document resume ed 250 891 zeger, jordana d., ed. a parent ... · better' serve head start...

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Zeger, Jordana D., Ed.A Parent-Focused Home-Based Head Start Handbook forHome Visitors.Cooperative Educational Service Agency 12, Portage,Wis.Administration for Children, Youth, and Families(DHHS), Washington, D.C. Project Head Start.Sep 84ACYF-05CH5001/11341p.; Developed by the Home Start TrainingCenter-Portage Project. Some charts and report formswill not reproduce clearly.Guides - Non-Classroom Use (055)

MF01/PC14 Plus Postage.*Disabilities; Home Programs; *Home Visits; *ParentEducation; Parent Participation; Pieschool Education;Program DevelopmentHome Start Program Portage Project

ABSTRACTThe handbook describes the Home Start Training

Center's approach to serving Head Start families. Much of the programis focused on the Portage Project and on early intervention effortsfor preschoolers. The first of the major parts of the handbookpresents an overview of the approach, reviewing the philosophy ofparent-focused home-based programming, and offering suggestions forplanning and implementing the home visit. The section on skilldP,elopment presents information on structured activities, informalaL. 'vities and parent education activities, task analysis, andreporting. The third section of the manual presents the center'shandouts, training designed for use by home visitors and supervisors.Handouts address such topics as parent involvement, screening,curriculum planning, and family action plans. (CL)

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U.E. DEPARTMENT OP EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC

liThis document has been reproduced asreceived from the person or organizationoriginating it.

I Minor changes have been made to improvereproduction quality.

Pointn of view or opinions stated in this document do not necessarily represent official NIEposition or policy.

Edited by:

Jordana T) Zeger

Home Start Training Center - Portage Project

Cooperative Educational Service Agency

626 East Slifer Street

P.O. Box 564

Portage, Wisconsin 53901

Tel: (608) 742-8811

#12

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

ee'S

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC."

This handbook was developed by the Home Start Training Center -

Portage Project under Grant #05CH5001/11 for Head Start Bureau,

Administration for Children, Youth and Families, Office of Human

Development Services, US Department of Health and Human Services

Copyright 1984. Cooperative Educational Service Agency #5.

Individuals wishing to reproduce portions of this handbook are

encouraged to do so if credit is given to developers.

The opinions expressed in this handbook are those of the authors

and do not necessarily reflect the Portage Project's or ACYF's

position or policy.

3

ACKNOWLEDGEMENTS

The present staff of the Home Start Training Center

respectfully and whole-heartedly express its gratitude to the

many past H6TC staff members who contributed to this handbook.

This handbook i6 a reflection of their creativity, dedication,

and contributions to Head Start.

My thanks to the Portage Project Staff for their support and

encouragement throughout this endeavor.

I am indebted to Margaret Stine for her editing, layout,

and paste-up of this handbook.

My labors would never have ended had Karen Kratky not

cheerfully and painstakingly typed and corrected, again and

again, the many pages of this handbook.

Finally, my thanks to the staff of the Region V Administra-

tion of Children, Youth and Families - Head Start Bureau for

their advocacy throughout the years this HSTC was in operation.

0

TABLE OF CONTENTS

I, Introduction

II, General Contents

A. A Parent-Focused Home-Based Program

by Jordana D, Zeger

B. *Planning the Home Visit

by Julia Herwig and Deborah C. Cochran

C. *Implementing the Home Visit

by Craig R. Loftin and Deborah C. Cochran

D. *The Rest of the Story

by Barbara L. Wolfe

III. Skill Development Section

A. Completing a Developmental Checklist

by Jordana D. Zeger

B. Behavioral Objectives

by Jordana D. Zeger

C. Task Analysis

by Jordana D, Zeger

D. Activity Charts

by Jordana D. Zeger

E. Home Visit Report

by Jordana D. Zeger and Margaret Stine

IV. HSTC's Training Handouts

A, The Home-Based Option

B. Parent Involvement

C, Screening

D. Curriculum Planning

E. Family Action Plan

F. Foundations For Parent Training

G. Home Visitor Information

H. Form Packet

*Adapted from Serving HandicapPU_Children in Home-aased Head Start,

5

INTRODUCTION

The Home Start Training Center (HSTC) Portage Project was

funded by the Administration for Children, Youth and Families in

1975 to provide training and technical assistance to Head Start

programs in Region V. As a result of their extensive involvement

with Head Start programs, the Portage Project expanded its home-

based model to incorporate the Head Start component areas. After

eight years of providing training and technical assistance to

programs, the HSTC has developed a highly respected and compre-

hensive approach to serving Head Start families.

The contents of this handbook reflect only a portion of the

extensive knowledge and materials developed over the years. The

primary purpose of the handbook is to provide home visitors with

the essential information and skills necessary to successfully

plan and implement home vieits. It is not a training package,

but rather a handbook to be incorporated into an agency's

training program and staff development plan.

OVERVIEW OF HANDBOOK

The handbook is divided into three parts:

Part 1: General ContentPart 2: Skill Development SectionPart 3: HSTC's Training Handouts

Part 1: General Content

The general content presented in Part 1 is divided into

four sections.

A. Parent-Focused Home-Based Programming

B. Planning the Home Visit

C. Implementing the Home Visit

D. The Rest of the Story

Section A - Parent-Focused Home-Based Programming states the

philosophical base for the parent-focused approach and covers the

following topics:

1. Developing Parent-Focused Programming

2. Profiling the American Family

3. Working with Adults

4. Defining the Three-Part Home Visit

5. Motivating Parents

6. Examining Home Visitors' Attitudes

Sections Bs C and D (Planning the Home Visit, Implementing

the Home Visit, and The Rest of the Story) were adapted from

Serving, Handicapped Children in Home-Based Head Start, a Portage

Project publication. These sections describe the planning and

implementation of the three-part home visit: structured

activities, informal activities, and parent education activities.

Section D contains helpful hints on how to be prepared for

unforeseen events that may occur while working in homes.

Part 2: Skill Development Section

The Skill Development Section provides a self-instructional

approach in learning the necessary skills to plan a home visit

for the home visitor. The following areas are included in the

skill development section:

A. Developmental Checklist

B. Behavioral Objectives

C. Task Analysis

D. Activity Charts

E. Home Visit Report

Part 3: HSTC's Training Handouts

Part 3 contains copies of the handouts used during various

HSTC trainings. These handouts can be used by home visitors to

supplement information in Parts 1 and 2. The information in Part

3 will also be helpful to supervisors in planning training. Do

not use these handouts in isolation; to be effective they must

accompany or be incorporated into a training. There is also a

form packet which includes all forms discussed in the previous

sections. These are for your use. Feel free to use them as they

are or to modify them to meet your individual needs.

3

Overview

The parent-focused approach to home visiting is a model which

includes three types of activities: the structured activities,

informal activities, and parent education activities. The chart

below is a brief outline describing the who, what, and how of

each type of activity. These are discussed in further detail

throughout the handbook.

THE THREE -PART HOME VISIT

STRUCTURED ACTIVITIES

25 -35 MINUTES

INFORMAL ACTIVITIES

30 -35 MINUTES ,

PARENT EDUCATION ACTIVITIES

20 -30 MINUTES

WHO: PARENT. HOME VISITOR. CHILD

DIRECTED AT

SKILL ACQUISITION

COMPONENT AREAS,

TEACHING PROCESS

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WHO: PARENT, CHILD. SIBLINGS, WHO: PARENT, HOME VISITOR

WHAT: ACTIVITIES

HOME VISITOR

WHAT: ACTIVITIES TO FACILITATE WHAT: PARENTS AND HOME VISITOR

SPECIFIC

IN ALL

HOW: THE HOME

CREATIVE EXPRESSION IN THE

CHILD, OPPORTUNITY FOR

SPONTANEOUS TEACHING AND

EXPANSION OF SKILL ACQUISI-

TION THROUGH

MAINTENANCE

GENERALIZATION

READINESS

EXPOSURE

HOW: THROUGH ACTIVITIES SUCH AS

WORK TOGETHER IN EXPANDING

PARENT'S KNOWLEDGE BASE

AND PROBLEM SOLVING

ABILITIES

HOW: THIS IS ACCOMPLISHED BY:

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..._

1. PLANNING WEEKLY CURRI-CULUM ACTIVITIES

2, SHARING COMPONENT IN-FORMATION

3, SHARING PROGRAM INFOR-MATION

4, DEVELOPING STRATEGIESFOR DEALING WITH FAMILYCONCERNS

ART, MUSIC, CREATIVE MOVE-

MENTS, NATURE WALKS,

SNACKS, ETC,

EMPHASIS IS PLACED ON THE HOME AS A TEACHING ENVIRONMENT BY:

USE OF HOUSEHOLD OBJECTS AS EDUCATIONAL MATERIALSDAILY ACTIVITIES AS TEACHING EXPERIENCES

The Structured Activities (the original Portage Model) has

been validated by the Joint Dissemination and Review Panel.

The two additional parts (Informal Activities and Parent

Education Activities) have been formally added by the HSTC to

better' serve Head Start families. This three-part home visit has

proven to be an effective early intervention program for handi-

capped and non-handicapped children.

As with any "model" it will be essential that your program

adapt it to best serve the families you are working with. On

paper the home visit may appear very formal and rigid, but once

implemented it comes alive and offers parent, child, and home

visitor the opportunity to work together and share many positive

experiences.

The Home Start Training Center is not presently in

operation; however, the Portage Project continues to provide

technical assistance and training to home-based programs

throughout the United States. Project staff is available to

respond to your questions, concerns, and training needs.

Portage Project OutreachCooperative Educational Service Agency 5626 E. Slifer StreetPortage, Wisconsin 53901

Phone Number: (608) 742-8811

5

1 0

A PARENT-FOCUSED

HOME-BASED PROGRAM

Jordana D. Zeger

"Give a man a fish and he eatsfor a day; Teach a man to fishand he eats for a lifetime."

Author Unknown

A parent-focusea home-basedprogram is a successful home-based program! Frequently whenhome visitors are hired, theythink they will be teachingchildren in a home setting andthat is correct to an extent.But more importantly, homevisitors will teach parents howto teach their child. Homevisitors are adult educators.

This section addresses sixtopics essential to a home-basedprogram:

1. Developing Parent-FocusedProgramming

2. Profiling the AmericanFamily

3. Working With Adults

4. Defining the Three-Part HomeVisit

5. Motivating Parents

6. Examining Home Visitors'Attitudes

1

Home-based instruction is acomplex program in which indi-viduals work with the wholefamily. It places a responsi-bility on home visitors to gainskills not only in curriculumplanning for children, but alsoin working with adults. Thefirst topic you need to consideris parent-focused programming.

PART 1: DEVELOPING PARENT-FOCUSED PROGRAMMING

Parent-focused programsactively involve parents in thefollowing areas:

a. Initiating and updatingchild assessment

b. Developing child programmingc. Determining child progressd. Making program decisionse. Evaluating program results

Each area is presented herewith a rationale for its inclu-sion in a parent-focused home-based program and with sugges-tions for its implementation.

a. Initiating and updatingchild assessment

Parents often have infor-mation about a child whichis not available to youduring a weekly one-and-a-half hour home visit.Parents have more opportun-ities to observe theirchild's performance ininteraction with othersiblings and with adults, inrecreational activities, andat problem solving tasksthan you do as a homevisitor. In addition, theyhave the advantage ofobserving these behaviorsover time and in the child'snatural environment.

Recent data indicatesthat parents are veryaccurate diagnosticians andevaluators of their child'sperformance, and a well-designed program of parentinvolvement should includethe parent in the assessmentof her/his child.

Actively involve parentsduring the initial screeningand assessment process. Useinstruments which are de-signed to elicit informationfrom the parent in areasthat you will not be able toobserve: for example, inself-help skills, communi-cation skills, and socialbehavior.

b. Developing child programming

Home visitors oftencomment that parents setunrealistic goals for theirchild. This is not surpris-ing when parents have not

2

been made a part of thescreening and assessmentprocess. Parents should beactive in choosing goals andobjectives for their childto work on. Here is ascenario often heard by homevisitors.

"Ms. Joplin, what wouldyou like to see your childKeith learn this year?"Ms. Joplin quickly replies,"To learn his numbers, towrite his name, and to playbetter with his brothers."At this point, the homevisitor thinks to her/himself. "here we go again- -Keith can't even hold acrayon, and she wants him towrite his namel How can Ieven begin to break this toher?"

Well the truth is thatMs. Joplin picked somepretty good goals. Let'sface it, those are thingsyou, too, want the child tolearn. As an educator, youprobably have preconceivednotions of what a childshould learn. Your goalsare established within thatcontext. Don't get caught,however, in a self-fulfilling prophecy basedon your own notions ofsuccess. Parents oftenchoose skills that areappropriate for their child.When this happens, not onlyacknowledge that their ideais a great one, but be opento the possibility ofactually teaching it.

By allowing the parent tobe a part of the assessmentand information gatheringprocess;, the parent and thehome visitor can establishbroad categories of concernfor the program to focus on.

Parents should be activein determining goals;teachers develop methodol-ogy. The key is to provideparents with an adequatebackground and with enoughparticipation in the assess-ment process to be success-fully involved in determin-ing the goals for theirchild's program.

c. Determining child progress

Pare nt -foc used home -base d

programming structures itsactivities so that parentsare continually assessingtheir child's progress andreporting this informationto you. Parents should beactive in documenting thechild's progress during theweek. This process occurswhen a parent observes youtaking baseline*, helps todetermine if it is an appro-priate goal to have for theweek or helps to modify thegoal, and then records thechild's progress throughoutthe week.

* Assessing the child's ability toperform a skill, explained fullyin Soction 3, Implomunting thoflome Visit.

3

d. Making program decisions

Involving parents inplanning their child's pro-gram should lead to theirinvolvement in programdecision-making. Parents asconsumers of services aremost concerned that servicesbe delivered in a way thatwill benefit their child.

Head Start policies havedeveloped procedures forparent involvement anddecision making. Not allparents will choose to beactively involved at thislevel. Nonetheless, youshould have equal represen-tation from parents on yourboards and on your policycouncil. Draw up a writtenplan explaining how homevisitors and administratorswill systematically conveyto parents that their inputis needed.

e. Evaluating program results

While the major concernof parents is probably theirown individual child andher/his progress, the HeadStart program extends beyondthat to th_ whole family.Parents generally under-utilize resources that couldbe helpful to them. Involveparents in the overallevaluation of the programand its services. Let themknow you are concerned withtheir input. At a minimum,an end-of-the-year question-naire sent to all familieswould be one way of gather-ing such input. This infor-mation should then be used

13

to help determine programchanges. Parents are themajor consumers of a home-based program and theirevaluation of the program isinvaluable.

A commitment to a parent-focused home-based programis a commitment to the maxi-mum growth and developmentof children and their fam-ilies. Let's now take alook at the families we areworking with.

PART 2: PROFILING THE AMERICANFAMILY

The American family of the1980's is dramatically differentfrom its counterpart of ten,twenty or thirty years ago. The"Ozzie and Harriet" nuclearfamily in which two parents andseveral children live in a housethat they own is simply not areality for many Americanchildren. The notion thatmothers remain at home whiletheir children are growing up isalso no longer a reality for themajority of children.

What does the AmericanFamily of the 1980's look like?Data available froL the 1980National Census paints a pictureof a family in transition. Tenpercent of the peop ?.e in theU.S. speak a language other thanEnglish in their homes. Thereare 6.6 million one-parentfamilies in the U.S.; in otherwords, 20 percent of allAmerican families with childrenare headed by a single parent.In 90 percent of these casesthat parent is a woman. AmongBlack families, the figure is

4

even higher; 57% of familieswith children are headed by oneparent. A large increase overthe past year in the numbers ofsuch families -- from 1970 to1983 the figure rose by 72percent -- has been one of themost remarkable aspects ofrecent changes in the composi-tion of families.

Approximately 67 percent ofthe children born in Americatoday will be raised for a partof their life by a singleparent. In the past twentyyears, the number of childrenborn to unmarried mothers hastripled. In 1980, 17.1 percentof all births were to unmarriedwomen, 15 percent of all birthswere to teenage mothers.

This large increase insingle parent families is par-alleled by an increase in thenumber of children being raisedin povert,. For example, inWisconsin 60 percent of thefemale-headed households withchildren under six years of agelive at or below the povertyline. Approximately 70 percentof these mothers are single,separated, or divorced.

In 1979 the median income ofsingle women with families was$8,540.00; less than half (48percent) of the $17,640 medianincome of other American fam-ilies. For every dollar spenton essential expenses by thesefamilies, two dollars are avail-able to most families in thiscountry. The poverty rate forchildren with single mothers is50.3 percent.

14

Not only is the re a signifi-cant increase in the povertyle vels of such families, the reis also a significant rise inchild abuse and neglect.Es timates for child abuse in theMidwest during the 1970's gen-e rally indicate d that 20 pe r-cent of all children we re inabusive /neglectful livingenvironments . Some authoritiessay this figure is low given theincrease in unemployment duringthe early 1980's. The past tenyears has also seen growingc once rn over the level of drugand alcohol abuse in thiscountry. National estimates arethat one in ten adul ts hastrouble controlling the alcoholshe or he consumes. Nationalestimates also indicate anincrease in the number of teen-age rs and pre teenage rs withdrinking problems.

The program implications ofserving single-parent families,experiencing an increase ininciunnts of child abuse andneglect, and living at or belowthe poverty le vel are signifi-cant in and of themselves. But

how do these factors influencethe ways in which home visitorsse rve such families? As morewomen enter the work force, howwill your home-based programdeal with the single workingmother? As child abuse andneglect increase, hoW will yourprogram address these Issues?How will it prepare you toidentify the symptoms of abuseand to formulate techniques forintervention? These are just afew of many questions to beconsidered. The re are, ofcourse, no right answers. But ,

it is essential to develop aprofile of the Tamil ies yourhome -based program serves beforeattempting to determine how theycan best be se rved.

5

No matte r what the circum-stances of the families you workwith, you know one thing: youse rve the whole family.

PART 3 - WORKING WITH ADULTS

One of the most misunde r-stood aspects of a home -basedprogram is that home visitorsteach only young children.While it is essential that yoube a knowledgeable and competentinstructor who can work effec-tively with children, your prin-ciple job is to work with achild's parent ( s ). One -and-one-hal f hours of contact per weekwith a child is not sufficientto produce any long-te rm results .But if you educate the parent inteaching and parenting tech-niques, you have an opportunityto guarantee positive, long -lasting effects for both thechild and the family.

The concept of adult educa-tion is not new to Head Startnor to recent history, but datesback to ancient times. In thelast few decades it has beenreexamined and is now recognizedas a growing concern in oursociety. Following World WarII, studies we re done to de to r-mine the characteristics ofadult learners . These studiesdemonstrated that major learningcontinues throughout adulthood,and that the manner in whichadults learn differs markedlyfrom that of children.

Traditionally, in workingwith children, teachers havetaken the responsibility forplanning what to teach, how toteach, and when to teach. Theemphasis has been on pedagogy,which implies a transmittal ofknowledge from a teacher to alearner. Recently, however,this approach has proved in-effective when applied to adultlearners. As a result, a newmethod -- androgogy-the art andscience of teaching adults --has been developed.

Androgogy shifts the empha-sis from teaching a body ofknowledge to learning HOW tolearn. The learner decides whatshe/he wants to learn, howshe/he will go about learning,and when she/he will learn.This is called self-directedlearning and it requires thatyour role as an educator changefrom a transmitter of knowledgeto one who facilitates, guides,and supports.

Some aspects of both adultand childhood learning aresimilar. A home visitor can,therefore, rely partly on her/his knowledge and training withchildren to make adult educationmeaningful and productive.There are, however, markeddifferences, and understandingof these is essential as youwork to pass on important infor-mation and skills to parents.

Ways Adults Learn Best:

a. Adults learn best when theyare comfortable. Working inthe home helps the homevisitor ensure this aspectof adult learning. Here aresome other ways to create acomfortable learning envi-ronment for the parent:

1. Be sure that the childis occupied during theparent education activ-ities. This allows theparent to attend fullyto the discussion.

2. Let the parent choosewhere the discussionwill take place. Don'tassume that she/he ismost comfortable in thesame setting which younormally work with thechild.

3. Encourage the parent todo those things thatmake her/him more com-fortable. For example,a parent might be moreat ease with a cup ofcoffee in hand.

4. Take time to build atrusting relationshipwith the parent, eventhough this might meanpostponing sensitiveissues until mutualtrust has been estab-li3had,.

b. Adults learn best when theyfeel that their abilitiesare recognized. As homevisitors, you share informa-tion with parents. Discussthis information in a waythat permits the parent tocontribute her/his views orknowledge. Don't assume aparent does not have infor-mation on a subject areajust because you don't "see"any evidence of such. Askthe parent what they canshare with you about spe-.cific topic areas. Keep anopen mind. Most parenttshave a wealth of lifeexperiences, and you will bemore effective transmitting

new information to theparent if you acknowledgeand capitalize on theparent's strengths. Thisapproach tells the parentthat she/he is recognized asa valuable adult, and thatthe purpose of the activityis to share information, notjust to instruct.

c. Adults learn better whentheir ntedEL questions, andconcerns are attended to.As adulte, we are mainlyconcerned with our immediateneeds. You can individ-ualize for each parent bytying the information pre-sented to a direct concernof hers/his. For example,if a parent is worried aboutbudgeting and your topicthat week is nutrition, besure to share some low-cost,nutritious recipes; apamphlet on gardening; orcost-saving shopping tips.You might suggest that theparent start a couponexchange or take acommunity-sponsored class inbudget planning, or youmight leave her/him a mws-paper or magazine article onbudgeting. By incorporatingher/his concerns into thetopic you are sharing, youencourage the parent to"hear" what you have to say.

Allow parents to askquestions and share theirown ideas on the informationyou present. Remember,adult concerns must beattended to but don'tnecessarily have to besolved during this infor-mation exchange. Don't betoo quick to answer aquestion. Listen first, notonly to the question, butalso to the meaning behind

7

17

it. Ask yourself, "Doesthis person want an answeror are they bringing asubject up for discussion?"

Parents often have the know-ledge to answer their ownquestions, so don't jump intoo soon. Rather, helpparents find answers them-selves. CTle way of doingthis is to ask a questionback such as, "What do youthink the alternatives are?"or "How would you like tosee it solved?"

d. Adults learn best when theyitrust and have confidence in

their instructor. Developtrust by knowing your limitsand being honest. Don't tryto convince the parent thatyou are an expert on allsubjects or are able toanswer any question asked.When you are unable toadequately address a concernthat a parent may have, tellthem you don't know, butwill find out. Then lookfurther into the matter.The parent will come to seeyou and trust you as apartner rather than as anexpert in all areas.

Adults learn best when they,are active participants.Active:4 involve parents inthe learning process byfinding ways to draw theminto discussions. Be

creative and use a varietyof teaching methods. Tryworksheets, role playing,simulation exercises, games,etc. Get them involved!Make the sharing of informa-tion fun and interesting.Encourage parents to sharetheir knowledge on thesubject, asking, "How would

you be interested inlearning more about

?" Provide two orthree ideas for approachinga subject until parents feelcomfortable determining howthey learn best or how theywant to be involved.

f. Adults learn best when theycan discover a new concept'or themselvee.--The purposeof parent-education activ-ities is to broaden theparent's knowledge basethrough sharing, so avoidbeing overly "instructive."Learning is an internalprocess and new knowledge is

gained when we discover howit fits into our own lives.Allow parents to develop attheir own rate by providingan appropriate setting inwhich to explore new infor-mation.

g. Adults learn best when allof their senses are acti-vated. All of us tirequickly of lectures andincessant talking on thepart of one person. Be

aware of how your parentslearn best. Don't assumethat just because you wouldrather acquire new informa-tion by reading, that yourparents would too. Supportactivities with realobjects: for example, pre-pare a nutritious snack,rather than just talkingabout how good it is. Pro-vide written material ondiscussion topics. Allowparents to receive informa-tion in a variety of waysand appeal to all theirsenses.

8

h. Finally, adults learn bestwith people they admire and71TE those who show themrespect. You are a priv-ileged guest in the homesin which you work, and youmust not forget this norabuse your welcome. Eachparent has a lesson of her/his own to teach you.Respect parents, not as theycompare to others, but forthe uniqueness of who theyare and for their ownspecial life experiences.No matter how different,accept them first as humanbeings.

Each part of the home visithas been designed to providevaluable learning experiencesand new knowledge for both theparent and the child. In thefollowing sections you willsee how the child benefits fromeach part of the home visit andhow to plan and implement allthree parts. Now you will lookat how, through a parent-focusedapproach, the parents benefit.

PART L: DEFINING THE THREE-PARTHOME VISIT

The home visit is dividedinto three parts: structuredactivities, informal activities,and parent education activities.

a. Structured Activities

As the child learns twoor three new skills eachweek, the parent has theopportunity to learn manynew and valuable teachingand parenting skills.

Parents, first and fore-most, learn to becometeachers of their child.You will teach this skillthrough a systematicapproach in a structuredsetting. Skills learnedduring the structuredactivities will later beapplied generally in otherless structured settings.Initially, however, it iseasier for adults to learnand practice specific skillsin an isolated setting inwhich feedback is immedi-ately given, than to "catchon" while simply observingyou work with their child.Two valuable skills that theparent will learn duringstructured activities are:- the use of positive

correction procedures- the technique of rein-

forcing the childspecifically

9


25-35 MINUTES

WHO: PARENT, HOME VISITOR, CHILD

WHAT: ACTIVITIES DIRECTED AT

SPECIFIC SKILL ACQUISITION

IN ALL COMPONENT AREAS,

How: THE HOME TEACHING PROCESS

19

This twofold learningprocess is accomplished by:

1) writing activity charts

2) the home teaching process

The first part of thisprocess involves the activ-ity charts which you willleave in the home for theparent each week. Thesecharts clearly outline how

the parent will present anactivity. They include howto correct the child when anincorrect response is given(positive correction pro-cedure) and how to rein-force the child when she/heresponds appropriately.(Review skill developmentsection D - ActivityCharts.)

The second part is theHome Teaching Process duringwhich you model correctionprocedures and reinforcementtechniques for the parent,and the parent then modelsthem for you. Immediatefeedback should be providedto the parent at the begin-ning of every home visitwhen you present the newactivities for the upcomingweek. It is not helpfuljust to say, "Teach Marthaher address" or "Work withNathan on his colors." As askilled teacher you know howto teach the skill and howto plan appropriate activ-ities, but parents often donot, and this can be frus-trating and can lead tosituations that createnegative parenting responsesand jeopardize the child/parent relationship. A

parent-focused program doesmore that just tell a parentwhat to teach her/his child;it provides instruction,modeling, and immediatefeedback.

In addition to parentslearning about correctionprocedures and how to rein-force their child, struc-tured activities giveparents the opportunity to

learn about different teach-ing methods such as backwardchaining and shaping be-haviors. It also teachesthem to target appropriateskills, set realistic goals,prepare materials and activ-ities, and to record.

Both parent and childgain confidence and buildself-esteem through theweekly successes built intostructured activities.Implementing positivecorrection proceduresenhances daily interactionsand spills over into otheractivities throughout theday. Skills parents learnas a result of structuredactivities are generalizedto other situations and toother children in the home,as well.

In summary, structuredactivities provide parentsand children with a securelearning environment. Theseactivities offer a structurein which to practice newskills and to receive fe,1-back. There are no sur-prises or unexpected events,other than the normal onesthat occur between parentand child. Through observ-ing, modeling, and receivingfeedback from you, parentscan focus on what they arelearning.

b. Informal Activities

During informal activ-ities parents see thatlearning can take placeduring activities which donot necessarily produce anend product. They learn,too, that process is asimportant and as valuable asan end result. For example,an activity such as a naturewalk might be used to namecolors and shapes, learnabout the structure ofleaves, become aware of thedifferences in plants, orpoint out tall, short, big,and little. Perhaps parentsand child return from thewalk with some twigs andleaves to paste together tomake a collage.

Many skills can betaught in such an activity,without one specific goal inmind. Parents learn thatdaily experiences providelearning opportunities.Skills learned during thestructured activities can begeneralized and maintainedas parent and child go abouttheir daily routines,driving to the hardwarestore, grocery shopping, orfolding laundry.

Informal activitiesteach parents that householdroutines and materials arevaluable learning tools.Parents learn that rocks canbe used for counting;silverware, for sorting;setting the table, for oneto one correspondence.Homes have a wealth of suchitems; purchasing expensiveequipment is not the onlyway to introduce a child tonew skills.

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INFORMAL ACTIVITIES

30-35 MINUTES

WHo: PARENT, CHILD, SIBLINGS.

HOME VISITOR

WHAT: ACTIVITIES TO FACILITATE


CHILD/ OPPORTUNITY FOR



TION THROUGH

* MAINTENANCE

* GENERALIZATION

* READINESS

* EXPOSURE

How: THROUGH ACTIVITIES SUCH AS



SNACKS, ETC.

Informal activities alsoallow parents to acknowledgetheir child's creativity andproblem-solving abilities.They teach parents to createexperiences for the childfor the pure joy of it.These activities enhance aparent/child relationshipand, like structured activ-ities, build self-esteem forboth.

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You can assist parentsin developing informalactivities for their childin a number of ways.Encourage parents to havefun with their child.Provide games and activitieswhich allow parents to seehow you encourage the childto explore her/his creativ-ity and imagination. Planactivities and materialswith which the parent caninitiate informal activ-ities. At first you mightprovide a simple activitylike formulating storybeginnings. These storybeginnings should be open-ended and should stimulatethe child to use her/hisimagination: "You are aboutto take off on a spaceship.Tell me what your trip willbe like, where you will go

" or "You have joined thecircus. Tell me all aboutyour travels, the friendsyou have met...." Theseactivities also lend them-selves well to includingother members of the family.

Encourage parents tothink of ways to use music,dramatic play, noncompeti-tive games, and creativemovement. Suggest thatthey stand back and observetheir child as she/he inter-acts with other siblings orwith different materials.Such observation toparents to see their childas a unique individual. It

helps them determine theirchild's learning styles,preferences, frustration

level, problem-solvingabilities, and other indi-vidual characteristics. Use

informal activities to teachparents how much fun learn-ing can bel

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c. Parent Educational Activities

Parent education activ-ities offer parents theopportunity to learn newteaching and parentingskills and to expand theirknowledge base in the com-ponent areas. Duringcurriculum planning, parentslearn to identify realisticgoals for their child, planappropriate activities inteaching the skills thatwill lead to the attainmentof these goals, and developsuitable materials. Thisparticipation increases theparents' understanding ofchild development and childmanagement skills.

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As a home visitor, youencourage parent partici-pation in curriculum plan-ning with the use of adevelopmental checklist.Give the parent a copy ofthe checklist. Each weekwhen you plan the upcomingweek's activities with theparent, allow the parent toassume as much responsibil-ity for the curriculum asshe/he is ready and willingto take on. Always be sureto involve her/him in theplanning, no matter howinsignificant the task mightseem. Remember, you areaiming toward a goal of eachparent independently plan-ning a curriculum for her/his child. Not every parentwill reach the goal, buteach skill she/he learnstoward that end increasesher/his parenting and teach-ing skills.

If parents choose un-realistic goals for theirchild, then use the check-list to explain to themwhere their child is now incomparison to the goal theyhave chosen. Point out andtalk about all the skillswhich come between where thechild is and the parents'goal. In addition, be sureto provide parents with aclear rationale for eachactivity selected. This isessential in order for themto understand and carry outthe activities chosen.Incorporate parent sug-gestions by involving theparent in choosing skillsfor both the structuredactivities and the informalones. Allow parents todetermine, with the help ofa social service question-naire or interest survey,which subjects will becovered during parent educa-tion activities, and how.

If a parent is inter-ested in learning more aboutcommunity resources, you andthe parent should determineexactly what it is they needto know. Don't assume theyneed a grand tour of allagencies available in theircommunity, when all they maywant and need is a socialservice directory. Someparents, on the other hand,might require a lot ofinformation about whatresources are available andalso might need instructionsand support for learning to"use" them.

As for component infor-mation, parents will beassisted in gaining general

13

knowledge in areas such ashealth, nutrition, socialservices, parent involve-ment, child management andsafety. This new knowledgebenefits the whole family.Let each parent be the guidein directing your input,since some parents will wantmore information on a par-ticular area than others.

PARENT EDUCATION ACTIVITIES.

20-30 MINUTES

WHO: PARENT, HOME VISITOR

WHAT: PARENTS AND HOME VISITOR



AND PROBLEM SOLVING

ABILITIES

How: THIS IS ACCOMPLISHED BY:

23

1' PLANNING WEEKLY CURRI-CULUM ACTIVITIES

2, SHARING COM:'ONENT IN-FORMATION

3. SHARING PROGRAM INFOR-MATION

4, DEVELOPING STRATEGIESFOR DEALING WITH FAMILYCONCERNS,

Consider using pre-packaged parenting curric-ula to guide you in theareas of child management.You might rely on thePortage Parent Readings andaccompanying filmstrips, theSTEP program, or other well-known parenting and child-management programs. Havinga "written expert" betweenyou and the parent helpsboth of you discuss diffi-cult subject areas. Pre-packaged materials permityou and the parent toexplore relevant areas indepth. When sharing compo-nent information includearticles, newspaper clip-pings, and success storiesof other parents. Supple-ment verbal information withwritten materials, as thesecan be shared with otherfamily members or referredto at a later date. Iden-tify a parent's strongareas, such as organizationor budgeting, which mightbenefit other parents. Eventhough the area might beyour strength, let oneparent teach it to anotherparent. This method meansless work for you, increasedself-esteem for the parentwho is teaching, and newcompanionship for the parentwho is learning.

If a parent doesn't haveextensive knowledge on asubject or is too shy orself-conscious to shareher/his expertise, try ateam-teaching approach.This can be done during ahome visit or a parentmeeting; you might evenconsider teaming two parentstogether.

14

24

As you share programinformation, parents shouldlearn about opportunitiesfor involvement. Tell themabout upcoming events anddescribe specific ways inwhich they might partici-pate. Through theirinvolvement, no matter whatthe level, they learn theyare important to theirchild, to the program, andto the community.

Make your greatesteffort at involving parentsat the very beginning! If aparent is shy, suggest waysto include them withoutasking them to work imme-diately with others. Per-haps they might organize anevent, such as a field trip.Connect active parents withless active parents. Don'tjust share program informa-tion about upcoming svents;encourage each parent toparticipate in ways she/hewould feel most comfortable.

The last component ofparent activities is theFamily Action Plan. How touse the FAP is described inthe Handout Section.

Parents develop survivalskills and, through theFamily Action Plan, learn toset realistic goals and todetermine how to meet thosegoals. They learn toidentify and use communityresources. Using the FAPhelps parents feel lessoverwhelmed by life crises.They discover that breakingdown their needs intorealistic goals and planningsteps to meet their needsand the needs of theirfamily will lead to success-ful and useful life skills.

As the PAP helps parentssee which needs are withintheir control and which arenot, parents learn to takemore responsibility forthemselves and to becomemore independent. Theybuild confidence as theyachieve realistic goals theyhave set for themselves.

It is important that youdo not get caught up in theemotional dynamics of afamily. You can be of nohelp that way. This is notto say you should be coldand callous. As a support,you must be able to empa-thize with and acknowledgeparents' feelings, eventhough these might not beyour own. You must alwayskeep in mind, however, thatyou will not be there in thelong run. Ask yourself, "AmI teaching families skillswith which they can betterthemselves or am I trying toput a bandaid on a sorespot?" There are, ofcourse, some situations inwhich you will be forced toact immediately and shouldnot hesitate to do so.

Ideally parents learn agreat many skills throughthe home visit; skills thatwill last their lifetime.So be a resource to parents.Connect them to and helpthem become a part of theircommunity. Sometimes, thiscan be the hardest part ofyour job, but your greatestsuccess comes not inrescuing people but inwatching them learn to "notneed you" anymore.

PART 5: MOTIVATING PARENTS

How do you get parents to dowhat you want them to do? Howdo you get parents to take moreresponsibility in planning andcarrying out activities? How doyou get parents to implementgood child management practices?How do you get parents to followthrough on suggestions whichwill better the quality oftheir's and their child's life?

One key factor is motiva-tion. "Easier said than done,"you reply. Well, yes, but hereare eight points to considerwhen attempting to motivateparents.

a. Give clear directions.

b. Establish realistic goals.

c. Stress reality versus ideal.

d. Offer support andencouragement.

e. Encourage self-directedlearning.

f. Reinforce strengths andself-esteem.

g. Provide reinforcement.

h. Make work fun.

a. Give clear directions:

Has anyone ever askedif you understood an explan-ation and you answered"yes," even though youdidn't? Maybe you wouldhave understood after a fewmore sentences or, perhapsrealized you were day-dreaming and had not evenheard what was said.

You need to be sureparents "hear" what you sayto them. Asking a parent tomodel for you how an activ-ity will be presented duringthe week gives you and theparent the confidence thatthere is a clear under-standing of what is to bedone and how.

Some a parent doesnot follow through on anactivity, not because she/hedoes not want to but simplybecause she/he does notunderstand.

Explain a task to aparent as if you wereexplaining it to a visitorfrom a foreign land. Thisis not meant to be demean-ing, and you should not talkdown to parents. As a homevisitor you might talk abouta subject or explain how todo an activity three or fourtimes in the same day andtwelve times by the end ofthe week. For each parent,however, it is the firsttime she/he hears it. Soshare information withparents as if you are shar-ing it for the first time.Make sure you pair educa-tional jargon with anexplanation of the terms.For example, you might sayto a parent, "When youpresent gross motor activ-ities [jargon] such as kick-ing and throwing a ball[explanation], be sure youallow the child enough roomfor the activity." Whenusing interpretive termssuch as "enough room,"follow through withexamples. Say, "Your playroom and garage would begood areas to practice theseskills in if the weather istoo bad to be outside."

16

Sometimes explainingsomething in detail mightseem insulting, but it isnot. In this way you willprovide the parent with theinformation necessary forthem to carry out theactivity successfully. If aparent does not followthrough on an activity, askyourself, "How could I havedescribed the task moreclearly?" and "How did Iknow if the parent reallyunderstood my directions?"

Try this exercise.Allow yourself only sixtyseconds. Your task will beto count all the f's in theparagraph below. Remember,only sixty seconds!

The nece44ity of tAaining iaAm-hand4 on 6iA4t-cta44 imm4 in theOtheAty handling o 6aAm tive-4tock i4 tiottemo4t in the mind4 o6Gahm owne44. Since the io/te-iatheA4 oti the tiaAm ownet4 tAainedthe 6aAmhand4 ion iiA4t-eta446aAm4 in the OtheAty handting of6aAm tive4tock, the 6aAm owneA4feet they 4hou.Ld caAAy on with the6amity tAadition o6 training liaAm-hand4 o6 6i/t4t-cta44 6aAm4 in the6athenty handling o6 tiaAm tiveztockbecau4e they believe it 4.4 theba4t.s o good 6undamentatmanagement.

How many did you count?

There are 36 f's. Theinstructions were simple --count the f's. Were youable to successfully com-plete the task? If you weretold that in the word "of"the "f" sounds like "v" andyou will be likely not tocount it, would that haveimproved your score? Was ityour motivation or theinstructions that resultedin an incomplete task?Remember, this confusion canalso be true for parents.So be aware of potentialpitfalls and communicatethem clearly.

b. Establish realistic goals

It is important toassess situations carefullyand to choose realisticgoals for parents. It isalso important that parentschoose goals for themselves,but not to the exclusion ofgoals you may have for them.Share these goals with theparent. Explain why youthink she/he can achievethem and your rationale forwhy the goals are important.Here is how one home visitorexplained her goals for themonth of January:

"Ms. May, we have beendiscussing what you wouldlike to see your childachieve this year and somethings you would like tolearn and get involved intoo. I also have some goalsI would like to share withyou. I would like to seeyou get more involved inparent meetings and learn toplan language activities foryour child. I think youhave a lot to offer other

17

parents, such as your sewingand gardening skills. Youare enthusiastic and alwayswilling to volunteer atclusters. Becoming moreinvolved in parent meetingswill give you a chance tomeet other parents and shareyour talents. You haveexpressed concern about yourchild's language skills, soI think it is important thatyou learn to plan languageactivities to do when I amno longer here. We can workon both these goals duringthis month. Let's look atwhat they might involve. ..."

All parents can besuccessful, as long as theirsuccess is not compared toanother's. One parent'ssuccess could make another'sappear quite grand or makeit seem insignificant. Eachparent is an individual;success is achieving a goalset by an individual forher/himself. The followingfactors should be consideredwhen choosing realisticgoals for parents:

.1. What skills andabilities do they have?

2. Are they willing to growand learn in this areaat this time in theirlife?

3. Is their self-imagehigh or low?

4. What internal strengthsdo they possess?

5. What external supportcan they get?

6. Will their attitude helpor hinder theirsuccess?

7. What is the level oftheir available time andenergy?

8. What past life experi-ences will help/hindertheir learning?

9. Do they see this goal asbeneficial 1.:o them?

10. Can goals be broken downso success occursfrequently?

Share your goal openlywith the parent. Tell her/him that you see it as im-portant and explain thesteps in achieving the goal.Remember, if parents do notsee it as beneficial orvaluable. they will not worktoward meeting that goal.Be sure to explain why it isimportant for them and whatthey will gain.

When helping parentschoose goals for themselves,use the same technique sothey, too, can chooserealistic goals. It isbetter to aim too high thantoo low. Don't be afraid tohave high expectations, aslong as you have carefullyconsidered each factor inchoosing a goal and feel itis realistic for the parentto achieve. Remember, it isnot just reaching a partic-ular goal that measuressuccess, but also the learn-ing that occurs along theway. Be careful not tochoose goals for parentswhich reflect any moraljudgement on your part.

18

Remember, goals must beprogram related; forexample, designed to educatein the areas of health,community resources, etc.

c. Stress reality versus ideal

Don't get caught betweenbook knowl,Age and thereality in which you work.You will have learnedtheories anj techniques thatare not applicable to allthe families you work withwithout some adaptation.First look at how a familyfunctions before attemptingto apply blok knowledge.You will need to step backto observe how their struc-ture works. This is notalways easy to determine.

Do not assume that allpeople think, act, feel, andinteract with the world asyou do. Listen not only towhat people say but how theysay it. What if parentslaugh at a situation youfind quite serious? Does itmean they have no regard forthe seriousness of thesituation or that they per-haps see it differently? Dothey know something aboutthe situation that, if youknew, would make it funnyto you, too. Do they feelthe same way on the inside,but express their emotionsdifferently on the outside?Take time with each familyto observe how they see thereality of their own lives.

People process informa-tion in different ways. Wetend to teach in the ways welearn best. What style ofteaching do you presentlyuse? Do you use a lot oflecture and informationsharing? A lot of experi-ential learning methods?Are you a "thinker" or a"feeler"? If you find your-self having difficulty inhelping a parent learn newinformation, do a self-

check. Ask yourself: "Am Iteaching in a way that bestsuits the parent's learningstyle?" Make sure your bookknowledge does not bP3omemore of a focus than theparticular situation of ',hefamily. You must considerpossible adaptations of theideal situation.

d. Offer suppurt and

111encouragement

Two big factors in moti-vating others ari supportand encouragement. At timesit might seem easier to usewarnings or give a lecture,but remember, fear does notmotivate. As a home visitorworking with adults, youmust provide support andcontinual encouragement toparents. Your encouragementmust be sincere. You mustbe willing to believe thatthis is how people grow.Througil support and encour-agement you will enhanceyour relationship withparents. Through supportand encouragement, parentsbegin to build higher self-esteem and confidence. Andthrough support and encour-agement, they will try newthings, have the confidence

19

to euerienqe failure with-out setbecks\, to explore newareas of into rest and to inturn give support and en-couragement t6 their ownchild.

e. Encourage self-directedlearning

Adults are more moti-vated to learn when theyperceive education asmeeting a need or a personalgoal. It is your Job as a

home visitor to help theparent see situations asjust that. Parents need tofeel a sense of control inorder to grow. They need todetermine the direction oftheir growth and to plan howto achieve it. At thispoint, your role is to pro-vide the necessary informa-tion and resources for theparent to make her/hischoices. You cannot forceparents to feed their childthree hot, nutritious mealseach day. You cannot forcethem to stop serving sugarcoated cereals or soda popand cookies as a snack. Youcan, however, provide infor-mation and encourage discus-sion on good nutrition.

It is necessary to firstunderstaud why parents mightnot perccive something as apersonel goal or need beforeyou try to motivate them tochange. Is it more conven-ient for a parent to servecereal when getting herselfready for work and her fourchildren ready for schooland the sitter? Is theconflict one may encounterin getting the child to eat

an egg for breakfast worthit to the parent (especiallyin the morning)? If youperceive the parent's needto get everyone ready ontime or to start the daywithout hassle, then it iseasier to understand why allthe lecturing in the worldwon't motivate her topractice good nutrition.The fact is, she mightalready know a lot aboutgood nutrition.

Remember, it is theparents' lives and Ulti-mately, they must make thefinal decisions. You canonly create an environmentconducive to learning. Youmust explore new ways topresent subjects and createnew opportunities forparents to experiencesuccess. Sometimes you mustresolve to let subjects restfor the time being.Remember, if the front doordoesn't open, try the back.But keep trying!

f. Reinforce strengths andself-esteem.

Emphasize the positiveabilities of each parent.Dwelling on weakness is awaste of time and candestroy your relationshipwith the parent. Eachparent has her/his ownstrengths. Take a moment todo the following activity.

Make three columns on asheet of paper and write inthe following headings:

1. Parents' Name2. Strengths3. Activities

20

In the first column writethe name of the parents youare presently working with.Next list each parent'sstrengths. Some parents'abilities will be easy tolist and there may be manyof them. Others' might takesome thought. It is impor-tant to get at least two orthree for each parent.After you have listed theirstrengths, use the thirdcolumn to brainstorm waysthat you can build on thesestrengths.

Writing down the activ-ities does not commit you todoing them, so record asmany as you can think of.This is a great activity todo with other staff membersor as part of a staffmeeting. Now review yourlist and choose activitiesto be implemented.

The more you focus onstrengths, the more positiveyour own attitude will be.Focusing on strengths doesnot mean ignoring the weak-nesses. These must also bedealt with, but a solidfoundation between you andthe parent must be estab-lished first. No matter howmany weaknesses you see, itis not your job to try andchange them all. Peoplechange slowly and it isoften hard for a person tocommit to change.

g. Provide reinforcement

Reinforcement is apowerful motivator, even foradults. When you want to seecertain behaviors in parentscontinue, you have to rein-force them. Don't assumethat if a parent completedan activity chart or made agame you left the week be-fore, that those behaviorswill be repeated. In theparent-focused approach, theparent is the child's mainreinforcing agent; yoy.are the main reinforcingagent to the parent.

Verbal reinforcement isthe most commonly used rein-forc,;ment -- certainly themost readily available ! Besincere when you give verbalreinforcement. Rather thansaying just, "I thinkyou're great," let theparent know exactly what youare reinforcing them for.Be specific - "Startingyour seedlings in milkcartons was creative andeconomical. I think that isa good idea. I'll certainlyshare it with staff andother parents!"

Reinforce parents inother ways too. Try some ofthese suggestions:

I. Acknowledge parents in anewsletter.

2. Send a postcard orpersonalized note to theparent telling them whata great job they aredoing.

21

31

3. Make a phone call duringthe week to let themknow you are thinking ofthem and ask if thereare any questions orconcerns.

