Strategies_for_Including_Children_with_Special_Needs_in_Early_Childhood.(KVTM)pdf

TEACHER PREPARATION FOR TEAM MEETING

Child: Date:

1. Describe the child’s strengths and the things that he/she does well.

2. What improvements has the child made in school in his/her developmental skills and behaviors since we last spoke?

3. What concerns do you have about the child’s development or behavior?

4. Based on question 3, what teaching strategies or adaptations have already been tried or are currently in place for the above concerns?

5. Based on question 3, what goals would you like to see to help the child make progress and improvement in these areas?

Appendix E APP-21

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FAMILY PREPARATION FOR TEAM MEETING
Directions: Please fill out his paper in preparation for our meeting

Child: Date:

1. Describe your child’s strengths and the things that he/she does well.

2. What improvements has your child made at home in his/her developmental skills and behaviors since we last spoke?

3. What concerns do you have about your child’s development or behavior?

4. Based on your concerns with question 3, what goals would you like to see to help your child make progress and improvements in these
areas?

5. How else can the staff help to support you, your child, and your family?

APP-22 Appendix E

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Glossary

AAC See augmentative or alternative applied behavior analysis This teach- side with mutual respect and coopera-
communication. ing approach involves observation, tion to reach a common goal through
assessment, task analysis, systematic shared decision making.
A-B-C analysis Method of observation teaching of skills, and ongoing data collaborative consultation An interac-
and evaluation of a challenging behav- collection to monitor progress. tive process that enables people with
ior that describes the antecedent, behav- diverse skills to generate creative solu-
ior, and consequence. asymmetric tonic neck reflex tions to problems.
(ATNR) A reflex in which turning the communication board Board display-
abnormal gag reflex The forward and head to one side causes the arm and leg ing pictures that a child who is non-
downward movement of the tongue on that side to extend and the limbs on verbal can point to express wants and
and extension of the jaw, often caused the opposite side to flex. needs.
by hypersensitivity or by difficulty communication notebook Augmen-
swallowing. athetosis Slow, involuntary writhing tative communication technique used
movements typical of some types of with a child who is nonverbal in which
access All children will be able to utilize cerebral palsy. picture cards depicting important
classroom materials and participate in communication topics and key words
learning centers and activities. audiogram Graphic representation of are arranged in a notebook. Can also
an individual’s hearing thresholds, refer to parent-teacher communication
accommodations Assisting a child with plotted by pitch (frequency) and loud- in which notes are written back and
special needs to allow for full access ness (intensity). forth in a notebook that is sent home
and participation in typical early child- with the child each day.
hood settings. auditory cues Speech or environmental communicative function Communi-
sounds presented with, and which the cative value or purpose of a specific
activity area Spaces within a classroom child learns to associate with, specific behavior.
designed to facilitate different types of events. conductive hearing loss Hearing loss
activities. caused by obstruction in the transmis-
augmentative or alternative commu- sion of sound to the cochlea due to ob-
activity/standards inventory Analysis nication (AAC) Method of commu- struction in the ear canal or the middle
of the discrepancy between the partic- nicating that uses assistive devices ear, which may result from otitis media
ipation of peers without disabilities or techniques, such as signs, picture or a perforated eardrum.
and the participation of the child with boards, and computers. consequence What happens immedi-
special needs with identification of ately following a specific behavior.
the barriers responsible for the lack of auto symbolic play Pretend play. consultation Sharing of advice on effec-
participation. aversive stimulus Unpleasant stimulus. tive instructional practices.
backward chaining Teaching the steps cortical visual impairment Visual im-
adaptations Special teaching tech- pairment resulting from an inability of
niques or equipment that enable a of a task in reverse order; teaching the the occipital lobe of the brain to pro-
child with special needs to participate last step in the chain first. cess visual stimuli.
in an activity. behavior chain A sequence of behaviors. co-teaching model A group of children
behavior modification Systematic, without disabilities and their teacher
adaptive equipment Physical devices consistent efforts to modify a specific are combined in the same classroom
designed or modified to support the behavior by manipulation of anteced- with a group of children who have
independence and participation of a ents and consequences. disabilities and a special education
child with special needs. behavior specialist A professional who teacher.
assists teachers and parents in under- cutout cup A flexible plastic cup with a
aided hearing Hearing that is aug- standing effective techniques of man- semicircular piece cut out of the rim.
mented by amplification by wearing a aging challenging behavior. data recording Recording, usually in
hearing aid. cause and effect Understanding that writing, the frequency and/or duration
specific actions create specific effects. of a specific behavior through direct
ambient noise Surrounding, extraneous circle time Gathering children together observation.
sounds in an environment. in a group to share an activity directed deaf and hard of hearing (DHH) spe-
by an adult, such as singing or listen- cialist Person trained to provide edu-
ambulatory Can walk unassisted. ing to a story. cational and communication services
Americans with Disabilities Act close-ended No flexibility; toy must be to individuals with hearing loss.
played with in a specific way.
(ADA) Public Law 101-336 that as- cochlear implant A prosthetic device
sures full civil rights to individuals that electrically stimulates the cochlea
with disabilities, including access and via an electrode array surgically im-
accommodations in early education planted in the inner ear.
programs. collaboration Two or more coequal
anecdotal record keeping Monitoring partners voluntarily working side by
child behavior and progress by writing
narrative descriptive notes.
anticonvulsant medication Drug that
prevents or lessens seizure activity in
the brain.

