by Easter Seals Metropolitan Chicago Created
125
Inclusion Resource Manual Inclusion Resource Manual Created Created by by Easter Seals Metropolitan Chicago Easter Seals Metropolitan Chicago
Transcript of by Easter Seals Metropolitan Chicago Created
East
er S
eals
Met
ropo
litan
Chi
cago
Inclus
ion
Reso
urce
Man
ual
Inclus
ion
Reso
urce
Man
ual
Crea
ted
Crea
ted
by
by
East
er S
eals
Met
ropo
litan
Chi
cago
East
er S
eals
Met
ropo
litan
Chi
cago
2
East
er S
eals
Met
ropo
litan
Chi
cago
Incl
usio
n Re
sour
ce M
anua
l Ta
ble
of C
onte
nts
Intr
oduc
tion
to
the
Soci
al I
nclu
sion
Pro
ject
���
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�
3
In
clus
ion
101
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��.
5
Com
mun
icat
ion
���
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����
�
7
Pict
ure
Exch
ange
Com
mun
icat
ion
Syst
em �
����
����
����
����
����
�
14
Soci
al I
nter
acti
ons
���
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�..
20
Se
nsor
y In
tegr
atio
n �
����
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���
28
Be
havi
or M
anag
emen
t �
����
����
����
����
����
����
����
����
��
36
Clas
sroo
m E
nvir
onm
ent
& Cu
rric
ulum
Mod
ific
atio
ns �
����
����
����
��.
45
Lega
l Rig
hts
���
����
����
����
����
����
����
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����
����
���
55
Fam
ily I
nvol
vem
ent
& Pl
anni
ng �
����
����
����
����
����
����
����
� 6
3 O
verv
iew
of C
omm
on D
isab
iliti
es �
����
����
����
����
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��...
66
Re
sour
ce G
uide
���
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...
81
Exam
ples
& S
ampl
e Te
mpl
ates
���
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��..
93
3
East
er S
eals
Met
ropo
litan
Chi
cago
Intr
oduc
tion
to
the
Soc
ial I
nclu
sion
Pro
ject
Intr
oduc
tion
to
the
Intr
oduc
tion
to
the
Soc
ial I
nclu
sion
Pro
ject
Soc
ial I
nclu
sion
Pro
ject
2004
20
04 --
2007
2007
4
East
er S
eals
Met
ropo
litan
Chi
cago
The
Part
icip
ants
Ea
ster
Sea
ls
East
er S
eals
Met
ropo
litan
Chi
cago
is t
he lo
cal a
ffili
ate
of N
atio
nal E
aste
r Se
als,
an
orga
niza
tion
ded
icat
ed t
o pa
rtne
ring
wit
h fa
mili
es t
o im
prov
e th
e qu
alit
y of
life
fo
r in
divi
dual
s wi
th d
isab
iliti
es o
r ot
her
spec
ial n
eeds
. Ea
ster
Sea
ls o
ffer
s a
vari
ety
of s
ervi
ces
thro
ugho
ut
Chic
ago
incl
udin
g ea
rly
child
hood
pro
gram
s, C
hild
and
Fa
mily
Con
nect
ions
, res
pite
ser
vice
s, T
hera
peut
ic D
ay
Scho
ols,
aft
er-s
choo
l pro
gram
s fo
r ch
ildre
n wi
th
disa
bilit
ies,
and
em
ploy
men
t pr
ogra
ms
for
seni
ors.
ICDD
The
Illin
ois
Coun
cil o
n D
evel
opm
enta
l Dis
abili
ties
in
vest
s in
pro
gram
s th
at w
ill im
prov
e th
e se
rvic
es
prov
ided
to
indi
vidu
als
with
dis
abili
ties
and
the
ir
fam
ilies
. By
foc
usin
g on
adv
ocac
y, s
yste
mat
ic c
hang
e, a
nd
capa
city
bui
ldin
g, I
CDD
ass
ists
indi
vidu
als,
fam
ilies
, and
co
mm
unit
ies
to b
ecom
e m
ore
self
-suf
fici
ent.
The
Colla
bora
tion
In
200
4, E
aste
r Se
als
Met
ropo
litan
Chi
cago
rec
eive
d a
thre
e-ye
ar g
rant
fro
m t
he I
llino
is C
ounc
il on
Dev
elop
men
tal
Dis
abili
ties
(ICD
D) f
or t
he S
ocia
l Inc
lusi
on P
roje
ct (S
IP).
SIP
pro
vide
d fu
nds
for
staf
f at
thr
ee E
aste
r Se
als
site
s an
d fo
ur p
artn
er s
ites
to
rece
ive
spec
ializ
ed o
n-si
te t
rain
ing
and
men
tori
ng o
n in
clud
ing
child
ren
with
dev
elop
men
tal
disa
bilit
ies
in t
he e
arly
chi
ldho
od c
lass
room
. A
s a
resu
lt, t
hese
sev
en c
ente
rs w
ere
able
to
succ
essf
ully
incl
ude
over
100
chi
ldre
n wi
th d
evel
opm
enta
l dis
abili
ties
in t
heir
pro
gram
s! T
hrou
gh S
IP, E
aste
r Se
als
has
also
bee
n ab
le t
o of
fer
incl
usio
n an
d sp
ecia
l nee
ds t
rain
ings
to
dire
ctor
s, t
each
ers,
and
pa
rapr
ofes
sion
als
from
chi
ldca
re c
ente
rs a
ll ar
ound
Chi
cago
. Th
is m
anua
l is
desi
gned
to
shar
e wh
at w
e ha
ve
lear
ned
and
to p
rovi
de p
ract
ical
too
ls f
or y
ou t
o us
e in
the
cla
ssro
om a
s yo
u co
ntin
ue o
n th
e jo
urne
y of
in
clud
ing
child
ren
with
dis
abili
ties
.
5
East
er S
eals
Met
ropo
litan
Chi
cago
Incl
usio
n 10
1In
clus
ion
101
Incl
usio
n 10
1�� E
very
one
bene
fits
fro
m in
clus
ion
Ever
yone
ben
efit
s fr
om in
clus
ion ��
6
East
er S
eals
Met
ropo
litan
Chi
cago
• Ch
ildre
n le
arn
from
eac
h ot
her.
•
Child
ren
with
dis
abili
ties
lear
n th
roug
h th
e ro
utin
es a
nd a
ctiv
itie
s th
at a
re c
halle
ngin
g an
d in
tere
stin
g fo
r ot
her
youn
g ch
ildre
n.
• Th
e sa
me
focu
s on
indi
vidu
aliz
atio
n th
at e
nabl
es p
rogr
ams
to in
clud
e ch
ildre
n wi
th d
isab
iliti
es
help
s ch
ildre
n wi
thou
t di
agno
sed
disa
bilit
ies
• In
clus
ion
prov
ides
all
child
ren
with
opp
ortu
niti
es t
o so
cial
ize,
to
unde
rsta
nd in
divi
dual
di
ffer
ence
s, a
nd t
o be
acc
epte
d.
• M
any
earl
y ch
ildho
od p
rogr
ams
do n
ot a
ccep
t ch
ildre
n wi
th d
isab
iliti
es.
• Be
st p
ract
ices
for
you
ng c
hild
ren
do n
ot c
hang
e, e
ven
if a
chi
ld h
as a
dis
abili
ty.
Mod
ific
atio
ns
may
be
need
ed, b
ut t
he c
ore
rem
ains
the
sam
e!
An
incl
usiv
e ea
rly
child
hood
env
iron
men
t is
a p
lace
whe
re a
ll ch
ildre
n ar
e va
lued
as
uniq
ue.
Prog
ram
sta
ff in
divi
dual
ize
curr
icul
um a
nd a
ctiv
itie
s fo
r ea
ch c
hild
bas
ed
on t
he c
hild
�s in
tere
sts,
str
engt
hs, a
nd c
halle
nges
. Ch
ildre
n fr
om d
iver
se
back
grou
nds
are
all a
ccep
ted
and
supp
orte
d. A
s a
resu
lt, c
hild
ren
with
id
enti
fied
dis
abili
ties
are
incl
uded
alo
ngsi
de c
hild
ren
with
out
disa
bilit
ies,
and
al
l are
see
n as
chi
ldre
n fi
rst.
�Adv
ocat
es f
or t
he c
ivil
righ
ts o
f in
divi
dual
s to
par
tici
pate
ful
ly in
life
. Ch
alle
nges
seg
rega
tion
by
crea
ting
equ
al a
cces
s fo
r al
l. Ch
alle
nges
pre
judi
ces
and
com
man
ds s
ocie
ty, e
spec
ially
edu
cato
rs, t
o co
nsid
er c
reat
ing
qual
ity
envi
ronm
ents
for
all
vers
us �s
peci
al� e
duca
tion
for
som
e. A
ll ed
ucat
ion
shou
ld b
e sp
ecia
l, be
caus
e th
e se
rvic
es o
ffer
ed a
re q
ualit
y, b
est
prac
tice
, and
sen
siti
ve t
o th
e di
vers
ity
that
exi
sts
with
in h
uman
ity.
�
Incl
usio
n
Incl
usio
n in
Ear
ly C
hild
hood
Pro
gram
s
Wha
t H
as B
een
Dis
cove
red�
7
East
er S
eals
Met
ropo
litan
Chi
cago
Com
mun
icat
ion
Com
mun
icat
ion
Com
mun
icat
ion
One
to
Five
Yea
rsO
ne t
o Fi
ve Y
ears
�� Dev
elop
men
tal M
ilest
ones
Dev
elop
men
tal M
ilest
ones
�� How
to
Enha
nce
Com
mun
icat
ion
How
to
Enha
nce
Com
mun
icat
ion
�� Whe
n W
hen
to b
e Co
ncer
ned
to b
e Co
ncer
ned
�� Wha
t S
houl
d I
do if
I S
uspe
ct a
Pro
blem
?W
hat
Sho
uld
I do
if I
Sus
pect
a P
robl
em?
8
East
er S
eals
Met
ropo
litan
Chi
cago
How
to
Enha
nce
Commun
icat
ion
• In
tera
ct w
ith
the
child
•
Resp
ond
to a
bab
y�s g
estu
res
• Re
spon
d to
a b
aby�s
poi
ntin
g re
ques
ts
• Pa
rtic
ipat
e in
voc
al t
urn-
taki
ng
• Pl
ay w
ith
thin
gs t
hat
the
child
is in
tere
sted
in
• Pl
ay s
impl
e ga
mes
like
pat
a c
ake,
pee
k a
boo,
etc
. •
Repe
at w
hat
the
child
wan
ts a
nd e
xpan
d th
e co
mm
unic
atio
n •
�Milk
. Yo
u wa
nt m
ilk.
Her
e is
you
r m
ilk.
Oh,
col
d m
ilk!�
•
Wav
e he
llo a
nd g
ood-
bye
Wha
t Sh
ould I
do
if I
Sus
pect
a P
roblem
? •
If a
one
-yea
r-ol
d ch
ild is
not
at
a de
velo
pmen
tally
ap
prop
riat
e co
mm
unic
atio
n le
vel,
then
: •
Reco
mm
end
a vi
sit
to t
he f
amily
�s pe
diat
rici
an
• Ch
eck
that
the
chi
ld is
hea
ring
ade
quat
ely
• Lo
ok a
t th
e ch
ild�s
over
all d
evel
opm
ent.
Are
any
othe
r m
ilest
ones
not
bei
ng m
et?
Are
the
re a
ny o
ther
de
velo
pmen
tal c
once
rns
besi
des
com
mun
icat
ion?
•
Refe
r to
Chi
ld a
nd F
amily
Con
nect
ions
for
an
earl
y in
terv
enti
on e
valu
atio
n.
Whe
n to
Be
Conc
erne
d •
Be c
once
rned
if t
here
are
no
com
mun
icat
ive
atte
mpt
s.
The
child
sho
uld:
•
Reac
h up
to
be p
icke
d up
•
Grab
you
r ha
nd t
o ta
ke y
ou t
o an
act
ivit
y •
Mig
ht u
se a
hea
d sh
ake
for
�no�
• Be
con
cern
ed if
a c
hild
is n
ot b
abbl
ing
• H
e sh
ould
be
mak
ing
soun
ds
• M
ay u
se s
impl
e wo
rds
like
mam
a or
dad
a •
REM
EMBE
R�M
ost
child
ren
use
at le
ast
1 wo
rd a
t th
e ag
e of
one
•
Be c
once
rned
if a
chi
ld is
not
usi
ng h
is e
yes
• H
e sh
ould
look
at
you
• H
e sh
ould
look
at
an o
bjec
t th
at o
ther
s fi
nd in
tere
stin
g
Dev
elop
men
tal M
ilest
ones
•
Child
pay
s in
crea
sing
att
enti
on t
o sp
eech
•
Turn
s he
ad t
o so
und
and
to v
oice
s, r
ecog
nize
s na
mes
of
fam
iliar
peo
ple
• Re
spon
ds t
o si
mpl
e ve
rbal
req
uest
s (g
ives
blo
ck o
r to
y up
on
requ
est)
•
Resp
onds
to
�no�
•
Use
s si
mpl
e ge
stur
es a
nd/o
r vo
caliz
es t
o in
dica
te w
ants
and
ne
eds
• Ba
bble
s co
nson
ants
and
vow
els
• U
ses
diff
eren
t to
nes
and
pitc
hes.
