WRITING
SOLUTION: CSI 505 CSUG Writing Planning for Support and Intervention Case Study
SOLUTION: CSI 505 CSUG Writing Planning for Support and Intervention Case Study.
MID-TERM EXAM
PLANNING FOR SUPPORT
AND INTERVENTION
CSI -505
MARCIA CHICHESTER – LECTURER
Objectives:
1.
Consolidate what we have learned so far on family
engagement from an ecological perspective
2.
Understand families as systems who influence, and are
influenced by environmental contexts
3.
Understand how children influence, and are influenced by
the family system
4.
Demonstrate ability to plan supports for child & family
using a strengths-based perspective.
5.
Demonstrate understanding of using routines to plan for
intervention.
6.
Be able to collaborate with a classmate to complete a
cohesive presentation
Pre – Tasks:
Working with your team members:
1.
Read and Review this power point for assignment,
instructions, and resources
2.
Read and Review the case study evaluation report
3.
Prepare a summary of your case study
4.
Create an ECOMAP of case study child & family’s
microsystem, mesosystem, and exosystem. Use map to
highlight strengths and weaknesses between connections in
child & family’s microsystem.
5.
Prepare an organized and cohesive presentation for class
using information and evidence provided in the case study,
readings and resources from this course and prior
knowledge/experience, your understandings from this
course, and independent research.
■ It is May and you are a newly hired lead teacher in an early
childhood program. As it is near the end of the school year, you
have been assigned to shadow another special education teacher,
and to attend CPSE (Committee on Preschool Special Education)
meetings for students coming into the program in September. You
have been informed that (case study child) will be one of the students
coming into your class in September. You have been asked to review
his/her information and be prepared to give input at two different
meetings. You do not yet have information on the other students who
will be coming in September. You do know that you will have two
full-time assistant teachers who will be working with you.
ASSIGNMENT SCENARIO
FIRST MEETING FOR CASE STUDY
CHILD & FAMILY
■ The first meeting is a data review meeting with other education
professionals to review all incoming students with special needs. This team
could include:
•
Any individuals from the child’s prior educational placement, and any
individuals who will be a part of child’s learning and development
moving forward.
•
Any educator, therapist or other professional who has worked with the
child and family; (teachers, occupational therapist, physical therapist,
Speech therapist, program directors, administrators, psychologist,
social worker, parent trainer, nurse or other medical professional,
paraprofessionals).
Ecosystem Map
1. Based on Bronfenbrenner’s ecological framework, create an ecomap that
includes child and family’s microsystem, mesosystem, exosystem).
2. How might you use the ecomap to highlight and explain to the other
professionals some factors that need to be considered when planning
supports and interventions for this child and family?
a. Microsystem – Identify those persons, places, or things that directly
impact child’s learning and development
b. Mesosystem – Describe the quality of the relationships between
different parts of the microsystem (i.e. home-school; home-community;
school-community)
c. Exosystem – Identify people, places, and things that indirectly impact
the child’s learning and development (i.e. family stressors, work
stressors, community factors, conflicts between parts of the
microsystem)
SAMPLE ECOSYSTEM MAPS
(FEEL FREE TO MAKE YOUR OWN)
Direct & In-Direct Contexts
ANSWER:
a) What factors in the ecosystem are directly impacting
the child? How?
b) What factors in the ecosystem are being directly
impacted by the child? How?
Definitions:
a)
Direct contexts – Daily routines and interactions with
family, school, peers, and afterschool programs
b) Indirect (distant) contexts – broader social and economic
policies that impact child’s immediate routines and
interactions
Motivation to Learn Defined
Definition:
■ “Motivation is described as a state that energizes, directs and sustains behavior.
