unbuckles belt

unhooks hooks and eyes

fastens clothes snapszips one piece frontzipper

zips two piece frontTipper

buttons front buttons

hooks pant h oks

hooks hooks and eyes

buckles belt

ties front tiesunzips one piece backzipperunties back ties (e.g.,apron)

unbuttons back buttons

zips 1 piece back zippe

ties back ties

buttons back buttons

10

2 2

SKILL: Activities of Daily Livin SUB-SKILL: D

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Puti clothes away indrawer, on shelf

places clothes on hanger

folds clothes

removes. belt from pants

empties pockets

polishes shoes - liquid

polishes shoes - solid

hangs wet clothes onolnthFc rack

hangs wet clothes withclothes pins

. .

11 23

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.-I

Comment: Special



co o)

T1 y

o 4.)w 0

type/level

.-:

of-

parameters

O. ...IO. U3ctl co

co

03

W 00 0.44 =W

.4;)04 3

10t.:

>

f.1

U..4(0

1'212O.

r-s

co

0+.4>1.14-1

f-1

Mf1 0

C/3 Ok

04WI0t''0

0...4W

t.EtU

U

WZWCr

4-1

0

a)

>W

V

f1M...IU0W

.0(1

W rl03 r1

M0 00

.

picks out pairs of shoed

picks out pairs of boots

picks out pairs of sockpicks out pairs ofmittens, gloves

picks out own pants,shirt, etc.picks out weatherappropriate clothing

picks out colorcoordinate outfits

picks out dirty clothes,

picks out damaged cloths

12

24

SKILL: Activities of Daily Living SUB-SKILL: Eating (2.0)

SKILL

STATEMENT

CATEGORIES OF PERFORMANCE


type/levelof

rl

a

parameters

00 oC 0

a 0 wo

0 CU

o{4

Ca CD

Ot b (13


1.4

Orl

O

CLUSTER: Fed by Others(2.1)

Comment: Special



fed with stomach tube

fed intravenouslYwhen face touched bybottle. turns toward

nipple

sucks on nipple

maintains closed mouth

swallows

fed with soft foodsbrings hand to mouth,regardless of reasonrakes liquids fromglass, if fed

takes semi-solids,if fpri

chews moving jaw upand down

13

SKILL: Activities of Daily Living SUB-SKILL: Eating (2.0

.

SKILL

STATEMENT

CATEGORIES OF PERFORMANCECLUSTER: Eat Indepen-dently (2.2)

,-.1

wu

_



PO

46'

o w......-4

..0l

I+ .7-1

CI) -4

0 CO0

Comment: Special



w.,-4 w$.4 c

mo

aw m,.fl. CO

0m

ME 4.114 00 0'W .0Ial .",+4.

type/levelof

aRsist nck

parameters

r-IRI

.13

ti;

,4ct,

C.)

.riCO

.''0.

-.1

m0'0

>41'..4 -4 0

AP,

00ri

4..1

C

t',,

OC0

.7-1

4..Itmu,

,U0CD

0aE

140tg

w>

.7-1a(%cow

CO

.,-1U

finger feeds semi-solidfoods

bites off pieces of food

finger feeds- solidschews, moving jaws upand down and sidewaysuses spoon in fist toeat semi-solidsdrinks from cuptwo-handed

drinks from spoon (soup)

t--

drinks from cupone-handed -

eats solids with spoonsea s rom p a e wi oupushing food onto table

scoops food with fork

drinks from carton

drinks from soda bottle

drinks from can4 6.

drinks from straw

eats at a table

stabilizes plateon table

eats only from platetakes reasonablemouthfuls

eats at reasonable ratediscriminates ediblesubstances

.14

SKILL: Activities of Daily Living SUB-SKILL

CATEGORIES OF PERFORMANCECLUSTER: Eats Indepen-

dently in Public Places(2.3)

SKILL

STATEMENT

,

44 following manner

type ofinterven-tior

required

.....,-.

'CI

= w

.06'l

.4)41 ,iw00 Q.0 RI

Comment: Special



W 414-4 0I., ma mo w

m01.4. 4-1Ct. COcl W

Of0N4.)1.4 '30 04.4 4

t '4

a. 3

type/levelof

assistance

parameters

,--iCO4t

ricl0

4.4Co

.C%Ct.

...-Of0V4-1>

4-1

14-1

r-Iri 0°

0

=04-1.IJCO

'V

OC0

4-14.4

tit)

CO

,00410cr

V.

4-1

I..04J

W>

4-1.IJrl0_

"u

...f.CO

r4 _g

O(uses napkin towipe mouth

_Places napkin on lap

disposes of napkin

tucks napkin into shirt

serves self finger foodsserves self with spoon

serves self with forkpasses/serves self trombowl, platters, etc.

uses salt/pepper shakers

opens sugar packets ,

opens condiment packages

opens flip-top can

opens milk/juice carton

carries tray of foodcarries glasswith liquid

peels bananas

eats ice cream cone

opens cereal boxes

shells eggs(hard boiledi

pours cold liquids

pours hot liquids

pours milk intocereal bowlopens twist-top jars/bottles

replaces lids

2 7 15

A rtin (9 (11,,..,-..,, nc.xvtri-s or oaity living aupaA,Lc..a.s .-.....--..5 %.... .

CATEGORIES OF PERFORMANCECLUSTER: Eats Indepen-dently in PublicPlaces (2.3) p.2

SKILL

STATEMENT

.

.-1

w

L wL4 cA

a. too .1.)

w mO. T-I

CO

o

m0 4.11.4 00 0W .WW>,W ....4

414 3


type ofinterven-tionrequired t

o o1-1

Comment: SpeCial



type/levelof

Aa:tstance ,

parameters

to.I CJ(13 .-4

W 4> a.

.-1

0st4.1> 1-1

1101.44.1044 0 -,

o0

.-44J

0171

oc0..-4

W0

0O1

O

WW

,.....

1.1

,-1

41.. 4

a0U

1-1CO

7,00

.0&I cl

co a.. .0 O=

.peels and unwrapsappropriate foods

spreads

stirs with spoon

peels fruit

slices with knife

I

16

28

SKILL: Activities of D i SUB -SKILL : Groo

SKILL

STATEMENT

CATEGORIES OF PERFORMANCECLUSTER : Wash/Dry

Various Body Parts(3.1)

.P,.,-w4..i

to w"4 u1. oo. too 4..i

Q.w

,-Ito

Q. coea co

mMe 4JI+ 0o o

4-1 .0N

4,-. hi

0.


typeinterven-

of

t= al..... ...4

la> Z1.4 .1-1

(11 oIM,0 a.0 caAP

Comment: Special

Equipment Elaborat!.on


type/levelof

afipist c

parameterstionrequired

,Ito.0tt>

oIeaU

"4co

PQ.

,-1

mZ"0r1>r1

1.-4

- -,-I 01 2M . *

C0,-14..ica

t'V

00=.-4-1

th)

M

P,.,

UMM0a(14)

4-I

1.4

04 -.

g.

w>ri4.1

--g2iU

.c)

r4ca

,-o

SM

takes complete bath

takes complete shower

prepares for bath

gets towel

gets washcloth

gets soap - shampoo

selects watertemperature

fillq till%

drains tub

washes/dries handsk

,

washes/dries face

,

.

k

washes/dries arms

washes/dries feet

washes/dries neck

washes/dries ears

washes/dries legs

washes/dries chest

washes/dries back

,._

washes/dries stomach4

washes/dries buttocks

washes/dries genitals

...

washes/dries hair

17 29

ors.1-1,1-,; ACE/VIEleS or ually Living U)7211141113111&L1122.--...

OF PERFORMANCECLUSTER: Non-Washing

Body Care Skills (3.2)

,

CATEGORIES

SKILL

STATEMENT

>,,.-s

4,---

44to 0.1

-,4 u1.4 m

0o1ft .,4

a comm

0 4-4$4 00 0

u..1 =$.4 4.4

III *1-4

a 3

Performs in the_

following manner

t e ofyp

interven -

tionrequired t

0 01

Comment: Special



type/level

aqof

iqtajac4

parameters

,-40414(LI

>

0U

*1-40>,.0a

m

V,-4>

-1-1 .IIvop-$.4,-1

1

0m o

co

*1-4

4..)0"4

0..o

0*1-4

4.4tilj

in

010Ce11..,1

4-1

$40.464

g

01

.6..)

*1-4a.(0,C

U

g ,T,

N*1-4

1--11.0 tl.0 0 0*1-4 .0

Cej p 0

(I)

wipes nose

blows nose

brushes hair

brushes teeth

cleans fingernails

_i

cleans comb

cleans hairbrush

uses chapstick

_

uses deodorant

uses face cream

shaves face

shaves legs

sets hair

uses mouthwash

treats acne

- _

uses hand cream

uses body lotion

cuts/clips fingernails4.

.

cuts/clips toenails

shaves underarms4.

uses sanitary napkins

uses makeup

curls/sets hair

uses tampon

18

30

SKILL: Activities of Dail Living SUB-SKILL: Grooming (3.0)

SKILL

STATEMENT

CATEGORIES OF PERFORMANCE

cleans toenails

a000O 4.1WMori

Cu

MM 0

el 4-1W =O 061 .61

.31:6

Performs in thefollowin manner

type/levelof

am terms.

uses antiseptics

uses bandaidstakes medicine asappropriate

parameters


0

2

4.

oc

U

CLUSTER: Non-WashingBody Care Skills(3.2) P.2

Comment: Special



4-

19

3131

SKILL; Activities of Daily Living SUB-SKILL: Grooming (3.0

SKILL

STATEMENT

CATEGORIES OF PERFORMANCECLUSTER; Toilet Skills

(3.3)

>,.-.1

0"


type of

interven-tionrequired

....

t0 0

....1.0,T)

$4 +-I0,1 r-IM4:1 12.0 CO0

Comment: Special



rl CU

',.4 0w 0a mo 4.1

tl. 4 ,

O. CORI CO

M00 4.)F.I 00 0ur =

?Ia.

type/levelof

asilst nce,

parameters

-co

.0t1.11

0.

-CC

C.)

+-I

C.

0.

r-ICO

0'0rl>

14.4

r-I 0,r-I 0I 20 04

00rl1-1CC

'z'.0

CM0+-I

t0

>,O0411

0

t..,$4

W>

4-14.1

10

fICO

0 lz00

eliminates (e.g. in,clothing)

eliminates occasionallywhen oa talleteliminates at regulartireshas no accidents iftaken to toilet onschedule

indicates when wet

indicates when soiled

indicates needto urinate

.

indicates needto defecatepulls down clothingas appropriate

pulls up clothingas apprnpriatp r,

initiates toiletactivitiv

:#

-,-.

flushes toilet .. ..

wipes self

toilets independently

20 32

SKILL: Activities of Daily Living.SUB-SKILL : Housekeeping (4.0)7

SKILL

STATEMENT

CATEGORIES OF,PERFORMANCE.

CLUSTER: Preparationof Simple Meals (4.1)

.>,.-s

.+


_


0 CU..... ,-s

Comment: Special



m w."1 0$., c

mo ..J14 m

type/levelof

acipist nr

parameters

a ro

CO MCOO

mMa 4.1$.1 00 0

14-1 ,CM .;-'it1:112A4::

v-IcoA

v-ICO

U..-I

Cl)

4

Im

PO0

...4> 9-1 fl,

"-I 9-1 0

..-I CO 01:

C0

"-I4.1COtitEt

P0

CZC

"-I4.1

M

>.,

u0CD

00'

kw

$.1

0

r..

U

"-I>

4..1

.,4aQC

U

.-I'CC/

**0

8CO

g! 0$.1 ..-I

M CuXi M.0 Cd0D

follows packageinstruction

.. ...

uses measuring utensils

sets stove burners

sets oven temperature

makes/butters toastprepares cold cerealwith milk

prepares toaster waffles

prepares frozen orangejuice

prepares fried egg 1--prepares sandwichwith meat

Prepares canned fruit

prepares TV dinners

,

prepares canned dinners _

prepares simple saladsprepares frozenvegetables

operates mixer

prepares canned soup

prepares packaged soup

prepares cannedvegetablesprepares puddingand jello

. -

prepares cooked cereal

....

prepares cake from mix .

prepares beverages

21

SKILL. -

SKILL

STATEMENT

,1.4 a. V _ . ..eeuimg 1.4 u

CATEGORIES OF PERFORMANCECLUSTER: Prepration of

Simple Meals (4.1) p.2

,,-m"



-..,--'0I

tc w

.01

11.1 1.44)(0 O.42 0,0 CI0

Comment: Special


of Categories Checked i

m 4)'d 0I., c0. 01O 4.)w m0. 9.40. 0m m

NoaE 4..)1.1 00 04-1 =(.4;14

0.,

type/levelof

ass st ce

parameters

,--I0/

.13

Ct

,--01(,)

-r4GI)

1?0.

,-mc1:1ri>

1.4

TA2-I

,--I 0v--I 0

(0 Or

c0

.4-4a.)CI

$;1tEt10

OC0

.4-4

4AJ

(0

,u041Z0'

(44

I.+0

m

ri4AJ

r4

(.3

vICIr1op0(0

prepares breakfast meal

prepares desserts

uses can opener

. _uses bottle opener

stores foodappropriatelypares vege table withknife

22

34

SKILL: Activities of Daily Living SUB-SKILL: Housekeeping (4.0

CATEGORIES OF PERFORMANCECLUSTER : General Home

Cleaning Skills (4.2)

SKILL

STATEMENT

.-i

>,

wum w,-I u

o to4.J

i.i mra. "-I

mM

mm0 4-1Ia 00 044 C14 4.JW..a.


type ofintetion

rven-

required to wti

Comment: Special



type/level

.::

of: :. ..,

parameters

,--4A/.0140.)>

,--IRIU..-IV)P.,.c0.

.-i

m0'0,-I> ,-4,-I vI 7

1:3 0001,...,-, M

=0

"-I4.)(14=

PC

000rl4.1*J0.)Cf)

>,U=010VE44

140

4.6.

e

w>

.,-14-I"-I0_cif

u

C')

,--4(0

v-Itc?,

u)

. ..0cc!

14.,4W ,--40 -- IS0 (0=

empties wastebaskets another trash containers

dusts flat surfaces

dusts non-flat surfaces

sweeps floors

vacuums floors/rugs

wet mops floor

washes chair seats

washes tables

washes counters

cleans windows

cleans mirrors

cleans tubs/showers

cleans tuilet

washes walls

washes woodwork

shakes throw rugs

cleans sink

replaces toilet paper

waxes floors

polishes chairs

23 9

SKILL: Activities of Daily Living SUB-SKILL: Housekeeping (4.0

CATEGORIES OF PERFORMANCECLUSTER: Intermediate

and Advanced ClothingCare (4.3)

SKILL

STATEMENT

>,-.1

w.,

o wI.. o4-4

m ou

o 4.1la 011

0.4-10. mo mm

o

0 4.J1.4 00 0

4.4 .0

141 ',"44A.)

Performs in thefollowin: manner

type of

tionrequired t

0 w.-i

Comment: Special



type/levelof

aiSt4/104.._,parameters

.___

'

.-i0.0tp.

,-1

allU

.r10.''m

.-i

oo'0

4-4> .-i

,-1 .-1

T12.mor.

a0

04-14.1M

t7,

C3C

0ri4.1

"

u0W0Ce

"e4u

1.1

O

E

w

4-14.4

C

0CJ

r-i04

4-1

8m

W 41

41

a .0.

0 04a

hangs clothes to drysorts clothes by colorbefore washing

folds flat clothesprewashesstained clothes

washes clothes by hand

uses laundromat dryer

uses laundromat washer

uses home dryer

uses homewashing machinedampens clothesfor ironing

irons flat clothes

irons non-flat clothes

darns a sock

hems by hand

hems by machine. ._

darns tears

uses iron on patches

patches by hand

patches withsewing machine

24

36

SKILL: Activities of Daily Living SUB-SKILL: Housekeeping (4.0)

SKILL

STATEMENT

CATEGORIES OF PERFORMANCECLUSTER: Preparing and

Cleaning Food Area (4.4)

>,-im4.,



0 C11

1:1\ .-1

.0&j cl

61 .-1co a.41 t.

M0

Comment: Special



.

al a)

Ti c)

ao ,..1

w ( A

type/levelofo

a is t n

parameters

ta. 4-1OL. M

MM

mE 41$.1 00 0(11$ 4;2a.

.--i

t

$(141,

.--10:1

c.)

r.1

.a.

.10-0....

.--ta

igr 2M 0.'.

00

.1-14..J

$;1

1:3

OC0v4

ttM

Uo610

(1j4-1

w

40'E

>..-1

1..1

,-0 I

U

.-1M0+-1

S'M

clears tke_lakle

- .

, scrapes dishes. etc.

