CAROLINA CURRICULUM FOR INFANTS AND TODDLERS WITH SPECIAL NEEDS, 3rd
EditionJune 11, 2007
Biannual PLE TrainingCaroline Gooden
PowerPoint 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, 3rd 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
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
APPROPRIATE USES OF THE CAROLINA CURRICULUM
• Determine initial status
• Plan and implement intervention
• Document change
VALUES AND ASSUMPTIONS
• Cognitive portions based on Piagetian theory
• Behavioral theory used in constructing items
• Need for adaptive skills is recognized
FEATURES
• Items in each domain are arranged in logical teaching sequences
• Modifications are suggested for children with motor, visual and hearing impairments
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
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 and dance
COMPONENTS
MANUALlogchart
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- Ch 4
ASSESSMENT CHAPTERS
• Assessment Log- begins on page 53
• Curriculum Sequences- begin on page 83
• For each item: materials, procedures, daily routines, and criterion
MANUAL: CURRICULUM ITEMS
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
COMPONENTS
• Components: manualLOGchart
GENERAL CHARACTERISTICS
• Components: manual, log, CHART
PROGRESS CHART
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 are significant at the .01 level
W1 NW1 W2 NW2
MILD N=15 N=15M=10.07 M=5.37SD=5.23 SD=4.63
t=3.16*
N=11 N=11M=10.95 M=6.14SD=4.95 SD=3.81
T=2.84*
MODERATE N=19 N=19M=9.26 M=5.42SD=6.72 SD=4.79
t=2.77*
N=15 N=15M=10.00 M=6.13SD=8.45 SD=4.34
t=0.84*
SEVERE/PROFOUND
N=58 N=58M=3.84 M=2.58SD=4.51 SD=4.88
t=2.77*
N=39 N=39M=2.42 M=1.99SD=4.38 SD=4.13
t=0.84*
METHOD FOR ADMINISTRATIONAND SCORING
• Preparation
– Become familiar with the Assessment Log
– Assemble Materials
– When in doubt for scoring, read the manual
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 childrenwith severe motor impairment)
Assessment Log
5 domains: – Personal-Social– Cognition– Communication– Fine Motor– Gross Motor
Curriculum Sequences within each domain; 24 in all
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 as possible
2-OBSERVATION
• Observe a 15-20 minute play session;
• Fill in assessment log as much as possible
3-DIRECTED ASSESMENT
• Systematically complete the sequences as necessary (may be integrated into play)
• Administer items until child passesall at one level and continue until child passes none at a higher level
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
Let’s Practice!
• Pair up with the person sitting next to you.
• Complete the next series of activities together.
Find the item
• Using your assessment log and manual, where would you find an item for…
stands alonefinger feedingturns to soundshares with peersindicates “no” verbally or gesturallycompletes simple puzzles
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
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.
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.
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.
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
DEVELOP THE PLAN
• Review selected items in the manual
• Combine items into activities and/or
• Assign objectives to existing routines
COMBINE ACTIVITIES
• Mealtime• Playtime• Bedtime• Bathtime
REMIND PARENTS TO:
• Allow plenty of time for responses
• Repeat activities several times
• Use simple language
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
RESOURCES
• CCITSN Co-Author Susan Attermeier at [email protected]
• Caroline Gooden at [email protected]
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