G-1

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decibel Unit used to measure the inten- fine motor skills Skills, such as draw- motivating, engaging, and reinforcing
sity or loudness of sound. ing and picking up small objects, that a child who has a severe disability.
require the coordination of the small high-quality early childhood inclu-
deficit orientation Approaching fam- muscles, particularly muscles of the sion Has three defining features: ac-
ilies of children who have disabilities hands and fingers. cess, participation, and supports.
with the assumption that they are in hypersensitive Excessively sensitive.
difficult, disadvantaged circumstances, floor time A therapeutic approach that hypertonic Characterized by increased
rather than the assumption that they seeks to help children develop a sense tone or tension (stiffness) in the
have many strengths. of pleasure in interacting and relating muscles.
to others, and done through play. hypotonic Characterized by decreased
delayed reinforcement Responses are tone or floppiness in the muscles.
not given immediately following the fluency disorders Speech disorders inclusion The movement toward, and
behavior. such as stuttering that affect the rate the practice of, educating students with
and rhythm of speech production; disabilities in general education class-
dialogic reading An adult helps the child characterized by frequent repetitions, rooms alongside their peers without
tell the story when the adult is reading prolongations, and blocking of speech disabilities with appropriate supports
to the child. The adult becomes the lis- sounds. and services provided as necessary.
tener, the questioner, and the audience inclusion support specialists Has a
for the child. It is an interactive, shared food obsessions Craving of certain strong background, both in experience
picture-reading process. foods, often to the exclusion of most and in training, in both general and
other foods. special early childhood education;
diplegia Weakness or paralysis, usually works collaboratively with team mem-
associated with cerebral palsy, which food phobias Obsessive avoidance of bers to ensure appropriate supports are
primarily affects the legs. certain foods or textures. provided to each child based on his/her
goals and specific needs.
directed eye gaze The purposeful use frequency Measurement of the pitch of indirect services A specialist makes
of eye gaze as a communicative act by sound in cycles per second extending recommendations on effective instruc-
looking in the direction of a desired from high to low. tional strategies to the adults responsi-
object or symbol. ble for the direct instruction.
functional behavior analysis Behav- intellectual disabilities Significantly
direct services When a service provider ioral analysis technique that seeks to subaverage intellectual functioning.
interacts directly with the student. determine from the child’s perspective Individualized Educational Program
the function or value of the behavior by (IEP) Written educational program
discovery walk Early childhood activity carefully observing and recording the for a child with special needs who qual-
in which a walking route is planned antecedents, consequences, and fre- ifies for special education services.
with the goal to discover and collect quency of the behavior. Individualized Family Services Plan
interesting things. (IFSP) Written family plan of the
gastrostomy tube (G-tube) Feeding child and family services needed to
discrete trial approach Behavioral tube inserted directly into the stomach support an infant or toddler who has
intervention approach that is highly through a surgically created opening in special needs during the first three
structured and often uses tangible the abdominal wall. Used when a child years of life.
reinforcers for performance of specific is unable to receive adequate nutrition Individuals with Disabilities Educa-
behavior. orally or if the esophagus is blocked; tion Act (IDEA) The laws and amend-
may be temporary or permanent. ments governing the rights of children
Down syndrome A condition caused with disabilities after 1990.
by a chromosomal abnormality that grief reactions Normal emotional insistence on sameness Term used to
results in unique physical characteris- processes in response to a loss, such refer to tendency of many children
tics and varying degrees of intellectual as the death of a child or the birth with autism to become anxious when
disabilities. of a child with a disability. Family certain daily routines or features of the
members experience such reactions as environment are changed.
Dycem mat Piece of non-slip plastic ma- shock, denial, anger, depression, and internal state Individual’s state of
terial that is slightly sticky. Often used acceptance. arousal or alertness, such as asleep,
as placemat for dishes or other objects drowsy, quiet awake, or agitated.
to keep them from sliding around on a gross motor skills Skills that require itinerants Professionals who provide
table surface. the coordination of large muscles, such specialized services in a variety of
as sitting, walking, and throwing a ball. settings, traveling from site to site;
EESS Refers to making adaptations frequently use a consultation model of
that Enlarge, Enhance, Stabilize, and hand-over-hand guidance Adult ma- service delivery.
Simplify with the goal of making it nipulates a child’s hands to perform a kinesthetic cues Movement cues that
easier for a child to have access and task by putting a hand over that of the stimulate the child’s kinesthetic sensa-
participate. child. tion, the awareness of the movement
and position of one’s body or limbs in
epilepsy Recurrent seizures caused hand-under-hand guidance Adult ma- space.
by abnormal electrical activity in the nipulates a child’s hands to perform a kinesthetic sensation Awareness of
brain. task by putting a hand under that of movement of various parts of the body,
the child. including the contracting and stretch-
event sequence box A row of small ing of muscles and compression of the
boxes in which actual objects are hemiplegia Weakness or paralysis on joints.
placed to represent the sequence of ac- one side of the body.
tivities of the day.
high-incidence disabilities The most
expatiation Caregiver responds to a common disabilities, including learn-
child’s utterance with a more complex ing disabilities, speech and language
version of the child’s utterance with disorders, and mild mental retardation.
new information added.
high-preference inventory Identifi-
extinction Reducing the strength or cation of a child’s most preferred and
frequency of a particular behavior by least preferred activities, objects, and
eliminating the reinforcer following people, determined through caregiver
the behavior. interviews and careful observation of
child’s likes and dislikes; information
family systems approach The family is can be used to identify ways of
viewed as a dynamic interactive unit; what
affects one family member affects all.

G-2 Glossary

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language disorders Inability or diffi- movable soft areas Outdoor or indoor pacing The speed at which a caregiver
culty with expressing, understanding, play surfaces and structures that are performs an activity or moves from one
or processing language. soft and portable; can be used to create activity to another; the rate of speech,
play spaces for children with severe and amount of time the child is given
language skills Refers to the ability to motor disabilities or for children who in which to respond.
learn vocabulary, to put words together are developmentally young.
into complete sentences, and to under- parallel play Children play indepen-
stand when others speak. multitiered system of support A sys- dently, beside one another.
tem of multiple tiers to support all
learned helplessness Development of children with academic concepts and parent-professional partnerships
a pattern of nonresponse or lack of behavior. The tiers include high quality Collaborative relationships between
effort because a lack of opportunity to teaching strategies and instruction parents and professionals.
experience the success and efficacy of first, targeted supports, and finally in-
one’s own behavior and initiative. dividualized interventions. parent-to-parent support Parent sup-
port model that links experienced par-
learning disability Covers a wide range muscle tone A muscle’s level of tension ents of children with special needs to
of neurologically based difficulties or and resistance while at rest; abnormal parents who are new to the experiences
brain differences that affect the ways in muscle tone may be either hypertonic or and services related to having a child
which a child processes and organizes hypotonic. with special needs.
visual and auditory information.
natural environment An environment partial sight Refers to an individual
least amount of help Offering the least where, to the maximum extent possi- with low vision.
amount of help possible to encourage ble, children with disabilities are edu-
independence. cated with children who do not have participation All children will be able to
disabilities. learn and be involved in all activities.
least restrictive environment
(LRE) Most normalized environment non-ambulatory One cannot walk perceptual motor development The
in which the needs of a child with dis- without the assistance of a device such integration of the modalities used for
abilities can be met appropriately. as a walker. processing information (usually visual
or auditory) with a nonverbal response.
low-incidence disabilities Refers to dis- objectives Behaviors and skills the child
abilities that occur fairly infrequently, will learn en route to the achievement person-first terminology Use of terms
including sensory impairments (visual of long-term goals. Objectives are spe- that show respect and acceptance for
impairment, hearing loss/deafness, and cific and measurable. all by placing the person first ahead of
blindness), motor disability such as ce- the disability.
rebral palsy, severe mental retardation, objective-by-activity matrix Chart that
autism, and multiple disabilities. displays each activity of the day and the phonemes The smallest units of speech
specific IEP objectives to be addressed sound that can be combined to pro-
low vision Covers a range from mild to during each activity. duce words.
severe vision loss; includes individuals
who have some functional vision and olfactory cues Cues that stimulate the pica Craving to eat nonfood substances,
who may be partially sighted or legally sense of smell, such as encouraging a such as dirt or chalk.
blind. child who is blind to smell the paint
before beginning an art activity. picture exchange communication
manipulatives Small toys and objects system (PECS) System of commu-
that encourage use of hands and devel- one-to-one paraprofessional/aide An nication training often used with
opment of fine motor skills. adult assigned to shadow a specific children who have autism who do not
child and provide specific kinds of use functional speech; they select a
manual approach Use of manual signs support, such as physical support picture card representing a desired ob-
as opposed to speech production (oral and mobility assistance, behavioral ject or activity and hand it to an adult
approach); the mode of communication management, or medical assistance as as a request.
preferred by many deaf individuals. needed.
Most commonly preferred manual sign picture sequence board Display of pic-
system is ASL, American Sign Language. open-ended Flexible; no one right way to tures (photos or drawings) represent-
play with an open-ended toy. ing the sequence of steps in a complex
mapping language onto experi- task.
ence Language strategy in which oral approach Communication ap-
the adult carefully uses words and proach preferred by some individuals Pivotal Response Teaching A system-
sentences to describe the activities in with hearing loss that focuses on atical application of the principles of
which the child is engaged. auditory training and learning to un- ABA to pivotal areas that lead to the
derstand and produce speech (as con- development of social and educational
mastery motivation Intrinsic drive to trasted with the manual approach, which skills needed to function indepen-
master a skill or behavior. advocates for the primary use of signs). dently in inclusive settings.

mild to moderate disabilities More re- orientation and mobility (O&M) positive behavior support Behavioral
cent term used to refer to high-incidence specialist Professional who provides technique that focuses on prevention
disabilities. training in both orientation skills of challenging behaviors and providing
(such as the use of all available senses support for more positive behaviors
mini-script Short sequences of events to help children who are blind orient by identifying the function of the
or actions. themselves in relation to their environ- challenging behavior and teaching the
ment) and mobility skills (use of aids child a replacement behavior that is
mobility Ability to move about in one’s such as a cane and strategies such as more acceptable.
environment. trailing).
postural control Ability to assume and
modification Changing the curriculum orthopedic impairment A physical maintain an upright balanced position;
goals in some way, such as changing disability. ability to control and stabilize the
the instructional level, content, or per- trunk.
formance criteria. outcomes/ outcome state-
ments Changes families want to see Prader-Willi syndrome Chromosomal
most amount of help Generally refers for their child or themselves as a result disorder associated with obesity, low
to the offering of physical assistance. of services. tone, mild to moderate intellectual
disability, and severe feeding disorder
motor control The ability to volun- (food cravings).
tarily engage muscles in purposeful
movements.