Rprs a tablewashes plates,bowls, etc.

washes glasses, cups

washes utensilsdries dishes, etc.,by handdries glasses, etc.,by hand

dries utensils by hand

puts dishes,glasses away

,

puts utensils away

uses dishwasher

cleans counter,cleans sink

SrOurq pans

uses garbage disposal

defrosts refrigerator

cleans refrigerator

cleans top of stove

cleans stove burners

cleans oven

cleans cabinets

lines shelves

37 25

SKILL: Activities of Daily Living SUB-SKILL: Housekeeping (4.0)

SKILL

STATEMENT

CATEGORIES OF PERFORMANCECLUSTER : General Home

Maintenance (4.5)

>,,-4

w&.I

ac! a).,-1 u1.4 za mo 4..1

mG.w

4-4Cl. V

m)

m

E,-1E 4-11.4 V0 0ti .=W 11OJ r-i

P-, 3


type ofi nterven-

tionrequired t

m w,-1

(I) c!

H ,-10.) ,--1M G.. G.0 MM

Comment: Special

Equipment Elaboration-


type/level

of

assistanceparameters

>

mC.)

....1

M

.:'G.

,-1

z7:11-4

>1-4.-1 owl

1H

fa,

05 2M Or.

m0....1

WM

'0

a4-1

WI

tV)

uGW0VV4t4-4

W0t5

>.HW...1

C

u

1CM

.7.4C.,

0m

strips beds

makes bed

changes bath linen

,

takes out light bulbs

puts in light bulbs

opens locked doors

locks doors

waters plants

closes windows

opens windows

unlocks window

locks window

turns on/off television

turns on/off radio

turns on/off

record playerhangs mirrors, picturesshades

hangs curtain

uses plunger

changes fuse .

adjusts television

adjusts radio

puts out grease fire

26

33

Using the Skill Cluster Chart and the Task Analysis Chart

The Skill Cluster Charr

The Skill Cluster Chart attempts to provide the evaluator with anidea of what general skills are being acquired in each of the ADL areaswhen certain motor milestones are reached. The milestones are presentedin a rough developmental sequence; within each cell under a milestonetasks are listed that are being tried at about the same time, again inan approximate developmental sequence.

The Task Analysis Chart

The Task Analysis Chart presents a task analysis of an Activityof Daily Living Skill in regard to its motor components. This chart isintended to show how an ADL task is broken down according to motor skills;other ADL tasks will require a different break-up and will have differentmotor components. It is hoped that this chart will help those involvedin planning next step tasks for a student to recognize the motor compon-ents for each task, to plan for training prerequisites and component motor'skills rather than planning to train splinter skills. .In the example given,the evaluator/planner would include training Yor each-Prerequisite skillwhich is not displayed by the student, training for each of the move-ments involved in displaying the skill, and possibly use some of thesuggestions as to correlative activities. This approach provides forcoordinated skill development and avoids concentrating on splinter skills.However, in some cases the development of splinter skills may be necessarywhen, for example, the inability to perform that one task is hindering astudent's movement into a less restrictive program.

3927

(Top continued on next page)

VI

tS4 .-I0

1m..0

IA G

r3

w w

Of 04.,

..-I 0U Z

passive, follows

objects with eyes

no coordinated

movement

fingers

grasp,

can reach

head

finger play,

begin coordin-

ated movement

grasps,

manipulates,

let-s go,

turns head

plays with

feet, rolls

over, uses

one hand to

manipulate

can sit

alone,

engages in

drop and

retrieve

simple imita-

tion (claps),

can pull a

string toy

begins to

creep

cm04..

mla

sucks, swallows,

takes various

foods if fed

.

holds

bottle (or

feeder's

hand)

while

beinfifed

.begins to gum

holds bottle

to feed

tries to

finger feed

solids, puts

fingers in

mouth

holds spoon

with one

hand (does

not get it

into mouth)

-gets spoon

into mouth

(usually

inverted)

feeds semi-

solids with

spoon,

finger feed

with palmar

grasp

no

..a4mmmwea

passive, begins to

develop body

awareness

holds on

to parts

of clothes

while bein

dressed

holds on with

two hands

holds and

releases

various

articles of

clothing

pulls off

socks, com-

pletes roll-

ing over

initiated by

adult during

dressing

assists in

removal of

clothing by

extending

hands and

feet

finishes

pulling on/

off jerseys

or tops,

pushes arm

through"

sleeve

pulls open

'

fasteners,

ties; plush-

es feet

through

pantlegs

oo

ri8ooc,

removes damp

cloth if

placed'on

cheek, ex-

tends legs

during

changing

brings cloth

to face and

wipes one

cheek,

brings oh-

jects to

head

places hand

under run-

ning water

if held to

sink, brush -

es hair

messily

oo

...

a..0

mmo=

tries to

carry items

while

creeping

.

(Top)

Cs,.

0 *-1 !,41

P...

ow

4.1

MP

o,...1,

c...) o

z

has pincer

grasp

.

IIMMIIIMMMOM

imitates,

cooperates,

maintains

standing with

support

has two hand

coordination,

crawls

begins expres-

sive language,

uses one hand,

begins to take

single steps,

walks

has holo-

phrastic

speech

recognizes

pictures,

runs

.

utters short

phrases, can

do simple

clustering,

jumps

1

-

utters short

sentences,

can classify,

displays crude

awareness of time

CIL

H4..)

41

finger feeds

solid food,

assists in

holding cup

to lips,

bites off

food

selects items

to finger feed,

feeds solids

with spoon,

drinks, holding

glass with two

hands

(unassisted)

tries to use

fork to scoop,

stabilizes dish

on table,

holds cup with

one hand while

drinking

scoops with

fork, eats,

fairly neatly,

always uses one

hand for drink-

ing cup

pierces

with fork,

serves self

semi-solid

foods, can

use a straw

to drink

knows names

of simple

foods, uses

napkin,

serves self

with spoon

serves self

with fork,

knows what

knife is for

but can't use

one

uses knife,

continues to

develop table

manners, begins

to prepare food,

continues to work

on eating skills

ot,

0HmmWA

recognizes

articles of

clothing and

extends approp-

riate parts,

tries to put on

socks and shoes

unbuttons large

buttons, opens

large front

zippers, takes

off unfastened

outer clothes

unfastens most

closures, puts

on socks-hats-

mittens, has

names for daily

clothing (rough

approximations

of real names)

takes off

pants, jer-

sey, under-

clothes,

puts on

jersey,coat

(backward)

puts on

slippers

puts on most

clothing,

fastens snap,

tries to zip,

button, hook.

puts dirty

clothes in

bag if asked

can choose sock

pairs, begins

color naming,

can button,

selects outfits

puts on shoes

(can't tie)

works on fasten-

ing, can dress

completely,

-

works on care of

clothes, works

on choosing

appropriate cloth-

ing

--i

works on advanced

grooming skills

as necessary

013

0HEoPc.D

extends hand

for drying,

assists in

washing by

wiping

cloth over

body in

bath

continues to

assist in wash-

ing, washing

some parts

without help

brushes hair

(aot .ia approp-

riate direc-

tion), puts

toothbrush in

mouth

washes hands

with help, can

wash race with

help, tries to

brush teeth,

puts grooming

tools away

bladder

trained(day)

bowel

trained,

brushes

teeth at

random

can bathe

with super-

vision, wipes

nose, tries

to blow nose,

allows nails

to be cut,

has sleeping

bladder con-

trol

brushes teeth

with help,

washes hands

and face,

brushes hair

oc0.r-t

cl.

c1)

m..mmoo

carries

objects in

hands while

creeping

empties cup-

boards, to box,

occasionally

returns items

to cabinet

can screw on

and off caps,

pushes sponge

across table

in imitation,

opens boxes

(small cereal)

puts toys away

on request, re-

trieves familia

objects, pours

small amount of

milk onto

cereal

begins to

help pre-

pare jello,

follows

simple

verbal dir -

ections,

imitates

sweeping

puts approp-

riate items

on table for

meal(not 0),

knows where

food is kept,

throws items

in waste

cleans up from

play,

wipes up crumbs

works on house-

keeping skills

as necessary

TASK ANALYSIS CHART

ADL skill

What student must be

Movements involved

Support

activities to

able to do before

training starts

(prerequisite skills)

in displaying skill

develop each skill

Brushes hair

Must have palmar grasp

Must be able to bring

hand to head (elbow

flexion, wrist rotation,

shoulder rotation)

Must be able to take hand

away from head

Must put object on table

and release

Student picks up brush

Brings brush to head

(top, back, or side)

Strokes bristles

across head

Moves brush away

from head

Repeats above 3 steps

until each section of

hair is brushed

Returns brush to table

Any task requiring picking

up an object

Follows directions

"Touch Your Head" or

"Simon Says" game

Washes and rinses hair

in shower

Puts on hat

Removes hat from head

"Simon Says"

Wipes mouth with napkin

Any task which requires

returning items to table

MOTOR DEVELOPMENT

Introduction

The Motor section of the Educational Evaluation and Planning Package isto be used for the gross and fine motor assessment of students and for theeducational planning of their motor objectives. The main components of theMotor section are:

1) Motor Screening Assessment: which is designed to facilitate theidentification of specific motor skill areas in which the studentneeds to receive a more comprehensive assessment.

2) Motor Performance Statements: which are divided into gross and finemotor areas and list specific motor skills in their usual order ofattainment. The evaluator uses the performance statements to assessthe student's ability to perform specific motor skills. Thisassessment information is Lsed by the team to determine appropriateeducational objectives. Each performance statement is coded by one ofthe letters A-I to indicate which skills both gross and fine, occurconcurrently. Statements are categorized in two ways: by Subskill,which refers to the general area of motor development (i.e. locomotion,head control, facial), and Cluster, a further breakdown within eachsubskill (i.e. rolling, running, etc.).

3) Gross and Fine Motor Equipment Chart: which contains conciseinformation regarding variables which should be considered for theproper use of adaptive equipment. The options within each variablecategory generally proceed from the most restrictive to the leastrestrictive. This chart is intended to assist the team in determiningthe least restrictive adaptive equipment necessary for the student toattain a specific objective. This chart should be used in conjunctionwith the Objective Chart.

4) Objective Chart: which may be used by the team to specify the variouscomponents of a motor objective (i.e. adaptive equipment, instructionalintervention, student/teacher ratio, etc.).

4331

Screening Assessment

The Motor Screening Assessment is designed to assist in the identification ofthose motor areas in which the student may require a more complete assessment.For each screening statement, check "observed" if the student performs the skillindependent of instructional or mechanical assistance; check "unobserved/condition-ally observed" if performance of the skill is dependent upon either instructionalor mechanical assistance.

In cases where all responses on the screening assessment are marked"observed" the screening assessment can serve as the complete motor assessment.If the screening statement is "unobserved/conditionally observed" for any reason,the evaluator should complete the corresponding cluster (or subskill) sectionof the Motor Performance. Statements.

FINE MOTOR

1.0 Subskill: FACIAL1.1 Cluster: Tactile

Observed

0

Unobserved/ConditionallyObserved

1.2 Cluster: Mouth and Voice

Responds to paper on face.

Sucks finger or food.

Mouths objects.

Uses lips, tongue, teeth to remove foodfrom utensil.

Q Drinks through a straw.

1.3 Cluster: Eye_

Focuses eyes.

Circularly follows moving object.

Glances from one object to another.

2.0 Subskill: BOWEL AND BLADDER2,1 Cluster: Bowel and Bladder Control

0 Has bladder control. (see ADL SubskillGrooming, Cluster Toilet skills (3.3) )

32

4'1

Observed Unobserved/ConditionallyObserved

3.0 Subskill: BREATH CONTROL (see Language Section, Oral Facial Motor Control,

4.0 Subskill: DIGITAL

Breath Control)

Clenches hands, outside fingers stronB-est, with resistance to opening.

0

0 0 Uses whole hand without thumb in grasping.

Has partial thumb opposition.

0 0 Releases object by gradual, symmetrical,extension of fingers.

0 Has hand/eye coordination.

Holds and drinks from glass or cup withone hand.

Scribbles with pencil or crayon.

Cuts with scissors in straight lines.

Traces a circle.

Draws a diagonal line.

0 Holds paper with opposite hand whenwriting.

GROSS MOTOR

5.0 Subskill: HEAD CONTROL

Lifts head in supine position.

Stabilizes head in sitting.

Swivels head on neck circularly.

6.0 Subskill: POSTURE6.1 Cluster: Prone

Flexes arms and legs and humps buttocks.

Extendssarms and legs, buttocks flat.

Supports self on forearms.

4

33


6.2 Cluster:

6.3 Cluster:

Supine

Outstretches arms and legs on same sideor flexes both arms, with kneesapart, soles of feet turned inward.

Flexes elbows and knees, hips partiallyflexed - symmetry of movement.

Sits with back slightly flexed.

0

Sitting

Sits and turns from side to side.

Raises self to sitting position.

Sits with feet crossed at ankles.

6.4 Cluster: Standing and Squatting

Rises to toes when held to stand.

Stands holding on, body erect.

Stoops and recovers.

Squats.

Stands on walking board.

7.0 Subskill: LIMB CONTROL7.1 Cluster: Arms/hands

Flexes arms at elbow.

Holds object between two hands.

Scratches with hands.

Reaches for objects with one hand.

Uses shoulder and elbow in throwing.

Catches thrown ball.

7.2 Cluster: Legs

Flexes leg at knee.

Lifts one foot when supported in standing.

Kicks ball.

4634

Observed

8.0 Subskill: LOCOMOTION8.1 Cluster: General

0

8.2 Clustei: Rolling

Unobserved/ConditionallyObserved

8.3 Cluster: Crawling/Creeping

Rocks on all fours.

Pulls large objects across floor.

Carries a partially filled cup of waterwithout spilling.

Rides a swing, pumping with legs.

In supine pisition, rolls part way to-ward right side.

Rolls from back to stomach.

Moves across floor by rolling or squirming.

Displays crawling movements withoutprogressing when in prone position.

Crawls on all fours, forward.

Creeps backwards downstairs.

8.4 Cluster: Walking/Climbing

8.5 Cluster: Running

Walks with support.

Walks on sole of foot with heel touchingground first.

Walks forward, alternating forward foot.

After climbing on objects, gets down.

Walks upstairs, alternating feet.

35

4 7

Starts to run.

Runs, avoiding obstacles.

Gallops.


8.6 Cluster: J11mpiag.

Jumps on toes.

Jumps in one place on one foot(hops).

Hops forward on alternating feet (skips).

Jumps over swinging rope.

8.7 Cluster: Dancing

Dances without rhythm.

Dances with rhythm.

4836

Motor Development Performance Statements

The Motor Development Performance Statements are divided into Fine MotorSkills and Gross Motor Skills. Each of these sections is separated into Sub-skills and Performance Clusters to facilitate the location of a specific motorfunction. Each Sub-skill and Cluster lists skills in a general developmentalorder. The Sub-skills and Clusters are:

FINE MOTOR

1.0 Sub-skill FACIAL

1.1 Cluster: Tactile1.2 Cluster: Mouth and Voice1.3 Cluster: Eye

2.0 Sub-skill: BOWEL AND BLADDER2.1 Cluster: Bowel and Bladder ContiJ1

3.0 Sub-skill: BREATH CONTROL (see language section - clusters: OralFacial Motor Control, Breath Control)

4.0 Sub-skill: DIGITAL

GROSS MOTOR

5.0 Sub-skill: HEAD CONTROL

6.0 Sub-skill: POSTURE6.1 Cluster: Prone6.2 Cluster: Supine

6.3 Cluster: Sitting6.4 Cluster: Standing and Squatting

7.0 Sub-skill: LIMB CONTROL7.1 Cluster: Arms/Hands7.2 Cluster: Legs

8.0 Sub-skill: LOCOMOTION8.1 Cluster: General8.2 Cluster: Rolling8.3 Cluster: Crawling/Creeping8.4 Cluster: Walking/Climbing8.5 Cluster: Running8.6 Cluster: Jumping8.7 Cluster: Dancing

An evaluator should assess motor performance by referring to ,the skills withineach sub-skill and by checking the box to the right which best describes the student'sperformance. The following is an explanation of the response choices for theFine Motor Performance Statements.

49

37

, ;;410.

A. Code: This column is used to provide the evaluator with informationabout concurrent development of motor skills. All motor skills withthe same code letter develop at approximately the same time. Thereare nine code letters A through I.

B. Performance Observed: One of the two columns in this category shouldbe checked when the student performs the skill in any fashion. Thetwo choices under Performance Observed are:

performs unassisted: indicates that the student performs theskill independent of mechanical or instructional assistance.

performs assisted: refers to student performance which is con-tingent upon instructional or mechanical intervention. A checkin this column should receive elaboration in the comments section.For example, the performance statement "walks forward alternatingfeet" should be assessed with a check in the "performs assisted"column if performance is contingent upon the use of a walker orteacher-given cues or assistance. Indicate the type, frequency,and duration of assistance in the comments column.

C. Performance Unobserved: One of the three columns in this categoryshould be checked when the student's performance has not beenobserved. The choices under "Performance Unobserved" are:

medical constraints prevent performance: should be checkedonly if this assessment can be verified by an accompanying.medical report.

further assessment needed: indicates that the assessor hasinconclusive evidence on which to base an assessment of thestudent's performance. Wherever possible, further recommen-dations for assessment should be noted in the commentscolumn.

assistance attempted: indicates that the appropriate form ofassistance has not yet b:en determined. In this case, thosemethods which have been tried should be itemized in thecomments column. Assessments which conclude that performanceis dependent upon the mastery of pre-requisite skills shouldalso be recorded in this column.