•
Look
s at
som
e co
mm
on o
bjec
ts w
hen
nam
ed
• Fi
rst
true
wor
ds, o
ften
incl
ude:
mam
a, d
ada,
uh-
oh
• Tr
ies
to im
itat
e wo
rds
Aty
pica
l Dev
elop
men
t Ty
pica
l Dev
elop
men
t A O
ne Y
ear
Old
9
East
er S
eals
Met
ropo
litan
Chi
cago
A T
wo Y
ear
Old
Ty
pica
l Dev
elop
men
t A
typi
cal D
evel
opm
ent
Dev
elop
men
tal M
ilest
ones
•
Poi
nts
to o
bjec
ts a
nd/o
r pi
ctur
es w
hen
nam
ed
• I
dent
ifie
s bo
dy p
arts
•
Aro
und
18 m
onth
s of
age
, chi
ldre
n ty
pica
lly p
rodu
ce 1
0-50
wo
rds
• Be
gins
to
put
two
word
s to
geth
er b
y th
e en
d of
two
yea
rs o
f ag
e •
Fol
lows
sim
ple
one-
step
dir
ecti
ons
• R
epea
ts w
ords
ove
rhea
rd in
con
vers
atio
n •
Use
s ve
rbal
and
non
verb
al m
eans
of
com
mun
icat
ion
• B
egin
s to
und
erst
and
conv
ersa
tion
al r
ules
•
Ask
s fo
r �m
ore�
•
Ref
ers
to s
elf
with
pro
noun
and
nam
e (e
x. �M
e Jo
hnny
�)
• B
egin
s to
use
som
e ve
rbs
and
adje
ctiv
es
Whe
n to
Be
Conc
erne
d •
Be c
once
rned
if t
he c
hild
is n
ot c
omm
unic
atin
g hi
s wa
nts
and
need
s.
• Be
con
cern
ed if
a c
hild
is n
ot p
utti
ng w
ords
tog
ethe
r or
ta
lkin
g •
Mos
t ch
ildre
n sh
ould
put
two
wor
ds t
oget
her
• Be
con
cern
ed if
a c
hild
is n
ot f
ollo
wing
sim
ple
dire
ctio
ns
• Be
con
cern
ed if
a c
hild
is n
ot a
nswe
ring
sim
ple
ques
tion
s •
Be c
once
rned
if a
chi
ld�s
beha
vior
is im
pact
ed b
ecau
se o
f th
e la
ck o
f ef
fect
ive
com
mun
icat
ion.
Wha
t Sh
ould I
do
if I
Sus
pect
a P
roblem
? •
If
a tw
o-ye
ar-o
ld c
hild
is n
ot a
t a
deve
lopm
enta
lly
appr
opri
ate
com
mun
icat
ion
leve
l the
n:
• R
ecom
men
d a
visi
t to
the
fam
ily�s
pedi
atri
cian
•
Che
ck t
hat
the
child
is h
eari
ng a
dequ
atel
y •
Loo
k at
the
chi
ld�s
over
all d
evel
opm
ent.
Are
an
y ot
her
mile
ston
es n
ot b
eing
met
? A
re t
here
an
y ot
her
deve
lopm
enta
l con
cern
s or
just
co
mm
unic
atio
n?
• R
efer
to
Child
and
Fam
ily C
onne
ctio
ns f
or a
n ea
rly
inte
rven
tion
eva
luat
ion.
How
to
Enha
nce
Commun
icat
ion
• Ex
pand
on
the
child
�s si
mpl
e co
mm
unic
atio
n •
Spea
k sl
owly
and
cle
arly
•
Keep
lang
uage
sim
ple,
esp
ecia
lly f
or n
ew t
asks
and
dir
ecti
ons
• A
dd c
omm
enta
ry t
o th
e ch
ild�s
gest
ures
•
Resi
st t
he u
rge
to c
orre
ct b
y us
ing
�say
��
• M
odel
the
cor
rect
wor
ds, s
ound
s, a
nd g
ram
mar
.
• If
a c
hild
say
s �H
e th
rowe
d th
e ba
ll,� y
ou m
ay
say
�Yes
, he
THRE
W t
he b
all.�
10
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
A T
hree
Yea
r O
ld
Typi
cal D
evel
opm
ent
Aty
pica
l Dev
elop
men
t Dev
elop
men
tal M
ilest
ones
•
Fol
lows
two
to
thre
e st
ep d
irec
tion
s •
Use
s 3
to 5
wor
d ph
rase
s, in
clud
ing
noun
s, v
erbs
, adj
ecti
ves,
pr
onou
ns (I
, you
, me,
we,
the
y)
• U
nder
stan
ds m
ost
sent
ence
s
• C
an s
tate
nam
e, a
ge a
nd s
ex
• M
ost
child
ren
have
dev
elop
ed t
he f
ollo
wing
sou
nds
by t
he e
nd
of a
ge t
hree
: /b,
p, k
, t, g
, d, m
/, a
s we
ll as
oth
ers
• S
tran
gers
can
und
erst
and
mos
t of
the
chi
ld�s
word
s •
Und
erst
ands
mos
t pr
esch
ool c
hild
ren�s
sto
ries
•
Und
erst
ands
age
nt-a
ctio
n (e
.g.,
Tell
me
what
flie
s, b
arks
) •
At
30 m
onth
s, c
hild
ren
use
betw
een
200-
600
word
s
• A
t 36
mon
ths,
chi
ldre
n co
mpr
ehen
d up
to
3600
wor
ds
Whe
n to
Be
Conc
erne
d •
Be c
once
rned
if t
oddl
ers
are
not
usin
g be
twee
n 20
0-30
0 wo
rds
• Be
con
cern
ed if
a c
hild
is n
ot c
ombi
ning
wor
ds.
• M
ost
child
ren
shou
ld p
ut 3
wor
ds t
oget
her
in s
hort
se
nten
ces.
•
Be c
once
rned
if t
he c
hild
�s wo
rds
are
not
unde
rsto
od.
• So
me
deve
lopm
enta
l sou
nd e
rror
s, s
uch
as t
he /
r, l,
s, t
h/
may
per
sist
. •
Be c
once
rned
if a
chi
ld c
anno
t as
k an
d an
swer
sim
ple
ques
tion
s
How
to
Enha
nce
Commun
icat
ion
• Be
inte
ract
ive:
•
Read
boo
ks, s
ing,
pla
y ga
mes
, tal
k to
her
, pre
tend
•
Tal
k ab
out
what
she
did
and
will
do
• T
his
give
s he
r a
fram
ewor
k to
dis
cuss
her
day
•
Rea
d • Ye
s, r
ead
the
sam
e bo
ok a
gain
and
aga
in
• Th
is is
a g
reat
pre
-rea
ding
ski
ll. S
he m
ay
even
be
able
to
tell
you
the
stor
y by
lo
okin
g at
the
pic
ture
s
Wha
t Sh
ould I
do
if I
Sus
pect
a P
roblem
? •
If a
thr
ee-y
ear-
old
child
is n
ot a
t a
deve
lopm
enta
lly
appr
opri
ate
com
mun
icat
ion
leve
l the
n:
• R
ecom
men
d a
visi
t to
the
fam
ily�s
pedi
atri
cian
•
Che
ck t
hat
the
child
is h
eari
ng a
dequ
atel
y •
Loo
k at
the
chi
ld�s
over
all d
evel
opm
ent.
Are
an
y ot
her
mile
ston
es n
ot b
eing
met
? A
re t
here
ot
her
deve
lopm
enta
l con
cern
s or
just
co
mm
unic
atio
n?
• R
efer
to
the
loca
l pub
lic s
choo
l for
ser
vice
s •
Con
sult
a s
peec
h pa
thol
ogis
t fo
r a
scre
enin
g
11
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
A F
our
Yea
r O
ld
Typi
cal D
evel
opm
ent
Aty
pica
l Dev
elop
men
t
Dev
elop
men
tal M
ilest
ones
•
Has
mas
tere
d so
me
basi
c ru
les
of g
ram
mar
, inc
ludi
ng r
egul
ar,
past
ten
se, a
nd f
utur
e te
nse
(She
is p
layi
ng, s
he p
laye
d, s
he
will
play
) •
Use
s be
twee
n 15
00-2
000
word
s •
By 4
8 m
onth
s, c
ompr
ehen
ds a
ppro
xim
atel
y 56
00 w
ords
•
Child
ave
rage
s 4-
6 wo
rd u
tter
ance
s •
Spea
ks in
com
plet
e se
nten
ces
• A
nswe
rs m
ost
�wh�
que
stio
ns (w
hat,
whe
re, w
ho, w
hy, w
hen)
•
Rela
tes
pers
onal
exp
erie
nces
and
tel
ls s
tori
es
• A
ble
to m
aint
ain
a to
pic
of c
onve
rsat
ion
• Be
gins
to
tell
joke
s an
d ri
ddle
s •
Ask
s th
e m
eani
ng o
f wo
rds
• Co
ntin
ues
to m
aste
r pr
oduc
tion
of
a va
riet
y of
spe
ech
soun
ds
Whe
n to
Be
Conc
erne
d •
Be
conc
erne
d if
com
mun
icat
ion
does
not
bec
ome
mor
e ac
cura
te.
• P
resc
hool
ers
will
use
sim
ple
loca
tion
wor
ds
• P
resc
hool
ers
will
lear
n an
d us
e co
lors
as
desc
ript
ions
•
Pre
scho
oler
s ta
lk a
bout
wha
t th
ey a
re d
oing
whi
le
doin
g it
•
Be
conc
erne
d if
a c
hild
is n
ot c
ombi
ning
wor
ds.
• M
ost
child
ren
shou
ld p
ut 4
wor
ds t
oget
her
in s
hort
se
nten
ces.
•
Be
conc
erne
d if
the
chi
ld is
not
und
erst
ood
in s
hort
phr
ases
. •
A p
resc
hool
er s
tart
s to
use
long
er w
ords
•
Mor
e so
unds
are
mas
tere
d an
d us
ed
How
to
Enha
nce
Commun
icat
ion
• P
lay!
•
Play
is a
job
for
a ch
ild
• Te
ach
sim
ple
gam
es
• M
odel
tur
n ta
king
•
Mod
el a
ppro
pria
te w
ays
to r
eque
st it
ems
from
pee
rs
• F
rien
ds
• H
elp
the
child
lear
n to
sha
re
• M
odel
and
dis
cuss
app
ropr
iate
beh
avio
rs
• Ta
lk a
bout
pla
y ex
pect
atio
ns
Wha
t Sh
ould I
do
if I
Sus
pect
a P
roblem
? •
If
a fo
ur-y
ear-
old
child
is n
ot a
t a
deve
lopm
enta
lly
appr
opri
ate
com
mun
icat
ion
leve
l the
n:
• R
ecom
men
d a
visi
t to
the
fam
ily�s
pedi
atri
cian
•
Che
ck t
hat
the
child
is h
eari
ng a
dequ
atel
y •
Loo
k at
the
chi
ld�s
over
all d
evel
opm
ent.
Are
an
y ot
her
mile
ston
es n
ot b
eing
met
? A
re t
here
ot
her
deve
lopm
enta
l con
cern
s or
just
co
mm
unic
atio
n?
• R
efer
to
the
loca
l pub
lic s
choo
l for
ser
vice
s •
Con
sult
a s
peec
h pa
thol
ogis
t fo
r a
scre
enin
g.