Motivation involves goals and requires activity. Goals provide the impetus for and the
direction of action, while action entails effort: persistence in order to sustain an activity for
a long period of time.” Retrieved from: https://study.com/academy/lesson/the-importanceof-motivation-in-an-educational-environment.html
■
Children learn only when they exert effort
■
Ideally children enjoy learning, seek challenging tasks, and are proud of their
accomplishments
■
Teachers, parents, and other caretakers influence children’s achievement-related
beliefs and behaviors
■
Children acquire messages about learning and achievement through interactions with
parents, teachers, and other caretakers
Evidence of Motivation to Learn
Still working with your professional team, identify evidence of Motivation to Learn for
child and for family members in your case study. This should include evidence of
strengths in both child and parent, and evidence of the three “c’s in both child and
parent (competence, control, and connectedness).
ANSWER:
1. What are examples of caregiver(s) motivation to learn/change?
– What are the needs and wants driving this motivation?
2. What is child’s motivation to learn/change?
– In what ways is child demonstrating motivation to learn/change?
3.
What are some barriers to motivation to change/learn that exist for caregiver(s)
and/or for child
Three “C’s”
Perceptions of Competence: Feeling competent contributes to children engaging in academic
work, seek challenges, and persist in face of difficulty
Feelings of Control: Children enjoy academic work more when they feel they are doing it
because they want to, not because they have to. Close monitoring, lack of choice, and external
consequences diminish feelings of control.
Feelings of Connectedness: Children need to feel emotionally respected and connected in
order to enjoy learning,
Planning for Support & Intervention
■ After this meeting, you make plans to go out to the home to meet
with case study child and family.
■ Using this RBI Outline to plan for your visit, respond to the
following:
– Beginning: In addition to the questions listed, what
information in the case study offers guidance on things to
keep in mind at first meeting with child & family? Why?
– Home Routines: Based on case study, what are two
routines you feel are important to gather information
about? Why?
– Time, Worry, & Change Questions: Based on case study,
add one question you would ask in this section. Why?
– Outcome/Goal Selection: Understanding that this will be
a conversation with caregivers, what are three (3)
learning/developmental outcomes/goals you, as an
educator, would like to work on for your case study child?
References
Early intervention Colorado (n.d.). The key elements of family
centered services. Retrieved from:
http://www.whatifcolorado.com/scorm/courseFiles/ServiceCoordin
ation/page684.html
Weiss, H.B., Lopez, E.M., Kreider, H.M., & Chatman-Nelson, C.M.
(2013). Preparing educators to engage families: Case Studies using
an ecological systems framework. Third Edition; Sage Publications,
Los Angeles, CA
Workgroup On Principles and Practices in Natural Environments
(2008). Seven key principles: Looks like/doesn’t look like. Retrieved
from:
file:///C:/Users/Junebug/Documents/CS505/Articles%20for%20CS%
20505/Principles_LooksLike_DoesntLookLike3_11_08.pdf
Case Study – Sam
Sam has been diagnosed at birth with Down’s syndrome; and, later with Attention Deficit
Hyperactivity Disorder (ADHD). His parents are Caucasian, well educated, and middle class. His
mother remains at home and has not sought additional employment. The whole family is very
active in their local church. When Sam was born, his family lived in a state where a variety of
services were offered. Sam and his parents began early intervention services via home visits when
he was 3 months of age. He later “graduated” to center-based services where he attended a
classroom that included some children who had disabilities and others who were developing
“typically.” Sam’s parents were encouraged to be very involved with service providers in setting
goals and planning strategies to optimize Sam’s growth and development. Open heart surgery,
chronic respiratory infections, and rapidly deteriorating vision created the major challenges for the
family during Sam’s early years.
When Sam was 4 years old, his family moved to another state in which early childhood
special education was not available in integrated classroom settings. Sam’s parents became
frustrated with the new system they encountered. The intervention staff did not welcome Sam’s
parents’ proactive participation and Sam’s mother found it necessary to fight for the educational
goals that she and her husband felt were essential for Sam’s optimal development.