Glossary G-3

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pragmatics Ability to use language ef- replacement behavior Behavior that producing speech sounds or coordinat-
fectively in different situations. the child can be coached to use in place ing the oral musculature), fluency dis-
of an unacceptable behavior. orders (stuttering), or voice disorders
Premack principle Children’s perfor- (hoarseness).
mance can be enhanced by allowing representational skills The under- speech skills The ability to produce
them to engage in a highly reinforcing standing that a picture or symbol can sounds or phonemes that make up
activity immediately following a less represent reality and the ability to words.
preferred or more difficult activity. For demonstrate such representation; for spinal subluxation Partial dislocation
example, scheduling outdoor play im- example, a dog can be represented by of one of the upper spinal vertebrae
mediately following story time would the spoken word dog, by a picture of a that results in symptoms such as head
be beneficial for a child who has diffi- dog, or by the written word “d-o-g.” tilt, increase in motor clumsiness, and
culty sitting quietly and maintaining weakness in one arm.
attention. request-for-more strategy A simple, supports Any assistance that results in
but effective, strategy for increasing access and participation of children
problem-solving approach Generation the participation and initiation of a with disabilities in routine, daily activi-
of creative solutions to solve naturally child with severe disabilities in which a ties within an educational setting.
arising problems. pleasurable activity is interrupted and tactile cues Signals provided by an adult
the child is taught to use a particular that stimulate the sense of touch. Cues
progressive matching Matching the response to request the activity to accompany or precede an event, such as
child’s vocalization or word with a sim- resume (e.g., swinging) or to request touching the child’s hand with a wash-
ilar utterance, which is slightly more more of something (e.g., a drink of cloth before washing the child’s face or
complex or elaborated. For example, if juice). touching the spoon to the child’s lips
the child says “ba” for bottle the adult before beginning feeding; especially
responds “bottle,” if the child says residual hearing The degree of usable useful for children who are blind.
“bottle” the adult responds “want bot- hearing without amplification. tactile defensiveness Abnormal sen-
tle,” and so on. sitivity to touch and being touched
scaffolding Adult’s provision of just the resulting in a child’s avoidance or resis-
prompts Verbal, gestural, or physical right cues and supports necessary to tance to being touched or to handling
cues given by an adult to help a child assist children to perform a task they certain materials.
learn a skill or participate in an activity. cannot yet do independently. task analysis Breaking a task into a
sequence of steps to determine which
prone stander Padded board that en- security object Familiar object with components of a task a child can al-
ables a child with severe physical dis- which a child seeks to maintain con- ready perform and which need to be
abilities to be positioned upright. tact, particularly when experiencing taught. A task analysis also suggests
stress or new situations. the order in which steps should be
proprioception Body’s awareness of taught.
its position in space. Proprioceptors self-stimulatory behavior Repetitive task persistence The extent to which
in the inner ear, muscles, and tendons behaviors produced by a child that a child will persist at accomplishing a
provide feedback that supports posture provide sensory stimulation to self- difficult task.
and balance. calm or to block out other stimuli, task sequencing The sequence of be-
which the child experiences as painful haviors and events that make up an
protective reflexes Automatic reactions or uncomfortable. Self-stimulatory be- activity.
to loss of balance, such as extension of haviors include visual self-stimulation Teaching Pyramid Model A promo-
arms and/or legs to protect oneself in a (e.g., spinning a wheel), tactile (twirling tion, prevention, and intervention
fall or extension of one arm to the side one’s hair or head banging), kines- framework used to promote young
when sitting balance is lost. thetic (rocking), or auditory (constant children’s social and emotional devel-
humming). opment while preventing and address-
pull-out model A specialist provide ing challenging behavior.
intervention outside of the child’s semantic extension The extension of an threshold (auditory) The intensity
classroom. idea or concept; modeling more com- (loudness) at which an individual can
plex language. barely detect a sound.
punishment Behavioral term referring time away Behavioral consequence
to a negative consequence that de- sensorineural hearing loss Hearing when a child is removed from the
creases the strength of a behavior. loss resulting from malfunctioning of group.
the cochlea or auditory nerve. tongue thrust Strong reflexive protru-
push-in model Services provided within sion of the tongue; interferes with eat-
the classroom. sensory integration Ability of the cen- ing and dental development.
tral nervous system to receive, process, tonic bite reflex Teeth clamp shut as a
quadriplegia Weakness or paralysis of and learn from sensations, such as result of jaw closure, which occurs re-
both arms and both legs, usually in- sights, sounds, movement, and the pull flexively when gums or teeth are stim-
volving the head and trunk as well. of gravity. ulated, often in children with cerebral
palsy.
receptive language The ability to un- sensory integration therapy Therapy total communication approach Teach-
derstand the intent and meaning of that seeks to get senses to work to- ing approach that uses multiple mo-
someone’s effort to communicate. gether to understand a sensory mes- dalities in communication, including
sage and to translate the message into facial expression, manual signs, finger
reflective listening Comments made appropriate action. spelling, lip reading, speech, writing,
by the listener that let the speaker and AAC devices.
know he or she has been heard and separation Removal of a young child
understood. Effective reflective listen- from or lack of access to an attachment
ing gives back to the speaker both the figure.
ideas and the feelings perceived by the
listener. service coordinator Individual identi-
fied in the IFSP who will be responsible
reinforcer Consequences of a behavior for coordination of services specified in
that increase the strength or frequency the individualized family service plan.
of a behavior.
speech production (articulation) dis-
relational bullying Acts such as snub- order Condition that interferes with
bing, exclusion, or spreading rumors the production of speech; includes ar-
that are damaging about another child. ticulation disorders (such as difficulty

repetitive behavior Constant repetition
of the same behavior.

G-4 Glossary

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traffic management Arrangement of transitions The process of moving from straight-ahead vision, an effect similar
space and materials to encourage effi- one event or activity to another (for ex- to looking through a tunnel.
cient movement of children from one ample, from circle time to recess), from vestibular sensation The vestibular
area to another; avoids cross traffic, one setting to another (from home to system is located in the inner ear and
provides for access and mobility needs a children’s center), or from one pro- responds to the position of the head in
of children with disabilities, and places gram to another (from preschool to relation to gravity. This sensation en-
materials so they are accessible in the kindergarten). ables people to maintain balance.
areas where they will be used. visual field Total area that can be seen
trial-and-error exploration Typical while looking straight ahead, without
trailing techniques Technique used to behavior of a child in the sensorimotor moving the head or eyes.
assist children who are blind with the stage of development, characterized by voice disorder Conditions that affect the
development of independent mobil- purposeful exploration of objects and quality of the voice, such as pitch, loud-
ity; involves following along a surface search for novel effects by systemati- ness, and resonance; includes such disor-
(such as a wall) or edge (such as the cally engaging in trial-and-error ma- ders as hoarseness and excessive nasality.
edge of a countertop) with the hand nipulation. For example, a child seated zone of proximal development
extended at a 45-degree angle to the in a high chair drops crackers from (ZPD) Level of ability or performance
side. For example, a preschool child different angles and positions and a child can exhibit while interacting
may learn to trail along a wall to find watches where they land. with a significant adult but cannot per-
the bathroom. form independently.
tunnel vision A condition in which the
transformations Alterations. visual field is constricted, allowing only

Glossary G-5

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Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203