4. Provide credit forvolunteer hours to beused as "dollars" at anend-of-the-year auction.

5. Have a salute-to-parentspicnic.

Here is an anecdote thathas been shared at the PortageProject a long time. Thisidea came about after monthsof unsuccessful attempts toget the parent to completethe activity charts eachweek. The frustrated homevisitor decided tocapitalize on a strongparent interest and begangiving her metal stud everyweek she successfully com-pleted the activity charts.The parent collected thestuds until she had enoughto make her initials on theback of her leather motor-cycle jacket. You can becreative tool Somejust your company will bemotivation enough for anisolated parent to followthrough on activities. Butdon't count on itt Have atyour disposal a variety ofreinforcement ideas.

Remember, don't rein-force for general behavior,tell the parents exactlywhat they are doing that youlike. A homemade card orspecial treat can often saya lot more than a store-bought gift. Believe yourparents are each special intheir own way. Let themknow it, then watch themgrow!

k. Make work fun

Being an adult is justlike being a kid, but youget to use real money! Makeactivities interesting andfun for both the parent andthe child. Ask yourself,"Would I (as a parent or achild) be willing to do thisactivity everyday for awhole week?" Activitiesshould enhance the parent/child relationship, beenjoyable, and offer oppor-tunities for other familymembers to beome involved.Plan activities around theparent's interests. If aparent loves to cook withher/his child, then planteaching skills during thesetimes. If the parent isparticularly good at some-thing such as sewing orcarpentry, have them makesome materials and games.Learning should be fun -make sure your activitiesfor both the parent andchild are just that!

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PART 6: EXAMINING HOME VISITORS'ATTITUDES

A very significant factor inhome visiting seems to be thehome visitor's own personality.It is what you are that getsthrough to children and parents,more than what you try to teach.To be a successful home visitor,you must be willing to developcertain aspects of your person-ality and to maintain certainattitudes.

The following traits seemparticularly conducive to be-coming a successful homevisitor:

a. Be patient.

Each individual mustlearn things for her/himself--often the slow orhard way. Allow parentsconsiderable time for learn-ing new skills. Everyonelearns from her/his mis-takes and unlearning somethings takes a long time.People change slowly, andyou need to accept that youmight never see the seedsyou plant bloom.

b. Keep emotionally fit.

According to Honore DeBalzac, "Nothing is agreater impediment to beingon good terms with othersthan being ill at ease withyourself." Enough said!

c. Keep a sense of humor. supporting the effortsparents make.

The amount of laughterheard during a home visit isa good barometer of therelationship you have witheach child and parent.Don't take things tooseriously or exaggeratetheir significance. Humoris a precious gift, and canbe an effective way ofrelieving tensions and con-flict. It is incompatiblewith negative feelings. Inusing humor, however,remember that your goal isto make someone laugh withyou at a situation. Neverridicule or dismiss a prob-lem and never use sarcasmor mockery.

d. Enjoy working with parents.

Some home visitors maylearn that this work is nottheir cup of tea. Those wholike working with parents,however, soon discover theinherent problems but knowit's a job they want tocontinue doing anyway. It

can be exciting work thatchallenges the home visitorphysically, emotionally, andintellectually.

e. Be accepting.

What is, is. You can'tchange people. You can onlyhelp others to change them-selves by appealing to theiremotions, drives, ideals,and intellect. You do thisby your actions. Yourresponsibility is to do thebest job you are capable of,by carefully planning yourprograms, always taking thetime to see things from theparent's point of view andcontinually encouraging and

2

f. Be nonjudgemental.

As a home visitor, youmust be open to how othersperceive and function in theworld. Withhold judgement,even when an ,action might goagainst your personalbeliefs. Make every attemptto understand the behaviorof parents in order to workwith them successfully.

Two additional areas toconsider as a home visitorare: 1) your ability to deal

communicate.ability tohome visitor you need tolearn to identify and manageyour stress. Kicking YourStress Habits: A do-it-:tit:::with stress by Donald A.Tubesing, Ph.D. provides awealth of information fordeveloping stress managementskills. You are responsiblefor learning effective waysof handling stress.Research backs the negativeeffects of too much stressin our lives. Throughpracticing stress managementtechniques you can preventthese ill effects. Prac-ticing these techniquesdaily will result in havinga positive and calmingeffect on others. Developyour own personal plan formanaging the stress in yourlife.

You need to also learnto communicate effectively.Communication skills are anessential element in workingwith parents. There aremany books and classes onthe suLject. It is a skill

you should take seriouslyand continually improveupon.

In Al Mehrabiam's bookNon-Verbal Communication, hestates that 93 percent ofcommunication is non-verbal,55 percent is body positionsand postures, and 38 percentis tone of voice. Only theremaining 7 percent isverbal. Be aware of what youare non-verbally saying toparents. Arrange to bevideo-taped during a homevisit. Thies is an effectiveway to assess your communi-cation style.

A final word about aparent-focused approach tohome visiting: Home-basedprograms often claim that"the parent is the bestteacher of her/his child."Put that theory into action.Make a commitment to planand implement a parent-focused home-based program.Your actions and words showthat parents are the bestteachers of their child.Happy Home Visiting!

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34

PLANNING THE HOME VISIT

Julia Herwig and Deborah C. Cochran

The next two sections,Planning the Home Visit and theImplementing the Home Visit,will give you a step-by-stepprocedure for planning, andimplementing a home visit.

The home is the classroom ina home-based program. You mayask: How can I do everything in90 minutes that is done in fourdays of classroom activity? Theobvious answer is that youcan ' t. The home-based programis successful because you teachparents to teach their children.The parents then provide thechild continuous learning expe-riences, for every parent/childinteraction is a potentiallearning experience.

The activities planned foreach home visit are individ-ualized to meet the child'sneeds and are planned and pre-sented in a manner which en-courages the parents to partici-pate to their fullest abilities.Activities are planned for eachhome visit to meet the followinggoals:

* Teach the child new skills.

1

* Teach parents to planactivities for their childand to teach their childusing positive correctionprocedures.

* Make the home a learningenvironment by teachingparents to create learningexperiences for their childduring routine activities.

* Provide experiences forparents and children in allHead Start component areas.

Good planning is essentialto meet the goals for the homevisit. Since the needs ofparents and children differ, theactivities and materials usedduring each of your home visitswill also differ. You cannotexpect to accomplish individu-alized goals for a child bypresenting the same activitywith every child. You must lookat the individual needs ofparents and children in order toplan activities which will meetthese needs. In addition tomeeting these individual needs,

35

there will be some generalinformation in component areaswhich will be presented to allfamilies. Involve the parent inplanning as much of the homevisit as possible, thus theywill feel more "ownership" ofthe program and be more willingto carry out the activities andhave the opportunity to developeffective teaching techniques.

The home visitor willorganize and plan each visit toinclude three types of activ-ities: structured, informal, andparent education. Each type ofactivity is planned to accom-plish specific purposes. It isimportant to note that each type

of activity is equally importantto the total home visit. Theparent is actively involvedduring the complete visit; allcomponent areas are incorporatedinto all three activities. Thepurpose for each type ofactivity is listed below.

The remainder of thissection will discuss each typeof activity and suggest ideasfor planning. You will findthat planning is one secret tothe success of home visits.Goals for children and familieswill be accomplished because youhave planned activities in allcomponent areas to meet thesespecific goals.


Child learns specific skills

Parents learn effective teaching techniques

INFORMAL ACTIVITIES

Child explores his/her creativity

Child takes the lead in activities

Child reviews skills

Child uses new skills in different situationswith different materials

Parent learns how daily routines can belearning experiences


Parent learns to plan activities for the child

Component information is presented

Program information is shared

Parents learn to meet their expressed needs

2

36

Part 1PLANNING STRUCTURED

ACTIVITIES

There are two purposes forstructured activities:

1. Child learns specific skills.

2. Parent learns effectiveteaching techniques.

The first step toward teach-ing is planning appropriateactivities to teach. When is anactivity appropriate? Childrenneed to learn skills which theycan use or skills which arefunctional. For example, wouldit be appropriate to teach achild to put on mittens if he orshe lives in Florida? Does achild need to name 30 different

111colors? Also, be sure theactivity is something the childto ready to learn. Use theinformation gathered from thescreening and assessmentresults, informal observationand input from the parent toguide you in planning appro-priate activities for the child.

The process for planningstructured activities is a fourstep procedure that enables thehome visitor to use the screen-ing and assessment informationto plan weekly activities. Thisprocess ensures that the activ-ities will be individualizedbecause you are planning activ-ities for one child based on hisor her strengths and needs.This process also enables you toplan activities which the childwill learn during a one weekperiod. Weekly accomplishmentsare important for children andparents. Often a parent hasspent a great deal of time

unsuccessfully teaching a childa skill. This is very frustrat-ing. You must carefully planactivities which are appropriateand provide the child thecorrect amount of aid to accom-plish the skill during one week.The following four steps willhelp you plan activities for thechild which he or she will learnduring the week.

Step 1: Complete or update thechild's developmental checklist.

The checklist is an impor-tant tool in planning activ-ities. It provides a listingof important skills the childcan do, those he or she cannotdo, and those he or she isbeginning to learn. To beuseful, the checklist must becompleted correctly. Recordas "accomplished" only thoseitems the child can do. Ifthere is a question, do notassume the child can do thetask. This will lead toproblems when teaching moredifficult skills. SkillDevelopment Section A -Completing a DevelopmentalChecklist gives directionsfor completing a developmentalchecklist. Figure 1 is asample page of the motor areafrom a checklist. Weekly, asthe child accomplishes itemsin the checklist, it should beupdated to indicate the childhas learned the item.

3

37

motor

. - . .

82 Snips with scissors / /

83 Jumps from height of 8 inches / /

84 Kicks large ball when rolled to him V / /

85 Walks on tiptoe _VV

/ /

/ /86 Runs 10 steps with coordinated, alternating arm movement

87 Pedals tricycle five feet / /

88 Swings on swing when started in motion / /

89 Climbs up and slides down 4.6 foot slide / /

90 Somersaults forward / / /

91 Walks up stairs, alternating feet X / /

92 Marches _X

X/ /

/ /93 Catches ball with two hands

94 Traces templates / /

95 Cuts along 8" straight line within 1/4" of line X / /

4.5 96 Stands on one foot without aid 4-8 second:, X / /

97 Runs changing direction X / /

98 Walks balance beam. / / /

99 Jumps forward 10 times without falling VI / /

100 Jumps over string 2 inches off the floor / /

101 Jumps backward six times X / /

102 Bounces and catches large ball XVi

/ /

/ /103 Makes clay shapes put together with 2 to 3 parts

104 Cuts along curved line XifXX

/ /

/ /

/ /

/ /

105 Screws together threaded object

106 Walks downstairs alternating feet

107 Pedals tricycle, turning corners

108 Hops on one foot 5 successive times X / /

= can a oX = cannot do

1976 Cooperative Educational Service Army 1239

Step 2: Determine what toteach.

Use the developmental the ck-1 is t to select items to teach.The strengths and nee ds of thechild determine the develop-mental or component area ofthe items selected. Eachweek you will plan threestructured activities for eachchild. Monthly, the childshould have activities in allde velopmental and componentareas. In areas of greatestneed, weekly activities areplanned; rotate activities inother de velopmental and corn-

ponent areas. For example, achild whose greatest needs arein language would have weeklylanguage activities. Duringthe first home visits , work onskill s that will result inpositive experiences for theparent and child by selectingitems from areas of strength.Once parents and child haveexperienced success and arefeeling good about the pro-gram, introduce activities inweak areas. The chart belowshows how each de velopmentaland component area was in-cluded during two months ofhome visits for this child.

AREA HOME VISIT

Language

1 2 3 4 5 6 7 8

X X X X X X

SocializationX X X X

Self-helpX X X

CognitionX X X

MotorX X X

HealthX X X

NutritionX X X

SafetyX X X

5

40

Remember, when selectingitems to teach consider thefollowing:

* Is the child ready to learnthe skill? If you areselecting an item from thechecklist, can the child doall the related items whichprecede the one youselected?

* Are you planning weeklyactivities in areas of weak-ness? Are structuredactivities in all develop-mental and component areaspresented at least monthly?

* Involve the parent by pro-viding rationale for theitem selected; explain itsfunction.

Step 3: Plan weekly instruc-tional objectives from the itemselected.

The items selected to teachwil'. be written as completebehavioral objectives. Thisis a statement of what thechild will be able to doafter the instruction period.Behavioral Objectives arediscussed in Skill DevelopmentSection B. Items selectedfrom the checklist will notnecessarily be learned in oneweek. An item or skill mightneed to be broken into smallsteps. This will ensure thechild and parent weekly suc-cess. Planning small learningsteps is particularly impor-tant for the succesP a eachchild and parent. Somechildren may require specialmaterials or aid in learningnew skills. The process ofbreaking skills into a se-quence of teaching steps is

410

called TASK ANALYSIS. SeeSkill Development Section C -Task Analysis for further

explanation. After the taskanalysis has been completed,select one step which thechild will learn during thenext week. This step becomesthe instructional objective.Three instructional objectiveswill be chosen each week usingthis process. Use the formatsuggested in Step 2 to deter-mine which developmental orcomponent areas will becovered each week.

Step 4: Complete a writtenplan.

Up to this point in theplanning process you have1) completed or updated adevelopmental checklist,2) selected an item from thechecklist to teach, 3) brokenthe objective into a sequenceof steps (task analysis) andselected one step for thechild to learn next week(instructional objective).

This process will befollowed for each of the threeobjectives you plan to teach.The final step in the processis writing activity charts.This activity chart serves as:

* A guide for the home visitorin presenting activitiesduring the home visit.

* A guide for parents incarrying out dailyactivities.

The activity chart alsoallows the parent and homevisitor to record the child'sresponses on each activity.The recording shows if thechild is making progress.

Be creative in planning ;;ouractivities. Learning shouldbe enjoyable for parents andchildren. Think of several

ways each objective could betaught. Consider factorswhich may affect the child'slearning style such as:

* What TIME OF DAY is bestfor the child?

* How long is the child'sATTENTION SPAN?

* What MATERIALS or toys holdthe child's attention?

* WHERE does the child workbest?

* What INTERFERES with thechild's learning?

* What is REINFORCING for thechild?

The following examples illus-trate several different activ-ities to teach each instruc-tional objective.

OBJECTIVE: John will cut out asquare with four 90 degreeangles on request 4/4 timesdaily.

ACTIVITIES

* Make a zoo. Each square willbe a cage. After you cutout the square, draw orplace an animal sticker onthe square and make bars.Choose a place to hang yourzoo; for example, on therefrigerator or on abulletin board.

* Make a book about yourfavorite things to do.Each day cut out and makefour pages. You will have astory to tell your familyeach night and your homevisitor next week.

* Fold squares in half andmake name plates fordinne r.

* Use each square as a day foryour calendar. Paste themon a big piece of posterboard. Have mom or dad helpwrite the numbers.

* Make a whirley gig by makingfour cuts, fold the cornersov'r and pin it to a straw.

OBJECTIVE: Debbie will namered, yellow, blue and green uponrequest 4/4 times.

ACTIVITIES:

* Explore the kitchencabinets. Name colors onboxes or cans of food.

* Make a collage using con-struction paper. Name thecolors as you paste and cut.

* Help mom fold the laundry.Name the color of theclothing.

* Go to the grocery store.Name the color of the fruitsand vegetables.

The planning process iscomplete when the activity iswritten with directions forteaching on an activity chartwhich will serve as the parent'sguide throughout the week.Skill Development Section D-Activity Charts gives directionsfor writing activity charts.

To summarize, this four-stepplanning process helps the homevisitor in planning activitiesfor the first portion of thehome visit. These activitiesare individualized to teachspecific skills to the child.You will plan three activitycharts for each visit. Thisnumber can sometimes varydepending upon the child andfamily. If the parents indicatethey can only do two activitiesthat week, that is what youshould plan. Start with onlyone activity chart, then afterthe parents are confident indoing these, you can graduallyincrease the number of activ-ities done weekly to three.Remember the following pointswhen planning.

* Involve the parents in theplanning process.

* Consider how the childlearns best when planningactivities.

* During the first weeks ofhome visiting, plan activ-ities in the child's areasof strength.

* Plan weekly activities inthe developmental and/orcomponent areas which areweak. Plan monthly activ-ities in all developmentaland component areas.

* Select skills to teach whichthe child is ready to learn.The developmental checklistis a guide for determiningwhat skills to teach.

* Use task analysis to plansmall teaching steps. Thechild will be successfulweekly; the parent will be asuccessful teacher.

* Activities to teach theseskills should be enjoyablefor both the child and theparent.

* Complete directions forteaching should be clearlywritten on a chart. Thisis the parent's guide forteaching during the week.

Part 2PLANNING INFORMAL

ACTIVITIES

Informal activities areEQUALLY important to the homevisit as are structured activ-ities. There are five purposesfor these activities:

I. Child explores hiscreativity.

2. Child takes the lead inactivities.

3. Child reviews skills.

4. Child uses new skills indifferent si.tuations withdifferent materials.

5. Parent learns how dailyroutines can be learningexperiences.

These purposes can be metthrough games.or other funactivities which includesiblings or other family memberspresent during the visit. Someactivities will be planned tomeet one purpose; morefrequently, each informalactivity accomplishes severalpurposes. Before the homevisitor can plan activities, heor she must have a better under-standing of each purpose.

1. CHILD EXPLORES HIS/HERCREATIVITY.

Exploring a child'screativity is essential indeveloping importantdevelopmental skills andallowing the child to explorehis/her own creativityabilities.

Through creative explorationa child and parent can learn tountap creative expressions whichmight later be developed like atalent such as drawing, dancing,or playing a musical instrument.

It is important to give thechild freedom to use his or herown imagination in play and toexpress creativity in art ormusic. You can encourage thiscreativity by letting the childexplore the games, toys ormaterials you bring. Allow thechild opportunities to fullyexpress him/herself throughexploring different medias,such as painting to music,dancing with scarfs, or buildinga cardboard fort.

2. CHILD TAKES THE LEAD INACTIVITIES.

Informal activities providean opportunity for the child totake the lead or direct activ-ities. Talk to the aboutwhat he or she is doing or askthe child to tell you about it.

Even though you' have aspecific purpose in mind foreach material, the child mayfind many different uses. Forexample, you plan to play aguessing game where each personreaches in a bag and names theobject they touch withoutlooking. Begin the activity byletting the child play with thebag of objects. Tho child maydiscover that a paper bag makesa great hat or that the roundcbjects roll and tho square onesdon't. After the child hasplayed with the materials, youcan lead into the activityyou've planned.

Another way to give thechild the lead is by asking thechild to choose the activity.Have materials available for twoor three different activitiesthe child enjoys. Pick thechild what he or she would liketo do and follow through withthat choice.

Art and music activitiesalso provide an opportunity forthe child to be creative. Youmay initially direct the activ-ity by providing certainmaterials or music but let thechild determine how they will beused. Including siblings andparents in the activity may givethe child a model if he or sheis hesitant to draw or move tomusic alone. Be sure to rein-force what the child does.

The important thing toremember is to give the child anopportunity to direct some partof the activity and explore thematerials. This should be apart of each informal activity.After the child has explored thematerials, you can direct theactivity to accomplish theobjectives as planned.

3. CHILD REVIEWS SKILLS.

After a child learns askill, s/he needs to practice itperiodically to make sure s/hecan still do it This is espe-cially important since newskills are usually built on pre-viously learned skills. In-formal activities should beplanned to review skills thechild has recently learned. Forexample, the child learned toput the circle and square ina puzzle during a structuredactivity. Review the activityand if the child can do thecircle and square puzzle, youmay present a more difficultpuzzle and observe the child.This observation provides cur-riculum planning information.You may plan a structuredactivity for next week to teachthe child to complete the moredifficult puzzle.

Use the records of struc-tured activities or the check-list to plan review activities.Select skills the child haslearned during recent structuredactivities and review theseduring informa?. activities. Areview of skills learned can bean excellent reinforcer forparents and children. Thisreview activity can also beexpanded to check the child'sreadiness for new tasks. Select

skills from the checklist whichyou think might be appropriatefor teaching. Observe the childperforming the task. How muchaid does the child need? Canthe child accomplish part of thetask? Use this information toplan teaching activities.

A word of caution: Don'treview the same activities everyweek. It's easy to continue toreview counting and namingcolors with each activity youdo. It's fine to reinforcethese skills but don't limitreview activities. Plan reviewactivities based on a variety ofskills the child has recentlylearned.

4. CHILD USES NEW SKILLS INDIFFERENT SITUATIONS WITHDIFFERENNT MATERIALS.

Children need to learn touse new skills in a variety ofsituations. For example, Lisamay learn to name big and littleusing two balls. To make this afunctional skill, Lisa needs tobe able to use this skill inseveral situations with dif-ferent materials. She needs tobe able to name big and littleitems of clothing, big andlittle people, or pictures ofbig and little objects. This isgeneralizing a skill.

Another way to generalize askill is to combine skills innew ways. Playing hopscotch isa good example. Lisa has learn-ed to hop on one foot and turnaround while hopping. She cannow use these skills to play agame with other children.

Plan activities in whichchildren can use new skills withdifferent materials, in newsituations or in combinationwith other skills. Generaliza-tion of skills should occur inthe home, neighborhood, andeventually the child's totalworld. Select skills to gener-alize which the child has re-cently learned. You may plan anactivity specifically to teachgeneralization or you may incor-porate a generalization exper-ience within another activity.

5. PARENT LEARNS HOW DAILYROUTINES CAN BE LEARNINGEXPERIENCES.

One of the big advantages ofthe home-based program is theopportunity for pa .nts to learnto use the home as a learningenvironment. Routine events canbecome learning experiences forchildren. Parents can learn howto teach children while groceryshopping, fixing dinner, doingthe laundry, etc. One way toencourage parents to use thehome environment is by usingitems found in the home asteaching materials. Be creativein selecting materials - don'tbe bound to the toys from theHead Start program. Thisapplies to structured and in-formal activities. Plan objec-tives for the child and thenthink of items in the home whichcould be used to teach theobjective. By using materialsfrom the home you are showingparents that they don't have topurchase expensive toys to teachtheir child. Another way toteach parents to create learningexperiences is to plan activ-ities around family routines.

11

Demonstr:ate what'skills.the.child can practice during theseactivities. For example, whatcan a child do while the parentis folding laundry?

* sort or name colors* count* name each item* name where you wear eachitem

* stack folded clothes* name items as big orlittle

* follow directions inputting clothes away

Discuss the family's dailyroutine and plan informal activ-ities around the routine.Encourage parents to include thechildren in cs many activitiesas possible. Be careful not toplace too much emphasis on theactivity and ignore the needs ofthe child. Plan to teach newskills, review skills or teachgeneralization within theactivity.

EXAMPLE OF AN INFORMAL ACTIVITY

Make the most of informalactivities. Consider the fivepurposes and determine how theycan be incorporated in theactivities you plan. Althougheach informal activity will notaccomplish all five purposes, itshould include as many as pos-sible. Read the followingdescription of an informalactivity.

4 6

The home visitor planned tomake banana pops for asnack. Both children andmom and dad participated.The children touched andtasted all the ingredientsto be used in making thepops. A recipe with symbolshelped the children andparents follow each step.The parents read each stepand the home visitordemonstrated, then thechildren followed thedirections. The childrencounted the bananas andsticks; they also found themiddle of the banana and cutit in two pieces. Aftermaking the snack, theydiscussed good snacks andbad snacks and helped theparents make a list of goodsnacks.

What objectives for thechild were accomplished?

* followed directions with amodel

* reviewed counting to fourgeneralized finding themiddle of the banana

* repeated steps followed withcues of first we andthen

What purposes for informalactivities were included?

* nutrition information waspresented

* skills were reviewed* skills were generalized* children were included insimple cooking activity

12

UNIT PLANNING

One way of planning informalactivities is by using units.Monthly units are planned aroundvarious themes. These unitsinclude suggested activities foreach weekly visit. The follow-ing pages show a sample unit.These units can be planned atthe beginning of the programyear by home visitors and com-ponent staff. Materials neces-sary for each weekly activityare available for each family onthe home visitor's caseload.Although the same activities areplanned for each family, thehome visitor will need to indi-vidualize the activities whenthey are presented. This can bedone by planning objectiveswhich include generalization orreview of skills for eachactivity.

47

SEPTEMBER - 3RD WEEK

UNIT TITLE: General Teaching

JUSTIFICATION:

Since we are expecting parents to be teachers of theirchildren, we must provide the skills, know-how, and confidencefor them to do this job effectively. Through this unit we canintroduce and emphasize incidental learning and positivereinforcement.

SPECIFIC OBJECTIVES:

1. To discuss some effective methods of teaching.2. To re-emphasize importance of parents as teachers.3. To explain and emphasize the use of incidental learning and

positive reinforcement.

ACTIVITIES:

1. Discussion:A. Incidental learningB. Positive reinforcementC. Importance of setting realistic goalsD. Yearly goals for general teachingE. Necessity of making learning funF. Importance of actual experiencesG. Importance of positive attitude toward learningH. Importance of taking time to listen and answer questionsI. What preschoolers need to be learning. Provide handout

"The School. Readiness Checklist"

2. Field Trips:A. Take a walk, go to the store, post office, or parkB. Listen, look for, and discuss sounds, sights, smells, and

touch

3. Involve child in daily household chores: discuss what familycan be teaching and learning. Examples -- sorting andfolding laundry, doing dishes, washing walla, dusting, yardwork.

4. Sorting and folding laundry: develOps skills as classifica-tion (texture, size), matching, counting, small, largemotor, and language.

5. Doing dishes: teaches counting, color classification, size,temperature, air, water, language; develops small motorcontrol.

6. Cleaning house: washing walls, dusting, etc.; helps indevelopment of motor skills and concepts (high, low, under,over, between, etc.).

7. Yard work: teaches about plants, water concepts, weather,color classification, growth changes, etc.; develops largemotor control.

8. Setting table: emphasizes shape, position, left, right.

9. Guessing game: "I see something (color, shape)."

10. Parents reading to child or telling favorite story.

11. Pick-up game: teach classification, counting. (Pick upobjects out of place, put in proper place.)

12. Art activity.

A. Play DoughB. FingerpaintC. Macaroni Collage

13. Have family plan an enjoyable activity they can all beinvolved in.

41014. Provide handouts "Incidental Learning" and "Why Parents as

Teachers"

Follow-up Activities for Positive Reinforcement:

1. Ask about how they used play dough; finger paint.2. Ask about how family enjoyed the activity they planned

together.3. Ask which household chores (indoor and outdoor) parent and

child did together.

14

49

INDIVIDUAL PLANNING

Another method of planninginformal activities is to planactivities for each family -this ensures that the activitieswill be appropriate. Plan oneor two different activitieswhich will incorporate 3 to 4objectives for each child. Theprevious example of an informalactivity demonstrated howseveral objectives could beaccomplished in just oneactivity. It is better to planone activity which will includemany opportunities for learningskill review rather than rushthrough 2 or 3 informal activ-ities in a 30 minute timeperiod. The activities for eachchild should include weeklyreview of skills and generaliza-tion experiences. Componentactivities should also beplanned weekly - remember toinclude objectives for the childin these activities. The childshould be allowed to take thelead during some part of eachactivity.

Keep these points in mindwhen planning informal activ-ities:

* Plan weekly review and gen-eralization activities. Userecords of completed struc-tured activities or thechecklist to plan,review, and generalizationactivities for skillslearned during the past 2-3weeks.

* Plan component activitiesweekly. These activitieswill present information onthe child's level. Theyshould also include specificobjectives for each child.

* Each activity should showthe parent how to use dailyroutine.i to teach their

child.

Part 3PLANNING PARENT EDUCATION

ACTIVITIES

The third type of activitiesyou need to plan are parenteducation activities. Theseactivities focus on the parent.Arrange activities for thechildren so you can have timewith the parent. This portionof the home visit has fourpurposes:

1. Parent learns to planactivities for the child.

2. Component information ispresented.

3. Program information is

shared.

4. Parents learn to nettheir expressed needs.

1. PARENT LEARNS TO PLANACTIVITIES FOR THE CHILD

Involving parents is the keyto success for the home-basedprogram. This means involvementin planning activities for eachvisit. The home visitor caninvolve parents by discussingtheir expressed needs and plan-ning activities to meet thoseneeds. Parents must also be in-volved in planning activitiesfor the child. There are threepurposes for this involvement:

* Parents learn how to targetrealistic goals for theirchild and plan appropriateactivities to teach theirchild these skills.

* Experience in planning willenable parents to continueplanning activities whenthe home visitor no longervisits the home.

* Parents are more likely tocarry out activities whichthey helped plan.

Educational assessment is agood place to start involvingparents in planning activities.Parents have information tocontribute about the child'sbehavior. This is also a goodopportunity to reinforce parentsfor teaching the child specificskills. After the checklist iscompleted, the home visitor canuse it to assist the parent inselecting activities the childis ready to learn. Parent andhome visitor can continue touse the checklist as a guide.Review the checklist at leastmonthly to record the skills thechild has learned and selectskills to teach. Provide theparent with a copy of thechecklist to plan along withyou and to refer to when you arenot there.

Selection of materials isanother way to involve parents.After you have decided what toteach, discuss what materialswould be appropriate to use.You may plan to make materialsusing household items. Encourageparents to use items commonlyfound at home for teaching.

Determining when to teachshould also include parents. Ifpossible, plan teaching activ-ities to be a part of thefamily's daily routine. Self-help skills fit in well with thedaily routine. For example, ifyou are teaching dressing, dothe activity when it wouldnormally occur during the day.Some structured activities maynot directly fit into theroutine, but planning caninclude WHEN the teaching willoccur and WHERE in the home theparent and child will work onthe activity.

During this time you willalso have the opportunity tobrainstorm activity variationson the structured activitiesthat will be left for the week.List additional ways theseskills could be worked on.

By including parents inplanning you are teaching them.The amount of planning done bythe parents is dependent upontheir skills. Initially,parents may be hesitant toparticipate in the planningprocess. They may feel that youare the teacher and you shouldhave ALL the answers. Continueto discuss activities with themand reinforce their teachingskills. If you show parentsthat they do have valuableinformation to contribute, theywill become comfortable partici-pating in the planning.

Learning to plan appropriateactivities for a child is a longprocess. As parents increasetheir skills in selecting activ-ities, you can gradually intro-duce them to other steps in theprocess for planning structuredactivities. The PORTAGE PARENTPROGRAM and TEACHING PARENTS TOTEACH are good resources forinvolving parents in theteaching process.

2. COMPONENT INFORMATION

This is general informationwhich can be presented to allfamilies. The activity includesdiscussion with the parent andleaving pamphlets or othermaterials. Plan activities thatrotate between these areas:medical, dental, nutrition,health, mental health, safety.

These activities can beplanned at the beginning of theprogram year using units. Homevisitors and component staffcooperatively plan 1-2 componentactivities for each week. Theseactivities could coordinate withthemes of parent meetings andinformal activities. Forexample, if you are discussingnutritious snacks with theparent, an informal activitycould be preparing and eatingfresh peanut butter with allchildren and the parent.Planning should includematerials for pamphlets necessaryfor each activity.

3. PROGRAM INFORMATION IS SHARED

Encourage the parent toparticipate in the many eventswhich will be offereu throughthe Head Start Program. Keepparents informed on what ishappening and of the differentways they can become involved.This can be done by making acalendar of Head Start activ-ities and listing ways in whicha parent can be involved. Thesemight include: telephoning otherparents, volunteering at acluster, arranging for rides,helping with refreshments at ameeting, or any other possibleway a parent might feel comfor-table getting involved.

4. PARENTS LEARN TO MEETTHEIR EXPRESSED NEEDS

Expressed needs of thefamily are recorded on the LogSheet of the Family ActionPlan.* The home visitor will beinvolved in assisting familiesmeet some needs while otherswill be met with assistance fromthe Health, Social Service, andHandicap Coordinators. Thedivision of these responsi-bilities is somewhat dependentupon the resources available tothe program. The home visitor'sprimary role :1,8 family educationand development. In some casesthe home visitor and parentcould consult with a specialistand implement their recommenda-tions. For example, the parentwants to know how to preparefood for the baby. The homevisitor could discuss this withthe nurse or dietitian and then

* Instructions for using the Family ActionPlan can be found in the Handout Section.

help the parent carry out thesuggestions. Another way tomeet this need is by having thedietitian participate in thehome visit and demonstrate foodpreparation.

Other needs may requiredirect intervention by a spe-cialist. For example, theparent may be having difficultycoping with the demands of ahandicapped child. The homevisitor should refer this needto a person experienced incounseling families. Thecounselor may suggest someactivities for the home visitorto assist with, or the counselormay see the family separate fromthe regular home visits.

One goal for all families isto increase their independencein meeting their own needs.Home visitors can assist byinforming families of communityresources and assisting them incontacting other agencies.Parent education activitiescould include role playing thecontact of an agency to secureservices.

Another activity is usingresource directories to findappropriate agencies to contact.Plan activities which giveparents the assistance theyneed; do not do something forthem which they can do them-selves. For example, Ms.Stine would like to learntyping and secretarial skills,She and the home visitor discussclasses offered at the voca-tional school and the homevisitor assists in finding thenumber to call for information.Ms. Stine calls the school

and completes the enrollmentprocess. The home visitor onlyprovided the assistance neces-sary to meet the parent's need.In other cases, the home visitormay need to provide more assist-ance, such as making the initialhelping the parent completeenrollment forms. After workingwith a family, the home visitorcan use observations of thefamily to plan activities whichprovide parents with the amountof assistance necessary to meettheir expressed needs.

If the parent is hesitant toexpress needs, you can planactivities to encourage or helpthe parent. The parent must beaware of all the programs andservices available in thecommunity and through the HeadStart Program. Discuss variousagencies such as the HealthDepartment and tell the parentwhere it is located, schedule ofservices, eligibility require-ments, and how to contact HealthDepartment personnel. Anotheractivity to generate expressedneeds is discussion of pamphletson safety, sanitation, medical,dental, and mental health. Thesepamphlets may make the parentsaware of a need and result intheir identifying it to the homevisitor. For example, the homevisitor and parent discuss apamphlet on common fire hazardsat home. After this discussionthe parent asks the home visitorto help identify potentialhazards in the home.

In summary, you will plan aweekly component activity. Ifyou use units, these will covercomponent activities and plan-ning activities for the child.Each week the parent should beincluded in planning futureactivities for the child.Expressed needs of parents willneed to be addressed individual-ly, and activities to meet theseneeds might sometimes take pre-cedence over other parent educa-tion activities.

19 5 4

Craig R. Loftin and Deborah C. Cochran

IMPLEMENTING THE HOME VISIT

You are now prepared foryour first home visit. All ofthe activities for the visit areplanned. You have gathered allthe materials you will need andplaced them careftily in your"bag of tricks." You find your-self knocking on the family'sdoor. Now what? You may findyourself saying, "I should havegone over it in my head one moretime!"

That is just what we will doin this section, go over thehome visit one more time to makesure that it is'a positiveexperience for everyone in-volved. First, we will talkabout an ideal home visit. Andbecause the visit is designed tobe a learning experience forboth the child and the parent,we'll also take a look at whatyou, as the home visitor, can do

to foster the development of thechild, the strengths of theparent and the relationshipbetween the two. Finally, wewill discuss some ways of work-ing with problems that typicallyoccur during home visits.

1

Don't forget to bring thesematerials to the home:

* Your Home Visit Report

* Activity Charts

* The materials you will needto teach the activities

* The information for theparent activities

* A snack (monthly)

* Extra materials for anunexpected situation

* Several blank activitycharts

As you begin the first homevisit, remember that your prin-cipal role in the home is as ateacher of both the parent andthe child. The best way toreach the child is to teach theparent all you know about teach-ing children. The parent willthen be able to help the childlearn all through the week. It

is important to remember fromthe very start that the focus ofthe visit is the parent.Periodically ask yourself "Whatcan I do to help foster a posi-tive relationship between theparent and child?"

Remember also that as a homevisitor you need to be flexible.Although you've worked hard toplan carefully, things can goamiss during the home visit.When this happens, be as flex-ible as possible. Try to adaptyour plan to fit the situation.Remember, you are a guest in thehome and may need to adapt yourplan to fit the needs of thefamily.

Structure the visit so youwill have time to present all ofthe activities you have planned.Many problems that can typicallyconfront the home visitor can beavoided by following a structure.

The diagram in Figure 1 putsthe home visit in perspective.The home visit is divided intothree sections: structuredactivities, informal activities,and parent education activities.Each section lasts about 30minutes and each is equallyimportant in meeting yourobjectives.

Figure 1

THE THREE-PART HOME VISIT


25-35 MINUTES

INFORMAL ACTIVITIES

30-35 MINUTES


20-30 MINUTES

WHO: PARENT, HOME VISITOR, CHILD WHO: PARENT, "LD, SIBLINGS, WHO: PARENT, HOME VISITOR


HOME VISITOR





EXPANSION OF SKILL ACQUISI

TION THROUGH .

MAINTENANCE

GENERALIZATION

READINESS

* EXPOSURE

HOW: THROUGH ACTIVITIES SUCg AS




HOW: THE HOME TEACHING PROCESS



AND PROBLEM SOLVING

ABILITIES


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1, PLANNING WEEKLY CURRICULUM ACTIVITIES

2. SHARING COMPONENT IN."FORMATION

3. SHARING PROGRAM INFORNATION

4, DEVELOPING STRATEGIESFOR DEALING WITH FAMILYCONCERNS

-..



SNACKS, ETC,


USE OF HOUSEHOLD OBJECTS AS EDUCATIONAL MATERIALSDAILY ACTIVITIES AS TEACHING EXPERIENCES

2

During the visit:

* work first on the structuredactivities

* then present the informalactivities

* finish with the parent edu-cation activities

It is a good idea to begineach home visit with the struc-tured activities because theseactivities require the child andparent's full attention. There-fore, working on structuredactivities at the beginning ofthe visit is best because thechild is fresh and anxious towork. Once you have finishedthese, then begin the informalactivities. It is easier formost children to go from struc-tured activities to less struc-tured activities then the otherway around. Try to involve allof the children in the home inthe informal activities.Finally, the parent educationactivities can be presentedwhile the child is free to do ashe or she pleases. Perhaps thechild will play with a toy youhave brought along, keepingoccupied while you talk with theparent.

The folluwing pages willdi:,cuss these three parts of thehome visit in detail anddescribe what will happen duringeach one.

GREETING THE FAMILY

As the door opens rememberthe parent is often feelingunsure about the visit, particu-larly until there is a relation-ship established with the homevisitor. Supposedly the homevisit has already been explainedto the parent, but it won't hurt

to review it. The parent isconcerned about the child'slearning and is hoping that youwill be able to teach the childsome new and important skills.So, be friendly and warm. Thegreeting at the door is animportant moment and will setthe stage for the rest of thevisit. Here are some ideas tokeep in mind as you begin thehome visit:

* Greet the child briefly andfocus the greeting on theparent.

* If you asked the parent towork on something during thelast home visit, ask howit went.

Try to avoid discussingpersonal or non-work relatedmatters at the beginning ofthe visit. There will beample time later to visitwith the parent.

* Go immediately to the areawhere you usually work inthe home to indicate thatyou are ready to begin.

As a courtesy, the parentmay offer you a cup of coffee ora soft drink as you enter thehome. While you want to acceptthe parent's hospitality, to doso could change the entire homevisit. It is better to acceptthe offer, but add that youwould enjoy it more after thework is finished. Establishingthis as your procedure from thevery first home visit willensure that you will never needto rush through the activitiesbecause too much time was spentsocializing.


The Home Teaching Process isused when presenting structuredactivities. This four-stepprocess is explained below.

Step 1

If during the previous homevisit you left an activity forthe parent to work on with thechild, review this activity be-fore presenting any new ones.

This review will help youdetermine whether or not thechild has learned the skill.You actually began this reviewas you greeted the parent at thedoor, by asking how the activityfrom last week worked out. Thisis helpful because you:

* Immediately give the parentthe idea that you are readyto work.

* Find out whether the parentfollowed through on theactivities.


25-35 MINUTES

WHO: PARENT, HOME VISITOR, CHILD



IN ALL COMPONENT AREAS.

How: THE HOME TEACHING PROCESS

Step 1

Step 2

Step 3

* Find out if the parent haddifficulty teaching the Step 4 /7activities during the week.

There is, then, a naturaltransition from greeting thefamily to beginning work on theactivities.

If you left more than oneactivity, you might ask thechild which of them he or shewould like to begin with. Thisallows the child to take anactive part in his/her own pro-gram. This opportunity willhelp maintain the child'sinterest in the activities andthe visit.

Meanwhile, the parent canget the charts you left for eachactivity.

4

vice,EVISITOR

OBI AINS.psEt IRE

NEN ACTIVITY

:MtVISITORPRESENTS

nDS BASELINEMODELS

1EAENI 'TECHNIQUES 416

Quickly reading over thechart will help you recall howyou wanted the parent to teachthe skill. It will also remindyou of the exact behavior thechild will perform if he or shehas achieved the skill.

Joc- 0

HOME VISITOR

OBTAINS

POST-BASELINE

Review the parent's record-ing too! It is pleasing to theparent if the home visitor com-ments on the parent's recording;it makes the parent feel thatthe work during the week isappreciated and worthwhile.

When reviewing activities,have the child perform the taskusing the same directions writ-ten on the activity chart. Besure to observe the child'sresponses closely so you candetermine whether or not thechild can perform the skill.

In the example activitychart (Figure 2), the homevisitor hopes that the child haslearned to draw a square withouthelp, four out of five times.The home visitor would give thechild four opportunities. Eachtime the child draws a square onrequest, the home visitor marksan "X" in the last column of thechart. If the child needed tohave the home visitor help bydrawing four dots on the paper,the home visitor would markan "0" on the chart.

If the child is successful,reinforce for a job well done.It is very important to rein-force the parent too! Theparent has worked hard on theskill during the week and has

5

59

successfully taught the childsomething new, something thatjust one week ago he or shecould not do.

Figure 2Milli ----III

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"I h ihoi spume - +he sides are on -the mine;length.' Draw a haw) Fact in Me square fiw .

and 11101eK an X on +he drib'v. he. cants chow the suave., pu,f q dots on his (raperWe. This 2, Then asK him ic +rti o5oir he canCan da'it this 4-inie, praise. him and KI*" 0 on file chsi+.Doµ squares eadi dew .

6 . TC' Ben WA; hime met a d rawir9 ook of hissQuare,..

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Ben was very proud of him-self. He drew all four squaresby himself without any help atall. In fact, he wanted tocontinue drawing squares. Marywas quick to reinforce Ben andMs. Franks, "What a great joblYou can make those lines goodand straight now, Ben! You'vedone a fantastic job, Ms.Franks, and it's so nice thatyou've hung Ben's squares up forhim."

To review last week'sactivities:

1. Review the activity chart.

2. Reinforce the parent'srecording.

3. Do the activity with thechild as it is explained onthe chart.

4. Record the child'sresponses.

5. Reinforce both the parentand child for theirwork.

Sometimes though, we are notthis lucky. After reviewing theactivity we sometimes discoverthat the child has not learnedthe skill. This can happenwhen:

1. The objective was too difficult for the child toachieve in just one week.

2. The activity itself was notappropriate for the child.

3. The reinforcement and/orcorrection procedures usedwere not appropriate.

4. The parent did not work onthe activity during theweek.

"Gee, Ms. Franks, it doesn'tlook as though Ben can hop onone foot without help yet," saidMary after reviewing, "Perhapsyou can try the activity withhim once. That way we can seeif there's some 'ing we need tochange."

When this happens, have theparent try the activity with thechild. Occasionally this demonstration will help you identifythe problem. You might evenfind that the child is able toperform the skill for theparent, despite the fact that heor she cannot do it for you. Inany case, if the child does.notmeet the objective, the activityshould be modified and presentedagain, but not necessarily thatnext week. You may decide toremove the activity from thehome and present it at a laterdate.

Once the parent has triedthe activity with the child, andthe child is still unsuccessful,there are several things thatcould be done:

* The objective could bemodified. Change theobjective to reflect howwell you expect the childto perform the skill if itis worked on for anotherweek.

For example, if theobjective that was notachieved was:

"Ben will hop 5 feet, onone foot, without aid3/3x," the home visitorcould change it for thenext week to be:

"Ben will hop 5 feet, onone foot, while holdingon to table, 3/3x."

* The directions for teachingthe activity could bechanged. The approach toteaching the task could bealtered to better suit thechild's needs.

For example, the previousactivity chart directionsmay have stated:

Stand 5 feet in front ofBen. Ask him to hoptoward you on one foot.Praise him as soon as hereaches you. If he hasdifficulty, take his handto steady him then let itgo as soon as he's goingforward.

The changed directions couldread:

For the first 2 days ofthis week, have Ben holdon to the table while hehops toward you. Do thiseach time. The other 5days of the week, havehim hop alongside thetable, but without hold-ing on. If he has dif-ficulty, have him holdon to the table and en-courage him to let go ashe hops. Be sure topraise him when he issuccessful: "Great, Ben,you did it withoutholding on."

* If the parent was unclearabout how to teach theactivity, it might beenough just to presort theactivity again and teach itonce while he or she watches.The home visitor needs tohave the parent demonstrateit and give suggestions toimprove the teaching.

"I feel so ridiculous,Mary. I thought I wassupposed to hold his handthe whole time," explainedMs. Franks. Mary replied,"Oh well, let's try it againjust to make sure it's clearthis time." And Mary demon-strated how to teach theactivity again.

* The home visitor may decideto withdraw the objective.Sometimes objectives aresometimes left in the homethat are completely inappro-priate for the child. Whilereviewing, the home visitormight discover that thechild does not have theability to learn that skillat that time. In this casethe home visitor could dropthe objective for the timebeing, perhaps presenting itagain when the child isready.

* Be sure to consult with yourEducational Coordinator orother specialists wheneveryou have difficulty mod-ifying the objective oractivity.

Whenever an activity ismodified, it is important toprepare another activitychart to be left for thecoming week. This activitycould be left in addition tothe new activities that areplanned for the home visitor it could replace one ofthe new activities. Thiswould depend entirely on theparent and child. Youshould consider the follow-ing points as you make thisdecision:

- Will the parent have thetime to work each day onall of the activities youleave?

- If you left one moreactivity, would theparEnt have the interestto work on it at thispoint?

- Does the child usuallycomply with the parentso that one more activ-ity will not createproblems?

- Are most of the activ-ities you leave in thehome achieved in oneweek? If not, anadditional task mayresult in furtherfailure.

"You're right, Ms.Franks, I should have beenmore specific last week.Why don't I quickly write upa new chart so that Ben canwork on hopping again thisweek? Would you like tohelp? You always have suchgood ideas." Mary gave Bena crayon and a sheet ofpaper to draw on while sheand Ms. Franks wrote the newactivity chart.

However you decide, the newactivity chart should be pre-sented to the parent and childas a totally new activity. Thesame procedure would be used tointroduce this activity as anyother. To prevent the childfrom becoming bored, you mightpostpone presenting the modifiedobjective until you have pre-

",sented one or two new activ-ities.

8

Let's .talk now in detail aboutthis next step - presenting thenew activities.

Step 2

Immediately after reviewingeach activity from the previousweek, the home visitor beginspresenting the new activitiesprepared for this home visit. Upto this point, the child hasbeen cooperative because he orshe has been anxious to show theskills learned from last weekand because you so warmly rec-ognized these efforts and suc-cesses. By now though, thechild is anxious to try some-thing new.

HOME VISITOR

PRESENTS NEW ACTIVITY,

RECORDS BASELINE AND

MODELS TEACHING

TECHNIQUES

WHEN PRESENTING A NEWACTIVITY

* Begin with the activity thatwill be the most demandingof the child's attention.

