Final+Research+Proposal

Final Proposal Submitted Autism and Inclusion

Jennifer Wright, Robert Field, Lisa Ward

The University of Central Florida EDH 6481 ~ Spring 2009

 Table of Contents I. Introduction a. Background b. Abstract c. Purpose d. Questions/Hypothesis e. Significance II. Literature Review III. Methods a. Research Design b. Sampling c. Instrumentation d. Procedure e. Data Analysis f. Threats g. Discussions IV. References V. Appendix

 I.) Introduction Background  Autism is a growing epidemic and a mysterious disease to everyone, including professionals, school based personnel and parents. Research indicates that 1 in 166 children born in the United States will be affected by Autism (Friedlander, 2009). It is difficult to understand the causes of Autism, but researchers are beginning to understand the genetic components of Autism (Friedlander, 2009). Autism is a developmental disorder included among the Autism Spectrum Disorders (ASDs). These disorders include Autism, Pervasive Development Disorder, Asperger’s Syndrome and Obsessive Compulsive Disorder (Friedlander, 2009). This disorder becomes obvious in the first 3 years of life but is sometimes not found until later. Autism spectrum disorders are complex, lifelong neurological disorders that impact how individuals understand what they see and hear and how they make sense of the world. A child affected by Autism can show symptoms on different levels. There is still no definite cause or incidence of how this disorder originated. Significant difficulties with communication, a limited range of interests and activities, reduced flexibility in behavior, and problems with reciprocal relationships and social interaction, relative to the student’s developmental level, are the defining characteristics of ASD. Autism is a social disorder; children with ASD have deficits in basic areas of functioning, social interactions, communication and behaviors (Simpson, 2003). Individuals with ASD have difficulty relating appropriately to others, communication disorders, encounter difficulty in successfully following unmodified school instruction, obsessive insistence on environmental sameness, have atypical behaviors such as self stimulating behaviors and repetitive behaviors (Simpson, 2003). According to American Psychiatric Association, individuals with ASD may also demonstrate difficulties with: • processing verbal and abstract information • regulating attention • generalizing • motor planning • transitioning between activities, settings and individuals • accommodating some forms of sensory experience • organizing and self-regulating.. Abstract Autism is a growing epidemic and the IDEA (Individuals with Disabilities Education Act) states that all students should have a free and appropriate public education. The purpose of this paper is to suggest the least restrictive placement for students diagnosed with Autism in elementary schools. Purpose Students with ASD should be in the least restrictive environment due to the 1997 reauthorized IDEA that states that learners with disabilities should receive educational services in the most normal setting for them to be in contact with peers (Kauffman & Hallahan, 1995; Mastropieri & Scruggs, 2000; Stainback & Stainback, 1992). Debate goes on to state that children with ASD students are not receiving the attention they need to be success in these settings. Therefore teachers, professionals, parents, and others are trying to figure out how to design an inclusion program for ASD students without clear guidelines and procedures. Faced with children who exhibit a wide range of disorders, it is difficult to determine the least restrictive educational setting for children with these disabilities. Questions/hypothesis Are the needs of children with autism spectrum disorder best met in the mainstream i.e. general education classroom or in a self-contained classroom environment where these children would spend their entire day with other children with disabilities ? Should students diagnosed with ASD be educated in an inclusive classroom setting? Would it be more appropriate for students with ASD to be educated in a separate self contained classroom with other students on the spectrum? This research will prove that if students receive the proper educational instruction from highly qualified teachers in an inclusive classroom setting they will be more successful than students in a separate self contained classroom setting receiving the same educational instruction. The effective use of social skills will have a great impact on these children's success in school and later as they enter adult life Significance The field of Autism has often been described as a new world recently discovered. With new cases on the rise, autism is a world in desperate need of exploration in order to educate and enhance the lives of individuals with this disorder. If we are to be a society that seeks to better the lives of its populace we must continue to strive towards providing all of our nation's children with the most appropriate education. Gone are the days when the children diagnosed with or exhibiting those traits commonly associated with autism are cast aside in institutions. Today thousands of children are diagnosed with autism every year and parents and educators alike continue to grapple with how and where to educate the autistic in order to best meet their needs and ensure an overall better quality of life. II.) Literature Review  Studies have shown that students with ASD should be placed in inclusive classrooms, separate special classrooms, and special separate schools. Although no one class has been decided through research each of these setting do provide great qualities. Some studies declare that the placement should be dependent on the severity of the condition. Dybvik states that ASD students benefit when in the inclusive setting because they are still learning in the regular classroom. She also states that the peers of the students with disabilities due to the exposure to children with a diversity of talents and temperaments.   Through time there have been studies stating that the inclusive environment has shown consistent in the past ten years. According to the article “Inclusive Education” in the Handbook of Developmental Disabilities, there is much profit when a child is in the general classroom because that is able to adapt behavior and social competence. In other words students who are in the general setting for a long term are more socially mature that those placed in a separate classroom (Hunt, McDonnell). So as they believe we also believe that inclusion is most likely the best setting for ASD students. This study will allow us to build a foundation of continuous research, to eventually find the most appropriate setting for all levels of ASD. III.) Methods  Research Design  X…………..O O