12
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Typi
cal D
evel
opm
ent
Aty
pica
l Dev
elop
men
t Dev
elop
men
tal M
ilest
ones
•
Use
s 5-
to
8-wo
rd s
ente
nces
•
Com
preh
ends
13,
000
to 1
5,00
0 wo
rds
• U
ses
pres
ent,
pas
t, a
nd f
utur
e te
nses
con
sist
entl
y •
Abl
e to
ans
wer
�wh�
que
stio
ns a
nd r
etel
l sho
rt s
tori
es
• Kn
ows
spat
ial r
elat
ions
and
pre
posi
tion
s su
ch a
s �o
n to
p,
behi
nd, u
nder
, far
� •
Und
erst
ands
�fir
st, l
ast,
� lab
els
colo
rs a
nd d
ays
of t
he w
eek
• U
ses
pron
ouns
, plu
rals
, and
neg
ativ
es
• St
ates
nam
e an
d ad
dres
s •
Cont
inue
s to
mas
ter
the
prod
ucti
on o
f m
ore
diff
icul
t sp
eech
so
unds
, inc
ludi
ng /
s, r
, l/
(How
ever
, som
e ch
ildre
n do
not
m
aste
r th
ese
soun
ds u
ntil
arou
nd a
ge 7
. Don
�t be
con
cern
ed if
at
age
5 t
hey
cann
ot p
rodu
ce t
he /
r/ c
orre
ctly
! It
�s ok
ay!)
Whe
n to
Be
Conc
erne
d •
Be c
once
rned
if c
omm
unic
atio
n is
not
bec
omin
g co
mpl
ex.
A
five
yea
r ol
d sh
ould
be
able
to:
•
Tal
k ab
out
his
expe
rien
ces
• R
etel
l sto
ries
and
TV
show
s •
Pla
y wi
th w
ords
and
mak
e up
sill
y wo
rds
and
stor
ies
• B
e co
ncer
ned
if a
chi
ld c
anno
t fo
llow
mor
e co
mpl
ex d
irec
tion
s •
Be
conc
erne
d if
a c
hild
is n
ot u
sing
mor
e co
mpl
ex s
ente
nces
•
Mos
t ch
ildre
n sh
ould
put
5 w
ords
or
mor
e to
geth
er
• B
e co
ncer
ned
if s
peec
h is
not
90%
inte
lligi
ble
• T
here
may
be
som
e re
mai
ning
dev
elop
men
t sp
eech
so
und
erro
rs li
ke t
he /
s, t
h, r
,l/
How
to
Enha
nce
Commun
icat
ion
• L
iste
n an
d as
k qu
esti
ons
• A
sk o
pen
ende
d, �W
H� q
uest
ions
to
elic
it m
ore
lang
uage
•
It
is b
ette
r to
ask
��wh
at d
id y
ou d
o to
day�
ra
ther
tha
n �d
id y
ou h
ave
a go
od d
ay.�
The
an
swer
to
the
seco
nd e
xam
ple
is a
sho
rt
yes
or n
o. T
he f
irst
que
stio
n wi
ll el
icit
a
disc
ussi
on.
• R
ead •
Hel
p th
e ch
ild t
o dr
aw c
onne
ctio
ns b
etwe
en t
he
book
and
his
wor
ld
• A
sk h
is o
pini
on
Wha
t Sh
ould I
do
if I
Sus
pect
a P
roblem
? •
If
a ch
ild is
not
at
a de
velo
pmen
tally
app
ropr
iate
co
mm
unic
atio
n le
vel t
hen:
•
Ref
lect
on
the
child
�s ab
iliti
es a
nd p
re-a
cade
mic
ski
lls.
Are
the
y de
velo
pmen
tally
app
ropr
iate
? •
Refe
r to
the
loca
l pub
lic s
choo
l for
ser
vice
s.
• Co
nsul
t wi
th a
n ed
ucat
or o
r sp
eech
the
rapi
st a
s ne
eded
.
A F
ive
Yea
r O
ld
13
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
• �I
mpo
rtan
t M
ilest
ones
� www
.cdc
.gov
/act
earl
y •
Rose
berr
y-M
cKib
bin,
C. (
2000
) Adv
ance
d Re
view
of
Spee
ch-L
angu
age
Path
olog
y . p
. 139
-154
.
Reso
urce
s fo
r Co
mm
unic
atio
n
One
Yea
r O
ld
Two
Year
Old
Five
Yea
r O
ld
Four
Yea
r O
ld
Thre
e Ye
ar O
ld
14
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
The
Pict
ure
Exch
ange
Com
mun
icat
ion
Sys
tem
(PEC
S)
The
Pict
ure
Exch
ange
The
Pict
ure
Exch
ange
Com
mun
icat
ion
Sys
tem
Com
mun
icat
ion
Sys
tem
(PEC
S)
(PEC
S)
PECS
Dev
elop
men
tPE
CS D
evel
opm
ent
Wha
t is
PEC
S?
Wha
t is
PEC
S?
Whe
n to
Use
PEC
SW
hen
to U
se P
ECS
Begi
nnin
g PE
CSBe
ginn
ing
PECS
Phas
es o
f PE
CSPh
ases
of
PECS
Set
ting
Up
PECS
Set
ting
Up
PECS
15
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Wha
t is
the
Pic
ture
Ex
chan
ge C
omm
unic
atio
n Sy
stem
?
Six
Stag
es o
f PE
CS
• D
evel
oped
in 1
985
for
use
with
pre
scho
ol-a
ged
child
ren
with
A
utis
m a
nd o
ther
soc
ial c
omm
unic
ativ
e di
sord
ers
• N
ow t
augh
t to
a v
arie
ty o
f ch
ildre
n an
d ad
ults
wit
h a
rang
e of
dia
gnos
es
• M
eans
of
com
mun
icat
ing
wher
e a
child
use
s a
pict
ure
exch
ange
wit
h a
�list
ener
� to
mak
e a
requ
est
or a
sta
tem
ent
in o
rder
to
have
the
ir w
ants
and
nee
ds m
et
• U
sed
inst
ead
of O
R in
com
bina
tion
wit
h wo
rds/
sent
ence
s •
Enco
urag
es in
itia
tion
of
com
mun
icat
ion,
eye
con
tact
, and
so
cial
inte
ract
ion
PECS
Dev
elop
men
t
• �H
OW
� to
com
mun
icat
e •
Dis
tanc
e an
d pe
rsis
tenc
e •
Pict
ure
disc
rim
inat
ion
• Se
nten
ce s
truc
ture
(I w
ant�
.; I
need
�)
• Re
spon
ding
to
�Wha
t do
you
wan
t?�
• Co
mm
enti
ng (I
hea
r�.;
I se
e�)
16
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
ALWAY
S
• A
LWA
YS
• Th
e ch
ild m
ust
have
acc
ess
to P
ECS�
THIS
IS
THE
CHIL
D�S
VO
ICE
• D
o no
t ex
pect
car
ryov
er if
thi
s is
onl
y pr
acti
ced
with
one
per
son
in o
ne s
etti
ng
• Co
mm
unic
atio
n ha
ppen
s th
roug
hout
the
day
and
thr
ough
out
diff
eren
t en
viro
nmen
ts
Begi
nnin
g PE
CS
Whe
n to
Use
PEC
S
• Id
enti
fy p
refe
rred
item
s (f
ood,
toy
s, v
ideo
s)
• Id
enti
fy n
on-p
refe
rred
item
s
• Th
ese
item
s wi
ll be
use
d to
tea
ch:
• H
ow t
o re
ques
t pr
efer
red
item
s
• H
ow t
o di
scri
min
ate
obje
cts/
pict
ures
• Cr
eate
opp
ortu
niti
es t
o co
mm
unic
ate
• Pu
t pr
efer
red
item
s ou
t of
rea
ch t
o en
cour
age
the
child
to
mak
e re
ques
ts
ALW
AYS
17
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Phas
e 1
�HOW
� to
Com
mun
icat
e Ph
ase
2 Dista
nce
and
Pers
iste
nce
Phas
e 3
Pict
ure
Discr
iminat
ion
• Cr
eate
pic
ture
s of
hig
hly
desi
red
item
s •
Thes
e pi
ctur
es c
an b
e ac
tual
pho
tos
(e.g
., di
gita
l pic
ture
s) o
r sy
mbo
ls
(e.g
., Bo
ardm
aker
) •
Choo
se a
hig
hly
desi
red
obje
ct
(foo
d, t
oy t
hat
happ
ens
only
onc
e,
eg.,
Bubb
les)
and
cor
resp
ondi
ng
pict
ure
(use
onl
y on
e pi
ctur
e at
thi
s st
age)
H
ave
two
adul
ts a
ssis
t wi
th t
he
phys
ical
exc
hang
e�N
O v
erba
l pr
ompt
ing.
One
adu
lt s
tand
ing
behi
nd t
he c
hild
hel
ps t
he c
hild
han
d th
e pi
ctur
e to
the
com
mun
icat
ive
part
ner
(oth
er a
dult
hol
ding
item
) in
exch
ange
for
the
item
.
• U
se t
he s
ame
high
ly d
esir
ed it
em/
pict
ure
• In
crea
se t
he d
ista
nce
betw
een
the
child
and
the
com
mun
icat
ive
part
ner
(pic
ture
is d
irec
tly
in f
ront
of
the
child
) •
The
child
is e
xpec
ted
to b
ring
the
pi
ctur
e to
the
par
tner
•
Incr
ease
the
dis
tanc
e be
twee
n th
e ch
ild a
nd t
he p
ictu
re a
nd t
he
com
mun
icat
ive
part
ner
• H
ave
two
adul
ts a
ssis
t wi
th t
he
phys
ical
exc
hang
e�.N
O v
erba
l pr
ompt
ing
• Ch
oose
pre
ferr
ed a
nd n
on-
pref
erre
d pi
ctur
es a
nd it
ems
• Pr
esen
t tw
o pi
ctur
es t
o pl
ace
in
fron
t of
the
chi
ld.
•
The
com
mun
icat
ive
part
ner
hold
s up
th
e pr
efer
red
item
•
The
child
sho
uld
choo
se t
he
corr
espo
ndin
g pi
ctur
e to
mak
e a
requ
est
for
the
item
•
Hav
e tw
o ad
ults
ass
ist
with
the
ph
ysic
al e
xcha
nge�
NO
ver
bal
prom
ptin
g
Phas
es o
f PE
CS
18
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Phas
e 4
Sen
tenc
e Str
uctu
re
Phas
e 5
Resp
onding
to
�Wha
t do
you
wan
t?�
Phas
e 6
Commen
ting
• Ch
ild le
arns
to
use
an �I
wan
t��
sent
ence
str
ip t
o m
ake
a re
ques
t.
• Be
gin
with
the
�I w
ant.
..� s
ente
nce
on t
he s
trip
(inc
ludi
ng t
he p
ictu
re o
f th
e pr
efer
red
obje
ct)
• O
nce
they
hav
e m
aste
red
usin
g th
e se
nten
ce s
trip
, exp
ect
them
to
sequ
ence
the
sen
tenc
e th
emse
lves
(o
ne p
ictu
re a
t a
tim
e)
• H
ave
two
adul
ts a
ssis
t wi
th t
he
phys
ical
exc
hang
e wh
en n
eede
d�N
O
verb
al p
rom
ptin
g
• Th
e st
uden
t le
arns
to
spon
tane
ousl
y re
ques
t it
ems
and
answ
er t
he
ques
tion
�Wha
t do
you
wan
t?�
• H
ave
avai
labl
e th
e co
mm
unic
atio
n bo
ok w
ith
the
�I w
ant�
pic
ture
, the
se
nten
ce s
trip
and
the
pic
ture
s of
de
sire
d it
ems.
•
Hav
e se
vera
l rei
nfor
cing
item
s av
aila
ble
but
inac
cess
ible
• U
sing
pic
ture
icon
s an
d th
e se
nten
ce
stri
p, t
he c
hild
lear
ns t
o co
mm
ent
on
the
envi
ronm
ent
usin
g se
nten
ces
such
as
�I h
ear�
� and
�I s
ee��
• Cr
eate
opp
ortu
niti
es f
or t
he c
hild
to
com
men
t on
inte
rest
ing
thin
gs in
the
en
viro
nmen
t
Phas
es o
f PE
CS (c
onti
nued
)
19
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
• U
se a
thr
ee-r
ing
bind
er o
r fo
lder
to
stor
e pi
ctur
es a
nd s
ente
nce
stri
ps
• H
ave
addi
tion
al p
ictu
res
on f
ile (c
opie
s of
hig
hly
desi
red
item
s)
• U
se c
lass
room
rou
tine
pic
ture
s •
Hav
e tw
o ad
ult
trai
ners
whe
n te
achi
ng t
he b
egin
ning
pha
ses
• Ge
t ve
lcro
! It
�s a
grea
t wa
y to
kee
p tr
ack
of y
our
pict
ures
and
to
atta
ch t
hem
to
a se
nten
ce s
trip
and
com
mun
icat
ion
book
Sett
ing
Up
PECS
• Py
ram
id E
duca
tion
al C
onsu
ltan
ts, I
nc.
• A
ndre
w S.