* Give the child the materialsyou will use during theactivity to explore and warmup to them.

* Meanwhile, explain the newactivity and its rationaleto the parent.

Of the three new activitiesthat you will present duringthis part of the visit, it iswise to begin with the activitythat requires the child's great-est attention. Usually, once ayoung child has been involved ivan active task, such as kickinga ball or jumping over smallobstacles, it is difficult toget the child re-directed to atable activity. This, however,depends a great deal on theindividual child and your know-ledge of the child will be im-portant in deciding whichactivity to present first.

Once the first activity hasbeen selected, you will need afew minutes to talk with theparent. But what happens withthe child? Does he or she justsit and wait? Well, this is agood time to let the child warmup for the activity. This isbest accomplished by giving thechild the materials to use forthe activity. Let the childplay with them so that when youare ready to begin working, thechild will be familiar with thematerials and will not be dis-tracted from what you are tryingto do.

Very often you will findthat when you are ready, thechild is playing with the "toys"in a way that will allow you tomcve right into your activity.This smooth transition makes theentire home visit more pleasur-able for everyone.

"Look at these neat picturesI brought for you today, Ben"said Mary offering the cards toBen. "Why don't you look atthese for a minute while I talkwith mom?"

While the child is occupied,present the activity chart tothe parent. Have the parentread over the chart as youexplain the objective for theweek and the directions forteaching the activity. It isalso important to explain to theparent why you have chosen thatskill to work on. It is helpfulto be clear and specific aboutthe activity and encourage theparent to ask questions.

Once you've discussed theactivity with the parent, trythe activity with the child andrecord the responses. This iscalled baseline.

When presenting new activ-ities:

*Present the task to thechild as stated in thedirections.

Record the child's responses.

If necessary, modify theactivity.

Taking baseline is an impor-tant part of teaching; it tellsyou how well the child can per-form the skill prior to instruc-tion. This information is use-ful because:

9

63

You may discover that thechild can already performthe skill as stated in theobjective. It would besilly to continue working ona skill that the child canalready perform. Theactivity would have to bechanged, but be sure toreinforce the child's accom-plishment.

On the other hand, you mayfind that the objectivespecifies a skill that thechild will not be able toachieve within one week.Since it is important forthe parent and child toexperience success eachweek. the objective shouldbe changed.

Baseline indicates that youhave targeted an appropriateskill. It seems as thoughthe child will be able tolearn it within the week.

It provides a "base" fromwhich to judge improvementat the end of the week.

After Mary explained theactivity to Ms. Franks, sheturned to Ben. "What do youthink of those pictures, Ben?Which one do you have there?""The truck," replied Ben."That truck looks funny to meBen. Something is missing. Isit the door or the tire?" "Thetire," Ben said. "Yes, the tireis missing." Mary marked an Xon the chart and continued withthe next picture.

Try the activity out withthe child and record the child'sresponses on the chart. In theexample, Mary would give Ben oneof the pictures and ask him whatit is. Then she would ask ifsomething was missing from theobject. The home visitor wouldname two parts of the object,one of which would be themissing part, and ask Ben whichnamed part was the missing one.

10

If Ben correctly named themissing part when given a choiceof two, the home visitor wouldmark an "X" on the chart. If hedid not correctly name themissing part or needed help,Mary would mark an "0" on thechart and continue with eachpicture. The activity chartwould lo .k liKe this:

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EitmOL: nit me $4.0.5.heei ov. 4-he door? )J. he is correct, 40 hire) "Theik riefi The dor is lihssisj.

movi( X °a tilt chart. TaKe the mixii13 part Fcori.The locKar In +he bo.cX of noiebooK and let himFr.frn' where it below.tc he &at mime iAe opted dersi car,.,Agahoh7

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If the child had been unableto name the missing parts, thehome visitor would model for theparent how to teach the skill.However, if the child could namethe missing parts each time,then the home visitor wouldreinforce the child, give creditfor having achieved the objec-tive and change the objective.After changing the objective thehome visitor would take baselineon it and, if the home visitorfound that this new objectivewas appropriate, he or she wouldmake the necessary changes inthe directions. The modifiedactivity chart might look likethis:

en

Nar OISItot Owe _Ckire,wt of _Octelber 2.14

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Ben will namefilissina, per, of

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'There's saneiiiirg m40,19,1309. Can you fel/me that in r3. IF he is arreci fell hisr. 7hali righ41 The missiv."

Mad an X on The chart. le+ Ben p' The iMn9 part onthe picture,

4. IF he doesn't name With-the Missing pawl; ask: "is if+he or _.?" and may r a 0 on the chof,

5. Wort< with iiiese pictures +,.. out- the wee ,

You mild also worK on eii5er hdp Bens

inierr_st up,

Th rh F 3SMTWThDAY11

11"You did such a good job

naming those missing parts, Ben.Now let's try something dif-ferent. Here's the truck. Can

11

65

you tell me what's missing?"asked Mary. "The man" reportedBen. "That's right, Ben. Theman is missing. But somethingelse is missing. Is it the tireor the door?" "The tire" saidBen. Mary then marked an X onthe chart.

The objective has beenchanged to indicate that by theend of the week of instruction,the child will be able to namethe missing part without help.During teaching, the parent willnot give the child a "choice oftwo" unless the child has diffi-culty and needs help. Givingthe child a choice of two is nowthe correction procedure.

Satisfied that the objectiveiS appropriate for the child,the home visitor can demonstratehow to teach the skill. Thisgives the parent an idea of howto use the reinforcement andcorrection procedures. Theparent has already seen how thematerials are introduced to thechild and how to get the childto respond while baseline wastaken. Now the home visitorwants to focus on other aspectsof the activity that the parenthas not yet seen.

The home visitor works withthe child, being sure to rein-force when the child respondscorrectly. The reinforcer thatthe home visitor uses should bethe same as that specified onthe activity chart for theparent to use during the week.In determining what reinforcerto use, the parent who willcarry out the reinforcement,should be consulted. Reinforce-ment should be deliveredimmediately after the child

"1 r)11 5o of ffoo'ot

responds, it should be sincereand it should specify what thechild had done right.

When the child has diffi-culty or responds incorrectly,the home visitor can demonstratea positive way of correcting thechild. This should help thechild find the correct responseas well as increase the likeli-hood that he or she will respondcorrectly the next time withoutextra help. Be sure to use thecorrection procedure that isstated in the directions andthat reinforcement is given tothe child for his attempts.

Demonstrate just long enoughfor the parent to understand howto carry out the activity. Itis easy for the home visitor toforget this. After all, thehome visitor enjoys working withthe child and likes to work onthe activities prepared for thevisit. However, it is importantto remember that the parent isthe primary teacher in a home-based program. Therefore, theactivity should be passed to theparent while the child is stillfresh and interested in it.

PARENT

MODELS

NEW ACTIVITY

Step 3

After the home visitorclarifies any questions that theparent may have about teachingthe activity or recording on the

12

chart, the parent tries it. Thedemonstration by the parentgives the home visitor theopportunity to observe theparent teach the skill and makesure that the parent will nothave difficulty teaching duringthe week.

Establishing the parent'sdemonstration as part of theroutine from the very beginningof the program helps avoid prob-lems later. Although the parentmay feel somewhat awkward thefirst time he or she teaches anactivity in front of the homevisitor, the home visitor's warmand positive remarks will helpthe parent relax.

When the parent begins thedemonstration, the home visitorshould be careful to allow theparent the freedom to movethrough the activity with thechild.

There may be some briefmoments when the parent hesi-tates or appears unsure ofwhat to do. The home visitorshould not intervene when thishappens. The home visitorshould not step in and take overthe activity with the child.Rather, it is best to alloo afew moments for the parent totry again. However, if theparent continues to appear lostor turns t_ o the home visitor forhelp, the home visitor shouldgive the parent some feedback toget the activity started again.

As the parent works on theactivity and the child responds,the parent will reinforce thechild. Nonetheless, the childwill often turn to .the homevisitor, looking for additionalreinforcement. While the homevisitor will want to respond tothe child, he or she should be

66

careful not to let the rein-forcement mask that of theparent. It would be unfortunateif the child was reluctant towork during the week when thehome visitor is not around toreinforce the child's progress.Make sure the parent is theprimary reinforcer.

When the parentdemonstrates:

- Be an observer.

- Don't allow your reinforce-ment to mask that of theparent.

- Reserve your comments untilthe parent is through.

- If the parent has diffi-culty, don't take over theteaching, give verbal cues.

- Stress the positive aspectsof the demonstration; bepositive about the problems.

- Make sure the parent under-stands your comments bydemonstrating.

While the parent works on theactivity, he or she should alsorecord the child's responses onthe activity chart. This givesthe parent a chance to practicerecording and gives the homevisitor a chance to make surethat the parent understands therecording procedure.

Provide the parent withpositive feedback after theactivity is completed. Rein-force the parts of the demon-stration that went well. Alsogive the parent suggestions onteaching the activity to make itrun more smoothly and increase

13

the chances that the child willbe successful. This can be donevery nicely through a discussionwith the parent, having theparent suggest the parts that heor she felt went well and thosethat were choppy or uncomfort-able.

"That went very nicely, Ms.Franks. I don't think you'llhave any problem with it duringthe week. You really held Ben'sinterest and were so positivewhen he made a mistake. Let megive you just one idea; when youask him if the door or the tireis missing, try not to point tothose parte. You might begiving him more help than heneeds."

When a suggestion is made,the home visitor should be surethat the parent understands therecommendation. If it wouldhelp, the home visitor coulddemonstrate how to make thechange and the parent could thentry it.

This has also been theparent's firstrecord the chilthis activity.will record allweek, make sureparent with feere cording.

opportunity tod's responses forSince the parentthrough theyou provide thedback regarding

Encourage the parent tocontinue working with the childon the skill until comfortablewith it. Be careful, though,that the child does not becomeso tired of the activity that heor she will have no interest inworking on it during the week.

67

It is time now to work onthe next structured activitythat you have prepared. Followthe same procedure as before.But before presenting the newactivity, clear away thematerials from the previousactivity. Also, let the childknow it is time to stop what heor she is doing and begin some-thing new.

PARENT AND

HOME VISITOR

REVIEW ACTIVITY

AND RECORDING

Step 4

Before leaving, the parentand the home visitor brieflyreview each of the structuredactivities that will be left forthe week. Some parents will dofine with just a quick reminderof when to work on each activityand how to record, while othersbenefit from a review of each ofthe steps to follow. How thisreview is carried out willdepend entirely on the parent.

CONSIDER THE FOLLOWING FACTORSDURING YOUR VISITS:

ENVIRONMENT

'Begin in a consistent placefrom week to week.

14

'Vary the location whereactivities are worked on tokeep the child from tiringof the visit.

'Be sure that all unnecessarydistractions are removed,such as toys or materialsthat will not be used, theT.V. or radio.

MATERIALS

Choose and organize themahead of time; avoidsearching for materialswhile working.

As often as possible usematerials in the home; trynot to give the parent theidea that successfulteaching requires expensive,store-bought materials.

'Let the child explore andmanipulate the materials tobecome familiar with them.

'Use only the materialsneeded for each task toprevent unnecessarydistractions.

REINFORCERS

Vary the reinforcers you useso that they maintain their'value for the child.

Be sincere in deliveringreinforce rs .

Emphasize use of hugs,praise, and other importantsocial reinforcers.

Be creative with rein-forcers; star charts, smileyfaces, and small toys workwell with young children.

PRESENTATION

Make learning fun for thechild and parent.

careful to use justenough help to make thechild successful...too muchhelp slows the learningdown; too little leads tofrustration.

"Be positive when correctingthe child's mistakes.

TRANSITION FROM ACTIVITYTO ACTIVITY

"Consider the child'sattention span; don't "burnout" the child's enthusiasmfor the activity.

"Be definite; let the childknow what is going to happenand follow through.

"Avoid ending the activitywhen the child is in themiddle of it.

'Reinforce the parent for hisor her participation. Findsomething positive theparent does during thedemonstration of theactivity and build on it.

The structured activitiesare an important part of theteaching process. Clearly, theactivities produce specific out-comes or benefits for the childin the form of increased skillacquisition. The structuredapproach is preferred since itassures that teaching is indi-vidualized to the child'sspecific needs and learningstyle. Not only are objectivesdeveloped based on the assessedneeds of the child, but eachactivity includes the reinforce-

15

ment and correction procedurethat the child best responds to.The structured activities alsoenable the child to be taught ina consistent way each day duringthe week.

Parents gradually learn manyimportant teaching techniques.Some of these techniques are:

* Selecting appropriateactivities, to teach.

* Observing and evaluatingchild progress.

* Modeling or showing thechild the correct response.

* Reinforcing correctresponses.

* Giving child aid in per-forming a skill until thechild can do it independ-ently.

The parent is presented witha verbal and written descriptionof each activity and how toteach it. Then the home visitorprovides a demonstration for theparent. The parent has a chanceto teach the activity under thewatchful guidance of the homevisitor. Through this indi-vidualization process, theparent learns what to teach andhow to teach.

Benefits of the structuredactivities for the child:

1. Objectives are based on thechild's needs.

2. Activities are designed withthe child's specificlearning style in mind.

3. Activities are taught in aconsistent manner on a dailybasis.

69

Benefits for the parent:

1. Parent learns to teachdevelopmentally appropriateactivities for the child.

2. Parent learns specificteaching techniques.

3. Parent practices the use ofgood teaching techniques.

4. Parent is provided withindividualized instructionfor teaching the child.

INFORMAL ACTIVITIES

Once all of the structuredactivities have been presented,the home visitor can introducethe informal activities.

The informal activities areas important as the structuredactivities and serve severalfunctions:

1. They enable the parent tohelp select and carry outactivities with the childrenduring the home visit. Thisexperience will provide theparents with confidence incontinuing and furtherdeveloping their role asteachers.

2. They provide the child withopportunities to practiceskills already learned. Theskills are used in a varietyof situations and withdifferent mate rials.

3. They enable the home visitorto expose the child andparent to new concepts andto determine whether thechild is ready to beginlearning a new skill.

16

4. The child has an opportunityto take the lead in theactivity using skills innovel ways.

5. They encourage the use ofhousehold objects asteaching materials and theincorporation of educationalactivities into the dailyroutine.

6. Componert information ispresented on the child'slevel.

INFORMAL ACTIVITIES

30-35 MINUTES

WHO: PARENT, CHILD, SIBLINGS,

HOME VISITOR






TION THROUGH -

* MAINTENANCE

* GENERALIZATION

* READINESS

* EXPOSURE

How: THROUGH ACTIVITIES SUCH AS

ART. MUSIC, CREATIVE MOVE-


SNACKS, ETC.

7 0

7. They provide the homevisitor with opportunitiesto model positive correctionprocedures during unstruc-tured activities.

8. They provide the child withthe opportunity to explorehis/her creativity.

"Well, Ben, you sure havebeen working hard! Why don't wemake a little snack and then wecan play some more," Marysuggested. "Can we play with theball later?" asked Ben. "Sure.Now go ask your sister to bringthe puzzle, then we'll all makenachos."

Unlike structured activitiesthat are worked on in a one-to-one teaching setting, informalactivities are intended as in-home group experiences. There-fore, be sure to includesiblings in these activities.

Similar to structuredactivities, the emphasis duringthe formal activities should beon the parent. Through theseactivities, the parent willpractice teaching skills ininformal ways, with the homevisitor serving primarily as aconsultant or aide to theparent.

There are several techniquesthat the home visitor ':an employto help the parent take the leadwith the informal activities:

* The home visitor should notsit between the parent andthe child. To do thisencourages the home visitorto direct attention eitherto the parent or the child,but not both. It also makes

17

it more difficult for theparent and child to interactdirectly. Finally, thechild is more likely to lookto the home visitor than theparent for help, instruc-tions, and reinforcement.(Remember this suggestionanytime there are seatedactivities during thevisit.)

* Go over the differentactivities you plan to pre-sent. Let the parent selectthose activities he or shefeels most comfortableteaching.

* Briefly discuss the direc-tions with the parent. Dis-cuss which of you will dowhich parts. This willallow the parent to selectthe parts of the activitythat he or she feels mostconfident and prepared towork on.

* Start the activity, such asreading a book. Then passthe activity to the parentto continue. This will givethe parent a chance to seeyou model the teachingbriefly and will give theparent an idea of how tocontinue.

* If you have worked on anactivity during an earlierhome visit and plan now topresent a similar activity,remind the parent of theearlier activity, giveverbal cues for presentingthe new one and then let theparent teach it.

* Gradually, week by week,increase the parent'sparticipation in theinformal activities. Startslowly and be specific about

71

what you hope to accomplishwith each activity. Asparents become more com-fortable let them work moreon their own.

* Remember to reinforce theparents success and bepositive when you need tocorrect. Like all of us,adults and children alike,parents need to know whenthey are doing somethingwell and if mistakes arebeing made, they want toknow how to correct them.

* If the parent is workingwith the target child, youmay need to help keep thesiblings occupied.

* When starting an activity,hand the materials to theparent, not the child. Thisensures that the parentwill get involved in theactivity.

* If the parent runs into aproblem while teaching,verbally cue the parentrather than stepping in andtaking over the activity.

* Let the parent present newand challenging materials tothe child. This puts theparent in the spotlight asthe teacher.

* If the child is havingdifficulty and looks, forassistance, let the 'parentrespond. It would not helpthe parent, or the child forthat matter, if the parentis expected only to workwith problem-free situ-ations. Initially, you mayhave to demonstrate ways theparent could handle a situ-ation, but gradually helpthe parent depend on youless.

18

"Ms. Franks, I'd like tomake nachos today for the snack.They're really nutritious andeasy to make. And making themwill also help Ben practicecutting with the knife. Whichpart would you like to do?"Mary explained the activity toBe n's mom. Ms . Franks replied,"Well, Mary, they sound good,but I've never heard of thembefore. Why don't I help Benwith cutting the cheese to puton the crackers? Then you canhelp him make the nachos.""Fine," said Mary.

Explain the goal for eachinformal activity to the parent.If the goal of an activity is toreview or generalize a specificskill or skills, be sure thatthis is clear to the parent. Inorder for parents to be effec-tive in teaching, they must knowwhat they will accomplish withthe activity.

If you find a parent reluctantto get involved in teachinginformal activities, it may bedue to one or more of thefollowing:

The parent does not knowwhat he or she is trying toteach the child or why.

'The parent is unsure of howto go about teaching theactivity; what naterials touse, how to intr)duce themor how to get tin child torespond.

The parent does not view himor herself as the teacher.While this is common forparents new to the program,if after several weeks theparent still feels that thehome visitor is the child's

72

teacher, then there is amajor misunderstanding.Such communication problemsneed to be attended toimmediately.

Up to this point, the roleof the parent during the in-formal activities has beenstressed. The home visitormust also consider the childwhile presenting informalactivities.

Unlike the structuredactivities which are intended toteach the child specific skills,one informal activity caninclude several skills. Aninformal activity can be usedfor practicing one skill,generalizing another, and intro-ducing the child to yet another.For example, you may want thechild to practice adding bodyparts to an incomplete person,something that the child learnedto do two weeks ago, but hasnever done with any materialsother than the pictures youbrought to the home. You mayalso want to review feelings ofhappy and sad, which is some-thing that you have not workedon with the child in quite sometime. Finally, you are con-sidering teaching the child hisor her full name starting nextweek, so you are interested inseeing how well he or she can doit now to help you prepare areasonable objective for thenext home visit. When planningand presenting an activity towork on these skills, rememberto make it fun. You might dothe following:

- Tell the child that he orshe is going to draw apicture of himself.

- The first thing the childneeds to do is lie on thefloor.

- Trace around the child'sbody.

- Have the child add themissing body parts: nose,mouth, ears, fingers, etc.

- Discuss how the child in thepicture feels and why hemight feel as he does.Encourage the child to drawthe appropriate facialexpression.

- Have the child say his orher full name giving only asmuch help as the childneeds.

- Tape the picture to the doorof the child's closet.

In just 10 to 15 minutes thechild has worked on a number ofskills that are appropriate andworthwhile. The parent has alsoseen how skills that the childhas worked on can be incor-porated into a simple activity.The child has given input intothe direction of the activity.All of this is accomplishedthrough the presentation of aninformal activity.

This brings up an importantpoint: the "informal" of theinformal activity is its pre-sentation, not its preparation.While the child may be unawareof goals and intentions of theactivity, the home visitor andparent should be. These goalsmust be set with the individualchild in mind. Even unitactivities are individualized.

Unit activities are thoseinformal activities that a homevisitor plans for all thechildren he/she works with, andare usually centered on a themesuch as "winter." While thesame activity is brought intoeach home, the home visitor will

19

73

emphasize different aspects ofthe activity to make it suitablefor each target child. Forexample, an activity based onthe theme "winter" might bemaking a picture of a snowman.The home visitor might have asgoals: drawing the circles forone child; cutting them out foranother; and naming the positionof the snowballs (on top of, inthe middle, on the bottom) foryet a third child. Exactlywhich aspect of the activity thehome visitor will stress dependsentirely on the individualchild.

Some of the informal activ-ities that are presented have adifferent goal than those dis-cussed thus far. Learningspecific skills and then gen-eralizing them is very importantin the education of any youngchild. Having an opportunity touse these skills spontaneouslyas the child chooses is alsoimportant. This helps the childintegrate the skills and willenable the child to use theskills later in new ways. Art,music, and story telling activ-ities, among others, providefine opportunities for the childto use acquired skills in !.;vel,creative ways.

"OK Ben, before we finishup, how about playing with theball? What would you likeplay? You show us and we'll allfollow along."

When presenting such activ-ities, give the child the lead.Allow the child to give theother participants instructionsand to direct the course of theactivity. You may want to teachthe child a particular dance

20

step through a music activity,but sometime during the activityhave the child dance creativelyand even teach you a step. Whenteaching verses of a song, havethe child make up a verse.

Informal activities can beopen-ended allowing both theparent and child to explore newdirections and express theirimagination. It is important toteach parents that skills suchas problem solving can beexplored through activitieswhich have no specific end goal.Creative movement, non-competi-tive games, and exploring onesown imagination are just some ofthe magical joys and learningexperiences we want to sharewith a parent and their child.

Remember that one of thegoals of the informal activitiesis to demonstrate to the parenthow to incorporate learning intothe daily routine. As you workon an activity, suggest ways inwhich the parent could work onthe skills during the day with-out necessarily interruptingdaily routine. Then ask theparent to suggest other momentsduring the day to work on theskills.

CHILDREN CAN LEARN IN THEKITCHEN, BATHROOM, LIVING ROOM,BEDROOM AND OUTDOORS; WHILE THEPARENT COOKS, CLEANS, DOES THEWASH OR RELAXES.

Perhaps the most successful wayto teach the parent that learn-ing need not take place at atable is to demonstrate this.Work at a table with thoseactivities that require it.Otherwise, change the work loca-tion. Drawing lines can be donewith chalk on the sidewalk orwith a stick in sand. This istrue of many other activitiesas well.

7 4

When presenting activities,also use household items as theeducational materials. It is acommon, but inaccurate, ideathat effective teaching requiresexpensive store-bought mate-rials. One of the greatestaccomplishments of a good homevisitor is teaching a parentthat helping a child learn askill does not equal the cost ofan educational toy. If theparent understands that commonobjects can be utilized to teachthe child, it is easier for theparent to recognize that eachtime he or she uses one of thoseobjects or sees the child play-ing with it, there is an oppor-tunity for teaching and learn-ing.

In summary, the child andparent learn many new skillsthrough the structured activ-ities. The informal activitiesthen help in expanding on theseotherwise limited and isolatedskills so that they can utilizethem in situations that varyfrom the structured setting inwhich the skills were initiallylearned. The child first prac-tices, then generalizes theskills and ultimately combinesthem, enabling the child tointeract with his or her envi-ronment in ways he or she pre-viously could not. The parentlearns to use newly acquiredskills through basically thesame process so that, throughpractice he or she will eventu-ally generalize teaching skillsto daily occurrences.

21


The home visitor has covereda lot of ground with the childand parent by the time that theybegin working on the parenteducation activities.

When presenting parent edu-cation activities, the homevisitor will need the parent'sundivided attention. The homevisitor may need to give thechildren a game or toy broughtalong to keep them interestedfor the few minutes needed. Thechildren could also continue theactivity they were doing duringthe informal section of thevisit.


20-30 MINUTES

WHO: PARENT, HOME VISITOR




AND PROBLEM SOLVING

ABILITIES

How: THIS IS ACCOMPLISHED BY:

75

1, PLANNING WEEKLY CURRI-CULUM ACTIVITIES

2. SHARING COMPONENT IN-FORMATION

3. SHARING PROGRAM INFOR-MATION

4. DEVELOPING STRATEGIESFOR DEALING WITH FAMILYCONCERNS

"OK Ben, why don't you keepplaying ball for awhile? Yourmom and I are going in to talkfor a few minutes. Call us ifyou need something," Marysuggested.

Since the activities fromthe structured and informalactivities are still' fresh inthe parent's mind, begin theparent activities by having theparent help plan the activitiesfor the next home visit.Including the parent in theplanning process should begin onthe first home visit.

All parents, like theirchildren, have different learn-ing rates and styles. Asparents learn the differentaspects of planning, give themthe freedom to take over a partand begin working on the nextstep with them.

1. CURRICULUM PLANNING

The parent can help planboth the structured and informalactivities. Start with select-ing skills to be taught to thechild. For parents who have arealistic opinion of theirchild's abilities and limita-tions, it might be enough forthe home visitor to suggest thedevelopmental area from which askill should be selected. Otherparents, however, may need toselect from two or three skillsoffered by the home visitor.

22

"Ben did very well today,don't you think? You must haveworked a lot with him during theweek, Ms. Franks. What do youthink we could work on nextweek? You mentioned that youwere anxious to have him takecare of himself better. Accord-ing to his checklist, it looksas though he's ready to startbrushing his teeth, buttoninghis clothes, and washing hisface and hands. Which of thesewould you like to try out?",Mary asked Ben's mom. "If hewould like to learn to buttonhis own shirts and coat it wouldbe a big help to me," shereplied. "Well, let's startwith that then."

Getting parents to selectappropriate skills may take fromone home visit to severalmonths, depending on the indi-vidual. Once the parent isselecting appropriate skillswithout difficulty, the homevisitor moves on, encouragingparent participation in otheraspects of planning structuredactivities, such as choosing thematerials, reinforcement, cor-rection procedure, and doingtask analysis on a behavior.

Initially the home visitoris responsible for the planningprocess, but gradually, week byweek, the responsibility for theplanning becomes the parent's.Of course, at each step alongthe way, the home visitor mustprovide instruction for theparent, providing a rationalefor including the step in plan-ning and helping the parentperform the step.

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What better way for theparent to learn how to teach thechild! As the home visitorprovides the parent with indi-vidualized instruction on how toplan activities, the parent isactually teaching the child newskills during the week, usingactivities that have beenplanned in the same way.

It is very reinforcing forboth the home visitor and theparent when the parent completesthe first activity chart alone.This is a good indication thatthe home visitor is accomplish-ing an important goal of helpingthe parent become a betterteacher of the child.

The parent also helps thehome visitor plan the informalactivities for the next homevisit. By planning informalactivities a week in advance,the home visitor and parent canreview the plan and determinewhich of them will carry outeach activity or part of eachactivity.

"Next week I'd like to workon a Thanksgiving activity.It would be nice if we couldwork cutting and the past tenseinto it to give Ben somepractice with those skills."Ms. Franks looked a littleuneasy and said, "I don't knowwhat we could do." "How aboutif we make a turkey by cutting abody out of construction paper?We can make feathers by gluingdifferent colors of dried cornand beans on the body. Then wecould read him a story aboutThanksgiving. Ben can tell uswhat the characters did."

23

"That's a good idea. I'll readthe story, but you'll have tomake the turkey," laughed Ms.Franks. "Maybe we can all do ittogether." Mary made a notethat she would bring materialsfor the activity.on the nextvisit.

They can also choose or makethe materials that will beneeded. Planning the informalactivities during the home visitis best reserved until theparent has gained confidence incarrying out the activities, andchoosing the activities andmaterials without difficulty. Inthis way, when the home visitordiscusses maintenance and gen-eralization of skills with theparent, the parent will have abetter understanding of theseprocesses and their importance.

Again, remember that ini-tially you will have to do themajority of the planning.Teaching parents to plan in-formal activities should beindividualized to their learningstyles and personal situations.How quickly and effectively aparent participates in thecurriculum planning process willdepend in part on how committedyou are to helping the parentrecognize his or her own poten-tial as a teacher.

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2. COMPONENT ACTIVITIES

Component activities on theadult level are presented duringthis part of the home visit.These activities may have beenplanned using a unit or themeapproach, or based on the needsof the parent. In either case,the information presented mustbe individualized for eachparent and home situation. Forexample, you may have planned asafety activity for the parenton toxic household substances.To make this information usefulhelp the parent identify anappropriate place in the homethat could be used for safelystoring medicine, cleansingagents and poisons.

An activity ill one of thecomponent areas might best beaccompanied by a handout onwhich to base your discussionwith the parent. Be sure theinformation is presented inclear, non-technical language.As you adapt the information tothe specific family and home youare working in, encourage theparent to write these adapta-tions on the handout to refer tolater. Give the parent a folderin which to keep all handouts.Some parents like to have thehandout a week in advance of thediscussion. They can then readit and prepare a list ofcomments or questions.

Another helpful idea is tocoordinate your parent activ-ities with information presentedat parent meetings. Help parentsapply the information to theirown situations. This can be veryhelpful in getting the informa-tion to come alive for theparent.

In most cases, you will beexposing the parent to informa-tion rather than doing in-depth

24

training. You will have neitherthe time nor the expertise to doso. However, encourage theparent to share any questionswith you, and don't be afraid totell the parent when you don'tknow the answer. Jot thequestions down and let theparent know that you will findout the answer and that you willboth learn something new. The

parent will not expect you tohave all of the answers, butwill appreciate the fact thatyou have done something "extra."

3. SHARE PROGRAM INFORMATION

In doing this it is helpfulto have all upcoming informationwritten down for the parents.They will also serve as areminder to the parent when youare not there. It is importantthat you discuss the differentways a parent can become in-volved in their child's pro-gram. This does not always haveto be directly related to thechild. Some parents might feelmore comfortable planning a fundraising event or arranging afield trip. Provide the parentwith lots of support and en-couragement in getting involvedin your Head Start program. Youmight offer a shy parent a rideto their first parent meeting orhave another parent pick themup. Initially it might be hardfor some parents to get involvedbut don't give up. Keep an openmind to possible ways of in-volving parents. It LI impor-tant to help parents recognizethat they are valuable membersof the program and that theprogram would benefit from theirtime and ability.

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4. ADDRESS PARENTAL EXPRESSEDNEEDS

During the parent activitiestime, the home visitor will alsoaddress one of the expressedneeds of the parent. When work-ing on these needs, the homevisitor is not as much an educa-tor as an in-the-home resourceperson. Home visitors are notexpected to be experts in allfields. They are not socialworkers, doctors, psychologistsor marriage counselors. Thus,when the parent has expressed aneed, the role of the homevisitor is limited to helpingthe parent locate, contact, andfollow-up appropriate resources.

"You asked me last week if Iknew of any places that neededtemporary help, Ms. Franks. Ichecked into it the other day.There is a place called MANPOWERthat has an office in town.Apparently they arrange tempor-ary jobs for people. The phonenumber is in the book. Wouldyou like to talk with them?""Mary, I wouldn't know what tosay. I haven't worked sinceJean was born," countered Ms.Franks. "Let's try it once,I'll make believe I work at theMANPOWER office and you talkwith me as though over the tele-phone." "I don't know, Mary.""Oh, let's give it a try. Whoknows, maybe you could get ajob!" "OK, but I'll feelsilly," said Ms. Franks. Shewound up calling before Maryleft the visit.

As with all parent activ-ities, it is important to indi-vidualize them to meet theparent's expressed needs. Theintention of these activities is

25

to help the parent find solu-tions to the problems they arehaving. As you work toward asolution, encourage the parentto be as independent as possi-ble. Suppose a mother were todiscuss with you that herhusband has left and that she ishaving difficulty making endsmeet. She doesn't know what todo and is not aware of theresources in her community thatcould help her with the problem.The home visitor and the SocialService Coordinator could helpthe mother in a number of ways.They could:

* Explain the Aid to DependentChildren (ADC) programoffered by the Department ofHuman Services.

* Give the parent the phonenumber to call for applyingfor ADC.

* Give the parent the name ofa person at Social Servicesthat she could contact.

* Arrange transportation forthe parent.

* Drive the parent.

Each step ro.prAsentsincreased respwwibility for thehome visitor. Help parents usetheir own strengths and re-sources. Give only as much helpas they need to find their ownsolutions.

The more parents do on theirown, the more independent theywill become. Working towardthis end should be your goal asyou present activities thataddress parent needs.

79

Barbara L. Wolfe

THE REST OF THE STORY

Following the suggestionsfor planning and implementingthe home visit will start youout on the right track forsuccessful home visiting. Mostof your home visits will runsmoothly and be effective inteaching parents to teach theirchildren. However, there willbe situations which cannot behandled by planning and implem-enting the visit as suggested.Working with adults in environ-ments that are not controlled byyou can make home visiting anexciting and challengingexperience!! Surely you willencounter situations that willneed special attention. Thefollowing guidelines and samplesituations should provide youwith basic strategies to helpsolve the predictable and not sopredictable problems that youare likely to encounter as ahome visitor.

This section will be dividedinto three parts. "Starting theProgram Year" presents ideas forintroducing parents to the home-based program, and suggests aformat for the initial homevisit. Part II, "Issues in HomeVisiting," presents many ques-tions that are frequently asked

by home visitors. All of thesuggested methods of handlingspecial problems have been triedand have been successful in atleast one situation. This listof suggestions is by no meanscomplete, but you can use themas guidelines to solve problems.Think positive; where there is aproblem there is also an answer.The final part of this sectionis "First Aid for HomeVisitors." Home visitors needsupport in dealing with problemsunique to home visiting.Included are hints which havehelped home visitors meet theirresponsibilities in an efficientand effective manner. Alsodiscussed is the staffing pro-cedure for problem solving and arecording method to ensureaccountability. The followingtable lists all the topicscovered in each section.

PART I: STARTING THE PROGRAMYEAR

How do I get off on the rightfoot?

Parent/Home Visitor Agreement

Parent Orientation

1

80

How do I determine a schedulefor the week?

What do I do on the first homevisit?

PART II: ISSUES IN HOME VISITING

How do I build rapport withparents and motivate them?

If working with a handicappedchild, how do I deal with theparent's feelings about having ahandicapped child?

What do I do if the T.V. orstereo is on?

What do I do if there is noplace to work?

What do I do about siblings?

What do I do about friends andrelatives who drop in during thevisit?

What do I do if no one is home?

What do I do if the parent leavesthe room?

What do I do about lostmaterials or activity charts?

What do I do about non-readingparents?

How do I help the parent withthe child's misbehavior?

PART III: FIRST AID FOR HOMEVISITORS

Informal staffing

Hints for home visitors

Recording Your Home Visit

2

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PART I: STARTING THE PROGRAMYEAR

HOW DO I GET OFF ON THE RIGHTFOOT?

You can avoid many problemsthat arise during the year bysome planning before your visitsbegin. Remember parents don'talways know what to expect in ahome visit. At first, theparent may be unclear about whathe or she as the parent and youas the home visitor are expectedto do. You should emphasize theimportance of the parent's roleas a partner in the home-basedprogram. Keep in mind thatparents and home visitors aredependent upon each other in asuccessful home-based programand that each has responsibil-ities that must be fulfilled.

PARENT/HOME VISITOR AGREEMENT

One way of outlining respon-sibilities is to develop aparent/home visitor agreement(see Figure 1). The agreementcan be discussed either at theparent orientation or on thefirst home visit. You shouldstress that you will be there tohelp in planning and teachingactivities. Any unsuccessfulactivities will be re-evaluatedby both of you, and together you.,ill plan alternative strat-egies. Understanding this willput many parents at ease andreduce their hesitation to carryout activities. The parent willhave more confidence inactively participating in theprogram if he or she trulyunderstands this partnership.

A copy of the agreement is leftwith the parent and one is keptby the home visitor. With thisinitial step you will lay the

groundwork for mutual expecta-tions and will set the tone forthe remainder of the year.

Figure 1

PARENT/HOME VISITOR AGREEMENT

PARENT HOME VISITOR

DATE DATE TO BE REVIEWED

HOME VISITS

Parent

I will be home for each visitor let the home visitor knowI will not.

I will have my child dressedand ready.

I will understand that thevisit is just for me, mychild, and the home visitor.

I will watch how the homevisitor works with my childand not do other work.

I will help during the homevisit.

I will help plan activitiesfor my child.

I will try teaching anactivity when the homevisitor is there to help me.

I will work on activitiesevery day with my child andrecord his or her progress onactivity sheets.

I will help my child to keeptrack of all Head Start materials left with me and returnthem to the home visitor.

I will talk with the homevisitor about how my childie doing on visits and at home.

Other

HOME VISITS

111011.11

Home Visitor

I will be on time for thehome visit or let the parentknow when I won't.

I will bring materials andideas.

I will show the parent how touse the materials.

I will present learningactivities during the visitthat are planned for thechild.

I will leave or presentmaterials on health,nutrition, communityservices, and noticea ofme e tinge .

I will ehow the parent how touse what there is in the hometo teach the child.

I will leave materials anddirections for the parent touse the rest of the week.

I will leave activity sheetsfor the parent to record thechild's progress.

I wil. s the parent's ideasin planning for the child.

I will talk with the parentabout the child's progreee.

I will refer the parents tothe social worker to helpmeet their needs.

Other

PAeNed

3

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CLUSTERS

OVIMINION

Parent

My child and I will come tocluster each and eve ry time.

I will volunteer in theclassroom days a year.

I will give ideas for(Austere.

I will get mate rial a readywith the home visitor'shelp for the cluete re

I will present aotivitiee atthe oluete r.

I will be in charge of thechildren at the cluster withthe home visitor's help.

I will go on field tripe.

Otpe r

Figure 1 (cont.)

Home Visitor

CLUSTERS

I will plan activities forclusters.

I will set up the class room,bringing needed mate riale.

I will present groupactivities such as singing,games, crafts, etorytime ,acting out stories, fieldt ripe, etc.

I will help in teaching thechild to learn to get alongwith othe re, share, andtake turtle.

I will help the child learnto use good table manne rs .

I will allow time for activ-ities that the child choosesto do.

I will help the parent planaotivitiee for the cluete rs .

I will use ideas the parentdisouese 4 Ire for thecluste re

I will get mate rials the par-ent needs for the oluste r.

I will let the parent teachaotivitiee at the clue te re.

Othe r

Parent's signature

Home visitor's signature

Re view comma nte :

A copy of this form can be found in the Form Packet of thehandout section.

PARENT ORIENTATION

Plan a program orientationat the beginning of the year.Some things to remember inplanning this orientationinclude:

* LENGTH: It should be nolonger than three hours,including refreshment time.

* PLACE: It should be held ina building that includes acomfortable room, big enoughfor the maximum number ofpeople you expect.

* BABYSITTING: Try to arrangeon-site babysitting (makesure the building has aseparate room equipped withtoys). Ask for help fromfellow staff members, volun-teers, parents, a highschool home economics class,bus drivers, or considerproviding an allowance forbabysitting costs.

* TRANSPORTATION: Providetransportation, arrange carpools or pay mileage.

* REFRESHMENTS: Providerefreshments or have apotluck.

* PARENT HOSTS: Consider en-listing former' or returninghome-based parents to helpwith the orientation. Theycan phone parents to invitethem to the gathering, makeand send invitations, greeteveryone, hand out nametags,introduce new parents toeach other, assist withrefreshments, or any otherjobs that will help yourorientation run smoothly.

* EXPLANATION OF THE HOME

411VISIT: Use part of theorientation to explain what

you and the parents andchildren will do on a homevisit. You might role playa home visit with otherstaff members or with re-turning parents, or show avideo tape of an actual homevisit. After the role playor video tape, brainstormwith the parents. Let themlist things they would liketo learn to do with theirchildren; have them sharethings that they are alreadydoing with their children;or have them decide how theymight prepare the home andtheir children for a homevisit.

* PARENT ADVOCATE: Have aparent who has previouslybeen in the home-based pro-gram speak to the groupabout what he or she gainedfrom participation. Be sureto prepare the parent well- -you may wish to follow aquestion and answer formatso you can prompt the parentif the going gets tough.

* COMPONENT STATIONS: Set upstations for each componentcoordinator. Divide parentsinto small groups and havethem rotate to each station.Component coordinatorsshould explain the importantaspects of their roles asthey relate to home-basedand explain how they can andwill assist the parents ifnecessary.

* PARENT/HOME VISITORAGREEMENT: As mentionedpreviously, you may use theorientation to explain theparent/home visitor contractand to have each person signit. Remember, some parentsmay be seeing what is ex-pected of them for the firsttime and they may decide

that this is not the optionthat best suits their needs.That is to be expected andit can eliminate problems inthe future.

* A GENERAL REMINDER: Involveparents as much as possiblein the orientation. Themore input they have, themore they will learn and themore they will see that theyare partners in the process.

HOW DO I DETERMINE A SCHEDULEFOR THE WEEK?

With a properly plannedschedule, you should be able tobegin and complete your homevisits at the appointed times.You would also allow time toplan activities, attend staffmeetings and in-services,travel, complete records,conduct group experiences, makereferrals and fulfill the manyand varied responsibilities ofhome visitors. The followingare some tips for organizing aschedule that works!

* Start with a sheet of paperlisting the days of theweek, the hours you will beexpected to work, and allinflexible weekly activities(for example, staff meetingsand group experiences).Then begin filling in yourhome visit times.

* A recommended caseload wouldbe no more than 12 families,13 children, based on a 4Uhour work week.

* If you are a new homevisitor build up your case-load slowly if possible.Start with as few familiesas possible and add new onesas your routine becomesestablished.

* Try not to schedule morethan four visits perday...three visits is pre-ferable. A visit for onechild should be no less thanone hour... an hour and ahalf is best. If there aretwo enrolled children in thehome, the Visit should lasttwo hours.

* The day and time for eachhome visit should fit intothe family's schedule asmuch as possible. Whenscheduling families, accom-modate those with lessflexible schedulesfirst...for example, motherswho work or go to school orwho have several youngchildren at home.

* Allow plenty of time betweeneach visit. You will needto give yourself sufficienttravel time and time toreview your plans for thenext home visit.

* Keep at least one 2-hourtime slot open each week forrescheduling missed visits.

* Save time at the end of theday, or if possible, betweeneach home visit to writedown ideas and begin plan-ning for next week's homevisits. It is best to dothis while the ideas arestill fresh.

* Allow yourself 20% of yourtotal work hours for plan-ning and record keepingduring the week. Dependingon administrative policy,this time could be spent atthe office or at home. Thistime allows you the oppor-tunity to meet with yourEducation Coordinator orother specialist to discussany special needs a child or

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family might have. Be sure

to solicit their ideas inplanning activities forchildren and their families.

WHAT DO I DO ON THE FIRST HOMEVISIT?

A common fear expressed byhome visitors is: "I've,justknocked on the door for thefirst time Now what do Ido?" The first home visit isimportant if you want to getstarted on the right foot, youneed to muster all your confi-dence, enthusiasm and profes-sionalism. It helps if youremember that the parents areprobably just as nervous anduncertain as you are. They arenot likely to have ever had ahome visitor come to their hometo work with them. This may bea very new and intimidatingexperience.

As mentioned before, thebest thing you can do is to planahead. Start that very firsthome visit by following the samestructure you will use for therest of the program year.Remember that most parents havea very busy schedule and havetaken special steps to partici-pate in your visit. By estab-lishing the routine from thebeginning you are demonstratingto the parent that you have animportant purpose for visitingthe home and that you've plannedin order to meet that purpose.

Beginning the Visit: Establisheye contact with the parent andchild and extend a cheerygreeting to both. Find a goodplace to work--a kitchen or adining room table 1 preferable,but a couch with a coffee tableor the floor will do for now.

7

Explain to the parent everythinyou plan to do on this visit an(how long you intend to stay.

Structured Activities: You canthen begin teaching by intro-ducing one written activity.Review the home teaching processwith the parent and be sure tofollow it as you present theactivity (see "Implementing theHome Visit"). Make a writtenactivity simple and fun for boththe parent and child--perhaps ahomemade game they can playtogether, some books to read,making an animal book of maga-zine pictures that can be addedto each day, etc. If you havescreening or assessment informa-tion on the child, use it toplan the activity. This willhelp ensure its appropriateness.Present only one written activ-ity on this first visit andbuild from there.

Informal Activities: Next, con-duct your educational screeningif this has not already beencompleted. Do this during theinformal activity time. Ifscreening has been completed,then begin filling out yourdevelopmental checklist. Again,this will need to be introducedand explained to parents.Choose one developmental area toassess, and take the materialsnecessary for doing 10-20 itemsfrom the checklist in that area.Be sure to explain the relation-ship between planning activitiesand completing the checklist.This will prepare the parent tohelp you in targeting skillsduring the second and subsequenthome visits. Plan additionallyto do a creative activity withthe parent and child during theinformal activity time. Do anart project, present a fingerplay, make a snack, sing a song,

dance to music, play a game --anything to get everyone inter-ested and involved.

Parent Education: You may needto take Head Start forms for theparent to fill out (for example,health forms, social serviceforms, parent questionnaire,etc.). This can be done duringthe parent education part of thevisit. Discuss each form withthe parent and help completethem if necessary. This is alsothe time when you may have thatcup of coffee with the parentthat he or she has offered. Usethe opportunity of one-to-onetime with the parent to ask ifhe or she has any questionsabout the home-based program andresponsibilities. If the parentwas unable to attend the parentorientation, them review allimportant points from the orien-tation, including the homevisiting process and the parent/home visitor agreement. Findout what things the parent wouldlike the child to learn duringthe coming year. To help focuson the child's strengths, askthe parent what activities thechild performs well. Find outthings the parent likes to dowith the child. Also, set apermanent day and time forfuture visits.

Establishing a Time Frame: Be

sure to complete this first homevisit within the time specified.Establishing consistency androutines from the beginning willpay off as time goes on. Planan additional activity for thechild and parent to do in caseyou find yourself with extratime. If time runs short,finish what you are doing, com-plete any "must do" tasks andsave the rest for next time.

Remember: Above all, on thefirst home visit, listen and

observe. Get to know theparent, the child, and theenvironment. Notice anypositive points from which youcan build in the future. Relax.Be flexible. Enjoy yourself.Even the very first home visitcan be fun if you plan ahead anduse it as a learning experiencefor everyone.

PART II: ISSUES IN HOMEVISITING

HOW DO I BUILD RAPPORT WITH PAR-ENTS AND MOTIVATE THEM?

The most important factor inbuilding a good workingrelationship with families isyour attitude. It must be pos-itive. You need to treatparents with respect and with anattitude that says, "You areimportant and I know you canteach." Focus on parents' posi-tive traits and build on those.View each person as a uniqueindividual who has a great dealto offer if he or she is giventhe chance. You must believethat parents care about theirchildren and want them to attaintheir maximum potential.Finally, realize that parentsare the most important teachersof their children and thatthrough instruction, demonstra-tion, and encouragement they canimprove their teaching skills.In short, you must have highexpectations which won't crumbleif you experience a setback.

