Consultation Project Portfolio Final

COMMUNI CATI ON SCI ENCES AND DI SORDERS AND SPECI AL EDUCATI ON
CONSULTATION PROJECT FALL 2013

Simone DeVore Ph.D Giuliana Miolo, Ph.D. CCC-S
Winther 3048 Roseman 1022
Tel: (262) 472-5808 Tel: (262) 472-1485
E-Mail: [email protected] E-Mail: [email protected]

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Group 01 - Ally Zimmerman, Megan Brey, Amber Rodriguez, & Becky Tollefson

Introduction
This semester we completed a consultation project in a series of stages to support a preschool-
aged student at the Waisman Children Center in Madison, WI. Our student, Patrick, is a four-year old
boy who struggled to communicate with others in the classroom. Patrick has an IEP due to his
premature birth and language delay. We began the consultation process by completing a routines-
based interview with our cooperating teacher where we determined our functional goal, Patrick will
use 4-6 word phrases to greet, make requests, and/or invite a peer to play at least 2 times a day, 2 days
a week for 4 weeks, because of Patricks decreased ability to initiate social interactions with others,
especially his peers. Next, we planned and implemented strategies to help Patrick reach his goal within
his classroom-learning environment with the help of the programs Speech-Language Pathologist.
Through observations completed by our cooperating teacher we were able to track Patricks progress.
By the end of the four weeks, it was evident that Patrick had made significant gains in initiating
conversational interactions with his peers and had met his goal.
The following documents are included as evidence to our semester long consultation experience:
1) Case Study Overview
2) RBI Interview Form
3) RBI Reflection
4) Planning Worksheet
5) Activity/Strategy Matrix
6) Goal Assessment Scale

Tel: (262) 472-5808 Tel: (262) 472-1485

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CASE STUDY OVERVIEW
Team: Team 01 Consultee: Amber Rodriguez
Consultant/s: Becky Tollefson, Ally Zimmerman, Megan Brey
Childs
Name:
*Patrick* Age: 4
(Pseudonym only)
PROGRAM OVERVIEW
Type of setting child participates in:

4-K Inclusive Preschool Classroom
Program philosophy or mission:

The goal of the WECP is to provide a supportive and enriching environment that will foster each childs social-
emotional, cognitive, language and physical development.

Location of the program and community demographics:

The program is in Madison, WI, an urban setting, that is located on the UW-Madison campus.

Program curriculum:

Play-based, newly developed curriculum- not published yet.

Assessment used for evaluating program quality (e.g. ECERS, ELCO):

Learning, changing, growing.
Assessments used for monitoring childrens progress (curriculum-based assessment,
screening tools, etc.):

Ages and Stages
Number and roles of adults working in the classroom on a typical day:

3 teachers- share the role of lead teacher

Number and age range of the children in the classroom:

18 students ages 4-5 years old.

Tel: (262) 472-5808 Tel: (262) 472-1485

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Classroom schedule (times, activities routines):

Arrival, circle time, snack, small groups/open play, gross motor/outdoor play, lunch, nap, snack, open play
outside.

Languages that are spoken among children and families:

English in the classroom, some students speak Japanese and Russian.
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CHILD OVERVIEW
Days of the week child attends program:

All weekdays (Monday Friday)
Childs Overall Health (based on daily observations and RBI):

Patrick is in good health. No health issues were noted or observed.
Social relationships and Interaction skills (based on daily observations and RBI):

He has a delay in social interactions with peers. He tends to play by himself and only initiates conversation with adults.
Independence (based on daily observations and RBI)

Patrick is very independent. For example, he will not let someone else help him put his coat on. He wants to do it all
by himself.
Engagement in Routines and Activities (based on daily observations and RBI)

At times, Patrick has trouble attending to the activity. He sometimes stares off into space during activities. During
discovery time he does not stay at a center for more than 5 minutes. He often wanders around the room.

Areas of Concern (from Planning Worksheet):

Patrick can communicate with others. Sometimes his speech gets a little jumbled up and it is difficult to understand
him. When social engagements present themselves he prefers to talk to adults rather than his peers. If a peer
approaches him he will interact, but he does not initiate the interactions.

