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Group 3  - 3 Years Old - Communication and Speech Delays

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Group 3  - 3 Years Old - Communication and Speech Delays

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Concern/Immediate Priority #1 (Sat)
- Strengthen Jose's communicative abilities so he can communicate his wants/needs or other ideas with his family
Concern/Immediate Priority #2 (Jennifer)
- Provide support to facilitate peer interactions and social development during play.

Concern/Immediate Priority #3 (Markenya Broughton)
-- My concern would be to provide Jose's family with resources to continue to support him with his speech development.
- Priority would be to continue to with speech and language support.

Concern/ Immediate Priority #4 (Viry)
- Improve Jose's initiation to  play with family and peers by using total communication

Two Early Intervention Service that relate to Concerns/Priorities  (Joniqua Smith)
(include description links/websites for each)
1. https://felton.org/social-services/children-youth-family/fdcs-infant-developmentearly-intervention-program-ggrc/: Provides natural therapy care for children in their environment (home, school, etc) once a week.
~ IFSP goal
~coaching for communication and speech delays
2. https://www.sevenbridgestherapy.com
~Building Vocabulary
~speaking in longer sentences
~Enhancing Grammar Skills
2. Family Support (Sat): https://www.supportforfamilies.org/
- Provide support services for families with children with disabilities
- Opportunities to get more information about services, their child's diagnosis, etc. with the help of an interpreter
3. Communication Board
-SLP would provide support for creating a communication board, however, the following link can give the family an idea of what a communication board can look link in the home (https://www.speechandlanguagekids.com/how-to-make-a-communication-board-out-of-a-cookie-sheet-for-autism-apraxia-and-aphasia/ )
- to aid with effective communication via total communication, signs can be taught to Jose and family in order to add a different mode of communication. The following link introduces the family to 21 signs.

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Group 2 : Emir, 24 months, Autism Support Need and Speech Delay.

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Group 2 : Emir, 24 months, Autism Support Need and Speech Delay.

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Concern/Immediate Priority #1 (Emily)
Interacting and playing with others (peers at school & family) including making eye contact, smiling, and back and forth interactions.
Concern/Immediate Priority #2 (Kate)
Addressing sensory aversions to food preventing Emir from eating at school and resulting concern about nutrition
Concern/Immediate Priority #3 (Hadas)
Separation from mom in the mornings at daycare. Making it easier for both Emir and his mom to start their day, and for Emir to feel less anxious at daycare.

Two Early Intervention Service that relate to Concerns/Priorities (include description links/websites for each)
1. Speech and language therapist. https://www.youtube.com/watch?v=R-W-AmbdkIU. is it speech delay or Autism?--Merced.
2. Play therapist- Play therapy can improve social and emotional skills and help expand the ways they play with toys and relate to other people during play.
https://www.sfbayplaytherapy.com/play-therapy.html

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Group 4  24 Month, Diagnosed with ASD and SPD 

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Group 4  24 Month, Diagnosed with ASD and SPD 

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Concern/Immediate Priority #1 (Brian)
Increase the variety and consistencies of foods that Ethan eats.
Concern/Immediate Priority #2 (Norma)
-Address tantrums and introduce strategies to help reduce crying/yelling/hitting.
Concern/Immediate Priority #3 (Genesis)
To increase communication so Ethan can request his needs and wants
Two Early Intervention Service that relates to Concerns/Priorities (Rajpal)
(include description links/websites for each)
1. Occupational Therapy  (https://otplan.com/strategies-to-improve-feeding-at-home/) (Rajpal)
Included and follow the following strategies;

Activities to “touch” new foods

Activities to “smell” new foods

Offer the child at least one preferred food item at every meal and/or snack

The number of distractions at mealtimes should be kept to a minimum

Roleplay and demonstrate eating techniques

Discuss the taste, texture, and smell of new foods

2. Speech Therapy - (http://www.wiu.edu/ProviderConnections/pdf/SpeechTechnicalReport.pdf) (Rajpal)
They include basic features of-

following the child's lead,

providing natural consequences,

embedding techniques throughout the child's daily routines and activities,

providing caregiver support/training in multiple settings and contexts (Bricker, Pretti-Frontczak, & McComas, 1998; McWilliam, 1996).