If your attitude is posi-tive, then building rapportcomes more easily and naturally.You can begin building rapportfrom the first moment you meet.But in doing so, don't lose

sight of the reason you are inthe home. You are there as afamily educator, and you have ajob to do.

Here are some tips forbuilding rapport and motivatingparents.

A. During the Home Visit

* Make the parent the focus ofyour visits. Let the parentknow that you are interestedin his or her growth as thechild's teacher. Talk tothe parent. Assist throughfeedback. Let the parentwork with the child. Helpdevelop the parent's role asa teacher of the child.

* Begin working with theparent and child on specificactivities immediately.This sets a tone for thehome visits and can provide?ri excellent opportunity forreinforcing the parent andchild. Parents will feelgood about their abilitiesas they begin to see thatthey can and do teach theirchildren.

* Don't overlook the role thatthe activities you bring canplay in building rapport.Many times the experience ofworking toward a common goal- teaching the child - isthe best way to buildrapport.

* Plan activities around dailyroutines. The child couldcount floating objects inthe bathtub, point to colorswhile helping set the table,learn matching skills whilesorting the laundry, learnmeasurement and pouringwhile the parent watches,and so forth. Be ascreative as possible in

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planning activities that fitinto daily routines.

* Be sure the parents under-stand the rationale for eachand every activity they areto teach. Make it a habitto discuss the reason forthe activity before youpresent it to the child.

Discuss the daily routineswith the parent (forexample, bedtime, mealtimes,naptime, etc.) and use thisschedule to help the parentselect a good time to workon activities each day.

* Be flexible with the type ofactivities you take into thehome. Try to ensure successfor the parent. During aparticularly busy or diffi-cult time, take in moreloosely structured activ-ities that require less ofthe parent's time. As soonas things settle down expectthe parent to spend moretime again.

B. Taking an Interest in theFamily

* Find out what the parent isinterested in--a hobby, asport, a job--and take aninterest in that too. Youmay find a good recipe andshare it with someone wholikes to cook, a magazinearticle on camping forsomeone who enjoys weekendcamping trips, or bring aplant problem that you arehaving to someone who lovesplants. Use your imagina-tion. Be thoughtful.

* Be a good listener. Thismeans stop talking, beinterested, put yourself in

the parent's place, bepatient and ask questions.

* You might send a birthdaycard to the child or parentand a holiday greeting tothe family.

* If you have taken picturesof the child and parent(always a good idea forlanguage stimulation) make acopy of a particularly goodpicture and send or give itto the parent.

C. Through Re nfo rce me nt

* Compliment the parent onthings he or she has taughtthe child already and/orspecial things around thehouse. Be honest about thispraise and look for positivethings.

* Use part of the parent edu-cation section of the homevisit to assist parents inpursuing a goal. Help themenroll in and study forGraduate Equivalent Degree(GED) course work or tests,work on a craft together,assist with food budgeting,etc. This can be used asreinforcement for workingwith the child during theweek. A reminder - do onlythose things that you feelcompetent to do. Makereferrals if it is notwithin your expertise.

* Reinforce the parent forworking with the childduring the week, for goodattendance on home visits,or for any progress made inworking with the child.Give recognition in thenewsletter, make and dis-tribute certificates forgood work, take the parents

and/or their children on anextra field trip as areward.

* After you have left anactivity to work on for thefirst time, give a call orsend a postcard two or threedays after the visit to letthe parents knoa you P rethinking about them. dishthem luck on the task. Askif there are anj problemswith the activii4. Helpthem decide what to do ifthere are problems. Remindthem of the time and day youwill be coming again.

* Have a "Parent of the Month"feature in the newsletter asa reward for good participa-tion.

* Promote socialization amongparents as a reward forparticipation. You mighthelp organize an exerciseclaps, a bowling team, aparent field trip, a base-ball or volleyball team, ora garage sale.

D. With Parents as Partners

* Allow the parent to teachYOU some things. Remember,you are partners and thisimplies a give-and-takerelationship. Let theparent tell you about thechild and what works withhim or her. Let the parentassist you in planningactivities for home visits.Be receptive to a parent'ssuggestions on ways to teachactivities and to reinforcethe child.

* Let the parent know that youdon't have all the answers,and that you've shared somecommon experiences and prob-lems (for example, toilet

training your child, learn-ing to be consistent andfollow through, finding timeto do everything) .

* Be patient. Sometimes weexpect adults to changebehaviors too quickly.Remember, adults have dif-ferent learning rates andlearning styles, too. It

takes a long time to changewell-learned behaviors. Youwill need to give the parenttime and focus on thosebehaviors that have changed-- no matter how small theymay be.

* Utilize the parent's skillsand talents whenever appro-priate. Ask someone whosews to help make paintsmocks. Someone .ono likesto cook might wait to shareskills at a parent meetingor a children's groupexperience. Someone who isartistic might decorate theoffice or center with amural or design the coverfor the newsletter. A

musician can be a tremendouslift for a parent or childgathering. Sometimes therecognition gained fromsharing talents can motivatefurther involvement.

E. Using Others as Resources

* Use your fellow staffmembers as resources insolving your problems.Follow the informal staffingprocedure that is presentedlater in this section. Askanother home visitor or yoursupervisor to accompany youon a home visit to observe.Ask for concrete positivesuggestions after you havecompleted the visit.

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* Get an uninvolved parentinteractinc with an activeparent. Seat them togetherat a parent meeting, askthem to chaperone a fieldtrip together, have themshare a ride to a groupgathering, or ask them toassist at one of thechildren's group experi-ences. Get them talkingabout the positive aspectsof the home-based program.Encourage the active parentto give support.

A word of caution-- all ofthese rapport building ideas canand do work. But they shouldNOT be the focus of your visit.They should not take up a largeamount of time. You are build-ing a positive WORKING relation-ship from which you can help thechild learn and grow. However,your role is not to become theparent's best friend. You can befriendly and concerned, but keepin mind that your purpose inbeing in the home is to educate.As stated before, save theparent activities until last--after the work with the childhas been completed.

HOW DO I DEAL WITH THE PARENT'SFEELINGS ABOUT HAVING A HANDI-CAPPED CHILD?

Most parents have high hopesfor their children. As theywatch their child grow, theymake plans for the child andimagine what the child's futurewill be. As a parent begins toface the limitations broughtabout by a handicap, the plansmay have to be adjusted. Theymay feel the impact of thehandicap in a wide variety ofways, depending on the natureand severity of the handicap,

9 0

their own attitudes and sta-bility, and attitudes of friendsand other family members.

Most parents go through apattern of adjustment to theirchild's handicap.

1. At first they may be con-sumed with their ownfeelings about the handicap.This may show itself inattitudes of denial, grief,guilt, over-protectiveness,inadequacy, worry, or skep-ticism.

2. As time goes on and parentsbegin to understand thenature of the handicap andhow it realistically affectstheir child, they are likelyto evaluate the child objec-tively.

3. Later they may be able toaccept and value their childas a unique individual withabilities as well as disa-bilities.

4. Beyond this stage is thetime when they may wish tohelp other parents of handi-capped children.

You may encounter parents atarty stage in this process.Remember, that it is not yourjob to counsel families but youcan work together with theparent to reach a stage thatwill benefit the child andfamily. Here are some ways toreach this goal:

* Prepare yourself by readingfactual information aboutthe handicapping condition.The Head Start MainstreamingPreschoolers Series and yourarea Resource Access Projectare excellent resources forthis information.

12

* Put parents in touch withavailable resources. Theymay appreciate the informa-tion contained in the Main-streaming Series. You mightsuggest that they contact anadvocacy group representinghandicapped persons (forexample, the Association forRetarded Citizens, TheAssociation for Childrenwith Learning Disabilities,etc.). Such groups can helpthe parents with theirquestions or difficulties inraising their child. Theycan also help parents findservices they may need inthe future.

* Constantly stress thePOSITIVE traits of thechild. Point out what thechild CAN do. Break downthose skills the child can-not yet do into small enoughsteps so the parent seescontinuous growth.

* Help the parent form realis-tic expectations for thechild. Development of long-term goals on the handi-capped child's IEP helps theparent see what the childcan realistically beexpected to do by the end ofthe year. Show them thesteps that will be taken toreach each long-term goal.If the parent asks when thechild will do things such aswalk or talk, explain thatyou can't make an accurateprediction. Instead, theparent can look at where thechild currently is in rela-tion to the skill and thenexamine the steps that mustbe mastered before theskills can be attained.Point out to the parent theneed to work as partners inhelping the child reach eachgoal.

* If parents are having agreat deal of difficultycoping with the situationand if they express theneed, then make a referral.Mental health clinics,school psychologists oradvocacy groups often offerprograms designed to helpfamilies develop healthyattitudes toward themselvesand their handicapped child.This can provide parentswith needed support.

* Don't stop trying becausethe parent does not respondto your efforts. Keep show-ing that you care.

* Admit to the parent your ownquestions, doubts or inabil-ities. This may strike aresponsive chord in parentswho have had the same doubtsabout themselves. No onereally expects you to haveall the answers -- but youshould know where to go forassistance.

* Empathize with parents,recognize that they aredealing with a difficultsituation, but don't pitythem. Let them know you areboth on the same side -- thechild's.

WHAT DO I DO IF THE T.V. ORSTEHEO IS ON?

Television, stereos, andradios, for better or worse,operate for hours on end inhomes throughout the country.People have become so accustomedto the noise that it is nolonger a serious distractionfor most activities. The noisecan present a problem on thehome visit, however. As manypotential distracters as pos-sible should be eliminated so

13

you can all concentrate on thetasks at hand. Here are somehints on how to turn off theT.V. tactfully.

* Explain to the parents thatchildren work and learn bestin an environment that is asfree of distraction as pos-sible. Ask if they wouldplease turn the stereo(radio, T.V.) off for thisreason.

* Tell the parents that YOUwork best with few distrac-tions and that you have lotsof exciting activities plan-ned that you'd hate to haveinterrupted.

* If someone else is watchingthe T.V., ask if you canwork in another room. Ifyou must work in that roomwith the T.V. on, then seatyourself so the parent andchild have their backs tothe set and make sure YOUdon't watch it!

* If you are coming at a timewhen the parent's favoriteprogram is on, then ask ifthere is another time thatwould be more convenient.Give a choice of times, butmake it clear that it isessential that you find atime when you can have fullattention.

WHAT DO I DO IF THERE IS NOPLACE TO WORK?

It is preferable to have atable and chairs at which towork, but remember that thechild's chair must be high enoughso that objects on the table arewithin easy reach. You caneasily modify an adult chair toraise a child by adding a box ora youth chair. You will also

92

need cleared floor space for someactivities. If there is noobvious place to work or if thearea is cluttered, consider thefollowing strategies.

* Explain that is is helpfulif the child and parent havea special work place. Thishelps create a routine ofdoing the activities consistently in that place.Find a suitable work placewith the parent's help.Tell the parent that a tableand chairs provide a solid,comfortable surface for thechild and a good place to doactivities. You mightassist the parent and childin clearing the designatedarea.

* If there is no such area,you can bring a rug to useas your work area. You mayeither leave the rug forthem to use during the weekor take it with you for useat other homes.

WHAT DO I DO ABOUT SIBLINGS?

Imagine how special a childmust feel to have an adult --complete with toys and funactivities -- come to the houseonce a week. If your homevisits are a success, you andmom and dad will be terrificreinforcers for the child.Obviously other children in thehome are going to want some ofyour time and attention too.Siblings may become so demandingof you during the home visitthat you cannot achieve yourobjectives with the targetchild. You will need somestrategies to help manage thissituation. You will need toprovide structure and also allowfor some reinforcement andattention during the home visit.

14

The following are some sugges-tions designed to help you con-trol the situation.

* Bring extra activities forsiblings. Bring things thatthey can do by themselves.A large ball, a busy box,stacking toys, blocks, etc.can keep a young childoccupied. For olderchildren you might considerbringing coloring books andcrayons, paper and coloredmarkers, puzzles, picturebooks, old magazines andscissors, tape recordedstories with books andrecorder, cut and pasteactivities, simple boardgames, lacing cards, etc.

* Bring a timer. Tell thesibling(s) that you willneed time alone with theparent and Head Start child.Tell them that they need toplay alone for awhile. Letthem know that if they dothis, they will be able tojoin in the activities laterin the visit. Find a pri-vate work area for thesibling(s). Set the timerfor 10 or 15 minutes(depending on the child'sage and attention span) andtell the sibling(s) thatwhen it goes off, they maycome in and show you whatthey have done. You or theparent should reinforce thechild for working alone andthen reset the timer. Con-tinue in this manner untilyou have finished presentingall structured activities tothe target child and parent.Be sure to reinforce thesibling(s) when appropriatewith praise, hugs, stickers,tokens, new activities, etc.

* After you have presented allstructured activities to the

93

target child, set up in-formal activities in whichall siblings can work andplay together with you andthe parents. Make aconscious effort to planinformal activities in whicheveryone can be involved.After one or two homevisits, siblings will knowthat they will have a chanceto participate too. This isan excellent opportunity toinclude teaching of sociali-zation tasks such as sharingand taking turns. It canalso be a good time to dem-onstrate management techni-ques for the parent and togive the parent an opportun-ity to teach less structuredactivities.

WHAT DO I DO ABOUT FRIENDS ANDRELATIVES WHO DROP IN DURING THEVISIT?

Having a home visitor cometo the home can be an event thatcreates curiosity in others.Family friends and relatives maywant to drop by to see what ishappening. This can be veryreinforcing to you, but if theseunexpected visits occur fre-quently, they may interfere.

Again, you will need toaddress this situation withconsideration for the individualcircumstances. The answer tothe problem will depend uponthe reason for and frequency ofthese unexpected visits. Itwill also depend upon how dis-tracting it really is. Thefollowing are some hints fordealing with unexpectedvisitors.

* If this happens infrequentlyand the individuals do notdisturb what you are doing,then you will probably need

15

to say nothing. In fact,you can turn the situationto your advantage. Involvethem in the informal activ-ities or let them entertainsiblings as you and theparent and child work on thestructured activities.

* If it happens frequently andproves to be a distraction,talk to the parent winn youare alone about the ways toask callers to come backlater. Help her decide onthe actual words to say,like "Having visitors seemsto be distracting for mychild. If you'll come backlater, I'll tell you allabout what we did." Tryrole playing this situationif the parent seems particu-larly uncomfortable.

* Try putting a sign on thedoor (with the parent'sapproval, of course).Simply say, "Our homevisitor is here. Pleasecome back at 1:00."

WHAT DO I DO IF THERE IS NO ONEHOME?

Since home-based programsare most effective when visitsare made weekly, every effortshould be made to see eachfamily each week. You will findthat if you establish and followa permanent schedule, thefamilies will usually be readyfor your visit. You may,however, encounter occasionalunreported absences. When noone answers your knock, considerusing the following strategies.

* Make it a rule that parentsmust call the office whenthey are going to miss avisit. Someone at theoffice should be responsible

for accepting phone callsand should keep a completetime schedule for each homevisitor. When a familycalls in, this personshould immediately contactthe home visitor to avoid anunnecessary trip to thehome.

* Any time you arrive at thehome for a scheduled homevisit and find no one there,be sure to leave a note.State the time you arrived,leave a number where you canbe reached, and ask theparent to call so you canreschedule the visit.

* Report the missed visit andsurrounding circumstances inwriting to your supervisoron the Home Visit Report.You should also call theoffice immediately to reportthe missed visit. Thesupervisor should keep anon-going attendance recordfor each family and homevisitor.

* Establish an administrativepolicy to deal with ab-sences. After two consecu-tive missed visits thesupervisor should contactthe family by phone or inperson to: a) determine thereasons for the missedvisits, b) review thefamily's and home visitor'sresponsibilities in thehome-based program, and c)agree on solutions to theproblems. After three con-secutive missed home visits,the supervisor should visitthe family and discuss thefamily's interest in contin-uing with the home-basedprogram. If they choose tocontinue, an agreement onroles and responsibilitiesshould be written and signed

by both the supervisor andthe family.

* It is sometimes helpful toremind parents that you arecoming. Call just beforeyou leave for your visit,send a post card during theweek to remind them when ;ouwill be there again, or posta colorful sign on therefrigerator stating thetime and day of yourscheduled visit.

WHAT DO I DO IF THE PARENTLEAVES THE ROOM?

Your home visits are designedto focus on both the parent andhe child. Therefore, you can

uo your job ONLY if both arepresent and participating. Youwill need to make this clearfrom the beginning. If theparent does leave the room,consider the circumstances care-fully before you mention any-thing.

* If the parent leaves infre-quently and for unavoidablereasons, then it is best todiscontinue the activityuntil he or she returns.While you are waiting, amusethe child. As soon as theparent returns, explain thatyou're glad he or she isback and continue with whatyou were doing.

* If the parent leaves fre-quently and for unavoidablereasons, then examine thesituation. How could youwork together to eliminatethe reasons for leaving theroom? Discuss the problemand come to some compromise(for example, changing thetime of the home visit,bringing activities forsiblings, telling people who

call to call back, etc.).Explain why the parent mustbe there.

* If the parent's departure isfrequent and for avoidablereasons, examine what YOUare doing. Are the activ-ities stimulating and appro-priate? Does the parentunderstand why you are doingthem? Have you made theparent the focus of thevisit or are you focusing onthe child, leaving theparent out? Are you in-cluding the parent in plan-ning activities? Have youplanned activities that willallow the parent and childto experience success? Haveyou allowed and encouragedthe parent to take the leadin teaching as many activ-ities as appropriate?

* When addressing the situa-tion, the direct approach isbest. Tell parents theyneed to be there because theprogram cannot work withouttheir active involvement.Tell them what progress youhave seen in them and theirchildren already, or pointout the things they helpedthe children learn beforeyou came. Tell them that astheir skills increase theywill be better able to helptheir children learn newthings.

WHAT DO I DO ABOUT LOSTMATERIALS OR ACTIVITY CHARTS?

You will find that mostfamilies will take care of thematerials you bring to the home.But when you begin to experiencelosses, it can be a heavy drainon the budget and on your time.Here are some strategies thatmay save you money and worry.

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* One of the best ways toprevent lost materials is tofind a special place in thehome to keep all the itemsyou take. You can take asuitable container on thefirst home visit anddecorate it as one of yourplanned activities. Icecream barrels or sturdycardboard boxes make goodpermanent storage areas forhome visit materials. Helpthe family locate a place tokeep the container, and manyof your potential "missingitems" problems will besolved.

* If materials are consis-tently lost or broken in aparticular home, try takingin only one commercialmaterial at a time. When anitem is returned, then takein a new item. In order todo this, yourely heavilymaterials inmany of your

will need toon homemadecarrying outactivities.

* Monitor yourself carefully.Keep track of materials thatare left in the home on theHome Visit Report or in yourpersonal records. Be con-sistent about asking thatthese materials be returnedafter the family is finishedwith them.

* Be sure to keep a record ofall written activities takento each home in case activ-ity charts are lost. TheHome Visit Report can beused for this purpose. Thatway, you have a record ofthe activities that theparent and child worked onduring the week. You canthen determine if the childachieved the activity eventhough the written chart isnot available.

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* Let the parents know thatyou value the activitycharts and the time youspent preparing them. Thiswill increase the likelihoodthat parents will value themtoo. Reinforce them forreturning the charts,especially if they lookused. Remember that adirty, crumpled, obviouslyused chart is better than aclean, white one that spentthe week in a drawer.

WHAT DO I DO ABOUT NON-READINGPARENTS?

You may run into an occa-sional parent who has little orno reading ability. This shouldnot stop you, however, frompreparing structured writtenactivities. All parents can anddo teach their children and itis our responsibility to helpparents teach even though theyare hindered by lack of readingskills. Some suggestions aregiven here for helping non-reading parents teach theirchildren.

* In teaching a non-readingparent to carry out activ-ities with a child, you willneed to rely heavily onmodeling. Be sure theparent observes exactly howan activity is to be taughtand then has an opportunityto try it. Give feedback onthe way the parent teachesthe activity so changes canbe made if necessary.

* Discuss each activity indetail with the parent.Give ample opportunity forquestions and make changesin the activity. Leave awritten copy of the activityin the home for reference byany member of the family who

18

may be able to read and helpthe parent.

* Illustrate materials neededfor each activity on thechart to cue the parent.

* Consider tape recordingspecific directions for theparent as an aid during theweek.

* There are several ways toassist non-reading parentswith record keeping duringthe week. One way is tolabel the recording chartwith symbols instead ofwords. Some examples are:

Objective:

Will stand on one foot for4-8 seconds on request 3/3x.

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3

2

1

MTWT F S SMDays of week

Objective:

Will set table with fork,knife, spoon, plate andcup when given verbaldirections 3/3x.

3

21

3Cans) 21

3

21

32

1

MTWT F SSMDays of week

Objective:

Will lace shoe when givena model 3/3x.

3

1

MTWT F SSMDays of week

19

You can also use an eggcarton for record keeping pur-poses. Give the parent enoughtokens for each trial for sixdays. If the child successfullycompletes the objective, a tokengoes in a red coded section. Ifthe child needs correction, atoken goes in the blue codedsection. Each trial for eachday during the week is recordedin this way. The home visitorrecords how well the child per-forms the activity when firstpresented and after practicingfor one week.

If you do nothing else, havethe. parent X the chart each daythe activity is worked onDoing this will not give youinformation on how the child dideach day, but you will know howoften the activity waspracticed.

HOW DO I HELP THE PARENT WITHTHE CHILD'S MISBEHAVIOR?

Handling a child's misbe-havior can be a touchy situa-tion. We have all seen thingsdone and perhaps done thingsourselves that we know are notgood behavior management techni-ques. It is easy to slip intonegative patterns with childrenwhen we want them to act dif-ferently. Threatening, bribing,nagging and punishing often seemto be the fastest way to remedya bad situation... and sometimesthey are the only methodsparents know. These techniquesshould be discouraged. Listedhere are some suggestions forhelping the parent deal withmisbehavior.

* You can aproach the subjectof changing the parent'sresponses to theirchildren's behavior byaaking them if the methodsthey use seem to work. Askthem to look at a particularmisbehavior in their childand the methods they haveused to change it. Havethem analyze how long thebehavior has been occurringand whether the beseems to be increasing ordecreasing. Then ask theparents to look at somethingthat the child consistentlydoes that they like. Askthem to analyze what theydid to teach the child thatpositive behavior. Thissequence can lead to a gooddiscussion on behavior man-agement techniques.

* The best way to help parentslearn different behaviormanagement techniques is tobe a good model yourself.Show parents how reinforce-ment, ignoring of some be-haviors, consistency, andremoving privileges can workwith their children andexplain the procedures whenyou use them. Tell them howeach procedure works andwhat to expect if they try.

* An excellent way to examineand learn new managementprocedures is to refer theparent to some good re-sources on behavior manage-ment and parenting. Some

particularly effective booksthat have been written onthis subject for parentsare: The Portage ParentProgram, Living withChildren, Parents AreTeachers, the VIEPFFogram,

:

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and Exploring Parenting. Youmight ask the parent to reada chapter a week as anassignment and then discussit during the ParentEducation portion of thehome visit. As a follow up,you can write an activitychart for the parent that isde3igned to 2ractice a par-ticular technique for thechild.

* If you are working withseveral parents who wantinformation on behaviormanagement techniques, youmight organize a discussiongroup on the topic. If youdo not feel qualified tolead such a discussion or toteach behavior managementprinciples, find a mentalhealth consultant, a specialeducator, or a schoolpsychologist who could leadsuch a group.

* Discuss particular problemswith a qualified member ofyour agency or community.Consider bringing thisperson on a visit to talkwith the parent and/orobserve the situation sothat realistic recommenda-tions can be made.

PART III: FIRST AID FOR HOMEVISITORS

JNFORMAL STAFFING

Home visiting can be a lone-ly job. You may not have muchopportunity to talk with otherhome visitors since you are busytraveling from home to home.Being isolated from other homevisitors also means you don'thave the opportunity to discusscommon concerns or problems.One effective way of improvingthis situation is to scheduleweekly staff meetings. Theavailable home visitors, super-visors, and the education co-ordinator should be included.The primary purpose of thesestaff meetings is to discussproblems that relate to homevisiting and the families being

411 served.

The informal staffing pro-cedure is an effective means ofdiscussing problems and select-ing possible solutions to them.The informal staffing log(Figure 2) is used as a recordof the discussion. This log ispassed to each home visitor atthe beginning of the meeting.Anyone who has any questions tobe discussed at the meetingfills in his or her name, childor family's name, and a briefdescription of the problem.There is no limit to the numberof questions a home visitor maylist.

The problems to be discussedcan be anything related to homevisiting, the home-based pro-gram, or families and childrenbeing served. No problem is toosmall or insignificant to bediscussed. Examples of some

21

concerns which home visitors mayhave are:

* What can I do if the parentdoesn't work with the childduring the week?

* How can I teach Jimmy to puthis shoes on the correctfoot?

* How can I maintain Liz'sattention during the homevisit?

* Ms. Jones would like infor-mation on becoming a nurse.Who do I contact?

After each home visitor hashad the opportunity to writequestions, the group begins thediscussion. Select a recorderfrom the group. This personreads a question and asks thehome visitor if she or he wouldgive some additional informationabout the situation includingany solutions which have beentried. Discussion is thenopened to the group. During thediscussion the home visitor withthe problem is to remain silent.Other home visitors may have hadsimilar problems and found asolution. Component staff alsomay have ideas to offer. Therecorder lists all of the pos-sible solutions as they aresuggested. At the end of thediscussion, the home visitorMUST select at least one of thealternatives she or he thinksmight work. Th4,solutionselected must be tried duringthe next home visit.

This is the key to the in-formal staffing procedure. Someaction must be taken as a resultof the discussion. After thehome visitor has tried the idea,she or he reports the resultsback to the group. This is

100

101

PORTAGE PROJECT INFORMAL STAFFING LOG

Staff in Attendance Recorder

Date

DATE HOMEVISITOR

FAMILY PROBLEMALTERNATIVE SOLUTIONS

* CHOSEN ONEFOLLOW-UP

02

usually done after two weeks toallow time to see if the ideawas effective in solving theproblem.

If the problem was notsolved there are two possibil-ities: (1) repeat the discussionand select another idea or (2)take an observer on the nexthome visit. This could be an-other home visitor, a supervisoror other resource person who maybe able to offer other solutionsafter viewing the home visit.Be sure to obtain the parent'spermission before having anotherperson visit. If the problemcannot be solved within your ownstaff, use community resourcesto assist you and the fmily.

The informal staffing pro-cedure should be the mainactivity of the staff meeting.Don't be so concerned withannouncements and general infor-mation that there is limitedtime to discuss concerns re-lating to children and families.Remember, this may be the onlyopportunity you have to discusscommon concerns with fellow homevisitors. Additional staffmeeting activities which couldfollow informal staffinginclude:

* Sharing materials - A homevisitor may have made ateaching material whichshould be shared with thegroup. Someone may have newideas for using a familiartoy or material.

* Speakers -

- Specialists could shareideas for stimulatinglanguage development.

- Staff from other agenciescould discuss their pro-gram and how services

between programs could becoordinated.

- Qualified persons could beinvited to discuss aspectsof preschool educationrelevant to the home-based program.

- Local kindergartenteachers or school person-nel could discuss expecta-tions of children enteringtheir classroom.

- Films relating to childdevelopment or parentingcould be presented.

- Component coordinatorscould discuss activitieswhich could be done duringhome visits.

* Happy stories - End themeeting with everyonesharing something good thathappened during the pastweek. It is easy to spendtoo much time concentratingon problems and forgettingthe good things that happen.

Staff meetings should bescheduled the same day eachweek. If them are center andhome-based staff present at themeeting, time should be allfor each group to discuss con-cerns related to each option.Each group could conduct theirown informal staffing.

The day scheduled for thestaff meeting can also serveother purposes. Usually theinformal staffing and other pro-gram business can be completedin half a day. The remainder ofthe day can provide time for thefollowing activities:

* Complete weekly reports ofhome visits.

* Plan activities for nextweek's visits.

* Discuss each child's programin individual meetings withsupervisor.

* Reschedule missed visits.

HINTS FOR HOME VISITORS

Home visiting can bring outthe disorganization in the bestof us. There seems to be end-less materials to check out,check in, and keep track of;records to prepare, organize,and keep handy. And everythinghas to be kept mobile, at yourfingertips, and usually in avery small space. The follow-ing are some tips that may saveyou some organizational head-aches.

* Stay a week ahead in plan-ning structured writtenactivities. Check to see ifthe activities are appro-priate during the informalactivity time of the visitBEFORE you plan to presentthem. For example, you havereferred to the assessmentinformation and determinedthat the child is ready tobe formally taught to namefour colors. During theinformal activity time onthe visit before you plan topresent this as a writtenactivity, ask the child toname colors using objectsaround the house. If thechild can already do this,then mark it as a learnedskill on the assessmenttool. You have therebysaved yourself writing anactivity that the child canalready do.

* Keep a working folder foreach child on your caseload.

This folder should include:the child's developmentalassessment, address, phonenumber and directions to thehouse, blank activitycharts, blank home visitreports, planned home visitreports, planned activitycharts, observations andnotes, and the FamilyAssessment Plan.

* Completed home visit reportsand activity charts willprobably be kept in theoffice for reference andmonitoring purposes.

* A metal or plastic file boxfor your working folders onchildren can be very help-ful. When visiting afamily, however, be sure totake only that child'sfolder into the home.

ft Avoid bringing too manymaterials into the home.Bring just those items youwill need for the plannedactivities and a few"extras" for emergencysituations.

* It is helpful if you have a

basic kit of materials thatcan be used throughout theyear. Special materialsthat are not included in thekit can be checked out fromthe office. Some sampleitems that might be includedin a basic kit are: crayons,tape, ruler, stapler,drawing and constructionpaper, glue, scissors (bothchild and adult sizes), setsof action and objectpictures, wooden puzzles, acan of stringing beads, pegsand a pegboard, sequencecards, picture card games,cubicle counting blocks,paints, pencils, magicmarkers, balls (two sizes),tape recorder, and puppets.

24

104

RECORDING YOUR HOME VISIT

A recording must be kept ofall the activities presentedduring each home visit. Thisrecord will help the homevisitor monitor the child'sprogress and plan future activ-ities for the child and family.

The record keeping systemyou develop for the home visitcan be simple or complex.There is some basic informationwhich must be recorded weeklyand there is additional informa-tion which would be helpful inmonitoring visits and planningfuture visits. SkillDevelopment Section E - HomeVisit Report providesinstruction in the use of acomprehensive recording system.

25

105

SKILL DEVELOPMENT SECTION A - COMPLETING ADEVELOPMENTAL CHECKLIST

THE PORTAGE GUIDE TO EARLY EDUCATION Jordana D. ZegerThe Portage Guide to Early Education consists of three parts:

a developmental checklist, an instructor's manual, and a card

file of activities.

THE CHECKLIST

The Portage Guide to Early Education Checklist is used to aid

parents and home visitors in curriculum assessment and planning

individual programs for preschool children.

The checklist contains 580 developmentally sequenced skill

areas: socialization, language, self-help, cognition, and motor

skills; plus an infant stimulation section that highlights birth

to six months.

THE MANUAL

The Manual includes specific instructions on the use of the

checklist as well as methods for developing and implementing

curriculum goals.

1

THE CARD FILE

The Card File consists of 580 activity cards which include

suggested activities and materials, and correspond with the

behaviors listed in the checklist. The activities on the cards

were developed by Portage Project teaching staff and have all

been used successfully with children. The bottom of the card

usually contains space for you to add teaching ideas of your own,

making this a valuable resource for you. This card file offers

further clarification of items on the checklist.

HOW TO COMPLETE THE CHECKLIST

Each child in the program will have a checklist. Enter the

child's name, date of birth, teacher's name, and program year on

the cover. Each year the child is enrolled in the program record

your information with a different color of ink.

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Portage Guide To J.'Early Mee Now

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107

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The information log, included at the beginning of the check-

list, is for recording related information about the child. This

page is to be used to gather pertinent information that' will

assist you in planning for that specific child. The different

types of information you may choose to record could be a schedule

of special services, preferences of the child, parent contacts,

or a record of the child's immunization, dental and doctor

records. Use the information log to record data that will help

you with your planning for that child and family.

A detailed description of each column on the remaining pages

in the checklist follows:

1. Age Level: The first column on the checklist is age level,

set at twelve month intervals during which the listed

behaviors are normally acquired. However, the checklist is

designed to be a curriculum planning tool and does not yield

a developmental age.

2. Card Number: The numbers in this column correspond to the

activity cards in the card file.

3. Behavior: The skills listed on the checklist are based on

normal growth and development patterns; yet no child, normal

or with a handicapping condition, is likely to follow these

sequences exactly. Children may skip some behaviors com-

pletely, may learn behaviors out of sequence, or may need

additional subgoals to achieve a behavior on the checklist.

The important information derived from the checklist is what

the child can and cannot do.

4. Entry behavior: This column is used to record whether or not

the child can perform each skill. This information will help

you and the parent plan activities for the child.

1115. Date achieved: This column is used to record the date that

the child learns new behaviors. This provides the home

visitor and parent with an ongoing record of the child's

progress throughout the year. Do not alter the initial mark

in "Entry" column.

6. Comments: Use this column to record informat_a which will

assi3t you in planning activities. Comments may include

materials used in teaching the skill, teaching techniques,

emerging skills, activities being left in the home, etc.

How to Complete the Checklist

1. Whe re to start.

Start your assessment in the de velopmental area in which thechild is strongest or ilas the greatest preference. Startingin the child's strongest area will provide you, the child,and the parent with an initial success. Begin assessing theitems that are one year below the child's chronological age.For example, if the child is four years old, begin your

assessment at the three year old level. If the child has ahandicapping condition, go back two years.

2. How to mark the items .

Observe the child pe rforming the behavior whenever possible

or, if necessary, ask the parent. Then mark each item in the

entry behavior column using one of the code s described below:

* Mark a N./ if the child can do the item consistently;usually in more than one situation, for more than onepe rson. A indicate s that the child nee ds no furthe rwork on the skill.

* Mark an X if the child cannot do the item. Even if thechild is be ginning to do the skill but cannot ye t completeit, mark an X. An X indicates the child will nee d somefurther work on the skill .

* Mark a ? if you have not ye t had an opportunity to observeor you are unsure of Llie d' s pe rforniance and woul dlike to re test.

All question marks should be eliminated within the first sixwee ks so that only /s and Xs remain. Mark Vs and Xs in pen

since they represent a pe rmanent record of the child's entrybehavior. Mark ?s in pencil since they will be change d to aN/or X within the first six weeks of the program.

3. How to get a baseline and a ceiling.Because the skills on the checklist are listed in developmental sequence, the child will usually learn lower numbered

skills first. You can safely assume that the child has the

skills necessary for learning a high level skill if there areat least ten consecutive \./ 's. Therefore, your minimum

number of consecutive N/ed items should be no less than 10.This is your baseline. After you get your baseline, continue

marking items until you get at least 10 consecutive Xed or ?editems. This is a signal for you to 'stop. This stoppingpoint is called a ceiling.

motor

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111

4 Updating the checklist.

Once you have completed your assessment, you should update

the items weekly for an accurate record of what the child hasaccomplished. When you update the checklist you will do one

or both of the following activities:

Mark the date each skill was achieved in the Date Achievedcolumn.

Extend the ceiling of Xed items by checking the child'sability to perform the skills.

This updating process is necessary to develop ongoing

individualized weekly instructional goals. The example below

illustrates the changes in a child's checklist over a twoweek period.

motor

. ..

1,/__X___IL13/111

X./V

/ /

/ /

/ /

82 Snips with scissors __J,

YJ nth aa,83 Jumps bon height of 8 inches

84 Kicks large ball when rolled to him

85 Walks on tiptoe

88 Runs 10 steps with coordinated. alienating aim movement / /

81 Pedals tricycle live feet / /

/ /88 Swings On Swing when started in motion

89 Climbs up and slides down 4.6 foot slide

90 Somersaults forward lee/ / /

91 Walks up Malta alternating lett X / 1

92 Marches

X/

93..._.X_

Catches ball with two hinds / /

/ /

/ / viiiit'In K 4 to:1;.194 laces templates /

X95 Cuts along 8' straight line within . of line

4.5 98 Stands On one loot witbOt aid 4.8 seconds X / /

teo I /2. secoreic

91 Runs changing direction

98 Walks balance beam %,/ I /

X / /99 Jumps forward 10 times without tilling

100 Jumps over string 2 inches off the boor V / I

/ /101 Jumps backward sie times

t02 Bounces and catches large ball V / /

103 Makes clay shapes put together with 2 to 3 parts / /

104 Cuts along curved line X / /

105 Screws together threaded mated

X / /

_6/ / /

X . ../ /

106 Walks downstairs alternating feet

101 Pedals tricycle. turning Cornets

508 Hops on one fool 5 successive limes --

101

7

04 WW1.. Airgy

To review, your checklist should be filled out in thefollowing manne r.

A. Start your assessment one year below the child's actual(chronological) age and begin marking items. (Two years for

a child with a handicapping condition.)

B. Assess items until you have a baseline of at least 10 con-

secutive \/ed items. If you do not get at least 10 consecu-tive items, go backwards in the checklist until you get abaseline.

C. Continue assessing items after your baseline until you have aceiling of at least 10 consecutive Xed or ?ed items.

D. The initial assessment should be completed within the firstsix weeks of the program, changing all ?s to N/s or Xs.

PRACTICE SECTION

1. Which developmental area has been correctly assessed

(cognitive or selfhelp)? Why?

55

cognitive

Counts Icit 0 obiects

56 Builds a bridge can 3 Mocks ,n imilabon

57 Matches sequence or pattern ol tumor, IP Wall.-.

59

r connected V stroke,. II vie Il tl,_ .

AOOS leq an d, or arm to incomplete man

60 Completes 8 piece puiliwanouilrial and error

81 Names obleCts as same and dillerent

6? Oraws a square in imi1,11,0n

63 Names three colors on requestf64 Names three shapes 1l e and 0

4 5 65 Picks up specified num her of oblecls on request

66 Names live lectures

81 Copies utangle on request

68 Recalls 4 oblects seen in a picture

69 Names lime of day associated With activities

70 Repeals lamb& rhymes

whether °Neel is heavy or iighl (MSS Man one noundrtilterencrii

Tells what's Missing When One object is removed hom .11110111. ill 10111'

73 Names eight colors

.74 Names penny nicier and dime

Matches15 symbols (tenets and numbers'

76 Tells color 01 named oblecls

77 Retells live main Nets horn story heard 3 hnu,

man (head trunk 4 tng'

Soles live lines 01 song

80 Builds pyramid 01 10 0100S In im.iabon

81 Names long and snort

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/

inot. wpm* eestor ai soma Mow/ II

cognitive

82 Places objects behind, beside, nest to / /

83 Matches equal sets to Sample of 110 10 objects / /

04 Names of Male to missing part of pictured Oleo( / /

85 Counts by role 110 20 / /

5.6

Names first, middle and last position / /

Counts up 10 20 dont and tells how many / /

89

fXl

Names 10 numerals / /

Names left and right on sell

Says fellers of atphabet tn order X/ /

/ /

91 Prints own lint name X. / /

92 Names live letters of alphabet / /

93 Arranges oblects in sequence of width end length / /

94 Names capital letters of siphabet / /

95 Puts numerals 1 to 10 in proper sequence / /

96 Names position of objects foal. second, Mud / /

97 Names lower case letters of alphabet / /

/ /98 MalCheS capital to tower case letters of alphabet

99 Pants to named numeral! f to 25 / /

100 CopieS diamond shape / /

101 Completes simple maie / /

102 Now dart Of week In order / /

103 Can add and subtract combinations to three / /

104 Tells month and day of birthday / /

105 Sight reade 10 printed words / /

106 Predicts what happens nest / /

107 Points to hall and whole objects / /

too Counts by role 1 to 100 / /

0 106 Comm* ihleiriamillrmit Nome, It

self-help

28 Sucks liquid horn glass or cup using sus* / _.... _29 SCOOps with lork /

. _.._30 Chews and swallows only edible substances r /

31 Ones hands vinnout nelp *nen given low& /

32 Asks to go to bathroom even it loo late to avoid accidents _

33 Controls drooling

34 Ululates or defecates in potty three limes Peivociwnen placeg In tour

35 Puts on shoeS /

36 Brushes teeth in imitation t r /_ _ ___._ _

37 Takes off simple clothing that has been unlastened / /

38 Uses bathroom tot bowel movements one daytime accident per week

39 Gets drink Om faucet without help when stool or steps ale prorated I

40 Washes hands and face using soap when adult regulates water i /

41 Asks to go to bathroom Outing day in time to anon accidents / /

42 Places coal on hook placed at child 5 height / /

43 Stays dry during naps r /

44 Avoids harards such as sharp turnitu'e corners open Slaw, V. I /

45 Uses napkin when reminded so/ / /

46 Stabs f00c1 with folk and Stings to moumourn X / /

47 Pouts tram small pitcher 16 8 or 1 into glass without help itee / /

48 Unlastens snaps on Clothing I' / /..._ , .

49 Washes own aims and legs whim being bathed te° / /

50 Pull on sOCkS.

1/ r /

51 Puts on coal sweater Shill / /

3 4

54 Dresses SO wan nelp

53 Feeds sell entire meal

on ouliover snots and all lasieneis

i le / /

( / /

. / /__.....

52 FindS110n101C101hing ,

IMCommtmeWSItermallormw Aim/ IS

self-help

55

56.

51

58

59

60

Si

62

64

65

66

4561

68

69

70

Wipes nose when teminded

Wakes up dry two mornings out of seven

Males urinate in toilet standing up

Impales and completes dressing and undiessing except fasteners 15k, 01 lime

Snaps or hooks clothing

Blows nose wilinteminded

Avoids common clanged Ire broken glass)

Puts coat on henget and 'enlaces hanger on low bat with inshut lions

tccrl: al-ea ;;.,e.1

Puts on mittens

UnDunOns iarge MAWS On Dunn board w lackey ow.", table

Buttons large buttons on button board of tack et placed on table

Puts on 60014

Cleans up spills gelling own cloth

Avoids poisons and all harmful SubstanceS

Unbuttons own clothing

71 Buttons own Clothing

2 Clean place at tablet 73 Puts tipper loot in catch

. . .14 Washes hands and lace

75 Uses cotteel utensils lot food

16 Wakes ttOrn sleep during nigh) to use 1000 of Stays diy all nighl

71 Wipes and blows nose 75'4 of the time when needed without reminders

76 Bathes self mood lot back neck and ears

19 Uses korte for spteading soft toppings on Mast

80 Buckles and unbuckles belt on dress or pants and Ono

81 Ofesses sell completely including an ltont fastenings except lies

.LIfttcpcsuid

/

/

I I

I

I I

i /

I

/ /I

/

1U

1.11CMwsing gassomi ingot Arm II

2. Why is a baseline necessary?

3. Why are the Nj/s and Xs marked in pen?

4. Can you get a developmental age for a child using the PortageChecklist?

5. If the child can perform a skill, mark a .

If the child cannot perform a skill, mark a .

6. What do you do if you start assessing items one year belowthe child's chronological age and you only get 7 consecutive./ed items?

7. What do you do if you are not sure how to assess an item?

11

8. With what item in the motor section would you begin yourassessment for a child age 3? 4?

motor

/ /55 Wreks Independently

56 Creeps down stairs, feet hrst I / /57 Seats sell in small chair / /58 Squats and returns to standing / /59 Pushes and pulls toys while walking / /

/ /. __ _ __

60 Uses rocking horse Or rocking Chao

61 Walks upstairs with aid / /62 Bends at weft to pick up objects without tatting / /63 Imitates circular motion / /

2.3 64 Strings 4 large beads in Iwo milules / /65 Turns door knobs. handles. etc / /66 Jumps in place with both feet r /67 Walks backwards / /68 Walks downstairs with aid / /69 Throws ball to adult 5 lest away without adult moving teat / /70 Builds tower of 5.6 blocks / /71

__________ .Turns pages one at a time / /

72 Unwraps small object / /73 Folds paper in hall in imitation / /74 Takes apart and puts together snap.together 10y / /75 Unscrews nesting toys / /

/

/ /

76 Kicks large Stationary ball

77 Rolls clay balls

78 Grasps pencil between thumb and forefinger resting pencil on mod linger / /79 Forward somersault with aid / /

/ /80 Pounds 5 out of 5 pegs

3.4 81 Puts together 3 piece puzzle or tormboard / /

V 11116 CompOn(nr laltoi4mal nil

motor

82 Snips with scissors / /

83 Jumps from height of 8 incheS / /

84 Kicks large ball when rolled to him / /

85

86

Walks on tiptoe

Runs lb steps with cOcirdinated, alternating arm movement

/ /. .

/ /

87 Pedals tricycle live feel / /

88 Swings on swing when started in motion / /

89 Climbs up and slides down 4.6 tool slide / /

90 Somersaults forward / /91 Walks up stairs. alternating feet / /

92 Marches / /

93 Catches ball with Iwo hands / /94 Traces templates / /

95 Cuts along 8" straight line within ' ." or line / /4.5 96 Slants on one loot without aid 4 8 seconds / /

91 Runs changing direction / /

98 Walks balance beam / /

99 Jumps forward 10 times without falling / /

100 Jumps over string 2 inches off the hoof / /

101 Jumps backward six times / /102 Bounces and catches large ban . / /

103 Makes clay shapes put together with 2 to 3 parts / /

104 Cuts along curved line / /

105 Screws together threaded object / /

106 Walks downstairs alternating feel / /107 Pedals tricycle, !liming corners / /108 Hops on one tool 5 successive times / /

12

I ( enottel(4 1140 Mosul Sent. Alpfeet I i

ANSWERS

1. Which developmental area has been correctly assessed?

Cognitive - there is a baseline of at least 10 \,/s and aceiling of at least 10 Xs and ?s.

2. Why is a baseline necessary?

A baseline of at least 10 consecutive checks will assureyou that the child could do all the behaviors that comebefore. This avoids having to assess each item startingat #1, yet safeguards against trying to build a moreadvanced skill on top of a sub-skill not yet learned.

3. Why are the \/s and Xs marked in pen?

They become a permanent record of what the child couldand could not do when he or she entered the program.

4. Can you get a developmental age for a child using the PortageChecklist?

No, the checklist is not a standardized instrument. Itis a criterion-referenced tool which was developed toassist teachers and parents in curriculum planning fortheir children. It does not yeild a developmental age.

5. If the child can perform a skill, mark a

If the child cannot perform a skill, mark a )(

What do you do if you start assessing items one year belowthe child's chronological age and you only get 7 consecutive\,/ed items?

Go backwards in the checklist until you get at least 10consecutive checks.

7. What do you do if you are not sure how to assess an item?

It is helpful to look at the corresponding card in thecard file for further clarification.

8. With what item in the motor section would you begin yourassessment for a child age 3? 4?

3 years old - Strings 4 large beads in 2 minutes(item #64)

4 years old - Puts together 3 piece puzzle or formboard(item #81)

119

Writing behavioral objectives and task analyzingobjectives are two skills you will use to determine yourweekly instructional objectives for the child. Instruc-tional objectives are the skills chosen for a child tolearn in a one week teaching perl.od. These objectiveshave been task analyzed, if necessary, and written as acomplete behavioral objective. An activity to teach theinstructional objective is developed and written up on anactivity chart. This skill development section will focuson writing behavioral objectives, followed by skill devel-opment sections on task analysis and writing activitycharts. Follow these three sections in sequence.