Consultation Project Portfolio
Group 01
Ally Zimmerman, Megan Brey, Amber Rodriguez, & Becky Tollefson

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FUNCTIONAL INTERVENTION PLAN EVALUATION
Functional Goal/s:

Patrick will use 4-6 word phrases to greet, make requests, and/or invite a peer to play at least two times a day,
two days a week.

Strategies:

Embedded learning opportunities (ELO) in two of the routines during the day (i.e., free play and small group
activities)

Indicator:
Number of times Patrick initiates communication with a peer.

Scale Progress Level Descriptive Data
4 Much more than
expected outcome
Patrick will use 4-6 word phrases to greet, make requests, and/or invite a peer to
play at least three times a day, three days a week, for 4 weeks.
3 More than expected
outcome
play at least three times a day, two days a week, for 4 weeks.
2 Expected outcome Patrick will use 4-6 word phrases to greet, make requests, and/or invite a peer to
play at least two times a day, two days a week, for 4 weeks.
1 Less than expected
outcome
play at least two times a day, one day a week, for 4 weeks.
0 Baseline performance Patrick will use 4-6 word phrases to greet, make requests, and/or invite a teacher
to play at least two times a day, one day a week, for 4 weeks.
Group 01

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Based on your data, was/were the goal/s achieved?

Based on the data, Patrick met his goal of using 4-6 word phrases to greet, make requests, and/or invite a
peer to play at least three times a day, two days a week.

If not, what factors influenced the child outcomes?

Not applicable.
Were there any unanticipated outcomes?

He was very quick in responding to the intervention plan and in meeting his goal. This was partly due to the
added support of having the SLP at the preschool also using ELOs to increase Patricks conversational
initiations with peers.

Was the collaborative consultation process an effective way of developing and implementing the functional intervention
plan?

In this case, yes the collaborative consultation process was an effective way for implementing Patricks
functional intervention plan. We were able to not only collaborate with one another (i.e., consultee and
consultants), but also with the teachers and SLP at the preschool to implement our intervention plan.

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Data Point
Goal Attainment Scale
Goal 1
Group 01

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RBI Report Form
Routines-Based Interview
R. A. McWilliam, 2003
Revised January 2006
Vanderbilt Center for Child Development
Directions:
This form is designed to be used to report the findings from the McWilliam model of conducting a
routines-based interview. A second person (e.g., someone assisting the lead interviewer) can use the
form to summarize the discussion during the interview, or it can be filled out at the end of the interview.
For each routine, include questions that help to gather information about the childs engagement,
independence, and social relationships.
1. For each routine, write a short phrase defining the routine (e.g., waking up, breakfast, hanging
out, circle, snack, centers).
2. Write brief descriptions about the childs engagement in the Engagement box (e.g., Participates
with breakfast routine, banging spoon on the high chair or Pays attention to the teacher; names
songs when asked; often leaves circle before it has ended).
3. If the interview revealed no information about one of the three domains, circle No information
in that domain for that routine.
4. Write brief descriptions about the childs independence in the Independence box (e.g., Feeds
herself with a spoon; drinks from a cup but spills a lot or Sings all the songs with the group, but
needs prompting to speak loudly enough)
5. Write brief descriptions about the childs communication and social competence in the Social
Relationships box (e.g., Looks parent in the eye when pointing to things in the kitchen or Pays
attention to the teacher at circle but cant stand touching other children).
Childs Name Patrick
Date of birth 2009
Who is being interviewed Amber Rodriquez
Interviewer Becky Tollefson, Megan Brey, Allison Zimmerman
Date of interview 10/10/2013
What are your main
concerns?
Patricks level of interaction with other children, particularly very
verbally. Patrick is also very distractible, so his ability to stay on task.

