Infant Toddler Development Training
Module 3, Lesson 4

Review

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
a. tend to monitor when they have a volunteer to help collect the data.
b. tend to monitor more frequently.
c. tend to not require much practice since a monitoring system is simple to implement.
d. tend to fit the child to the program rather than fit the program to the child.

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
a. continue her practice with the note cards and tell the teachers that she will have to remove the children with disabilities if they don't keep better records.
b. give the children an assessment herself at the end of each quarter and record their progress.
c. ask the parents every two weeks if they have noticed changes in their children's skills.
d. develop a systematic process embedding the objectives for each child into the daily routines whereby providers can record the data.

3. Which of the following is not one of the purposes of monitoring the objectives in everyday routines, activities and places?
a. to document changes in children over time
b. to determine the appropriateness of the interventions
c. to alter materials and activities
d. to determine if children are eligible for Early Steps

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
a. Christopher will place pegs in the holes on the pegboard 3 out of 5 times a day.
b. Once a day, Christopher will stack three books on the table when he is finished looking at them.
c. Christopher will get a small block out of jar with physical assistance at least once a day.
d. Christopher will repeat five one syllable words after the speech/ language pathologist twice a week.

5. A good way of incorporating functional target outcomes during everyday routines for Christopher in the language area would be
a. to have Christopher go see the speech/language pathologist twice a week so that he will begin to say words
b. during center time at the child care center assign an assistant to Christopher who will request that other children share their toys with him and give him a toy to play with at all times.
c. to instruct Christopher's child care teachers how to teach Christopher to vocalize his request for snack during snack time at the child care center.
d. to continue letting Christopher play by himself during center time.

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