Sam’s parents were concerned about his cognitive development and social skills. His
mother’s own research led to an animal alphabet program (Zoo Phonics) in which she taught Sam
a letter in conjunction with an animal. She says the sound of the letter and makes the shape of the
letter by gesturing with her arms. She also introduced video and computer alphabet materials. At
the close of most meals, the family plays a game in which Sam says a word he wants to spell and
his mother or father writes it on Wheat Thins (one of Sam’s favorites!) using cheese from a
pressurized can. Together, they sounded out the words.
Sam’s mother is very proud of Sam’s development, worried about his future, and is
exhausted each night. Sam’s mother talks to his grandmother who lives 1,200 miles away at least
weekly with respect to Sam’s progress and discusses new concerns regarding Sam as they arise.
Sam’s family finds their own markers to guide their interactions with family and community
supports within their religious heritage, as well as with the medical and school community they
encounter on an almost daily basis. They see their role as making Sam “whole” by pushing beyond
the recommendations of the professional community to include a “therapeutic” or “purposeful
learning event” in many of the daily routines of the family. The cracker/cheese wiz example
demonstrates both the creativity and commitment of family members to helping Sam have as
“normal” a set of skills as possible. In doing so, the everyday activities of the family begin to blend
family time with therapy time.
The cultural/religious value the family expresses is “perfectability” by achieving as much as
one can—moving through the stages of developing a skill from rough crude approximations to
mastery. The community value the family expresses is to fit in with other children so that Sam can
be an accepted part of the wide range of activities experienced by his peers. Though there are limits
on what Sam can eventually reach for, he is involved in everyday community activities of his peers
in a very integrated way. Sunday School, sports teams, family and community outings are all places
where the extra effort exhibited by the family results in higher level skills for Sam. Yet at the same
time, the family and extended family stress in keeping these routines going has their own
consequences to family harmony.
For Sam’s parents, the goal for each daily routine is to teach Sam a new skill or to
reinforce one that he had already acquired. In doing so, they expect to affect his developmental
trajectory. Sam’s parents want him to live as close to a “normal life “as he can. For them, this
means that he should be able to hold his own in everyday activities for his age peer group—at
school, at home, on the ball field, or in church.
Purchase answer to see full
attachment
PLANNING FOR SUPPORT
AND INTERVENTION
CSI -505
MARCIA CHICHESTER – LECTURER
Objectives:
1.
Consolidate what we have learned so far on family
engagement from an ecological perspective
2.
Understand families as systems who influence, and are
influenced by environmental contexts
3.
Understand how children influence, and are influenced by
the family system
4.
Demonstrate ability to plan supports for child & family
using a strengths-based perspective.
5.
Demonstrate understanding of using routines to plan for
intervention.
6.
Be able to collaborate with a classmate to complete a
cohesive presentation
Pre – Tasks:
Working with your team members:
1.
Read and Review this power point for assignment,
instructions, and resources
2.
Read and Review the case study evaluation report
3.
Prepare a summary of your case study
4.
Create an ECOMAP of case study child & family’s
microsystem, mesosystem, and exosystem. Use map to
highlight strengths and weaknesses between connections in
child & family’s microsystem.
5.
Prepare an organized and cohesive presentation for class
using information and evidence provided in the case study,
readings and resources from this course and prior
knowledge/experience, your understandings from this
course, and independent research.
■ It is May and you are a newly hired lead teacher in an early
childhood program. As it is near the end of the school year, you
have been assigned to shadow another special education teacher,
and to attend CPSE (Committee on Preschool Special Education)
meetings for students coming into the program in September. You
have been informed that (case study child) will be one of the students
coming into your class in September. You have been asked to review
his/her information and be prepared to give input at two different
meetings. You do not yet have information on the other students who
will be coming in September. You do know that you will have two
full-time assistant teachers who will be working with you.
ASSIGNMENT SCENARIO
FIRST MEETING FOR CASE STUDY
CHILD & FAMILY
■ The first meeting is a data review meeting with other education
professionals to review all incoming students with special needs. This team
could include:
•
Any individuals from the child’s prior educational placement, and any
individuals who will be a part of child’s learning and development
moving forward.