The design method that will be used in this study will be the randomized-group comparison design. The students are being randomly selected from schools of various counties. The dashed line shows that the two groups are being compared (inclusion and self-contained), the subject is not randomly selected because ASD students are being tested. The O stands for the response receive from the survey from the randomly chosen classrooms and students. The Os are placed directly under one another to signify the same survey is being given with accurate trained testers. Sampling Target population to be elementary school children diagnosed with ASD in the state of Florida. The accessible population to make testing feasible will be elementary students diagnosed with ASD in Flagler, Volusia and St. Johns Counties. The study will have 200 students, 100 students that receive educational instruction in an inclusive classroom and 100 students that are receiving their educational instruction in a separate classroom for students with disabilities. We will utilize the two stage random sampling method. First we will locate schools that currently offer educational programs in both an inclusive setting for students with ASD and in separate self contained setting. After we obtained this information, we will be able to randomly select students from the accessible population to obtain our target sample. We will randomly select 20 inclusion classrooms and 20 separate self contained classrooms, and randomly select 5 students from each classroom. Instrumentation Project DATA (Developmentally Appropriate Treatment for Autism) has been creating and developing academic programs for students and children with Autism and are located at the University of Washington. They have developed a social skills checklist (see Appendix A) that addresses the areas of social play and emotional development, emotional regulation, group skills and communication skills (Schwartz, Sandall, McBride and Boulware, 2004). Procedure The Social Skills Checklist will be administered to all students in the study which will be completed by the classroom teacher. The Project DATA team will conduct extensive training sessions for all the teachers on how to administer the social skills checklist prior to administering the assessment tool. All the teachers participating in the study will meet with the research team to discuss educational instruction. The educational instruction must be the same in all classrooms and be based on evidenced based practices. Evidenced based practices will include discrete trials, role playing, social stories and direct instruction of social skills (Vakil, Welton, O’Connor and Kline, 2009). According to Schwartz, Sandall, McBride and Boulware (2004) there are five strategies that are essential to providing educational services to students with autism in inclusion settings. These strategies are to use explicit instruction to teach communication and social competence, maintain the natural routines of the classroom and not pull students from free choice to provide educational instruction, provide time for students to demonstrate their independence, promote a positive classroom atmosphere that includes all students in all activities and promote generalization across all settings (Schwartz et al., 2004). Students will receive educational services for length of one school year and the teachers working with the students will administer the social skills checklist as a post test.

