CAROLINA CURRICULUM FOR INFANTS AND TODDLERS WITH SPECIAL

CAROLINA CURRICULUM FOR INFANTS AND TODDLERS WITH SPECIAL NEEDS, 3 rd Edition June 11, 2007 Biannual PLE Training Caroline Gooden Power. Point Developed by Dr. Susan Attermeier, Author © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

AGENDA FOR TODAY • Introduction to Carolina Curriculum for Infants and Toddlers with Special Needs, 3 rd Edition • Review of manual and assessment log • Practice with scoring-video clips and a child on your caseload • Summarize strengths and needs of Carolina • Author-recommended curriculum components © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

GENERAL CHARACTERISTICS • Based on normal development without assumption of even development across domains • Transdisciplinary model • Free of jargon and family-friendly • Compatible with IFSP domains • Needs least adaptation for children with mild/moderate impairment © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

APPROPRIATE USES OF THE CAROLINA CURRICULUM • Determine initial status • Plan and implement intervention • Document change © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

VALUES AND ASSUMPTIONS • Cognitive portions based on Piagetian theory • Behavioral theory used in constructing items • Need for adaptive skills is recognized © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

FEATURES • Items in each domain are arranged in logical teaching sequences • Modifications are suggested for children with motor, visual and hearing impairments © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

Features of Latest Editions • Two volumes covers 0 -3 and 2 -5 years • Sequences match between volumes • Some language and cognition sequences are combined • Modifications for children with motor, vision and hearing impairments precede each sequence © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

Features continued • Themes of literacy, music and play are incorporated • Descriptions of disabling conditions are available online • Assessment logs are available on CD (English) and online (English and Spanish) • Home-based care is assumed • Cover all KY benchmarks except for movement © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007 and dance

COMPONENTS MANUAL log chart © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

INFORMATIONAL CHAPTERS • Introduction Checklist for Emergent Literacy Skills p. 12 • Guiding Learning- Ch 2 • Environmental Factors Influencing Learning, Development, and Emergent Literacy-Ch 3 • Instructions for using the Carolina Curriculum© Dr. Susan Attermeier, Ch Caroline 4 Gooden, Kentucky Early Childhood Data System, 2007

ASSESSMENT CHAPTERS • Assessment Log- begins on page 53 • Curriculum Sequences- begin on page 83 • For each item: materials, procedures, daily routines, and criterion © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

MANUAL: CURRICULUM ITEMS © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

APPENDICES • Selected Impairments and Their Effects on Development- page 465 • Resources and Recommended Readings • Play and Children with Motor Impairments • Object Boards as Teaching Aids for Children with Severe Motor Impairments • Motor Milestones © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

COMPONENTS • Components: manual LOG chart © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

GENERAL CHARACTERISTICS • Components: manual, log, CHART © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

PROGRESS CHART © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

FIELD TESTING: Differences in numbers of items passed between assessments in sequences worked on and not worked on during the first and second field-test periods *differences b/n means W 1 NW 1 W 2 NW 2 are significant at the. 01 level MILD N=15 M=10. 07 SD=5. 23 N=15 M=5. 37 SD=4. 63 t=3. 16* N=11 M=10. 95 M=6. 14 SD=4. 95 SD=3. 81 T=2. 84* MODERATE N=19 M=9. 26 SD=6. 72 N=19 M=5. 42 SD=4. 79 t=2. 77* N=15 M=10. 00 M=6. 13 SD=8. 45 SD=4. 34 t=0. 84* N=58 N=39 SEVERE/ M=3. 84 M=2. 58 M=2. 42 M=1. 99 PROFOUND SD=4. 51 SD=4. 38 SD=4. 13 © Dr. Susan Attermeier, Caroline Gooden, SD=4. 88 Kentucky Early Childhood Data System, 2007 t=2. 77* t=0. 84*

METHOD FOR ADMINISTRATION AND SCORING • Preparation – Become familiar with the Assessment Log – Assemble Materials – When in doubt for scoring, read the manual © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

SCORING CODES FOR ASSESSMENT LOG + = mastery and generalization +/- = emerging or inconsistent - = unable to demonstrate skill A = can demonstrate with physical assistance (only for assessing cognitive/language skills in children with severe motor impairment) © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

Assessment Log 5 domains: – Personal-Social – Cognition – Communication – Fine Motor – Gross Motor Curriculum Sequences within each domain; 24 in all © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

3 -Step Process: 1 -PARENT INTERVIEW • An important means of establishing a partnership with the parent and acknowledging their expertise • Necessary to assess activities of daily living that may be difficult to observe directly • An efficient means of obtaining information • After interview, fill in as much of assessment log Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007 as ©possible

2 -OBSERVATION • Observe a 15 -20 minute play session; • Fill in assessment log as much as possible © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

3 -DIRECTED ASSESMENT • Systematically complete the sequences as necessary (may be integrated into play) • Administer items until child passes all at one level and continue until child passes none at a higher level © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

COMPLETE DEVELOPEMENTAL PROGRESS CHART • Color code and date the chart • For + items color in entire square • For +/– items color top diagonal of square • For – items leave square blank © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

© Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

Let’s Practice! • Pair up with the person sitting next to you. • Complete the next series of activities together. © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

Find the item • Using your assessment log and manual, where would you find an item for… stands alone finger feeding turns to sound shares with peers indicates “no” verbally or gesturally completes simple puzzles © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

More “Find The Item”… • • Entertains self with toys Counts to 3 Uses hammer on ball-and-hammer toy Sorts by shape Imitates novel one-syllable words Holds feet in air for play Finds fully hidden object Uses prepositional phrase © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

Score the video clips • Watch each video several times; make notes of what you see for Rosie, Jamal, & Logan; • Discuss and score with your partner, marking in pencil all on one protocol with child’s first initial and score (ex: R+, J+, L+); one date column per child; • Use item criterion statements in manual for clarification; • Successive pairs will share scores. © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

Score one of your children • For practice, sit with providers who share one child from your caseload; complete as much of the protocol as you can. • Report on the 5 items/curriculum sequences which are most difficult to score. © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

List strengths/needs for this tool • In groups, list strengths and needs of the Carolina, based on your work today; • Record on flip chart paper; • Share with the group. © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

Ch 4: SELECTING OBJECTIVES • Use the Assessment Log to create a list of “next skills” • Confer with parents and caregivers/providers • Select several skills from each domain • Build next step into daily routines © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

DEVELOP THE PLAN • Review selected items in the manual • Combine items into activities and/or • Assign objectives to existing routines © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

COMBINE ACTIVITIES • • Mealtime Playtime Bedtime Bathtime © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

REMIND PARENTS TO: • Allow plenty of time for responses • Repeat activities several times • Use simple language © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

IMPLEMENT THE PLAN • Create Reminder Lists • Set up Play Situations • After an item is mastered, go to the next one • Provide multiple opportunities for practice © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007

RESOURCES • CCITSN Co-Author Susan Attermeier at satter@bellsouth. net • Caroline Gooden at caroline. gooden@uky. edu © Dr. Susan Attermeier, Caroline Gooden, Kentucky Early Childhood Data System, 2007