D. Comments: This column should be used to record information thatexpands upon checks in other columns or any other informationwhich the evaluator thinks relevant.

Responses for Gross Motor Performance Statements

A. Code: see fine motor section

5038

B. performance observed: The evaluator should check one of the firsttwo columns in this category tc indicate whether or not performanceis assisted: the third and fourth columns are to be used to recordspecific information about performance.

performs unassisted: see Fine Motor section

performs assisted: see Fine Motor section

duration/frequency: should contain specific information des-cribing either the amount of time required to perform the skillor the number of times the skill is performed within a designatedperiod of time (e.g. hours, minutes, seconds, etc.).

distance/height: should contain specific measurement in inches.or feet of the horizontal or vertical space covered in theperformance of each skill to which this category is relevant.

The Performance Unobserved and the Comments categories are to be used in the GrossMotor section as they are used in the Fine Motor section of the PerformanceStatements.

5139

Code

A A A A A A A A B B B

FINE MOTOR PERFORMANCE STATEMENTS

1.0

Subskill:

FACIAL

1.1

Cluster:

Tactile

Responds to feather on forehead (e.g. twitches, turns head),

Responds to paper on face (e.g. turns head to free face

from paper).

1.2

Cluster:

Mouth and Voice

Sucks fingers or food.

Plays with own mouth (inserting fist, fingers in mouth).

Vocalizes sounds. (for further assessment

see Language)

Opens mouth wide (as in cry or yawn).

Smiles. (regardless of stimulus)

Mouths objects.

Locates mouth when eating with fingers.

Moves food from front of mouth to back with

tongue.

Moves food from front of mouth to back by

drawing with

tongue and cheek movement.

Takes food off spoon by sealing lips around

spoon.

* a check in this column

must be accompanied by a medical

repo

Performance

Observed

Performance

Unobserved

Comments

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Code

1.0

Stoskill:

FACIAL (cont.)

1.2

Cluster:

Mouth

and Voice (cont.)

BEats semi-solids placed in mouth

by sucking or mouthing food.

BFeeds self with fingers.

Munches, doesn't suck (chews

up and down only).

BUses lips to contain saliva in mouth.

BUses lips, tongue,teeth to

remove food from utensil.

CPuckers lips to kiss.

CMoves food to side of mouth to chew and

crushes food thor-

oughly.

CLocates mouth when eating with

utensils.

CDrinks through a straw.

1.3

Cluster: Eye

AFocuses eye.

AFixates with eyes.

AConverges eyes.

* a check in this column must be accompanied by a medical

repo

Performance

Observed

Performance

Unobserved

Comments

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A A A A A B C E


1.0

Subskill:

FACIAL (cont.),

1.3

Cluster:

Eye (Cont.)

Laterally follows moving object or light.

Vertically follows moving object or light.

Circularly follows moving object or light.

Searches with eyes for sound.

Looks at(follows) vanishing object.

Glances (focuses without fixating) from one object to

another.

Moves eyes without squinting.

2.0

Sub-skill:

BOWEL AND BLADDER

2.1

Cluster:

Bowel and Bladder control

Has bowel control.

Has bladder control. (see ADL section for further assess-

ment)

3.0

Sub-Skill:

BREATH CONTROL

(see Language section: Cluster: Oral

Facial Motor Control and Breat Control


must be accompanied by a medical repo

Performance

Observed

Performance

Unobserved

Comments

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4.0

Subskill:

DIGITAL


AClenches hands - outside fingers

strongest with resistance

to opening.

Clenches hand on contact with

object, then drops.

A'Clasps and unclasps *hands (interlocking fingers).

AUses whole hand without thumb in grasping'(palmar

grasp).

AHolds object in one hand. (palmupward and cupped)

AHas hand-eye coordination in reaching.

ACloses on dangling object.

AScratches and rakes with fingers,

AMakes fist.

ASqueezes an object.

AShakes object.

ATransfers object from hand to hand at midline.

AReleases object immediately when

fingers are pried open.

(slightly pried)

* a check in this column must be accompanied by

a medical repo

Performance

Observed

Performance

Unobserved

Comments

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Code

B B B B B B B C C C D D D


4.0

Subskill: DIGITAL (cont.)

Bangs with fist.

Holds thumb tip opposite other

fingers when holding object.

Simultaneously manipulates object and rotates wrist.

Releases object by pressing against

a firm surface.

Releases object with abrupt extension of

fingers only.

Points with index finger.

Plucks a string with one finger in

a single motion

instead of an abrupt motion.

Releases object with gradual, symmetrical

extension of

fingers.

Holds and drinks from glass or

cup with two hands.

Holds and drinks fromcup or glass with one hand,

Turns knob.

Scribbles with pencil or

crayon.

Stacks small objects.



repo

Performance'

Performance

Observed

1Unobserved

Comments

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Code

4.0

Subskill:

DIGITAL (cont.)


EUnzips zipper

EUnbuttons buttons

(designate size)

EUnscrews lid.

EStrings beads

(designate diameter in inches)

ERemoves wrapper from candy.

EManipulates egg beater.

EFeeds self with fork.

EConsistently favors one hand.

FHolds pencil or crayon with thumb and fingers.

FSnips with scissors.

FCuts with scissors in straight lines.

FMakes line with crayon or pencil that starts and stops at

designated points.

FTraces circle.


repo

[Performance

Observed

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m m m M 0 0 E w o w w w M

Performance

Unobserved

Comments

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4.0

Subskill:

DIGITAL (cont.)

Traces cross.

Closes fist and wiggles thumb in

imitation.

Brushes teeth.

Pours from one quart pitcher.

Cuts with scissors

along curved or angling lines.

Imitates spreading of hand and

bringing thumb into

opposition with each finger (right and left).

Folds paper (faith edges

overlapping).

Folds paper with edges

together.

Traces square.

Laces shoes.

Holds paper with opposite hand whenwriting.

Traces triangle.

Traces rectangle.

* a check in this column must be

accompanied by a medical repo

Performance

Observed

Performance

Unobserved

Comments

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4.0

Subskill:

DIGITAL (cont.)

ITraces star.

Touches fingers on one hand with index

finger of other.

IDraws a diagonal line.

ITies shoe laces.

FIN

EMOTOR PERFORMANCE STATEMENTS


repo

Performance

Observed

Performance

Unobserved

Comments

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Code

A A A A A A A A A

GROSS MOTOR PERFORMANCE STATEMENTS

5.0

Subskill:

HEAD CONTROL

Lifts head !al supine position.

Lifts head in prone position.

Drops head in sitting.

Bobs head in sitting.

Stabilizes (balances) head in

prone.

Stabilizes head in sitting.

Stabilizes head in supine.

Stabilizes head when body is tilted.

Swivels head on neck - moves head in

every direction.

vertically.


every direction

horizontally.


every direction

circularly.



repor

Performance

Observed

Performance

Unobserved

Comments

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Code

A A A. A A B B B B B


6.0

Subskill:

HEAD CONTROL POSTURE

6.1

Cluster:

Prone

Flexes arms and legs and humps buttocks.

Extends arms and legs, buttocks flat

(when awake)

Supports self on forearms.

6.2

Cluster:

Supine

Outstretches arms and legs on same side

or flexes both arms

with knees apart, soles of feet turned

inward.

Flexes elbows and knees, hipspartially flexed - symmetry o

movement.

6.3

Cluster:

Sitting

Sits with back slightly flexed.

Sits with back erect,.

Sits with legs flexed.

Sits with legs extended.

Sits and turns from side- to side. (sits

and pivots)



repo

Performance

Observed

Performance

Unobserved

Comments

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e

B B B B B D D G A A B B

CROSS MOTOR PERFORMANCE STATEMENTS

6.0

Subskill:

POSTURE (cont.)

6.3

Cluster:

Sitting (cont.)

Pulls self to sitting position.

Bounces actively in sitting.

Sits, leans forward, returns to erect position,

Raises self to sitting position.

Sits, goes over to prone position.

Seats self in chair by backing into chair or sliding in

sideways.

Seats self in chair by lowering body with legs,

Sits with feet crossed at ankles.

6.4

Cluster:

Standing and Squatting

Rises to toes when held to stand.

Takes weight in standing, knees flexed.

Stands holding on, bottom out.

Bounces up and down when held in standing position.

Pulls self to stand.


repo

Performance

Observed

Performance

Unobserved

Comments

4-3

M IA m 0 Ca 0 0 E 1.1 o 4-4 14 W 0.

Ti

4 .., m ri M M MI 0 E 14 o 4-

14 W 04

C.) 0 0 m c- CU

$.1

14,

-.... 0 0 IA 4

-3 e 14 .0

4 . Oa

orl

CU .0 --,

CU 0 0 m J-4

CA

'IA '0

m r4 0

M M

1.4

e4.

3 14

Ca

00

4-1

0 $.

1C

.) C

U am

4..i

C)0

--fw

r>

CL

I<

11

E )

4 12.

'V W v m M 0 4.3 c w

C. 1

Ea) m

.om

-I-1

a)14

M=

4-4

ca

-a 0. E m 4.3

4.3 M m u o M 11 m .,-4 M m m

Code

B B B B C C E E E F H


6.0

Subskill:

POSTURE (cont.)

6.3

Cluster:

Standing and Squatting (cont.)

Stands holding on, body erect.

Lowers self from standing

(indicate how)

Stands without support.

Stoops and recovers. (balance)

Stands up.

(Depending on conditions, this skill can

cover several clusters.)

Stands on one foot.

Kneels.

Bends at waist to pick up object.

Squats.

Rises to feet without using hands.

Stands on tip-toe.

Stands on walking board.


repor

Performance

Observed

Performance

Unobserved

Comments

. w 1-1

1/1

-,,-

4

U)

U) RI 0 0 En E 3-1 o L

H 1..1

41 0.

h

M w 4..)

CO -I (11

En

Ct)

CO E f-d o Li-

.1.

4

CU CL

I

, c.1 n w Z V W 1-4

4-4. 0 0 ri .1..i lt 1..1 0 'V

.1,-

)

.c a ri CU

,C CU w 0 e .1-1 U

).-

4 13

U 4.i

(1)

o w

-,-1

0m m

PE

1-1

1-1

(11

00w 0

1-4

CJ

CU

cs.

,-1 it

PC

.) 0

,-44

)'t

>il1

a)E

P (3.,

44'

-

P 0.1

...o

4-1

1..1 0 L

I-1

M w v W W 0 4.1 n CU E cn m 01 VI

(11

Cc

m Q.)

4.1 0. E w 4.1

4.1 M w c.) 0 m 4.)

m vi U) m M

.

,

,i

Code

A A A A A A A A A A A A A


7.0

Subskill:

LIMB CONTROL

7.1

Cluster:

Arms-hands

Flexes arm at elbow.

Rotates arms at shoulder.

Thrusts arms when on back.

Keeps hands predominantly open.

Holds object between two hands.

Closes on dangling object with two hands.

Pulls object toward self with hand (s).

Pushes object away

from self with hand(s).

Rotates wrist.

Pats with hands.

Scratches with hands.

Rakes with hands.

Reaches for objects with both hands. (supine)

Reaches for objects, weight on forearm.

(prone position)



Performance

Observed

Performance

Unobserved

Comments

.m w W (1)

..-1 U) m m 0 0

EM

E w o 4-1 k W CL

13 ate

.+ a, U)

,r1 m CA 0 E w 0 4-.

W w 014

, U w 0 0.. w 3-

1 4, -.... 0 0 4-

4J.

J C W 0 'V

w 4 a 4-1 Q) 4 - C

D u 0 M ai m .1-

'V

U)

.3..J w

0 U

ri 0

MI

6111

W E

4.1

$4m o

c4-

10

34C

.) 4

1 a.

,- R1

aiU

04-

14)

'L >

WW

E 1

.4 0.41

'V w m w w 0 4.) c w

$4 E

M m

.0 m

4-1

(1)

WM

0C

A

14-i

G1

.

-

-0 w w 0. E w 4.J

4.J M W u o M 4.J m 4-1 M M M

Cod

e

A B E G G G H H H


7.0

Subskill:

LIMB CONTROL (cont.)

7.1

Cluster:

ArmsHands (cont.)

Reaches for objects with one hand (while sitting/standing).

Clutches objects (i.e.

grasps and moves arm toward body).

Gestures with hands.

Throws ball (in

any fashion).

Pounds or rolls clay

(indicate whether with one or two

hands.)

'Throws ball overhead (specify one hand or

two; describe

accuracy)

Uses shoulder and elbow in throwing

(specify one hand or

two;

describe accuracy)

Catches bounced ball

(specify one hand or two)

Throws ball overhand

(specify cle hand or two: describe

accuracy)

Throws ball underhand

(specify one hand or two;

describe accuracy)

Catches thrown ball

(specify one hand or two)



Performance

Observed

Performance

Unobserved

Comments

-m w 4. Ca

-,4 01 m m 0 0 Hg

1.1 0 4-1

1.1 w o.

":3

,(I)

J

Co

...1 m Co

03 14 0 14-.

14 w Q

, U 0 w 0 0 (1)

1.1

. 4-,

-..... ou

.4 4.4M

10 14 = m

J .0 Ca

4-4 W .0 -

..... 0 44 C

o-

.1 m

m 4..) w

m u

4.4

00

0/.1

E1.

J1.

1

a) 0

04-

10

1.1

U 4

) a0

aJU

0...

.1W

"C. >

0.1

WE

1,.., a

A

'V w m W W 0 aJ mI.

+ WME

.0 M

4-1

011.

1C

O

a C

o44

m

v w J 0. e W J J M w U M LJ m 1-1 m m m

m

Code

A A A A D B D D


7.0

Subskill:

LIMB CONTROL (cont.)

7.2

Cluster:

Legs

Flexes (bends) leg at knee.

Rotates leg at hip joint.

Thrusts legs when on back.

Lifts one foot when supported in standing.

Kicks alternate legs.

Kicks ball.

8.0

Subskill:

LOCOMOTION

8.1

Cluster:

General

Rocks on all fours.

Pulls large objects on floor.

Carries large objects while walking.

Pushes large objects on floor, without steering around

other objects.


repor

Performance

Observed

Performance

Unobserved

Comments

W 4-1 m 4-

4 U1

CO o OwkW

0 0 P 0 4-4 $4 w a

m w 1J U)

4-1 m 0 0 $4

.-4

$4 o 14-

$4 w ci,

>, 0 0 11) Z tg ti) W.

-.... 0 o LI

CO $4 o m

1..1 ..0 01

.4-

4 .0 -- 41) o 0 0 W 0

-,4 m

N ..Jo

0 o

4-40

oo

W E

1.1

WC

O 0

S 44

0 L

U41

1 CL

.-4o ....I

0 5

r4W

"C >

41)

We

$.4 a.-

$4 CV X W $4 a

LW

m w m 0) w c 4 0 w 5 0 0 W U)

(I) tl

no w .1 a e w .1

.1 o w o 0 0 L 0 -r4 U) m o

._

1.

Cod

e

G G G G G G A A A A B B


8.0

Subskill:

LOCOMOTION (cont.)

8.1

Cluster:

General (cont.)

Pushes large objects on floor and steers around other

objects.

Pulls large objects on floor and steers around other

objects.

Carries a partially filled cup of water (without spills).

Pedals adult

or child sized tricycle.

Turns wide corners on tricycle.

Rides-a swing, pumping with legs.

8.2

Cluster:

Rolling,

(indicate frequency, use of

physical assists)

In supine position, rolls part way toward right side.

In supine, rolls part way toward left side.

In prone position rolls part way toward right side.

In prone, rolls part way toward left side.

Rolls from stomach to back.

Rolls from back to stomach.

* a check in this column must be accompanied by a medical repo

Performance

Observed

Performance

Unobserved

Comments

m w 4.+ W -,

-4 Ca

Ca

cd 0 0 CI) E w o

4.4-4

$4 Cl

ca.

.0 CU

4..J W ...4 Ca w co CI) E w 0 44-

1.1

Cl 04

. , c.) 0 m Z V Cl

1.1

4-: 0 0 ,-

.14-4 m $4 0 2+

4.-J

.. a r..1 CU .0 CU U 0 M 4i

Ca

r-4

MI

m 4..1 w

o u

,-.1

0cd

cd

1.4

E4.

1 14

CaO

0 4-

I0

I.-I

C.)

el 0.,i co

4-1

UM

4r4W

7: >

0! C

rE

-i 0.

"CI m "a Cl

Cl 0 4..i 0 W

1.1

EWW

4.CM

4-1

w1.

4C

I)

aC

a14

-iM

I

m Cr

4..J 0. E m 4.

.J4..J

M W 0 m 4-+

Ca

,-1 Ca

Ca M

Code

B A A C C C C D B


8.0

Subskill:

LOCOMOTION (cont.)

8.2

Cluster:

Rolling (cont.)

Moves across floor by rolling or squirming.

8.3

Cluster:

Crawling/Creeping

(indicate frequency,

distance)

Displays crawling movements without progressing when in

prone position.

Creeps on tummy.

(stomach touching floor)

Creeps upstairs.

Crawls on all fours, forward.