Group 01

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Routine: Arrival/Free Play/Morning Snack
Questions: (1) How is this time period going for Patrick? (2) What about independence during this time? /How do
you feel his level of independence is in terms of choosing an activity and participating in the morning routine? (3)
Is there anything in terms of his communication that we should be aware of with teachers or other students? (4)
Generally is his speech intelligible? (5) How would you rate your satisfaction with Patrick in this routine?
Engagement Patrick uses materials appropriately and respectfully. He is easily distractible, and changes
activities every five minutes or less. Patrick engages in some cooperative play, but does not
verbally engage with peers often.
Independence At arrival, Patrick needs some help with taking his coat off, but can do everything else
independently. Patrick attempts to complete tasks on his own before asking a teacher for
help. He is not afraid to ask for help.
Social Relationships He keeps to himself during free play. He would rather engage and play with teachers than
his peers. There is limited verbal social interaction.
Home: Satisfaction with routine (CIRCLE ONE)
N/A
Classroom: Fit of routine and child (CIRCLE ONE)
1. Poor goodness of fit
2.
3. Average goodness of fit
4.
5. Excellent goodness of fit
Domains addressed (BOLD ALL THAT APPLY):
Physical; Cognitive; Communication; Social or emotional; Adaptive
Routine: Circle time
Questions: (1) What happens during this routine? (2) Once the class is gathered, how does the routine go for
Patrick? (3) Does he engage appropriately during this routine? (4) In terms of his social interactions is it similar
or different to his morning routine? (5) Do certain situations or activities impact his interactions with others? (6)
How would you rate your satisfaction with Patrick during this routine?
Engagement Patricks engagement at circle time varies with his interest in the subject. He usually sits
respectfully and listens. He raises his hand and waits to be called on. He can be
distractible.
Independence Patrick independently cleans up to transition to circle time, and finds his designated spot.
Patrick sometimes needs to be redirected.
Group 01

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Social Relationships He interacts appropriately during this time. It is more of a student/teacher time of
interaction, and Patrick doesnt struggle with this.
N/A
2.
4.

Routine: Small Group Activities/Play
Questions: (1) What goes on during this routine? (2) How many times would you say he needs to be re-directed
during this routine? (3) Is there always an OT with him during this routine?/ Is this routine specially structured
for Patricks intervention? (4) How would you say he interacts with other students at this time? (5) How would
you rate his success during this routine?
Engagement Patrick begins small group time engaged, and then tends to become distracted. Often
needs redirecting.
Independence Patrick has a staff member with him during this time, facilitating his interactions and
helping him to stay on task.
Social Relationships He typically will not interact with other children. He has trouble initiating interactions, but
he will answer if someone asks him something.
N/A
2.
4.
Routine: Outdoor/Gross Motor Time
Group 01

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Questions: (1) How is his engagement during your outdoor time? (2) What does he do during this routine? (3)
Was he engaging with friends? (4) What about his independence during the transition between this routine and
the previous one? (5) How would you rate your satisfaction with Patrick during this activity?
Engagement Patricks engagement outside varies greatly depending on the day. He sometimes observes
other children or wanders around the playground by himself. He recently joined a game of
tag with some peers, which was surprising for Amber to see.
Independence Patrick independently prepares for outside time with the exception of getting his jacket
zipped up. He knows when and where to line up and does so appropriately. Occasionally
towards the end of outdoor time, Patrick will sit in the spot where the class lines up, waiting
to go inside.
Social Relationships This is a time for interacting with others Usually Patrick will not interact with other
students. He will communicate with the teachers, but rarely engages with his peers.
N/A
2.
4.

Routine: Music Class
Questions: (1) How does Patrick interact during this routine? (2) Are there any other concerns at this time?
Engagement Patricks level of engagement varies greatly depending on the day. Some days he simply
observes, while others he will sing, dance, and participate with hand motions.
Independence Patrick understands the routine, and follows it well independently.
Social Relationships He excels in this portion of the routine because it only involves interaction with the teacher
and not other students.
Home: Satisfaction with routine (CIRCLE ONE) Classroom: Fit of routine and child (CIRCLE ONE)
Group 01

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N/A 2.
4.
Routine: Sharing Time
Questions: (1) Sharing time is during this same time slot on some days? (2) What happens during this routine? (3)
How does Patrick interact during this routine? (4) What is your rating of satisfaction for this time?
Engagement Patrick has only been an audience member for Share Box this year, and has sat and
listened attentively to his peers.
Independence Similar independence as rest of day.
Social Relationships He listens attentively to his peers during this time.
N/A
2.
4.