3. Applied behavioral analysis- (https://www.autismspeaks.org/directory) (Ariane)
This directory provides a list of ABA providers in your area. I would also suggest that a parent reach out to their child's doctor for a referral.
ABA Therapy Addresses:

Increase language and communication skills

Improve attention, focus, social skills, memory, and academics

Decrease problem behaviors

4. Additional Link/Website - (https://harkla.co/blogs/special-needs/autism-tantrums-meltdown-strategies) (Norma)

Includes strategies for calming autistic tantrums and meltdowns:

Differences between tantrums and meltdowns for children with autism.

Three-fold approach: recognizing the motivation or purpose of the tantrum behavior, reinforcing positive behavior, and building the skills.

5. Additional Link/Website- (https://www.spdstar.org/basic/home-activities) (Ariane)

This resource provides education to parents about the sensory processing diagnosis

This website teaches parents how to incorporate sensory input into daily activities

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Group 5  (20 Months Old - Global Developmental Delay & Autism Support Needs)

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Group 5  (20 Months Old - Global Developmental Delay & Autism Support Needs)

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Concern/Immediate Priority #1 (Nami)
Family would like Alex to be able to use toys properly by increasing his fine and gross motor skills, such as holding smaller objects.
Concern/Immediate Priority #2 (Ariana P)
Family would like to help Alex be more independent by feeding himself.
Concern/Immediate Priority #3 (Megan)
Family is concerned about Alex's communication development and would like him to be able to communicate choices. This could be during mealtime, during play time or during book reading, as this would increase his participation in these routine parts of his day.

Two Early Intervention Service that relate to Concerns/Priorities (include description links/websites for each)
1. https://www.supportforfamilies.org/support: Support for families of children with disabilities: parent-child support groups to support expressive language development and social/ play skills. (Eliza)
2. https://yourkidstable.com/feeding-therapy/ - OT for feeding (Eliza)
3. https://agesandstages.com/free-resources/ - Developmental stages, parent friendly (Ariana P)
4. http://www.playwrite.org/occupational-therapy-services.html - Occupational therapy support group that offers consultations + Parent/Teacher In-Service Training (Joshua S)

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Group 6  (24 months; global developmental delays)

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Group 6  (24 months; global developmental delays)

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Concern/Immediate Priority #1 (Stacey):
Adaptive: Feeding
The family would love for Mateo to independently spoon feed himself. Also, the family hopes Mateo will be more open to eating a larger variety of foods (of varying textures and temperatures).

Concern/Immediate Priority #2
Communication: Speech
Mateo will use words or short phrases to express his needs and thoughts.

Communication: Speech ( Ariana R. )
The family would like support in understanding and communicating expressive and receptive language. One focus towards expressive language will be the attempt to introduce Mateo to one step instructions (go, stop, clap hands, wave, etc.)

Concern/Immediate Priority #3
Social Emotional: Transitioning
(Mei) We would love to help family to transition Mateo between different routines/activities throughout the day (especially tansitioning to nighttime sleep!)
- reduce undesired behaviors between transitions (tantrums etc.)
- follow adults' directions during transition

Two Early Intervention Service that relate to Concerns/Priorities (include description links/websites for each)
1. https://yourkidstable.com/feeding-therapy/. Occupational Therapy: Mateo will independently spoon feed himself.
2. https://kidshealth.org/en/parents/not-talk.html. Speech: when presented with a toy, Mateo will sign or speak a meaningful 1 to 2 word response when prompted. "Ball" "Train"
3. https://abilitypath.org/ - Fun with Foods class led by an Occupational therapist. Addresses feeding & sensory needs. Also may target Mateo's transition and speech goal!
4. https://katzspeech.com/ - Jennifer Katz Inc. specializes in speech, language, and feeding therapy in San Francisco. They have a contract with the Golden Gate Regional Center to administer services for children under 3 years of age. (Sophia)

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Concern/Immediate Priority #1: Julianne
Work on strengthening his grip and holding small items, like his toothbrush, with his fingers instead of his fists to help with the development of his daily routines as well as his fine motor skills.

Concern/Immediate Priority #2: Charlie
Family would like Johnny to express his wants, needs, and feelings to them using conventional forms of communication and language such as symbols or signs.

Concern/Immediate Priority #3: Mitchell
The family would like to work on self-regulation skills so that transitions from one activity to another and play with peers poses less of a challenge for Johnny.

Two Early Intervention Service that relate to Concerns/Priorities (include description links/websites for each): Clare
1. http://tulipstherapy.com -- Speech therapy services offered at this organization cover a range of needs, including Johnny's expressive communication needs.
2. https://www.littlehandsot.com/services/ -- Occupational therapy services offered here would address Johnny's fine motor needs.