Data Analysis The social skills checklist has ratings of almost always, often, sometimes, and almost never. We will utilize an ordinal scale and assign each category a number for analysis. The category almost always will be assigned a 3, often will be assigned a 2, sometimes will be assigned a 1 and never will be assigned a 0. We will follow the test retest procedures and give the assessment at the beginning of the school year prior to placement in the assigned classroom. After the first half of the year is completed the assessment will be given again by the same teacher and the results can be compared for analysis. We would be able to compare the pre and post tests to determine if there is a difference in social skills. We would need to compare each objective to determine if there were an increase, decrease of stayed the same. Some of the objectives, such as aggression towards others and self we would want to see a lower number, however most of the other objectives we would want to see an increase in numbers. If each response is coded with a number, we would be able to create a formula to subtract the numerical code from each objective on the post test from the numerical code from the objective on the pre test to determine the numerical difference. We would need to decide based on the numerical responses whether students were improving more in the separate class or the inclusion class. After finding out the results for each objective, we could compare results from both groups. We would want to see which group improved more in social skills. Threats The subjects of this research study will be a possible threat. Students with ASD will not have the same characteristics, problems or limitations. It will be difficult to assess social skills on a student that does not talk to their peers. The subjects will have varying age differences, and gender may affect socialization skills. It is not possible to protect against this threat because we want to see how all students diagnosed with ASD behave in different classroom settings. We can develop a pre screening tool so that we get students with the same characteristics on the spectrums that have similar backgrounds. This will take away the randomness of the sample but make protect against threats towards validity. There is also the parental factor to consider. Students that have problems in school may suffer consequences and parents may continue that consequence at home which will in turn affect the student's behaviors in school. Parental support that does not exist in the home will adversely affect the way a student performs in the classroom. Researchers can help control parental support by offering training and an informational session that educates parents on what the study will entail and what they can do at home to help further the student's educational and behavioral goals. We will have no control over outside treatments or parental roles. We may be able to assess parental support prior to the study and determine whether or not their child should participate. Mortality is another issue to consider. This study will examine students that are in inclusive classes, however if they are not performing as expected there is a chance they will be removed from the class and placed into a self contained separate classroom. We need to ensure that students are receiving the proper educational in the correct setting so that no one is hurt. If students are moved into a different classroom they will need to be dropped from the study or factored into the separate class statistics. One way to protect against students switching classrooms is to provide continuous support to the students in the classroom and offer needed interventions. School personnel can discuss changes with the researchers so that the transfer is not needed and the student can remain in the study. Another consideration is students that drop out or leave the program due to parents moving or relocating out of the state. Subjects will mature and we may see characteristics change over time, such as an improvement in communication or deterioration in communication. This change may not be due to the classroom placement but natural course of the disorder. Awareness will not be a threat. Our students will not know that they are subjects in study. The teachers working directly with the students will be assessing and completing the instrument so that there are no issues with students answering questions incorrectly or not understanding the questions. The data collector may be a threat. Each teacher will be completing the assessment and may interpret each question differently and not rate the students correctly. They may have biases towards students they know are in the study. A possible control of this threat is to have an outside member of the Project DATA team that developed the social skills checklist to evaluate the children. Another possible idea is to have a complete training on the assessment tool and inform teachers what each question means so there is no confusion. It will be easier for teachers to evaluate their students because they know them best and understand what affects their students in both positive and negative ways. Training is a vital part to keeping everyone on the same page and helps eliminate biases. Possible controls to threats are as follows, one we may use one individual to test the students prior to placement in the class and then have them complete the post assessment as well after observing the students and two offer training to all support staff, teachers and parents that will be involved in the study. Discussion Autism is an epidemic that has touch is planet with no warning. Each day ASD students are entering a classroom that may not be the appropriate setting to reach them effectively. Both Inclusion and self contained setting have their positive and negative aspect, but the purpose of this proposal is to see which has the most pro and the lesser cons. ASD student are suffering because there is not a clear understanding of exactly how to approach them. This study will only give a pinch of what is needed in a whole handful to eventually teacher ASD students effectively. Although we only look at the inclusive and self contained setting, some believe that in order to accommodate ASD effectively an alternate special school is needed (Mameli). Some may believe that the placement depends on the level the ASD student in on. What ever may be the thoughts, the goal of society in education should be to advocate finding out what is necessary for these students so they can receive a free and appropriated education as filed by IDEA.

 IV.) References

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition). Washington, DC: American Psychiatric Association, 1994.

De Boer-Ott, S.R., Simpson, R.L., & Smith-Myles, B. (2003). Inclusion of Learners with Autism Spectrum Disorders in General Education Settings. // Children and Young Adults with Autism Spectrum Disorder, //23,116-133. Dybvik, Ann C. " [|Autism and the inclusion mandate: what happens when children with severe disabilities like autism are taught in regular classrooms? Daniel knows] ". Education v Next. FindArticles.com. 28 Apr, 2009. Friedlander, D. (2009). Sam comes to school: including students with autism in your classroom. The Clearing House, 82, 141-144.

Hunt, P., & McDonnell, J. (2007). Inclusive education. In S. L. Odom, R. H. Horner, M. E. Snell, & J. Blacher (Eds.), // Handbook of Developmental Disabilities // (pp. 269-291). New York, NY: The Guilford Press Mameli,K. (2009) What's the best placement for children with autism: Inclusion, self-contained, or a special school?. April24,2009.

