Task Analysis

            The skill that I choose to focus on for my task analysis with my student is blowing his nose.  He appears to have really strong allergies and has had a very hard time with his nose constantly running.  However, he never initiates getting a tissue on his own and taking care of his need.  The teacher always has to assist him with getting his nose clean and it happens multiple times a day.  I also know that it frustrates him when someone does it for him.  I feel that it would be very beneficial for him to be able to learn to complete this skill independently.   

These will be my steps:

1. Get a tissue from the box
2. Hold the tissue to your nose
3. Blow out of your nose (not mouth)
4. Wipe your nose and face
5. Throw the tissue in the trash
6. Go to the bathroom
7. Check your face to make sure it is clean
8. Wash your hands

Communication Skills

            Based on my focus child’s Creative Curriculum winter checkpoint assessment he is still in the forerunner stages of development with communication which means he is not yet meeting the milestones of his age level.  The assessment states that he expresses himself using simple three to four word sentences.  However it is hard to understand to what he is saying.  Unfamiliar listeners definitely have a hard time understanding him and sometimes even familiar listeners struggle.   He will answer simple questions with a one to two word response.  He also will ask simple questions such as “go outside” or “time for lunch?”  He actively participates in conversations by responding to comments and questions from others.  At this point, his receptive language skills appear to be higher than his expressive language. 

            My case study child is currently receiving speech therapy twice a week for 30 minutes.  His goals encompass expressive language as well as articulation.  Some of the strategies that I have seen the teachers using in the classroom are things like expanding where the teacher expands on the one or two words that the child uses making it a complete sentence.  Then they will have the student repeat it back to them.  For example, when he says “eat” they say “you want to eat?”  He nods his head and they say “I want to eat” and he repeats it.  I also think it would be beneficial to introduce a choice board for him.  Then when he picks an activity have him say “I want to play with __________.”  My student gets very frustrated when people cannot understand him.  Therefore I know it is very important to model appropriate speech but also not to push him to pronounce thing too many times as he shuts down. 

References:

        Teaching Strategies retrieved from http://www.creativecurriculum.net/

       

Focus Child’s Motor and Self-Help Skills

            Based on my focus child’s Creative Curriculum winter checkpoint assessment both his gross and fine motor skills appear to be age appropriate.  With gross motor skills, I have observed him pedal a tricycle with speed and control.  I have seen him maneuver the tricycle around obstacles with ease.  He can throw, catch, and kick a ball with no problems.  I have observed him show balance by walking along a beam.  He walks, runs, and jumps without falling. 

            When it comes to fine motor development, he can show age appropriate skills if he takes his time and it keeps his focus.  The hardest part is getting him interested and staying engaged in the activity.  He would much prefer to be doing something more active like in the block or dramatic play center.  He can complete difficult puzzles if he wants to.  I do see him get frustrated easily and give up.  He rarely chooses the art center and when it does he only wants to paint.  He likes to write on the marker board and shows great pencil grip when he does.  So with fine motor skills I don’t think it is a lack of skill, I think it is more of a lack of attention and preference.

            He also does very well with self-help skills.  He likes to be independent.  For example he also wants to open his own milk at lunch and juice at breakfast.  He often will assist the friends at his table as well.  When using the bathroom, he is completely independent.  He can put on his coat and zip it with little to no adult assistance.  I think his self-help skills are at or above his age level. 

References:

        Teaching Strategies retrieved from http://www.creativecurriculum.net/

       

Social Stories

            Carol Gray, president of The Gray Center, first introduced Social Stories in 1991.    A Social Story describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format. 

The goal is to share accurate social information in a reassuring manner that is understood by its audience. 

            For the student that I have been working with, I feel that developing a Social Story about personal space will work well for this child.  During my observations and from conversations with his teacher we both recognize that this is a big social issue for him.  He has a sensory need for touch and feeling of things, particularly hair and skin.  It is a comfort for him.  He will often sit in my lap or one of his teacher’s laps and play with our hair and/or rub our arms.  He often does this to the other children as well, especially during circle time.  They often get frustrated with him and tell him to “leave me alone.” 

            I think a Social Story that discusses personal space will benefit this child.  I plan to talk about what is personal space and who has personal space, as well as using some concrete examples to show personal space such as a hula-hoop.  In preschool I think we tend to be a little more hands-on especially when it comes to showing affection to our students such as hugging.  I think it is a big transition to Kindergarten and older grades when those types of behaviors are not as acceptable.  I want him to grasp an understanding of that concept of personal space before he enters school. 

References:

        Gray, C. What are social stories?. Retrieved from http://www.thegraycenter.org/social-stories/what-are-social-stories