Bon
dy, P
h.D
. •
Lori
A. F
rost
, M.S
., CC
C/SL
P •
www.
pecs
.com
•
The
Pict
ure
Com
mun
icat
ion
Sym
bols
©19
81-2
006
by M
ayer
-Joh
nson
LLC
. A
ll Ri
ghts
Res
erve
d W
orld
wide
. U
sed
with
pe
rmis
sion
. Bo
ardm
aker
� is
a t
rade
mar
k of
May
er-J
ohns
on L
LC
PECS
Ref
eren
ces
20
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Soc
ial I
nter
acti
ons
Soc
ial I
nter
acti
ons
Soc
ial I
nter
acti
ons
Ove
rvie
w o
f So
cial
Ski
llsO
verv
iew
of
Soc
ial S
kills
Soci
al S
tori
esSo
cial
Sto
ries
Peer
Mod
els
& M
ento
ring
Peer
Mod
els
& M
ento
ring
21
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Ove
rvie
w of
Soc
ial S
kills
�Soc
ial s
kills
are
impo
rtan
t in
est
ablis
hing
and
mai
ntai
ning
ef
fect
ive
rela
tion
ship
s wi
th:
• Pe
ers
• A
dult
s •
Pare
nts
Wha
t A
reas
are
Im
pact
ed b
y D
iffi
cult
y wi
th S
ocia
l Ski
lls??
�Pla
y �S
hari
ng
�Par
tici
pati
on in
pre
-aca
dem
ic t
asks
�P
arti
cipa
tion
in a
dult
and
/or
peer
dir
ecte
d ac
tivi
ties
Inco
nsiste
nt
Cons
quen
ces
L
angu
age
Delay
s
Hom
e
Enviro
nmen
t
Soc
ial
Delay
s
Soc
ial Skills
Why
are
Soc
ial S
kills
Im
port
ant?
Wha
t N
egat
ivel
y Im
pact
s So
cial
Ski
lls?
22
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
How
do
We
Teac
h So
cial
Ski
lls?
Adu
lt M
odel
s/M
ento
ring
Soci
al S
tori
es
Peer
Mod
els/
Men
tori
ng
Adu
lt S
hape
d Pl
ay:
• Im
agin
ativ
e
• D
ram
atic
23
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Soci
al S
tori
es
• Te
ach
the
appr
opri
ate
resp
onse
to
cert
ain
situ
atio
ns
• Te
ll ho
w to
act
, rea
ct, a
nd w
hat
to e
xpec
t •
Prov
ide
clar
ific
atio
n of
exp
ecta
tion
s an
d po
siti
ve c
onse
quen
ces
How
to
Wri
te a
Soc
ial S
tory
� Wri
te a
t a
child
�s co
mpr
ehen
sion
leve
l
� Wri
te o
nly
one
part
or
step
per
pag
e
� Alw
ays
writ
e in
the
pre
sent
or
futu
re t
ense
� Alw
ays
writ
e in
the
fir
st p
erso
n
� Use
illu
stra
tion
s bu
t ke
ep t
hem
sim
ple
� Fol
low
the
stud
ent�s
lead
in r
eadi
ng t
he s
tory
and
mak
e it
enj
oyab
le
� Rev
iew
the
stor
y at
leas
t on
ce a
day
� Rea
d th
e st
ory
prio
r to
dif
ficu
lt s
itua
tion
s
24
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
How
to
Wri
te a
Soc
ial S
tory
St
ep 1
•
Targ
et a
nd o
bser
ve a
dif
ficu
lt s
itua
tion
for
a s
tude
nt
• Th
ink
abou
t wh
y th
e ch
ild r
espo
nds
the
way
she
does
to
that
sit
uati
on
• U
se t
he s
tude
nt�s
pers
pect
ive
to d
eter
min
e th
e st
ory�s
foc
us
Step
2
•
Wri
te o
ne o
r se
vera
l des
crip
tive
sen
tenc
es
• Th
ese
sent
ence
s ob
ject
ivel
y (n
ot y
our
opin
ion)
def
ine
the:
•
who,
•
what
, •
when
, •
wher
e, a
nd
• wh
y of
the
sit
uati
on.
• E.
g., W
hen
I am
at
scho
ol, d
urin
g pl
ayti
me,
I m
ust
use
nice
han
ds.
Step
3
•
Wri
te a
one
or
seve
ral p
ersp
ecti
ve s
ente
nces
•
Thes
e de
scri
be t
he f
eelin
gs a
nd r
eact
ions
of
othe
r pe
ople
in t
he
situ
atio
n.
• E.
g., W
hen
I ke
ep m
y ha
nds
to m
ysel
f, m
y te
ache
r is
hap
py.
25
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
How
to
Wri
te a
Soc
ial S
tory
(con
tinu
ed)
Step
4
• W
rite
a p
osit
ive
dire
ctiv
e se
nten
ce d
escr
ibin
g th
e O
UTC
OM
E •
Des
crib
e a
desi
red
resp
onse
to
the
situ
atio
n.
• Be
gin
the
sent
ence
wit
h
• �I
can
try
to.
..� o
r
• �I
will
try
to
work
on.
.�
• �U
sual
ly� o
r
• �S
omet
imes
.� •
Avo
id b
egin
ning
sen
tenc
es w
ith
• �I
will
not
��
• �A
lway
s.�
• E.
g., I
can
try
to
keep
my
hand
s to
mys
elf.
Step
5
• W
rite
a c
ontr
ol s
ente
nce
that
des
crib
es:
• A
cor
rect
res
pons
e or
res
pons
es
• W
hat
to d
o if
som
ethi
ng is
dif
ficu
lt
• E.
g.,
Whe
n I
get
mad
I c
an w
alk
away
.
See
sam
ple
stor
ies
in t
he s
ecti
on �E
xam
ples
& S
ampl
e Te
mpl
ates
�
26
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Peer
Mod
els
& M
ento
ring
Pe
er m
odel
s ty
pica
lly w
ork
best
wit
h ol
der
child
ren
(3-5
yea
rs o
ld)
�Cat
ch c
hild
ren
in y
our
clas
s be
ing
�goo
d�
�Sta
te w
hat
the
�goo
d� c
hild
is d
oing
, why
you
like
tha
t be
havi
or, a
nd h
ow y
ou f
eel
�Be
VERY
spe
cifi
c ab
out
what
beh
avio
rs y
ou li
ke
• E.
g., I
like
the
way
tha
t M
aria
is s
itti
ng.
Her
han
ds
are
in h
er la
p, h
er m
outh
is q
uiet
, and
she
is lo
okin
g at
me.
Mar
ia y
ou m
ake
me
very
hap
py w
hen
you
are
such
a g
ood
liste
ner!
�For
mor
e di
rect
inst
ruct
ion
• Pa
ir c
hild
ren
with
typ
ical
soc
ial s
kills
wit
h ch
ildre
n in
nee
d of
ass
ista
nce
• U
se a
sm
all g
roup
set
ting
•
Set
up a
sit
uati
on in
whi
ch s
ucce
ss is
ens
ured
•
E.g.
, Set
up
an a
rt a
ctiv
ity
with
two
ch
ildre
n an
d on
ly o
ne g
lue
stic
k. T
he
child
ren
mus
t wa
it a
nd a
sk f
or t
he g
lue
stic
k. T
he w
aiti
ng t
ime
is s
hort
, so
succ
ess
is li
kely
!
�Ass
ign
a pe
er b
uddy
•
Plac
e a
mod
el s
tude
nt w
ith
a pe
er in
nee
d of
ass
ista
nce
• Th
e m
odel
stu
dent
will
dem
onst
rate
app
ropr
iate
beh
avio
rs
• In
mos
t ca
ses
the
mod
el s
tude
nt w
ill p
rovi
de b
ehav
iora
l cue
s to
the
stu
dent
in n
eed
of im
prov
ed s
ocia
l ski
lls
• Th
ere
is n
ow a
str
ong
and
posi
tive
infl
uenc
e as
nee
ded
• E.
g., D
urin
g tr
ansi
tion
s, t
he s
tude
nts
can
be b
uddi
es a
nd h
old
hand
s.
27
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Peer
Mod
els
& M
ento
ring
(con
tinu
ed)
• D
evel
op a
list
of
clas
sroo
m r
ules
wit
h yo
ur
clas
s •
Child
ren
will
enfo
rce
the
rule
s •
Child
ren
are
mor
e lik
ely
to f
ollo
w th
e ru
les
beca
use
they
had
a p
iece
in c
reat
ing
them
•
Allo
w th
e st
uden
ts t
hat
do n
ot t
ypic
ally
beh
ave
to
deve
lop
rule
s to
o. T
hey
may
be
easi
er t
han
you
hope
but
will
ens
ure
that
stu
dent
�s su
cces
s.
• E.
g., •
Rule
1:
Alw
ays
say
than
k yo
u (F
rom
a
well-
beha
ved
stud
ent)
. •
Rule
2:
No
burp
ing
(Fro
m a
stu
dent
who
ac
ts o
ut in
cla
ss).
Alw
ays
Rem
embe
r to
:
• Se
t cl
ear
rule
s an
d co
nseq
uenc
es
• En
sure
tha
t co
nseq
uenc
es a
re im
med
iate
•
Enco
urag
e pa
rent
s to
wor
k wi
th y
ou
• Be
pos
itiv
e •
Set
a po
siti
ve b
ehav
iora
l exa
mpl
e th
roug
h a
posi
tive
and
ca
lm a
ttit
ude
• Se
at c
hild
ren
in c
ondu
cive
gro
ups
• Pl
ace
a ch
ild in
nee
d of
ass
ista
nce
at a
tab
le w
ith
stud
ents
nee
ding
litt
le d
irec
tion
•
The
othe
r st
uden
ts w
ill m
odel
the
app
ropr
iate
be
havi
ors
• Th
e ot
her
stud
ents
will
giv
e cu
es a
bout
pro
per
beha
vior
s an
d wi
ll pr
ovid
e re
info
rcem
ent
• N
atur
al c
onse
quen
ces
from
pee
rs w
ill f
urth
er
enco
urag
e go
od b
ehav
ior
• E.
g., P
lace
thr
ee e
xcel
lent
ly b
ehav
ed s
tude
nts
at
the
sam
e ta
ble
as a
stu
dent
in n
eed
of
impr
ovem
ent.
Avo
id p
laci
ng m
ore
than
one
st
uden
t in
nee
d of
impr
ovem
ent
at e
ach
tabl
e.
28
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Sen
sory
Int
egra
tion
Sen
sory
Int
egra
tion
Sen
sory
Int
egra
tion
Wha
t is
Sen
sory
Int
egra
tion
?W
hat
is S
enso
ry I
nteg
rati
on?
�� Not
Qui
te R
ight
Not
Qui
te R
ight
��Co
mm
on B
ehav
iors
Com
mon
Beh
avio
rsM
odif
icat
ions
& A
ctiv
itie
sM
odif
icat
ions
& A
ctiv
itie
s
29
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Our
sen
ses
give
us
valu
able
info
rmat
ion
that
we
use
to f
unct
ion
and
to h
elp
us r
elat
e to
oth
ers
and
to o
ur
envi
ronm
ent.
Bes
ides
the
bas
ic f
ive
sens
es (s
ight
, hea
ring
, tou
ch, t
aste
, and
sm
ell),
two
oth
er im
port
ant
sens
ory
syst
ems
are:
•
Bala
nce
and
mov
emen
t (v
esti
bula
r se
nse)
•
Mus
cle
and
join
t (p
ropr
ioce
ptio
n)
Even
the
sim
ples
t ac
tivi
ty r
equi
res
an in
cred
ible
am
ount
of
sens
ory
inpu
t. O
ur b
rain
s m
ust
orga
nize
and
pro
cess
in
form
atio
n fr
om a
ll ou
r se
nses
at
the
sam
e ti
me,
as
well
as f
igur
e ou
t a
resp
onse
. Th
e ce
ntra
l ner
vous
sys
tem
is
cons
tant
ly a
ctiv
e, m
onit
orin
g bo
th o
ur o
utsi
de e
nvir
onm
ent
and
our
inte
rnal
rec
epto
rs.
Wha
t is
Sen
sory
Int
egra
tion
?
For
som
e ch
ildre
n, p
roce
ssin
g se
nsor
y in
form
atio
n is
mor
e di
ffic
ult
or p
robl
emat
ic.