Schwartz, I.S., Sandall, S.R., McBride, B.J., Boulware, G.L. (2004) Project DATA (developmentally appropriate treatment for autism): an inclusive school-based approach to educating young children with autism. Topics in Early Childhood Special Education, 24, 156-168. Retrieved April 25, 2009 from University of Washington website. Simpson, R.L., Boer-Ott, S.R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education Settings, Top Lung Disorders, 23, 116-133.

Vakil, S., Welton, E., O’Connor, B., & Kline, L.S. (2009). Inclusion means everyone! The role of the early childhood educator when including young children with autism in the classroom, Early Childhood Education Journal, 36, 321-326.

 V.) Appendix A

** Social Skills Checklist **

 * Name of Child **: **__ Date Completed: __** ** _ **


 * __ Birth date: __**** _ Teacher or Family Member Completing Form: _ **

__Based on your observations, in a variety of situations,__ rate the child's following skill level__. Put a check mark in the box that best represents the child's current level (scoring below). Write additional information in the comments section. After completing the checklist,__ place a check __in the far right column,__ next to skills which are a priority __to target for instruction.__
 * SCORING **
 * SCORING **

2 = Consistently/always meets criterion The child // consistently // displays this skill in // many // occasions, settings and with a variety of people.

1 = Inconsistently/sometimes meets criterion The child displays this skill on a // few // occasions, settings and with a few people.

0 = Does not/never meet criterion The child // has never or rarely // displays this skill. In their daily routine, is uncommon to see the child demonstrate this skill. ||

=__ Section 1: Social Play __ __and__ __Emotional Development__ = || ||  || a. Maintain proximity to peers within 1 foot
 * Does the Child... ** ||
 * Scoring ** ||
 * Comments ** ||
 * Priority ** ||
 * 1.1 Beginning Play Behaviors ** ||
 * 1.1 Beginning Play Behaviors ** ||
 * 1.1 Beginning Play Behaviors ** ||

// During play, is proximal to peers (does not need to be engaged in play). // || 0 1 2 ||  ||  || b. Observe peers in play vicinity within 3 feet.

// During play, will watch peers engaged in play. // || 0 1 2 ||  ||  || c. Parallel play near peers using the same or similar materials

// Parallel play such as building with blocks next to peer who is also playing with blocks. // || 0 1 2 ||  ||  || d. Imitate peer (physical or verbal)

// Imitate play actions of peer. For example, in dramatic play, peer pretends to eat and child imitates and pretends to eat as well. Imitate verbal action of peer. For example in // || 0 1 2 || ||  || e. Take turns during simple games

// Rolls ball back and forth with peer. Plays simple board game. // || 0 1 2 ||  ||  || *  || a. Play associatively with other children
 * 1.2 Intermediate Play Behaviors ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// Shares toys and talks about the play activity even if the play agenda of the other child may be different. // || 0 1 2 ||  ||  || b. Respond to interactions from peers

// Put out hand to accept toy from a peer. Answer questions from peers. // || 0 1 2 ||  ||  || c. Return and initiate greetings with peers

// Waves hand to greet or says “hello”. // || 0 1 2 ||  ||  || d. Know acceptable ways of joining in an activity with others

// Observes peers at playing with blocks and asks to join in “can I play?” or offers a block to put on the structure they are building. // || 0 1 2 ||  ||  || e. Invite others to play.

// Ask a peer to play or offers toy to peer. // || 0 1 2 ||  ||  || f. Take turns during structured games/activities

// For social games will wait for turn and take turn during musical chairs. For a board game, will wait turn and take turn when appropriate. // || 0 1 2 ||  ||  || g. Ask peers for toys, food, and materials

// Asking (with pictures or speech) in a variety of ways such as “Can I have _?” // || 0 1 2 || ||  || * || a. Play cooperatively with peers
 * 1.3 Advanced Play Behavior ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// Take on pretend role during dramatic play, lead the play by offering play suggestions to peers, and follow game with rules. // || 0 1 2 ||  ||  || b. Make comments about what he/she is playing to peers

// When drawing will remark, “I am drawing a train” or when building playing with plastic animals will comment, “the shark is swimming I the ocean.” // || 0 1 2 || ||  || c. Organize play by suggesting play plan

// Might suggest, “Let’s make a train track and then drive the trains.” // || 0 1 2 || ||  || d. Follow another peers play ideas

// If peer suggests making a train track and drive trains, the child will join the play to make a track. // || 0 1 2 ||  ||  || e. Take turns during unstructured activities