Group 01

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Routine: Lunchtime
Questions: (1) How is Patricks independence during this time? (2) What about engagement during this time? (3)
How would you rate your satisfaction during this routine?
Engagement Patrick usually eats his whole lunch. He engages with adults or group as a whole if he needs
help.
Independence Patrick independently opens his lunch and pours his beverage. He seldom needs reminders
to clean up.
Social Relationships He sits and eats. He keeps to himself and only involves in interaction with his peers if they
begin an interaction with him first.
N/A
2.
4.
Physical ; Cognitive; Communication; Social or emotional; Adaptive
Routine: PM Snack/Open Play/ Dismissal
Questions: (1) How does snack time go during the PM? (2) How does he engage in this snack time? (3) Will he
respond if someone engages with him?/ Does he seem disinterested? (5) What is his engagement like during this
open play time? (6) Would you rate that ending part of his day differently depending on if he sleeps? /How
would you rate this satisfaction? (7) So hell say goodbye to teachers; Does he say goodbye to friends also? (8) Is
there anything else we should know about Patrick? (9) Do you have any questions for us?

Engagement 1) On days in which Patrick takes a nap, he wakes sleepy and remains crabby for the
afternoon. On these days, his level of engagement is low, and he prefers to be left
alone.
2) On days in which Patrick does not nap, he is more awake in the afternoon and engages
more. He chooses independent activities, or joins groups of peers if encouraged.
Independence Patrick doesnt often eat afternoon snack, but independently goes to the snack area if he
does choose to have one. At dismissal, he independently collects his things to leave.
Group 01

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Social Relationships Either way, nap or not, he will choose to keep to himself, play by himself and do his own
thing. He avoids interacting with other students, and again would rather interact with
adults in the classroom.
N/A
1. Poor goodness of fit On days that Patrick
sleeps
2.
3. Average goodness of fit On days that Patrick
does not sleep
4.
Physical ; Cognitive; Communication; Social or emotional; Adaptive
Outcomes
Before asking the family to select things to work on, review the concerns identified (i.e., starred) on
the previous pages.

Outcome (short, informal version) Priority
Number
Patricks level of interaction with his peers. 1
Patricks ability to stay on task and focused on an activity. 2

Group 01

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RBI REFLECTION
YOUR REFLECTIONS
1. Active listening --- For example, listening with an attentive posture, giving the other an
opportunity to talk, establishing an environment where the other person feels comfortable
speaking, showing interest through body language, attending to the context not just to the
delivery of the message.
Your Reflection:
Throughout the interview all participants held an attentive posture and we felt that we gave the
interviewee an adequate amount of time to respond. In addition, we appeared interested in what
the interviewee was saying and attended to the responses that she provided us with. All the
consultants have their eyes on the interviewee the majority of the time she is speaking and are
actively taking notes in response to the concerns demonstrating active listening.
2. Furthering responses --- For example, giving short but encouraging responses that invite the
speaker to continue, verbally following to assure the speaker that the message is heard,
understood, and important.
Your Reflection:
Overall we felt that we did a good job of giving responses that left the interviewee feeling that she
could elaborate if needed. We felt that we could improve on asking follow-up questions and
clarifying the question we are asking (i.e., in terms of the goodness of fit and what we were
referring to). Additionally, we felt good about the responses we gave to the interviewee to
acknowledge that we were hearing what she had to say. Next time we would want to ask more
questions to probe for more information.
3. Paraphrasing the main idea in the speakers message --- For example, restating and
summarizing what has been said in own words and checking for accuracy in understanding.
Your Reflection:
When opportunities presented themselves we did a good job of summarizing what the
interviewee was telling us about the child with phrases such as So what Im hearing you say is.
However, as the instructors mentioned, next time we would want to summarize at the end of the
interview everything that we had covered.
4. Reflecting feelings back to the speaker--- For example, responding to affect to show empathy
and interest in the speakers emotions related to a message.
Your Reflection:
We felt that we did our best to reflect the feelings the speaker was presenting throughout the
session. This ties in with the previous question as well. The interviewee didnt show many
emotions during the interview, therefore empathy and interest in the speakers emotions was not
necessarily a main aspect in this interview.
5. Questioning --- For example, probing through the use of different types of questions (open
ended and close ended), encouraging speaker to elaborate or expand on a topic
Group 01