•
Any educator, therapist or other professional who has worked with the
child and family; (teachers, occupational therapist, physical therapist,
Speech therapist, program directors, administrators, psychologist,
social worker, parent trainer, nurse or other medical professional,
paraprofessionals).
Ecosystem Map
1. Based on Bronfenbrenner’s ecological framework, create an ecomap that
includes child and family’s microsystem, mesosystem, exosystem).
2. How might you use the ecomap to highlight and explain to the other
professionals some factors that need to be considered when planning
supports and interventions for this child and family?
a. Microsystem – Identify those persons, places, or things that directly
impact child’s learning and development
b. Mesosystem – Describe the quality of the relationships between
different parts of the microsystem (i.e. home-school; home-community;
school-community)
c. Exosystem – Identify people, places, and things that indirectly impact
the child’s learning and development (i.e. family stressors, work
stressors, community factors, conflicts between parts of the
microsystem)
SAMPLE ECOSYSTEM MAPS
(FEEL FREE TO MAKE YOUR OWN)
Direct & In-Direct Contexts
ANSWER:
a) What factors in the ecosystem are directly impacting
the child? How?
b) What factors in the ecosystem are being directly
impacted by the child? How?
Definitions:
a)
Direct contexts – Daily routines and interactions with
family, school, peers, and afterschool programs
b) Indirect (distant) contexts – broader social and economic
policies that impact child’s immediate routines and
interactions
Motivation to Learn Defined
Definition:
■ “Motivation is described as a state that energizes, directs and sustains behavior.
Motivation involves goals and requires activity. Goals provide the impetus for and the
direction of action, while action entails effort: persistence in order to sustain an activity for
a long period of time.” Retrieved from: https://study.com/academy/lesson/the-importanceof-motivation-in-an-educational-environment.html
■
Children learn only when they exert effort
■
Ideally children enjoy learning, seek challenging tasks, and are proud of their
accomplishments
■
Teachers, parents, and other caretakers influence children’s achievement-related
beliefs and behaviors
■
Children acquire messages about learning and achievement through interactions with
parents, teachers, and other caretakers
Evidence of Motivation to Learn
Still working with your professional team, identify evidence of Motivation to Learn for
child and for family members in your case study. This should include evidence of
strengths in both child and parent, and evidence of the three “c’s in both child and
parent (competence, control, and connectedness).
ANSWER:
1. What are examples of caregiver(s) motivation to learn/change?
– What are the needs and wants driving this motivation?
2. What is child’s motivation to learn/change?
– In what ways is child demonstrating motivation to learn/change?
3.
What are some barriers to motivation to change/learn that exist for caregiver(s)
and/or for child
Three “C’s”
Perceptions of Competence: Feeling competent contributes to children engaging in academic
work, seek challenges, and persist in face of difficulty
Feelings of Control: Children enjoy academic work more when they feel they are doing it
because they want to, not because they have to. Close monitoring, lack of choice, and external
consequences diminish feelings of control.
Feelings of Connectedness: Children need to feel emotionally respected and connected in
order to enjoy learning,
Planning for Support & Intervention
■ After this meeting, you make plans to go out to the home to meet
with case study child and family.
■ Using this RBI Outline to plan for your visit, respond to the
following:
– Beginning: In addition to the questions listed, what
information in the case study offers guidance on things to
keep in mind at first meeting with child & family? Why?
– Home Routines: Based on case study, what are two
routines you feel are important to gather information
about? Why?
– Time, Worry, & Change Questions: Based on case study,
add one question you would ask in this section. Why?
– Outcome/Goal Selection: Understanding that this will be
a conversation with caregivers, what are three (3)
learning/developmental outcomes/goals you, as an
educator, would like to work on for your case study child?
References
Early intervention Colorado (n.d.). The key elements of family
centered services. Retrieved from:
http://www.whatifcolorado.com/scorm/courseFiles/ServiceCoordin
ation/page684.html
Weiss, H.B., Lopez, E.M., Kreider, H.M., & Chatman-Nelson, C.M.
