Infant Toddler Development Training
Module 3, Lesson 4
1. According to the article Monitoring Routine-Based Intervention by Sharon Raver, teachers who tend to monitor child performance on everyday routines, activities, and places
2. Ms. Jones, an Infant Toddler Developmental Specialist, bemoans the fact that none of the child care providers she works with, who include children with disabilities, provide her with information on the children's progress. Ms. Jones relates that she has told the providers over and over again to take notes everyday on the children's progress. She gives them note cards with each child's name to record their progress each week. Ms. Jones does not know what to do because her director is telling her that she has to report the children's progress to keep her job. Ms. Jones should
3. Which of the following is not one of the purposes of monitoring the objectives in everyday routines, activities and places?
4. Christopher's parents have shared the following information and concerns about Christopher, age 15 months: 1. They want Christopher to grow up just like other children, 2. They want Christopher's language to be normal, 3. He doesn't like it when adults help him say new words, 4. Christopher vocalizes but does not say any words clearly. The arena assessment revealed that: 1. Christopher produces most of the consonant sounds expected for his age, 2. Christopher uses his voice and gestures to make requests, to protest, to greet and comment, 3. Christopher identifies two body parts (eyes and tongue) and points to many pictures of animals in his favorite books, 4. Christopher is able to stack two blocks but not yet stack three, 5. Christopher, when asked to remove a small object from a container with a wide opening, turned the container over to remove the object rather than putting his hand in the container and removing the object with his hand, 6. Christopher refused to put the pegs in the holes on a peg board. He put the pegs in his dump truck and drove them away. A good functional objective for Christopher would be
5. A good way of incorporating functional target outcomes during everyday routines for Christopher in the language area would be