// When playing with art materials that are limited, the child will wait for a turn for the scissors. // // When playing grocery store in dramatic play, the child will wait for turn to be the cashier. // || 0 1 2 ||  ||  || f. Give up toys, food and materials to peers

// If peer asks for a turn, the child will share their toy with the peer. // || 0 1 2 ||  ||  || g. Offer toys, food, and materials to peers

// When playing in the sand, will offer peer shovel to play with. // || 0 1 2 ||  ||  || *  || a. Identify likes and dislikes
 * Section 2: Emotional Regulation **
 * 2.1 Understanding Emotions ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// When asked if they like ice cream the child will say yes or no. The child will be able to talk about things they like and dislike. // || 0 1 2 ||  ||  || b. Label and identify emotions in self

// If their toy breaks, and the child is sad, they can label that emotion accurately when asked, “how do you feel?" // || 0 1 2 ||  ||  || c. Label and identify emotions in others

// If a peer is angry, the child will be able to say, “he is mad.” // || 0 1 2 || ||  || d. Justify an emotion once identified/labeled

// If a girl is crying the child can say she is crying because she fell down and is hurt. // || 0 1 2 ||  ||  || e. Demonstrate affection toward peers

// Gives hugs or hand shakes to peers. // || 0 1 2 ||  ||  || f. Demonstrate empathy toward peers // If a peer falls down, the child may help them get up or ask if they are okay. // || 0 1 2 ||  ||  || g. Demonstrate aggressive behavior toward others

// Physical aggression towards peers (hitting, kicking, throwing objects, etc.). // || 0 1 2 ||  ||  || h. Demonstrate aggressive behavior toward self

// Physical aggression toward self (hitting, pinching, hitting head, etc.) // || 0 1 2 || ||  || i. Demonstrate intense fears

// The child will not go near dogs and becomes upset when a dog is near //. || 0 1 2 ||  ||  || j. Uses tone of voice to convey a message

// When the child is sad he/she uses a quiet voice or when saying “stop” uses a firm voice. // || 0 1 2 ||  ||  || *  || a. Allow others to comfort him/her if upset or agitated
 * 2.2 Self Regulation ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// Allows caregiver or familiar adult to give them a hug or peers to pat their back. // || 0 1 2 ||  ||  || b. Self regulate when tense or upset

// Calms self by counting to 10, taking a breath, taking a break, etc. // || 0 1 2 || ||  || c. Self regulate when energy level is high or low

// If energy level is high, the child may count to 10 or squeeze a squishy ball. If energy level is low, the child may walk around the room or jump on a trampoline. // || 0 1 2 ||  ||  || d. Use acceptable ways to express anger or frustration

Says, “I’m mad” when angry or ask to take a break when frustrated. || 0 1 2 ||  ||  || e. Deal with being teased in acceptable ways

// When teased, the child ignores, walks away, or tells an adult. // || 0 1 2 ||  ||  || f. Deals with being left out of group

// If peers are playing a ball game and the child is not asking to join in or is excluded from the game they may ask to join in, seek help from an adult or make another play choice. // || 0 1 2 ||  ||  || g. Requests a "break" or to be “all done” when upset.

// When building with interlocking blocks the child becomes frustrated and asks to take a break. // || 0 1 2 ||  ||  || h. Accept not being first at a game or activity

// During a group game the child does not have the first turn and does not protests and will participate in the game. // || 0 1 2 ||  ||  || i. Say “no” in an acceptable way to things s/he doesn’t want to do

// During a non preferred activity the child will say, “no”, “no thanks” or “I’m done.” // || 0 1 2 || ||  || j. Accept being told “no” without becoming upset/angry

// When the child is told that they cannot have the object or activity, they accept without becoming upset. // || 0 1 2 ||  ||  || J. Able to say "I don't know."

// If asked a question that the child does not know, the child will state they don’t know instead of supplying an answer that is incorrect because they want to give a response. // || 0 1 2 ||  ||  || k. Deals with winning appropriately

// If a child win the game, they do not brag to their peers. // || 0 1 2 ||  ||  || l. Accept losing at a game without becoming upset/angry

// If a child does not finish first in the game, they do not protest, may say, “that’s okay…maybe next time” or congratulate the winner. // || 0 1 2 ||  ||  || *  || a. Accept making mistakes without becoming upset/angry
 * 2.3 Flexibility ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// For example, if a child is drawing a picture and they make an unintended mark, the child does not rip up their paper. // || 0 1 2 ||  ||  || b. Accept consequences of his/her behaviors without becoming upset/angry