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R-2 References

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Index

AAC. See Augmentative or alternative Aggressive behavior, 80 Attention deficit/hyperactivity
communication (AAC) Aided hearing, 51 disorder (ADHD), 77, 178
Ambient noise, 54, 245
A-B-C (antecedent-behavior- Ambulatory children, 42 Attention deficits, 27, 28
consequence) analysis, 88–90, 91 American Occupational Therapy Attention seeking, 78–79
Audiograms, 50–51, 245
Abnormal gag reflex, 198 Association (AOTA), 242 Auditory cues, 47, 126, 245
Access, 3, 5, 79 American Speech-Language Hearing
Accessibility, 66, 177 for transition times, 118
Accommodations, 16, 178 Association (ASHA), 240 Auditory sensation (sounds), 243
Acoustic adaptations, 62 Americans with Disabilities Act (ADA), 3 Augmentative or alternative
Acoustic signals, 126 Anecdotal record keeping, 102–103
Action plans, 253 Antecedent-behavior-consequence communication (AAC), 43, 185,
Active listening, 233 198, 205, 241
Activities (ABC) analysis, 88–90, 91 Autism spectrum disorder (ASD),
Anticonvulsant medication, 199 3, 32, 35–40, 240
adaptation of, 17 AOTA (American Occupational and behavior challenges, 27–28, 38,
circle time, 145–151, 154 77, 78
introducing new, 149–150 Therapy Association), 242 characteristics of, 36, 37
Activity areas, 59 Applied behavior analysis (ABA), 37 and circle time, 150
arranging materials within, 65–67 Architectural considerations, 60–61 and escape behaviors, 78
outside play areas, 69–71 getting children’s attention, 20
planning, 63–65 See also Physical environment, and insistence on sameness, 150
sensory experiences, art, and water arrangement of intervention/treatment
approaches, 36–38
play centers, 67–68 Architecture for independent access, and mealtimes, 199
small manipulative activity centers, 60–61 and outside play, 178
and PECS, 38, 217
68–69 Arrivals (at care center), 111–115 and sensory overload, 27–28
Activity plans, examples of, 154–157 and literacy activities, 208 tactile defensiveness, 172
Activity/standards inventory, 102 See also Transitions teaching strategies for, 39–40
Adaptations, 5–6, 15–20 and toileting, 201
Art activities, 150, 214 Auto symbolic play, 130
Note: Adaptations are discussed See also Tabletop activities Aversive stimulus, 83
throughout the book. Ayres, Jean, 242
Art and play, 64, 68–69
acoustic, 62 outside, 180–181, 185 Backward chaining method, 24, 193
and activity centers, 68–69 Balance, 70
books, 212 Assessment Balls, 138, 178, 185
and circle time, 160 of challenging behaviors, 77, Beanbags, 130
for mealtimes, 193–195, 202 83–87, 89–90 Behavioral interventions, 7, 28,
and outside play, 177 of cognitive abilities, 53
table height and seating, 60–61 by disability specialists, 239, 241, 40, 75
for tabletop activities, 166, 167, 243, 244, 245 Behavior chain, 24
for monitoring progress, 101, 102 Behavior challenges, 74–94
168, 173 vision, 45
Adaptive equipment, 68, 241 attention seeking, 78–79
Asymmetric tonic neck reflex autism, 38, 77, 78
severe motor disabilities, 167 (ATNR), 40–41 and behavior modification, 83–87
for toddlers, 195, 201 communication disorders, 77
ADD (attention deficit disorders), Athetosis, 41
Attendance taking, 145, 206
54, 69–70, 177 Attention, 21, 82
ADHD (attention deficit/hyperactivity
getting children’s, 20
disorder), 77, 178 and tabletop activities, 165
Attention deficit disorders (ADD),

54, 69–70, 177

I-1

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Behavior challenges (Continued ) Center on the Social and Emotional Color-coded card system, 86
defined, 75–76 Foundations for Early Learning Color perception, 244
escape behaviors, 77–78 (CSEFEL), 149 Communication
and Follow the Leader, 159
gaining access, 79 Cerebral palsy (CP), 40–44, 164, 237, and autistic children, 40
language differences and, 80 240, 241 behavior problems as, 87–90
multitiered systems of support, and cerebral palsy, 43
82–83 nutrition considerations, 198 child-specific, 230–231
neurological disorders, 76–77 See also Orthopedic impairment eye level, 113
one-on-one aides, 90–92 Chairs, types of, 152 with families, 113–114, 223–235, 245
positive behavior support plans, Challenging behaviors. See Behavior and hearing loss, 52–53
87–90 and mealtimes, 196–198
preventing, 27–28 challenges the need for, 26–27
punishment, problems with, 85–87 Change, tolerance for, 150 oral, 53
seizure disorders, 77 Child-specific communication, and paraeducators, 250
strategies for, 80–82 regular, 231
undesirable behaviors, decreasing, 230–231 skill development, 43, 197–198, 233
84–85 Chromosomal conditions, 33, 200 strategies for, 25–27
and What’s in the Box?, 156 Circle time, 137, 141–162 See also Parent-professional

Behavior intervention plan, 246 activities for, 145–151, 154 partnerships
Behavior management. See Behavior defined, 142 Communication boards, 43, 205, 216
and emergent literacy, 144, Communication disorders, 77, 185
challenges
Behavior modification, 83–87, 246 207, 208 speech-language specialists, 237,
expectations for, 153 240–241
punishment, problems with, 85–87 Follow the Leader activity, 157–159
Behavior problems. See Behavior good-bye, 116 Communication notebooks, 232
learning opportunities during, Communicative function, 88
challenges Community, sense of, 142–143
Behavior replacement, 84, 87–88 142–145 Comprehension and memory, 205,
Behavior specialists, 40, 237, 245–246 length of, 151
literacy activities, 208, 215 217–218
and behavior challenges, 75, 77, physical setting of, 151–152 Computers, 129, 212
84, 86 teacher roles and, 153 Conductive hearing loss, 51–52
transitions to new activities, Consequences (following a behavior), 83
Blended model, 9
Blindness, 32, 45, 237, 244 142, 150 ABC analysis, 88–90, 91
What’s in the Box? activity, Consistency, 81
and discovery walks, 187
and key words, 170 154–157 of materials, 66
and name cards, 145 Clear boundaries, 62 in transition times, 119
See also Visual impairment (VI) Clear signals, 81–82 Constipation, 198
Blocks, 124, 125, 132–133 Climbing structures, 71 Consultation, 7
Body movement, 147–148, 243 Close-ended toys, 129 Consultative supports, 7
Books, 67, 137, 207 Coaching, 250 Contrast, 47, 244
active participation in, 211 Cochlear implants, 52 Control procedure, 90–92
adapted, 212 Cognitive delays and disabilities, 16, Cooperation in play, 127
and circle time, 148–149 Coordinated, team-based approach,
Boundaries, 62, 63, 128, 172 20, 23, 35
See also Physical environment, and books, 207 246–247
and delayed reinforcement, 86 Cortical visual impairment, 46, 49
arrangement of in Down syndrome children, 33–34 Co-teaching model, 9
Bowel movements, 198–199 and play, 127, 130, 135, 136 Creative boundaries, 63
and story time, 209–211 Crowd tolerance, developing, 128
See also Toilet training task sequencing, 164 Cubbies, 111, 114–115, 208, 215
Braille, 137, 145, 207, 212 Cognitive skills, 168–169 Cues, 24, 171
Brain differences, 54 and cerebral palsy, 42
Bubbles, 137 and computer skills, 212 auditory, 47, 118, 126, 245
Building area, 64 and hearing loss, 53 olfactory, 126
Collaboration, 7 sensory, 47, 54
Calendar time, 142, 145–147, 208 with families, 223–235 tactile, 179, 244, 245
Call and response participation, 137 Collaborative consultation, 7–8 touch, 170
Carpet squares, 151–152, 208, 219 Collaborative intervention teams, in transition times, 118–119
Cause and effect, 165, 168 visual, 118
237–246 Culture, 226, 249
toys, 130, 135 action plan for, 253
problem solving, 252–254
I-2 Index