Crawls on all fours, backward:

Crawls upstairs and slides back down on buttocks.

Creeps backwards down stairs.

8.4

Cluster:

Walking/Climbing

Walks with support.

Walks on sole of foot with heel touching ground first.



repo

Performance

Observed

Performance

Unobserved

Comments

1

0) 1-'

r0 4 C/1

C11 M O

MP

W0 U

1 E 34 0 4.4 P1.

41.1

041 C

a.

V W c..1

C/1

-.-4 Ul

c U1 g i4 o W.

W O.,

>,

C./ 0 W 0 0 43 W -.

.... 0 0 ,-

1.1

..i C 0 yr,

C..1 .0 of -r-4 .0 ...... CU

C./ 0 M 1.1

r-1 -0

En

4..i w

g u

r4 0

CO

CU

1.4

E4.

1 14

CA

00

14.4

0 1I

CJ

1:11 0.

-1 CO

Li

C.J

g..-

141

..C,

>W

We

I., cs.

4L

40 W M W W g C..1 0 CU

CU

U1

..0M

4-I

C1J

/-7

M u)4-

IR

I

ms cv 1) 0. C11

C.J

C.J M

.C

11 U g M 44 M H M M co

41

Code

C.

D D E E E E F F


8.0

Subskill:

LOCOMOTION (cont.)

8.4

Cluster:

Walking/Climbing (cont.)

Walks

with same foot forward (cruises around furniture).

Walks with feet apart (indicate distance between feet).

Walks forward alternating feet.

(indicate position of

arms and shoulders)

Climbs on objects (furniture, play equipment) one foot at

a time, hand over hand, alternating feet.

Starts and stops walking.

Walks on incline.

(indicate position of arms and shoulders)

Walks with arms extended.

Walks with opposite arms and legs forward.

Walks on tip-toe.

After Climbing on objects, gets down again.

Walks on walking board. (indicate if alternating feet)

Walks upstairs.

Walks on

line.

(indicate deviation)


repo

Performance

Observed

Performance

U observed

Comments

ti CU

4.J

,-1 w U) 0 0 E H o 4-4 /4 W CL

10 41 4..J to vi an w E IA o 0-. Li W 04

P',

C./ 0 w 0 o cu 14

....._ o ri 4.1 01 Li 0 M

4-1 4 a ....I W ...., u 0 ttl 4.)

01 ./.4 V

w 4 -

' W0

C.)

rl 0

01 0

1 E4J

14

w o

0 4-

1o

14 M

to 4

.JC

.) 0

/-1

4/'c

>W

WE

14 CL

4C

M w v W W 0 0H

EW

u)

4 u)

4-)

4)T

+M

)

ow ti-i

01

10 W 4J M E w 4J 4J m.

c.)

M 4J ci)

..-1

C w M

I

Code


8.0

Subskill:

LOCOMOTION (cont.)

8.4

Cluster:

Walking/Climbing (cont.)

GWalks upstairs, alternating feet.

8.5

Cluster:

Running

(Indicate'rate, duration)

DStarts running.

DStops running.

DRuns without falling.

Runs in a straight line only.

ERuns avoiding obstacles.

FGallops.

GRuns turning around obstacles and corners.

IRuns on tip-toe.

IRuns while playing games.

3.6

Cluster:

Jumping

(Indicate distance, height, breath)

Jumps flatfooted.



Performance

Observed

Performance

Unobserved

Comments

'G 0,

1-A M -r

.4 Cl)

U".

1

M 0 0 CO E $4 o L

H $.4

0.) a

,.

"0 W 4J 4-, ri Cl)

CO

CO CO E $.4 o 4... 1.4

01 z..,

, U 5 a) a 0* W $-A

1,1-

. -- 5 o 4-4

4.A m $.4 0 V

4.) .z U.

4-4

131

.0 01 u m CO

.1.1 Cl)

.r.1 IV

m 4...1

clu

o u

4-I

0C

O C

OJa

E4.

A4

CC

00,

440

$4U

CD Q

.,-

,1 co 4.1

c)C

4-I

CD >

(1.1

12.,

)-I

(a..

4

'0 a) v W W 5 4.A 0 W

srE

mm

.0C

O

4.1

o))-

1to

ato

44C

O

-a a)

4.,

Ca. E w 4.

A 1I M W U 5 m 4.,

m 4-i

co to M

_.

Code

D D E E E F F G I I


8.0

Subskill:

LOCOMOTION (cont.)

8.6

Cluster:

Jumping (cont.)

Jumps in place. (two feet together)

Jumps on toes.

Jumps with feet apart.

Jumps forward.

(indicateif with one foot or two)

Jumps from height.

(indicate height)

Jumps with feet together.

Jumps in one place on one foot (hops).

Makes a standing broad jump.

Jumps backward.

Hops forward on each foot (without alternating).

Hops forWard on alternating feet

(skips).

Jumps over swinging rope.

* a check in this column must be accompanied by

a medical repo

Performance

Observed

Performance

Unobserved

Comments

.c C)

1-)

CO

-r-i mm

Cl)

CO C C E o 4-4 $4 C a.

17 C)

1-1

-r-i (0 (0 CO o U-

14 C ca..

. C.) 0 C) M4

0-

C) i

4-,

..... o 4.1

CO )4 C -Et

'

1 0/ r4 Q.) 4 -4., u m 1-1 M

-,4

-a

m 4.1 w

C U

.1-4

001

101

1

.. E

.1-1

$4

M 0

C 4

-1o1

+C

.)0) a

a:4J

..-44)

'0 P

(3.1

4)E .i a.

4e

'0 w v C) C)

. ..0 1J 0

14E w

4-1

0114

V)

M m

4-I

co ms

v C) 1J (:). e C)

4J 1J CO C) U m m v4 M C

l)

.

Code'

I I


8.0

Subskill:

LOCOMOTION (cont.)

8.7

Cluster:

Dancing

Dances without rhythm.

Dances with rhythm.

Indicate whether student ice skates, rollerskates,

snow or water skis, swimming, etc.

* a check in this column must be accompanied

by a medical repor

Performance

Observed

Performance

Unobserved

Comments

.c W 1.)

W u) W CO 0 0 e 14 0 4.4 14 W C6

a) u)-r

-I W co 00 e 1., 0 4-.

14 W 0.41

p, 0 0 0. W 1- 4-,

-.... o

,.1 i.e MI

14 0 mi

.0 la -,-1 W 4 -... u c co a+ u) -,

-1 ::)

m iJ (

1)c u

RI

Of

1.,

ar 1

4C

A 0

0 41

O 1

-U

a) a

m ,..a

uc

-,-1

a)m

>at

a)

E 1

4 m

w w W 0 4..) c

1- Ewc

.0 W

-4.J

W14

WC

I)

4.4

M

nu w u e 4.)

4..) M w u m i.e

W -,-i W u) m

...--.........

The Gross and Fine Motor Equipment Chart

The Gross and Fine Motor Equipment Chart presents five variableswhich should be considered by an educational planner or physician indetermining the least restrictive use of equipment by a student. Beforea motor objective is written for a student who uses adaptive equipment,an evaluator should review these five variables to determine if it ispossible for the student to move to a less restrictive use of adaptiveequipment.

The five variables which serve as column headings for the Equip-ment Chart are:

Types of Equipment - This variable refers 'to any type of adaptive,mechanical intervention a student might use to increase competencyin a motor skill. The Chart's list of adaptive equipment is notexhaustive; however, it does provide general guidelines.

Time Intervals of Use - Possible time intervals during which aspecific piece of equipment may be used are listed in this column.In instances where intervals of time are not relevant to the useof equipment, this column would be by-passing.

Frequencies of Use - The frequency with which a piece of equipmentis used refers to the number of times in twenty-four hours thestudent requires a specific piece of adaptive equipment for theperformance of a motor skill. An increase or decrease in thefrequency with which a piece of equipment is used can determine thedegree to which the student is restricted in motor performance.

Situations Surrounding Use - Situations from daily living aroundwhich the use of adaptive equipment may revolve are randomly listel.Equipment which a student uses may not be necessary in all situ-ations. A student's objective should indicate those situations inwhich there is a need for mechanical intervention. When use ofequipment is not situationally determined, this column need not beconsidered.

Types of Assistance Required for Proper Use - Assistance for properuse of equipment may vary in time, situation, degree of assistance,or number of assistants needed. When appropriate, these factorsshould be examined to determine the least restrictive type (s) ofassistance to be incorporated into a student's educational program.

Manipulation of the options described in the Gross and Fine Motor Equip-ment Chart should be done cautiously and only with medical guidance.

7361

(All alterations in equipment must be made under a doctor's supervision)

GROSS AND FINE MOTOR EQUIPMENT CHART

(for Assessment)

TYPES OF

TIME INTERVALS,

'FREQUENCIES

SITUATIONS

ASSISTANCE PROVIDED

EQUIPMENT

OF USE

OF USE

SURROUNDING USE

FOR PROPER USE

GROSS MOTOR:

continual

constant

locomotion

total assistance from

another *

railings

situationally deter-

situationally deter-

communication

bed

mined (see column 4)

mined (see column 4)

academics

partial, specific

assistance is requir-

wheel chair

waking hours

'10 or more times per

ed at random times

sliding board

sleeping hours

day

fatigue

throughout the day.

79 times per day

self hygiene

assistance is required

braces

12 - 16 hours

at fixed intervals/

46 times per day

sitting

at fixed hours during

crutches

8 - 11 hours

2 - 3 times per day

standing

the day.

walker

4 - 7 hours

assistance is required

0 - 1 time per day

toileting

only when it is

cane

orthopedic shoes

FINE MOTOR:

2 - 3 hours

0 - 1 hour

Not a factor

.

dressing

eating

grooming

other

requested by the

student.

pointer for head

braces

typewriter

Time is not a

factor-

of use.

Not a factor in

use.

Not required.

.

large pencil

adaptive pencil grip

* indicate if more than

one person is

required.

The Objective Chart

The Objective Chart is intended to assist educational planners todetail specific motor objectives and other information relevant to astudent's objectives. Included on the chart are mechanical interven-tion (the use of adaptive equipment), instructional intervention, andsuggested student teacher ratio.

Objective

Mechanical Intervention

Required to Attain Objec-

tive

Instructional or Envi-

ronmental Intervention

Required to Attain Ob-

jective

Recommended

Student/

Teacher

Ratio

References

Bayley Scales of Infant Development

Cattell Infant Intelligence Test

Denver Development Screening Test

Developmental Guidelines (Sprugel and Goldberg)

Gesell Developmental Schedules

Merrill Palmer Scale

Sheriden Developmental Scale

Slosson Intelligence Test

Vineland Social Maturity Scale

Hurlock, Elizabeth. Child Development. New York: McGraw-Hill, 1956.

7765

EARLY LANGUAGE DEVELOPMENT

Introduction

Included in the Early Language section are three components which togetherare intended to provide the following: assistance in pinpointing languageskill areas requiring detailed assessment; a method for determining skilllevel and a choice of feasible learning objectives for the student's continuedprogress in the several skill areas of language development; and a means ofdetermining objectives compatible with selected language objectives toprovide an integrated, developmentally logical program.

1) Screening Assessment: This is a set of broadly stated objectivesthat summarize the skills within particular skill areas, such asPerception, Motor Control, etc. The objectives are the "terminalobjectives" for the skill areas. By reviewing the objectives inthe screen, the evaluator is able to determine which skill areasare part of the student's current repertoire and which need moredetailed assessment.

2) Performance Statements: After determining which skill areas shouldbe assessed in detail, the evaluator may then select the corres-ponding sets of performance statements which describe the "facili-tating" or intermediate skills which must be acquired before theterminal objective is met. An item-by-item review of the statementsin a skill area reveals the skills the student already displays andthose that are potential learning objectives. The response formatalso notes various conditions of performance thus providing impor-tant programming information.

3) Next Step Charts: The first of these is a "Cross-Cluster" chartwhich is provided to give the evaluator/teacher an index to theperformance levels that might be expected of a student at agiven stage of development in six language related areas: Motor.Articulation, Perceptual-Motor, Expression, Reception, and Cogni-tion. The chart is intended to be used as a rough index; theteacher must allow individual differences in students' communica-tion styles and developmental sequences to structur9. its use.

The second chart, the "Language Objectives Chart" is provided asan aid for considering individual differences when planning theprogramming of a specific language objective. The chart requiresthe objective to be broken down into communication channels forboth the student and the teacher and may be used for planning,record keeping, or task analysis of skills.

67

The following outline lists skill areas that are part of the total"Language Development" process. The statements contained in this volumerepresent only the beginning levels of reception, association and expression.Each of the headings listed below describes one or more potential skill clusters.Those printed in capitals have been written in some detail in this volume. Thestarred (*) headings are incomplete clusters which will be reorganized andtreated more precisely in the second volume of the Educational Evaluation andPlanning Package. The headings enclosed in parentheses are clusters now beingdeveloped and not included in this volume. Those clusters will undergo ex-tensive refinement before their puLlication in the second volume. The listbelow is incomplete and tentative; addition and revision is to be expected.The outline is included to give the reader an idea of the end goals and ofthe relevance of each cluster to those end goals.

"RECEPTION"

PERCEPTION:TACTILEVISUALAUDITORY

COMPREHENSION:NONVERBALVerbal/Signed*Prepositions *Sentences(Relationships:agent/action/object)Numbers(Letters)Signs(Written Words)

(Reading:

Word RecognitionSentence Recognition

)

(Grammatical Relationships)

"ASSOCIATION" "EXPRESSION" (Speech &Sign)

MOTOR CONTROL:ORAL/FACIALMANUAL/GESTURAL

PERCEPTUAL MOTOR: (Manual/Graphic)IMITATIONBody Image*

PERCEPTUAL CONCEPTS:Quantity *

(Time)

SpaceSelf/Other *

(Reality)

Conceptualization *

(Concepts) (Cognition)

68

7 9

BASIC EXPRESSION:GESTURESVOCALIZATION

PHONOLOGY:BABBLINGARTICULATIONBreath Control*

SYNTAX DEVELOPMENT:SINGLE WORD/TWO WORD SENTENCEQuestionsNoun Phrases *

PronounsPrepositions *

3 Word Sentence *Conjunctions *

Object/Action/AgentRelationships*

Syntax Elaboration:*(Adverbs)Adjectives(Compound sentences)(Complex sentences)

(Descriptive Expression:

(Graphic Expression)

Early Language Screening Assessment

The Screening Assessment is intended to save time and to concentrate theevaluator's efforts in the areas where detailed assessment is. indicated.In the screen below, the objectives are listed sequentially and groupedaccording to skill area (Perception, Motor Control, etc.). The objectiveslisted summarize the performance statements within a cluster of skills,

The evaluator should respond to each item on the screening assessment. Ifthe skill described is displayed spontaneously by the student and in theappropriate context, then the evaluator should mark 'Observed." If inter-vention or prerequisite instruction is necessary to encourage the student todisplay the skill at the appropriate time, then the evaluator should mark"Conditionally Observed." If the evaluatoi determines that an objective is"Nonapplicable medically," then a medical or clinical report justifying thatdecision must be included.

When all objectives on the screening device are "Observed," then the screenmay serve as the entire Early Language Assessment. If an objective is marked"Conditionally observed," the evaluator should then complete the clusterchecklist in the Performance Statements Section which corresponds to thatobjective. The completed Screening Assessment together with any completedcluster checklist and medical reports then comprise the Early Language Assessment.

PERCEPTION

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1. Anticipates events by interpreting tactile cues, e,g.,expects meals when seated at table or touched with spoonto lips.

2. Localizes with eyes and follows an object across his/hertotal field of vision.

3.

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5.

Anticipates events by interpreting visual cues (mother withcoat on means going out).

Localizes sounds by turning eyes, head, body in correctdirection

Identifies familiar sounds with the source of that sound.

8069

6. Attaches meaning to familiar sounds, anticipates eventsby interpreting auditory cues.

MOTOR CONTROL

7. Mouths and chews toys and other objects.

8.. Moves mouth, lips, tongue, and controls breathing whileeating; bites, chews and swallows food.

9. Drinks liquids through a straw,

10. Bends arm, flexes wrist, and moves fingers of handindividually.

PERCEPTUAL-MOTOR

11. Imitates single and paired gross motor movements demonstratedvisually or tactually.

12. Moves tongue, lips, mouth in imitation of single movementsdemonstrated visually or tactually.

13. Reproduces simple (4 beat) irregular rhythm patternstransmitted through sound, visual example or touch.

14. Takes two short, deep breaths imitating the breathingrhythm given by teacher.

15. Touches body parts of doll or teacher in imitation ofteacher.

16. Moves own body around, under, over and between obstacles,

17. Positions objects in imitation of teacher's actions.

RECEPTIVE COMPREHENSION

18. Follows simple (single concept) gross motor directionscommunicated through tactual cues or by gestures, whichmay be visual or tactual.

19. Follows simple (single concept) gross motor commandscommunicated through words paired with gestures.

8170

20. Follows simple (single concept) gross motor commandscommunicated orally & verbally or by sign (North AmericanSign or other accepted system).

21. Given two blocks and a topless box, the student placesthe objects over, in, under, behind, on top of, beside,out, on, between one another on request.