As
a re
sult
, the
y m
ay f
eel �
not
quit
e ri
ght�
and
may
be
mor
e an
xiou
s, u
ncom
fort
able
, or
dist
ant
than
mos
t ch
ildre
n. M
ost
atyp
ical
beh
avio
rs t
hat
resu
lt f
rom
sen
sory
pro
cess
ing
chal
leng
es
can
be d
ivid
ed in
to t
he f
ollo
wing
cat
egor
ies:
�Avo
ids
sens
ory
inpu
t
�Non
-res
pons
ive
to s
enso
ry in
put
�See
ks s
enso
ry in
put
�Can
not
dist
ingu
ish
sens
atio
ns
�Dif
ficu
lty
stab
ilizi
ng b
ody
�Dif
ficu
lty
with
new
mul
ti-s
tep
acti
ons
Not
Qui
te R
ight
30
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Com
mon
Beh
avio
rs:
�Rea
cts
emot
iona
lly t
o be
ing
touc
hed
and
trie
s to
avo
id
cont
act
�Avo
ids
expl
orin
g ne
w to
ys o
r m
ater
ials
tha
t ot
her
child
ren
like
�Avo
ids
mes
sy p
lay
and
wate
r pl
ay
�Doe
s no
t lik
e ra
in, w
ind,
or
walk
ing
on s
and
or g
rass
�Is
sens
itiv
e to
rem
ovin
g or
wea
ring
clo
thin
g, e
spec
ially
ta
gs
�Doe
s no
t lik
e he
at o
r co
ld, b
oth
outs
ide
and
indo
ors
�Rea
cts
exce
ssiv
ely
to in
juri
es
�Doe
s no
t lik
e ho
t or
col
d fo
od
�Doe
s no
t lik
e fa
st m
ovem
ent
(e.g
., sw
ingi
ng, r
unni
ng,
slid
ing,
jum
ping
) or
heav
y wo
rk
�Bod
y is
tig
ht a
nd u
ncoo
rdin
ated
�Doe
s no
t lik
e vi
sual
sti
mul
i, es
peci
ally
new
arr
ange
men
ts
(e.g
., m
obile
s, d
ecor
atio
ns)
�Rea
cts
stro
ngly
to
loud
noi
ses
and
smel
ls.
May
cov
er
ears
or
nose
.
Avo
ids
Sens
ory
Inpu
t M
odif
icat
ions
& A
ctiv
itie
s:
�Lim
it e
xtra
noi
se b
y cl
osin
g do
ors,
add
ing
carp
etin
g/ru
gs, o
r se
para
ting
the
chi
ldre
n in
to s
mal
ler
grou
ps
�Lim
it t
he a
mou
nt o
f vi
sual
s ha
ngin
g fr
om t
he
ceili
ngs
and
on t
he w
alls
�Pre
pare
chi
ldre
n ah
ead
of t
ime
for
loud
noi
ses
(e.g
., fi
re d
rills
, ass
embl
ies)
�Cre
ate
a qu
iet
corn
er in
the
cla
ssro
om
�Tur
n do
wn li
ghts
and
mus
ic o
r pl
ay m
ore
mel
low
tune
s
�Pla
n so
tha
t th
e ch
ild d
oes
not
need
to
be in
the
m
iddl
e of
the
gro
up (e
.g.,
stan
ding
at
the
fron
t or
en
d of
the
line
, sit
ting
by
the
teac
her
duri
ng c
ircl
e ti
me)
�Do
not
forc
e a
child
to
touc
h m
ater
ials
tha
t th
e ch
ild d
oes
not
like.
Off
er a
lter
nati
ves
(e.g
., pa
intb
rush
, glo
ves,
pla
ce p
utty
in a
zip
lock
bag
to
feel
)
�Lim
it t
he n
umbe
r of
sm
ells
in t
he c
lass
room
(e.g
., pe
rfum
e, d
eter
gent
)
�Res
pect
a c
hild
�s sp
ace
and
do n
ot f
orce
him
to
rece
ive
hugs
or
to b
e to
uche
d �G
radu
ally
intr
oduc
e ne
w m
ater
ial,
obje
cts,
or
acti
viti
es
31
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Com
mon
Beh
avio
rs:
�No
reac
tion
to
bein
g to
uche
d (e
.g.,
taps
on
the
shou
lder
) or
crow
ded
�No
reac
tion
to
bein
g m
essy
(e.g
., m
essy
hai
r, h
ands
, fa
ce, c
loth
ing)
�May
not
not
ice
pain
or
sens
atio
ns t
hat
othe
rs f
ind
unpl
easa
nt
�Doe
s no
t se
em m
otiv
ated
to
expl
ore
toys
or
mat
eria
ls
�Doe
s no
t no
tice
the
wea
ther
or
tem
pera
ture
�Doe
s no
t re
act
to n
ew f
oods
�Doe
s no
t no
tice
hun
ger
or t
hirs
t
�Doe
s no
t no
tice
own
nee
d to
use
the
bat
hroo
m
�Unm
otiv
ated
to
acti
vely
mov
e (e
.g.,
swin
ging
, run
ning
, sl
idin
g, ju
mpi
ng)
�Doe
s no
t no
tice
saf
ety
risk
s
�Res
pond
s we
ll to
dee
p pr
essu
re
�Bec
omes
mor
e al
ert
afte
r ac
tive
mov
emen
t
Non
-Res
pons
ive
to S
enso
ry I
nput
M
odif
icat
ions
& A
ctiv
itie
s:
�Enc
oura
ge m
ovem
ent
acti
viti
es (e
.g.,
gam
es
that
req
uire
run
ning
, mov
ing
duri
ng c
ircl
e ti
me)
�Ask
chi
ld t
o st
ack
chai
rs, b
ring
hea
vy it
ems
to
anot
her
clas
sroo
m, o
r ot
her
acti
viti
es t
o na
tura
lly
enco
urag
e m
ovem
ent
�Pro
vide
fir
m h
ugs,
fir
m p
ress
ure
to t
he b
ody,
or
wrap
in a
bla
nket
�Mon
itor
car
eful
ly t
o en
sure
saf
ety
�Use
soc
ial s
tori
es t
o te
ach
prop
er s
ocia
l int
erac
tion
s or
ski
lls
�Enc
oura
ge e
xplo
rati
on
�Pro
vide
ver
bal p
rom
pts
to c
ompl
ete
acti
viti
es o
r to
cl
ean
32
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Com
mon
Beh
avio
rs:
�Wan
ts t
o to
uch
ever
ythi
ng
�Swi
tche
s ac
tivi
ties
fre
quen
tly
�See
ks m
essy
pla
y
�Lov
es t
he r
ain,
win
d, o
r wa
lkin
g on
san
d or
gra
ss
�Mov
es c
onst
antl
y an
d lo
ves
inte
nse
mov
emen
t (e
.g.,
spin
ning
, slid
ing)
�Oft
en r
emov
es s
hoes
and
soc
ks
�Cra
ms
food
into
mou
th
�Get
s ve
ry c
lose
to
othe
rs a
nd t
ouch
es t
hem
�Lik
es v
ery
extr
eme
tem
pera
ture
s
�Clim
bs c
onst
antl
y an
d fe
arle
ssly
, reg
ular
ly t
akin
g ri
sks
�Cra
ves
roug
h pl
ay a
nd t
ight
hug
s
�Cra
shes
into
peo
ple
and
obje
cts
�Cle
nche
s an
d gr
inds
tee
th
�Enj
oys
heav
y wo
rk
�Lik
es v
isua
l sti
mul
atio
n (e
.g.,
flic
keri
ng li
ghts
, mob
iles)
�Lik
es lo
ud n
oise
s an
d is
loud
Seek
s Se
nsor
y In
put
Mod
ific
atio
ns &
Act
ivit
ies:
�L
imit
the
am
ount
of
extr
a vi
sual
s
�Pro
vide
obj
ects
to
sque
eze
such
as
ther
aput
ty o
r ex
erci
se b
alls
�Allo
w ch
ild t
o us
e a
mas
sage
r, v
ibra
ting
cus
hion
, vi
brat
ing
toot
hbru
sh
�Wra
p in
bla
nket
s, p
rovi
de f
irm
pre
ssur
e, w
eigh
ted
vest
s or
bac
kpac
k
�Allo
w ch
ild t
o ch
ew o
n cr
unch
y or
che
wy f
oods
�Allo
w ch
ild t
o ha
ve a
�fid
get�
toy
dur
ing
tran
siti
ons
and
circ
le t
ime
�Inc
orpo
rate
mov
emen
t in
to a
ll ac
tivi
ties
. Tr
y an
imal
m
ovem
ents
!
�Pro
vide
cus
hion
s or
bal
ls t
o si
t on
�Tea
ch c
hild
to
ask
for
brea
ks
�Hav
e ch
ild h
elp
with
hea
vy w
ork
(e.g
., ca
rryi
ng
heav
y it
ems,
pus
hing
wag
on, h
amm
erin
g, ju
mpi
ng
on a
tra
mpo
line)
�Inc
orpo
rate
mul
ti-s
enso
ry a
ctiv
itie
s (e
.g.,
writ
ing
in
shav
ing
crea
m)
�Whe
elba
rrow
wal
king
, im
itat
ing
anim
al m
ovem
ents
, an
d sw
ingi
ng
�Hav
e ch
ild m
arch
bet
ween
act
ivit
ies
33
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Com
mon
Beh
avio
rs:
�Doe
s no
t no
tice
the
nee
d to
use
the
bat
hroo
m
�Is
unaw
are
of b
ody
�Has
tro
uble
dis
ting
uish
ing
sens
atio
ns (e
.g.,
soun
d, s
ight
, sm
ell,
touc
h, t
aste
)
�Has
tro
uble
dis
ting
uish
ing
obje
cts
by t
ouch
�Mov
emen
t ap
pear
s un
coor
dina
ted
and
jerk
y
�Has
dif
ficu
lty
with
han
d an
d ey
e co
ordi
nati
on
�Doe
s no
t no
tice
vis
ual c
ues
in s
ocia
l int
erac
tion
s,
incl
udin
g fa
cial
exp
ress
ions
or
gest
ures
�Has
poo
r rh
ythm
and
sin
gs o
ut o
f tu
ne
�Use
s in
appr
opri
ate
forc
e wi
th f
ine
mot
or a
ctiv
itie
s an
d wi
th la
rge
mot
or a
ctiv
itie
s
�Inc
orre
ctly
judg
es d
ista
nce
and
has
trou
ble
fitt
ing
obje
cts
toge
ther
�Has
tro
uble
rec
ogni
zing
the
dif
fere
nce
betw
een
soun
ds
in w
ords
Ca
nnot
Dis
ting
uish
Sen
sati
ons
Mod
ific
atio
ns &
Act
ivit
ies:
�U
se s
ocia
l sto
ries
to
teac
h ap
prop
riat
e so
cial
inte
ract
ions
�Giv
e si
mpl
e di
rect
ions
and
dem
onst
rate
�Hid
e to
ys in
side
of
play
dou
gh o
r sa
nd, a
nd h
ave
child
pul
l the
m o
ut b
lindf
olde
d an
d gu
ess
what
typ
e of
toy
s
�Hav
e ch
ild w
alk
on d
iffe
rent
tex
ture
d m
ater
ials
wi
thou
t so
cks
�Use
a m
assa
ger
�Hav
e ch
ild s
it o
n a
stoo
l
�Hav
e ch
ild ju
mp
on a
tra
mpo
line
to a
bea
t
�Hav
e ch
ild t
oss
bean
bags
into
a b
ucke
t
�Hid
e ob
ject
s in
the
gra
ss a
nd h
ave
the
child
unc
over
th
em
34
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Com
mon
Beh
avio
rs:
�Loo
se, f
lopp
y bo
dy
�Los
es b
alan
ce e
asily
�Has
dif
ficu
lty
mov
ing
body
into
dif
fere
nt p
osit
ions
�Has
dif
ficu
lty
mov
ing
part
s of
the
bod
y si
mul
tane
ousl
y
�Dif
ficu
lty
with
fin
e m
otor
ski
lls
�Dif
ficu
lty
shif
ting
fro
m o
ne s
ide
of t
he b
ody
to
anot
her
�Has
loos
e gr
ip o
n ob
ject
s
�Lac
ks s
tren
gth
and
endu
ranc
e
�Has
tro
uble
ben
ding
up
and
down
�Doe
s no
t ha
ve a
han
d pr
efer
ence
�Clu
msy
wit
h m
anip
ulat
ing
obje
cts
Dif
ficu
lty
Stab
ilizi
ng B
ody
Mod
ific
atio
ns &
Act
ivit
ies:
�A
llow
child
to
use
a pa
rtia
lly in
flat
ed
cush
ion
for
sitt
ing
�Enc
oura
ge m
ovem
ent
acti
viti
es
�Allo
w ch
ild t
o ch
ew s
afe
item
dur
ing
fine
mot
or
acti
viti
es
�Hav
e ch
ild b
low
bubb
les,
pla
y wi
th w
hist
les,
or
blow
th
roug
h a
stra
w
�Pro
vide
act
ivit
ies
that
dev
elop
fin
e m
otor
con
trol
�Enc
oura
ge c
hild
to
sque
eze
putt
y, u
se a
hol
e pu
nch,
or
cut
pla
y do
ugh.