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Daily activities, level of participation Discovery walks, 177, 187 picture exchange communications
in, 105 Discrete trial approach, 37 system (PECS), 216–217
Dishes, specially designed,
Daily instructional objectives, 99 using pictures and print, 215–220
Daily schedules 193–195, 196 Emotional disturbances, 240
Disruptive behaviors, 27 Emotionally labile, 77
and activity areas, 63 Emotional reactions of families,
for autistic children, 39 See also Behavior challenges
classroom, 145–147 Diversity Awareness, 10, 22, 49, 228–230
and inclusion support, 105 Enclosed space, 62
and literacy activities, 208–215 70, 115, 129, 167, 183, 200, Enlarge, enhance, stabilize, and
predictability of, 23, 59, 81 213, 230
Dancing and circle time, 143, Diversity of families, 226 simplify (EESS), 18–20
Division for Early Childhood- Environment, 17, 177–178
148, 157 National Association for the Environmental print, 206
See also Music and rhythm Education of Young Children Environmental supports, 18–19
(DEC/NAEYC), 5, 16 Epilepsy, 199
activities Dolls, 132
Data recording, 102–104, 246 Down syndrome, 32–35 See also Seizure disorders
fine motor skills, 164 Escape behaviors, 77–78
See also Individualized Education and mealtimes, 199 Event sequence box, 219
Program (IEP) and outside play, 189 Example feature
and play, 130
Deaf and hard of hearing (DHH) request for more strategy, 26 Angie’s Literacy-Language
specialists, 237, 245 teaching strategies for, 34–35 Connection, 34
Dramatic play area, 64
Decibels, 50 Dramatic play materials, 132 Chung Lee’s ATNR, 41
DEC/NAEYC (Division for Early Dressing skills, 64, 244 The Easter Egg Hunt, 227
Elena, 216
Childhood-National Association Early childhood educators (ECEs), Elena’s Favorite Adult, 84–85
for the Education of Young 15, 96 Extinction Procedure for Jill, 85
Children), 5, 16 Following the Child’s Lead and
De-escalating behavior, 82 as coaches, 250
Deficit orientation, 225 in collaborative teams, 251–254 Scaffolding, 125
Delayed reinforcement, 86 as communicators, 250 Intentional Planning for Outside
Delays emotional reactions of families
motor, 136 Activities for Children with
speech and language, 55, 66, 237 and, 228–230 Disabilities, 157
See also Cognitive delays and and the individualized education Interrupting the Ride, 27
disabilities Jason’s Puzzle, 23
Delegating tasks, 248 program, 98 Jason’s Unexplained Tantrums, 39
Dental problems, epilepsy and, 199 and the individualized family Jenny’s Favorite Song, 44
Departures (from care center), 111, Jessica and Pokémon, 26
115, 116–117 service plan, 97 Joey’s Shoes, 76
See also Transitions and paraeducators, 248–250 Jorge’s Music, 21
Descriptors, 25, 206 parent-professional partnerships, Jose Learns to Clean Up after
Developmentally appropriate Snack, 35
practice (DAP), 16 224–226 Jung Lee’s Transitions, 218
Developmentally delayed, use Early childhood special educators Language Mediation with
of term, 3, 4 Roger, 125
Developmentally young children (ECSEs), 15, 237–239 One Five-Year Old’s Perception of
cognitive skills and, 168–169 Early math skills, 170–171 Classroom Management, 86–87
and play, 130–131 Eating, 198, 201 Teaching Trial-and-Error Explo-
Diagnostic and Statistical Manual of Eating disorders, 200 ration, 124
Mental Disorders, 36 ECEs. See Early childhood Umberto Learns to Use His
Dialogic reading strategies, 211 Vision, 46
Diplegia, 42 educators (ECEs) Understanding Frederika’s Behavior
Directed eye gaze, 216 ECSEs (early childhood special as Communication, 87
Direct services, 7 What’s in the Box? For Ben, 157
Disabilities. See specific disabilities educators), 15, 237–239 Excessive resonance, 245
Disability Awareness, 143 Education for all Handicapped Expansion, 25
Disability specialists Expatiation, 25
and assessments, 239, 241, 243, Children Act, 2 Exploration, 123, 124
244, 245 EESS acronym, 18–20 Extinction strategy, 85
in collaborative teams, 251–254 Emergent literacy, 114–115, 142, Eye level communication, 113

204–222 Index I-3
circle time, 144, 207, 208
and daily routines, 206–215
language and, 205–206

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Family concerns, 97 Gross motor skills, 165–167, 241 IEP. See Individualized Education
Family systems approach, 226 Ground covering, 178, 179 Program (IEP)
Feedback to paraeducators, 249 Group activities, 54, 143
Feeding. See Mealtimes IEP summary form, 100
Fencing position, 41 circle time, 142, 153, 155, 158 IFSP. See Individualized Family
Fine motor skills, 241, 242, 244 Group departure routine, 116
Group identity, 142–143 Service Plan (IFSP)
for learning, 164, 165–167 G-tube, 200 Illumination and low vision, 47
and play, 137, 138 Gustatory sense (taste), 243 Imitation games, 149
and writing tools, 211 Impulse control, difficulty with,
Fine motor tasks, 171 Handicapped children, use of term, 2–3
Finger plays, 147–148 Hand-over-hand guidance, 48, 193 76–77, 137
First/then supports, 172 Handrails, 60 Inappropriate behavior, causes of,
Flat affect, 20 Hand-under-hand guidance, 48, 156,
Flip-out pages, 213 77–79
Floor plans, 59, 61–63 171–172 Inclusion
Floor time, 38 Head Start, 3–4
Fluency disorders, 241 Hearing aids, 54, 245 benefits of, 9–10
Fluid boundaries, 63 Hearing impairment, 32, 49–54, 245 facilitating, 15–20
Follow the Leader, 142, 149, historical overview of, 2–10
conductive vs. sensorineural, 51–52 Inclusion consultants/specialists, 75,
157–159, 181 and event sequence box, 219
Food obsessions, 199 and Follow the Leader, 159 99, 174
Food phobias, 199 and free play, 126 Inclusion observation recommenda-
Food textures and size, 195 and greetings, 145
Free play, 115, 122–140, 220 and key words, 170 tion form, 238
learning styles and characteristics Inclusion support, 105–108, 246–247
challenges of, 123
crowd tolerance, 128 of children with, 53–54 dimensions of, 6
and language skills, building, 125 and music, 148 Inclusion support specialists, 237,
motor disabilities, 128, 134 signing vs. speech, 52–53
one-on-one interaction, 125 See also Deaf and hard of hearing 239–240
and parents, 126 Independent access, 60–61
peer interaction, 126–127 (DHH) specialists Indirect services, 7
self-initiated exploration, 124 Hearing threshold, 50–51 Individual departure routine, 116
toys, selecting, 129–138 Helpful hints, 19, 34, 35, 50, 60, 63, Individualized Education Program
toys, teaching how to play with,
66, 67, 70, 79, 82, 101, 114, 117, (IEP), 96, 98–99, 239
124–125 124, 126, 127, 128, 132, 134, 136, daily instructional objectives, 99
Freeze game, 148, 157 137, 144, 145, 148, 149, 150, 152, data recording, 102–104
Frequencies, 50 165, 167, 169, 170, 172, 178, 182, goals and objectives, 98
Functional behavior analysis, 37, 84 185, 187, 193, 195, 198, 207, 209, inclusion support, 105–107
Functional print, 206–207 211, 212, 215, 216, 219, 226, 248 informal assessment, 102
Functional skills, practicing, 111 Helping partners, 150 progress monitoring, 99–101
Functional vision assessment, 244 Hemiplegia, 42 responsibility for achieving goal, 98
Hidden objects, 130, 136, 155 summary form, 100
Gag reflex, 198, 199 Hide-and-seek, 181 Individualized Family Service Plan
Gaining access, 79 High-incidence disabilities, 28, 32,
Garage play set, 130 54–55 (IFSP), 96–98, 225–226, 239
Gardening, 70 High-interest water play Family Concerns, 97
Gastrostomy tube (G-tube), 200 activities, 135 outcome statements, 97–98
General curriculum, 15–16 High-preference activities, 29, 217 progress monitoring, 99–101
Goals and objectives in an IEP, 98 High-preference inventory, 21, 39 Individual support schedule, 106
High-quality early childhood Individuals with disabilities, use of
implementation of, 99–100 inclusion, 5–6
Good-bye circle, 116 “Hoped-for” child, 228 term, 2–3
Good-bye song, 116 Hypersensitivity, 36 Individuals with Disabilities Education
Grammar, 240 Hypertonic muscle tone, 41
Greenspan, Stanley, 38 Hypotonic muscle tone, 41 Act (IDEA), 2–3, 4, 28, 101, 247
Greeting song, 145 Individuals with Disabilities Educa-
Grief reactions, 228, 229 IDEA (Individuals with Disabilities
Gross motor equipment, 178 Education Act), 2–3, 4, 28, 101, 247 tion Improvement Act (IDEIA), 3
Informal assessments, 102
I-4 Index IDEIA (Individuals with Disabilities Information, providing, 230–232
Education Improvement Act), 3 Insistence on sameness, 150
Instruction. See Learning
Instruments, musical, 148
Intellectual disabilities or delays,