22. Carries out three step directions involving prepositionsand more than one object.

23. Remembers a three-step performance sequence; retains wordup to two minutes and repeats/recognizes word.

BASIC EXPRESSION

24. Uses gestures to communicate "yes/no" and basic wants orneeds (food, water, toilet).

25. Gestures to express activities and verb ideas such as "GO".

26. Vocalizes to gain attention, to express satisfaction ordiscomfort, for own entertainment (no apparent stimulus).

27. "Names" in his/her own word sounds one familiar objector person.

28. Names objects and pictures of familiar objects, up to six.

PHONOLOGY

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Produces assorted vowel like noises vocally includingsounds ah, 68, 1-1, 6-, -i, and blends of these soundsconsonants including ma, ba, ga, da, etc.

Articulates the vowels and dipthongs: e, i, e, a,u, o, a, a, oo, oo, a, 1, o, u, ou, oi.

Articulates the voiced consonants: v, 01, b. d, g,z, zh, j, m, n, ng, 1, r, w, y.

Articulates the voiceless consonants: h,wh, f, p, t,sh, ch, th.

* Example words in performance statement.

8271

33. Articulates the consonants as they appear in the initial,medial, and/or final positions.

34. Articulates consonant blends, including R blends, L blends,S blends and three element blends.

35. Demonstrates breath control in speech by correctly imitatingthe teacher's differentiation of sounds in word pairs such as"it, hit."

SYNTAX DEVELOPMENT

36. Uses single words/signs in different capacities, includingnominative, possessive, imperative.

37. Uses two-word/sign combination including noun-noun, noun-verb,adjective-noun, verb-noun.

38. Asks "Wh-" questions.

39.- Asks questions by reversing word order, beginning sentencewith verb.

.40. Uses adjectives and possessive pronounr with nouns.

41. Uses regular plurals of familiar nouns.

42. Uses singular and plural 1st, 2nd, and 3rd person personalpronouns as subjects and objects.

43. Uses prepositions to express the location of a visibleobject in answer to the question, "Where is the ?It

44. Uses three-word sentence patterns that include a subjectand verb.

45. Uses conjunctions "and," "but", "or" to link like units,noun to noun, verb to verb, sentence to sentence.

46. Uses simple present tense of regular verbs with subject-verbagreement.

47. Forms past tense of regular verbs and of familiar irregulars(e.g., "went").

48. Uses "do" and "can" as auxilaries to form present tenses.

8372

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Uses "not" in a noun-verb construction to negate thestated action.

Uses adjective forms with the to be" verbs or with "got"to express the passive idea - "is broken" "got hurt."

CONCEPT FORMATION

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Puts together items that go together because of sharedattribute e.g., matches by color, size, shape, category.

Distributes objects in containers in a 1-to-1 correspondence.

Counts three objects.

Puts together 12flpiece puzzle

Matches pictures of same object taken from differentperspectives.

Sequences set of objects according to graduated size..

Sequences set of four pictures according to time of occurenceof pictured action.

8473

Ear Language Development Performance Statements

The performance statements are labeled by "Skill Area" (e.g., Perception,Phonology) and "Cluster" (e.g., Tactile Perception; Articulation). Foreach cluster there are one or more "Terminal Objective(s)." These terminalobjectives are the numbered objectives which appear on the Screening Assess-ment. The evaluator uses these objectives as an index to select the clustersof performance statements which should be reviewed. For any objective markedConditionally Observed on the screen, the evaluator should select thecorresponding list of performance statements and record the conditions underwhich performance of each skill occurs. The conditions are explained below.

A. Performance without assistance: The evaluator checks thisspace if the student displays the skill both independentlyand in response to the appropriate situation.

B. Performance occurs when teacher intervenes: If the studentdoes not display the skill independently, the evaluator mayrestructure the situation in any of the following ways toelicit the desired response.

Motivational/Social Intervention: By giving social praiseor a form of tangible reinforcement or reward, the teacherattempts to encourage the desired behavior.

Environmental Structure: The teacher changes the setting,altering the location, atmosphere, amount of distraction,etc.

Instructional Directions: The evaluator instructs thestudent as to what actions s/he should perform, e.g.,"Open your mouth." Directions may be spoken, written,gestured, or signed.

Instructional Demonstration: The evaluator performs theskill showing the student exactly what is expected. Modelsmay be visual (demonstration of a motor movement), audi-tory (demonstration of a sound or verbal pattern), ortactile (demonstration of a position, vibration or motionwhich the student may feel) . . . Or a combination of allthree.

Physical Assistance: The evaluator leads the studentthrough the physical (motor) components of the skill,actually performing the movements with or for the student.

C. Performance not Observed: The evaluator did not see the'skilldisplayed with or without intervention.

8 574

Every intervention category may not apply to every performance statement.For example, the statements in the "Imitation" clusters include a model aspart of the skill. Also, certain of the more advanced oral expressive skillsmay not have a specific motor component as ability to articulate is alreadyassumed.

A category of "Non-applicable" has not been provided. In most cases, thereis no observable basis for determining that underlying physiological,psychoemotional or cognitive factors exist that might explain the presence orabsence of language skills. What is sometimes observable is the efficiencyor appropriateness of a Particular mode of reception or expression, i.e.,sight, speech, sign, hearing, etc. An attempt has been made to clusterskills according to receptive and expressive modes (Auditory, Tactile, Visual;Manual, Oral, Graphic) so that the evaluator may select appropriate clusters.

8675

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1. Smiles, changes expression in response totnnrhinginnA hnnAlinfwham rmrnrc.A,

2. Natches own hands move, feels hand motionby placiag hands against cheek, ptr

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5. Responds to vibration of moving or vibratingnhjert tnuphpri fn skin_

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7. Turns to "see" when touched on shoulder fronbehind_ -

8. Turns to "see" when person behind blowsgently nn student's nark

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3. Student anticipates events byinterpreting visual cues.


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MON1. Blinks, turns away from, looks toward light

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2. Looks at objects held in front of face.

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3. Looks at faces coming into circle of vision4

4. Follows movement of objects to midline.

5. Follows movement of objects across midline.1

6. Meets another person's eyes momentarilywhen face to face.

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8. FolloWg with eyes horizontal movement ofobject.

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object.10. Looks at speaker, object for up to one

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11. Plays with mirror image.12. Inspects objects, looking at them, turning

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13. Glances from one object to another.- .

14. Looks through contents of box, picking updifferent oblectsistatimat them. etc.

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17. Looks after fallen or disappearing object.

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4. Student localizes sounds by turningeyes, head, body in correct direction.

5. Student identifies familiar sounds withthe .source of that sound.

6. Student attaches meaning to familiarsounds, anticipates events byinterpreting auditory cues.


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1. Demonstrates a startle response to sudden,loud noise (be11_, horn clan)

2. Changes expression or stops activity when a

distinct sound is heard Crin2 of bp11 clip3. Cries, smiles, moves, etc. when a voice is

heard.4. Changes or stops activity at any intrusive

sound (different jai volume snurop pro

5. Changes or stops activity when any voiceis heard

6. Changes or stops activity when a continuous(2 to 3 minute) noise rpaqPq

7. Searches with eyes or by turning head orbody for source of snmd

8. Localizes sounds by turning eyes, head,body in dirPrtinn of connd qnnrrp

9. Turns head or eyes to locate sound offallen object dropping rn flnnr

10. Localizes speaker with eyes/body orientation

11. Follows alternating sources of sound by movins, eyeslhead back_ & forth between 2 _smirre

12. Demonstrates recognition of familiar voiceby searching lonkinp. smiling ptc

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13. Recognizes own name, responding by looking,s i 'n .. -

14. Responds to "NO" by ceasing activity,withdrawing_

15. Identifies source of environmental sounds bylooking Lang harkine, phone :)pointing

16. Anticipates events by interpreting auditorycues (car motor in drive indicates visitor)

17. Identifies sound with object which producedsound hears bell ring selerrs hell fromchoice of noisemakers.

78 89


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CLUSTER: Oralfacial Motor Control


7. Student mouths and chews toys and otherobjects.

8. Student moves mouth, lips, tongue, andcontrols breathing while eating; bites,chews and swallows food.

9. Student drinks liquids from a straw.


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c. sneezes

d. coughs

Plays with own mouth, inserting fist orfingers in mouth. _ .

3. Brings objects up to face for inspection.

4. Touches objects to lips.

, Mouths objects.

6. Licks objects.

7. Bites and chews objects.

8. Opens mouth when offered food, bottle.

9. Closes lips to form partial seal aroundniPple finer, agoon

10. Closes mouth, observed while eating.

11. Closes lips, observed while eating.

12. Sucks and swallows when bottle containingliquid lc held to lipq

13. Breathes through nose while sucking, eating.

14. Drops tongue to allow food to enter mouth.

15. Sucks liquid from cup or glass held againstlips_

16. Moves liquid, food from front of mouth to' hark of mnuth by Arawiag ,.1 eh tarkire_S. rbi._Ple _

17. Moves food from front of mouth to back ofAmmthwitbtaagup

_18. Takes food off spoon by sealing lips aroundspoon

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79 90


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CLUSTER: Oralfacial Motor Control, continued


(Objectives 7-9, continued)


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21. Bites off portion of soft, solid food (fishstick, cake- cracker- etC).

22. Moves food to side of mouth to chew andcrush,

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24. Licks lollipop or ice cream cone.

25. ,Sucks hard candy..

26. Bldws bubbles in drink, blows on food.

27. Blows through a straw.,

28. Sucks through a straw..

29. Drinks through a straw.

20. Chews gum.

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CLUSTER: Manual and Gestural Motor Control


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1. Brings hand to mouth.v

2. "'Reaches with both hands.

3. Reaches with one hand.

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4. Raises one arm to shoulder level.

5. Raises one arm above head.

o. Bends elbow, bringing arm against chest fromextended positimA

7. Picks up objects with palmar grasp,

8. Transfers an object from one place toanother.

9. Waves hand.

10. Uses thumb opposed to several extendedfingers to nick up small objects_

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12. Releases objects held in hand.

13. Points with index finger.

14. Pushes small car back and forth on tabletop__

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15. Uses both hands together, one holding, one...°.

16. Traces with index finger (using either visuaor tactual sues as euide).

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19. Closes hand into fist.- . .

20. Closes fist and moves thumb.

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22. Touches tip of thumb to tip of each fingerof same hand one at a time.

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Terminal Objective(s):11. Student imitates single and paired

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(The teacher may substituteFacilitating Skills: for the following any more -

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1. Raises arm in imitation.

2. Waves hand..

3, Claps hands.

4. Shakes head.

5. Nods head.

6. Shakes rattle/plays with ball.

7. Bends over to touch floor from sitting....

8. Places hands on knees..--

9. Raises foot off floor.- ,

10. Stands up.

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11. Claps hands then raises arms..

12. Stands up then sits down.

13. Claps hands then touches head.

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Facilitating Skills: (no substitution)

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TEACHER, THE STUDENT

1. Opens mouth wide.

2. Closes mouth.

3. Parts lips.

4. Seals lips.

5. Points tongue straight out.r

6. Smiles,

7. Purses lips (exaggerated off as in "you").

8. Raises upper lip (exaggerated ceee as in"see").

9. Points tongue toward nose.

10. Points tongue toward chin.

11. Moves tongue in and out of open mouth.

12. Touches tip of tongue to upper lip.

13. Touches tip of tongue to lower lip.- .....

14. Touches tip of tongue to upper front teeth.

15. Touches tip of tongue to lower front teeth.

16. Lifts tip of tongue up and back to touchpalate.

17. Touches lower teeth to upper lip.

18. Touches upper teeth to lower lip., .

19. Humps tongue to touch palate with raisedmiddle portion of tongue (aG iiii_ h rA " "

-

20. Touches tip of tongue to backs of upperfront teeth.

.

83

9 4


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CLUSTER: Motor Control of Speech Mechanisms.continued


Objective 12, continued


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21. Touches tip of tongue to gum ridge behindfrnnt tAath_Iipppr

22. Touches tip of tongue to backs of lowerfront teeth.

23. Touches tip of tongue to upper inside frontgumridge and then Eo lower in one motion.

__24. Moves tongue laterally to touch left corner

of mouth.*-

25. Moves tongue laterally to touch right cornerof mouth.

26. Moves tongue laterally to touch first onethen the other corners of mouth in one side

_

to side motion.

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CLUSTER: Motor Control of Rhythmic Breathing


13. Student reproduces simple (4 beat)

irregular rhythm patterns transmittedthrough sound, visual example or touch.

14. Student takes two short, deep breathsimitating the breathing rhythm givenby teacher.


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BY TAPPING, CLAPPING OR ANY OTHER PREDETERMINED

SYSTEM, THE STUDENT

1. Imitates a single beat given by teacher (o).

2. Imitates two slow beats (o o).

3. Imitates two rapid beats ( oo ).

4. Imitates three slow regular beats (o o o).

5. Imitates three irregular beats (oo o; o oo).

6. Imitates four slow regular beats (o o o o).

(ioo7. Imitates four irregular veats (s;oera))

GIVEN A MODEL OF THE EXPECTED BEHAVIOR AND CUES

FRO! THE TEACHER, THE STUDENT

8. Takes an audible deep breath through mouth.

9. Inhales deeply and exhales through mouth.

10. Takes a deepbreath through nose.

11. Inhales deeply and exhales through nose.

12. Blows out .a candle.

13. Inhales deeply and holds breath 2 seconds.

14. Intiales deeply holds breath two seconds,then exhale's slowly.

15. Inhales deeply'holds breath three seconds,

then exh 1 -es `slowly ,16. Takes two short deep breaths (inhalations

and exhalations) in imitation of patterngiven be teacher (oo oo; o 0 00; o 000,etc.).

85 96


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CLUSTER: Position in space, Body Image


15. Student touches body parts of doll orteacher in imitation of teacher.

16. Student moves own body around, under,over and between obstacles.

17. Student positions objects in imit-itionof teacher's actions..

Fac ili tat ing Skills : (Demonstrations may be visualor tactual).

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2. Touches nose, arm, other body part of dollin imitation.

3. Touches nose, arm, other body part of teache-in imitation. 4

4. Touches own arm, leg, face, hand, stomach inimitation.

5. Touches own hair, nose, eyes, mouth, chin,fear, teeth, hands, fingers, feet in imitatio!

.

6. Touches same parts on doll or teacher.

. Touches own tongue, neck, thumb, fist andlittle finger in imitation.

8. Touches own back and side, bottoms of feet,top of head in imitatinn

9. Touches own shoulders, elbow, knees, middleand ring fingprq in imiraripq

10. Moves around and between large objects(furniture places close together) w/o contact,

11. Steps up at step, curb, no model.

12. Steps down at step, curb, no model.

13. Ducks down to pass under low ceiling area,no model.

14. Places one object (block, book, etc.) on topof another in iu '., of teacher's a. titan

15. Places one object beside another in imita-tion.

16. Places one object under another in imitation.

17. Places object inside a box in imitation.

18. Takes an object out of a box in imitation.

19. Separates 2 side-by-side objects in imita-tion i e moves thpm farther ap_..1-1-

86

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LANGUAGE DEVELOPMENT'

LANGUAGE SKILL AREA: RECEPTIVE COMPREHENSION u

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CLUSTER: Nonverbal Cues and Gestures - Verbs


18. Student follows simple (singleconcept) gross motor directionscommunicated through tactual cuesor by gestures, which may be visualor tactual.


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1. Responds to tactile cue to "Look" or orientself in certain dirr,ction by turning, lookin4.

2. Responds to tactile cue to "Sit" by sitting.

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3. Responds to tactile cue to "Stand" by standing

4. Responds to tactile cue by "Come" by coming.

: Responds to gestures signifying "Stop" or"No" by ceasing activity-.

4

6. Responds to gestures/pointing to "Look" bylooking in indicated direction.

7. Recognizes anger or disapproval by adult'sexpression, responds by crying, withdrawing.

8. Responds to gesture to "Come" by creeping,crawling. walkin9 in 1nd-irate(' iiirp_rtian

9. Responds to gesture to "Sit down" by sitting,

10. Responds to gesture to "Stand" by standing.

11. Responds to gesture to 'pick Up" an objectby grasping or reaching for object.

12. Responds to gesture to "Eat" by eating.

13. Responds to gesture to "Go" by leaving ormo virtg

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14. Responds to gesture to "Drink" by drinking.w

15. Responds to gesture meaning "Okay" or grant-ing permission by going ahead with desiredtask.

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87

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LANGUAGE DEVELOPMYNT

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CLUSTER: Verbal or Signed Cues & Gestures Ver c


19. Student follows simple (singleconcept) gross motor commandscommunicated through words pairedwith gestures.

20. Student follows simple (singleconcept) gross motor commandscommunicated orally & verbally orby sign (North American Sign or other

Facilitating. Skills: accepted system) .