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1. Review the developmental strengths and challenges that the family you are partnering with for the IFSP Project may be observing within the ENGAGE activity that you completed earlier this week.

2. Find your group number's sticky note (same group number as on the class agenda) for MEANING MAKING.

3. With the developmental strengths/challenges in mind, consider what concerns or immediate priorities that that family may have for their child and/or family. Write down 3 of these in your group's sticky note (write in short phrases/sentences) .

4. With these concerns in mind, come up with at least 2 early Intervention services that your group would recommend to the family. You can also include a family resource that you could connect them to if it would help address their concerns or immediate priorities. Be specific as possible, including a description and website link. These may be include support groups, inclusive child/family activities, therapy options, recreational activities suited to this family, and more.

Support for Families of Children with Disabilities is a wonderful resource to get you started on this research.

Note: Group members should split this up! So each member takes one or two parts of this MEANING MAKING assignment. Write your name after the strength/challenge that you have contributed.

5. When able, come back to this Padlet as it ideally will be a source of support as your group write a family outcome and determines what type of services/supports to include in the IFSP.

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Group 1 (18 months old - Mixed Expressive/Receptive Language Delay & Autism Support Needs)

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Group 1 (18 months old - Mixed Expressive/Receptive Language Delay & Autism Support Needs)

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Concern/Immediate Priority #1 (Alina)
Reducing his challenging behaviors (tantrums, hitting, biting)
Concern/Immediate Priority #2 (Sara)
Limited parallel play
Concern/Immediate Priority #3 (Tamao)
Reducing struggle around self-care activities; the family learn techniques to support Jack his sensitivity to touching.

Two Early Intervention Service that relate to Concerns/Priorities (Sara) (include description links/websites for each)
1. Implement PECS to see if it will support his challenging behaviors, https://nationalautismresources.com/the-picture-exchange-communication-system-pecs/
2. See if Jack qualifies for developmental play group to support social and emotional development
http://www.first5coco.org/funded-programs/child-development/screening-playgroups/
(Da'Keisha) Creating a schedule to reduce challenging behaviors during transitions.
https://www.naeyc.org/resources/pubs/yc/sep2018/reducing-challenging-behaviors-during-transitions

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--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------MEANING MAKING WEEK 13-------------------------------------------------------------------------------------------------------------------------------------------------------------

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Group 3: 3 Years Old - Communication and Speech Delays

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Group 3: 3 Years Old - Communication and Speech Delays

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Gross/Fine Motor:(Markenya)
Strength- Expressing wants, needs, ideas, by pointing at things to express his needs.
Challenge- Gets easily frustrated and distracted when he tries to pronounce words and interact with his peers.
Receptive/Expressive Communication: (Sat)
Strength- Understands speech in English and Spanish, motivated to communicate with others
Challenge- Limited verbal speech and difficulty with repeating sounds; communicating with others is a challenge/frustrating for him and often his family does not understand him; has a stutter
Cognitive Skills (Viry)
Strength- Jose enjoys reading with his parents/teachers. During reading, Jose shows joint attention and points at images in the book.
Challenge- Jose has a difficult time engaging in activities with his peers. He does not show interest and is unaware of how to interact with peers during group activities. Needs to be prompted to think about those around him.
Social/Emotional: (Jennifer)
Strength- Seeks interactions with peers and family; social engages.
Challenge- Difficulty expressing self (states of being, maintaining interactions) due to speech concerns
Adaptive/ Self Help (Joniqua Smith )
Strength- communicating and adapting with peers and building relationships through play. Limiting his stuttering and trying to replace it with actual words.
Challenge- trying to pronounce words to build relationships with children/adults, but his stuttering problem makes it difficult.

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Group 5: 20 Months Old - Global Developmental Delay & Autism Support Needs

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Group 5: 20 Months Old - Global Developmental Delay & Autism Support Needs

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Gross/Fine Motor: (Nami)
Strength- bangs toys together, walks in the neighborhood block
Challenge- Doesn't feed self or pick up toys or engage with materials using fine motor skills, Doesn't run, Does not feed self
Receptive/Expressive Communication (Eliza)
Strength- vocalizes to express a want/need, engages in joint attention, bilingual household environment, interested in print/books, interested in peers and imitates peer models
Challenge- pointing, following directions,  verbal language, turn-taking
Cognitive Skills (Joshua Saldana)
Strength- enjoys reading, listening to music, and eating
Challenge- short joint attention, is encouraged to focus longer on any one task
Social/Emotional (Megan H):
Strength- Alex has begun to imitate peers during circle time when music is playing. Alex seeks physical comfort from family
Challenge- Passive social style. Doesn't initiate or imitate play with peers.
Adaptive/ Self Help (Ariana P)
Strength-Eats pure foods, holds objects in one hand, sits to read

Challenge-Feeding himself, dress himself, initiate toileting.