�Do
acti
viti
es, s
ongs
, and
gam
es t
hat
enco
urag
e ch
ild
to m
ove
body
fro
m s
ide
to s
ide
and
to r
each
ac
ross
the
mid
line
�Pro
vide
larg
er m
anip
ulat
ives
for
pra
ctic
e (la
rge
laci
ng b
eads
, puz
zles
, etc
.)
�Use
wei
ghte
d fo
rks
and
non-
slip
sur
face
s un
der
plat
es
35
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Com
mon
Beh
avio
rs:
�Has
dif
ficu
lty
corr
ectl
y pr
onou
ncin
g wo
rds
and
spee
ch
soun
ds
�Has
dif
ficu
lty
crea
ting
new
idea
s fo
r pl
ay
�Has
dif
ficu
lty
carr
ying
out
mul
tipl
e st
ep a
ctiv
itie
s in
th
e co
rrec
t or
der
�May
app
ear
unco
ordi
nate
d an
d cl
umsy
�Has
dif
ficu
lty
with
put
ting
on
and
taki
ng o
ff c
loth
ing
�Has
tro
uble
wit
h gr
oss-
mot
or a
ctiv
itie
s
�Has
dif
ficu
lty
with
fin
e m
otor
ski
lls a
nd m
anip
ulat
ives
�Has
dif
ficu
lty
with
usi
ng b
oth
eyes
tog
ethe
r
�Has
dif
ficu
lty
focu
sing
eye
s on
obj
ects
and
peo
ple
near
by
�Has
dif
ficu
lty
resp
ondi
ng p
hysi
cally
to
visu
al
info
rmat
ion
( e.g
., m
aneu
veri
ng a
roun
d ob
stac
les)
�Eat
s wi
th m
outh
ope
n, d
rool
s, a
nd is
mes
sy
�Has
dif
ficu
lty
blow
ing
bubb
les
or s
ucki
ng t
hrou
gh a
st
raw
D
iffi
cult
y wi
th M
ulti
-Ste
p A
ctio
ns
Mod
ific
atio
ns &
Act
ivit
ies:
�G
ive
sim
ple,
con
sist
ent,
ste
p-by
-ste
p di
rect
ions
�Dem
onst
rate
and
pro
vide
vis
ual,
audi
tory
, and
m
ulti
-sen
sory
cue
s
�Use
soc
ial s
tori
es t
o ex
plai
n ne
w ro
utin
es
�Cre
ate
a pi
ctur
e sc
hedu
le o
f th
e da
y�s a
ctiv
itie
s
�Org
aniz
e an
d la
bel m
ater
ials
�Giv
e wa
rnin
gs b
efor
e tr
ansi
tion
s
�Tea
ch n
ew s
kills
wit
h a
cons
iste
nt a
ppro
ach
�Ask
que
stio
ns t
o he
lp t
he c
hild
pla
n ac
tivi
ties
�Pai
r th
e ch
ild w
ith
anot
her
child
to
help
bra
inst
orm
id
eas
�Allo
w ex
tra
tim
e to
com
plet
e ac
tivi
ties
�Giv
e la
rger
mat
eria
ls (e
.g.,
larg
e cr
ayon
s, s
ciss
ors,
pu
zzle
s)
�Pra
ctic
e dr
essi
ng w
ith
dres
sing
boa
rds
(e.g
., sn
appi
ng, b
utto
ns, l
aces
)
�Hav
e ch
ild b
low
bubb
les,
pla
y wi
th a
whi
stle
, and
bl
ow t
hrou
gh a
str
aw
36
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Beha
vior
Man
agem
ent
Beha
vior
Man
agem
ent
Beha
vior
Man
agem
ent
Build
ing
Posi
tive
Rel
atio
nshi
ps w
ith
Child
ren
Build
ing
Posi
tive
Rel
atio
nshi
ps w
ith
Child
ren
Clas
sroo
m P
reve
ntio
n of
Cha
lleng
ing
Beha
vior
Clas
sroo
m P
reve
ntio
n of
Cha
lleng
ing
Beha
vior
Func
tion
al B
ehav
ior
Ana
lysi
sFu
ncti
onal
Beh
avio
r A
naly
sis
Beha
vior
Int
erve
ntio
n Pl
ans
Beha
vior
Int
erve
ntio
n Pl
ans
Com
mun
icat
ing
Com
mun
icat
ing
wit
h Pa
rent
sw
ith
Pare
nts
37
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Build
ing
Posi
tive
Rel
atio
nshi
ps
Posi
tive
, nur
turi
ng r
elat
ions
hips
bet
ween
tea
cher
s an
d ch
ildre
n ar
e fo
unda
tion
al f
or c
lass
room
lear
ning
. Yo
ung
child
ren,
esp
ecia
lly t
hose
livi
ng in
dif
ficu
lt s
itua
tion
s, b
enef
it f
rom
the
sec
urit
y an
d wa
rmth
pro
vide
d by
car
ing,
co
nsis
tent
tea
cher
s. O
ften
the
chi
ldre
n th
at a
re t
he m
ost
chal
leng
ing
to b
uild
rel
atio
nshi
ps w
ith
are
the
child
ren
that
m
ost
need
pos
itiv
e re
lati
onsh
ips
with
adu
lts.
Po
siti
ve r
elat
ions
hips
wit
h ch
ildre
n:
•
Red
uce
chal
leng
ing
beha
vior
s •
S
ave
tim
e th
at w
ould
be
spen
t wi
th o
ther
beh
avio
r in
terv
enti
ons
•
Inf
luen
ce p
osit
ive
beha
vior
s •
B
uild
chi
ldre
n�s s
elf-
este
em
*In
orde
r to
suc
cess
fully
bui
ld p
osit
ive
rela
tion
ship
s wi
th c
hild
ren,
it is
impo
rtan
t th
at t
each
ers
lear
n ab
out
child
ren�s
in
tere
sts,
pre
fere
nces
, cul
ture
, bac
kgro
und,
and
nee
ds.
�Cal
l or
send
pos
itiv
e no
tes
hom
e
�Pra
ise
and
enco
urag
emen
t
�Ask
chi
ldre
n to
bri
ng in
pho
tos
and
shar
e ab
out
thei
r fa
mili
es
or in
tere
sts
�Dis
play
chi
ldre
n�s w
ork
�Ask
par
ents
to
volu
ntee
r
�Ask
chi
ldre
n an
d pa
rent
s ab
out
inte
rest
s
�Gre
et c
hild
ren
by n
ame
and
welc
ome
Sugg
esti
ons
for
Build
ing
Posi
tive
Rel
atio
nshi
ps w
ith
Child
ren
�Fol
low
a ch
ild�s
lead
dur
ing
play
�Lis
ten
to c
hild
ren
�Hom
e vi
sits
�Let
chi
ldre
n ch
oose
act
ivit
ies
�Giv
e hi
gh f
ives
, thu
mbs
up,
or
hugs
�Cal
l or
send
a le
tter
whe
n ch
ildre
n ar
e ab
sent
to
let
them
kno
w th
ey a
re m
isse
d
38
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Clas
sroo
m P
reve
ntio
n of
Cha
lleng
ing
Beha
vior
�It
is n
eces
sary
to
set
rule
s an
d co
nseq
uenc
es r
ight
awa
y. P
ost
and
disc
uss
rule
s wi
th c
hild
ren.
For
any
beh
avio
r m
anag
emen
t sy
stem
to
work
, it
is im
port
ant
that
all
mem
bers
of
a c
lass
room
tea
m f
ollo
w th
e sa
me
rule
s an
d co
nseq
uenc
es.
�Chi
ldre
n wi
ll de
term
ine
fair
ly q
uick
ly w
ho d
oes
and
does
not
en
forc
e th
e ru
les
and
will
adju
st t
heir
beh
avio
r ac
cord
ingl
y.
Esta
blis
h Cl
assr
oom
Rul
es
How
to
Des
igna
te R
ules
and
Con
sequ
ence
s
�Use
no
mor
e th
an 5
cla
ssro
om r
ules
and
kee
p th
em s
impl
e
�Kee
p th
e ag
e an
d ab
iliti
es o
f th
e ch
ildre
n in
min
d wh
en s
etti
ng
clas
sroo
m r
ules
.
�Rem
embe
r th
at c
onse
quen
ces
for
brea
king
cla
ssro
om r
ules
may
no
t be
the
sam
e fo
r ev
ery
child
. If
chi
ldre
n en
joy
the
cons
eque
nces
, the
y wi
ll co
ntin
ue t
he u
ndes
irab
le b
ehav
ior.
Fo
r ex
ampl
e, if
a c
hild
is a
ctin
g ou
t du
ring
cir
cle
tim
e be
caus
e th
e ch
ild d
oes
not
want
to
part
icip
ate,
the
con
sequ
ence
sho
uld
not
be t
o re
mov
e th
e ch
ild f
rom
cir
cle
tim
e. T
his
cons
eque
nce
woul
d en
cour
age
the
beha
vior
bec
ause
the
chi
ld w
ould
suc
ceed
in
avo
idin
g th
e ac
tivi
ty t
he c
hild
did
not
like
.
Prev
enti
ng C
halle
ngin
g Be
havi
or
�Oft
enti
mes
, dev
elop
men
tally
app
ropr
iate
and
en
gagi
ng c
lass
room
env
iron
men
ts w
ill
natu
rally
pre
vent
pro
blem
beh
avio
r.
�Mos
t be
havi
or o
ccur
s du
ring
dow
n ti
mes
and
/or
tran
siti
on t
imes
, esp
ecia
lly o
nce
clas
sroo
m
staf
f ha
ve lo
st t
he in
tere
st o
f th
e ch
ildre
n du
ring
an
acti
vity
. Ke
ep c
hild
ren
inte
rest
ed
by p
lann
ing
acti
viti
es d
urin
g tr
ansi
tion
s,
addi
ng m
ovem
ent
and
song
s, a
nd le
ttin
g ch
ildre
n us
e �f
idge
t� o
r tr
ansi
tion
item
s.
� Tea
cher
pro
xim
ity
is o
ften
the
mos
t ef
fect
ive
clas
sroo
m t
ool i
n be
havi
or m
anag
emen
t.
39
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Func
tion
al B
ehav
ior
Ass
essm
ent
�It
is e
asie
r to
mod
ify
a be
havi
or w
hen
the
mot
ivat
ion
and/
or p
urpo
se b
ehin
d th
e be
havi
or is
und
erst
ood.
�A
ll be
havi
or h
as m
eani
ng.
Beha
vior
, eit
her
appr
opri
ate
or in
appr
opri
ate,
is u
sed
by a
chi
ld a
s m
eans
to
get
a wa
nt m
et.
�O
nce
it is
und
erst
ood
what
the
wan
t is
, it
is e
asie
r to
rep
lace
the
beh
avio
r wi
th o
ne t
hat
is m
ore
acce
ptab
le.
Purp
ose
of B
ehav
ior
Ass
essm
ent
Func
tion
al B
ehav
ior
Ana
lysi
s
�A fun
ctiona
l be
havior
ana
lysis
is a
det
aile
d de
scri
ptio
n of
a b
ehav
ior,
its
cont
ext,
and
its
cons
eque
nces
. Thi
s m
akes
it
poss
ible
to
chan
ge w
hat
happ
ens
befo
re a
nd a
fter
the
beh
avio
r.
�A f
unct
iona
l beh
avio
r an
alys
is lo
oks
at t
he �A
BC�s�
of
beha
vior
: th
e an
tece
dent
s (w
hat
happ
ens
befo
re),
the
beha
vior
, and
th
e co
nseq
uenc
es (w
hat
happ
ens
afte
rwar
ds).
•
Rem
embe
r th
at b
ehav
ior
shou
ld b
e ob
serv
ed a
cros
s a
peri
od o
f ti
me
as w
ell a
s wi
thin
sev
eral
dif
fere
nt
envi
ronm
ents
. O
nly
then
can
the
info
rmat
ion
colle
cted
be
used
to
prop
erly
iden
tify
and
dis
ting
uish
pos
sibl
e ca
uses
of
the
beha
vior
.