SKILL DEVELOPMENT SECTION B - BEHAVIORAL OBJECTIVES

Behavioral objectives are specific statements, describing

exactly what the learner will be able to do after a skill or

behavior has been taught. Behavioral objectives do not determine

what activity or teaching method you will use to teach the

skill, they just state the end result. Here are some examples of

complete behavioral objectives:

John Boy will draw a square on request 4/11X.

Erin will say "please" and "thank you" when appropriatewithout reminder 75% of the time.

Mary Ellen will correctly tell her address on. request4/4X.

Mr. and Mrs. Walton will attend parent meetings at thecenter when sent a written reminder once a month.

Jim Bob will hop on one foot 5 successive times whenshown how 3/4X.

Elizabeth will brush her teeth with reminders twice daily.

Each behavioral objective has four parts: WHO, WHAT,

AID, and HOW WELL. Let's take a look at each of these parts.

1 Jordana D. Zeger

PART 1

WHO refers to the persnn doing the learning. WHO is usuallythe child, but objectives uan also be written for the parent.(For you too! )

PART 2

WHAT states the behavior the learner will perform. The WHAT

must be observable and measurable. This means you must be ableto s( e the learner do the be and be able to count thenumber of times it occurs. WHAT can also include additional

information such as, how far, how many, how fast, how lone, or

under what condition. Here are some examples:

Rhona will throw a 3 inch ball 5 feet upon request 3/14X.

Nicholas will hop backwards ten times when shown how 3/3X.

Michael will sit for 5 minutes during storytime when remindedonce a day.

PART 3

AID describes what assistance or help the child will beprovided. It states the type and degree of aid the child willhave while performing the skill.

PART 4

HOW WELL states how successfully the child must perform the

skill to reach criteria. HOW WELL is usually written as a

fraction.

2

Let's examine the WHAT, AID, and HOW WELL in more detail.

WHAT

The WHAT part of the behavioral objective states a specific,

measurable, and observable action. It must be written clearly

and precisely. Use action words such as: point to, write, jump,

imitate, draw. These words describe actions that can be both

seen and counted. Keep your statements positive; say exactly

what you want, not what you don't want. Here is an example of a

negative statement made positive:

Negative: Ben will stop running into the street without1 ooking.

Positive: Ben will look both ways before crossing thestreet.

The WHAT must be written in clear concise terms so it will be

easily understood by the parent or any other person that might be

working with the child. Use as few words as possible. See how

the example below has been changed to be read and understood with

greater ease.

"Marty will be able to identify red by naming it"has been changed to "Marty will name ned."

The WHAT in the examples below has been underlined.

JoAnn will drink an 8 oz. glass of milk during lunchtime whenreminded once each day.

Eric will repeat a 2-line fingerplay in imitation 2/2X.

Carl will kick a large ball rolled to him when asked 3/ 4.

Natalia will sit for 5 minutes during storytime with onereminder once a day.

Ms. Young will volunteer during cluster when senta written notice once a month.

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AID

AID states the help the child will have to do the WHAT part

of the behavior. We use many different types of aid with

children. Imagine you are working wIth a child who is just

learning to put together an interlocking four-piece puzzle. As

the child unsuccessfully attempts to place the pieces of the

puzzle together, what ideas occur to you in helping that child?

Would you allow the child to attempt the puzzle on her own?(with no aid)

Would you talk the child through the activity, instructingher to turn the pieces in different directions or totry a different piece? (verbal aid)

Would you show the child how to do it first then have hertry it? (visual aid)

Would you place your hand on the child's and guide it?(physical aid)

The different types of aids we use fall into five categories.

1. Physical2. Visual3. Verbal4. When asked5. Independently

It is important to always state an aid, even when there is no

aid (as in #4 and #5). This will prevent someone from assuming

what type of aid is needed. Here are some examples of the way

each type of aid may be stated.

Physical,

when mom guides handswhen handrail is usedwhen wrist is guidedwhen hands are placed around objectwhen waist is held

Visual

when shownwhen given model to copywhen given dots to trace

Verbal

when tol d howwhen given instructions

When Asked

when askedupon requestno aidwithout helpwhen told

Independently

independentlyspontaneously

The aid "independently" is most often. used in objectiveswritten in the self-help or socialization areas, such 8.3 "willuse bathroom independently" or "will say please and thank you

independently." Remember, the a.A.1 !Joist be specific. State theexact aid, "when hand is held" not just "with physical aid."

The AID in the examples below has been circled.

JoAnn will drink an 8 oz. glass of milk during lunchtimewhen rem need once each day.

Eric will repeat a 2-line fingerplay6; imitatiorD2/2X.

Carl will kick a large ball rolled to him6hen asked)3/4.

Natalia will sit for 5 minutes during storytime (wrth_onereminder)once a day.

Ms. Young will volunteer during cluster(chen sent a writtennotice once a month.

HOW WELL

HOW WELL states with what degree of success the learner must

perform the skill on a given number of trials. The HOW WELL part

of the behavioral objective can be expressed in three ways:I. fractions2. percentages

3. words

Use fractions whenever possible. Fractions make it easier

for you and the parent to determine if the child has successfullyreached criteria or not. It is also easier to understand howoften the activity will be done and how to record. Use per-

centages when the number of times the child will perform thebehavior cannot be controlled, such as how often a child will use

the bathroom or blow his nose. Words are most often used inobjectives that are written for a parent.

Let's look at the three different ways that the HOW WELL canbe written.

1. Fractions - the fraction is written placing the number ofsuccessful tries on top of the number of trials given.Examples: Lou will count to 8 in imitation 3/3 times.

The 3/3 means Lou will be given three trials(bottom number) and must be sw..cessful on allthree tries (top number) to meet criteria.Hilda will walk the balance board for 5 feet whenshown 3/4 times.

Again, the bottom number (4) is how many timesHilda will be asked to perform the behavior andthe top number (3) is how many times Hilda must besuccessful to accomplish the objective.

You will determine how many times the child must perform the

behavior and how many times the child must be successful to

achieve criteria. Remember, the purpose for establishing

criteria is to determine if the child has learned the skill

and is now ready to learn a more advanced one. Be realistic

when you set the number of trials. Would it be fair to ask a

child to write her/his name 50/50 times in order to prove to

you she/he knows it? Of course not. Probably 2/2 or 3/3

would be enough times for you to tell if the child has

mastered the skill and is ready to move on to a more advanced

one. A general rule of thumb is to write cognitive and

language skills with the top and bottom numbers the same

(2/2, 4/4, etc). If the child errs in skill areas such as

counting or naming, it will "only frustrate the child and

parent to try to build a more advanced skill on top of this

partially learned one. In other areas, such as motor,

socialization, and self-help, allow more room for error. A

child might lose her/his balance walking a balance beam on

the fourth try, but still have mastered the skill and is ready

to learn a more advanced one. Remember, the purpose of the

criterion is to give you the necessary information to

determine if the child has indeed mastered a skill and is

ready to move on to a new skill.

2. Percentages - use percentages with behaviors in the social-

ization and self-help areas in which the number of trials

cannot be predetermined. Measuring a child's success is

difficult using percentages. Be careful to use percentages

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only in skills where a fraction is not possible . For

example , "Sue will use the bathroom without reminders 100% of

the time . " We use a percentage in this situation because we

cannot pre determine or control how many times Sue will need

to use the bathroom, Yet the number of times the be

occurs can be easily counted.

3. Words - the third way to write the HOW WELL is with words.

This way is used most often in behavioral objectives written

for a parent. For example ; "Mr. Rite will cook a hot

nutritious meal daily" or "Ms. Isgar will call the clinic for

an appointment whenever necessary."

In summary, re member, the HOW WELL should determine if the

child has learned the skill well enough that it has become a part

of their repertoire and she/he is ready to learn a more advance d

skill . Don 't forge t to use fractions whenever possible .

The HOW WELL in the objectives below has been boxed.

JoAnn will drink an 8 oz. glass of milk during lunchtime whenreminds once each aay.

Eric will repeat a 2-line finge rplay6n imitationCarl will kick a large ball rolled to him(FTI'asked)

[2/ 2X.]

Natalia will sit for 5 minute s during storytime (With onereminds once aay. I

Ms. Young will volunteer during cluste r (When sent a writtennotice [once a montn.1

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PRACTICE SECTION

1. Put a mark in front of the phrases in which the "WHAT"portion is appropriate to use in a behavioral objective.

Will listen to a story during story time for fiveminutes

Will print the first letter of her name

Will attend to a three part related direction

Will identify a triangle, square and circle

Will cut along a curved line within 1/2" of the line

Will enjoy singing simple 4 to 5 line songs

Will develop a good attitude toward teacher

Will recognize his name

Will make an appointment with Dr. Smith

2. Circle the aid in theie statements.

S a. Barbara will name circle and triangle when given initialconsonant cues 4/4 times each.

b. Troy will walk a balance beam for 5 feet when teacherholds both hands 3/4 times.

c. Nancy will button 5 buttons on her sweater on herselfwhen asked 3/3 times.

d. Kyle will spread peanut butter on cracker when shown4/4X.

e. Joey will draw a circle in imitation 3/3X.

f. Laurie will set the table with knives, forks, spoons,plates and glasses upon request 4/ 4X.

3. Complete these objectives by adding an "AID"

a. Esmeralda will place circle, square and triangle in aformboard 2/2X each.

b. Rapunzal will walk up 10 steps alternating feet3/4X.

c. Pointdexter will keep his hands in his lap during grouptime 4/5 days.

d. Moxie will point to 10 animal pictures when shown picturecards 1U/10 pictures.

e. Fennimore will snap eight snaps on his jacket3/ 3X.

4. Determine what part of the behavioral objective is missingand then fill in an appropriate response.

a. Trapper will open a 1/2 pint milk carton100% of the time.

b. Margaret will build a pyramid of 1U blocks in imitat'on

c. B.J. will stand on one foot for 4 to 8 seconds4/ 4.

d. Radar independently duringstorytime 80% of the time.

e. Hawke ye when shown how 4/4X.

f. Klinger will dress himself completely in male clothesonce each day for five consecutive days.

g. Charles will march in time to music3/3x.

h. Frank when teacher guideshis hand 3/4X.

i. The cook will serve nutritious meals (including the basicfour) when given recipes to follow

5. These objectives have at least one thing wrong with them.Find and correct it.

a. Bert will identify circle, square and triangle on request3/3X.

b. Ernie will play in his own yard 6/7 days.

c. Grover will write his name when asked 1/2X.

d. Cookie Monster will walk for 6' on a balance beam raised3" when given physical aid 3/4X.

e. Count will recognize the numerals 1 to 10 when given amodel each time 3/3X.

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f. Oscar will name colors when given initial sound cues1/1X.

g. Miss Piggy will not hit Kermit during opening time 5/5days.

h. Kermit will be able to recognize his name by pointing toit when shown once 3/4X.

i. Big Bird will dress himself completely including allfastenings except ties whenever necessary.

J. Fozzy bear will use contractions can't, don't, won't whengiven verbal aid 2/2X each.

6. Write a complete behavioral objective for each area.

a. MOTOR

b. NUTRITION

c. PARENT INVOLVEMENT

d. SELF-HELP

e. HEALTH

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ANSWERS

1. Put a mark in front of the phrases in which the "WHAT"portion is appropriate to use in a behavioral objective.

Will listen to a story during story time for fiveminutes

X Will print the first letter of her name

Will attend to a three part related direction

Will identify a triangle, square and circle

X Will cut along a curved line within 1/2" of the line

Will enjoy singing simple 4 to 5 line songs

Will develop a good attitude toward teacher

Will recognize his name

X Will make an appointment with Dr. Smith

2. Circle the aid in these statements.

a. Barbara will name circle and triangle when given initialconsonant cue94/4 times each.

b. Tro will walk a balance beam for 5 feet when teacherhol s ot hands 3/4 times.

c. Nancy will button 5 buttons on her sweater on herself(Whenasked)3/3 times.

d. Kyle will spread peanut butter on cracker when shown4/4X.

e. Joey will draw a circle6imitatla)3/3X.

f. Laurie will set the table with knives, forks, spoons,plates and glasses upon reques04/4X.

3. Complete these objectives by POSSIBLE SOLUTIONSadding an "AID"

a. Esmeralda will placecircle, square and trianglein a formboard2/2X each.

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when shown, when asked,when hand is guided

b. Rapunzal will walk up 1Usteps alternating feet

3/4X.

c. Pointdexter will keep hishands in his lap duringgroup time4/5 days.

d. Moxie will point to 10animal pictures when shownpicture cards10/10 pictures.

e. Fennimore will snap eightsnaps on his jacket

3/3X.

in imitation, whenhandrail is used, whentold how

when reminded once,independently, when shown

in imitation, uponrequest, when hand isguided

when told how, uponrequest, independently

4. Detcrmine what part of the behavioral objective is missingand then fill in an appropriate response.

MISSING PART

a. Trapper will open a 1/2 AIDpint milk carton100% of the time.

b. Margaret will build apyramid of 10 blocks inimitation

c. B.J. will stand on onefoot for 4 to 8 seconds

4/4.

d. Radarindependently duringstorytime 80% of thetime.

e. Hawke ye

when shown how 4/4X.

f. Klinger will dresshimself completelyin male clothes

once eachday for fiveconsecutive days.

g. Charles will marchin time to music

3/3X

13

HOW WELL

AID

WHAT

WHAT

AID

AID

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POSSIBLE SOLUTIONS

when shown, onrequest, whenhands are guided

3/4X, 5/5X

when hand isheld, whenshown

will sit withhis hands in hislap

will skip forfive feet

when shown, whenasked

in imitation,when instructedhow

h. Frank willwhen teacher guideshis hands 3/4X.

WHAT draw a square,write his name

i. The cook will serve HOW WELL dailynutritious meals(including thebasic four) whengiven recipes tofollow

5. These objectives have at least one thing wrong with them.Find and correct it.

a. Bert will IDENTIFY circle, square and triangle on request3/3X. (Be specific, use words such as point to, match,name.)

b. Ernie will play in his own yard 6/7 days. (AID is missing.)

c. Grover will write his name when asked 1/2X. (The HOW WELLis not realistic. If a child could only pass criteria onone out of two tries it would not provide you withenough information to determine if the child has gainedthe skill.)

d. Cookie Monster will walk for 6' on a balance beam raised3" when GIVEN PHYSICAL AID 3/4X. (Describe the AID suchas "when hand is held.")

e. Count will RECOGNIZE the numerals 1 to 10 when given amodel each time 3/3X. (Same as in answer a.)

f. Oscar will name colors when given initial sound cues1/1X. (List the actual colors that will be learned.)

g. Miss Piggy will not hit Kermit during opening time 5/5days. (This is negative. State what you want the childto do, not what you do not want her to do. Should read"Miss Piggy will keep her hands on her lap duringstorytime when reminded 5/5 days.")

h. Kermit will be able to recognize his name by pointing toit when shown once 3/4X. (Too many words. "Kermit willpoint to his name when shown once 3/4X" is more to thepoint.)

i. Big Bird will dress himself completely including allfastenings except ties whenever necessary. (AID ismissing.)

j. Fozzy bear will use contractions can't, don't, won't whengiven physical aid 2/2X each. (Describe the AID such asinitial sound cue, in imitation, etc.)

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6. Write a complete behavioral objective for each area.

a. MOTOR

b. NUTRITION

c. PARENT INVOLVEMENT

d. SELF-HELP

e. HEALTH

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SELF-CHECK YOUR ANSWERS.

Read through each objectiveand number the four partsof the behavioral objectiveby placing a #1 above theWHO, #2 above the WHAT,#3 above the AID and a #4above the HOW WELL. Checkto see if your statementsare clear and concise.

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SKILL DEVELOPMENT SECTION C - TASK ANALYSIS

Task Analysis is the process of breaking down a skill into

smaller steps. The purpose of this process is twofold; to target

an appropriate step in the task analysis process for each child

each week and to determine correction procedures. The first

purpose, to target a step which the child would be able to learn

during a one week instructional period, is.important in that

children learn at different rates. For some, a skill must be

broken down into many steps; for others only a few. Depending on

the individual child and het. or his present skill level, you can

pinpoint any step in the task analysis as the place to start the

teaching process. If you want a child to learn to print her name

on lined paper here is an example of how this skill might be

broken into small steps.

1. Goal: prints own name on lined paper upon request

2. prints own name on unlined paper when given dots to trace

3. prints own name on unlined paper when hand is guided

4. traces each letter of her name when dots and areows areprovided

5. traces the letter J when model is provided

6. draws a square when given verbal direction

7. draws a square when given a template

b. draws a circle when asked

9. draws a circle when hand is held

10. draws open ended circles when asked

11. Present skill level: draws horizontal and vertical linesin imitation

1

13iJordanaD. Zeger

This list is not complete nor does it reflect a standard

procedure in teaching a child to print her/his name. This

example shows one of many ways to break down this skill. At

present, the child can do the very last skill, draw horizontal

and vertical lines in imitation. Once the skill is broken down

into many steps, start at the child's present skill level and

move up the steps until you target a skill that you think the

child could learn in a one week period. Let's say you decide it

will be skill 8 (draws a circle when asked). Then this week you

and the parent plan an activity to accomplish this behavior.

Once this skill has been accomplished and generalized, you and

the parent can select another step from the task analysis for the

child to learn. At any point in the progression to the goal,

skills may need to be broken down even further, into smaller

411 steps with additional aid. For some children this process might

take longer to learn this skill than for others, but breaking

down skills and targeting appropriate subskills for each child

allows her/him to achieve success weekly.

The second purpose of the task analysis process is to deter-

mine correction procedures to be used in the teaching process.

Correction procedures provide the parent with a positive approach

to teaching the skill. They are the steps between the targeted

skill for the upcoming week (draws circle when asked) and the

child's present skill level (draws horizontal and vertical lines

in imitation). In the example these steps would be numbers 9

and 10 (draws a circle when hand is held, draws open ended

circles when asked). Correction procedures would also include

r.

changing the aid in the skill, such as "draws a circle when

shown" or "when given dots to trace."

Learning the process of breaking down a skill is simple and

fun. At first, writing the task analysis of a skill may feel

awkward and lengthy, but the process will eventually be done in

your head. You will want to teach parents the process of task

analysis so they learn that when their child is unable to do a

particular skill it must be broken down into smaller skills.

Here are some further examples of task analysis:

Goal: WILL DRAW A SQUARE UPON REQUEST 4/5X

will draw a square with verbal directions 4/5X

will draw a square by connecting dots 4/5X

will trace a square upon request 4/5X

will draw a square when hand is guided 4/5X

Goal: WILL NAME POSITION OF OBJECTS AS "IN, ON, UNDER" UPONREQUEST 4/4X

will name position of object when told once 4/4X

will name position of object in imitation 4/4X

will place objects "in, on, under" upon request 4/4X

will place objects "in, on, under" when shown once 4/4X

will place objects "in, on, under" in imitation 4/4X

will place self "in, on, under" upon request 4/4X

will place self "in, on, under" in imitation 4/4X

Goal: WILL STACK FIVE' 1" BLOCKS WITHOUT AID 3/3X

will stack four 1" blocks when given verbal directions 3/3X

will stack three 3" blocks when shown how 3/3X

3

will stack five 3" cans when hands are guided 3/3X

will stack two boxes when shown how 3/3X

110Goal: WILL COMPLETE SIX PIECE PUZZLE UPON REQUEST WITHIN

2 MINUTES 3/3X

will complete six piece puzzle with verbal instructionswithin 4 minutes 3/3X

will complete four piece puzzle when shown how 3/3X

will complete.2 piece puzzle when hand is guided 3/3X

will complete 2 piece formboard within 3 minutes when shownonce 3/3X

Now that you have read several examples, let's examine the

technique you will use to do task analysis. You will recall

there are four parts to a behavioral objective (WHO, WHAT, AID,

HOW WELL). Task analysis involves breaking down the "WHAT" and

the "AID" part of a behavioral objective.

Changing the WHAT

Changing the WHAT involves a change in the behavior or the

conditions. For example, naming skills require the prerequisite

skills of pointing and matching. The following is a task

analysis of naming colors; observe the three changes in the

behavior.

Jimmy will match red

Jimmy will match red and blue

Jimmy will match red, blue, and yellow

Jimmy will point to red

Jimmy will point to red and blue

Jimmy will point to red, blue, and yellow

Jimmy will name red

Jimmy will name red and blue

Jimmy will name red, blue, and yellow

Conditions can also change, such as: "will throw a small ball

to an adult 5 feet away" can be changed to "will throw a large

ball to an adult 2 feet way."

Changing the AID

The other part of the behavioral objective that could be

changed is the aid. Let's review the AID part of the behavioral

objective. We are going to look at aids for "doing" skills and

for "naming" skills. There is a hierarchy of aids from most to

least.

AIDS

Most

Doing skills Naming skills

Physical

Visual.

Verbal Verbalmodelled each timemodelled oncegiven a choice of twoinitial sound cue

Upon request Upon request

Independently Independently

Least

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139

Physical Aid

The most amount of aid you can give a child is physical aid

which involves physical contact with the child. When given in a

particular task it can be gradually decreased as in the following

example:

DRINKS FROM A CUPparent holds and directs cupparent guides child's hands on cupchild holds cup, parent directs from wristchild holds cup, parent directs from forearm

Here are some further examples of physical aids:when hand is heldwhen handrail is usedwhen wrist is guided

Visual aid

As the name implies, visual aid provides cues which the child

can see. Visual aid, as with physical aid, can be gradually

decreased. Here is an example:

COMPLETES 6 PIECE PUZZLEshow the child each time where each piece goesshow the child once where all the pieces gopoint to where each piece goes

Some additional visual aids commonly used are:with dots to tracewhen shown each timewhen model is providedwhen shown oncewhen demonstrated

Verbal aid

The third type of aid is verbal aid such as giving the child

instructions, or giving initial sound cues. Verbal cues can be

used in both doing and naming skills. The following are examples

of verbal aids which would be used in teaching a doing skill and

a naming skill.

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140

Doing skill

CUTS OUT 2 INCH CIRCLEWITH SCISSORS- when given verbal

cues such as "watch theline, turn the paper, etc."

- when given verbal directions"stay on the line"

Summary

Naming skill

NAMES THREE COLORS

- when modelled oncegiven a choice of two- with initial sound cue- upon request

* Use task analysis to plan a sequence of skills which

progressively moves the child closer to the desired goal by

changing the behavior and/or the aid in the objective.

* Select a skill in this sequence which the child can learn in

a one we-k teaching period.

PRACTICE SECTION

1. List at least four different ways you can make the followingskills easier, changing both the WHAT and AID.

WHATa. will count 5 objects

1.

2.

3.4.

b. will follow a 3-step unrelateddirection within 1 minute1.2.

3.)!.

c. will use three class names1.2.

3.

4.

d. will put on pants1.2.

3.

4.

e. will name long and short1.

2.

3.4.

AIDupon request

upon request

upon request

when instructed how

with initial soundcue

2. Number the skills so they follow a sequence of easiest forthe child (#1) to hardest for the child (#6).

will walk backward heel to toe on a balance beamraised 3 inches

will walk backward heel to toe on 6 inch wide line

will walk forward heel to tot; on 6 inch wide line

will walk backward heel to toe on balance beam onfloor

will walk backward heel to toe between tapes spaced1 foot apart

will walk forward heel to toe

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will walk upstairs alternating feet when handrail isused and child is shown how

will walk upstairs alternating feet without aid

will walk upstairs alternating feet when handrail isused and feet are guided

will walk upstairs alternating feet without handrailand when shown how

will walk upstairs alternating feet when handrail isused and child is given verbal directions

will walk upstairs alternating feet without handrailand child follows footprints


will print her name when given dashes to trace 3/3X

will print her name when given a template 3/3X

will print her name when given dots to trace 3/3X

will print her name independently 3/3X

will print her name when given a model to copy 3/3X

will print her name when given a model to trace 3/3X

will print her name when her hand is guided 3/3X

will print her name when given verbal directions 3/3X

5. Cut along dotted lines on page 10. Place the strips so theyfollow a sequence of hardest for the child (top) to easiestfor the child (bottom). When you have completed thesequence, tape the pieces together and turn it over for aself-correcting picture.

ms 41 =g-sion-mur 110 =IN 'am mom 111r111111 1111111ir

NMI

will name blue with initial sound cue

woo sm. IEEE din imowlEmb min

sonralalielimw

will match red when asked

MEN Orn1-1811 NNW -1111-r MEM

will point to red upon request

will point to red, blue, and green upon request

- - ---- MEM

will name the colors red, blue, and green upon request

5.1,6 war. - raw oner ona .rt. Wm mom mom mina" .I.will match red, blue, and green when asked

AssillOmr-mmorrimor mow sworilin :re id= lir

will name red with a model each time

Will match red, blue and green when shown

417111=11. Owedrald smaNdor as wormy WMWAY" miloriwir -mor ism -imairmeNow- -r mow voir-amp laiseimrandsiblaMAIS

will name red, blue, and green when given a model once

will name red, blue, and green when given initial sound cue

loomwamarommo .- irmaglime ....r 111111111 - aim AIMS Immo* MY OEM AIMS

will name the colors red and blue upon request

ANSWERS

1. List at least four different ways you can make the followingskills easier, changing both the WHAT and AID.

WHATa. will count 5 objects

1. 4 objects2. 3 objects3. hand you 2 objects4. hand you 1 object

b. will follow a 3-step unrelateddirection within 1 minute1. 2-step unrelated (no time)2. 2-step related3. 2-step related4. 1-step

c. will use three class names1. use two class names2. use one class names3. match picture with others

in class4. sort pictures by class

d. will put on pants1. put on pants2. put on pants3. pull pants up from ankles4. pul) pants up from knees

e. will name long and short1. name long2. name short3. point to long and short4. matches long and short

AIDupon request

in imitationupon requestin imitationupon request

upon request

when shown onceupon requestwhen shown onceupon request

upon requestin imitItionupon requestupon request

when shown

when instructed howin imitationas mom guides handswhen shownupon request

with initial sound cuein imitationin imitationwhen hand is guidedwhen asked


6 will walk backward heel to toe on a balance beamraised 3 inches

4 will walk backward heel to toe on 6 inch wide line

2 will walk forward heel to toe on 6 inch wide line

5 will walk backward he to toe on balance beam onfloor

3 will walk backward heel to toe between tape spaced1 foot apart

1 will walk forward heel to toe

11


2 will walk upstairs al cernating feet when handrail isused and child is shown how

6 will walk upstairs alternating feet without aid1 will walk upstairs alternating feet when handrail is

used and feet are guided5 will walk upstairs alternating feet without handrail

and when shown

3 will walk upstairs alternating feet when handrail isused and child is given verbal directions

4 will walk upstairs alternating feet without handrailand child follows footprints

4. Number the skills so they follow a sequence of easiest forthe child (#1) to hardest for the child ( #b).

4 will print her name when given dashes to trace 3/3X2 will point her name when given a template 3/3X

5 will print her name when given dots to trace 3/3Xb will print her name independently 3/3X

6 will print her name when given a model to copy 3/3X

3 will print ter name when given a model to trace 3/3X1 will print her name when her hand is guided 3/3X

7 will print her name when given verbal directions 3/3X

12

147

SKILL DEVELOPMENT SECTION D - ACTIVITY CHARTS

Activity charts are written plans that are prepared weekly

and left with the parent. These plans outline for the parent

exactly what skill will be taught including instructions for

teaching the activity. Initially, activity charts are written by

the home visitor. In time, some parents will learn to write

their own. Although all parents will be involved in the planning

of activity charts and gradually assume more responsibility in

choosing skills and planning activities, it is not realistic to

assume that every parent will have the ability or interest in

learning to write their own activity charts.

You will prepare three activity charts for each family every

week. The planning of the activity chart is partially done

during the third part of the home visit - Parent Education

Activities. Parents will assist you in this process by helping

to choose developmental areas and skills, brainstorming

activities to teach the selected skills, developing materials for

activities, etc. Involving parents in this process not only

increases their ability to select appropriate skills to teach and

to learn effective teaching techniques, it also increases the

probability that they will follow through on the activities they

helped planned. Eventually, you may be able to turn over the

whole process of preparing the activity charts to some parents.

The skills selected to be taught during the upcoming week

will be written out on activity charts. The activity chart will

provide the parent with the necessary information to teach the

148Jordana D. Zeger

skill during the week. Therefore, the activity chart must

contain enough information for the parent to teach the skill

111successfully. Here is an example of a completed activity chart.

CREDIT' yes no

ACTIVITY CHART

Child's Name Anne.Parent's Name DatoHome Vtsttor's esPr hemWeek of lop,q

What to Team

Ann will name,inissOg its cc

when

objechwhen pen 41.4.0daces 5/5What to Record:

X: When si.ventwo Ounces

th: in imi-tahon

person

bicycled

horsed

T T WThFS.StITDAYS

Directions:

I. Use -the tviebooK of ryta$ainied pic!VXes perrtade lash- tir.X.Show Alm a. 0i4ures art, asK her ujiyWit is Then semi,

"There is some-l-iiinq rilissfnot 'if The5 she is exrreci., Tell her 'Thal.'s i-i9h+, +he_ is inissiMari< ehart. wiff) X TaKe +he imissins part From .14)e bacpecia+ of- -1.he noleixof: and 1e+ her pul.'r+ when? belors,

3. does not name The missing pciel., +ell her" Thelseriissing", and have hey *ri. ar4er Liou as you showheir wh/re 4he part belong MarK rhogtPrachce each pickwee once a

5, LimP

wa.4. -to emend +Ile nobook wil-h adatt-ional

pictures .

114ProiedXia1100X.TelimeEhgailogutStmo4mIcyll

A blank activity chart has been included in the Form Packet in

the Handout section.

Once a skill for the upcoming week has been chosen, you and

the parent will:

1. Determine a creative activity to teach this skill

that will maintain the child's and parent's interest

for a one week period.

2. Decide if the skill could be incorporated into the

family's daily routine.

3. Choose appropriate materials or objects to teach the

skill keeping in mind materials available in the home or

materials which could be made by you or the parent.

The next step is to write out the activity chart making sure

the following information is included:

1. Identifying information

2. Instructional objective

3. Graph for recording

4. What to record

5. Directions for teaching the activity

The corresponding numbers on the activity chart below indicate

where these five pieces of information will be written in.

attn.

0.113.. 1.1

Ng MOO' 1 M iMt

2

3

4

5

Let's examine these in more detail.

1. Identifying Information - Record the child's name, parent's

name, home visitor's name, and date.

2. The Instructional Objective - Write the targeted skill for

the upcoming week in the What To Teach section. It is

written as a behavioral objective - who/what/aid/how well.

Remember, it may be necessary to use task analysis to break

down a skill so the child can accomplish it in a one-week

period.

3. Graph for Recording -

a. Horizontal axis - Begin with the day of your visit

and write it twice," once for baseline and once for

the parent to practice recording. Then continue

through the days of the week, including weekends,

and end with the day of your next visit. For

example, if you visit the family on Wednesday,

your horizontal axis will read:

W W TH F S S M T W

b. Vertical axis - This axis will be labeled to correspond

with the WHAT or the HOW WELL part of the objective. For

example, if your objective says "Lamont will place a

circle, square, and triangle in formboard on request

3/3X" your axis would look like this:

32

151

Here are some additional examples:

milt name 4 64e,commonirreqular Ceti'pluralsbillenaskea 'fee%yr earil

WI 0 U,Se

uirti kinrou) 5%mall bail it5Feet whenshown 4/5

2

vi\tt rare vitovkincolor r6namc.vF5

o

objects dnen #A.°aiKed %/IX 51

wild sit ndt6r rfriinutes.when Spry%ks ben reaAtndendunt\y242.

4. What to Record Symbols are *,sed to record the child's

response. One symbol will be used to record if the child

responds as stated in the instructional objective and another

if the child responds as stated in the correction procedures.

Here is an example:

What to Record:

upon eepues+

when shownr: when hand

is held

5

152

As you will notice, the child's performance is not viewed in

pass/fail manner, but rather in a positive way. The child

receives help when needed and moves ahead independently when

no help is necessary. This will help you teach the parent a

positive approach to assessing and working on specific needs

the child may have. Use neutral marking symbols such as

circles, checkmarks, Xs, etc. Do not use yuk face or symbo] s

that represent anything negative.

5. Directions for Teaching the Objective - This part of the

activity chart will provide directions for the parent in

teaching the skill to the child. These directions should

clarify any questions the parent might have during the week

concerning how to teach the specific objective. Include the

following information in your directions:

A. Materials needed - Tell the parents what materials

they will need. Emphasize the use of objects

already in the home or homemade materials that the parent

can make and keep at home. This is important because the

chances of these skills being practiced, reinforced, and

maintained are much greater if the materials used are

present in the child's natural environment. This will

also help parents see that they do not need commercial

toys to be good teachers.

B. Place to work - Sometimes it is important to specify a

special place to perform an activity. For example, it

would be better to stack blocks on a hard table than on

6

a shag carpet. Or if you know from informal observation

that the child is easily distracted, it would be better

to work on the living room floor rather than at the

kitchen table by the window overlooking the neighborhood

playground.

C. Manner of presentation - This explains how to present the

activity. Write it as if you were talking to the parent.

Describe how to arrange the materials, how to present

the activity, and how to get the child to respond.

Consider the parents' teaching style; you want the manner

of presentation to be comfortable to them.

D. Reinforcement - Indicate the specific reinforcement the

child will receive. This helps parents learn to use

positive reinforcement. If the reinforcement is verbal,

use words that describe the exact action the child is

being reinforced for such as, "Great job, that is a dog."

or "Good work, you put all the squares in the same pile."

Don't just say "Good girl." Children need to know

exactly what they are being reinforced for. Consult the

parent when deciding what additional reinforcement will

be paired with the verbal one ; such as hugs, winks,

stickers, hand clapping, etc. Parents know their child

best and can determine what they feel most comfortable

with. Reinforcement is always given immediately after

the desired behavior.

E. Correction procedure - This will explain what the parent

should do if an incorrect response is given by the child;in other words, this is the teaching procedure. The

correction procedure should provide the child with justenough information to help her/him produce a correctresponse. This is a vital part of the directions because

it helps ensure successful experiences for both theparent and child. Task analysis is used in planningcorrection procedures. A correction procedure isgenerally a step back in the task analysis process. For

example, the instructional objective states that "Alicewill name the colors red, blue, and green with initialsound cues" but Alice cannot do this. A correctionprocedure might be to have Alice name only red and bluewhen modeled. Be specific in describing the aid thechild will be given rather than just saying "when givenaid." Correction procedures tell the parent what to dowhen her/his child is unable to perform a skill. Itprovides parents with a positive approach to teach skillsto their child.

F. How to Record Recording is a necessary part of theteaching procedure; it produces an accurate measure ofthe number of times the skill was practiced and how many

times the child was successful. In reviewing the

parents' daily recording you can tell how easy ordifficult the skill was to learn and how long it took.Recording is reinforcing for the parents because they cansee the daily progress their child has made.

8

155

G. How Often to Practice - State how many times the parent

should practice the skill with the child (twice a day, at

mealtimes, etc). The number of times is based on the

child's attention span and how much time the parent has

to work with the child.

H. Activity Variation - State additional ways the parent and

child could practice the skill during the week, using

different materials or working in a different setting.

This is an excellent opportunity for you and the parent

to brainstorm alternative activities that could be used

to practice the skill.

Here is another example of an activity chart with cooresponding

numbers and letters indicating where the above mentioned

information is written.

(A:IVIrf civet

Ch116.1

Pena', NMIsm Mita'', Raorw of Cedwilitr tO

11110telsoM

Will cut outan inch sQuar;Within SI inch OW 3liner upon recues+ bJim x 2

(3,r, reptxs+ ei,ot to mord,

when ShO (4,T T W Fss

q

X 21 when haIS held

, Use 4413newspiint we piiinfed Ins+ week. MarK eachrectIonsi

shee+ with four V" &Roams ,Jamie, will Aszi

2120/0rK ai- Kiich:r4okle .0 AsK Jarn:i e, -Iv col ouf 44.her scissors,

squeoesi she is able +0 c0+414 wi+hih 14,1hch of

Tine, T marl< &lad Wrfil V. Praise her ,.zytn..9

Cirt: jok; I qou cut at/A.5 4he ineg .3 TS Jairii6 needs help have heM.- uattiAgoo. eutarl.

a wuwe , pe sure .fo opletin how you are shiiinq,on+he Ilne, and -turning the es as yog cwt. .eveher n . IP she is 4.7clo .J, Trod< ciaAii-

tv Oil Fiv:ise, her,r di er egovis .

t ldie herhaex 1. 140,4X

oda e out mar iine

9 156

Use the checklist below to determine if you have included all

necessary information in your activity charts.

materials

place to work (if necessary)

manner of presentation (consider the teaching style ofthe parent; learning style of the child)

how to record

simple recording procedures for parent to follow_during the week

clear, concise, and easy-to-understand directions

directions written in a conversational style

the activity is fun

specific reinforcement

positive correction procedure

activity variations

how many times to practice

directions for making materials (if appropriate)

fits in with daily routine (if appropriate)

The information you should include on an activity chart may

seem overwhelming at first. With practice, writing good charts

will become second nature. Just work your way through each

point, making sure your plan is as simple, complete, and readable

as possible. All of the parts are necessary if you are to

provide parents with a viable easy-to-use plan for teaching their

child. On the following pages are completed examples of activity

charts.

10

CREDIT, no

ACTIVITY CHART

Child's Name BethParent's Name MrIA4 ,1,

Nome Visitor's vame 'Warenweek of q1.30

What to Teach,

Se+h Vial tree.her bed on reQuesi-once a c643.

What to WON:

at on re Ques+

X = when shownI.

1/1 FSS M W ThDAYS

Directions,

I. 44-er f3e-14i has Plnisheci brelkcath jell her 4o einesups4airs Li) tiott matt her bed

2. lc she mates me bed, corrccitti herself , ptitse,

her avid travt< t.o4f)

3. tc she has diff.ic0414 go 4 The oTher of Thebed act show her 'how -Iv do fhe fast . tioive her

oomel4e. her situ, alone aRer yak have. shown her.Pause her eFfoiels and itncveK char+ tuiThAf4 she Ms Polished, ynaKinA -the he) e4cii mormnqlet. her ehoose Q s+icxer puron the "Good Helper''

Lef her Know hour proud aim are +ha+ she is learn try tohelp tica cu- curd +be hfruse .

once a

ooPetaine rJugatimul Seam., 4.incy

11

158

ACTIVITY CHART

Child's Name Air yParent's Name eil .4f)ilrlsof,

Hare visitor's Name 4 KarenWeek or ( lam wiry 2.4

what to Team

AMC/ will pevform

5 siefs lr, a home

Fire c14;111 after

comelete demons-Ira-Fon

on a da13.

What to Records

demonstrat;onorce

demons3rattonca-ter a s4ep

CREDIT: ves no

60 40,trbhbosts

house,

Gout

Opentu;r4a0

Waresister

closedoor

MAT VJT F SS MDAYS

DIrectlom:

I. Prac-FIce adwify tri Amy's bedroom

.2. Demostrafe and oplcim sack step 4ir Fine dill) . Teti

Amy 44ie radon ET and importance or each viep.

3. After youte ft/lipid-el all s+eps , ask Amy +o go +hrouii each

Pie?. When she does, prthse her and mark'

1/. IF she does a. s'/ep incorrecily or skips a del) slap herand show her what 4oclo. gave her reea.4 +he step aRer

praise hex d,na Ina* die chart' with ac X . 4sk her

4o go on 40 The. netf s4 eft.

5 . Practiced +he home Pi re, did/ are aRapt!.

Armis sister' Can de 41/is adwily so she'll learnJed me- rocecluxe also .

I V.61 ..1"0/1, rb.13.0h/J fnb. 4senty 11

Ira

12

159

CREDIT: ves no

ACTIVITY CHART

Child's Name 17r)CL

Parent's Name JtAlia.Home Visitor's Name

week of FehrLary j

What to Teach:

rep

"Una will drawn.sQuoye when pio..en

dais 4/74 X .

What to Record:

0= when giver) clefs

hanci is yuicled,

Directions:

3

2

t.

W W 711 F SSMTVDAYS

1. Work at Kitchen -ruble . Give, Tim a lame cruon. aryl a.

piece, e+ paper with snit, Aloge +he °him 01-10us+ 4/1 aptly t

2. AsK her 4o draw a square, I; she does pvtise, her andmarl< *le dart uirth

3.1f she needs adarl-ional did ,give hilt. +he spkan 4-errtpla4-e.

niostL. IC she is able 4o elraw a. sguct.u. tui4-11 +he.

4erriplae., praise. her avid ntewK 4he dia,rf tui+h X .

TS she needs actdthimo.,1 help usirl +he femplale, guide herhomd. Prthse her and mar; ehavl. /

3. Nowa Tina. draw 4 ocintares a dad .

6. Du/6 nq +lie Lue4.1 play usouoxe hunimarld have her Findobjects curatvid, +he. house . Also serve. a snacKof sQure saltines and etlee_e spores .

P°43FIvied 19'6( FrIthalluntl Sem.. Affncy 12

13

materials are needed to teach the skill, how to teach the skill,

how to reinforce the child and how to record. Listed below are

ten important points you should remember when writing activity

charts for parents.

1. Words and sentences should be direct and concise.

2. State a specific reinforcement.

3. Use a simple recording system that the pare=nt can easily

follow.

4. Use household objects or homemade materials whenever

possible.

5. Check to see if the activity is one that can be

incorporated into the family's daily routine.

6. Leave activity charts in all homes, including with non-

reading parents; use symbols on recording chart and make

directions clear and concise.

7. Make sure your correction procedures are positive and

provide the parent with the necessary informacion to get

the child to respond correctly.

8. Number the directions to make them easier to follow.

9. Avoid educational jargon. Use vocabulary parents will

feel comfortable with.

10. Make the activities fun for both parent and child.

SUMMARY

Activity charts are written for parents and describe what

14

161

PRACTICE SECTION

Instructional Ob ective

1. What to Teach: Place an X by the complete behavioralobjectives.

will sit for five minutes when story is being read

will stack four blocks upon request 3/3x

will name ten animal sounds 1/1x

will set table with use of a helper mat 2/2x

will button own coat when shown 4/1x

will take turns when demonstrated by mom

will say please and thankyou when appropriate with areminder 8U%

will stand on one foot for 5 seconds using a chair forbalance if needed

will tell address when asked 2/2x

2. Write an instructional objective in each of the developmentalareas listed below using a developmental checklist.

MOTOR SELFHELPWhat to teach: What tc. teach:

SOCIALIZATION NUTRITIONWhat to teach: What to teach:

LANGUAGEWhat to teach:

15

162

COGNITIVEWhat to teach:

Graph for ReGooLnis

3. Which horizontal axes are correct?a b c d e f

a.

b.

c.

d.

e.

f.

MMTWTHFSSM

M M T W TH F S S M M

W W TH F M T M

THTHFSSMTWTH

S S M T W TH F

F F S S M T W TH F

4. Write the recording for the vertical axis in eachinstructional objective listed below.a. will name red, blue, and green upon request

3/3 each

b. will walk forward on balance beam whenteacher holds hand 4/5x

16

c. will name three shapes when asked 2/2x

d. will complete a six piece puzzlewhen shown how 4/4x

e. will sit in chair for 2 minutes when story isbeing read during circle time and closing time 2/2x

f. will print name on lined paper when given a model 3/3x

17

Directions for Teaching the Objective

5. Match these eight points to the chart. below.

1. How Often to Practice 5. How to Record

2. Activity Variation 6. Material Needed

3. Correction Procedure 7. Place to Work

4. Presentating the Activity 8. reinforcement

ACTIVITY CHART

Child's Name Sean

Parent's Mane Karen

Home VIsItor's dame Jenny

mmx of Nnvpmher 21

mat to Teach!

Sean will separate 30 cards

by class names upon request

2/2x

What to Records

V = upon request

= when Shown

Directions:

Pets

Clothes

Toys

CREDITS yes no

TTWin r'SSMDAYS

1. Work at kitchen table and use the classifl,:atith. game we

made last week. Spread all the cards out face down.

2. Ask Sean to Pick up a card anti place it in the pocket where

it belongs. If he Places it in the correct pocket say, "Yes,

that is a ( name classification )" and mark chart with a V.

3. If he needs assistance say, "Sean, this is a ,"

and point to where it goes. Then have him put it in the

correct pocket. Praise him and mark chart with a 0.

4. Play the game at least once a day.

5. Look through books for other classifications such as buildings,

s.._

s, nd types of transportation,

jut_

18

:1110,CoommwtdmilemaiSm.adiefson

165

Microfilmed FromBest Available c.:4,1v

ANSWERS

Instructional Objective

1. What to Teach: Place an X by the complete behavioralobjectives.

will sit for five minutes when story is being read(AID and HOW WELL is missing)

X will stack four blocks / upon request / 3/3x

will name ten animal sounds 1/1x(AID is missing)

X will set table / with use of a helper mat / 2/2x

will button own coat when shown 4/1x(the HOW WELL is incorrect)

will take turns when demonstrated by mom(HOW WELL is missing)

X will say please and thank-you when appropriate / with areminder / 80%

will stand on one foot for 5 seconds using a chair forbalance if needed (HOW WELL is missing)

X will tell address / when asked / 2/2x

2. Write an instructional objective in each of the developmentalareas listed below using a developmental checklist.(examples)

MOTOR SELF-HELPWhat to teach: What to teach:

will jump backward when will brush teeth whenhand is held 3/4x shown once a day

SOCIALIZATIONWhat to teach:will take turns whenmodeled each time4/5x

LANGUAGEWhat to teach:

will find a pair ofobjects on request 4/4x

19

166

NUTRITIONWhat to teach:will drink 8 oz. milkat lunch when askedonce a day

COGNITIVEWhat to teach:

will count to threein imitation 3/3x

Graph for' Record. lag

3. Which horizontal axes are correct?a X b e d X e f X

14. Write the recording for the vertical axis in eachinstructional objective listed below.a. will name red, blue, and green upon request

3/3 each 39reenblue. Ired 2

3

b. will walk forward on balance beam whenteacher holds hand 14/5x

32

1

c. will name three shapes when asked 2/2x

AL 2

d. will complete a six piece puzzle when shown how14/14x

32

e. will sit in chair for 2 minutes when story isbeing read during circle time and closing time 2/2x

dosing fon&

ercle, time.f. will print name on lined paper when given a model 3/3x

3

20

167

Directions for Teaching, the Objective

5. Match these eight points to the chart below.

1. How Often to Practice 5. How to Record

2. Activity Variation 6. Material Needed

3. Correction Procedure 7. Place to Work

4. Presenting the Activity 8. Reinforcement

CREDIT: yes no

ACTIVITY CHART

Child's name Sean

Parent's Nara Karen

Home Visit Or's RI Tie Jenny

veek of NnvPmbpr 21

What to Teach:

Sean will separate 30 cards

by class names upon request

2/2x

What to Record:

= upon request

O= when Shown

Pets

Clothes

Toys

Directions:

1. Work at kitchen table anAse the classification game we

made last week. Spread all the cards out face down,

TTWThFSSMTDAYS

3 3 .

Ask Sean to pick UP a card and place it in the poc t where

it belongs. If he places it in the correct pocket ay, "Yes,

that is a ( me classification )" 4 mark chart with a V.

If he needs assistance say, "Sean, this is a ,"

and point to whip it goes. en have him put it in the

correct pocketePraise him 0 mark chart with a 0.

1 4. Play the game at least once a day,

2 5 .Look through books for other classifications such as buildings,

s, nd types of transportation.

iftt

21

168

1-4

III BESICCMTIM

SKILL DEVELOPMENT SECTION E HOME VISIT REPORT Jordana D. ZegerHOW TO COMPLETE THE HOME VISIT REPORT Margaret Stine

The Home Visit Report is a comprehensive system documenting the information

necessary for you and your supervisor to monitor the home-based program and plan

quality services for each family.