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1. Responds to "No" paired with aggravatedgesture by ceasing disapproved activity._

2. Responds to "Look" paired with pointing bylooking in indicated direction.

3. Responds to "Sit-down" paired with pointingto chair by sitting.

4. Responds Lo "Stand-Up" paired with upwardsweep of hand by

5. Responds to "No" (sign or word alone) byceasing disapproved activity. *

6. Responds to "Look" (sign or word alone) bylooking in indicated direction. *

7. Responds to "Here" or "Take this" by reachinfor object offered (sign or word alone). *

8. Responds to "Sit-down" (sign or word aloneby sitting. *

9. Responds to "Stand-up" (sign or word done)by standing. *

10. Responds to "Co" by moving away. *

11. Responds to "Come" by approaching. *

12. Responds to "Give" by giving object heldor indicated to teacher. *

13. Responds to "Get" or "Pick-up" by retrievingindicated object. *

14. Responds to "Eat" by beginning eating. *

15. Responds to "Sleep" or "Bed" by going to bed

16. Responds to "Toilet" or "Bathroom" by goingto that room or to toilet. *

17. Responds to "Okay" granting permission byproceeding with desired task. *

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18. Responds to "Drink" by drinking. *

*Each of these communicated by spoken wordor formal si.

88

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LANGUAGE SKILL AREA: COMPRPHENCTON

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21. Given two blocks and a topless box,the student places the objects over,in, under, behind, on top of, beside,out, on, between one another on request

Facilitating Skills: Given two blocks, a toplessbox and a table, the student

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1. Points to "table" on request (spoken /signed)

2. Points to "blocks" on request.

3. Points to "box" on request.

4. Places a block "in the box" on request.

5. Places the second block "beside the box" onrequest.

6. Takes the block "out of the box" on request.

7. Places the box "over the block" on the tableon request..

8. Places the second block "on top of" the over-s

---C1113121120X...tECillear.9. 'Takes the block "off of the box" on request.

10. Places the block "behind the box" on request

11. .Places the block "under the box" on request

12. Takes the blocks and box "off of the table"on request.

13. Places one block "on the table" on request.

14. Places the second block "beside" or "nextto" the first block on the table on request,

15. Places the box "between the two blocks" onrequest.

16. Places the blocks "inside of the'box" onrequest,

17. Places the box and blocks "under the table"on request.

" 1 0 0


LANGUAGE SKILL AREA: RECERTTVP 1' _OMPPP1-1NS rnN

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CLUSTER: Sentences Signed or Spoken

Terminal Objective(s):22. Student carries out three step

directions involving prepositionsand more than one object.

Facilitating Skills: .

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1. Carries out one step gross motor requestsinvolving an object ?( Pick up your doll").

2. Carries out instructions involving preposi-tion or prepositional phrase and verb ("Look

up), "Sit on the chair.").

3. Carries out instructions involving two verbs("Stand up and turn around").

4. Carries out instructions involving two objecand prepositions ("Put the doll on the bed")

5. Carries out instructions involving two verbsand one object ("Pick it up & put it in box")F

6. Carries out two step instructions involvingone object that is not visible ("Go get your

book and bring it here.").

7. Carries out two step instructions involvingtwo actions and two objects which are relare

("Get your ball and bat and bring them here":

8. Carries out two step instructions involvingtwo objects which are unrplat_p_d ("Tntep your

coat in the kitchen and bring me a glass").

9. Carries out conditional directions ("If Istand Luz. clap your hands" )

10. Carries out directions after a time lapse

of 3-5 minutes.

11. Carries out requests involving a three-stepgross motor sequence (Stand UD_ turn- sit).

12. Carries out directions involving threerelated actions and nnp _oh* _rt ("Pick TTP thm

paper, fold it in half and put it on thetable"_)_ ...,

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LUSTER: Memory


23. Student remembers a three-stepperformance sequence; retainsword up to two minutes.

acilitating Skills:

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1. Consistently shows recognition of own name.

2. Consistently responds to familiar person.

3. Knows where certain objects, toys are keptgoes directly to certain place to retrieve

4. Repeats sounds in imitation.

5. Repeats motions in imitation.

6. Plays peek-a-boo.

7. Plays hide-and-seek.

8. Looks for object teacher hides behind back,continues looking up to 2 minutes.

9. Looks for object teacher hides under chair,Dillow et I - , II I

10. Watches teacher place candy under one of twoe - - . -

11. Identifies two pictures which teacher turnsnupr, gplppts_nnp .2elrod for afwitp 1 min to

12. Repeats two words.

13. Carries out request to go in next room andretrieve 1 ..-

14. Remembers a three-step performance sequence,e.g. unties bow by puilinP reteasing

untangling lace ends.

15. Remembers and can repeat word after 1 minute.

16. Remembers and can repeat word after 2 minutes

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91 102


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CLUSTER: Gestures


24. Student uses gestures to communicate"yes/no" and basic wants or needs(food, water, toilet).

25. Student gestures to express activities

and verb ideas such as "Go."


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1. Waves good-bye.

2. Shakes hands hello.

3. Plays peek-a-boo/pat-a-cake,

4. Pushes away undesireable food, object.

5. Indicates "yes" by smile, nod, gesture.

6. Indicates "no" by frown, shake, gesture.

. Takes adult's hand, indicates task wants aduto perform (hand me that tov. M1ve me that).

t

8. Imitates adult actions at play, e.g., talkson toy phone_ brushes own hair

9. Uses a gesture for "food" or "eat" - maypoint to mouth, make spooning gesture rub

stomach.

10. Uses a gesture for "drink."

11. 'Uses a gesture for "toilet" or "bathroom".

12. Gestures "Come" or "Come here."

13. Gestures "Go" or "Go away."

----rz. Gestures "Give me" may point to self,hold out hand, point to hand.

15. Point or gestures "you" and "I"; "Yours"and "Mina"

92

133


LANGUAGE SKILL AREA:

LUSTER: Vocalizations

BASIC EXPRESSION

Terminal Objective(s):ro

acilitating

27. Student "names" in own word sounds

28. Student names objects and.p2i.,ures ofone familiar object or person.

stimulus).

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bjects up to six.

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for own entertainment (no apparent

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1. Cries to indicate discomfort (when wet,hungry, afraid, in pain).

2. Cries to express anger or displeasure, e.g.,at being disturbed having toy/food Lakenet

3. Produces at least three assorted vocal noiseat play-squeals, coos, gurgles, laughs, etc.

4. Vocalizes anger or displeasure in a non-cryill 111

3. Vocalizes when presented with toy or object

Performance

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COMMENTS:

6. Vocalizes at mealtimes.

ocalizes in response to approach or touchof familiar person.

. Uses specific sound consistently and oftenin association with certain object or person

. Exclaims e.g., "oh-oh," "no-no."

10. Uses sound to evoke action from adults.

11. Uses some gesture language combined withspeech sounds.

12. Uses own sounds "naming" objects and people.

13. Speaks first word (Criteria: recognizableo o , OS -O evidenc

of understanding, spontaneous usage).I.

11111111111111

15. Names two or three familiar objects Nouns

1111111111116. Names own action (verbs).

21. Uses a question-like inflection when "talkin "

22. Intermingles words and word forms, speakingin qpntpnrp-like rhaing of Sounds 111111

17. Imitates new words.

18. Names actions of others (Verbs).

19. Names pictures of familiar objects.

20. Uses automatic phrases "thank you" "please".

1. O 4 93


LANGUAGE SKILL AREA: PHONOLOGYcu

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CLUSTER: Babbling vocalization of speech sounds


29. In sentence-like patterns, the studenproduces assorted vowel noises vocall

including the sounds ah, oo', IT, b", -S,

e, and blends of these sounds with

consonants including ma, ba, ga, da,9

etc.


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c.l ,-I

s.; cs

1-1 41 4-1

CI) 3-4

oG ...AOt-IH cc

0 1-1

3-1 G0

V) E>-

11,I---u,1 G

CO Ctc.s.J-I cnup r1

cncn

-

m'7

g r''u cc

..-1 CG ,-.co V

..g >0 .7cup.":.: '

1. Vocalizes three or more single and double_

vowel sounds sp.ntaneous . -, . ..

Vocalizes four or more single sounds combin-ing consonants with unwe_1s_l

2. Throat noises such as "ga" "ka" "ha"...-!....,

3. tip noises such as "ma" "pa" "ba" "wa" "va .

4. Tongue noises such as "da" "ta" "la".

5. Chains sounds together, producing well.e ie-. syllab -

6. Vocalizes same syllable repeatedly, "ma-ma",

"ga-ga-ga-ga" '1_0n-on-Ann_7. Vocalizes two or more different syllable sou-

nds in chain, ba-do-da, ga-ah-oh, da-da-ma.8. Vocalizes final consonant sounds in nonsense

syllables, such as "ah-m" "on-b"9. Vocalizes own particular sound consistently,

sound becomes ractagaizable by parent rparhp10. Repeats "own sound" three or more times in

succession.

11. Babbles with voice expression.

12. Hums, i.e., makes humming noise with lips.

13. Makes sputtering noise with lips.

14. Babbles in syllable length utterances usingstable differentiation in avilab_Le contours

94


LANGUAGE SKILL AREA: LaW LOGYwumm..,

m,-fmmal

Performance


Civing7:1(1)

7Pwm4o4.J

zaJCJ

0as-i0

44-4

i-4

aJP-,

COnMENTS:

CLUSTER: ...__ALLIslaat


30. Student articulates the vowels and,-, ,.., ,..., -, _,

dipthongs: _g, i, e, a, u, o, a, a,- _66, oo, a, i, IT, u, ou, oi.


4.J

mo=4.J

3

aJUGce

s.0

L,-,1-4

ci,

p.,

,-.i

ca,-1

uo

---

,--Ial00

,.44-1co7I

J , - J

0Z

Gr-i

04--i4JGaJ

1-4

CV -14-JG

,-4

al4JGa) a)E I-IG

,.0 ,1-4 c.)

Gp , f . 4

G ...3w v)

- --IM caG0 m.-4 0 .-4+-I 0U H c.1..:., 4.,

1-4 c.1

4-J W &Jc n Pm...,- eiH A

m0

G r,0 4-J

cau P

4-,z (i)P G

0EaJ

-4rm

Wty

,-1 Gai ctc.) 4JH mCI) ri,. u)4 mo, <

m

<.,-(

r-i /-*0:3 ,U R

,-1 c.--

ca U..0 7U ..ccl) 0.---

1. Articulates a (as in arm).

2. Articulates .5 (as in oat).

.

3. Articulates e (as in eat).

4. Articulates ou (as in out).

5. Articulates oi (as in oil, t y ).

6. Articulates i (as in it).1

7. Articulates a (as in ate).

%.,

8. Articulates e (as in eggs).

. Articulates 66 (as in food).

,.._..,

10. Articulates oo (as in foot).

...,

11. Articulates o (as in top).

12. Articulates a (as in all).

,.....,

13. Articulates a (as in at).

14. Articulates u (as in use).

,--

15. Articulates i (as in ice).

../

16. Articulates u (as in u,

1 06 95


LANGUAGE SKILL AREA: PHONOLOGYor

uam4..)

i--1Nmmm

Performance


Civing1:)w>Pw

-o0

4..)

0Zw(J

G

1.-,

0164

)-4

a)

a.,

CUMNENTS:

CLUSTER: Articulation

Terminal Objective(s):31. Student articulates the voiced conso-

nants: v, tti, b, d, g, z, zh, j, m, n

..-4ng, 1, r, w, y.

32. Student articulates the voiceless cons..._ ,onants: h, wh, f, p, t, k, s, sh, ch, t

33. Student articulates the consonants asthey appear in the initial, medial,and/or final position.


oa

.45

1-I:.t

w.(J

ctES-o

,....,

Pa)a.,

,-1

m

(c5J

V) rI74 ggr.

.,-1 C1J CU

ctl )4> )41..H v'1-14-) 4-)o z,...., 1-1

2

E F.a0 1Jua

> I..a 4-)

43 V)

. fr.!

22 2I.J 0 4-1(.1 .-1 (.1Z 1J1.. C..) S.+

1J a) 4-1

Ln 11 (i)c .--1H al 1-4

G

2.2244

F.4-)

Z cnC0E

c a)rm

,i Zea ctl(.1 1J

:ri cr)

CO 1, cn

. cna <

a'Vv-I<7-CJ CS

,-1 C.C .r.ct Cf

C 7(.J .0a) P.,,...--

1 Articualtes "m" in initial position milk.

2 in medial position tummy.

3. in final position - mom.

4. Articulates "n" in initial position - nice.

5. in medial position nanny.

6. in final position dan.

7. Articulates "b" in initial position - bed.

8. in medial position - baby.4

9. in final position tub.

10. Articulates "d" in initial position dog.

11. in medial position daddy.

12. in final position dad.

13. Articulates "w" in initial position - warm.

14. in medial position - tower.

15. in final position - pow.

16. Articulates "y" in initial position - you.

17. in medial position - layer.

18. in final position - way.

19. Articulates "g" in initial position gum.

20. in medial position baggage

21. in final position wag.4

22. Articulates "ng" in medial position - singer.

96 137


1Performance


Civing

m

LANGUAGE SKILL AREA: PHONOLOGY

CLUSTER: Articulation, continued


(objectives 31-33, continued)o 0)v) -u

.-4 - --1 G ,-1co u) co o <

O 4.) C C Hr-IC 0 U)04-, N 0-.-1 --t) Cl.) 0.) ,I G Fi C U CO -G e i.,4.) c),I.J s...--, G C.) RCLI G 7 U 1-1 U 1-s RI C r-I I.

0 4-) 7 1-s G 0) C.) U G F.11 14 U 1,-. C.) l- G r-i CO a0) 'ri G 1-s W S-S 0 Cf) .0 ?S.-) > 14 u) i... cn > u xG G 4-) a ,1 G W 4 .W 0.

F-i 1.x.) Cf2. I-I P -- CI 0.4 d x:. --

r L

COnMENTS:


23. Articulates "ng" in final position long.

24. Articulates "v" in initial position - vine.

25. in medial position - waver.

26. in final position shave.

27. Articulates "1" in initial position light.

28, in medial position - salad.

29. in final position doll.

30. Articulates "r" in initial position - red.

31. in medial position - sorry.

32. in final position - rear.

33. Articulates "j" in initial position - jelly.

34. in medial position - wager.

35. in final position sage.

36. Articulates "tt(' in intial position - that.

37. in medial position - mother.

38. in final position - scythe.

39. Articulates "z" in initial position - zoo.

40. in medial position - buzzer.

41. in final position - buzz.

42. Articulates "zh" in the medial position -treasure.

43. Articulates "p" in initial position - pie.

44. in medial position -diaper.

97

2


LANGUAGE SKILL AREA: PHONOLOGYa)

G=mp.'

m,-1

mmm

Perkormance


GivingT,cp

>1-1

a)

m

0.04.'0za)

C..)

CC li

1-1

04-Ik

0.1

P.+

COMMENTS :

CLUSTER: A . I II - II




4.1

o.04.',..4

Cll

(.1mcZ

I...

o...i-1

a,

C.-

,--i

m,-1

(.)0

m

.--i =(11 0= r-io 4-Ik =4-J (3)

m >> 1 - 1

r4 (I)4-I 4-I0 =Z H

co4-I=

.1 .1

E I-1= ao 4-N Uri Z> i-1= .1-J

Cn

.U)=0 ci)

=4-I 0(.1 -ip 4-N CIa.) Cll

u) i-1

= ,-i

=C n 0c,-+0 4I

I-1

u 4JP mi-1 =

0

GAA

Cll

,--1 =m mu 4-1

r+ U)<l) ,-i:,-,. cn

-C U)P.+ <

y

<,--1

(11

(.1p-+

mC

-G(.1

CU

....

45. Articulates "p" in final position - hop. -

46. Articulates "k" in initial position - cat.

47. in medial position acorn.

48. in final position - wake.

49. Articulates "t" in initial position - toe.

50. in medial position - water.

51. in final position - wait.

52. Articulates "h" in initial position - hop.

53. in medial position- mayhem.

54. Articulates "f" in initial position fox.

55. in medial position - wafer.

1111

,..

56. in final position - life.

57. Articulates "s" in initial pOsition - sun.

in medial position lesson.

59. in final position - kiss.

60. Articulates " h" in intial Position chain.

61. in medial position - hatchet

62. in final position latch.

63. Articulates "sh" in initial Position - shoe

64. in medial position - washer.

65. in final position - wash.

66. Articulates "wh" in initial position - where.

98

.11

1.u9


LANGUAGE SKILL AREA: PHONOLOGY c Performance


GivingvCLUSTER: Articulation, continued




u r1

-

67. Articulates "sh" in medial positionsomewhere.

68. Articulates "th" in initial position - thank.

69. in medial position athlete

70. in final position - with.

1

,

i

110 99


LANGUAGE SKILL AREA: PHONOLOGYwuzm,..J

9-4mNm

Performance


Giving73w>PwII)

04-10

a)UGcti

E$-i0t(1)

P14

COMMENTS :

CLUSTER: Articulation - Consonant Blends


34. Student articulates consonant blends,including R blends, L blands, S blendsand three element blends

FacilitaLing Skills:

.1..J

3.4,21

a,

UG(CEI-4

0tw04

1--I

iiic2---

z,-I

m oG r-40 4.J-r-I GEPL4-i a)Ctl >PI.UPri 2 '5o zzulz-riZ t--I

m4.)