40
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Ant
eced
ent
Beha
vior
Co
nseq
uenc
es
• W
hat
happ
ened
imm
edia
tely
bef
ore
the
star
t of
the
beh
avio
r •
May
incl
ude
the
acti
vity
the
chi
ld w
as
doin
g
• D
etai
led
desc
ript
ion
of t
he a
ctua
l be
havi
or (w
hat
the
child
did
) •
It is
not
des
crip
tive
eno
ugh
to s
impl
y sa
y th
e ch
ild h
ad a
tan
trum
. Pe
ople
m
ay in
terp
ret
this
dif
fere
ntly
. D
escr
ibe
spec
ific
ally
wha
t th
e ta
ntru
m
look
ed li
ke (e
.g.,
Kick
ed f
eet,
sc
ream
ed, t
hrew
a c
hair
) •
Incl
ude:
•
sett
ing
(whe
re it
hap
pene
d)
• ho
w of
ten
it h
appe
ned
(e.g
., th
ree
tim
es p
er h
our)
•
leng
th o
f ti
me
• in
divi
dual
s in
volv
ed
The
ABC
�s of
Beh
avio
r
• W
hat
happ
ened
as
a re
sult
of
the
beha
vior
, bot
h na
tura
l res
ults
an
d be
havi
ors
of o
ther
s •
A c
onse
quen
ce m
ay b
e po
siti
ve o
r ne
gati
ve t
o th
e ch
ild.
It a
lso
may
be
nat
ural
, rat
her
than
del
iber
ate.
Fo
r ex
ampl
e, if
the
chi
ld s
lam
s a
door
, the
doo
r co
mes
bac
k an
d hi
ts
child
.
Beha
vior
Mot
ivat
ion
• Be
havi
or o
ften
has
one
of
the
follo
wing
pur
pose
s:
• To
gai
n at
tent
ion
• To
gai
n a
tang
ible
obj
ect
(e.g
., a
toy,
foo
d)
• To
gai
n a
part
icul
ar s
enso
ry in
put
(e.g
., to
get
war
mer
if c
old)
•
To s
elf-
regu
late
an
emot
ion
• To
esc
ape
or a
void
an
non-
pref
erre
d ac
tivi
ty o
r si
tuat
ion
• To
mak
e a
com
men
t or
dec
lara
tion
in r
espo
nse
to e
nvir
onm
ent,
per
cept
ion,
etc
.
41
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Beha
vior
Int
erve
ntio
n Pl
an
• In
form
atio
n ga
ther
ed d
urin
g a
func
tion
al a
naly
sis
of
beha
vior
can
the
n be
use
d to
for
m a
beh
avio
r in
terv
enti
on p
lan.
•
Beha
vior
inte
rven
tion
pla
ns s
houl
d be
dev
elop
ed w
ith
a te
am o
f in
divi
dual
s:
• Pa
rent
(s) a
nd/o
r Le
gal G
uard
ians
•
Site
Dir
ecto
rs a
nd/o
r Pr
ogra
m M
anag
ers
• Le
ad C
lass
room
Tea
cher
•
Spec
ial E
duca
tion
Per
sonn
el (w
hen
poss
ible
) •
Supp
ort
Staf
f (S
peec
h/La
ngua
ge P
atho
logi
sts,
O
ccup
atio
nal T
hera
pist
s, P
hysi
cal T
hera
pist
s,
Dev
elop
men
tal T
hera
pist
s, e
tc.)
Wha
t D
oes
the
Plan
Inc
lude
?
• Fu
ll de
scri
ptio
n of
the
beh
avio
r •
Des
crip
tion
of
the
purp
ose
behi
nd t
he u
ndes
irab
le
beha
vior
. •
List
and
des
crip
tion
of
prio
r in
terv
enti
ons
atte
mpt
ed a
nd
thei
r re
sult
s •
Det
aile
d de
scri
ptio
n of
pro
pose
d in
terv
enti
on(s
) and
ex
pect
ed o
utco
mes
of
the
inte
rven
tion
s)
• Ti
me
line
for
inte
rven
tion
s an
d ex
pect
ed o
utco
mes
. •
List
of
peop
le in
volv
ed a
nd t
heir
res
pons
ibili
ties
�Whe
n a
child
has
mor
e th
an o
ne u
ndes
irab
le b
ehav
ior,
the
tea
m m
ust
dete
rmin
e wh
ich
beha
vior
s ar
e m
ost
impo
rtan
t to
wor
k on
fir
st
�It
may
be
best
to
choo
se o
ne b
ehav
ior
to a
ddre
ss a
t a
tim
e.
�Int
erve
ntio
ns m
ust
be c
onsi
sten
t
�Rem
embe
r th
at b
ehav
ior
will
not
chan
ge im
med
iate
ly.
Inte
rven
tion
s ta
ke
tim
e, a
nd o
ften
the
und
esir
able
beh
avio
r wi
ll ge
t wo
rse
befo
re it
get
s be
tter
. Th
ings
to
Rem
embe
r
42
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Com
mun
icat
ing
with
Par
ents
Tips
for
Tal
king
• Co
nver
sati
ons
with
par
ents
are
impo
rtan
t wa
ys t
o re
port
to
pare
nts
the
prog
ress
of
thei
r ch
ildre
n an
d to
dev
elop
rel
atio
nshi
ps w
ith
them
. •
Thes
e co
nver
sati
ons
shou
ld b
e po
siti
ve, f
requ
ent,
and
ong
oing
. •
Alw
ays
try
to a
sk h
ow t
he p
aren
t is
doi
ng f
irst
and
to
find
out
abo
ut t
heir
day
. The
n gi
ve t
hem
the
fe
edba
ck, f
irst
foc
usin
g on
the
pos
itiv
e be
havi
ors
then
the
mor
e ch
alle
ngin
g on
es.
• A
fter
com
mun
icat
ing
with
par
ents
dai
ly/w
eekl
y ab
out
the
beha
vior
s of
the
ir c
hild
ren,
it w
ill b
e ea
sier
to
tal
k to
the
m a
bout
a b
ehav
ior
plan
.
43
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Feed
back
on
a Go
od D
ay
Scri
pt
Staf
f: �M
s. A
nder
son,
How
are
you
? I
just
wan
ted
to t
ell y
ou a
bout
Ang
ela�s
day
! She
was
a g
reat
he
lper
tod
ay d
urin
g lu
nch
tim
e an
d sh
e sa
ng r
eally
wel
l dur
ing
circ
le t
ime.
She
pra
ctic
ed w
riti
ng t
he
lett
er �a
� and
lear
ned
lots
of
word
s th
at s
tart
wit
h th
at le
tter
.�
Feed
back
on
a Ch
alle
ngin
g D
ay
Scri
pt
Staf
f: �M
s. R
odri
guez
, How
are
you
? I
just
wan
ted
to t
ell y
ou a
bout
Enr
ico�s
day
! He
got
to b
e th
e lin
e le
ader
tod
ay a
nd h
e di
d a
grea
t jo
b! H
e al
so d
id a
gre
at jo
b wo
rkin
g on
the
lett
er �a
.� H
e le
arne
d th
at
appl
e, a
ngel
, and
avo
cado
all
star
t wi
th a
.�
�He
had
som
e di
ffic
ulti
es d
urin
g fr
ee p
lay.
He
got
mad
at
anot
her
child
and
hit
him
for
tak
ing
his
toy.
We
are
goin
g to
sta
rt w
orki
ng w
ith
him
on
usin
g wo
rds
when
we
are
mad
, ins
tead
of
acti
ons.
We
were
hop
ing
you
coul
d he
lp u
s by
rem
indi
ng h
im t
o us
e wo
rds
at h
ome
too.
�
44
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Pare
nts
in a
Rus
h Sc
ript
Staf
f: �M
s. J
ohns
on, d
o yo
u ha
ve a
min
ute?
I w
ante
d to
tal
k to
you
abo
ut h
ow T
omm
y ha
s be
en d
oing
in h
is c
lass
room
.�
Pare
nt: �
I ca
n�t t
alk
righ
t no
w. M
y ca
r is
par
ked
on t
he s
tree
t, a
nd I
don
�t wa
nt t
o ge
t a
tick
et.�
Staf
f: �O
k. I
s th
ere
a ti
me
that
you
are
ava
ilabl
e to
mee
t or
a t
ime
that
I c
ould
cal
l you
on
the
phon
e?�
*Sch
edul
e a
tim
e th
at w
orks
for
bot
h of
you
, whe
re y
ou c
an h
ave
priv
acy
Talk
ing
abou
t a
Beha
vior
Pla
n Sc
ript
Staf
f: �M
s. R
ober
ts, a
s yo
u kn
ow, w
e ha
ve b
een
work
ing
with
Cin
di o
n di
ffer
ent
ways
to
tran
siti
on d
urin
g na
ptim
e. W
e ha
ve s
ome
idea
s of
wha
t m
ight
wor
k, b
ut in
ord
er t
o be
sur
e, w
e wo
uld
like
to d
evel
op a
str
ateg
y on
dif
fere
nt t
echn
ique
s we
cou
ld u
se. W
e wo
uld
like
to m
eet
with
you
to
hear
you
r id
eas
and
to f
igur
e ou
t a
plan
.� or
St
aff:
�Mr.
Pet
ers,
as
you
know
, we
have
bee
n wo
rkin
g wi
th R
yan
on u
sing
app
ropr
iate
wor
ds.
We
want
to
mak
e su
re t
hat
we a
re c
onsi
sten
t in
the
way
we
rein
forc
e hi
s be
havi
ors.
In
orde
r to
do
so, w
e wo
uld
like
to p
ut a
cle
ar p
lan
in p
lace
.� *
Mak
e su
re t
o do
cum
ent
all c
onve
rsat
ions
45
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Clas
sroo
m E
nvir
onm
ent
& Cu
rric
ulum
Mod
ific
atio
nsCl
assr
oom
Env
iron
men
t &
Clas
sroo
m E
nvir
onm
ent
& Cu
rric
ulum
Mod
ific
atio
nsCu
rric
ulum
Mod
ific
atio
nsA
cces
sibi
lity
Acc
essi
bilit
yS
truc
ture
d Te
achi
ngS
truc
ture
d T
each
ing
Rein
forc
ers
Rein
forc
ers
Visu
al S
uppo
rts
Visu
al S
uppo
rts
46
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Acc
essi
bilit
y M
akin
g th
e En
viro
nmen
t A
cces
sibl
e
Alt
houg
h th
e di
vers
ity
of c
hild
ren
mak
es it
dif
ficu
lt t
o se
t up
a c
lass
room
tha
t is
idea
l for
eve
ry c
hild
, it
is im
port
ant
to m
ake
sure
tha
t th
e en
viro
nmen
t is
acc
essi
ble
and
child
-cen
tere
d. E
nvir
onm
ents
sho
uld
enco
urag
e ch
ildre
n to
pla
y,
to e
xplo
re, t
o be
inde
pend
ent,
and
to
inte
ract
wit
h pe
ers.
Th
ree
key
fact
ors
to c
onsi
der
when
eva
luat
ing
acce
ssib
ility
are
: •
Are
toy
s an
d eq
uipm
ent
indi
vidu
ally
app
ropr
iate
for
a c
hild
�s ne
eds?
•
Are
the
y ag
e-ap
prop
riat
e?
• A
re t
hey
deve
lopm
enta
lly a
ppro
pria
te?
• D
o th
ey b
uild
upo
n th
e ch
ild�s
stre
ngth
s, s
kills
, and
inte
rest
s?
• D
o th
ey p
rovi
de o
ppor
tuni
ties
to
lear
n ne
w sk
ills?
•
Can
child
ren
use
toys
and
equ
ipm
ent
with
out
adul
t as
sist
ance
? •
Are
toy
s an
d eq
uipm
ent
indi
vidu
ally
app
ropr
iate
for
a c
hild
�s si
ze?
Acc
essi
bilit
y fo
r In
divi
dual
Chi
ldre
n Ea
ch c
hild
has
uni
que
need
s an
d sp
ecif
ic in
tere
sts.
Whi
le e
valu
atin
g th
e en
viro
nmen
t fo
r ac
cess
ibili
ty, a
sk y
ours
elf
how
the
child
will
see
and
exp
erie
nce
the
prog
ram
. So
me
ques
tion
s to
con
side
r ar
e:
• D
oes
the
child
hav
e a
plac
e to
sto
re b
elon
ging
s th
at t
he c
hild
can
rea
ch?
• Is
the
chi
ld s
eate
d wi
th o
ther
chi
ldre
n fo
r m
eals
? C
an t
hey
reac
h th
e fl
oor
and
grip
ute
nsils
to
eat?
•
In e
ach
play
cen
ter
in t
he c
lass
room
, can
the
chi
ld f
ind
item
s th
at a
re in
tere
stin
g an
d in
divi
dual
ly a
ppro
pria
te f
or t
he
child
�s ab
iliti
es?
Can
the
chi
ld r
each
and
use
the
se it
ems
with
out
assi
stan
ce f
rom
an
adul
t?