A Home Visit Report is filled out for each home visit made to a family and

serves as your lesson plan during the home visit, This skill development section

is divided into 6 parts:

1. Identifying Information 4, Informal Activities

2, Structured Activities 5, Parent Education Activities

3, Recording Procedures First Set 6, Recording Procedures - Second Set

EXAMPLE 1. Home Visit Report Form

FRONT BACK

PONTAGI 10110JICT HOME START TRAINING CESIUMNOM VISIT !WORT

*ION Liler ...04.1C1wWW4 Vimb tem --

Rows la WNW is wedwkW1

A*q CoilPosiorbew woolVe ect4W 114401 hot a 151611 whit &OW owl we pria Mill mg vast

1111M1114 IMAM

Haw NIMBI Cadmium

Pes16.100110

hosi Corms

169Ative4splat,

§1

= Ma Mtounnvu WY mown musing

i ili i III

Apripee5/44545/445

SI phewer tot drawn. no ml

1

IWO

I bisollia. A

t........,...

tog /WOW

M.., I/ a .. ww,rd Me .rnoam I 4.0.4.1 Wm" 0411 I. aporo mew. 4.1.0 g PIPPO

. .._. . ..... _

11 _r

. 1

i

1.4.,..tt.... 1:1 z.,. iTil a I a1IIIIII

1 1111111111111

1 1 111:immijuguingii

170

PART 1 Identifying Information Section

Numbers with circles0 indicate information to be filled in prior to the

home visit. Numbers with squares E.] indicate information to be filled in during

the home visit. Numbers 7 and 10 are the last items to be filled in during the

home visit.

EXAMPLE 2. Child's name to be written here,

Home visitors name to be written here,

PORTAGE PROJECT HOME START TRAINING CENTERHOME VISIT REPORT

ome Visitor:

Scheduled Date: Time.

Date: Time: .

BEST CUT ;;;;121,E.1 7 1

Week # The Week # is predetermined by your program. Parents are

usually served for 32 to 38 program weeks. These predetermined numbers do not

include all the weeks your program is in operation, but only the weeks the par-

ents will be served.

EXAMPLE 3. AUGUST SEPTEMBER

S N4 T VV T F S S N4 T VV T F S

1 2 3 4 1

5 6 7 8 9 10 11 Program week 1 2 3 4 5 6 7 8

12 13 14 15 16 17 18 2 9 10 11 12 13 14 15

Start up week 19 20 21 22 23 24 25 3 16 17 18 19 20 21 22

Inservice training 26 27 28 29 30 31 4 23 24 25 26 27 28 29

30

S N4 T F S S

NOVEMBER

N4 T VV T F S S

DECEMBER

N4 T VV T F S

OCTOBER

T VV

5 1 2 3 4 5 6 1 2 3 1

6 7 8 9 10 11 12 13 9 4 5 6 7 8 9 10 12 2 3 4 5 6 7 8

7 14 15 16 17 18 19 20 10 11 12 13 14 15 16 17 13 9 10 11 12 13 14 15

Inservice 21 22 23 24 25 26 27 11 18 19 20 21 22 23 24 14 16 17 18 19 20 21 22

8 28 29 30 31 Staff retreat/ 25 26 27 28 29 30 Vacation 23 24 25 26 27 28 29Holiday

30 31

For instance, September 25 is Week #4

November 8 is Week #9

172

173

Visit # is the number of actual visits the home visitor has made to

each family.

EXAMPLE 4.

Date and time of visit to be recorded here.


Child:

444afel- SuCbez. Home V S COti Herman

Week# I# Length Wed Data Neol Time: UP :00Rescheduled Week# Date: Time: --

Reason for missed or rescheduled visit:

EXAMPLE 5


Child: Karen jac.KsonWeek#13-- isit#J2.... Length

Reschedul Week#

Reason for missed or reach Wed visit:

10 b y MacKScheduled Date: Drwi-13. Time:

Date:

0:00

This indicates a visit was missed.

Fill in the Rescheduled Week #4 Date and Time for any visit which

has been cancelled and for which a visit has been rescheduled. Write in the

reasons for missed or rescheduled visits,

EXAMPLE 6. PORTAGE PROJECT HOME START TRAINING CENTERHOME VISIT REPORT

ogid_All9aret Scumilet.

Week#00t. Visit# Length --

Rescheduled Week#

Home Visitor. Scott i-len evaS eduled Date: 1001 Time. ID :CO

Date: L t. _dapeason for missed or rescheduled visit:

pm had dock)vs a ppo-In trneilf

Rescheduled Week # will change if the rescheduled visit is not

Planned for the same week.


Child: _Avren iarkc_o_n

Week#X Visit# .12e_. Length

Rescheduled Week# I Lf

Home Visitor.

eason for missed or rescheduled visit:

b7 MackS eduled Date: P c. :00

ate: er,30

Karen has been s icK ex. bad ,

175

This shows how long you were in the home. It is filled out at the

end of the home visit but before the parent signs the form.


Child: Home Visitor

Week# Visit# Mength Scheduled Date: Time:

Rescheduled Week# Date: Time'

Reason for missed or reschodule4 visit:

8

10

Record pertinent information obtained during your home visit in

this space.

Encourage parents to enter any comments they may have in this space.

Lastly, have the parent sign the Home Visit Report,

Home Visitor Comments:

PORIMIll 1141041Ct KOMI Ill MIT 110/01111111 C WIWIMOM VIVI MOW aMt Mow Now

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tar i Igor

' 177

Parent's Signature

}BESTCO tg-',.::.:L'i';'',1.:;,11:

PART 2 Structured Activities Section

The structured activities are those you have written up on activity charts

and are going to teach during the first part of the home visit.

HOME VISIT OBJECTIVES Baseline RECORDING PROCEDURE

J.f^!

:74.,,,..

7*1z

Activii.. Cock development itrett and skill number/ when presentedM/D fill in date when accomplished

ANFIAFArAirlAr liNFAFIA IA r% r TAr

Last Week's Total

Accomplished

Total presented

NOTE: These activities are the ones you will copy on the front side of next

week's Home Visit Report form.

178

1, Use the first column to write the educational component area (C-Cognition,

SH-Self-Help, L-Language, M-Motor, S-Socialization) and the skill number if

your developmental checklist has one,

1

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[sir yvo.rox......

UT22MGMHMA.I.

activities vnii teach will rnmP from Th4tie°Y.'"MIY" come VOW"

a checklist and therefore will not have an

activity code,

Write the activities for the coming week as complete behavioral objectives,

II HOME VISIT OBJECTIVESII

II II

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3, During your home visit, present your activites and record the baseline in

the column marked Baseline.

.

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180BEST Cri'77

4. Place diagonal lines in the component areas that correspond to the

objectives which you have left in the home,

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181 BEST ter :7o 'ILE

5. When you return to the home the following week you will take *post-baseline,

If the child has learned the skill you will go back to last week's Home Visit

Report and place the date in the corresponding component area by writing the

month on the top half and the date on the bottom half of the diagonal line.

If the child has not learned the skill do NOT write in the date, If the

activity chart is removed from the home, the box remains without a date even

though that activity chart is presented at a later date,

4

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* Post-baseline is discussed in detail in "Implementing the Home Visit,"

( 182

183

PART 3 Recording Procedures First Set

You will obtain two sets of numbers from the Home Visit Report. The first set

reflects how many activity charts have been left in the home in each component area

and how many of these charts were completed successfully.

The first set of numbers indicate if the activities are too difficult to

achieve in a one-week teaching period, or if they are so easy they offer no

challenge to the child, Additionally, these numbers will show if you are planning

in all component areas and in the child's greatest area(s) of need.

Let's look at the first set of numbers,

The second set of numbers will be discussed on page 22.

I 11N61/ Veil/ 1/111/1 1 !VIA EIVOIDING MIOCENE/.

4. I At .. .. ..I dal .... i thiInon AI

iiiiiiiimooullsomommi11111M111111111

IN.

. n1.1II

'I

m .1.. ;111;11111

_

NMIA......... 111. tavo..10 ....I 14I 4. t. t 11, O... 1.1.* 1

ilAll1.....81

. ..

NA. _.

is ;I

9 i

I I lung i I. aro, en......I Into Intena i , ie....na no 1 - ma 41

...

ClonaLtal 161On1106O6nIAKII

Tr..., 1.77 Ft! K.-7-7-77 7laanv0441440n..InennIvounbeo

111111f(11111

184 BEST Cr:

Last Week's Total

a, The top number represents last week's

total number of charts that have been

achieved,

b. The bottom number represents last week's

total number of charts that have been

left.

c, The top number may equal but never exceed

the bottom number,

Accomplished/Total Presented -

a. The top number represents this week's total

number of charts that have been achieved,

b, The bottom number represents this week's

total number of charts that have been left,

185

Bill41111I RECORDING PROCEDURE

/ when presentedM/D nu in date when accomplished

OMNIArwAssrmANEW

Last Week's Tota

Accomplished

Total presented

Beeline RECORDING PROCEDURE/ when presented

MID fill in date when accomplished

AI/

ast Week's Total ANL-47111Wilifir

186

This weeks Accomplished columns cannot be totaled until your next home

visit, You will not know if the child has achieved the skill and if a date

will be recorded until you take post-baseline next week. (See Page 12)

asellne RECORDING PROCEDURE/ a when presented

M/D - fill in date when accomplished

$Last Week's Total 5

Accomplished

Total presented

5

To obtain your new Accomplished totals, you will add one (1) for every

dated box to the 122 figure of Last Week's Totals,

Baseline RECORDING PROCEDURE/ when presented

M/D - 1111 in dale when accomplished

Last Week's Total

Accomplished

TOW presented

188

The undated boxes will not

change Last Week's Total,1

To obtain your new Total Presented totals add one (1) for each diagonal

line to the to= figure of Last Week's Total,


M/D fill in date when accomplished

2

Last Week's Total

Accomplished

Total presented

189

All Accomplished/Total Presented totals are written on next week's Home

Visit Report as Last Week's Totals.

This Week

RECORDING PROCEDURE/ * when presented


Last Week's Total

Accomplished

Total presented

19U

Next Week

BaselineIrk RECORDING PROCEDURE

/ when presentedM/D nn in date when accomplished

iliErAIRWAr111111111r

191

Here are some examples of the first set of Recording Procedures,

Baseline RECORDING PROCEDURE

/ when presentedM/D full in date when accomplished

Last Week's Total

Accomplished

Total presented

5

5

Baseline

ImoBaseline. RECORDING PROCEDURE

A when presentedM/D fill in date when accomplished

Last Week's Total

Accomplished

Total presented

RECORDING PROCEDURE

MID fill rn (Idle when accomplished

L.Lsi Week's Toul

Amompinkd

Toul presented

132 BEST C07;

PART 4 Informal Activities Section

1, Write your *theme on the theme line, if

appropriate .

2. Record the Informal Activity(les) you have

Planned for your home visit,

3. Mark an I in the first column next to

each activity,

4. Then list the specific skills you will ex-

amine during the informal activity. Al-

though you will be doing lots of teaching and

capitalizing on teachable moments, you will

be reviewing former skills and looking for

emerging ones too.

1 110M VISIT OW WTI VT% Bodo ILCOVIDIPIO P11000M

111

ho...., ale - *w.p.m.. avo ana/ *IA ..e.8/ NM ~Id

ILD III on evemIolvd

prilierafti/r

.

upil"!

rim

.

.. ..

...

.

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oillieii NW

A AIAVAMOM

Arlril AV.. .

Ato, I/ I Pit.t.w.11I rn4 W.., tbkiloi I. 1* ea Waions 111011

A4E-!-,411r,Aili,

tvnrey-see.Ptsik--I II

tuniAvses_ I I if I

1

I : 1..7:7Z7 r two A...1w it pmow0 FA.- ^r -r

1

1 Ces=1Z4A.6. 1111111 fil1.01 UbeNI /NOW .11 T b UK1abi IN M

Mark an RD if reviewing a skill that was previously left during structured activities

or an E/R for a skill you will be assessing. Although the informal activity may be

the same for all the children, the specific skill will be different for each child,

5. Place an X in the corresponding component area,

* Theme is explained in more detail in Section 2, Planning the Home Visit,

193 1 9 4

PART 5 - Parent Education Section

1. You will plan a Curriculum Planning activity (Code C) and a Parent Education

activity (Code E) each week. Mark an X in the corresponding component area.

Mark only one box per line,

2, Program Information is prepared if there is information to share that week. Do

not mark an X when information is shared. If the parent is included in planning

such as involvement in a cluster activity or calling other parents about the

policy council meeting, then put an X in the Parent Involvement box,

3, The Family Action Plan is used as needed by each individual family and should be

Planned and marked with an X when appropriate,

1 . NOM VISIT OSACTIves .61.0.10,11SCOIIIWIG PIOCEDIAL

1:

41i.. WU ..1119.1~14. 4%1 MAMMA. I1.1;I k :111 a .6.ow

i16

Ya

f :

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1...1.

;4. w

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t ,..aaar 1 P /14. 47..1 low. as*

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I , 111111111111111111F:

Coappe13.4100

nies

wul Ammo filillitifilii

....bell11/// *A.M. 1PIIIId Ile MON 1

'

195 BEST Cfrilir

N.)PJ

196

PART 6 Recording Procedure - Second Set

The second set of figures is compiled by totaling all the diagonal lines and

the X's. These numbers do not reflect if the skill has been achieved, but rather

indicate your acrossthe-board planning.

This information will show you and your supervisor the total planning for each

family in all component areas.

Here is an example. Count all diagonal lines and X's. Each one equals one (1) and

is added to last week's totals. This will give you your new Total # of Activities

Prepared Year to Date,

i I HOW VISIT OILItrMIES ....1...limmmmnmtuu

t 4

5 g

g..

Cab I WD IsAnnui . tIrmnimulfm MI MS wow plow wool ~row

1 1

3i.e

ja

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=1*11155555/555....

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4-

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,

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lw a Ta

III 1111r/ Iwo*. if htomniPlana 1I1 la NO

Component andDevelopmental Areas

n

cl

x2Si

w

T 12:

Zg

:

co

gE

::aagPEt

ra

le141

wy

Last Week's Totals : '_..1 11 0 1

6 li6Total Number of ActivitiesPresented Year to Date 1 pi 5 3 II biz 3

BEDprif

11.10 1 Orli i

197

PRACTICE SECTION

Here are a few Recording Procedure sections for practice. Good luck!

1. Fill in the correct Accomplished totals.


M/D fill in d.3te when accomplished

La At Week's Total

Accomplished

Total presented

r Mill'NEFAU IA 3/2 II

198

Baseline


MID i fill in date when accomplished

Last Week's Total

Accomplished

Toul presented

col

Fl Sly I AMRWAVAIVIAMI

RECORDING PROCEDURE/ when presented


Last Week's Total

Accomplished

Total presented a 2.

I

Add one (1) to the top

number of last week's

total only if there is

a date in the box. If

no date, the number re-

mains the same.

Er,If COP11"PKwil 199

2. Fill in the correct Total Presented totals.

ilAveline RECORDING PROCEDURE/ when presented


...1st Week's Total

Accomplished

Tuul presented

lri



IZ

7Last Week's Total

Accomplished 6

200

Toul presented Fr7Bawling RECORDING PROCEDURE

/ when presentedM/D fill in (Lie when accomplished

Last Week's Total

Accomplished

Total presented

II 7

Add one (1) to the

bottom number of last

week's total if a

diagonal line is in

the box.

201

3. Fill in the correct numbers for both the Accomplished and Total presented totals,


Lea Week's Taal

Accomplished

Tuul presented

/ when presentedWO fill in date when accomplished

202

BaselineImEmorrir

RECORDING PROCEDUREVOmmMilimmimmy

/ when presented


Last Week's Total

Accomplished

Total presented


/ when presentedMID fill in date when accomplished

7Last Week's Total

Accomplished

Total presented203

4. Fill in the correct totals.

HOME VISIT OBJECTIVES Baseline RECORDING PROCEDURE

n -4- . x )

0

Aoki!). CI* le deseliumwni .110.1 and Skill number/ when piesenied

Al D fill in ddie when 44:Lomp lished

,

sl4 iLitiashesilarlasand_facec-4

I a I I P 4 l ai tin oF. Item 0 n repuest 3/3 1)/3

2/41 A

I -It&_ken shown 3/3

DrduLs_a-___EipareAri_ina.thion__Lth

PIVAPFAPPFAN

7e17.

i

0aa

eg

m

'lime

I !Mondkti - Review

Fait I.asi Week's final

Aciism, I;/ H win Noon:L.111M?) tullhIllUI»ur J Pressithed Asinine Lhetklisi it esixisuie in

AttiimtlINPA 111A AINii.,1

readiness iliiseline a presented

I.RR X

Nature_..im_alKAlames_brarge, brown_

,

a_gtietzEs_la order ofCollage

111

E Occurrence.I_.__ X_R

,

Remits fotr s__Sgefl a.__pickure,___ __.14

i "a

79ri:j

1 (winulum PlAnnini I' . Pr.v.im InflotutiumE Parent idutbilon i' . I..inuly Wain Km X presented

C Aijfife_Lasf-ia-I-y chart w a___morn2.:7

ID DISCUSS Itlin4eriZa±o r pvortrn skive. part, iti';g. E

v p6

Cluster next Des, i0;oo am....

.ComponentDevelopmental

.;7,-,gva:;-);.i..1;------rfthii slunk' of

Piesenicil Year

andAreas

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PORTAGE PROJECT

THEHOME-BASED

OPTION

THREE PARTS OF A HOME VISIT


25-35 MINUTES

INFORMAL ACTIVITIES

30-35 MINUTES


20-30 MINUTES

WHO: PARENT, HOME VISITOR, CHILD WHO: PARENT, CHILD, SIBLINGS, WHO: PARENT, HOME VISITOR


HOME VISITOR

WHAT: ACTIVITIES TO FACILITATE WHAT: PARENTS AND HOME VISITOR



HOW: THE HOME TEACHING PROCESS





TION THROUGH -

* MAINTENANCE

* GENERALIZATION

* READINESS

* EXPOSURE

HOW: THROUGH ACTIVITIES SUCH AS



AND PROBLEM SOLVING

ABILITIES


Hat VISITOR

%MINS

POSI-IMELM

1, PLANNING WEEKLY CURRI-CULUM ACTIVITIES

2. SHARING COMPONENT IN-FORMATION

31 SHARING PROGRAM INFOR-MATION

41 DEVELOPING STRATEGIESFOR DEALING WITH FAMILYCONCERNS

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USE OF HOUSEHOLD OBJECTS AS EDUCATIONAL MATERIALSDAILY ACTIVITIES AS TEACHING EXPERIENCES 213

HOME

TEACHING \PROCESS

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HOME VISITOR

PRESENTS NEW ACTIVITY,

RECORDS BASELINE AND

MODELS TEACHING

TECHNIQUES

a.. .................... .......

214

215

structuredParents

Child

The Home Visit

Parents

Child

informalparent/family

education

Parents

Child

List the ways in which the parent and child benefit during each part of the home visit.

Include the specific skills which are taught to the parent and child during each part of the home visit.

PORTAGE PROJECT

HOME START TRAINING CENTER

THE PORTAGE PROJECT. APPROACH TOHOME VISITING USING THE PORTAGEMODEL

The Portage Model is basedon a home visitor who visitseach of the twelve families onhis/her caseload weekly for oneand one-half hours. Inaddition, children participatein a monthly group experience,or cluster. The home visitorworks cooperatively with theparent in planning home teach-ing and cluster activities.Simultaneously the home visitorsystematically instructs theparent in teaching methods,child development, and childmanagement techniques. ThePortage Project Model containsfive basic steps: child andfamily assessment; curriculumplanning; the home visit; theparent teaching process duringthe week; and program report-ing, or record-keeping pro-cedures.

Following an intensive ten-day staff training, home visitsbegin. On the first visit,the home visitor assesses thetarget child by administeringthe ALPERN-BOLL DEVELOPMENTALPROFILE and completes a healthhistory questionnaire.

Curriculum planning is theninitiated by transferring theinformation obtained from theAlpern-Boll screening andinformation received fromobservation of the child'ssocial interaction and learningpatterns (informal assessment)onto a developmental curriculum

checklist (PORTAGE GUIDE TO

EARLY EDUCATION CHECKLIST).The home visitor uses thischecklist as a guide to cur-riculum planning and keeps onechecklist for each child on hisor her caseload. The checklisthelps the home visitor targetlong-term goals that aredevelopmentally appropriate forthe child.

Once the long-term goal istargeted, the home visitor willdo a task analysis of this goalin order to plan an activitythat can be accomplished in oneweek. Each home visitor hasavailable a PORTAGE GUIDE TOEARLY EDUCATION card filesuggesting activities to teachitems on the checklist. Eachsmall weekly step is written asa behavioral objective on anactivity chart, providing theparent with a clear statementof what activity the childshould do, how frequently, andhow much help should be given.These charts serve as theparent's written plan for theremainder of the week.

In addition to the charts,the home visitor also plans aninformal home visit activity tobe conducted with all childrenand the parent during thesecond part of the home visit.The home visitor also plans athird part of the visit inwhich the parent and homevisitor can discuss concerns ofthe family and programannouncements. The informalactivities are planned on ayearly basis by a committee ofhome visitors and parents. Theactivities revolve around atheme and are compiled in ayearly Component Calendar.

:"ftealeprojeck 217

Foremost, the home visitorplans skills and activities todiscuss and demonstrate duringthe home visit in the area ofthe greatest developmental needfor the child and simultan-eously educates the parent inteaching skills, child develop-ment and/or child managementtechniques and all the HeadStart component areas.

The actual completion ofthe home visit is the thirdstep in the Model, and isdivided into three distinctparts:

* Structured Activities(activity charts)

* Informal Activities

(informal activitiesincluding all Head Startcomponents)

* Parent Education Activities

(Social Service - parenteducation - familyassessment)

The home visitor presentsactivities in all three partsevery week. For the first 20-30 minutes, the parents, homevisitor, and target child willwork together on structuredactivities. Here the "hometeaching process" will beemployed. A post-baseline willbe taken on the threestructured activities left theprevious week to see if thechild has attained theobjective. Based an this data,the home visitor will alterthese prescriptions orintroduce new activities.

Next, the home visitortakes baseline on the three newactivities to be left for theparent to teach the followingweek. Baseline is importantsince it is necessary to first

discover how close the child isto achieving the activity be-fore leaving it in the home fora week. An indication of thechild's present skill levelcues the home visitor to leavethe activity as it is, orincrease or decrease its levelof difficulty. This step isvery important to successfulprogramming and recording.

The home visitor will thenmodel the teaching techniquesof each activity for theparents. The home visitor thenobserves the parent as he/shemodels the activity. Duringthis time, the home visitorfrequently will give the parentfeedback (reinforcement andsuggestions) on his/herteaching techniques.

Then, the parent and homevisitor will review theactivity charts and recordingprocedure.

The second part of the homevisit, lasting from 20-30minutes, is for informalactivities. During this timeparent, home visitor, child,and other family members willparticipate in art, science,music, and motor activities.They may also do activities incomponent areas or work to-gether on everyday tasks, suchas folding laundry or washingdishes, in order to assistparents in generalizing teach-ing techniques to less struc-tured activities. The parentand home visitor will alsoreview previously masteredskills or check the child'sreadiness for new skills.

In the last 20-30 minutes,the home visitor and parentwill discuss parental or familyconcerns; e.g., parenteducation in child development

218

or teaching strategies (usingthe PORTAGE PARENT PROGRAM),

social services, nutrition andhealth. The home teacher willoffer information, direct theparent to a resource or makereferrals to meet expressedneeds outside the home visitorsrealm of expertise. News-letters and information on allcomponent areas will be sharedwith parents regularly.Parents and home visitors willalso plan for next week'sactivities.

Activities conducted in allthree parts of the home visitwill be recorded on the HomeVisit Report form. An effortwill be made to use potentialteaching materials already inthe home and to teach parentsto make everyday events learn-ing experiences. The parentscontribute to the planning andimplementation of the curric-ulum and their suggestions willbe incorporated into activitiesduring the home visit. Whenparents express an interest andindicate readiness, specificactivities will be implementedto systematically teach pre-scriptive teaching and childmanagement skills through theuse of the PORTAGE PARENTPROGRAM.

After the home visit, thefourth and most important stepof the Portage Project Model isinitiated. The parent servesas the child's primary teacherfor the remainder of the week,utilizing the activity chartsand materials demonstrated andleft by the home visitor.

The home visitor's majorresponsibility to the parentsand children is to presentcontent in the areas of self-help, motor, language,cognition, and socialization

for the target child, with theinclusion of nutrition, safety,dental, and social serviceeducation. When a need isidentified by a parent in anarea that home visitors are notqualified to serve, then they

make referrals to the centersupport staff or a communityresource. It is the homevisitor's responsibility tofollow-up on these referrals toensure that families' needsare met. Every effort is madeto assist the parent in takingac: vantage of the available

family and community resourcesto meet identified needs withprogressive independence.

Finally, comprehensiverecords are kept of the homevisit. A Home Visit Report isfilled out for each home visitwhich describes all activitieswhich are presented. Pre-scribed activities are datedwhen accomplished and unaccom-plished activities are brokendown into simpler steps andprescribed again. Thesereports are on an ongoing com-prehensive list of all activ-ities prescribed and accom-plished, all home visit activ-ities, and all parent educationactivities done with a givenfamily. By monitoring thesereports, the home visitor candetermine if activities arebeing prescribed in all com-ponent and developmental areasas well as if the activitiesare developmentally appro-priate. The home visitorweekly updates each child'schecklist and dates structuredactivities accomplished on theHome Visit Report. Then thehome visitor begins the cycleof the Portage Project Modelagain with curriculum planningfor each child for the nextweek.

219

At the close of the programyear, an end of the year reportand an Alpern-Boll post-testwill be done for each child.With parental consent, thisinformation will be sent tothe child's next teacher withrecommendations concerning thechild's strengths, areasneeding development, andlearning styles.

iPORTAGE PROJECT

PARENT

INVOLVEMEN

.,,.....wookmolammlam221 }

PORTAGE PROJECT - HOME START TRAINING CENTER

Rationale For Parent Involvement

1, Parents are their child's first and potentially best teacher,

2. Parents care about their children and want them to attain their

maximum potential, however great or limited.

3, Parents know their child better than others and can serve as

a vital resource,

4. Parents, who are already natural reinforcing agents to their

children, can become their child's best teacher given:

* Instruction,

* Modeling, and

* Reinforcement,

5. Skills parents gain in parent training/involvement programs

not only benefit the target child but also siblings. Studies

have shown that parents are able to generalize learned skills

thus making them better parent/teachers of all their children,

6. Parent involvement can greatly increase the rate of learning,

A systematic program by the parent in conjunction with the

center will almost double the rate of skill aquisition.

7. Parent involvement is a necessary component of any early

intervention program if the child gains are to be maintained

for a long-term period. Parents need to be involved as

active participants in educating their child or the effects

will erode quickly,

8. Parents are consumers. They pay either directly or indirectly

for the program serving their child, Most parents want a voice

in what and how their child is taught,

9. Parents of handicapped children have a greater responsibility

for their child over a significantly longer period of time,

10. Parents, if knowledgeable about the program their child is

receiving can be the best advocate for program continuation

and expansion.

11. When parents are involved in the teaching of their children,

you do not have a transfer of learning problem, because skills

are being taught in the child's natural environment.

12. Involving parents can help meet the deficit of teachers needed

to serve preschool handicapped children.

223

Motivating Parents

1. Establish responsibilities at the beginning.

a. plan a parent orientation to explain program and what will beexpected of parents

b. have the home visitors and each parent review and sign a con-tract which delineates responsibilities (Parent and Home VisitorAgreement)

2. Have a thorough knowledge of your program, model and curriculum toassist you in conveying confidence and enthusiasm.

3. Educate parents concerning your need for their participation.

a. they know their child best

b. they have taught the child all he/she already knows

c. they can teach without the home visitor, but the home visitorcan't teach without the parent

4. Show confidence in parents - help them believe in themselves asteachers.

5. Utilize the parent's skills, talents and interests - ask parentswhat additional ways they would like to participate.

6. Start slowly.

a.

b.

use activities on which the parent wants to work

reinforce parent for the teaching he/she does well

c. plan activities that the parent and child can

d. make a follow-up phone call the first week toare going

e. model all activities for parents and then letback

7. Get an uninvolved parent interacting with an active parent.

8. Promote socialization among parents as a reward for participation.

with particularly the first week!!be successful

see how things

the parent model

RAIIRCiet© 1976 Cooperative Educational Service Agency 12

224

9. Tell the child to ask mom or dad to help with a task.

10. Give special recognition to active parents through activities such as:

a. newsletters

b. certificates

c. honor tea

11. Use an extra field trip for a child and parent as a reward.

12. Parent meetings - get parents there right at the beginning of the

program year.

a. make sure everyone leaves having expressed themselves

b. hand out pictures or something the child has made

c. have interesting speakers that parents have requested

d. films

e. let parents help plan the agenda

225

Communicating With Parents Con=sultation Skdlls

Prepared for the Home Start Training Center by:Vic BarthTraining SpecialistPortage Project Outreach

Interpersonal communication is perhaps the most importantcomponent of all social interaction and to all personalrelationships. We assert our identies through interpersonalcommunication; it is our means of reaching out to one another.

Not only is interpersonal communication important, but it is alsocomplex! The complexities of interpersonal communicationincrease the possibilities for misunderstandings,misinterpretations, and misassumptions. These same complexititesalso greatly increase the potential for meaningful relationships.

Giving and receiving responses, and giving and receiving"feedback", form the foundation upon which consultation skillsare predicated. Giving ard receiving responses forms the basisfor all interpersonal communication. As Home Teachers workingwith parents, we are at all times giving and receiving responses.In effect, as a person meets with another person, they bothrespond to each other. As this reoccurs, it generates furtherresponses between the persons involved. In this manner a personmaintains a "dialogue" with himself, with others, and with hisphysical and psychological environment. In the specific terms ofcommunication, giving and receiving responses consists oftransmitting and receiving signals, messages and metamessages.This procedure may take place on either a conscious orunconscious level or both, but it is going on all of the time. Aperson cannot not communicate; he/she cannot not respond.

The tlb.sic method for preventing miscommunication is called"checking out". It is accomplished by following theseprocedures:

1. Asking questions to make sure that you really do understandand know what the other person thinks, feels, and means.

2. Asking the other person whether he/she understands and knowswhat you think, feel, and mean.

3. Giving and receiving feedback about anything that may needclarification or verification.

4. Really listening to the feedback, taking it in, and lettingit make a difference.

Checking out is a procedure that should be carried on almostcontinuously. The basic rule underlying checking out is --- donot assume that you know what the other person is thinking,feeling, or meaning. Insteadl, check it out!

Checking out and giving or receiving feedback are interlinked,interdependent components of a procedure that is essential to thesuccess of good communication. Becoming aware of, understanding,and learning to interpret nonverbal communication alsocontributes to interpersonal communicative competence. Beingaware of nonverbal language, yours as well as that of others, isimportant for the following reasons: (McGinnis, 1976:124)

1. Since a person's body is the outside expression of innerfeelings, you need to realize what your body "says" toascertain what nonverbal signals you send to others. Thenyou can determine if you are transmitting accurate ordistorted signals about yourself to others.

2. You need to be aware of other person's nonverbalcommunication E0 that you can evaluate whether you aremisinterpreting their signals or whether they are sendingdistorted signals.

3. Another persons nonverbal communication exerts a majorinfluence on your impressions of them and consequently howyou respond to them.

4. Understanding nonverbal communication allows you torealistically assess its influence on the verbalcommunication --- both your own and that of others.

"Tuning" into nonverbal communication can reveal much informationabout a person, both to him/herself as well as to others. Thesianals that other people send to us are extremely important, in

fact, they are just as important as the ones we send to them.Correctly interpreting the signals of others is a three-stepprocess involving:

1. Being aware of the signals that the other person sends and ofthe immediate influencing factors that are apparent in theparticular situation.

2. Checking to make sure that you are not distorting the otherperson's signals.

Evaluating the nature and style of the other person'ssignals.

Hints for Effective Communication

Never try to force a person to communicate. On the other hand,do not give up too qickly or easily.

Slow down! Try not to go at communicating with too muchintensity. Developing a trusting relationship takes time andpatience.

Hints (continued)

Be open-minded! Get to know a person as an individual and trynot to be discouraged if the'other person is slow to "warm up" toyou. Remember that many of the people you will be working withare not used to communicating openly and meaningfully.

Be honest! Dishonesty destroys the very foundation on which goodcommunication is built.

Smile! Try to maintain your sense of humor --- it tends to helpyou keep your perspective.

Practice! The more you practice these skills, the better youwill become at consulting in a professional manner and thebenefits will be evident in all of the families that youencounter.

Portage ProjectHome Start Training Center

ROLE OF A HOME VISITOR:SELF ASSESSMENT

The following attitudes or beliefs are helpful in facilitating adultlearning in the home-based program. Indicate yes or no beside eachstatement according to your present "feelings".

1. I believe that parents can effectively teach their children.

2. I believe that parents are self-directing adults.

3. I receive satisfaction from accomplishments made by parents.

4. I value experiences of parents as resources for accomplishingtheir goals and for my own learning.

YES NO

Indicate to what degree you possess the followingcompetencies:

1. I empathize with parents.

2. T establish a warm and mutually respectful relation-ship with them.

3. I introduce new ideas and new approaches to parents.

4. I provide learning experiences based on each parentand family's individual needs.

5. I establish a climate of comfort, cooperation,mutual trust and openness.

6. I involve parents in the identification of theirneeds and interests as well as those of theirchildren.

7. I involve parents in formulating goals and objec-tives for their children and for their own personaland family development.

8. I involve parents in the planning, conducting,

and evaluating of both their child's and their ownlearning activities.

9. I lead parents to committing themselves to change.

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10. I recognize and utilize both material and humanresources available within my community.

11. I appropriately make use of component staff andhome-based staff as resources.

12. I act as a resource to others.

230

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PORTAGE PROJECT

SCREENING

231

ThT ADMINISTRATION OF A SCREENING DEVICE

Formal assessment or screening is the administration of a standardized

screening tool. It compares the child's behavior and development withother children of the same age group.

The first and most important benefit of completing a screening is thespeed and ease with which it provides a specific and accurate pictureof the child's present functioning level. The outcome of the processshould provide a profile that will enable those working with the child,.to identify areas of strengths and needs. This then supplies a base

from which you can begin curriculum planning.

A screening will also help you identify those children that mi have alearning delay or problem. If a child's screening results indicatedelay, you can refer the child to the appropriate resource person atyour agency or community for further testing. This will help insure

that you will receive the information and assistance that you willneed to be able to plan appropriate learning experiences for thechild.

In addition to determining the child's present functioning level andidentifying possible learning problems, screening provides you withentry level data. This can then be compared with the child's scoresat the end of the year to demonstrate the child's progress during the

Program.

Conducting a screening is a way to involve the parent immediately.Asking questions of the parent, requesting the parent to participatein some of the tasks, relying on information provided by the parent,and reinforcing the parent during the screening will increase thechance that the parent will be an active participant in your honevisits right from the start.

Administering a Screening Instrument

When administering a standardized tool it is necessary to achieve anatmosphere that will be informal yet productive. Use the followingsuggestions for a successful experience and to obtain the mostaccurate results.

232

1. FAMILIARIZE YOURSFLP WITH THE INSTRUMENT. Compile a kit that includes

all the materials you will require for the session, score sheets and a

manual. Determine with which item you will begin before you arrive at

the home.

2. ORGANIZE THE MATERIALS YOU WILL NEED to do the screening. Know what

you will need to evaluate each item so that you won't have to fish

around for them during the screening.

3. EXPLAIN THE PURPOSE of the screening tool and how the information will

be used. Tell the parent that the process will help to identify thechild's area of strengths and needs, will help you get to know the

child in a general way, and, will help you to plan activities for the

child.

4. AVOID USING THE WORD '"T'ES'T" during the session. Explain to the parent

that you will be asking the child to do many things and that some will

be items that the child has been able to do for along time. Others,

items the child may not do for some time, but this provides clues to

what you can teach. This will assure a more relaxed and natural

atmosphere.

5. GROUP ITEMS TOGETHER whenever possible. For example, you may be

evaluating the child's counting skills. Use colored blocks forcounting, then have the child name the colors, group by color, and

build a tower. By grouping a number of skills around one material youwill be able to assess several of the child's skills in a very short

amount of time.

6. ENCOURAGE THE PARENT'S PARTICIPATION. Tell the parents that they know

their child better than you ever will and that you will need inputfrom them regarding what the child can or cannot do. You might say,

"Is this what you would expect her to do?" or "How does he usually do

this for you?"

7. BE POSITIVE WITH THE PARENT. Help the parent feel good about what has

already been accomplished with the child. You might point out a

couple things that the child can do and attribute them to the parent.This is the start of establishing rapport with the parent.

8. BE POSITIVE WITH THE CHILD. Try to make the situation fun for the

child. You might even say, "We're going to play some games now."Encourage the child as much as possible, especially if the skills are

difficult. Making the time exciting will ensure that you have thechild's attention throughout the screening. If the child is comfort-

able and enjoying the activities, it is more likely that the responses

will accurately reflect his/her ability.

9. AVOID TESTING THE PARENT. It's best to try every item with the child.

If you need to ask the parent if the child can perform a specific

task, do it after the child has attempted it, or if no other method is

available. When it is necessary to interview the parent on any of the

items, ask open ended questions - questions that require descriptions

rather than yes/no answers.

10. SEVERAL CAUTIONS should be noted when administering any screeningdevice.

a) Cues and prompts should not be 1en You are interested inlearning what the child can do without aid or help (unless speci-fied in the directions). It's often natural to look at the itemor picture you've asked the child to point to, or to pull yourhand away when the child has given you correct number of blocks.Avoid giving these clues by looking at the child instead of thematerials when you ask the same question more than once.

b) Corrections should be avoided. Avoid letting the child know if anincorrect response has been given. This will help keep the moti-vation factor high. Corrections should be avoided during ascreening. This is not a time for teaching, but a time for takinga look at what a child can and cannot do.

c) Reinforcement should be minimal. You will want to provide anincentive to encourage the child to keep working. However, if youbegin reinforcing the child's correct responses and then do notacknowledge the incorrect responses, the child will sense thedifference. Instead of reinforcing specific responses, it'sbetter to comment on the manner in which the child is completingthe task, "You're really working hard," or "I like the way you'resitting."

d) Give the child enough trials. As you present each task be sure togive the child enough tries so that you are certain the responseis an accurate measure of what the child can do. This helps toavoid lucky guessing.

e) Be aware of environmental factors. Are there an unusual number ofdistractions? What time of day is the screening device beingadministered? Is it the child's normal nap time? What is thelength of the session? Did the child become fatigued? Try tochoose an optional time to conduct the screening.

11. Finally, REMEABER THAT PRACTICE MAKES PERFECT! As you administer theinstrument with more children, you will become more familiar andcomfortable using it.

Following these few suggestions will help to sure a successful andproductive session and will provide you with large amount of informationabout the child.

234

BUT MY PROGRAM DOESN'T USE A SCREENING TOOL1

There are a number of factors to consider when choosing a screeningtool. Remember to choose the instrument that most satisfies your needsand best fits into your program. If your agency or program has notalready chosen a screening tool, and you are interested in using one,these suggestions will help guide your choice.

A screening tool should provide the greatest amount of informationabout a child in the least amount of time. The ideal tool is one thatis reliable and valid, standardized, easily administered in terms ofcost and staff time, and is capable of providing a profile of develop-mental areas and identifying children with potential handicappingconditions.

Who witt adminizteA the 4c/teening device?

It is important to determine who will be conducting the screening.Remember that in the home-based program the home visitors shouldadminister the tool because they will be the ones that will most needthe information it provides. Are the home visitors in your programalready trained and qualified to use a particular instrument? Usuallyit is best if the staff does not need specialized training to administerthe instrument. Many screening instruments can be accurately admin-istered by paraprofessionals, parents, and volunteers.

Now much time i4 Aequi4ed to admini4ten the in4tAument?

This is a very important factor in a home-based program since youonly see the child once each week and your visit is limited in time. Inaddition, you must consider that children become tired quickly. Thetest needs to be short, ho longer than 45 minutes.

Can the inztAument be ea4i2y admini4telted?

A home visit can be chaotic. Therefore, it is important that theinstrument you choose be easy to administer in the home. The format andrecording should be easy to follow.

What in0Amation will the in4tAument oovide?

Ideally the screening device will give you a comprehensive pictureof the child's overall development. It should test all of the develop-mental areas you will be addressing throughout the year in your program.The screening results should also provide you with information thatindicates if a child needs further evaluation.

\.........._ 44,* .

233

How appitooiate i4 the 4crteen2ng in4t4ument OA the chitdAen you'plcogAam 4eAve4?

The majority of children in your program will range in age fromthree to five. Your screening tool should give a good picture of achild in that age range, as well as assessing below and above it.Another important consideration is the cultural environment and socioeconomic status of the-children in your program. The tool should befree of cultural bias.

What mateaiat4 au needed?

Choose an instrument that requires few items. The items should befamiliar to the child and most should be available in the home. Thoseitems not available in the home should be easy for you to bring withyou.

How i4 inliouation obtained?

Does the test depend primarily on observation or reported interview?Results will be more accurate if you are able to observe as many itemsas possible yourself as you try each item with the child. Also considerwhether the child can be observed in a variety of settings. Howstructured are the activities? Can directions be repeated? How manytrials can the child have?

What 4:4 the coot the in4tument?

You should decide how many copies of the instrument you will need.Note the costs of the score sheets and/or whether the score sheets orthe test itself can be copied.

14 the te4t 4tandaAdized?

A well designed tool will give you accurate scores and informationon the child compared to the child's age group. This process is callednorm referencing. When a standardized instrument is being developed, itgoes through several "tests" to make sure that it is worthy of beingcalled a standardized tool. These "tests" help assure that:

1. The instrument tests what it is supposed to. For instance, ifthe instrument is intended to provide information on a child'scognitive abilities, the authors would conduct a test to makesure that the questions that are in the instrument measurecognitive abilities.

2. The scores would be accurate for any child that the instrumentis designed to be used with. To assure this, when the tool isbeing tested, many children chosen at random are assessed withthe instrument and scores are analyzed for accuracy.

3. The instrument would provide the same score regardless of whoadministered it or when it is administered. An instrument thatprovides different scores depending on whether one person oranother administered it, or one that provided different scoreson different days, would be worthless.

Many instruments are available which have not been standardized.While these may be useful for curriculum planning purposes, they are nottrustworthy for formal assessment and screening purposes. Thisinformation can be found in the manuals that accompany the tests.

On the following pages are several tools you may want to consider.Choose a screening device that is practical for your program.Publishers' catalogs will give you a brief description of the test, agerange, cost, and administration time. If you want more detailedinformation, write to the publisher whose address is provided. (Pleasenote that cost information may not be exact.)

237

NAME: Chicago Early

AUTHOR: Board of Education, City of Chicago

PURPOSE: To be used by early childhood teachers inin the classroom or Child Find Task Forcescreening teams to identify children withspecial needs.

AGE RANGE: Children three to five years old.

HOW ADMINISTERED: Administered to individual children.

WHO ADMINISTERS: Paraprofessionals, teachers, aids

TIME TO ADMINISTER: Approximately 15-20 minutes

SUBTESTS: The test covers gross motor, fine motor, language,visual discrimination and memory.

PARENT QUESTIONNAIRE: No parent questionnaire is included.

TRAINING: Assessment manual provides all the information foradministering, scoring, and interpreting thescreening.

STANDARDIZATION, Has high reliability, has proven content and con-RELIABILITY, AND VALIDITY: current validity when compared to extensive diag-

nostic testing. Is currently being studied forpredictive validity. Has been normed on about2,000 prekindergarten children in Chicago.

AVAILABILITY AND COST: E.T.A., 159 West Kinzie otreet, Chicago, Illinois,60610. Complete Assessment and RemediationLaboratory $99.00 Progress Records for InstructionalActivities (25) $2.95, Assessment Score Sheet (25)$2.95, Drawing Worksheets (25) $2.95

238

NAME: Comprehensive Identification Process (CIP)

AUTHOR: R. Reid Zehrback

PURPOSE: A screening process developed for the earlyidentification of children with problems thatmigilt handicap them in formal education.

AGE RANGE: Children two and one-half to five and one-halfyears old.

HOW ADMINISTERED: Administered to individual children at threescreening stations in a team approach.

WHO ADMINISTERS: Professionals, paraprofessionals, volunteers,and students.

TIME TO ADMINISTER: 30 minutes.

SUBTESTS: The CIP assesses a child's development andbehavior in the following areas: cognitive-verbal, fine motor, gross motor, speech andexpressive language, hearing, vision, and

socioaffective development.

PARENT QUESTIONNAIRE: A questionnaire concerning a child's medicalhistory is included.

TRAINING: Screeners can usually be trained in a three-to four-hour training session. Study of themanual and materials is central to thetraining session. A filmstrip for use in thetraining workshop is available.

STANDARDIZATION, Support data on more than 1,000 children indi-

RELIABILITY, AN') VALIDITY: cate a high degree of efficiency in identify-ing children in need or special assistance.Items on the CIP were taken from standardizedinstruments and has been restandardized on1,000 children.

AVAILABILITY AND COST Scholastic Testing Service, Inc., 480 MeyerRoad, Bensenville, IL 60106.

Screening kit (including materials, manual,and 35 record forms) $54.50.

NAME: Denver Developmental Screening Test (DDST)

AUTHOR: W.. K. Frankenburg and J. B. Dodds

PURPOSE: A screening device that yields an overalldevelopmental profile; can be used for the

detection of developmental delays duringinfancy and the preschool years.

AGE RANGE: Infants two weeks old to children six years

four months old.

HOW ADMINISTERED: Administered to individual children.

WHO ADMINISTERS: Paraprofessionals, teachers, clinicians.

TIME TO ADMINISTER: Approximately 20 minutes.

SUBTESTS: The test covers gross motor, language, finemotor/adaptive, and personal-social skills.


TRAINING: Training time varies from a few hours toseveral days, depending on experience, levelof formal education, age range of children tobe screened, and availability of children fordemonstration and trial evaluation. Aprogrammed manual has been developed andseveral training films are available on arental basis.

STANDARDIZATION,RELIABILITY, AND VALIDITY: The Denver is one of the most carefully

researched and documented instruments of itstype. Data are available in the appendixof the manual.

AVAILABILITY AND COST: LADOCA Publishing Foundation, E. 51st Avenueand Lincoln Street, Denver, CO 80216

ManualMaterialsTest forms (100)

240

$6.007.002.00

NAME: Developmental Indicators for the Assessment

of Learning

AUTHOR: C. Mardell, D. Goldenberg

PURPOSE: Prekindergarten screening instrument foridentifying children with potential learningproblems.

AGE RANGE: Children two and one-half to five and one-half

years old.

HOW ADMINISTERED: Individually administered by a five personteam.

WHO ADMINISTERS: Professionals and/or paraprofessionals.

TIME TO ADMINISTER: 20 - 30 minutes

SUBTESTS: The instrument screens children in fourdevelopmental skill areas: gross motor, finemotor, concepts, and communication.


TRAINING: Can be self-taught by professionals trained intesting. Others may require instruction andsupervision.

STANDARDIZATION,RELIABILITY, AND VALIDITY: Dial was standardized on a stratified sample

of 4,356 children. Validity and reliabilityhave been established.