G0.1 0.1 -1

r: 70 +-I

W GO

. -Imz0 In

0 4-1o 4-3

c) ,-i C.)

0 4.)UP0r-IMt '4) t)"i'H C01 I-4

0m oG 4-10 4-1

rep4.J

7 In

= CUf0

0.1

U,I Gal Ctl

U 4-I

TA.0 CPP1- <

cnI-)-,4<-4Ctl f-cJ cc

-4 C.

G .1.-MU

fA.e) P-Z., `-

1. Articulates - mp, lamp.

2. Articulates - nt, want.

3. Articulates - ngk, ink.

4. Articulates - ns, tinsel.

5. Articulates - ng, long.4

6. Articulates dz, fads; -gz, legs; -nz, lens

7. Articulates ngz, lungs.

8. Artciulates - nd, wand.

9. Articulates pr-, pretty; br-, brown; tr-tree: dr-_ dress kr- rrarker: gr-,green, fr-, free.

10. Articulates pl-, plate; bl-, blue; kl-,clap; gl-, glow; fl-, fly.

11. Articulates -1k, walk; -1f, shelf; -lz,waltz.; -lp help: -1d build: -1h, P1ho..L

12. Articulates sm-, smile; sn-, snow; sp-,spot; st-_,_ stop; sk-, skate; s_1-._ slaw:

sw-, sweet; -st, list; -ks, cakes.

13. Articulates tw-, twenty.

14. Articulates kw-, quick; -kt, looked.

15. Articulates -dj, ledge.

16. Articulates -ft, lift.

17. Articulates -pt, tipped; - s, slips.

18. Articulates -zm, bosom.

19. Articulates -ts, boots.

20. Articulates -nkl, uncle; -ngl, angle.



CLUSTER. Articulation - Consonant Blendscontinued


(Objective 34 continued)

acilitating Skills:

Performance


Civing

ro

O

0o

ct,r-1

1-1 0 0 V ) 0 J..1

O 4.1 0.1 OJri G E 1, .J 0 4-i4-) W Z0c.) .1-1 0 4.1

O4-) 4.1 M$.4 0 $-4 0ri v .ri J.) v u 0

0 r-1 0 alpta 1-4 A 1-4 A

. COMMENTS:

21. Articulates -1th, wealth.

22. Articulates -mpt, romped; -mps, lamps.

23. Articulates -nth, tenth.

24.. Articulates -kst, waxed.

25. Articulates thr-, three.

26. Articulates -lfth, twelfth.

27. Articulates spr-, spray; spl-, splash; str-,street; skr-, scrap; skw-, squeak.

112.101

LANUUAGL U1 VLLUFMF.N1


w

cm4..$

4-I

m

mm

Performance


GivingT3cu

>Pcuu)4

oZcu

U0cr:

E1-1

otci;

P.

COMMENTS:

CLUSTER: Breath Control


35. Student demonstrates breath controlin speech by correctly imitating theteacher's differentiation of soundsin word pairs such as "it, hit".


4..

2.4'.1

3

cu

uGCC

...

O

t'cuP.

ct

'crl

c.2

"--- -i,--1 cco o4..G.,-100 4 - ,

r.I 04-$ (i)ccl >> 1-1

1 1'5occ4-$c6f-iccu.cm

)-1 ;.,.]

ct

Q 1 C D

E 1.4 4-,C 70 4..1-1 u

2c.n 1--4

- --1

m ct

....,-

OW,-. 0 ,...

0 a-)C.) -I C)7 4-1.-1 U 1.4

4(7;

artGI

7o

c6f-i04-,

CC

I-1

4-$7 u)

cO'-,1::)

Q1,-1,-.U

--I G'al CO

u 4--1 u)

V)

P. <4

m,4-I<

CI ,C.) a,1 C.c r

c v cr

.5v0.0_. s

1. Pronounces pup, up.

2. Pronounces hold, old.

3. Pronounces am, ham.

4. Pronounces heat, eat.

5. Pronounces it, hit.

6. Pronounces ate, mate.

7. Pronounces coop, cup.

8. Pronounces air, hair.

9. Pronounces shoe, you.

10. Pronounces chew, shoe.

11. Pronounces cake, coke.

12. Pronounces ease, seize.

13. Pronounces put, pet.

14. Pronounces heat, lead.

15. Pronounces set, suit.

16. Pronounces bathe, hate.

17. Pronounces groove, grave.,

.

18. Pronounces what, who.

.

.,

10211.3


LANGUAGE SKILL AREA: SYNTAX DEVELOPMENTwua Performancem.w Occurs When

CLUSTER: Single word and two word sentences" Teacher Intervenes, 'v

al

mm Giving >

wTerminal Objective(s): w

4-1 ,--1 I 0

36. Student uses single words/signs in 0 ri 0..0 C.-)

different capacities, including .1..) o m LI1-1 U7 "C7 0

nominative, possessive, imperative. 3 --- i -+c -I ZCI(11 <4---i C cl 0

37. Student uses two-word/sign combination(c13 2 .2,a. g c.-1O- (V ,.-1 . c.)

including noun-noun, noun-verb, c o 4-, (1.1 (1) H G r-I CC C.) c0 - GCC 1-1 c e 1... 4..1 0 J..) s..., -, c c) q ccl

adjective -noun, verb -noun. 4..i ci c a u ,-1 c.)4.i cn cc ,-1 c.

s... ct 0 4-/ Z 4-1 M. c.) 4..) G .r. 1-o > Sw 3- C.) SA C./ 3-1 c1-1 Cl) ct) CI 0

ki-, ,--I 6! 4-1 a .1..) 0.1 4-' 0 CO -1 -C P .4-i

Facilitating Skills:1., 4-i 4.) > s- ct 1. co e - m u .c .,

;iu., ''). 4 c'7i 4 .8 EI JA if ,'.2 e." g

1. Imitates two word sentences.

2. Imitates song (melody, patterns & or words).

COKMENTS:

3. Names approximately 20 objects or actions.

4 Uses single words (names of desired objects)to make wants known imnesetive "Milk".

5. Uses single words to comment, notice objectsnominative "Do " eU 9* " 40"Uses single words to qualify an object, notepossession "Mowry" meaning "That's Mommy's

7. Answers questions "Yes" or "No".

. Uses two word patterns with one word (pivotword) repeated_ _often in similar rnnctrtcctinn4

uses patterns to name or acknowledge things,"There book" "That milk" "Hi hall" "Hi ring "

. Uses two word patterns as imperative - "Moremilk" "More book" "Want milk" "Want toy ".

10. Uses two word patterns with a negative pivotto note dislike. rejection "No milk".

11. Uses two word patterns with a negative pivotto nnri. 1K_4PTIPO - "No Daddy" "Nn

12. Uses two word relationships in which bothwords in the construction vary - nRPq nnitn-verb combinations, "Daddy go" "Baby eat""Baby cry".

13. Uses noun-noun combinations to denotepossession - "Daddy shoe".

14. Uses noun-noun combinations to communicateWants - "Mommy (agpnt-mhipot pattern)

15. Uses verb-noun combinations to denote wants -

"Roll ball" "Give cookie" "Re ...,"16. Uses adjective-noun combinations or noun-adj

to modifv._Aescribe - "Ball red" "Rig dng"17. Uses verb-noun combinations to describe own

action - "Hit ball" "Rat cookie".18. Uses noun-noun combinations to denote loca-

tion "Doll bed" meaning doll Ls on the19. Uses noun-noun combinations to connect two

ideas or objects - "Dnll hnnk" "Rny20. Gives two word responses to questions.

103


LANGUAGE SKILL AREA: SYNTAX DEVELOPMENT ucco

4.J

m.-im

- 4--._,4.J

oc

f,3

.,-4

(1)

C.)

cM

E0

T.0

(1.4

Performance


Givingqj

>

wcn

044-,

ZCU

C.)

GM

F.0

r..C1)

P.

COMMENTS:

CLUSTER: Oiiestions


38. Student asks "Wh-" questions.39. Student asks questions by, reversing

word order, beginning sentence withverb.


,-i

c.-1

o

"--..t-1 G

01 0C -1o ..J,1 cei-i,_J4,7', >>

11 ?10 G1-1

r-ICt1.G

CU (1)

g E

'5 20J-1

F.r.) CA 1-1

.cn cllG0 C.n

4-1 G r.(Di-JP,.',ICJ

t' 20 -4

f=1 f-1

-1 Go

G r.0 4-1

CC

tAH G-1t 20 0

c:

CU

C.)

G

cu`' 2CI )

`; N i..0 cf)P. <

cn

,-1<t-1 ...-1

CC

CJC11..''&1

.O CO

fi 2CU P...J -

1. Speaks or sirs with inflection or expres-sion indicating interrogative.

2. Combines any two words with a rising inflec-tion as question "No milk?" "See baby?"

3. Uses "can," "will," "is" to form reversequestion patterns, may be incomplete in form

1

44. Uses "do" to form reverse order question

patterns - "Do I?" "Do you?"

5. Ask tag questions with a noun-verb pattern"I did it, didn't I?" "It's mine, isn't it?'

6. Asks "What" questions - "What's that?"

7. Asks "What" questions with noun-verb pattern"What you do? "What he eating?"

. .

8. Asks "Where" questions, often omitting verb:"Where dog?" "Where Dad?"

9. Asks "Why" questions, may be with irregularverb phrase order "Wh7_,A sNs.,'Lt he eat?"

10. Asks three-word question using risinginflection "Mommy hurt foot?" 'Daddy go?"

i

11. Asks three-word question using reversedsubject-verb: "See my dog?" "Go home now?"

12. Asks "When questions, order may be irregular

13. Asks "How" questions, order may be irregular

---

_ -

,

104

1 i5


LANGUAGE SKILL AREA: SYNTAX DEVELOPMENTw

mum,-1

mco

m

Performance


Giving

12m'cr

<-,-(

- e"`,t, 7 av

'G .:::COY,c 7u x0,1 P-

.,... s-

wt1

>uw

0oz0.1

c.)

%

r,0

1.64

$4

cl)0-.

COMMENTS:

CLUSTER: Noun Phrase & Pronoun


--40. Student uses adjectives and posses-sive pronouns with nouns.

41. Student uses regular plurals offamiliar nouns.

42. Student uses singular and plural 1s t ,2nd, and 3rd person personal pronounsas subjects and objects.


t2ur-i3

CIJ

C.)

gEo

4-$.4

cu

ta-,

74

.,-6,

ocn

-4 m

c ,-I 0.2 t4,;' ;> u

.1-I (1)

a.i .L.J

o gI-I

co

4J

E 2gEs,i$4,-.)$-1-I 0> $4

.iCi) 1-1

-im co

0 u1-; g ,-.,,

lUS.

1.1 CI) 4.Jco )-I to

'HA

zo

0H.I-J

2s,tc,,,,

0(1.1

A

0,1

..., E

2,-1(1)CA t-I>. co.= CO

I:14 <

...

1. Refers to self by own first name.[

2. Refers to self by pronoun "I" or "me".

3. Uses demonstrative adjectives "that" or"this" "those" to elaborate a noun.

4. Uses articles - a, an, the.

5. Uses quantitative adjectives - one, more,all another, other.

6. Uses pronouns "I" "you" and "me" as agentsor subjects.

7. Uses pronouns "me" and "you" as objects.

8. Refers to others as "you."

9. Uses descriptive adjectives relating tosize, "big" "little."

_,

_

10. Uses quantitative adjectives "one" & "two."

11. Refers to objects or toys as "it" or "s /he."

12. Uses singular 3rd person pronouns as sub-jects.

13. Uses singular 3rd person pronouns as objects

14. Gives own full name.

15. Uses possessive pronouns as adjectives -"mv" "You" "his" "her "_

.

16. Uses descriptiVe adjectives of color.

17. Uses regular plurals - boy/s; spoon/s.

18. Uses first 'person plural pronoun "we" assilbjerr --

.-

19. Uses "they" as subject".

20. Uses "them" as plural object.

21. Uses "us" as object.

22. Uses plurals in which root noun changes,1 -

.. . knife/knives. 0 . )

105

116


LANGUAGE SKILL AREA: SVNTAY TIPUPTAPRPMT

w

mC

4..)

m. r-I

mm

Performance


Civing'TJw

w(1)

.004_.

o

cliC.,

0cte140

4-4)-4

QJ

COMMENTS:

CLUSTER: Prepositional Phrases


43. Student uses prepositions to expressthe location of a visible object inanswer to the question, "Where isthe ?" *

1.1

M

2,.., 4

QJt.)0m

s-,04,).4cy

T4al

.,1

von--,I C(

cd4-I

o4.Jcvar.,-+,-1 04-) QJ

co 7P. }-I

e-I QJ

4-) 4-)o =04-)0,-+

(0tiZ

e 14Z V0 4..)

3.4 C.J

ori VP. )-

- --I

V) cl)C0 V)

0,-1m1-) 0 A-3C.J ria 1.JS.+ C.J

4..) QJ i-)V) )-4 co

00

Z rA0 4-)

14C.J 4-)a VI)-4 C

0C QJ

QJ

c..,vi Z(0 (0(.1 1-)ri V)(/) -4, fn.= V)

I. :,

,-1

<,I ."03,c.., ct

11 C.

Z r.(0 U.= PC.J .0QJ fa.Facilitating Skills:

1. Uses "in" to describe location of visibleobject._

2. Uses "on" to describe location of a visibleobject.

3. Uses "under" to describe location of visibleobject.

4. Uses "in" with object to describe locationof visible obiects.

5. Uses "on" with object to describe locationof visible objects.

6. Uses "behind" to describe location of visiblob'ects.

7. Uses "next to" or "beside" or "near" todescribe location of visible objects.

8. Uses "over" to describe location of visibleobject.

9: Uses "between" to describe location visible

nbjprt

*Oral or signed.

106 1 1 7


. .ANGUAGE SKILL AREA: SYNTAX DEVELOPMENTwug

4.J

mq--1

mm

Performance


Civing-0c.1

w

.004-1oZWC.)

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4-4$-,cl)

P.

COMMENTS:

:LUSTER: Three word sentence natternc


44. Student uses three-word sentencepatterns that include a subject andverb. *

45. Student uses conjunctions "and," "but"or to link like units, noun to noun,

verb to verb, sentence to sentence.

*


'

g04-i

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gCC

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ctl

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(C) ,-I>, u)X (/)0.<

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X P0 X(1.) P.....,-

1. Uses three word combinations: "I big girl""Sleep in bed".

2. Uses three word combinations that include asubject and a verb.

3. Uses three word sentences of the patternsubject-ver-object, "I hit ball."

. Uses three-word sentences of the patternsubject-verb-location, "Daddy come home."

5. Uses conjunctions "and" to link two nouns,"ball and bat."

,

6. Uses conjunction "and" to link two verbs,"Come and .1a ".

7. Uses "and" to link two pronouns, "you and me'

3. Uses "and"to link two nouns in a noun-verb-objeet rongrructinnl_ "7 eat bread_compound

and jam".

9. Uses three word sentences of the patternsubject -to be verb-predicate adjective "i

am bad" "He is big and mean."

10. Uses "and" to link two adjectives.

11. Answers "What" questions in noun-verb patter

12. Uses "not" as negative in three or four14 4 Se, .1 - il. i '! - . .-

13. Uses three to four word sentences of thenattern subject - verb - prPpnQifinn - nhiprt"I get in the car" "He is in the house."

*for Oral or Signed Expression

1 i 8 107


LANGUAGE SKILL AREA: SYNTAX DEVELOPMENTco

mu

m

iii

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Performance


Giving

1:3co

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co

m

oaz

4..J

0zco

U=ttI-I0

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COMMENTS:

CLUSTER: Verb Tense

Terminal Objective(s):46. Student uses simple present tense of

regular verbs with subject-verbagreement. * .

47. Student forms past tense of regularverbs and of familiar irregulars(e.g., "went"). *

48. Student uses "do" and "can" as auxil-aries to form present tenses.

Facilitating Skills: *

uzo=li..-1

30)u=c

1-1

0LP-.

).4cl)a,

coHuo

cr)

,-1 m(V 0m ,4L

1-1 =li CO

c0 >> I-I

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cn

m 01

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= .P-Ial

=0

0 Ho li

'i-

u 4.)C u)

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m1:1,-4<,-.1c0U .

..-1Cc0

..0U.0)

.....

1. Names actions.

2. Describes own actions with noun-verbconstruction as action is being carried. out.

3. Uses modal auxilary "can" with present tenseP .0 .0

4. Uses verb form "do" with present tense verbfo II - a G II

5. Uses verb form "do" as an auxilary to askeuestions - "Do I come?"

6. Uses "must" as an auxilary to form presenttense with verb - "I must go."

7. Uses "is" with -ing forms of familiar verbsto form progressive, "He is going."

8. Uses present tense of most familiar verbswithout "-s" inflection in 3rd pers.-"he run

9. Uses verb "to be" in third person singular -"He is." "That is red,"

10. Uses verb "to be" in first person singular -"I am bad."

11. Uses verb form "am" as an auxilary to formpresent progressive - "I am going."

12 Uses past tense of familiar verbs which areoften the irreg. verbs - went, ate, come, wa:

13. Uses "-ed" to form past tense of regularverbs, e.g., "played."

14. Uses verb form "have" with the pase-form offamiliar verbs, not always with correct form

of main verb, e.g., "I have eaten," "I havegoed."