32–33, 157
Intentional planning, 186
Intentional teaching, 186

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Interactive play, 127 Learned helplessness, 26 Manual approach to communica-
Interagency coordinating council, 229 Learning tion, 53
Interest, ways of expressing, 21
Internal states, 77–78 adaptations, tools for, 18–20 Mapping language onto
Interventions, 3 adaptation strategies, 15–20 experience, 25
arrival at care center, 112
for autism, 36–38 and behavior challenges, 27–28 Materials, 65–67
behavioral, 7, 28, 40, 75 during circle time, 142–145 adaptation of, 17, 18
communication skills, 43, 55, 215 and communication, 25–27 for outside play, 185–186
family involvement in, 224, 226, 229 in Down syndrome children, 34
See also Collaborative intervention fine motor skills, 164 Math skills, 170–171
during free play, 124–129 Mealtimes, 191–203, 213–214
teams from mealtimes, 192–198
Intervention schedules, 248 with mild to moderate disabilities, 28 adaptations for, 202
Intonation, 206 from outside play, 177–182 learning opportunities at,
Involuntary movements, 40–41, 43 and repetition, 23, 25–26
Itinerant consultation inclusion and tabletop activities, 165–171 192–198
and task analysis, 24 nutritional considerations,
support model, 8–9 universal teaching strategies, 20–21
Itinerants, 8, 244, 246 zone of proximal development, 198–200
self-feeding skills, 192–195
Jack-in-the-box, 129 22–23 and toileting, 200–201
Jargon, 233 Learning disabilities, 32, 54–55 tube feeding, 200
Jigsaw puzzles, 131 Learning objectives, supporting, Memory skills, 117
Judgment, avoiding, 228–229 Memory supports, 217–218
165–171 Menus, 208, 213
Kanner, Leo, 35 Learning styles, 34, 53 Mild to moderate disabilities, 28
Key words, 26, 170 Learning zone, 15, 22–23 Mini-scripts, 132
Least amount of help, 16–17 Mobility, 42
and circle time, 150 Least restrictive environments Modifications, 16
and emergent literacy, 206, 208, See also Adaptations
(LREs), 3, 6 Monitoring progress, 99–105
212, 213, 214, 215 Legally blind, 46 forms for, 104–105
free play, use of during, 125 Legislation for young children with rationale for, 101
and music, 147, 148 Most amount of help, 16, 17
repetition of, 35, 55 disabilities, 2–10 Motor control, 41–42
and tabletop activities, 165, 169 timeline of, 4 Motor delays, 136
See also Vocabulary Letter writing, 207 Motor development, in Down
Kinesthetic cues, 47 Level of participation form, 105
Kinesthetic sensation, 243 Library corner, 63, 211–213 syndrome children, 33
Lighting, 67, 237, 244 Motor disabilities, 237, 241, 242
Labels, 25, 66, 206, 215 and enhancing low vision, 47
Language, 125 and outside play, 70 and free play, 128, 134
Light perception, 47 and greetings, 145
behavior challenges, impact of, 80 Listening, 233 and mealtimes, 192
delays in developing, 55, 66, 237 Literacy. See Emergent literacy and toileting, 201
and hearing loss, 53 Loudness threshold, 50–51 writing tools for, 211
and literacy, 205–206 Low cognitive ability, 152 See also Physical therapists (PTs);
mapping, 25 See also Cognitive delays and
speech-language specialists, 237, Severe motor disabilities
disabilities Motor impairments, 40–44
240–241 Low-incidence disabilities, 28, 54 Movable soft areas, 184
use of pictures and print, 215–217 Low muscle tone, 164, 199 Movement games, 148, 149
See also Emergent literacy Multitiered systems of support,
Language apps, 219 See also Down syndrome
Language disorders, 240 Low vision, 45–48, 60, 145 82–83
Language mediation, 125 Muscles
Language skills, 55 and lighting, 47
and circle time, 143–144 and outside play, 71 and cerebral palsy, 41–42
and free play, 125 See also Visual impairment (VI) large muscle activities, 177
Large group settings. See Group low muscle tone, 164, 199
Magnifying glasses, 212 and outside play, 178–179
activities Manipulatives, 124, 137–138 Music and rhythm activities,
Large muscle activities, 177
Large muscle play skills, 178–179 and activity centers, 68–69 142, 143
Large open spaces, avoiding, 61, 128 tabletop centers, 64 body movements and, 147–148
and circle time, 148
physical awareness,

enhancing, 144

Index I-5

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NAEYC (National Association Orientation and mobility (O&M) Phonemic awareness activities, 205
for the Education of Young specialists, 121, 244 Photo albums, 207–208, 210
Children), 64, 69, 171 Photos, 209
Orthopedic impairment, 32, 241 Physical awareness and circle time, 144
Name cards, 145, 206, 207, 209 cerebral palsy, 40–43 Physical disabilities, 164
Name recognition, 144 nutrition considerations, 198
teaching strategies for children adaptations for, 69
arrival at care center, 111, 114 with, 43–44 and Follow the Leader, 159
National Association for the Educa- and letter writing, 207
Outcomes, 96 and music, 148
tion of Young Children (NAEYC), Outcome statements, 97–98 and outside play, 185
64, 69, 171 Outside play, 60, 176–190 seating for, 152
National Council of Teachers of and What’s in the Box?, 156–157
Mathematics (NCTM), 171 areas for, 69–71 See also specific disabilities
National Down Syndrome discovery walk, 187 Physical environment, arrangement
Society, 33 and emergent literacy, 215
National Resource Center for importance of, 177 of, 58–73
Paraprofessionals, 247 learning opportunities, 177–182 activity areas, 63–65
Natural environments, 3 planning the environment, activity centers, designing, 67–71
Natural light and outdoor play, 70, floor plan considerations, 61–63
177, 185 184–186 independent access, encouraging,
Negative consequences, 86 play skills, 179–181
Negative information, 233 social skills, 177, 181 60–61
Neurological disorders, 46, 182–183 Overadapting the environment, 60 safety, 59–61
and behavior challenges, 76–77 Oversized cardboard blocks, 133 Physical safety, 59–61
Neurological hyperresponsivity, 36 Overstimulating environments, Physical therapists (PTs), 237, 241–242
Noise, 66–67 and tabletop activities, 166
and autistic children, 39 78, 81 Pica disorder, 200
and escape behaviors, 78 Picture albums, 207–208
and outside play, 70 Pacing and learning, 26, 34–35, 206 Picture boards, 216
and transitions, 118 Page turners, 212 Picture cards, 215
Non-ambulatory children, 42 Paraeducators, 237, 247–251 Picture exchange communication
Number sense, 171, 172
Nursery rhymes, 211 in collaborative teams, 251–254 system (PECS), 38, 189, 216–217
Nutrition, 42, 192, 198–200 and early childhood educators Pictures and print, 215–220