AVAILABILITY AND COST: Dial Inc., Box 911, Highland Park, IL 60035.

Manual, score sheet, and most materials$99.00

241

NAME: Developmental Profile

AUTHOR: Gerald Alpern and Thomas Boll

PURPOSE: Designed to be used as a screener to measurethe development of children.

AGE RANGE: Children six months old to twelve years old.

HOW ADMINISTERED: Was designed to use -he interview techniquewith the parent but one can also administerthe items.

WHO ADMINISTERS: Can be used and interpreted by people notspecifically trained in psychometrics.

TIME TO ADMINISTER: 30 to 40 minutes.

SUBTESTS: There are 217 items arranged by age into fivescales, academic, physical, self-help, socialand communication.


TRAINING: The Developmental Profile can be self-taught byprofessionals trained in testing. Others mayrequire instruction and supervision.

STANDARDIZATION,RELIABILITY, AND VALIDITY: The authors report studies that indicate

construct and face validity of the instrument.Correlational studies have been done on thephysical and academic scales but have not beendone on the other three scales.

AVAILABILITY AND COST: Psychological Development Publications, P.O.Box 3198, Aspen, CO 81611

Interviewing set (manual, form 474, and tenprofile and scoring forms) $9.85

.Manual and form 474 9.25Profile and scoring forms 25) 4.10

NAME: Eliot-Pearson Screening Inventory (EPSI)

AUTHOR: Samuel J. Meisels and M. Stone Wiske

PURPOSE: A screening test designed to provide a briefand easily administered survey of children'sdevelopment in a number of significant areas.The instrument provides a profile of a child'sdevelopmental abilities, in addition to astandardized score.

AGE RANGE: Children four to six years old.

HOW ADMINISTERED:

WHO ADMINISTERS:

Administered to individual children.

Teachers and other professionals and studentsof child development.

TIME TO ADMINISTER: 15 to 20 minutes.

SUBTESTS: The instrument requires children to complete aDraw-A-Person figure and contains items thatexamine the following areas: visual-motor/adaptive; language and cognition; and grossmotor and body awareness.

PARENT QUESTIONNAIRE: A parent questionnaire for the child's medicaland developmental history is included.

TRAINING: Training involves observation of an experiencedexaminer administering the instrument, study ofthe manual, and practice under supervision withtwo or three children. A training videotape isavailable for rental.

STANDARDIZATION, Standardization, reliability, and validity dataRELIABILITY, AND VALIDITY: are available; an extensive research program of

concurrent and predictive validity testing hasbeen completed. Face validity has beenestablished with more than 3,000 children froma variety of different backgrounds.

AVAILABILITY AND COST: Samuel J. Meisels, Eliot-Pearson Department ofChild Study, Tufts University, 105 CollegeAvenue, Medford, MA 02155Manual $2.50 Parent (100)

score Sheets (100) 1.50 Questionnaires 2.50

243

References

1. Cross, L. and Goin, K. Identifying Handicapped Children: A Guide to

Casefinding, Screening, Diagnosis, Assessment, and Evaluation

New York: Walker; 1977.

2. Meisels, Samuel J. Developmental Screening in Early Childhood: A

GuideNational Association for the Education of Young Children, 1834

Connecticut Avenue, N.W., Washington, D.C. 20009.

3. Olion, L. and Rodabaugh, J. A Selected Listing of Instruments for

Screening and Assessment: Bibliography for Preschool Children with

HandicapsOffice of Child Development of Region V, Chicago, Illinois

244

PORTAGE PROJECT

CURRICULUM

PLANNING

245


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HOW TO COMPLETE THE CHECKLIST

Curriculum planning and record keeping can be made a lot easier if you

use the checklist accurately and keep it up to date. Here are a few

reminders.


Front Page: Put down the child's name and date of birth. Enter your name

and date (including year) the checklist is started.

Information Log: The second page of the Checklist is an information log

sheet. Use this page to record information such as immunization daLes

and types, diseases the child may have had and dental or medical checkups.

This record will be especially useful when the child is enrolled in regular

school programs. By using this form, you will have all the information

reported in one place. Remember to update this sheet and be sure to discuss

this page with the parent regularly.

Infant Stimulation: If the child is six months old or younger or functioning

in that qe range you should start with this section. if the child is function-

ing at six months or older, you will not need to start with this section. This

part of the Guide contains behaviors which are de,'aloped very early as well as

suggestions for stimulation activities for infants.

All Other Checklist Sections:

Each page of the Checklist is divided into six columns:

a) "Age Level" - This column indicates the age, in one year

intervals, at which most children learn these skills.

b) "Card Number" - This column indicates the number of the card

that matches the skill. This card contains ideas and suggestions

for teaching the skills.

c) "Behavior" - These are developmentally sequenced skills that the

child has or will learn.

d) "Entry Behavior" - There are three basic symbols used to complete

this column of the Checklist. The purpose of the column is to

indicate the child's level of performance on the various skills.

By keeping this column and the next one current you will always

247

have an accurate record of the child's present skill level in

all areas.

The basic symbols are as follows:

= the child can perform the skill

X = the child cannot perform the skillor part of the skill

? = you aren't sure, but will test it outwithin six weeks and change to either a N.for X

e)"Date Achieved" - When the child learns a new skill after you

have completed the Checklist, put the date that the skill was

achieved in this column. For example, "Pull_; ,Jff socks" (X)

(4/4/82). Do not alter the initial mark yot rriallo in the "Entry

Behavior" column.

f)"Comments" - Use this column to record remarks about the

child's performance of the skill, emerging behavior, when you

started teaching the skill, etc.

To complete any section of the Checklist, you must first 1ccide upon

an item with which to begin the assessment. As a general rule, begin.

with the items listed in the age level section tlt is one year below

the child's present age. If the child is three years old and you

are completing the Self-Help section, begin with item number 26,

"Feeds self using spoon and cup with some spilling". If the child

is four years old and you are completing the Language section, begin

with item Number 59, "Says 'is' at beginning of questions when appropriate".

You go back to an age level which is less than that of the child

to be sure that you do not ignore any items which may not yet have

been learned. Read each item and observe whether or not the child

248

can perform that behavior put a V in the "Entry Behavior" column

if the child can do the behavior and an X if the child cannot do

the behavior, or only does part of it. Be sure the child is

proficient with the behavior before you check it off. If you

do not have 10-15 consecutive checks, (baseline) go backwards

until you get one. Those behaviors that you check off, you won't

teach. Don't check it off if you think the child may need to work

on it a little more. There will be times when you won't know for

sure that the child can or cannot perform a behavior. If you

have a question about a behavior, enter a ? and then test it

out with the child. It is best to have the child perform the behavior

two or three times until it warrants an X or a V.

Skills acquired at later ages are based upon skills learned

earlier. If the child cannot do any of the skills listed at the

four-year level, he will be unlikely to do those at the five-

year level because they are dependent upon the four-year

level skills. For example, children who cannot draw squares

or triangles cannot draw diamond shapes. Squares and triangles

are easier to make and are learned before diamond6. If the child

is only three, performing many skills at the four to five, or

five to six age levels is not realistic. Thus, you need not

read through all of these behaviors. If the child cannot do ten

to 15 of the behaviors in a row (you have 10 to 15 consecutive

X's or ?) in a particular section, there is no need to continue

in that area. Go on to the next developmental area.

As you plan curriculum for each child using the checklist,

remember to keep it up-to-date. Teach the skills that are marked

with X and then enter the date achieved when the child learns

them. Review the checklist with the parent regularly and you

will know which skills the child is ready to learn next. Some-

times it may seem like a bother to keep the checklist up-to-date,

but if you invest the time to do so, your job will be easier

and the programs you plan for the child will be more appropriate.

250

HINTS FOR COMPLETING THE CHECKLIST

1, GET A BASELINE AT LEAST 10 's SKILLS THE CHILD CAN Do.

2, GET A CEILING AT LEAST 10 X'S OR ?'S SKILLS THE CHILD CANNOT

DO, CAN ONLY DO PART OF OR THAT YOU ARE UNSURE OF,

3. COMPLETE THE CHECKLIST WITHIN 4-6 WEEKS OF ENROLLMENT,

4, WHEN IN DOUBT ABOUT WHETHER OR NOT THE CHILD CAN DO A SKILL,

MARK ?, Do NOT GIVE THE BENEFIT OF THE DOUBT,

5, IF YOU CANNOT GET A BASELINE IN A DEVELOPMENTAL AREA, ASSESS THE

CHILD IN THE INFANT STIMULATION SECTION,

6, NEVER CHANGE ORIGINAL V,IS AND X'S, CHANGE ONLY TS, MARK THE

DATE IN THE DATE ACHIEVED COLUMN WHEN AN XED ITEM HAS

BEEN ACCOMPLISHED,

7. USE "COMMENTS" COLUMN TO RECORD EMERGING BEHAVIOR, ADDITIONAL

CRITERIA, ETC,

8. GIVE THE PARENTS A COPY OF THE CHECKLIST TO PLAN TOGETHER

WITH YOU IT WOULD HELP THEM CONTRIBUTE MORE MEANINGFULLY,

91 UPDATE THE CHILD'S CHECKLIST REGULARLY; AT BEST WEEKLY, AT A

MINIMUM OF ONCE A MONTH,

251

TEN PROBLEMS FREQUENTLYENCOUNTERED WHEN USING

BEHAVIORAL CHECKLISTSElizabeth May

Neal SchortlnghulsBehavioral checklists have become indispensable

educational tools. As an outgrowth of behavioral analysis,behavioral checklists have ballooned to cover almost ev-ery conceivable behavior from toilet training to flying anairplane. For example, Walls, Werner, Bacon and Zane(1975) have identified over 200 behavioral checklistsdeveloped by prolific listsmiths. In early childhood educa-tion, these tools have been used for identification, diag-nostic placement, program evaluation, and curriculumplanning.

The problems associated with reliability and validity inusing behavioral checklists have already been discussed byvarious authors (Bijou, Peterson, & Ault, 1968; Cron-back & Meehl, 1955; Hull, 1971; Johnson & Boistad,1973). The purpose of this paper is to examine theproblems teachers (particularly in preschool programs)have encountered in using behavioral checklists as a basisfor curriculum planning. The specific areas of concern are:

1. Completing the behavioral checklist incorrectly.2. Teaching to suggested materials and activities.3. Following the behavioral checklist too rigidly.4. Targeting only in identified skill deficit areas.5. Avoiding identified skill deficit areas.6. Limiting targeted behaviors to skills the teacher is

comfortable teaching.7. Using a checklist that is inappropriate for a specific

child.8. Assessing and sequencing skills correctly but teach-

ing splinter skills.9. Putting undue emphasis on skills commonly

classified as "kindergarten readiness".10. Failing to plan for generalization and maintenance.

Completing theChecklist Incorrectly

A teacher, by correctly completing a checklist, can ob-tain an excellent picture of a child's skills. However, incompleting a checklist, mistakes often occur. Frequentlythe teacher doesn't observe the child exhibiting the skillbut assumes that he has acquire;,' it. The teacher mightsay: "I can't think of a specific s when I saw Tom

working alone at one thing for 20.30 minutes, but I'msure he could if he tried," and then checks that item as anentry behavior on the checklist. This results in an inflatedassessment of the child's skills and leads to faulty cur-riculum planning.

A related problem occurs when two or more people arecompleting a checklist and the criteria for determiningmastery of a skill are not jointly determined. If a teacherand parent are completing a behavioral checklist together,the teacher might ask the parent: "Can Mike take off andput on his coat without help?" The parent might answer"yes", thinking that this skill does not include buttoning,while the teacher assumes it does include buttoning andmarks that skill as accomplished. This problem can bealleviated by direct observation. Also, it is not as likely tooccur if the items on the checklist are written in behavioralterms. Unfortunately, this is not the case with manychecklists, thus leaving the criteria for mastery of theitems open to many interpretations. Still another misuseof a behavioral checklist can occur when the teacherand/or parent view the tool as a "test" rather than as abaseline on the child's present skill levels. They want thechild to "look good" and therefore give the child thebenefit of the doubt if an item on the checklist is in ques-tion. If there is any question about a particular item justthe opposite should occur; the parent and teacher shouldcarefully observe the child to see if the skill has beenmastered.

These mistakes can be avoided if the teacher views thechecklist as a tool to be used in planning curriculum, usesa consistent definition of the expected behavior, and relieson direct observation of the child.

Teaching to SuggestedMaterials and Activities

Many behavioral checklists also include suggestedteaching materials and activities. It may seem most effi-cient to use those materials and activities when in ac-tuality, they may or may not be appropriate. Once a skill istargeted for the child to learn, the teacher should assessthat child in terms of his learning style, meaningful rein-forcement, and interest in various materials. Only then

252

should the teacher choose the most appropriate teachingactivity and materials for the child.

Often the suggested materials may be appropriate forsome children, but completely inappropriate for others.For example, one behavioral checklist has the item "car-ries breakable objects" and the materials suggested toteach the skill are "small breakable ashtrays" and "popbottles". For some children and families these materialswould be accessible and appropriate, but many parentswould not want to encourage their preschool children tocarry these objects around.

Other ways in which materials might be misused are: ateacher may choose a colorful, commercially available toyand then consult a checklist to see what she can teach thechild when the process should be the other way around;or, a teacher may utilize a suggested way of teachingshapes that works with one of her children and thenautomatically go ahead to use the same with the rest of thechildren. In both examples, the teacher has failed to takeinto account the individual child.

Of course, sometimes the activities and materials on thechecklists are very appropriate. However, the teacher'sknowledge, creativity, and considerations for individualchildren should go into planning every activity.

Following the BehavioralChecklist Too Rigidly

Once the child's initial curriculum assessment is com-pleted with use of a checklist, the teacher is ready to selectskills to teach the child. Those skills selected need not bethe first items on the checklist that the child was unable todo. There is a range of behaviors that is developmentallyappropriate for the child; there are practical reasons thatgovern the choice of behaviors within that range. For ex-ample, in the autumn a child's entry behavior shows thathe is ready to: pull off his socks, take off pants when un-fastened, and put a hat on his head. The teacher mightchoose the skill "puts hat on head" to teach first. Thisbehavior would be both developmentally and functionallyappropriate for the child because he is ready to learn theskill and could incorporate it into his daily activitiesthroughout the winter.

Using behavioral checklists for planning is not likefollowing a recipe. Each child is unique and learns at hisown rate. Thus, items on a checklist may need to bebroken down into smaller, teachable steps using taskanalysis. Failure to do this can result in frustration for thechild and teacher.

The authors analyzed data from a replication of the Por-tage Project in Wessex, England which used the Portage

.1 is. Ai :111I V

Guide to Early Education as the sole basis for curriculumplanning for mentally handicapped children. They foundthat 60 percent of the weekly goals for the children weredirectly from the checklist whereas 40 percent werechecklist items that needed to be broken down intosmaller steps. Of course, there was variance among indi-vidual children, ranging from one child who needed tohave ta.As broken down into simpler components only 17perceti of the time to another child who required smallersteps 7') percent of the time.

The concept of flexibility in using a checklist was proba-bly be stated by Bluma, Shearer, Frohman and Hilliard(1976) ,.1-ten lesctibin4; the way to use a Checklist. "Thebehaviors listed on the Checklist are based on normalgrowth and development patterns; yet no child, normal orhandicktped is likely to follow these sequences exactly.Children may skip some behaviors completely, may learnbehaviors out of sequence, or may need additionalsubgoals in order to achieve a behavior on the Checklist.Each instructor's ingenuity, creativity, and flexibility plusa knowledge of the child and his past development pat-tern, will be needed to help plan appropriate goals so thathe will learn new skills."

Targeting Only in IdentifiedSkill Deficit Areas

Most authors of behavioral checklists used in cur-riculum planning group behaviors into classes or domains,usually called developmental areas. For example, a com-mon grouping in early childhood is socialization, language(often subdivided into expressive and receptive), self-help, cognitive, and motor (subdivided into fine andgross).

Many children in educational programs have beenplaced in those programs because of identified skill deficitsin one or more of these areas. One goal of intervention isthen to eliminate the developmental deficit and rightly so,but it is possible to spend an inordinate amount of timetargeting in those deficit areas and to forget that an educa-tional program should stimulate growth across alldevelopmental areas. A child with a skill deficit area(s)still has needs that should be met in other areas. In manycases, a teacher can plan a multi-purpose activity that in-corporates more than one developmental area. For exam-ple, if a child has a deficit in the language area, activitiessuch as doing a fingerplay or following directions throughan obstacle course would not only address the expressiveand receptive language area, but would also help thechild's fine and gross motor development. If this is notdone, a child may inadvertently develop deficits in otherareas simply because they are not addressed.

253

Continuously focusing on the problem area can alsoresult in frustration for the child. Success does not come aseasily and the child is made to feel less competent than ifhis strengths, as well as his weaknesses, were taken intoconsideration.

Avoldanne of SkillDefici t Areas

This potential problem is the opposite of focusing onlyon the deficit area but with different reasons for its occur-rence.

When a teacher and a child work together and achievesuccess, they reinforce each other. Because the successand rapid progress are more likely to occur in non-deficitareas, the teacher may continue to target and teach inthose areas because the behavior (targeting and teaching)is reinforced. For example, if a child is moderately delayedin the language or cognitive area he has most likely ex-perienced failure in those areas. As a result, he may notparticipate as willingly in those activities, because hehasn' t experienced success in the past. On the other hand,if his strengths lie in the motor and self-help areas, ac-tivities in these areas will be more reinforcing for the childand the teacher to work on because the child has a higherprobability of achieving success and enjoys participating inthem more. Thus, the curriculum sometimes swingsmore and more towards the stronger, reinforcing areasand away from the more difficult deficit areas.

We cannot overemphasize that a teacher must provideinstruction for the whole child in all developmental areas,taking that child's unique abilities and needs into account.It is all too easy to end up unintentionally and un-consciously teaching in areas where one receives the mostreinforcement.

Limiting Targeted Behaviorsto Skills the Teacher

is Comfortable TeachingPreschool teachers' training and experience provide

them with teaching skills that vary somewhat acrossdevelopmental areas. There may be many skills listed inthe checklist that a teacher either has not had the oppor-tunity to teach or has not had much success with in thepast. For example, if the teacher's only attempt at toilettraining was with a child who continued to have accidents,even after an intensive program, it is not likely that thatteacher would readily implement a toileting program withanother "difficult" child.

This also occurs when a teacher who has training in aspecific area, such as speech and language, unintentionally

puts undue emphasis on speech and language activitiesand, at the same time shies away from teaching self-helpskills such as self-feeding and dressing, especially if thatteacher has never taught them before.

This problem can be avoided by cooperative planningwith input from various specialists. These "staffings" helpto assure that the child's needs in all areas of developmentare considered. Also, a careful assessment of needs can beundertaken and then inservices can be planned in areaswhere the teacher has weaknesses.

Using a ChecklistThat is InappropriateFor a Specific Child

Because children progress at different rates and havedifferent problems, some checklists may be more ap-propriate for some children than others. For example, achecklist based on normal development may not be nearlydetailed enough for those working with severely and pro-foundly handicapped children. The checklist loses its valueas a curriculum guide if a teacher ends up working on onespecific item for weeks or months on end. Teachingbecomes frustrating for the teacher, parent, and child. In-stead, the teachers might make their own checklist withthe items broken down into smaller steps or find anotherbehavioral checklist that is more helpful in curriculumplanning for the individual with whom they are working.

254

Assessing and SequencingSkills Correctly But

Teaching Splinter SkillsIf the teacher does not refer back to the behavioral

checklist following the acquisition of a targeted objective,the teacher may allow the curriculum plan to spin off on atangent and thus end up teaching splinter skills.

This can happen in two ways horizontally or ver-tically. A horizontal splinter skill occurs when a teacherappropriately targets an objective for the child but elabor-ates on that skill beyond the point where the skill is func-tional. For example, a teacher may target "names threecolors on request" and successfully teach that skill to cri-terion, but then may proceed to go beyond the basic col-ors to teach violet, mauve, tangerine, chartreuse, magen-ta, etc. This can prove to be very reinforcing to the teacherand/or parent because the child can answer correctly alarge number of questions in a very specific area and ap-pear "smart". Teaching these behaviors wastes valuableteaching time and does very little to enhance the child'soverall development.

A vertical splinter skill is probably a more common er-ror. It occurs when a teacher initially targets a develop-mentally appropriate behavior, but then takes thatbehavior to higher and higher levels of functioning. Forexample, a teacher may teach a child to "count to three inimitation" from the Portage Guide to Early Education;Cognitive Card No. 51, age three to four (Bluma et al1976) and then go on to teach "counts to ten objects inimitation" which is at the four to five age level. The nextgoal might be "counts by rote one to 20" at the four tofive age level, and finally "counts up to 20 items and tellshow many" at the five to six age level. If the child in thisexample had been three years of age, the teacher wouldhave been teaching skills far above the child's develop-mental level even though the sequencing of these skillswas correct. This results not only it an expenditure oftime and energy that could be utilized more effectively butalso necessitates breaking the targeted tasks into smallerand smaller steps (creating, in reality, another behavioralchecklist or a task analysis). Additionally, because of theincreasing complexity of the tasks beyond the child'sdevelopmental level, the probability of a successful learn-ing experience for the child is d:ninished.

Putting UnjustifiedEmphasis on Skills

Commonly Classified as"Kindergarten Readiness"

Pressure to teach kindergarten readiness skills is a per-petual problem for the preschool teacher. The perceptionthat these skills constitute "schooling" or "education" ispervasive. For example, when parents are asked whatthey would like to work on with their child, many im-mediately choose skills such as having the child write hisname, count, or say the alphabet, even though develop-mentally the child is no where near ready to master theseskills, The problem may be further compounded by someschools that send around their "lists" of skills that thechild is expected to have learned before entering kin-dergarten. In extreme cases, the pressure may take theform of the kindergarten teacher saying things such as "Iwonder what the preschool teachers are doing? Many oftheir children can't even write their name when theycome to school",

The concern addressed above does not mean,however, that emphasis on these skills would be inap-propriate for all children. For example, many four yearolds are in programs specifically because of skill deficits inthese areas. Emphasis placed on these skills would be ap-propriate.

The authors reviewed 809 individual lesson plans froma preschool program and found that 30 percent of thestated behavioral objectives were: drawing shapes (+ 1, -,0, o,a,,v1); naming shapes (0, cl, A); naniing, matching,and pointing to colors; and naming numerals, matchingnumerals to objects, and rote counting. While these objec-tives are appropriate for some children, one must ask ifthe teachers looked at all areas of development so that themost appropriate programming could be developed foreach child.

Failing to Plan forGeneralization and Maintenance

No behavioral checklist in existence encompasses allthe skills preschool children need to learn at best achecklist is a sequential developmental listing. Thesebehavioral checklists often include behaviors that appearextremely restricted but which, in fact, represent only asingle example of a whole class of behaviors. For exam-ple, "puts four rings on peg" is one behavior on achecklist which is meant to represent a group of behaviorsthat requires a similar degree of eye-hand coordinationand problem solving ability. The behavior on the checklistwas made specific for observational reliability and ease inestablishing criteria. If a teacher only targets and teaches"puts four rings on peg" and does not plan for generaliza-tion and maintenance of the behavior, the child will: 1)only be able to put four rings on a peg, which does not doanybody much good, or 2) forget how to put four rings ona peg, which is even worse. As Harbin states (1977),"Children go through two stages in developing skills: ac-quisition and generalization. Criterion-referenced devicestend to measure only acquisition."

Thus, it is fallacious to assume that a child willautomatically generalize and be able to maintain a specificskill. Preschool children, particularly those who have spe-cial needs, need to be taught generalization by practicing askill in more than one situation. A child who learns toname a block as "blue" then needs to practice using"blue" as a descriptor of many other objects and in manyother situations. That same skill will most likely be main-tained if it is reinforced in the child's daily routine, e.g., byhaving the child name blue objects in a grocery store orchoose blue clothing to wear. Thus, the child learns that"blue" is an integral part of his environment and not justthe color of a block that his teacher showed him.

Summary

Although the above problems do occur, checklists arestill indispensable tools for teachers. Valuable curriculum

2'rt)

planning information can be obtained from them as wellas ideas for implementation. Yet, problems do arise nomatter how conscientiously the tools are employed. Ongo-ing assessment of the curriculum plan and individualadaptations that meet the unique needs of children pro-vide the means by which many of these problems can becircumvented.

ReferencesBijou, S.W., Peterson, R.F., and Ault, M.H. A method

to integrate descriptive and experimental field studies atthe level of data and empirical concepts. Journal of Ap-plied Behavior Analysis, 1968, 1, 175-191.

Bluma S., Shearer, M.S., Frohman, A.H. and Hilliard,J.M. The Portage Guide to Early Education (revisededition). Cooperative Educational Service Apncy 12,Portage, Wisconsin, 1976.

Cronback, Li., and Meehl, P.E. Construct validity inpsychological tests. Psychological Bulletin, 1955, 52,281-302.

Harbin, G., Educational Assessment. In Cross, L. andGoin, K.W., (Eds.). Identiniing Handicapped children.New York: Walker and Company, 1977.

Hull, !LG. Interobserver variation recording behavior:Random or systematic error? Dissertation Abstracts In-ternational, 1971, 31, (11-B), 6904.

Jo hnson, S.M. and Bolstad, O.D. Methodological issuesin naturalistic observation: Sonic probl-mr solu-

tions for field research, In L.S. Hamerlynck, L.C. Han-dy, and E.J. Mash (Eds.). Behavioral Change:Methodology, Concepts and Practice. Champaign, Il-linois, Research Press, 1973, 7-67,

Walls, R.T., Werner, T.J., Bacon, A., and Zane, T.Behavior Checklists, in J.D. Cone, and R.P. Hawkins(Eds.), Behavioral Assessment: New Directions in Clini-cal Psychology. New York: Brunner-Mazel, 1977.

AbstractThe authors have identified ten problems encountered

when using a behavioral checklist as a basis for curriculumplanning. The ten problems and methods of avoidingthem are discussed. The problems identified are:

I. Completing the behavioral checklist incorrectly.2. Teaching to suggested materials and activities.3. Following the behavioral checklist too rigidly.4. Targeting only in identified skill deficit areas.5. Avoiding identified skill deficit areas.6. Limiting targeted behaviors to skills the teacher is

comfortable teaching.7. Using a checklist that is inappropriate fo. a specific

child.8. Assessing and sequencing skills correctly but teach-

ing splinter skills.9. Putting undue emphasis on skills commonly

classified as "kindergarten readiness".10. Failing to plan for generalization and maintenance.

256

CURRICULUM PLANNINGCHOOSING DEVELOPMENTAL AREASAND OBJECTIVES TO TEACH

CHOOSE THE DEVELOPMENTAL AREAIN WHICH THE CHILD IS STRONGEST

257

Once the assessment process has beencompleted on a child, it is time tobegin planning an individualized pro-gram. You will use all of the informa-tion you have collected on the childto do this. Using the results fromthe standardized,, instrument you willbe able to determine the developmentalarea in which to plan the first activityou will present to the child.

Your results from the standardized in-strument pro-ride you with scores thatindicate the child's general develop-mental functioning in each of severalareas. Frequently, one might tend tobegin teaching in the area in whichthe child has the most needs. When weare beginning to work with a family,it is very important to establish apositive relationship with the parentand child. Therefore, we will wantto begin teaching the child a skillthat is most likely to be achievedwithout frustration. Choosing to startin the child's strongest area(s) willincrease the chances for successright away. After the child has beensuccessful, learning several new skillswithout experiencing a lot of unduefailure, then it would be time tobegin working on skills in the child'sarea(s) of need.

Once you have determined the area inwhich to begin, you must choose askill from the Checklist. During theassessment process you identified manyskills that the child has alreadylearned (J'ed items), as well asmany skills that the child still needsto learn (X'ed items), and some itemsthat you are unsure of (?'ed items).You always begin by choosing an X'editem. But tow do you choose whichskill, of all those X'ed skillsthat the child needs to learn? Itis especially important that the firstskill you choose will be accomplishedin one week. Since it is reinforc:-ing for the parent to succeed teachinga new skill to this child, you willwant to insure successes at the verybeginning of the program. There areseveral considerations to keep inmind that will help guide your choice:

1. CHOOSE A SEQUENTIA= A2TROPRIkTE Remember that the skills listed inSKILL the Checklist are sequenced in order

of difficulty. That is, skillnumber 1 in a given developmentalarea would be easier for a child tolearn than skill number 15; skillnumber 15 would be easier thanskill number 40, and so on. There-fore, be sure that the child is ableto perform the skills that comebefore the skill you wish to teach.For example, you would teach a childto match 3 colors (Cognitive number34) before you would teach to name3 colors on reemst (Cognitive num-ber 63). One ward of caution...learning does not follow a rigidpattern. No two children followthe same sequence of skill acquisition.Thus those skills that closelyfollow one another (such as numbers5 and 7, or numbers 68 and 71) neednot necessarijy be taught to thechild in sequence but rather taughtaccording to the individual patternof learning.

24a8

2. CHOOSE A FUNCTIONAL SKILL FORTHE CHILD

3. CHOOSE AN EMERGING SKILL

4. CHOOSE A SKILL THE CHILD HASSHOWN AN INTEREST IN

When choosing between several skills,choose the skill that will be mostuseful to the child in his own homeenvironment. This would ensurethat the child has many opportunitiesto practice the skill during thecourse of a daily routine. It alsoincreases the likelihood that theparent will work on the skill through-out the week. For example, if youhave identified "climbs stairsalternating feet" as one skill thatchild cannot perform, you wouldchoose to teach it only if the childhad a staircase at home, or someplace frequently visited. Other-wise it would not be considered asa high priority skill to select.

An emerging skill is one that thechild is on the way to learning,but needs more practice/insructicnin order to master it. For example,the skill you may be interestedin teaching the child is buttoninglarge buttons. If the child canbutton large buttons, but onlywhen you help by guiding the button,then this would be an emergingskill. The child will master theskill if given more help and teach-ing. Choosing an emerging skillto begin teaching the child willincrease the likelihood that thechild and parent will experiencesuccess during the week.

Perhaps during the assessment youdiscovered that the child reallyenjoyed a particular type of activity,such as jumping. It would be goodpractice to present a skill to beworked on that would be relatedto the child's interest: jumpingover objects; jumping rope; etc.

3

259

5. CHOOSE A SKILL THAT WILL REQUIRE The first skill that you chooseA SHORT AMOUNT OF THE PARENT'S should require only a few minutesTIME of the parent's time to work on.

Rather than risk turning the parentoff by choosing an activity thatwill require half an hour or moreto do, choose an activity that willrequire little preparation, work-ing or clean-up time on the partof the parent. It is also helpfulif the activity can be worked intothe normal daily routine. Naturally,your ultimate goal is to increasethe amount of time that the parentworks with the child on the activitiesthat you leave in the home, butbuild up the amount of time thatthe activities require of the parentslowly. As your parent gains confidenceand interest in working on the plansthat you bring it will be easier togradually lengthen the sessions.

6. CHOOSE A SKILL THAT THE PARENT IS Last, but not least, by selectingINTERESTED IN THE CHILD LEARNING a skill that the parent values, you

increase the chances that the parentwill work on the activity duringthe week when you are not around.This of course increases the oddsthat both the parent and child willexperience success with the activity,which in turn will help both feelgood about the program and encouragethem to continue to work on the newactivities that you bring into thehome.

7. CHOOSE A SKILL THAT THE SPECIFICCHILD NEEDS TO LEARN

Finally, there are many skillsthat a child will learn that donot appear in the Checklist. TheChecklist is not intended to beused cookbook fashion. As you getto know the child better and becomemore familiar with the child's abilities

it will be easier for you to identifyskills that are ready to be learned.Often, you will not find theseskills in the Checklist. Rather,they will be sub-skills of one ormore of the listed skills, or theymay even be unrelated to any skill inthe Checklist. When this occurs, itis important that the skill be taught

260

to the child. Afterall, one of thebenefits of the home-based programis that the home visitor is ableto tailor each child's program tospecific needs and learning style.

In summary, there are many thingsto consider when you begin to selectskills to teach a child. As youget to know the child better, itwill be easier to decide whichskill to teach. But, by keepingthese points in.mind, you willmore likely be successful in notonly effectively teaching the child,but in winning over the entirefamily as advocates of your program.GOOD LUCK!!

BEHAVIORAL OBJECTIVES

I. Introduction

A behavioral objective states what you want the child or parent tolearn or do; the objective needs to be observable, measurable andspecific. This means that you can see or hear the child or parentperform the behavior and count the number of times he/she does thetask. It must be clear enough to pass the "stranger test"; that is,there can be no room for misinterpretation. The objectives must meanthe same thing to anyone who reads them. A behavioral objective con-tains four parts: WHO/WILL DO WHAT/WITH WHAT TYPE OF AID/HOW WELL.

II. Four Parts of a Behavioral Objective

A. WHO: the person who will perform the behavior; usuallythe child or parent.

John will name red when given initial sound cue,4/4x.

B. WILL DOWHAT: the specific, measurable and observable behavior

to be performed. Includes a verb that tells whatthe learner will do. May also include the situa-tion where the child will perform the skill oradditional criteria of time or distance.

-Judy will count to five in imitation, 5/5x.-Rita will remain seated during story time for5 minutes with one reminder 4/4x.

- Bertha will stand on one foot for 8 seconds Ilionrequest 3/3x.

- Rita will name 5 animals when shown picture cardson request 2/2x each.-Tim will ride a bike for 5 feet when pedal strapsare used once a day.

C. WITH WHAT what type of assistance the child or parent willTYPE OF have.

AID:

Aid: indicates what specific assistance or helpyou will give the child in doing the skill.Examples: independently, when asked, when showna model, when teacher guides hands, on request,when given verbal directions.

-Audrey will draw a square when given4/4x.-Frank will walk forward on a balanceteacher holds his hands, 3/4x.

jraell,Cliect

dots to trace,

beam when

262

-The parents will attend three parent meetings when

given one written reminder during the year.

D. HOW WELL: the number of times the child or parent must success-

fully perform the skill. Can be expressed in three

ways:

1. fractions: number of successful tries/number of

opportunities given: 4/4, 4/5, 3/4.

All objectives must have a success rate of at

least 75% or 3/4.

-Sara will stack eight blocks upon request 4/4x.

2. percentages: 75%, 100%. All objectives must

have a success rate of at least 75%.

-Tom will use the bathroom without reminders

75% of the time.

3. words: daily, every opportunity, each time it

is necessary.

- Harry will use a kleenex to blow his nose when

.shown how each time it is necessary.

To summarize, behavioral objectives are statements of what the child or

parent will accomplish at the end of the teaching period. Use the

following checklist to determine if objectives are complete.

- Does it contain four parts?

- Are words used in the objective specific?

-Can the behavior be observed?

-Can the frequency of the behavior be counted

or measured?

-Is the learner required to be successful at

least 75% of the time?

233

///ICTIVITY CHART

Child's Name

Parent's Name

Home Visitor's Name

Week of

What to Teach:

STATE A TARGET BEHAVIOR

(WHO, WILL DO WHAT, WITH WHATTYPE OF AID, HOW WELL)

What to Fl mind:

SHOW THE SYMBOLS USED

TELL WHAT THEY MEAN

Directions:

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DID YOUR CHILD REACH THE GOAL?CREDIT; yes __ no

PARENT RECORDS

DURING WEEK

WRITE IN DAYS OF THE WEEK

REMEMBER TO INCLUDE:

1. PLACE TO WORK IF IT IS IMPORTANT

2. MATERIALS AND HOW THEY WILL BE USED

3. HOW TO PRESENT THE MATERIALS AND GET THE CHILD TO RESPOND

4. HOW TO REINFORCE THE CHILD WHEN HE RESPONDS CORRECTLY

AND HOW TO RECORD ON THE CHART

5. WHAT TYPE OF AID TO USE AS A CORRECTION PROCEDURE

AND HOW TO RECORD ON THE CHART

6. HOW MANY TIMES TO PRACTICE EACH DAY YYY

7. ACTIVITY VARIATIONS (to be developed together by parent & home visitor)

149eAtied- I,r6 Cooper aline Educational Ser% ice Agency 12

PRECISION TEACHING

AND

THE PORTAGE MODEL OF EARLY EDUCATION

Precision Teaching is a process used by teachers & Home Visitorsto determine if a selected behavior is an appropriate task toteach and then to evaluate if the task was learned followinginstruction. Precision Teaching has five steps:

Pinpoint

Record

Consequate

Record

Try, Try Again!

This method was developed by Ogden Lindsley. It is based on thetheory that behavior is increased, decreased or maintained byarranging the responses or events following the behavior. Thispractical application of operant conditioning techniques providesteachers & Home Visitors with a continual data base gor curriculumplanning, so objectives are appropriate for each child. By re-cording, parents and Home Visitors receive immediate feedbackon the success of their teaching techniques and can determinewhen objectives are achieved and when to move to the nextobjective. Parents and Home Visitors can provide a truly individualizedcurriculum using this process. It is important to note that thisis not a curriculum but rather a process for parents and HomeVisitors to use in deciding what objectives to teach and how toevaluate their effectiveness.

Each step is described in detail:

STEP 1: PINPOINTA. Definition: To select an appropriate behavior to be In-

creased, decreased or maintained.

B. Guidelines:1. The behavior must be measurable, (observable and countable).2. It should be a small enough step for the child to accomplish

in one teaching unit (for example, one week).3. The terms used to describe the behavior should be clear

and concise. For example, use name rather than identify.Identify is ambiguous and can be interpreted many ways.

4. It is better to choose a behavior you want to increaserather than one you want to decrease because this isemphasizing a positive behavior.

5. It may be necessary to do some survey pinpointingbefore you arrive at an appropriate behavior. Thismeans observing the child performing several behaviors before

:,electing your goal. 11

Pb 11.9eRcjed 265

STEP 2: RECORD

A. Definition: To take baseline information on the pinpointed

behavior before you begin teaching. Based on the child's

performance, the teacher will decide if the pinpointed

behavior is appropriate.

B. Guidelines:

1. Do not implement reinforcement or correction proceduresat this time because it will facilitate learning andgive an inaccurate indication of the child's abilityto perform the task.

2. Ask the child to perform the behavior enough times torule out the possibility of a correct response by chance.

3. Record the performance immediately after observing andcounting.

4. Use the results of the child's performance to decide:'

a) to present the pinpointed behavior as planned; orb) to modify the pinpointed behavior.

5. The Home Visitor and parent should do the counting andrecording.

STEP 3: CONSEQUATE

A. Definition: A consequence is an event which follows a

behavior and changes the frequency of the behavior it follows.

It is an arranged event. Consequences are some of the

teaching strategies the Home Visitor & parent uses.

B. Guidelines:

1. Reinforcers and correction techniques are consequences.

2. Each consequence must be individualized for the child. Forexample, if the child works well when you clap, use clapping

as a reinforcement.

3. The consequence should immediately follow the behavior.

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4. Use natural events rather than contrived events when possible.

For example, if the child throws sand in the sandbox, model apro-

priate behavior and if he persists, remove him from the sandbox

rather than deny dessert because he threw sand.

5. State the consequence clearly.

6. Do not announce a consequence you cannot deliver. For example,

don't promise to take the child to the park when you know there

is not time.

7. Decide on and implement a specific reinforcement schedule for a

specified teaching period. For example, if you decide to rein-

force after each correct response, continue this for the whole

teaching period.

8. Implement the consequence for the whole teaching period, (entire

week). This allows the child a sufficient number of opportunities

for the behavior to be consequated.

STEP 4: RECORD

A. Definition: To take post-baseline information on the pinpointed be-

havior you have been teaching. This determines if the behavior has

been learned.

B. Guidelines:

1. Follow the same guidelines presented previously for "record". Use

the results of the child's performance to decide:

a) to move on to the next curriculum objective using the PrecisionTeaching method; or

b) to modify' the pinpointed objective or the consequences if thebehavior was not learned (try, try again).

Sometimes even the most specific plan will not be achieved during implemen-

tation of the first set of chosen consequences. If your pinpointed behavior

was not achieved when you recorded post-baseline, the recommendation is:

STEP 5: TRY, TRY AGAIN!

In this last step you would repeat the precision teaching process with

specific attention to:

1. Was the behavior broken down into a step small enough to be learned

in the specified teaching period? (See Task Analysis)

2. Was the reinforcement appropriate?

3. Was an appropriate correction procedure implemented?

4. Were the materials appropriate?

5. Was the behavior presented and practiced during the entire teaching

period?

6. Was the behavior presented exactly as planned during the entire

teaching period?

Researchers have found that almost eighty-five percent of the parents

and Home Visitors achieved success with the first chosen consequence when it

was used consistently. An additional ten percent were successful on the

second try and five more achieved success on the third try. 1 Precision

Teaching is effective in implementing individualized curriculum goals.

The four steps of Precision Teaching are implemented in the Portage Model

in the following way:

PINPOINT

Behaviors are pinpointed by:

1. Filling out the Checklist of the

Portage Guide to Early Education,

indicating what behaviors the

child knows and does not know.

2. Then chcosing a behavior on the

Checklist the child does not

know.

TASK ANALYSIS

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268

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4. Writing the selected step of

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inforcement and correction.

RECORD

Prior to or at the beginning of the

teaching period, present the pin-

pointed behavior as stated on the

behavioral objective. Record the

child's performance on the activity

chait on the first day of the

teaching period.

If the child does not know the

task and it does not seem too

difficult, proceed to the next

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modify the planned consequences and pro-

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269

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NAEPtE0A

CONSEQUATE

Present the activity as described in the directions of the activity chart.

Be sure that the materials are appropriate and that reinforcement and

correction procedures are implemented. The consequences should be im-

plemented for the entire planned teaching period to allow suffiQient

time for learning.

The directions on the activity chart

explain how the parent/teacher will

implement teaching techniques to

teach the pinpointed behavior. These

should be clear and apncise and in-

clude:

1. Place to work.

2. What materials to use.

3. Manner of presentation.

4. Reinforcement of correct response

and how to record.

5. Correction procedure for incorrect

response and how to record.

6. How often to practice.

7. Activity Variations.RECORD

Record the child's performance on the last

day.of the designated teaching period. If

the child can perform the objective, and

has been able to perform the objec-

tive on two prior teaching sessions, give

the child credit for the behavior and

move to the next step in the task an-

alysis. If the child has not learned

the behavior, repeat the precision teach-

ing process and TRY, TRY AGAIN!

''--AcTorttv CHAR/

0... °GYULA 5

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USE ZIPPER POLL I 1R444mY. SIT MN WITH Amy AT A CONVENIENT TIPS.

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ZIP THE ZIPPER DONN AND POINT TO A PART. MK IT. 'MIN ZIP THF SAPPER UP

GIVE HER THE DOLL AND ASK Hrrl FIND A PART. Ir Sur ZIPS THE ZIPER

DOWN. PRAISE HER. SHZ POINTS TO A PMT. MANE IT. ASK HER TO LIP

TIM ZIPPER UP. IF SHE DOES. PRAISE HER. MARK AN X. If Amp KAS TROUILE

ZIPPING UP CO DOWN. GIVI HER HELP BY GUIDING NIP NAND. MAA(Pir VDUnrio LAND. PRAISE ,414 AHEM SHE zips. Do IHI& IOU* TIMER

IACN DAY. MAN( SURE YOU LIP AND UNZIP AND NAM( A PART FACw TUN.

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IACTIVITY CHART

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UP MID

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:IPS Ox4ft.T OvIGING i0NAND:

S 5 "PAW

X

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A

X

USE ZIPPER DOLL I BROUGHT. SIT DOWN WITH Apr( AT A CONVENIENT TINS.

SNOW HER Tod DOLL, ASK HER 'WHAT'S IN THE SAM yummy, LET'S St(:*

ZIP Tut ZIPPER DOWN AND POINT TO A PART. NAME IT. THEN ZIP tut ZipER UP.

61Vt.HER THE DOLL AND ASK HER TO FIND A AT IF SHE ZIPS THE ZIPPER

DOWN. PRAM HER. WHEN SHE POINTS TO A PART, NAM( IT. ASK NIA TO ZIP

THE ZIPPER UP. IF SHt DOES, PRAM KR, MARK AN X. IS AMY HAS tSOUGLi

ZIPPING UP OR CONN. Glyt AIR HELP BY GUIDING HER KANO. MARKO', YOU

IdtD TO GUIDI Wit NAND. PRAM HIR WHEN SRI ZIPS, Do imis SOUP IINiS

WM DAY. MAK( SURE YOU ZIP AND MIA AND IWO A PANT EACH TIM.

Pc4Atisttor

It is important to note that the use of Precision Teaching by parents

and Home Visitor does not mean changing completely the Home Visitors

style of teaching. Precision Teaching provides the Home Visitor

with a tool to evaluate and select which pace, style, materials

and curriculum are most appropriate for each child. Utilization

of Precision Teaching provides the child with a custom-made curriculum

programmed for success. Lindsley states "... in Precision Teaching

we try to get the child doing more successful work by making curricular

changes which involve the child in the learning process, rather

than trying to jack up a dull curriculum with rewards for doing

boring tasks".2

Footnotes

'Taylor, James R. "An Introduction to Precision Teaching with theHandicapped", The Slow Learning Child. July, 1970.

2Lindsley, Ogden R. "Precision Teaching in Perspective: An Inter-view with Ogden R. Lindsley", Teaching Exceptional Children.Spring, 1971.

271


PLANNING INFORMAL ACTIVITIES

Is it really possible to plan 3 Structured Activities for each child each

week and still have time to plan Informal Activities that are truly individu-

alized for each home visit?

How do you teach parents to use their daily routines and household materials

for teaching their children?

How do you get a child to sit still for Informal Activities after 30

minutes of doing Structured Activities?

What do you do with that younger sister who keeps getting in the way when

you're trying to work with her older brother?

How do you do it all?!*?

In order to tackle these problems, let's start by reviewing what takes place

during the second part of the home visit and the reasons why we do Informal

Activities.

Informal Activities: What Are They?

Unlike the Structured Activities, which are one-to-one activities, Informal

Home Visit Activities involve children, parents,and other family members

in less structured group activities. Pw:ents are encouraged to take the

lead during Informal Activities as much as possible by helping to prepare

materials and by directing the activity with their children. Children

explore art, music and science related experiences using home-made materials,

isFt4Zelkiect

272

or during routine chores like going to the grocery store. You, as the

home visitor, play an important role in choosing and designing activities

to meet the needs of the parents and each individual child.

For example, an activity such as carving a jack-o-lantern may be chosen

and planned by the home visitor to meet the specific skill development

needs of both the parents and children in a particular family. Roasting

the pumpkin seeds gives the parent a new recipe for a nutritious snack.

A younger child can explore textures while helping carve the pumpkin and

labels parts of the pumpkin as wet/dry and hard/soft. Reviewing the color

orange and labelling the shapes 0 D in the jack o-lantern

face are goals for an older child. Both children need to take turns as

they participate in the pumpkin carving activity.

What is a skill?

Skills are the behaviors or abilities that are introduced, expanded or

reinforced during an activity. The skills developed or reviewed during

the pumpkin-carving activity include:

' using seeds and nuts as "natural" snacks (Parent)

labelling textures wet/dry and hard/soft (Younger child)

-naming the color orange(Older child)

' labelling shapes

taking turns in a cooperative activity (Both children)

When planning an informal activity, the first thing to do is pinpoint

the skill development needs of each child. An updated checklist will

tell you the skills that the child is currently working on as well as

skills that need to be reviewed or checked for readiness. Also, consider

parent and child needs in the component areas when choosing and planning

informal activities.