15. Uses "-s" inflection in the third pers9,singular present form of familiar verbs, run"

16. Uses present forms of the verb "to be""He is " "You are," "I-am."

17. Uses "have" with past form of familiar verbs,e.g., "I have play±"

18. Uses "gonna," "gotta", "have to" as auxilaryforms with infinitive meaning "I'm goingto go."

*These objectives are most appropriate for

Oral expression.

108 119


LANGUAGE SKILL AREA: SYNTAX DEVELOPMENT

,LUSTER: Verb Voice


49. Student uses "not" in a noun-verbconstruction to negate the statedaction.

50. Student uses adjective forms withthe "to be" verbs or with "got" toexpress the passive idea - "is broken"got hurt".

'acilitating Skills:

ca

(r)cnclo

Performance


Civing

4-4 --I0 Ca CO Ca 0UCa 0 4-1

CJ 04-10 0 (004-1 (11,-1,"O 0 4-1 (1.1 CU ri Giro U Ca

CC E1.4 $-4 u(I) z u u ca

ca o 4-1 4-1 U 4-1O 7 1.4 H U $.4 U s- -4 (I) cr,

r-1 r4 GL a u 0 0) 4-14-1 4.J 7 H Ci) H r1) U

CD 0 - 0 4-1 0 1 0 a-0 CO CU

H al 0-4 al <

0z

COMMENTS:

. Uses "no" as a negative quantifier in a nounphraRe, p g "Nn

. Uses "no" in a noun-verb construction tonegate the stated action, "I no eo".

. Uses negative modal forms "can't" and "don'tto negate action of main verb. "I can't eo"

. Uses "not" in a noun-verb construction tonegate the stated action of the main verbmay be with no auxilary verb, e.g., "He notate," "I not going."

. Uses "all" with adjective or past participle'to express a passive concept, all gone ,"all finished."

6. Uses "is" with adjective or past participleto express a passive concept, "Doe_ is hurt."

7. Uses "got" with adjective to express a pas-sive concept, "got sick." "got .broken "

146i)109


LANGUAGE SKILL AREA: CONCEPT FORMATION um4_1

m,-1

mcr!

m

Performance


Giving'mw>

wmda04-1

oZwUac0E140

4-11+CJ

P.

COMMENTS:

CLUSTER: Same-different


51. Student puts together items that gotogether because of shared attributee.g., matches by color, size, shape,category.


4-1

a

..04.1

..-1

3

OJUG'cC

E..0

LI,3.4

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a .r-Io 1_1

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r-I ciPH.1.1 1-1

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a ,-11- 0 LIt.) r-I CJ

C .1.-1- C.) F.a-I CIJ +.1If) 3-1 (I)G 1

C0 1-4

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ri0 J..J

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1. Matches identical objects.

2. Matches objects according to color with nodistracting attribute

3. Matches colored pictures of objects withidentical pictures_

4. Matches circle and square to forms in formboard.

5. Matches objects with pictures of thoseobjects.

6. Matches objects according to size.

7. Matches objects according to geometric shape

8. Matches objects according to function.

9. Points to big one, little one.

10. Groups objects according to category, e.g.,animals clothift: furniture food

11. Groups objects according to texture.

12. Constructs a block design by matching blocksto a design on paper.

13. Constructs a block design given a model ofthe design.

14. Groups objects according to one attribute

with onp distracting attrihlit,a

. 1

15. Groups objects according to one attributewith two distracting attributes (e matrhfor size ignoring color and shape).

16. Group objects according to one attribute therezrouns accordille_ to apart:11.A,- _t-trik.F.,a,

17. Complete analogies based on function orcategoty. such as: tah1p is to_chair .e

workbench is to stool.

18. Pairs opposites - complete pairs of "high-0,-" '. - I I

. Comp etes opposite analogies girl is toman as woman is to (BOY).

110

lei


ANGUAGE SKILL AREA: COON ?T FORMATION

CLUSTER: Quantity, Part-Whole.

Terminal Objective(s):52. Student distributes objects in

.containers in a 1-to-1 correspondence. ,c

53. 'rudent counts th-ee objects. *

54. Student puts together 12 piece puzzle.55. Student matches pictures of same

object taken from different perspec-tives.

vacilitating Skills:

Performance


Civing

ro(1.1 CC 0 4-1U

CC G E4-, CU G 7

4-, (11 > 0LO 7 }I 144 U

f-4 CU -4 7L L > ).41

CJ 0 GP4-1 t-4 P43

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1. Responds to "Give me one by giving correctly\

. Understands "some," "all," "more," "another"and responds appropriately to request to"Give me

. Given set of items, distributes them oneeach into several containers when instructedto do so.

4. Counts to three by rote.*

t

. Counts three objects in response to "Howmany are there?" or similar viRsrions. *

. Puts together a one-piece puzzle form board.

7. Puts together a puzzle with six large piecesthat fit into six separate Slots_

8. Puts together a three-piece puzzle of largedimensions_and interlocking pieces_

9. Puts together pieces of a cut up picture tomatch model of original picture

10. Puts together the pieces of a cut-up shapeto match model 2 to 4 .feces

11. Identifies an object from seeing only a partof it

12. Identifies an object from seeing a pictureof it_

13. Puts together a 12-piece puzzle.

1

C01,01ENTS:

14. Matches pictures of same object which aretaken from different perspectives.

*Student may use speech or si2n

111

122


LANGUAGE SKILL AREA: CONCEPT FORMATIONwuz

..J

a.-;aam

.

Performance


Giving

'ziw

14wa

o.0

...i

oZa)C.)

acoE)40w1-1

01a

COTV.ENTS:

CLUSTER: Sequencing


56. Student sequences set :.,f objects

n.,_c,Inling to graduated size.

57. Student sequences set of four.

pictires according to time ofocculence of pictured action.

Facilitating Skills:.

z.r1oce

_a c.)

4..1 o..-i cn3 r-i 0a) m o.i..)c.) a.riaz O+co ,-i a

)..) a)

)4 co >o > )-+

,4-. ,-1 cu).4 1.J L>a., 0 z

P. Z 11_I_

ria

a) 01 4-1E )-+ )..)a a0 )...)).4 c.»-+,-r a

/-1

GL41 C/) /-1

-1a RIc =o cno4-1

Co 4..)

c.) ,-1 c_»..)a )...)

c.) S-1

L. a) 1.-th 1-1 ci)z ,-1

1=1 1-'

00

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H co)-+

, cnGoE

G ur::

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--, aco coc.) )...)

-H acn ,-1

a..c aa <

a.11

rl

r-1 .--co .--c.) a

,-; c.G.,-cl U..a

c-) xC.) P.,_. -

1. Orders a collection of objects according tosize.

2. Orders a collection of objects according tcheight.

3. Matches sequences of beads or blocks with amodel constructed for the sane objects.

4. Matches a simple sequence of objects with

Pigntrtagfthe.--Qh.je-r-r-S-5. Creates a match to a pictured sequence out

of real objects.

6. Orders pictures of objects in the sequencein which the must be out to.ether c th

for example in the order in whiCh it must be

ut on underwear fi st e .. .

7. Chooses picture of "which comes next?" in asequence which is familiar picture of chillputting on socks, choice of pictures of shoe!and hat.

S

,

11

112 123

NEXT STEP CHARTS: CROSS-CLUSTER AND LANGUAGE OBJECTIVES

Using the Cross Cluster Chart

This chart attempts to group skills across six areas in clusters'of skillsthat are typically displayed at about the same time in the developmentalprocess. Within each of the six areas the skills are listed in approximatedevelopmental sequence - making it possible to select next-step objectivesfor an area by reading down a column.

Following a row horizontally across the chart provides a view of skills inrelated areas that often a-" attained at about the same time. Thus theevaluator can select objectives in each of the six areas which will becomplementary elements in an integrated, well rounded program.

The entries in the chart are broadly stated and usually represent clustersof skills within the performance statements section. It may be necessaryto then refer to the Performance Statements for the finer breakdown whenplanning specific objectives.

Using the Language Objectives Chart

This form can be used for recording and analyzing language objectives. Theobjective which is selected for the student is written in the large spaceprovided on the left hand side of the sheet. The objective itself is astatement of what the student should do, consisting of a verb and an objectwhich describe the skill and any conditions of performance the teacher maywish to include.

The teacher then considers the skill to be taught and decides what process(es)may be involved:

Reception: Skill which will be dependent on teacher output and may not involvea transmission of information as response but an action performed by studentExpression: Skill which will require a transmission of information by thestudentAssociation: Skill which will require the student to translate or interpretinformation s/he receives before a response can be correctly made.

Or a combination of any two or all three processes.

Next the teacher decides the following:1) What type of input is most appropriate to the objective and efficient

for this student:

Visual cue: such as a gesture, a picture, a motor model of theskill, written directions, etc.

Auditory cue: verbal directions, sounds, music, sound or speechmodel of oral skill, etc.

124113

Tactile cue: feeling motion, e,g, throat vibrating;experiencingsequence and action while being led through motions ofskill, sign communicated tactually, etc.

Or a combination of any two or all three processes.

2) What type of output is most appropriate to the objective and efficientfor the student:

Action: Student carries through a command ("Point to", "run", "do this")to demonstrate his/her understanding of task (receptive process).

Oral: Student uses sound, words, sentences to communicate response.

Graphic: Student uses a form of written symbols, letters, words tocommunicate response

Manual: Student uses gesture, sign, expression to communicate response.

The space at the right hand side of the page has been left for general use,either for comments, recordkeeping or additional information.

The information recorded can be used for planning teaching procedures, evaluatinneeds, or breaking down skills into the components which guide in the selectionof appropriate teaching materials/activities to support the acquisition of thatskill.

114

Cross Cluster Chart

see next page

1 6

115

MO

TO

R

Spe

ech

open

mou

thm

ove

lnge

suck

swal

low

AR

TIC

ULA

TIO

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ER

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PT

UA

L M

OT

OR

EX

PR

ES

SIV

E B

EH

AV

IOR

RE

CE

PT

IVE

BE

HA

VIO

RC

ON

CE

PT

UA

L/C

OG

NIT

IVE

Gro

ssF

ine

turn

sgr

asp

Ihe

adto

uch

reac

h

look

s at

obj

ects

liste

n to

sou

nds

loca

lizes

sou

nds

reco

gniz

e fa

mili

arpe

rson

s

diffe

rent

ial c

ryvo

wel

sou

nds

fe, a

, w)

cons

onan

t sou

nds

CV

bab

blin

g (la

, le,

ba,

be)

babb

les

with

exp

ress

ion

repe

titiv

e ba

bblin

gvo

caliz

es in

res

pons

e

Res

pond

s to

affe

ct in

voi

cevo

ice

elic

its s

mile

dist

ingu

ishe

sdi

ffere

nt s

peec

h so

unds

rais

e ar

ms

eat c

ooki

ere

ach

sit u

p

craw

lpu

lls u

p

visu

al tr

acki

ng

eye-

hand

coo

rdin

a-lio

n In

rea

chin

gsm

iles

at m

irror

imag

eor

ient

s to

sou

nds

look

ing

coor

dina

ted

with

bod

y m

ovem

ent

liste

ning

coo

rdin

ated

with

bab

blin

glo

oks

for

falle

n ob

ject

liste

ns s

elec

tivel

y

num

erou

s 2

sylla

ble

utte

ranc

es (

Mam

a)w

aves

bye

-bye

diffe

rent

ial p

atte

rn in

non-

cry

utte

ranc

essy

llabl

e le

ngth

utte

ranc

esvo

caliz

es a

t lea

st 4

diff

eren

tsy

llabl

es in

seq

uenc

em

akes

req

uest

s by

voc

aliz

ing

"nam

es"

thin

gs w

ith o

wn

soun

ds

resp

onds

to o

wn

nam

ere

cogn

izes

per

son

as"D

addy

"

coop

erat

es in

gam

es

cree

ps

sim

ulta

neou

sly

perf

orm

s tw

odi

ffere

nt a

ctio

nsw

ith h

ands

rela

tes

soun

d to

exis

tenc

e of

obj

ect

look

s at

pic

ture

up

to o

ne m

inut

e

first

rec

ogni

zabl

e w

ord

form

sw

ill r

epea

t sou

nd if

teac

her

imm

edia

tely

pro

mpt

s It

uses

Into

natio

n In

voc

allz

atio

rus

es s

ente

nce-

like

soun

d st

ripl

ays

pat-

a-ca

kepl

ays

peek

-a

-boo

Und

erst

ands

"N

o"re

spon

ds to

ver

bal

requ

est

reco

gniz

es n

ames

of c

omm

on o

bjec

tsig

s

antic

ipat

es r

esul

ts b

y In

ter-

pret

ing

cues

acts

with

pur

pose

, int

entio

nse

es o

ther

s as

age

nt,

uses

oth

ers

to p

erfo

rm fa

vors

stan

ds w

ell

chew

s w

ell

(e)

(a)

imita

tes

mou

th o

pen,

clap

ping

, blo

ckst

ack,

tong

ue o

ut,

limb

mot

ions

Imita

tes

ampl

e so

und

sequ

encs

Imita

tes

rhyt

hm p

atte

rns

imita

tes

non-

spee

chso

unds

(cl

ick,

buz

z)

uses

sou

nds

to p

rodu

ceac

tion

uses

ow

n so

unds

, nam

esus

es s

ome

gest

ure

lang

uage

uses

ges

ture

s fo

r "y

es",

"no

"

unde

rsta

nds

"com

e he

re"

unde

rsta

nds

nam

es o

f toy

s,fa

mili

ar p

eopl

e, c

loth

eslo

oks

at p

ictu

res

in b

ook

crie

ws,

suc

k!sw

allo

ws

mo

food

sm

oves

lips

,to

ngue

,pa

late

easi

ly

wal

ks a

lbne

feed

s se

lf-

with

spo

onpo

ints

to b

ody

part

sna

med

,fir

st c

onve

ntio

nal w

ords

3 w

ord

voca

bula

rypo

ints

at d

esire

d ob

ject

sus

es q

uest

ion

infle

ctio

nsa

ys "

no",

"hi

", "

bye-

bye"

jabb

ers

expr

essi

vely

uses

ges

ture

s to

mak

e w

ants

know

n

follo

ws

sim

ple

com

men

dsin

volv

ing

actio

n (p

ick

that

up)

resp

onds

to "

Sho

w m

e" b

ypo

int t

o ob

ject

Iden

tifie

s bo

dy p

arts

unde

rsta

nds

verb

s

.

mim

ics

adul

t beh

avio

r in

imag

inat

ive

play

iden

tifie

s fu

nctio

n of

obj

ect

thro

ugh

imita

tive/

imag

inat

ive

use

of o

bjec

tca

tego

rizes

(fo

od, a

nim

als,

clot

hes)

calls

for

adul

t int

erve

ntio

n, a

id

chew

s to

ugh

mea

t

wal

ks b

ody

side

to s

ide,

luck

and

forw

ard

Im

oves

bod

y in

spa

cew

ith s

ome

conf

iden

ce

give

one

wor

d an

swer

to q

uest

ion

20 w

ords

voc

abul

ary

gest

ures

and

voc

aliz

es to

expl

ain,

des

crib

e as

ks"W

hat t

hat"

begi

nnin

g sy

ntax

(us

essi

ngle

wor

d in

rol

e of

nam

er

agen

t, ob

ject

)

resp

onds

to d

irect

ions

Invo

lvin

g go

ing

to n

ext

room

(m

emor

y)fo

llow

s tw

o st

opco

mm

and

invo

lvin

g on

eob

ject

iden

tifie

s bo

dy p

arts

, pic

turim

plac

es s

quar

e an

d ci

rcle

in fo

rmbo

ard

runs

puts

on

sim

ple

garm

ettu

rns

page

s in

book

kick

s la

c. ..

t bal

l

[

(m-)

(t -

)(n

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n)(1

3-1

(b-)

(k-)

(g-)

(h-)

(i)(w

-)(y

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-)(I

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l)(o

u/ow

l(a

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e)(a

)(e

)(o

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)fo

ol

Imita

tes

com

plex

mov

emen

tIm

itate

s fa

mili

ar tw

ow

ord

sent

ence

sim

itate

s en

viro

nmen

tal

soun

ds

auto

mat

ic u

se o

f ple

ase,

than

k yo

u

two

wor

d pa

ttern

sag

ent-

actio

n,no

un-n

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yes/

no a

nsw

er to

ques

tions

desc

riptiv

e w

ords

refe

rs to

sel

f by

nam

eus

es I,

me,

you

voca

bula

ry o

f 300

wor

ds

follo

ws

com

man

dsus

ing

"in",

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llow

s co

mm

ands

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g pt

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nal

pron

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(gi

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to h

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EDUCATIONAL EVALUATION AND PLANNING PACKAGE

REVISION SUGGESTIONS

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2. Format Suggestions:A. General

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1). Addition - write statement as it should appear andindicate by number its correct positioning in text

2). Deletion - identify by number and indicate rationalefor deletion

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