Obesity, 199, 200 (ECEs), 248–250 communication boards, 216
Objectives-by-activity matrix, self-evaluation of, 250–251 comprehension and memory, assis-
Parallel play, 127
105, 106 Parent councils, 224 tance of, 217–218
Object permanence, 130, 136, Parent-professional partnerships, expressive language, supporting,

137, 154 224–226 215–216
Observations, 246 communication in, 230–233 picture exchange communication
constancy of families, 225
systematic, 102 family priorities, 225–226 system (PECS), 38, 216–217
Obstacle courses, 186 parents’ knowledge and expertise, Picture sequence boards, 168–169, 217
Occupational therapists (OTs), 237, Pitch disorder, 241
224–225 Pitch range, 50–51
242–244 trust, development of, 224 Pivotal response teaching (PRT), 37
and tabletop activities, 166 Parents Play, 127, 130
Olfactory cues, 47, 126 communicating with, 113–114
Olfactory sense (smell), 243 and free play, 126 and emergent literacy, 207–208
O&M (orientation and mobility) separation from, 111, 112 fine motor skills, 137, 138
Parent-to-parent support, 230 water, 135–136
specialists, 121, 244 Participation, in classroom, 5 See also Free play; Outside play;
One-on-one interaction, 112, 125 Passivity, 26
One-to-one aides, 90–92, 248–249 PECS (picture exchange communica- Toys
One-to-one paraprofessionals, 9 Playdough, 130, 133–135
Open areas, avoiding, 61, 128 tion system), 38, 216–217
Open-ended materials, 129, 139 Peer buddy, 183 recipe for, 134
Open-ended play, 38 Peer interaction, 126–127 Play partners, 126, 128
Open-ended questions, 27, 211, 233 Play skills, 179–181
Oral approach to communication, 53 play, encouraging, 182–183 Positioning, 166
Oral motor musculature, 243 Peer modeling, 160
Perceptual motor development, 178 for eating, 192–193
I-6 Index Person-first terminology (PFT), 3 Positive behavior support, 75,
Phonemes, 55
87–90, 246
See also Behavior challenges

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Postural control, 237, 241, 242 Figure 7-2 Summary of Transition Creating Space for Leila, 189
and cerebral palsy, 42 Adaptations, 120 Dahlia’s Favorite Book, 221
Helping Manuel Adjust, 29–30
Potty training. See Toilet training Figure 8-3 Summary of Free Play Julian’s Towel, 92–93
Pouring, and blindness, 170 Adaptations, 139 Lazaro’s Potty Learning Experi-
Poverty and Head Start, 4
Prader-Willi syndrome, 200 Figure 9-3 Summary of Circle Time ence, 108
Pragmatics, 55, 240 Adaptations, 160 Marciana’s Resistance, 174
Predictability, 59 Mark’s Story, 254–255
Figure 10-6 Summary of Tabletop Marta’s Dessert, 121
of daily schedule, 23, 59, 81 Adaptations, 173 Ryan Goes to Preschool, 55–56
Preliteracy areas, 67 Shopping Mini-Script for Raul,
Premack Principle, 172 Figure 11-2 Summary of Outside
Pretend play, 64, 132, 207, 212 Play Adaptations, 173 138–139
Prevention procedure, 90 Welcoming Patricia, 11–12
Primary decision makers, 225 Figure 12-2 Summary of Mealtime Reasonable accommodation, 3
Primitive reflexes, 40–41 Adaptations, 202 Recall activity, 220
Print, 206–207 Receptive language, 82
Figure 13-9 Summary of Emergent “Red light green light” game, 183
See also Emergent literacy; Pictures Literacy Adaptations, 220 Redundancy, 118–119
and print Reflective listening, 233
Figure 14-2 Preparation for Team Reinforcers, 83, 84
Priorities, setting, 227 Meeting, 231–232 unintentional, 85
Problem solving, 252–254 Relational bullying, 126
Problem-solving approach, 8 Figure 15-1 Inclusion Support Repetition, 15, 129, 170
Professional Resource Downloads Recommendations, 238 of key words, 35, 55
and learning, 23, 25–26
Figure 2-1 Determining the Level Figure 15-2 Self-Evaluation Check- Repetitive behavior, 20, 77
of Support, 17 list for Paraeducators, 251 Repetitive sensory experiences, 20
Replacement behavior, 84, 87–88
EESS (enlarge, enhance, stabilize, Figure 15-3 Simple Action Plan Replicas, 49
simplify), 19 Form, 253 Representational skills, 169–170
Request for more strategy, 26
Figure 2-5 Preference Inventory, 21 Program managers, early educators Residual hearing, 50, 53
Figure 5-3 Functional Behavior as, 248–250 Residual vision, 46, 245
Resonance, 245
Support Analysis Procedure, 88 Progressive matching, 25, 206 Response time, 26
Figure 5-4 Frederika’s Functional Progress monitoring, 95–109 Restricted visual fields, 45
Rhythm. See Music and rhythm
Behavior Assessment and data recording, 102–104
Analysis, 89 inclusion support planning, activities
Figure 5-5 Create a Positive Behavior Rocking back and forth, 20, 77
Support Plan, 90 105–108 Role models, 173
Figure 5-6 Frederika’s Positive rationale for, 101–104 Rooting reflex, 40
Behavior Support Plan, 91 resources for, 104–105, 109 Routines, 23, 112
Figure 6-1 IEP Summary, 100 See also Individualized Education Rubber matting, 60
Figure 6-2 Activity Standards Rules, 80–81
Inventory, 102 Program (IEP); Individualized
Figure 6-3 Anecdotal Recording Family Service Plan (IFSP) and behavior challenges, 75–76
Form for Monitoring Student Prompts, 101
Progress, 103 Prone stander, 198, 199 Safety, 59–61
Figure 6-4 Monitoring Progress in Proprioception, 243 and outside play, 71, 177–179, 184
Toilet Training, 104 Protective reflexes, 241
Figure 6-5 Monitoring Progress in Psychological safety, 59 Safety harnesses, 71
Self-Feeding, 104 Pull-out model, 8 Sand and water activities, 177, 181–182
Figure 6-6 Level of Participation in Punishment, 83 Sandboxes, 181–182, 184, 185
Daily Activities, 105 problems with use of, 85–87 Sand toys, 181–182, 186
Figure 6-7 Individual Support Push-in model, 8 Scaffolding, 15, 22–23, 125
Schedule, 106 Puzzles, 17, 19, 130–131 Schedules
Figure 6-8 Objectives-By-Activity
Matrix, 106 Quadriplegia, 42 classroom, 145–147
Figure 6-9 Special Activity Questionnaires, use of, 114 predictability of, 23, 59, 81
Plan, 107 Quiet areas (zones), 61, 128 See also Daily schedules
Figure 7-1 Example of Transition
Sequence: Transition from Free Ramps, 60 Index I-7
Play to Snack, 119 Rapport, 114
Reading/preliteracy areas, 67
Read-reflect-discuss

Aaron’s Fruity Os, 201–203
Alfredo’s Mother, 234–235
Amy and Bartholomew, 161
Boundaries for Sung and Rafik,