273

What is an activity?

An activity, such as carving ajack-o-lantern is a way of providing first-

hand experience designed to stimulate and strengthen skill acquisition.

The home visitor needs to choose and adapt informal activities to meet

the skill development needs of each family and of the individual members

of each family. Too often activities are chosen because they fit the season,

are good "time fillers" or because the materials are readily available.

Does this mean I need to plan 12 different activities each week? One for

each of my families?

No, activities should be global enough to include many different skills.

You might carve a jack-o-lanternin another home but the activity would

provide an opportunity to practice many different skills. The child might

draw a face with a marking pen, label facial features or talk about

heavy/light. The pumpkin might be the focus of concept learning such

as on/under, behind/in front of or the center of a nursery rhyme.

Later, the home visitor might share a recipe for pumpkin bread with

the parent.

Many activities offer enough skill flexibility that they can be used

with a variety of children at different developmental levels.

274

INFORMAL ACTIVITIES: WHY DO WE DO THEM?

One of the main reasons for doing informal activities is to expand

skill acquisition for both the child and the parent. We expand skill

acquisition in several ways:

1) Maintenance of skills involves providing parents and children

opportunities to practice mastered skills. For example, if

a child learned to count five objects during structured acti-

vities several weeks ago, you might help the child maintain

the skill by working on counting five blocks while playing

with legos or five socks while folding laundry.

If a parent on your caseload is attempting to use a positive

correction procedure rather than providing negative feedback,

you can help her maintain the newly acquired disciplinary

strategy during informal activities. You may remind the parent

verbally or through modeling the preferred method of correction.

Also, a parent needs to receive praise and comments from you

about the positive interactions they have with their child in

order to maintain those positive parenting behaviors. The in-

formal activity provides an opportunity to do this.

2) Generalization of skills refers to the application of skills to

new situations, new materials or using skills in combination with

other skills.

Suppose you had previously taught the child size concepts (big and

little) sometime ago and also to count five objects. A cooking

poLliacied275

activity might provide a terrific opportunity to work on generali-

zing both of those skills. You might have the child spread peanut

butter on five big crackers and then put a slice of cheese on three

little crackers. This one activity covers both skills, counting

and size, as well as combining the skills.

Generalization of skills is extremely important for parents, too.

Take the example of a parent who has been working on providing

more positive reinforcers for the child during structured activites;

and, as a result of a family nutrition need, was keeping a file of

nutritious snack ideas and recipes. Both skills are generalized

during a cooking activity that includes the child. The parent

chooses the snack idea and directs the preparation which involves

re-directing and reinforcing the child in a positive manner. Both

skill needs, including providing positive reinforcement for the child

and choosing and preparing nutritious snacks are combined and general-

ized during informal activities.

3) Exposure to new experiences and concepts expands each family's know-

ledge and use of resources and materials in the home and community.

For exposure activities to be worthwhile they must be designed to

extend each particular family's present experience.

For example, visiting an apple orchard to buy apples and making apple-

sauce at home may be a first-time experience for a parent

and child. The parent, in this example, has been exposed to a new

idea for using fruit as a snack.

276

Visiting the orchard exposes the young child to a pre-science

experience. The child sees how apples grow and are picked, learns

to label the stem, seeds and skin and also observes how applesauce

is made. You can probably also think of ways to expose the child

to music and art during this informal activity. As a result, parents

are exposed to a variety of ways to incorporate pre-academic

experiences for their child into an activity in the home or community.

4) Readiness, or the child's ability to begin working on a new skill

can be easily assessed during informal activities. Exposure experi-

ences provide a great opportunity to check for readiness.

For example, during the trip to the apple orchard, you can easily

assess the child's ability to match or name red, yellow and green

apples, to hop on one foot or to answer "where" questions. Based

on the child's performance, the child may be ready to work on any

one of these skills. You could then write an activity chart for one

or all of the skills as a structured activity for the next home

visit.

Does it seem like an almost impossible task to individualize activities

for both parents and children in each family each week and also keep the

goals of maintenance, generalization, readiness and exposure in mind?

Don't give up yeti A Component Calendar can ease the task of planning

informal activities. The Component Calendar is a tool developed to utilize

group resources and reduce planning time in preparing informal home visit

activities. The Component Calendar is not meant to replace planning for

each individual family, but it reduces time spent generating activity ideas

277

and gathering materials. Component Calendars, developed by the home

visiting staff, provide home visitors with activity ideas each month

and help to make it possible to plan structured activities and in-

formal activities for a truly individualized home visit.


PLANNING INFORMAL ACTIVITIES: THE COMPONENT CALENDAR

"There never seems to be enough time to plan informal activities for the

twelve families on my caseload!"

"Where can I get the materials not found in the home that I need for in-

formal activities?"

A Component Calendar can help reduce your planning time, while ensuring

that each activity you present is appropriate for the child in terms of

the developmental strengths and needs for each child.

What Is A Component Calendar?

A Component Calendar for each month of the Head Start service year contains

a brief statement of five activity ideas and a list of the necessary materi-

als for each activity. Each month's activities center around a particular

theme related to the current season or holiday and incorporate the various

Head Start Components.

how Is the Component Calendar Developed?

A major benefit of the Component Calendar is that it draws on the ideas and

experiences of the entire staff. The old saying "two heads are better

than one" applies to developing a Component Calendar. Depending on the

size of the staff, the home visitors should work in teams, if possible,

to come up with ideas for themes and activities. Each team may be working

together on activities for more than one month. The activities for each

month are discussed and reviewed by the entire home visit staff to ensure

that there is no duplication of themes or activities.

11101279

Once the choice of activities and themes is complete, the home visitors

collect or requisition the materials for all activities. These materials

are stored at the Head Start center or office.

The process of developing the Component Calendars may take place over a

period of 3-4 weeks during a portion of the weekly staff meetings held

in the spring so that they are ready prior to the beginning of the Head

Start service year.

SAMPLE COMPONENT CALENDAR

PORTAGE PROJECT NM START 'TRAINING CENTER

MOH &ID ber

MOM MENAI

h OE )-1-a 11 °wee n iFi re. 56-..b

I: la: .

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LeAf CoGs.

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13 -7- . ±o Tire zfr.tait

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Aat,e. ire Wia11.5 hat$Gua do creative dramatics

2arvin5 jack..-o -lanterns.

pub p kill seeds.

281

Rates, leaves

Paper, 3lut... or tape-

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Aarkers

Traomportation

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Bebe- -nrevsztA 13ills

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Here is how the process of developing the ComponentCalendar works:

Week 1 I1. Selection of themes and months byindividuals or teams.

StaffMeeting

. Each individual or team presentsthemes and the group approves themto ensure there are no duplicates.

3. Each individual or team develops fiveactivities for each month and lists

Week 2the necessary materials.

Staff -Activities shoul.: relate to the themeMeeting for the month;

-Activities are described in general,brief statements.

Week 3StaffMeeting

. Individuals or teams present the acti-vities for each month. The group re-views and finalizes each componentcalendar using the following process:

a. Discussion concerning activitiesand materials.

b. Deletionof suggested activities

c. Addition and materials

d. Closure: Component Calendars!

5. Each Component Calendar is typed andduplicated during the summer. The teamor individual responsible for planning,collects or requisitions the materialsfor each month and makes them availableto the group.

282

How Is the Component Calendar Used?

The Component Calendar reduces time spent generating activity ideas and

gathering materials, but it is not meant to replace planning for each

individual family. You may find that the activities listed for a particular

month would be great for one family on your caseload, but that only two of

the activities will work with another family. It is the responsibility of

each home visitor to choose the activities that she will use with each family

based on the needs of the individuals in each family.

As you are choosing an activity, it is important to consider the skills that

the child has mastered, the skills she is currently working on and the skills

that she will need to work on next. An activity is then chosen and adapted

to meet the child's skill needs.

0 0d

The same activity may be

used with two different

children, either in the

same family or in differ-

ent families, with empha-

sis on different skills.

This is illustrated in the

two sample home visit

reports.

o-latern

activity

Carving a jack-

is a home visit

used with two

different children with

emphasis

skills.

to label

Theodore

on different

Alvin is learning

textures while

is reviewing the

color orange and naming

geometric shapes. Both

children are working on

taking turns in a coopera-

tive activity.

te

C

A110N11: VISIT 011.,ECTIVES

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r)Component AndDevelopmental Areas

Individualization is a

necessary part of planning

and implementing informal

home visit activities. The

Component Calendar is a

useful tool to assist you

in planning informal acti-

vities that are fun for

children and parents and

also meet individual skill

development needs.

110.111,

Last Week's Iona

TotOt.lombe,dnew.ntqlPresenlo Ye.. e) is

Him 11111111111101111111111=.111111

HOME VISIT REPORT: ALVIN

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alME VISIT REPORT: THEODORE

PORTAGE PROJECT

FAMILYACTION

PLAN

REST COPY Ea" "11C

INTRODUCTION TO THE FAMILY ACTION PLAN

Portage Project

Home Start Training Center

FAMILY ACTION PLAN

familydatehome visitor

The goal of Head Start isto deliver comprehensiveservices to the entirefamily in the areas ofSocial Services, Health,Education, and Parent In-volvement. The FAMILYACTION PLAN activelY invo-lves the family in thisprocess. It places theemphasis on helping fami-lies identify their inte-rests and needs, seek outand utilize resources, andfinally, commit themselvesto the process of lear-ning and growth. While ashome visitors, we are nottrained to counsel or ad-

vise families regarding their Problems/ we are in a unique posi-tion to assist them when they share a family concern with us. Ourassistance is limited to the following steps)

1. Identify interests/needs2. Place the problems in Priority order3. Set an objective for immediate action4. Develop a Plan of action5. Identify available family resources6. Identify available community resources7. Follow-uP on Progress

It is throuvh this Process of helpiws families become more inde-pendent that we can assist them in improving and upgrading theirAuality of life.

FAMILY ACTION PLAN PART 11 IDENTIFYING

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.

FAMILY INTERESTS/NEEDS

Motivation to learn re-sults from recognizingwhat one already knows andwhat one would like toknow more about. Thefirst task of the homevisitor in the family as-gessment process is tohelp parents identifyareas in which they wouldlike more information.Family interests are pin-

Pott&mect286

BEST CCM' ;7:,'"';',:rnE

pointed through thy: use of Part 1 of the FAMILY ACTION PLAN.This section is filled out by the parents within 90 days of theirenrollment in the Program. The information is then utilized bythe home visitor as well as the Parents in determining whichareas to begin developing a strategy for learning.

FAMILY ACTION PLAN PART III LOG SHEET

UAW, Mi1O PUS P1 U

r.Ylr'I MICIVISININOMcasommik

Yee

Once the familyinterests/needs are deter-mined, they are transferedMaw elylurto the Log Sheet where theparents prioritize themaccording to the interestin which they prefer tObegin their work. It isimportant to remember thatthe Priorities are thosewhich the Parents choose.At times it will help tolead the Parents to selectthe interests/needs in

which immediate results oftheir efforts will beseen. If the parent has

I selected many interestsi,transfer Just 2 or 3 itemsto the Log Sheet whichwill be worked on first.

As these interests are satisfied, others can be added to the LogSheet.

FAncimi

FAMILY ACTION PLAN PART III1 DEVELOP A PLAN OF ACTION

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The Plan of Action is usedto formulate objectivesfor what will be learnedand strategies for lear-ning it. The home visitor'and the Parents share theresponsibility for desig-ning, carrying out andevaluating the learningPlan and progress. Toget-her with the Parents, thehome visitor translatesthe first priority into anobJective. Next. breakdown the obJective intosmall, easily attainablesteps. The number ofsteps needed to achieve an

411

obJective will vary fromfew to many depending on

the individual family. State who will be responsible for carrying out each step, and specify the steps that will be accomplished during the uPcoming week. Note the date that these stepswere begun. Assist the parent in identifying the resources thatare available within the family that will help in accomplishingthe step. If it appears that the parents will need the help ofan outside community agency in accomplishing the step, help themidentify the most appropriate agency, and list the pertinentinformation on the back of the Plan of Action sheet.

Before leaving the home, the home visitor should be certain thatthe parent has all of the information he/she will need to work onthe step, and that he/she is comfortable and Prepared to tacklethe task.

The following week, the home visitor will discuss the parent'sprogress. Were the steps accomplished? If so, she will discussthe outcomes with the parent. Was the information or assistancethat he/she received helpful? What would be the next appropriatestep to work on? If the step was not accmplished, or if theoutcomes were not helpful, she will determine why and make theappropriate changes in the Plan of Action, and select new stepsfor the week.

Remember, our goal is to develop .familY independence. Theaction taken in this development is rooted in the Parents, guidedby the home visitor and manifested in the betterment of thefamily.

288

PORTAGE PROJECT

FOUNDATIONS

FOR PARENT

TRAINING

Portage Project

HOME VISITING: A PARENT FOCUSED APPROACH

As a home visitor, do you view yourself as a teacher of children or adults?

Most often, home visitors think of themselves as teachers of children. As

a matter of fact, most people think of Head Start as a program for children.

But individuals who have been with Head Start for awhile recognize the

program as one that is intended to reach the entire family.

There are several approaches to home visiting that a home visitor can

take: a child focused approach, a passive-parent approach, and a parent

focused approach. It is worthwhile to explore each of these approaches,

however the third, or parent focused approach is preferred. This approach

emphasizes that the role of the home visitor is to help the parent realize

his/her potential as the child's primary teacher.

It is easy to forget that home visitors are essentially ADULT EDUCATORS.

After all, most home visitors have experience working with children, and

perhaps have even worked in a classroom. In the home-based program, the

home visitor must initially assess the child's development, and plan acti-

vities for the child. Therefore, many home visitors tend to focus their

visits on the child, and often the parent takes on the role of passive

observer.

Think for amoment of the effect of the child-focused approach. The responsi-

bility for planning, evaluating and teaching falls on the home visitor. The

parent becomes an aide to the home visitor, who carries out the instructions

given her by the teacher. Thus, the parent doesn't acquire any of the

teaching skills that would help her teach her child spontaneously when the

home visitor isn't around.

Let's take a look at a schematic representation of what a child-focused

approach might look like (Figure 1.). This diagram shows the relationship

between the home visitor (HV), the parent (P), and the child (C). The solid

line that connects the HV with the C indicates that the HV works directly

with the C. The broken lines indicate secondary contact, or unplanned

contacts, that may or may not occur. This means that any work between the

HV and P, and P and C, is not planned to occur and therefore may not serve

to meet an intended objective of the home visitor's. This kind of teaching

results in having the child work better for the HV than for his or her own P.

It also means that the parent is not empowered to work with his/her own

child using techniques that the HV could pass on to him/her.

Figure 2. Passive-Parent Approach

291

3

Many home-based programs take the passive-parent approach to home visiting.

This variation recognizes the importance of attending to the parent, and of

providing him/her with information and instruction. The home visitor there-

fore works directly not only with the child, but with the parent as well.

Figure 2. represents this approach. The limitation of this model is that the

parent is not given opportunities to implement the home visitor's recommen-

dations during the home visit, and the home visitor has no way of knowing

whether or not the message has come across clearly to the parent. Also,

the information presented to the parent may not be individualized to the

family's unique circumstances .

That the parent does not learn new teaching skills through a passive parent

approach is perhaps the most negative effect of this type of home teaching.

It means that the child is actually taught only when the home visitor is making

his/her weekly visit. In other words, the child's learning can be limited to

just an hour and a half a week! Even if the parent works daily on activities

left by the home visitor, she is merely carrying out his/her specific instruc-

tions. The parent is not learning how to teach new skills to his/her child in

the normal course of the day. It is easy to see how limited the effects of a

program with child focused home visits would be.

SO THEN, WHAT ABOUT A PARENT FOCUSED APPROACHED?

Over the past 15 years, much research has been conducted that demonstrates the

importance of involving parents in their child's educational program.

Findings in research indicate that the parent must be given instruction on

how to best teach their own child, if the child is to learn new skills, and

if the child is to maintain those skills for a long time. ("Is Early Inter-

vention Effective?" by Dr. Urie Bronfenbrenner.)

292

With this in mind, let's consider a third approach to home visiting: a parent

focused approach. Figure 3. represents the role of each person involved in

the visit when the parent focused approach is utilized. Home-based programs

that rely on this model have greater success passing new teaching and interac-

tional skills and information on to the parents. The emphasis of the visit

is reaching the child THROUGH the parent. While the HV works with the C for

demonstration purposes, the thrust of the visit is providing information to

the parent on what to teach and how to teach it. Ultimately, the parent would

be able to do this on his/her own. The parent's practicing and feedback from

the HV regarding the practice session enhances the probability that the parent

will successfully teach her child during the week without the help of the home

visitor.

Figure 3. Parent-Focused A roach

Additionally, as the parent becomes more skillfull with the new techniques

she/he has learned, the HV can begin to help the parent generalize the use of

these techniques to teaching novel skills to the child without any aid of

the HV. An added benefit is that the parent is able to use the newly acquired

teaching skills with her other children, thus broadening the effects of

the program.

293

The responsibility for planning and instruction gradually passes from the HV

to the P when this model is employed. The transfer of this responsibility

can be made on the individual ability of the parent. A positive and reward-

ing rapport is established between the HV and the parent. The role of the

home visitor as adult educator is actualized and, more importantly, the

role of the parent as primary educator of his/her own children is realized!

Are YOUR home visits parent focused?

* Do you involve the parents in the assessment of the child? Yes No

* Do you provide the parent with a copy of the Checklist for theirown use? Yes No

* When you arrive for the weekly home visit, do you direct your atten- Yes Notion and greeting on the parent?

* Do you set up your teaching environment so the parent is the focus:

- do you make sure that the child is sitting beside the parent? Yes No

-does the parent demonstrate EACH prescribed activity? Yes No

- do you review each activity with the parent before presentingit? Yes No

- do you identify and reinforce the parent's teaching strengths? Yes No

-when the parent has difficulty, do you intervene with the parentrather than the child? Yes No

- do you let the parent be the primary reinforcing agent? Yes No

-do you pass the activity to the parent before the child tiresof it? Yes No

-do you give the parent an opportunity to record on the activitychart during his/her demonstration? Yes No

* During the home visit activities, do you focus on the parent by:

-giving the parent the lead, when appropriate?

- explaining the activity to the parent before beginning?

- incorporating the parent's ideas into the activity?

- letting the parent present new and exciting experiences?

Yes No

Yes No

Yes No

Yes No

* Do you individualize parent education activities for each parent? Yes No

* Do you accept the parent's values? Yes No

* Do you involve the parent in curriculum planning for the next

home visit? Yes No

If you answered all of the questions above "Yes", then you deserve a hardy

pat on the back. Keep up the good work!'

235

Portage Project

ADULT EDUCATION: FOCUS FROM TEACHING TO LEARNING

The concept of adult education is not new to Head Start nor to recent history,

but actually dates as far back as ancient times. Over the last few decades

it has been looked upon with new eyes and is now recognized as a growing

concern and need in our society. Just after World War II, studies were

done in order to discover characteristics of adult learners. These

studies have shown not only that major learning continues throughout adult-

hood, but also that the manner in which adults learn does indeed vary from

that of children.

Adult Education Defined

Some may say that adult education is simply teaching adults... is it really?

Let's take a closer look. The work "pedagogy" is most often used when

defining teaching. It literally means "the art and science of teaching

children." Pedagogy implies a transmittal of knowledge, that is, a teacher

teaching something to a learner. Traditionally in our work with children,

we the teachers, have taken the responsibility for planning what to teach,

how to teach it, and when to teach it. Over the past years this process has

proven to be insufficient when those being taught were adults. As a result,.

the term "andragogy" was coined. It means "the art and science of helping

adults".

Androgogy shifts the emphasis from teaching and places it on learning HOW

to learn. The learner decides what he wants to learn, how to go about

learning it and when he will learn it. This is called self-directed learning.

Our role as educators changes from a transmitter of knowledge to that of a

facilitator, a guide and a support.

296

ilk.......PORTAGE PROJECT - HOME START TRAINING CENTER

ASSUMPTIONS, CONCLUSIONS, APPLICATIONS OF ADULT LEARNING

ASSUMPTIONS CONCLUSIONS APPLICATIONS

. Adults enter a learning activitywith an image of themselves asself-directing, responsiblegrown-ups, not as immature,dependent learners.

Adults resist situations in whichthey are not treated with respect.

If adults help to identify theirneeds, plan, conduct and evaluatetheir own learning experiences, theywill learn more than if they arepassive recipients.

. Adults enter a learning activitywith more experience thanyounger individuals.

. Adults enter a learning activitywith more intention to applylearning to life problems thando those who are younger.

AO'

Adults have more to contribute tothe learning activity and have abroader basis of experience torelate to new learning.

.111.=mmI

Methods which build on and make useof the experience of learners willproduce the greatest learning.

Adults prefer practical resultsfrom learning.

Learning experiences focused on lifeproblems are perceived by adults asbeing more relevant than thoseorganized around subject topics.

. An adult's "readiness" to learnis based on their role insociety (e.g., parent, spouse,worker)

The content of what an adult learns

and the most "teachable moments" aredetermined by an adult's needs andinterests. Adult needs and inter-ests change along with the changein their social roles.

Determine adult needs and interestsand then develop content for learningSchedule what is learned according towhen it is most needed.

. Adults learn although the speed oflearning changes as adulthoodprogresses; conceptual learningchanges as adulthood progresses.

291

Adults decline physically, maydecline in auditory and visualacuity; increase ease of conceptuallearning, depth and speed of ap-plying "principles" of subject toproblem-solving.

Pay attention to such things as timeallotted for solving problems, lowerenergy level, visual acuity, speed,reaction.

ASSUMPTIONS CONCLUSIONS APPLICATIONS

6. Adults enter, learning situationswith concern for their statusin new group; fear of failure.There are specific conditionswhich are conducive to adultlearning.

Adults will strive to their best whenthey enter into a situation in whichthey feel physically comfortable andfree from psychological threat.

Learning climate should provide formutual respect, support, friendliness,cooperation, trust and responsibility.Physical climate allows for ease inlearning.

. Adult learning is an internalprocess and is motivated throughcuriosity and internal incen-tives.

Adults learn to the degree that theyfeel the need to learn and that theyperceive a personal goal.

Provide opportunities for adults torecognize their needs and interests.Encourage them to set goals andstructure a plan for achievement ofgoals.

Sources: 1. Gordon L. Lippit. "Conditions for Adult Learning", Training and Development Journal

(June 1969), 2.

2. Wayne Schroeder, "Characteristics of Adult Learners", Speech, Conference to Train

State Library Agency Personnel for CE, Baton Rouge,

March 1976.

3. Malcom Knowles, The Modern Practice of Adult Education

1980.

PAeftclied

Adult Learning Strategies

One of the most misunderstood aspects of the home-based program is that home

visitors are adult educators rather than just teachers of young children.

While it is essential that the home visitor be a knowledgeable and competent

teacher that can work effectively with children, she must also be able to

educate the child's parent(s).

After all, one and one half hours of contact with the child per week is

hardly sufficient to produce any long-term results with that child. The

home visitor has a unique opportunity to educate the parent in teaching and

parenting techniques, so that positive long lasting program effects for

the child and family will be guaranteed.

Adult learning sometimes is similar to the way a child learns, and a home

visitor can partly rely on her knowledge and training with children to make

adult education meaningful and productive. There are, however, differences

that exist between the ways that adults and children learn. An awareness

of the ways that adults learn best can be very helpful as she works to pass

important information and skills on to the parents she works with.

Ways Adults Learn Best:

1. Adults learn best when they are comfortable. Working in the home helps

the home visitor be sure that this aspect of adult learning is taken

care of. There are ways to ensure even more comfort for the parent:

-be sure that the children) is (are) occupied while you are teach-

ing the parent. It is nearly impossible for the parent to attend

to your discussion when there is a child climbing all over her.

let the parent choose where your discussion will take place. Don't

assume that the parent is most comfortable at the place you nor-

mally work with the child.

-encourage the parent to do those things that make her most comfort-

able. For example, a parent might be more at ease with a cup of

coffee in hand. Ask the parent if you can have a cup, and share

your information while you both enjoy the coffee.

2. Adults learn best when they feel that their abilities are recognized.

Hopefully parents will benefit from the information

301

that will be shared with them. After all, there are always new things

we can all learn. Nonetheless, the parent no doubt already has many

valuable skills that may or may not directly relate to the information

that is to be presented. Parents have a 'zealth of life experiences.

The home visitor will be more effective getting the information to the

parent if she refers to the parent's strength that she has observed.

This will tell the parent that he/she is recognized as a viable adult, and

that the purpose of the activity is to share information, rather than

just to instruct.

3. Adults learn better when their needs, questions and concerns are attended

to. Frequently, home visitors provide parent education activities to the

parent without individualizing it for each specific parent. Encourage

the parent to ask questions or share their ideas on the information you

present. Then, don't just answer their question, but incorporate their

comment into the rest of the discussion.

4. Adults learn best when they have trust and confidence in their instructor.

There is no better argument for being prepared in the home. This does not

mean however, that you should try to convince the parent that you are an

expert on all subjects, nor able to answer any question asked. Rather,

confidence and trust are based more on honesty and frankness. When unable

to adequately address a question or concern that a parent may have, it is

wise to be honest, and promise to look further into the matter.

5. Adults learn best when information presented to them is exemplified in

ways that fit into their frame of reference. The home visitor that

presents general information to a parent does well to discuss the infor-

mation suggesting to him/her ways that information pertains to his/her

particular situation. This is frequently best accomplished by encouraging

the parent to suggest ways that the information can be adapted and utilized

in his/her home. Whenever possible, specifically demonstrate the applica-

tion of the information for the parent. This helps make the learning mean-

ingful.

6. Adults learn best when they are active participants. Make the sharing of

information fun and interesting. Encourage the parent to share their

302

knowledge on the subject too. Chances are, the parent has some insights

that can enrich your understanding of the information.

7. Adults learn best when they can discover for themselves. The purpose of

the parent education activities is to broaden the parent's knowledge

base through sharing. So share the information with them, without

being overly "instructive".

8. Adults learn best when all of their senses are activated. All of us tire

quickly of lectures and incessant talking on one person's part. So

support your activities with materials. Provide an informative handout

that you can discuss. Make a nutritious snack, rather than just talking

about how good it is. Share a recipe, etc.

9. Finally, adults learn best with people they admire and who show respect

for them. We are priviledged guests in the homes in which we work. We

must never forget this, nor abuse our welcome.

SETTING THE LEARNING CLIMATE

Characteristics of a comfortable psychological environment:

1. Mutual Respect

Based on: a. Belief that each person's experiences are potentialresources for learning.

b. Value in the differences among people as sourcesfor enrichment.

Manifested by: a. Listening to one another.

2. Supportive and Caring

Manifested by: a. Feeling safe and non-threatened.

b. Expressing'self openly.

c. Revealing true feelings.

3. Warm and Friendly

Manifested by: a. Feeling not only respected but also liked.

b. Responding to one another with names.

4. Cooperative Rather Than Competitive

Manifested by: a. Sharing what they know and can do instead ofholding back in fear of looking "bad".

5. Mutual Trust and Responsibility

Manifested when: a. Resource persons (home visitors, hosts, parents)are seen as human being and not authority figures.

b. Decisions are made by learner or participant.

c. Learner (home visitor or parent) is not afraidto take initiative.

6. Emphasis is on Learning, Not on Teaching

Manifested when: a. Focus is on what is happening to the learners,not the home visitor.

Portage Project

MODELS OF PARENT TRAINING

Parent training can be approached in a variety of ways with'content, format

and philosophy varying greatly. However, there are enough common elements

to categorize them into four basic models.

Didactic - The didactic model is characterized by predetermined content

which is presented in a lockstep manner. The training is mainly done by

large group lectures with supplementary films and readings - similar to

many high school and college courses.

Some weaknesses of this model are the lack of individualization and the

stress on knowledge rather than on changes in behavior.

Didactic. - Indirect - This model stresses acquisition of a solid knowledge

base of parenting skills. Like the Didactic model, it is a group method,

but here each group member selects behaviors to change and comes up with

a program to implement. The participants act as resources for one another,

offering practical suggestions and mutual support. Many training workshops

take this approach.

Problems which may be encountered are: the acquired knowledge may be used

inappropriately or counter productively; there is no opportunity for prac-

tice, modeling or feedback; and the learning occurs outside of the environ-

ment in which it will be used.

Analogue - Analogue intervention takes place in an environment that simu-

lates the natural environment. This is usually a behavioral approach with

-2-

a baseline being taken on the learner's performance and goals chosen and

implemented with an observer-teacher providing on the spot modeling,

prompting, corrective feedback, and reinforcement. Learning proceeds at

the rate determined by the individual. Astronaut training and Driver's

Education classes are two examples of this model.

The major weakness of this approach is the problem of transfer of learning.

The learner must come to an arranged environment and attempt to act normally.

The learner must be motivated enough to come to the training setting and be

comfortable "acting" in front of others.

Direct - Direct training is done in the learner's home environment and be-

cause of this, generalization and maintenance can be maximized. The train-

ing is completely individualized because it is done on a one-to-one basis,

with the learner's previous knowledge and experience, style and rate of

learning, and priorities forming the basis of the program. There is op-

portunity for realistic modeling, practice, feedback and observation. The

observable changes in behavior are rewarding to both instructor and learner.

This model is very suitable to the less-motivated, less educated and the

socially inadept learner because it is usually done in their own home with

their unique needs taken into account.

306

PORTAGE PROJECT

VISIT°

INFORMA ION

Portage Project

DO'S & DON'TS OF HOME TEACHING

i 1. Do be a good listener.

2. Do be task oriented - socialize at the end of the visit.

3. Do be flexible - the home i8 different than the classroom - be pre-

pared to deal with changing environments.

4. Do be prompt - call when you must change your schedule or if you

will be late.

5. Do encourage parental independence in seeking help.

6. Do involve parents in planning activities.

7. Do provide rationale for each activity you teach.

8. Do keep language appropriate.

9. Do dress appropriately and comfortably.

10. Do individualize for parent - number of activity charts, wording,

time of home visit, number of times to practice activity each day,

type of activities, and reinforcement.

11. Do encourage special place for materials.

12. Do model teaching of activities - have parents model.

13. Do be positive.

14. Do bring something for other siblings and involve them and other

members of the family in the visit when possible.

15. Do be confidential.

16. Do limit the amount of materials you bring into the home.

17. Do reinforce parents.

18. Do be yourself.

19. Do respect cultural and ethnic values - remember you are a guest

in the home.

20. Do monitor your own behavior - parents will be observing you.

21. Do involve parent in all parts of the visit

22. Do encourage a quiet learning environment

23. Do start small - activities Mom wants to work on, reinforce

parent, insure success the first week, make recording easy,

make a phone call the first week to see how things are going,

leave one activity the first week

Don't

1. Don't impose values

2. Don't come without notification or bring visitors without permission

3. Don't socialize first

4. Don't exclude other members of the family

5. Don't give out family information

6. Don't babysit

7. Don't mention last name in public

6. Don't be the center of attention yourself

9. Don't expect perfection from parents - take it easy

10. Don't ask parent to do something you wouldn't do

3O

Portage ProjectIP

HINTS FOR HOME VISITORS

* Build up you caseload slowly.

* Maximum caseload of twelve home visits per week based on a 40 hour work week.

* Schedule no more than four visits per day - three visits is best.

* Stay a week ahead in activity writing.

* Spend a little time after each visit to write down ideas on nextweek's Home Visit Report - while your ideas are still fresh.

* Keep a notebook with a section for each child/family - note for yourself:

- observations- plannci activity charts

- referrals- problems to address at staff meeting

* Always leave your schedule with your supervisor or program secretary.Include phone numbers when available.

* Have parents sign all forms in ink.

* Attend and participate in weekly staff meetings - this will prove tobe one of your greatest resource and support systems.

* Encourage parents to establish a "special place" for materials inthe home.

* Keep three folders for each child:

Working Folderfor home visitor

- checklist- address and phone no.- blank activity charts- blank home visitreports

- planned home visitreport

- planned activity charts- example of child's work

Family Action Plan

Reporting Folderfor supervisor

- completed homevisit reports

- completedactivity charts

310

Confidential Folder

- test forms- enrollment- permission slips- release forms- parent/teacher agreement- nutrition assessment- referral forms- social service forms- medical forms

ITEMS COMMONLY FOUND AROUND THE HOUSE

THAT COULD BE USED AS EDUCATIONAL DEVICES

1. Clothespins and loaf pan (patterning, number concepts, fine fingercoordination)

2. Pots, pans, and fitted lids (sequencing, matching, What's Missing?big and little, prepositions, sounds)

3. Sets of measuring spoons or cups (matching, nesting, stacking)

. Cans - various sizes (nesting, building, sorting)

5. Cans - lids removed (rolling, pushing, nesting)

6. Aluminum pie tins (sorting, matching)

7. Plastic bottles (rattles, sizes) and caps (color sorting in TV dinnertrays)

8. Metal percolator parts (complex pattern)

9. Empty milk cartons (sorting, stacking) (12 gallon, top cut off forbuilding blocks) cut in half use as sorting, classes

10. Mirror (self-image, self-concept, hide and seek)

11. Oatmeal boxes (prepositions, matching, sorting)

12. Jat lids (various sizes)

13. Muffin tins, egg cartons, small plastic containers (for sortingtextures)

14. Beans of all kinds (sorting after 21/2 or age when child does not puteverything in mouth)

15. Safety pins, nails and screws of different sizes (matching, sortingtexture)

16. Buttons (size, color, sorting, matching textures)

17. Magazine pictures covering different areas of learning (classification,identification, labeling of animals, furniture, fruits)

18. Silverware (sorting, matching, patterning) wooden spoon, metal spoon(difference in sounds, sharp and blunt)

19. All items (one-to-one counting)

20. Use of clothing of all sorts (self-help skills, matching clothing tobody parts, color matching)

21. Use of plastic, unbreakable items such as dishes (all concepts)

22. Co-kie cutters and outlines (puzzles and lotto games)

23. Large newspaper on wall (outline of child's silhouette with black

felt marker)

24. Foods (shapes, sizes, colors, textures, tastes)

25. Furniture, kitchen equipment, food, boxes, containers (prepositions,colors, textures)

26. Magazine pictures of situations for discussion about attitudes andfeelings (how many, where are they going, what happened)

27. Sequence cartoons in newspaper

28. Bars of soap, cereal boxes, cans, jello boxes, pocket and regularsize combs (opposite concepts)

29. Pinch clothespin, round clothespin, scissors, knives, plastic fork'and spoon, pen-pencil, watch-clock, glass-cup, mitten-glove, ruler-tapemeasure (similarities-differences in uses)

30. Clothing, dishes (differences such as shirt-long, short, sleeveless;shoes-high, low, laces, buckled; pants-long, short)

31. Puzzles made from magazine pictures (glued on cardboard or backedwith clear plastic, self-adhesive paper, cut out by teacher, can beoutlined on another cardboard for easy matching)

32. Many things in the home have something special in common (color,make noise, similar shape, texture, hot-cold, liquid-solid-powder)

33. Clothes for fine motor coordination (buttons, buttonholes, zippers,snaps, laces)

34. Pictures of furniture and appliances (match item to location in home,find geometric shapes in picture and real items: circle-phone dial,

doorknob, clock; square-table, windows; rectangle-door, refrigerator)

35. Spools, thread (stringing, sorting, stacking, matching)

36. Hardware items, small pipe fitting (matching, sorting, fine motorcoordination)

37. Scraps of material (textures, cutting, pasting, elasticity)

38. Empty boxes - pictures on outside

a. small (nesting, building, prepositions)

b. ones with tops (for hiding items or mailbox game, guessing)

Copyright Merle B. Karnes, February, 1971

312

INFORMAL STAFFING PROCEDURES

Home Visitors are likely to encounter many unique and sometimeschallenging situations as they carry out their responsibilities.The nature of their jobs requires them to work in a variety ofenvironments, to work with adults as well as children and to faceproblems that may arise without immediate assistance. They musttherefore be flexible and resourceful in order to effectively dotheir jobs. They must also provide support to one another inseeking possible solutions.

The informal staffing procedures is a systematic process for problemsolving and provides the opportunity for home visitors to use eachother as resources and to gather and share possible solutions toproblems faced in a home-based situation.

The Informal Staffing Log sheet is used to identify and recordproblems and suggested solutions.

The process involves a weekly period of time where all homevisitors, the home visitor supervisor and component coordinator,as appropriate, should be present. The home visitor briefly andspecifically describes any problems she/he is having. One sheet isused for each problem.

Each problem is then dealt with separately. The home visitor statesthe situation and tells what she/he has already done in an attemptto solve it.

All staff members brainstorm possible solutions. All alternativesare written down. This is not a time to evaluate the feasibilityof each one.

The home visitor then must pick one solution that she/he willimplement. This is the key to the informal staffing procedure.Some positive action must be taken as a result of the discussion.She/he must report the results within one or two weeks. If theproblem is not solved, there are two possibilities:

er

1. Review the discussion and select another idea to try.

2. Take an observer on the next home visit. This could beanother home visitor, handicap coordinator, a supervisor, orother resource person. Obtain parental permission beforehaving another person visit. This person may be able tooffer other solutions after viewing the hone visit.

aye313

INFORMAL STAFFING PROCEDURE

1, STAFF MEETS WEEKLY,

2, ALL HOME VISITORS' THE HOME VISITOR SUPERVISOR AND

COMPONENT COORDINATORS AS APPROPRIATE SHOULD BE PRESENT,

3, EACH HOME VISITOR TRANSCRIBES A BRIEF DESCRIPTION OF

PROBLEMS ENCOUNTERED ON THE INFORMAL STAFFING LOG ONE

LOG PER SITUATION,

4, THE HOME VISITOR STATES THE SITUATION AND WHAT HAS BEEN

DONE IN AN ATTEMPT TO SOLVE IT,

5, ALL STAFF MEMBERS BRAINSTORM POSSIBLE SOLUTIONS, EACH

ALTERNATIVE IS RECORDED,

6, THE HOME VISITOR SELECTS AT LEAST ONE SOLUTION TO IMPLEMENT,

71 RESULTS ARE REPORTED WITHIN TWO WEEKS, IF A SOLUTION

HAS'NOT BEEN REACHED

A. SELECT ANOTHER ALTERNATIVE TO IMPLEMENT

B. TAKE AN OBSERVER ON THE NEXT HOME VISIT TO

OFFER SUGGESTIONS

8, LOGS ARE RETAINED FOR FUTURE REFERENCE.

Taken from "Serving Handicapped Children in Home-Based Head Start -

Training Guide"

PoZePrciect314


S tali in Attendance Anne, Andrea

Arlene and Alfred

Recorder Alfred

Date10/29/81

DATE HOMEVISITOR

FAMILY

--,PROBLEM

ALTERNATIVE SOLUTIONSCHOSEN ONE

FOLLOW-UP

10/29 Andrea SmithAlways has TV on;aunt, older childand he watch dur-ing the visit.

*Try to change time of homevisit according to family'sTV viewing schedule.

Explain that TV is distractingto child and child will be ableto concentrate better if atten-tion isn't wandering.

Explain that TV is distractingto you. You have fun thingsplanned that you don't wantinterrupted.

*Try to get aunt and older childinvolved in visit.

Ask to work in another room.

Plan activities that are betterdone in room other than onewhich TV is in.

Ask child to turn off TV.

a

315 316

EARLY CHILDHOOD PROGRESS REPORT

The Early Childhood Progress Report is a summary of the child'sstrengths and needs. This is prepared at the end of the school yearwith the parent.. You must have a siv ed release of information statementfrom the parent be ore the Ear y Chil oo Progress port can e sent tothe child s next teacher or anyone else.

How to fill out the Early Childhood Progress Report.

I. Progress Report - list 3 to 5 of the most recentlyacquired skills from the Portage Checklist from eachdevelopmental area. This would be obtained by listinglatest dated items in the Date Achieved column.

II. Emerging Skills-list 3 to 5 skills that the child haspart of or that are currently being worked on.

III. Program Findings - this information can help the child'snext teacher to plan a meaningful program for the child.

IV. Program Recommendations - this information can helpexpedite services for the child.

V. Suggested Parent Involvement - provide the next teacherwith a list of ways that the child's parent has beeninvolved with in your program and ways involvementcould be continued.

The Early Childhood Progress Report will aid the child's nextteacher in developing his/her initial education program forthe child.

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PORTAGE PROJECT

FORMPACKET

CREDIT; yes no

ACTIVITY CHART

Child's Name

Parent's Name

Home Visitor's Name

Week of

What to Teach:

What to Record:

Directions:

PAtaclect

L

DAYS

3191976 Cooperative Educational Service Agency 12


Child: Home Visitor:

Week# Visit# Length Scheduled Date: Time:

Rescheduled Week# Date: Time:

Reason for missed or rescheduled visit:

Acitivity Code

Postbaseline on last week's activities. Please turn in together with activity charts you picked up during your visit.Objective Baseline Post-baseline

Home Visitor Comments:

Parent Comments:

320

Parent's Signature

321

1 1 HOME VISIT OBJECTIVES Baseline RECORDING PROCEDURE

Activity Code development area and skill number/ a when presented

M/D = fill in date when accomplished

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I = InformalRI* = Review

Last Week's Total

Activity E/ R = item presented()la Prescribed Activity checklist

Accomplished

Total presented

from curriculumfor exposure or readiness Baseline x = presented

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C = Curriculum Planning P = Program Information= Parent Education F = Family Action Plan X presented

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Component andDevelopmental Areas re

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Last Week's Totals

Total Number of ActivitiesPresented Year to Date

322 323

324

,11101e.


FAMILY ACTION PLAN

familydatehome visitor

PoZ;eRojecL_____

Dear Parents:

Many parents have expressed an interestassist you in learning more about thoseadvantage of resources available in ourthere are many topics that parents havemost interest you.

Child Development

Health Check-ups

Emergency Food

Aid to Dependent Children

Handicapped Children

Finding a Job

Depression

Hobbies

Emergency Housing

Fuel Assistance

Alcohol/Drug Abuse

Dieting

Family Planning

General Education Degree

Portage ProjectHome Start Training CenterFamily Action Plan Part I

Family Interests

in gathering information about a variety of topics. We would like tothings which are of interest to you. Working together, we can takecommunity to get the information you want. On the following listexpressed an interest in knowing more about. Please check those that

Fatigue

Fire Safety

Family Counseling

Dental Care

Spouse Abuse

Anger/Hostility

Supplemental Security Income

Well Child Care

Child Management

Exercise/Physical Fitness

Budgeting

Nutrition for Preschoolers

Immunizations

Driver's License

Emergency Clothing

Women, Infants and Children

Improved Reading Skills

Churches

Marriage Counseling

Job Training

Meal Planning and Preparation

Child Abuse and Neglect

Volunteering/Community Involvement

Household Safety and Sanitation

Home Weatherization

Other

We have information about some of these topics at our office. Your home visitor will help get the informationyou want or put you in touch with the resource that has the information.

326 327

FAMILY ACTION PLAN PART II

LOG SHEET

Family's Interests/NeedsComponent fi

AreaCO

DateInitiated

DateCompleted

-.1=111MT

3

FAMILY ACTION PLAN PART III

PLAN or ACTION

Component Area Objective .

Family Resources:

Date

Started Steps Who OutcomesDate

Completed

-----

__....)'N...........4 .. .

330331

oAgencies Involved

Name Agency Address Phone

333332

Parent

Date

PORTAGE PROJECT

HOME BASED PARENT-TEACHER AGREEMENT

HOME VISITS

Home Visitor

I will be on time for thehome visit or let the parentknow when I won't.

I will bring materials andideas.

I will show the parent howto use the materials.

I will present learningactivities during the visitthat are planned for the child.

I will leave or presentmaterials on health,nutrition, community servicesand notices of meetings.

I will show you how to usewhat there is in the hometo teach the child.

I will leave materials anddirections for the parentto use the rest of the week.

I will leave activity sheetsfor you to record the child'sprogress.

I will use the parents ideasin planning for the child.

I will talk with you aboutthe child's progress.

I will refer the parents tothe social worker to helpmeet their needs.

Other

114Ned

Home Visitor

Date to be reviewed

HOME VISITS

Parent

I will be home for each visit orlet the home visitor know I willnot.

I will have my child dressed andready.

I will understand that the visittime is just for me, my childand the home visitor.

I will watch how the home visitorworks with my child and not doother work.

I will help during the home visit.

I will help plan activities formy child.

I will try teaching an activitywhen the home visitor is thereto help me.

I will work on activities everyday, with my child and recordhis or her progress on activitysheets.

I will help my child keep trackof all Head Start materials leftwith me and return them to thehome visitor.

I will talk with the home visitorabout how my child is doing onvisits and at home.

Other

334

CLUSTERS

Home Visitor

7 will plan the activities forclusters.

I will set up the classroom,bringing needed materials.

I will present group activitiessuch as singing, games, crafts,storytime, acting out stories,field trips, etc.

I will help in teaching the childto learn, to get along with others,share, and take turns.

I will help the child learn touse good table manners.

I will allow time for activitiesthat the child chooses to do.

I will help the parent planactivities for the clusters.

I will use ideas the parent dis-cussed with me for the clusters.

I will get materials the parentneeds for the cluster.

I will let the parent teachactivities at the clusters.

Other

CLUSTERS

Parent

My child and I will come tocluster each and every time.

I will volunteer in the class

room days a year.

I will give ideas for clusters.

I will get materials readywith home visitor's help forthe cluster.

I will go on field trips.

Other

Parent's Signature

Home Visitor's Signature

Review Comments:

335


Stalin Attendance Recorder

Date

DATE

,

HOMEVISITOR

FAMILY PROBLEM ALTERNATIVE SOLUTIONSCHOSEN ONE FOLLOW-UP

.

33 37

CHILD'S NAME

BIRTHDATE

SCHOOL

REPORTER

EARLY CHILDHOOD PROGRESS REPORT

PARENT'S NAME

ADDRESS

PHONE NUMBER

POSITION

I. PROGRESS REPORT: CHILD CAN UPON REQUEST, EASILY PERFORM THE

FOLLOWING ACTIVITIES:

A. COGNITIVE SKILLS:

B. MOTOR SKILLS:

C. LANGUAGE SKILLS:

D. SOCIALIZATION SKILLS:

E. SELF-HELP SKILLS:

II. EMERGING SKILLS: THE NEXT ACTIVITIES THE CHILD SHOULD BE ABLE

TO LEARN ARE:

A. COGNITIVE SKILLS:

B. MOTOR SKILLS:

CI LANGUAGE SKILLS:

D. SOCIALIZATION SKILLS:.

E. SELF-HELP SKILLS:

III, PROGRAM FINDINGS: How DOES THE CHILD LEARN BEST?

Al AREAS OF STRENGTH

B. AREAS OF REEDS

CI MEANINGFUL REINFORCEMENT

IV, PROGRAM RECOMMENDATIONS:

V, SUGGESTED PARENT INVOLVEMENT:

339

PORTAGE PROJECT

HC'E START TRAINING CENTER

COMPONENT CALENDAR

MONTH: THEME

RESPONSIBLE STAFF***************************************************************************

2,

3.

5,

MATERIALS

340

PORTAGE PROJECTWEEKLY SCHEDULE

NAME :

HOME PHONE :

WEEK OF: IIIIMIII.MIN

TIME

MONDAY

PLACE PHONE TIME

...........................1.01

TUESDAY

PLJV,... PHONE

WEDNESDAY

TIME PLACE PHONE TIME

THURSDAY

PLACE PHONE

TIME

FRIDAY

PLACE PHONE TIME

311

MONDAY

PLACE PHONE

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