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Your Reflection:
Both open and closed ended questions were asked during our RBI interview. We might want to
encourage more elaboration the time next we would conduct an interview, however our
interviewee was fully prepared and gave detailed responses to most of our questions, so in many
situations we did not need to encourage elaboration.
6. Summarizing --- For example, integrating the relevant facts into a succinct statement, obtaining
closure when speaker seems to have said everything s/he has to say, summarizing main points
about shared information
Your Reflection:
As previously mentioned, next time we would want to more explicitly summarize the findings and
results of the interview at the end of the session. This is something that we would definitely
improve on. We got a lot of good information during the interview, but we did not give our
interviewee a summary of what we learned at the end. Our RBI interview ended abruptly, we
need to make sure to cover this area better next time.
PLANNING WORKSHEET
Date: 10/14/ 13 Childs Name: *Patrick*
Classroom Teacher: Amber Rodriguez Consultant/s: Megan, Ally and Becky
Cooperating Teacher: Deb Erickson Location: Waisman Center, Madison, WI

CHILDS STRENGTHS
Based on the information you have gathered thus far, what are the
childs strengths?
What caregiver strategies and/or environmental factors support the childs
strengths?
Very independent in all tasks he completes
Usually engaged in what activity the class is working on
Communicates with adults often throughout the day
Engage in social and verbal interactions with him to get him
talking
Ask him which areas hed like to play in and invite him to play
with other students
AREA OF CONCERN
AREA OF CONCERN: What is a major area of concern? Does it relate to the childs engagement, social relationships and/or independence?
Patrick can communicate with others. Sometimes his speech gets a little jumbled up and it is difficult to understand him. When social
engagements present themselves he prefers to talk to adults rather than his peers. If a peer approaches him he will interact, but he does
not initiate.
CONTEXTS OR ROUTINES: In what routines or contexts is the area of concern most
apparent? What factors are limiting the childs engagement, social relationships,
independence?
CURRENT SUPPORTS: What strategies are currently being implemented by the childs
ECEC providers to address this area of concern? Are these strategies effective?
Free play and lunch: he will often play parallel to other
students;
if it is cooperative play, there isnt much verbal interaction.
At lunch he communicates with the teachers, but mostly just
quietly eats.

His OT will have him go around the room and ask a friend to
play a game with them.
While doing an activity, if he asks the teacher about a peer,
they will tell him to ask that peer
PLANNING WORKSHEET
Date: 10/14/ 13 Childs Name: *Patrick*
Classroom Teacher: Amber Rodriguez Consultant/s: Megan, Ally and Becky
Cooperating Teacher: Deb Erickson Location: Waisman Center, Madison, WI

OUTCOMES: What changes do you want to see in the childs
behavior and/or skills related to this area of concern? What
should the child be able to do? Does it address
engagement, independence or social relationships?

CONTEXTS OR ROUTINES: In what contexts or routines
should these changes occur? When/where will you observe
the child do this?

INTENSITY AND FREQUENCY: At what intensity and how often
do you want to see these new behaviors or skills? How
often, in how many routines, with how many people, in how
many places, or over what period of time would you need to
see the skill to be convinced that it is acquired?
We would like to see Patrick initiate a conversation
with a peer
Make requests to peers and adults
Invite peers to play with him
Anytime in the classroom
-Discovery Time
-Lunch
-Music
-Gym
-Outside on the playground
We would like to see him do this at least 2 times a
day, 2 days a week for 4 weeks.
As many people as possible would be great, but even
just one peer would be helpful.
FUNCTIONAL GOAL:

PATRICK WILL USE 4-6 WORD PHRASES TO GREET, MAKE REQUESTS, AND/OR INVITE A PEER TO PLAY AT LEAST 2 TIMES A DAY, 2 DAYS A WEEK FOR 4 WEEKS.
Is the goal meaningful (to the family and caregivers)? YES
Is the goal strength-based and focused on real life situations? YES
Can the goal be practiced by multiple people, at multiple times of the day, during normal routines and activities? YES
Are the action words in the goal observable and measurable? YES
Can everyone understand what is expected (no jargon)? YES
Will everyone know when the skill is acquired? YES

Activity/Strategy Matrix

Childs Name: Patrick Team Members: Amber Rodriguez, Megan Brey, Becky Tollefson, Ally Zimmerman
Childs Date of Birth: 08/11/2009 Date (of matrix completion): Fall 2013
Functional Goals:
(G1) Patrick will use 4-6 word phrases to greet, make requests, and/or invite a peer to play at least two times a day, two days a week.