// The child does not complete a task and has to stay in from recess to finish the task. // || 0 1 2 ||  ||  || c. Ignore others or situations when it is desirable to do so

// During class, a peer is inappropriate, the child ignores and does not imitate. For example, if a child is “being silly” and not listening to the teacher, the child ignores and keeps attending to the teacher. // || 0 1 2 ||  ||  || d. Accept unexpected changes

// During the school day there is a fire drill and the child goes along with change. // || 0 1 2 ||  ||  || e. Accept changes in routine

// The child goes along with the routine if there is a different teacher, activity or a change in schedule //. || 0 1 2 ||  ||  || f. Continue to try when something is difficult

// The child is trying to put a toy together and the pieces don’t fit, but they persist to put the pieces together. // || 0 1 2 ||  ||  || *  || a. Claim and defend possessions
 * 2.4 Problem Solving ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// For example, if a peer takes the child’s trading cards, the child will try to hold on to them or say, “that’s mine.” // || 0 1 2 || ||  || b. Identify/define problems // If two children want the same toy, the problem is two children want one toy. // || 0 1 2 ||  ||  || c. Generate solutions

// If an art project rips, the child may suggest getting tape to fix or it or making a new one. // || ||  ||  || d. Carry out solutions by negotiating or compromising

// Two children want the same toy and the child suggests they have take turns, do eeney meaney miney mo or sets a timer to show when a turn is over. // || 0 1 2 ||  ||  ||

Section 3: Group Skills
* || a. Seek assistance from adults
 * 3.1 Seeking Assistance ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// If the child needs help to zip their coat, they will seek out an adult and request help. // || 0 1 2 ||  ||  || b. Seek assistance from peers

// If the child is trying to get a toy to work, they will ask a peer to help them. // || 0 1 2 ||  ||  || c. Give assistance to peers

// If a peer is trying to get a toy to work, the child will try to help them. // || 0 1 2 ||  ||  || *  || a. Respond/participate when one other child is present
 * 3.2 Participate in Group ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// During a small group, the child will participate. For example, if another peer is playing in the sensory table, the child will participate as well. // || 0 1 2 ||  ||  || b. Respond/participate when more than one other child is present

// During a large group, the child will participate. For example, during circle with multiple peers, the child will sing along. // || 0 1 2 ||  ||  || c. Use appropriate attention seeking behaviors

// When seeking attention, the child will call someone’s name or tap their shoulder. // || 0 1 2 ||  ||  || *  || a. Remain with group
 * 3.3 Follow Group ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// During class or community activities the child stays proximal to peers and with the group. // || 0 1 2 ||  ||  || b. Follow the group routine

// During class routines, the child follows and sequencing steps of the routine. // || 0 1 2 ||  ||  || c. Follow directions

// The child is able to follow and sequence directions with two or more steps. // || 0 1 2 ||  ||  || d. Make transition to next activity when directed

// For example, follows along with the activities and transitions between activities. // || 0 1 2 ||  ||  || e. Accept interruptions/unexpected change.

// For example, if the child is building with blocks and the teacher says it’s time to be done before the child can finish building; the child will stop and clean up. // || 0 1 2 ||  ||  || Section 4: Communication Skills * || a. Initiate a conversation around specified topics
 * 4.1 Conversational Skills ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// Child asks peers, “Guess what I did yesterday?” or “Did you see this movie?” // || 0 1 2 || ||  || b. Initiate conversations when it is appropriate to do so

// The child initiates at recess and not during a time for quiet independent work at school. // || 0 1 2 ||  ||  || c. Ask “Wh” questions for information

Child will ask “Where are my shoes?” or ”Who is that girl?”. || 0 1 2 ||  ||  || d. Respond to “Wh” questions.

// Answers a variety of WH questions both in context and about past or future events. // || 0 1 2 ||  ||  || e. Respond appropriately to changes in topic

// If peer changes the topic from skiing to swimming, the child will now talk about swimming. // || 0 1 2 ||  ||  || f. Make a variety of comments, related to the topic, during conversations

// If a friend says, “I have blue truck.” The child responds, “I have a green truck.” // || 0 1 2 || ||  || g. Ask questions to gain more information

// When seeing a novel toy, the child may ask what it is or what does it do. // || 0 1 2 ||  ||  || h. Introduce him/herself to someone new

// When meeting someone new, the child will say their name. // || 0 1 2 ||  ||  || i. Introduce people to each other

// When two people the child knows meet, the child will introduce them to each other by giving their names. // || 0 1 2 ||  ||  || j. Demonstrate the difference between telling information and asking for more information

// For example, when talking about a movie the child can tell information about the movie. Also, if someone else is talking about a movie, the child can ask questions about the movie. // || 0 1 2 ||  ||  || *  || a. Maintain appropriate proximity to conversation partner
 * 4.2 Nonverbal Conversational Skills ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// The child does not stand too close or touch other person. // || 0 1 2 ||  ||  || b. Orient body to speaker.