71–72

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Seating, 60–61 Sights (visual sensation), 243 Story time, 208–211
for circle time, 151–152 Signals, clear, 81–82 Stresses of families, 227
and mealtimes, 192, 198 Sunlight, 185
in transition times, 118 Sun sensitivities, 70
Security objects, 142, 151, 172 Signing, 52–53, 126, 145, 245 Support groups, 230
Seizure disorders, 70 Sign language, 148, 149 Supports, 6–10
Skills
and behavior challenges, 77 levels of, 16–18
and mealtimes, 199 cognitive, 42, 53, 168–169, 212 Surveying, outside for play, 184–186
outside play, 185 communication, 43, 197–198, 233 Swallowing, 192, 198, 243
Self-control, 85 dressing, 64, 244 Swings, 178, 179
Self-esteem, 23, 215 gross motor, 165–167, 241 Symbolic skills, 169
Self-evaluations, 250–251 language, 55, 125, 143–144 Systematic observations, 102
Self-feeding, 192–195, 243 learning with task analysis, 24 Systematic search, 154–155
progress monitoring for, 104 memory, 117
Self-help skills, 114, 136 play, 179–181 Table height, 60–61
at mealtimes, 192, 195–196 representational, 169–170 Tabletop activities, 163–175
Self-initiated exploration, 124 self-feeding, 192–195
Self-injurious behavior, 78 self-help, 114, 136, 192, 195–196 cognitive skill development,
Self-regulation, 242 social, 53, 177, 181, 186, 192, 196 168–169
and pretend play, 132 speech, 55
Self-stimulatory behavior, 78 symbolic, 169 learning objectives and, 165–171
Semantic extension, 25, 206 see also fine motor skills math skills, enhancing, 170–171
Sense of community, 143 Smell (olfactory sense), 243 planning, 165
Sense of self, 142–143, 209 Snack time, 213–214 tactile defensiveness, 171–173
Sensorineural hearing loss, 51–52 Social imitation, 149 value of, 164–165
Sensory cues, 47, 54 Social mediation, 15, 22 Tabletop manipulatives centers, 64
Sensory experiences play centers, Social skills, 186 Tactile cues, 47, 244, 245
and hearing loss, 53 Tactile defensiveness, 77,
67–68 and mealtimes, 192, 196
Sensory integration, 242, 243 and outside play, 177, 181 171–174, 243
Sensory integration therapy, 38 Soft foam blocks, 133 Tactile sensation (touch), 243
Sensory overload, 27–28 Songs Task analysis, 15, 35
Sentences, 25 and circle time, 147–148, 150, 208
Sentence structure, developing, and mealtimes, 196 doll, feeding a, 132
Song selection board, 44 and learning, 24
27, 168 Sounds (auditory sensation), 243 for self-feeding, 193
Separation from caregiver, 111, Space buffers, 128 slide, going down a, 179
See also Boundaries for tabletop activities, 166
112, 115 Speaking rate, 26 Task persistence, 124, 136
Sequence boards, 218 Special activity plan, 107 and Down syndrome, 34
Sequences, 82 Special education consultants, 216 Task sequencing, 164, 166, 168
Service coordinators, 96, 97–98 Speech, 52–53 Taste (gustatory sense), 243
Service delivery, 3, 4, 5 delays, 55, 66, 237 TEACCH (Treatment and Education
Severe emotional disturbances, 240 Speech and language, 143–144
Severe motor disabilities, 241 impairment, 32, 55 of Autistic and Communication
Speech-language specialists, 237, Handicapped Children), 38
and adaptive equipment, 167 Teacher roles, 153
and eating, 201 240–241 Teaching Pyramid Model, 82–83
and greetings, 145 Speech production (articulation) Teaching strategies, 20–22
and learning environment, 60 with autism, 39–40
and play, 134 disorders, 240 for children with cerebral palsy,
See also Motor disabilities Speech skills, 55 43–44
Severe physical disabilities, 44 Spina bifida, 201–202, 241 for children with hearing loss,
directed eye gaze, 216 Spinal cord compression, 33 53–54
and eating, 198 Spinal subluxation, 33 for Down syndrome children,
and nutrition, 42 Spoons, 193–194 34–35
and tabletop activities, 166 Standers, 43 for inclusion support, 105, 107
and writing, 207 Stop-and-go activities, 144 for visually impaired children,
Shade, 184, 185 Stories, telling, 148–149 46–49
Shame and praise, 86 Storybook reading, 170, 208–211 Team meetings, 225, 231–232
Sharp corners, 59 Technology apps for communication,
Sibling Support Project, 229 218–220

I-8 Index

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Technology centers, 64–65 Trailing techniques, 245 Vision assessment, 45, 244
Textures, 207, 212–213 Training objectives, 24 Visual acuity, 244
Transformations, Visual contrast example, 48
and cues, 179 Visual cues, 118
food, 195 demonstrating, 165 Visual disabilities. See Visual impair-
Threshold of hearing, 50 Transition object, 115
Throwing objects, 77, 80, 138 Transitions, 111, 117–119, 228 ment (VI)
Time away, 85–86 Visual fields, 45, 244
Time concepts, 117, 145 adaptations, summary of, 120 Visual impairment (VI), 32, 45–49
Time demands, 227 challenges posed by, 117–118
Time outs, 85 and circle time, 142, 150 adaptations for, 69
Toddlers introducing the next activity, 150 and books, 137
adapted equipment for, 195, 201 and mealtimes, 196 and discovery walks, 187
and circle time, 149, 151, 154–155 planning, 24, 81–82 and event sequence box, 219
half-day structured program for, 23 sequence board, 218 and Follow the Leader, 159
Individualized Family Service Plan into tabletop activities, 165 and free play, 126
Treasure hunts, 207 and name cards, 145, 207
for, 96, 225–226 Treatment and Education of Autistic and outside play, 179
services for, 3, 4 and seating arrangements, 152
Toilets, 60 and Communication Handi- and story time, 209–211
Toilet training, 200–201 capped Children (TEACCH), 38 and tactile defensiveness, 171
progress monitoring for, 104 Trial-and-error exploration, 123, touch cues, 170
Tongue thrust, 198 124, 136 and What’s in the Box?, 156, 157
Tonic bite reflex, 198 Tricycles, 179, 184 Visual impairment (VI) specialists,
Tools for adaptations, 18–20 Triggers, 28, 75, 87, 88, 90
Topic boards, 216 Trust, parent-professional, 224 237, 244
Total blindness, 46 Tube feeding, 200 Visual sensation (sights), 243
Total communication approach, 53 Tunnel vision, 45, 48 Vocabulary, 125, 165, 169, 240
Touch cues, 118, 170 Turn-taking games, 127
Touch (tactile sensation), 243 developing, 23, 25, 27
for de-escalating behavior, 82 U. S. Department of Education, 9–10 speech-language specialists, 237,
Toys, 124–125, 131–138 Unintentional reinforcers, 85
balls, 138, 178, 185 Universal teaching strategies, 20–21 240–241
blocks, 132–133 Unstructured child-directed play. See See also Communication disorders;
bubbles, 137
cause and effect, 130, 135 Free play Key words
for developmentally young Upper body movement, 243 Voice disorders, 241
Upper respiratory infections, 241 Vygotsky, L.S., 22
children, 130–131 U.S. Department of Health and
for different development levels, Wandering, 79, 142, 151
Human Services, 9–10 Water play, 135–136, 177, 181–182
129–130 Utensils Water play areas, 68
dramatic play materials, 132 Water tables, 182, 186
manipulatives, 137–138 adapted, 193–195 What’s in the Box?, 142, 149,
for outside play, 185–186 for play, 134
playdough, 133–135 154–157
for sand play, 181–182, 186 Velcro, 18, 132, 139, 179 objects for, 155–156
See also Free play; Outside play with books, 212 Whole child, 237
Traditional wooden blocks, 133 with pictures, 146, 208, 213, Wooden blocks, 133
Traffic management, 66 217, 218 Writing letters, 207
Writing tools, 211
Vestibular sensation (body move-
ment through space), 243 Zone of proximal development
(ZPD), 22–23
Visibility of materials, 66

Index I-9

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