Activity What will you do? What will you say? What will child do? Consequence
Free Play ELO- Redirect attention from
adults to peers and ask
Patrick to ask a peer to play
Patrick, why dont you ask a
friend to play with you?
Ask a peer to play in a station. Peer will go play with Patrick.
Small
Group
ELO- Redirect Patrick so he
will communicate with peers
by asking for materials,
praising work, or having a
conversation with a peer
instead of an adult.
Patrick, why dont you ask a
friend for the materials or tell a
friend, Good Job.
Patrick will talk with his peers. Peers will communicate with
Patrick.
Group 01
Ally Zimmerman, Megan Brey, Amber Rodriguez, & Rebecca Tollefson

Routine/Activity
Date
Free Play Small Group Function
(greet, comment,
question )
#Beh/
#Opp
GAS
10/22/13 Patrick grabbed a book and asked a
teacher to read it to him.
Teacher asked Patrick what emotion he
wanted on his pumpkin and Patrick said, The
happy face.
Comment 0/2
10/24/13 Patrick asked a teacher to help him build a
tower out of blocks.
Patrick asked a peer to play a game with him
and some other students at a table because a
teacher asked him to.
Request

2/3 1
10/29/13 Patrick repeated a students and my words
while reading a story.
Patrick communicated with other children
while building a block structure.
? 2/3
10/31/13 A teacher asked Patrick to stop climbing on a
gym structure and he screamed no at her.
Patrick repeated my words as we played a
game of bingo.
Comment 0/2 1
11/5/13 A teacher asked Patrick to ask a friend to play.

Patrick raised his hand 6 times and offered a
word that started with B.

Comment 2/2
11/7/13 Patrick told a friend Good Job. Patrick asked me to pass the markers and I
asked him to ask a peer because they were
right in front of her.
Request adult 2/2 2

11/12/13
Patrick asked a peer, How many minutes? Patrick said to a peer, See look I have a big
apple.
Comment 2/2
11/14/13 A peer bumped into Patrick and he told him
he didnt like that.
-Told a teacher, A is for apple.
-Patrick told a peer, You have a green apple
and I have a red apple.
Comment 2/3 2
11/18/13 Patrick told a peer to throw the leaves in the
air.
Patrick told a peer, Good job. Comment 2/2
11/19/13 -Patrick told a teacher he wanted to play with
another peer.
-Patrick asked a peer. Can I use the space
suit?
-Patrick called shapes and colors to peers at a
bingo game
-Patrick told a peer, Lets build a tower with
the Legos.
Comment 3/4
11/21/13 -Patrick asked a peer to play a game because
a teacher asked him to.
-Patrick told a peer, Were going to the
gym!
Patrick told a peer, Look at my bear!

Comment 3/3 3
Group 01
Ally Zimmerman, Megan Brey, Amber Rodriguez, & Rebecca Tollefson

Childs Name: Patrick Team Members: Amber, Megan, Becky, Ally
Childs Date of Birth: 08/11/2009 Date: Fall 2013
Goal: Patrick will use 4-6 word phrases to greet, make requests, and/or invite a peer to play at least three
times a day, two days a week, for 4 weeks.
Indicator:
Number of times Patrick initiates communication with a peer.

Scale Progress Level Descriptive Criteria
4
Much more
than expected
outcome
play at least three times a day, three days a week, for 4 weeks.
3
More than
expected
outcome
play at least three times a day, two days a week, for 4 weeks.
2
Expected
outcome
play at least two times a day, two days a week, for 4 weeks.
1
Less than
expected
outcome
0
Baseline
performance
Patrick will use 4-6 word phrases to greet, make requests, and/or invite a teacher to

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Data Point
Goal Attainment Scale
Goal 1

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COMMUNI CATI ON SCI ENCES AND DI SORDERS AND SPECI AL EDUCATI ON

CONSULTATION PROJECT FALL 2013

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