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 satter@bellsouth.net

• Caroline Gooden at caroline.gooden@uky.edu