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Group 1: Jack, 18 months old - Mixed Expressive/Receptive Language Delay & Autism Support Needs

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Group 1: Jack, 18 months old - Mixed Expressive/Receptive Language Delay & Autism Support Needs

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Gross/Fine Motor (Tamao):
Strength- Jack has a good gross and fine motor skills. He likes running around and jumping in a playground. He is cautious about climbing and slides, but once he tries with encouragement and support from a familiar adult, he can enjoy them a lot. He likes puzzles and coloring; He can pick a puzzle piece by holding on a nob and put it down on the board.  He can also scribble with a fat crayon.
Challenge- When Jack is focused in an activity, he has a hard time to transition to another activity.  For example, he protests and runs away from his parents at the park when it's time to go home.
Receptive/Expressive Communication: (Lesley)
Strength- Jack's receptive language is stronger than his expressive language. He understands simple one-step commands, such as "sit down here", when provided with repetitions and gestural cues. He also understands common words and objects. Communicates by vocalizing and gesturing.
Challenge- Currently responds to his name about 70% of the time. Nonverbal and his vocalizations are idiosyncratic unless he is protesting.
Cognitive Skills (Sara)
Strength- Jack is persistent and focused when playing in highly motivating situations. He is curious of the world around him when playing outside.
Challenge- Only engaged in selective activities, not showing observed interest in pretend play or expressing imaginary play
Social/Emotional: (Alina)
Strength - Parents have described him as an active boy who enjoys exploring and is very persistent in activities. Jack's parents have noted that he enjoys playing 'peek a boo' with his older siblings. Additionally, the family has a strong support system from their extended family members.
Challenge - Jack does not engage in peer play with his siblings and his parents struggle with transitioning from one activity to the next throughout their day due to his challenging behaviors (tantrums, biting, hitting)
Adaptive/ Self Help: (Da'Keisha)
Strength-Jack’s skills can be described as good as he can independently finger feed himself, drink from a straw with minimum spill, and assists with dressing by pushing arm through sleeves.

Challenge- Jack does not like to take baths or to brush his teeth, often refuses by crying or having a tantrum.

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Group 6: (24 Months Old and Global Developmental Delays)

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Group 6: (24 Months Old and Global Developmental Delays)

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Gross/Fine Motor: Mei :)
Strength- will explore and run around the house! Will climb on couches at home and play structures in parks.
Challenge- can hold utensils/ crayons with a fist grip but will not hold with fingers and thumbs; can point with index finger (a curvy pointing instead of a straight pointing);  has a hard time picking up small items such as cereals or crackers
Receptive/Expressive Communication (Stacey Lee)
Strength- Will make his wants and needs known (via pointing, looking, vocalizing), will maintain focus on activities he really enjoys
Challenge- does not say many words, quiet, prefers playing along
Cognitive Skills ( Ariana Romero)
Strength-Plays simple make-believe games.  He loves to explore the house and play cars when he plays with his brother.

Challenge- He does not seem interested in sorting shapes and animals on puzzle boards. He relies on his brother to help him put the puzzle board together, with no attempt to solve the puzzle board at all.

Social/Emotional: (Sophia Suazo)
Strength- Shows interest in interacting with members of the family and is very affectionate (often gives cuddles, squeezes, and hugs); plays well with older brother
Challenge - does not show interest in engaging other children when out in the park
Adaptive/ Self Help (James Donaher)
Strength- He enjoy his favorite foods those foods can be used to motivate and reward him.
Challenge- Besides that Mateo does not like change. He does not have the strength or dexterity to feed himself.
How to Teach Your Baby to Feed Themselves

Watch (1:28)