// During a conversation, the child turns their body to the other person. // || 0 1 2 ||  ||  || c. Maintain appropriate eye contact

// During a conversation, the child looks in the direction of the other person. // || 0 1 2 ||  ||  || d. Use an appropriate voice volume

// When inside a building, does not talk loudly. // || 0 1 2 ||  ||  || //** 4.2 Nonverbal Conversational Continued **// || * || e. Pay attention to a person’s nonverbal language and understand what is being communicated
 * Scoring ** ||
 * Comments ** ||

// For example, if someone shakes their head that means no and nodding your head means yes. // || 0 1 2 ||  ||  || F. Wait to interject

// During a conversation, the child waits until there is a pause or the other person stops talking before they begin talking. // || 0 1 2 ||  ||  || g. Appropriately interject

// During a conversation, the child says “guess what” or “do you know what I did”. // || 0 1 2 ||  ||  || h. End the conversation appropriately // When the conversation is over the child says, “I have to go now” or “see you later”. // || 0 1 2 ||  ||  || *  || A. Answer Yes/No questions.
 * 4.3 Questions ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// Will state Yes/No accurately to questions. // || 0 1 2 ||  ||  || b. Answer simple social questions (e.g., name, age, hair color, address).

// Can answer questions such as “What is your name or age or phone number?” or “Who are the people in your family?” // || 0 1 2 || ||  || c. Answer subjective questions

// Asks questions such as “what do you like to eat/drink?” or “what is your favorite color/video?” // || 0 1 2 || ||  || d. Respond simple “Wh” questions

// Can answer questions such as “What color is that ball?” or “Where are your shoes?”. // || 0 1 2 ||  ||  || e. Ask questions to gain more information.

// If a peer is sharing a toy, the child may ask “how does it work?” or “what is it?” // || 0 1 2 || ||  || f. Answer questions about past events

// Can answer questions such as “What did you have for lunch?” or “Where did you go for vacation?” // || 0 1 2 || ||  || g. Stay on topic by making comments or asking questions related to the topic.

// If talking about music, the child makes a comment or asks a question about music and not about action heroes. // || 0 1 2 ||  ||  || h. Use “please” and “thank you” at appropriate times.

// When requesting the child says “please”. When receiving an item the child says “thank you.” // || 0 1 2 || ||  || *  || a. Give compliments to peers.
 * 4.4 Compliments ** ||
 * Scoring ** ||
 * Comments ** ||
 * Comments ** ||

// Says, “I like.” // || 0 1 2 || ||  || b. Appropriately receive compliments

// Says, “thank you” to reciprocate compliment. // || 0 1 2 ||  ||  || //** For Instructor Use: **// Fill out priority skills for instruction based on check marked skills above.
 * After completing the checklist, place a check in the far right column, next to skills which are a priority to target for instruction. **

= Section 1: Social Play and Emotional Development = Priority Skill(s) for Instruction || 1.1 Beginning Play Behaviors || || || || 1.2 Intermediate Play Behaviors || || || || 1.3 Advanced Play Behavior || || || || Priority Skill(s) for Instruction || 2.1 Understanding Emotions || || || || 2.2 Self Regulation || || || || 2.3 Flexibility || || || || 2.4 Problem Solving || || || ||
 * = Skill Area = ||
 * Section 2: Emotional Regulation **
 * = Skill Area = ||

Section 3: Group Skills
Priority Skill(s) for Instruction || 3.1 Seeking Assistance || || || || 3.2 Participate in Group || || || || 3.3 Follow Group || || || || Priority Skill(s) for Instruction || 4.1 Conversational Skills || || || || 4.2 Nonverbal Conversational Skills || || || || 4.3 Questions || || || || 4.4 Compliments || || || ||
 * = Skill Area = ||
 * Section 4: Communication Skills **
 * = Skill Area = ||