(2013). Preparing educators to engage families: Case Studies using
an ecological systems framework. Third Edition; Sage Publications,
Los Angeles, CA
Workgroup On Principles and Practices in Natural Environments
(2008). Seven key principles: Looks like/doesn’t look like. Retrieved
from:
file:///C:/Users/Junebug/Documents/CS505/Articles%20for%20CS%
20505/Principles_LooksLike_DoesntLookLike3_11_08.pdf
Case Study – Sam
Sam has been diagnosed at birth with Down’s syndrome; and, later with Attention Deficit
Hyperactivity Disorder (ADHD). His parents are Caucasian, well educated, and middle class. His
mother remains at home and has not sought additional employment. The whole family is very
active in their local church. When Sam was born, his family lived in a state where a variety of
services were offered. Sam and his parents began early intervention services via home visits when
he was 3 months of age. He later “graduated” to center-based services where he attended a
classroom that included some children who had disabilities and others who were developing
“typically.” Sam’s parents were encouraged to be very involved with service providers in setting
goals and planning strategies to optimize Sam’s growth and development. Open heart surgery,
chronic respiratory infections, and rapidly deteriorating vision created the major challenges for the
family during Sam’s early years.
When Sam was 4 years old, his family moved to another state in which early childhood
special education was not available in integrated classroom settings. Sam’s parents became
frustrated with the new system they encountered. The intervention staff did not welcome Sam’s
parents’ proactive participation and Sam’s mother found it necessary to fight for the educational
goals that she and her husband felt were essential for Sam’s optimal development.
Sam’s parents were concerned about his cognitive development and social skills. His
mother’s own research led to an animal alphabet program (Zoo Phonics) in which she taught Sam
a letter in conjunction with an animal. She says the sound of the letter and makes the shape of the
letter by gesturing with her arms. She also introduced video and computer alphabet materials. At
the close of most meals, the family plays a game in which Sam says a word he wants to spell and
his mother or father writes it on Wheat Thins (one of Sam’s favorites!) using cheese from a
pressurized can. Together, they sounded out the words.
Sam’s mother is very proud of Sam’s development, worried about his future, and is
exhausted each night. Sam’s mother talks to his grandmother who lives 1,200 miles away at least
weekly with respect to Sam’s progress and discusses new concerns regarding Sam as they arise.
Sam’s family finds their own markers to guide their interactions with family and community
supports within their religious heritage, as well as with the medical and school community they
encounter on an almost daily basis. They see their role as making Sam “whole” by pushing beyond
the recommendations of the professional community to include a “therapeutic” or “purposeful
learning event” in many of the daily routines of the family. The cracker/cheese wiz example
demonstrates both the creativity and commitment of family members to helping Sam have as
“normal” a set of skills as possible. In doing so, the everyday activities of the family begin to blend
family time with therapy time.
The cultural/religious value the family expresses is “perfectability” by achieving as much as
one can—moving through the stages of developing a skill from rough crude approximations to
mastery. The community value the family expresses is to fit in with other children so that Sam can
be an accepted part of the wide range of activities experienced by his peers. Though there are limits
on what Sam can eventually reach for, he is involved in everyday community activities of his peers
in a very integrated way. Sunday School, sports teams, family and community outings are all places
where the extra effort exhibited by the family results in higher level skills for Sam. Yet at the same
time, the family and extended family stress in keeping these routines going has their own
consequences to family harmony.
For Sam’s parents, the goal for each daily routine is to teach Sam a new skill or to
reinforce one that he had already acquired. In doing so, they expect to affect his developmental
trajectory. Sam’s parents want him to live as close to a “normal life “as he can. For them, this
means that he should be able to hold his own in everyday activities for his age peer group—at
school, at home, on the ball field, or in church.
Purchase answer to see full
attachment
SOLUTION: CSI 505 CSUG Writing Planning for Support and Intervention Case Study