Uploaded by: Howcast, Sep 29, 2010

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Gross/Fine Motor: Julianne
Strength- Can walk and run around the house and at the park.
Challenge- He has a weak fist grip on small items such as his toothbrush or utensils and struggles with turning the pages of a book.
Receptive/Expressive Communication: Clare
Strength- Understands most one-steps instructions presented in context (receptive communication). Points to request desired items (expressive communication).
Challenge- Produces vocalizations but is not yet imitating the vocalizations of others, and aside from pointing does not have a functional system of getting his needs met (expressive communication)
Cognitive Skills: Mitchell
Strength- Attends much better by looking at relevant objects in activities with adults, groups cars and blocks by color on his own, independently successful with age appropriate puzzles
Challenge- initiating joint attention with adults and peers, parallel play skills (interest in the activities of peers)
Social/Emotional: Charlie
Strength- Independent play skills are similar to that of typical children with a keen interest in Marvel superheroes and sensory activities such as building blocks and swings.
Challenge- Limited expressive language affects his ability to express his wants and needs and develop social closeness that it impacts his emotional regulation skills
Adaptive/ Self Help: Mitchell
Strength- Can independently locate his toys, clothes, and items for daily routines
Challenge- responding to his name, communicating wants and needs (will sometimes scream when unable to communicate wants/needs)

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Group 4: 24 Months - ASD, Communication Delay & Sensory Processing Needs 

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Group 4: 24 Months - ASD, Communication Delay & Sensory Processing Needs 

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Gross/Fine Motor (Ariane):
Strength-
Fine motor- claps hands, attempts wooden puzzles, and utilizes an iPad
Challenge-
Fine motor- He's not yet using utensils or fingers to feed himself
Receptive/Expressive Communication (Brian):
Strength- Points and gestures to desired objects, understands simple one-step directions
Challenge- Currently nonverbal, struggles with multi-step directions
Cognitive Skills (Norma):
Strength-Visual skills. Ethan tends to focus on detail, he does great when he has presented information visually and he is also good at visual search tasks.
Challenge- Toilet training. Ethan is two years old and he has developed the gross motor ability to walk but struggles to follow instructions when he is manually guided to complete the toilet training task.
Social/Emotional(Genesis):
Strength- Enjoys reading books with his sister and enjoys parallel play with peers at his daycare.
Challenge- has a tantrum because of overstimulation due to this sensory processing disorder and cries/yells when he is being denied to access certain objects.
Adaptive/ Self Help (Rajpal)
Strength-  Brings a familiar object to an adult when asked, Watches, and then tries to help the infant care teacher as she prepares snack.
Challenges- Hits another child who takes a toy. Refuses to let a peer have a turn on the swing.

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Group 2: Emir, 24 months, Autism Support Needs and Speech Delay

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Group 2: Emir, 24 months, Autism Support Needs and Speech Delay

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Gross/Fine Motor (Emily):
Strength- Runs and climbs like other children his age. He walks and runs with ease on the playground both at home and at school.
Challenge- Struggles to utensils during meals and snacks.
Receptive/Expressive Communication (Kate):
Strengths-motivated to communicate with mom, receptive language abilities in English and Arabic, demonstrates interest in toys and animals, vocalizations
Challenges-intentional expressive communication, joint attention, pragmatics
Cognitive Skills: (Merced)
Strength- Emir uses both hands and mouth to explores things around him; he transfers objects from hand to hand.
Challenge- can not hold the toys/items for more than a minute.
Social/Emotional: (Hadas)
Strength- a strong emotional connection to his mom who is his primary caregiver. Loves dogs and loves playing with neighbor's dog.
Challenge- Doesn't make eye contact and rarely smiles, has difficulty playing with his peers, most times would rather play by himself.
Adaptive/ Self Help: (Naomi)
Strength- Rejects foods; feeds self with utensils without assistance; helps with everyday tasks (putting laundry away)
Challenge- Requires supervision in the home as he loves to explore different sensations that sometimes may be harmful

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1.     In Week 12, you tried your hand at creating a child-focused outcome. This week, let's keep brainstorming about other areas of development that could be supported with the child and family you are working with in the IFSP Project.

2. Take a moment to review common developmental milestones for the age of the child your group is focusing on for this project. Two great sites for this include the California Infant Toddler Foundations and the Zero to Three age-based developmental handouts.

3. Think about your child/family that you are using for your IFSP and some strengths/challenges that the family might observe with their child in terms of their age and/or supports needs/disability.

4.. Find your group number's sticky note (same group number as on the class agenda)

5. Fill in the age and support needs/disability/disabilities of the child

6. Fill in one strength and one challenge for each domain (write in short phrases/sentences) Group members should split this up! So each member takes one or two domains. Write your name after the strength/challenge that you have contributed.

7. OPTIONAL: Find one other group and comment on one of their strengths/challenges, ideally in a constructive yet kind manner. (I notice/I wonder statements are always great). The goal of the comments is to learn from them!