• D
oes
the
size
of
the
toile
t an
d th
e si
nk f
it t
he s
ize
of t
he c
hild
? A
re h
and-
wash
ing
item
s ar
rang
ed s
o th
at t
he c
hild
ca
n re
ach
and
use
them
wit
hout
ass
ista
nce?
47
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Stru
ctur
ed T
each
ing
Wha
t is
Str
uctu
red
Teac
hing
?
Stru
ctur
ed t
each
ing
is b
ased
pri
mar
ily o
n th
ree
area
s:
Phys
ical
Cla
ssro
om A
rran
gem
ent
Sche
dulin
g Te
achi
ng M
etho
ds
48
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Phys
ical
Cla
ssro
om A
rran
gem
ent
• Th
e ar
rang
emen
t of
the
pro
gram
�s ph
ysic
al s
pace
sen
ds m
essa
ges
to c
hild
ren
abou
t ho
w to
inte
ract
wit
h ot
hers
an
d wi
th t
he e
nvir
onm
ent.
An
idea
l env
iron
men
t en
cour
ages
chi
ldre
n to
pla
y ap
prop
riat
ely
and
prom
otes
bot
h in
depe
nden
ce a
nd s
ocia
lizat
ion.
•
Even
the
arr
ange
men
t of
the
cla
ssro
om f
urni
ture
can
hel
p or
hin
der
a st
uden
t's
inde
pend
ence
and
his
or
her
abili
ty
to id
enti
fy a
nd f
ollo
w th
e ru
les
and
expe
ctat
ions
of
a cl
assr
oom
.
• St
uden
ts y
oung
er in
age
, bot
h wi
th a
nd w
itho
ut d
isab
iliti
es, o
ften
dis
play
org
aniz
atio
nal d
iffi
cult
ies.
•
Stru
ctur
ally
def
inin
g th
e va
riou
s le
arni
ng a
reas
wit
hin
a cl
assr
oom
pro
vide
s th
ese
youn
g le
arne
rs w
ith
visu
al c
ues
and
will
assi
st t
hem
par
tici
pate
and
lear
n m
ore.
•
Thes
e ar
eas
and
the
mat
eria
ls w
ithi
n th
ese
area
s sh
ould
be
clea
rly
defi
ned
and
labe
led
in o
rder
to
prov
ide
the
utm
ost
inde
pend
ence
leve
l of
the
child
ren.
Dis
trac
tibi
lity
in E
nvir
onm
ent
• Te
ache
rs o
f yo
unge
r ag
ed c
hild
ren
alwa
ys w
ant
to u
se a
wi
de v
arie
ty o
f co
lor
and
disp
lay
artw
ork
and
proj
ects
of
child
ren
thro
ugho
ut t
he c
lass
room
.
• H
owev
er f
or a
chi
ld w
ith
a di
sabi
lity,
suc
h vi
sual
sti
mul
i can
be
a la
rge
dist
ract
ion
to le
arni
ng.
•
Mak
e su
re b
ulle
tin
boar
ds a
nd u
ses
of c
olor
are
kep
t in
ar
eas
wher
e it
is n
ot a
s im
port
ant
to f
ocus
.
Thin
gs t
o Co
nsid
er�
• Ke
ep in
min
d th
at t
each
er p
roxi
mit
y an
d m
onit
orin
g of
ch
ildre
n in
pla
y is
oft
en t
he b
est
prev
enti
on f
or
nega
tive
beh
avio
r.
• Th
eref
ore,
con
side
r:
• Ca
n al
l pla
y ar
eas
of t
he c
lass
room
be
easi
ly v
iewe
d an
d se
en b
y a
teac
her?
•
Beha
vior
als
o oc
curs
as
the
resu
lt o
f fr
ustr
atio
n.
Are
all
the
mat
eria
ls m
aint
aine
d in
are
as t
hat
are
visu
ally
and
phy
sica
lly a
cces
sibl
e to
the
st
uden
ts?
For
Mor
e In
form
atio
n
• M
any
of t
hese
gui
delin
es a
nd p
rinc
iple
s ar
e co
nsis
tent
wit
h th
ose
reco
mm
ende
d by
the
Nat
iona
l Ass
ocia
tion
for
the
Ed
ucat
ion
of Y
oung
Chi
ldre
n (N
AEY
C)
• By
uti
lizin
g th
ese
guid
elin
es, c
lass
room
sta
ff c
an a
ssur
e th
e ut
mos
t le
arni
ng o
f all o
f th
eir
stud
ents
49
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Sche
dulin
g
• Sc
hedu
les
are
a pa
rt o
f a
clas
sroo
m s
truc
ture
tha
t is
ben
efic
ial t
o al
l stu
dent
s.
• Sc
hedu
les
allo
w a
stud
ent
to k
now
exac
tly
what
to
expe
ct a
nd w
hen.
•
Sche
dule
s ke
ep c
lass
room
sta
ff m
embe
rs f
ocus
ed, a
nd a
llow
for
clea
r an
d es
tabl
ishe
d ac
tivi
ties
and
lear
ning
op
port
unit
ies.
•
Usi
ng c
lear
and
con
sist
ent
sche
dule
s al
lows
for
a s
moo
th r
unni
ng c
lass
room
and
giv
es m
ore
tim
e fo
r te
achi
ng
and
lear
ning
inst
ead
of c
onst
ant
reor
gani
zing
and
pla
nnin
g du
ring
stu
dent
tim
e.
• A
s st
uden
ts le
arn
to c
ompr
ehen
d an
d fo
llow
sche
dule
s, t
hey
deve
lop
good
inde
pend
ent
func
tion
ing
skill
s an
d di
rect
ion-
follo
wing
ski
lls, b
oth
of w
hich
will
be
extr
emel
y im
port
ant
to b
e su
cces
sful
in f
utur
e ye
ars
of
educ
atio
n an
d le
arni
ng.
Why
do
Sche
dule
s?
• Pr
e-de
term
inin
g th
e sc
hedu
le o
f a
clas
sroo
m a
llows
the
tea
cher
to
bala
nce
the
acti
viti
es.
The
teac
her
then
can
m
ake
sure
the
act
ivit
ies
thro
ugho
ut t
he d
ay a
lter
nate
bet
ween
one
s th
at r
equi
re t
he s
tude
nts
to s
it a
nd p
ay
atte
ntio
n an
d on
es t
hat
allo
w th
em t
o m
ore
phys
ical
and
/or
self
-dir
ecte
d op
port
unit
ies.
• Vi
sual
ly r
epre
sent
ed s
ched
ules
ass
ist
in t
he b
ehav
ior
man
agem
ent
of a
cla
ssro
om.
If t
he s
tude
nt c
an e
asy
refe
r to
a s
ched
ule
and
know
whe
n to
exp
ect
a no
n-pr
efer
red
acti
vity
or
to k
now
that
a p
refe
rred
act
ivit
y m
ay f
ollo
w,
know
ledg
e of
thi
s ca
n as
sist
in r
educ
ing
the
nega
tive
beh
avio
rs t
hat
may
occ
ur a
s a
resu
lt.
• Ex
celle
nt t
ool i
n al
lowi
ng t
each
ers
and
othe
r cl
assr
oom
sta
ff t
he o
ppor
tuni
ty t
o ea
sily
iden
tify
wh
en a
nd w
here
the
tea
cher
s sh
ould
be
in o
rder
to
prop
erly
sup
ervi
se a
nd a
ssis
t th
e ch
ildre
n.
50
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Type
s of
Sch
edul
es
Gene
ral C
lass
room
Sch
edul
es
Indi
vidu
al S
tude
nt S
ched
ules
Gene
ral C
lass
room
Sch
edul
e
• O
utlin
es t
he e
vent
s th
at w
ill o
ccur
for
the
day
and
sho
ws
the
orde
r.
• Sh
ould
be
disp
laye
d vi
sual
ly, s
hown
bot
h in
pic
ture
s an
d wo
rds,
in t
he c
lass
room
larg
e en
ough
for
the
stu
dent
s to
ea
sily
see
and
che
ck.
• Re
view
ed a
nd d
iscu
ssed
dur
ing
a m
orni
ng g
roup
in
stru
ctio
nal t
ime.
•
Gene
ral s
ched
ules
do
not
spec
ify
exac
t ac
tivi
ties
, but
ra
ther
typ
e of
act
ivit
y: c
ircl
e ti
me,
dra
mat
ic p
lay
area
, ta
ble
tim
e, a
rt, e
tc.
Indi
vidu
al S
tude
nt S
ched
ule
• U
sed
for
a st
uden
t wi
th a
dis
abili
ty t
hat
may
req
uire
m
ore
deta
iled
info
rmat
ion
abou
t ex
pect
ed a
ctiv
itie
s.
• W
hen
indi
vidu
al s
ched
ules
are
use
d, t
he s
tude
nt o
ften
is
told
to
chec
k hi
s/he
r sc
hedu
le f
or e
ach
acti
vity
as
a wa
y to
sig
nal t
he b
egin
ning
and
end
of
an a
ctiv
ity
and
to
prov
ide
a sm
ooth
tra
nsit
ion.
51
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Teac
hing
Met
hods
•
Ano
ther
way
str
uctu
re is
use
d to
hel
p st
uden
ts f
unct
ion
succ
essf
ully
is in
the
se
ttin
g up
of
teac
hing
tas
ks.
• T
each
ing
met
hods
can
be
defi
ned
in t
he f
ollo
wing
way
s:
• Gi
ving
Dir
ecti
ons
(Ver
bal a
nd N
on-V
erba
l) •
Mod
elin
g •
Prom
pts
and
Cues
•
Rein
forc
emen
t
Givi
ng D
irec
tion
s •
Dir
ecti
ons
can
be p
rese
nted
bot
h ve
rbal
ly a
nd n
on-
verb
ally
.
• Ke
ep in
min
d th
at c
hild
ren
with
dis
abili
ties
oft
en h
ave
diff
icul
ties
rec
ogni
zing
and
inte
rpre
ting
non
-ver
bal
dire
ctiv
es.
•
Dir
ecti
ons
mus
t be
pre
sent
ed in
a c
lear
, con
cise
, and
ea
sily
und
erst
ood
man
ner.
Mod
elin
g •
Child
ren
lear
n be
st t
hrou
gh m
odel
ing.
•
By m
odel
ing
the
expe
cted
out
com
e of
an
inst
ruct
iona
l ac
tivi
ty, t
he t
each
er a
llows
the
stu
dent
wit
h th
e au
tono
my
and
inde
pend
ence
to
com
plet
e th
e ta
sk a
t hi
s or
he
r ow
n sk
ill a
nd a
bilit
y le
vel.
Prom
pts
and
Cues
•
Oft
en, w
hen
intr
oduc
ing
a ne
w ac
tivi
ty t
o a
child
, a t
each
er m
ust
use
som
e fo
rm o
f pr
ompt
or
cue
to a
ssis
t th
e ch
ild in
hi
s/he
r pa
rtic
ipat
ion
and
com
plet
ion
of a
tas
k.
• Be
min
dful
of
the
follo
wing
: •
Mak
e su
re y
ou h
ave
the
child
�s at
tent
ion
prio
r to
giv
ing
the
prom
pt a
nd/o
r cu
e.
• Gi
ve p
rom
pt a
nd/o
r cu
e be
fore
the
chi
ld g
ets
over
ly f
rust
rate
d wi
th t
he t
ask.
•
Be a
ware
of
prom
pts
and/
or c
ues
that
you
may
giv
e a
child
uni
nten
tion
ally
; the
y m
ay b
ecom
e de
pend
ent
upon
th
em.
• W
hen
a pr
ompt
and
/or
cue
is in
trod
uced
, it
also
mus
t be
eff
ecti
vely
fad
ed o
ut t
o in
crea
se t
he c
hild
�s in
depe
nden
ce.
52
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Rein
forc
emen
t •
Mos
t pe
ople
are
mot
ivat
ed b
y so
me
form
of
rein
forc
emen
t. R
einf
orce
men
t ca
n be
giv
en in
the
for
m
of t
angi
ble
and
non-
tang
ible
rei
nfor
cers
. •
Tang
ible
rei
nfor
cers
incl
ude:
•
A p
refe
rred
toy
•
Stic
kers
•
Food
and
/or
cand
y •
Pref
erre
d ac
tivi
ty
• To
ken
(tha
t ca
n be
sav
ed a
nd u
sed
towa
rd a
late
r re
info
rcer
) •
Non
-tan
gibl
e re
info
rcer
s in
clud
e:
• Ve
rbal
pra
ise
• Ph
ysic
al a
ctio
n (h
igh-
five
, pat
on
back
, etc
.) •
Soci
al (a
ckno
wled
gem
ent
and/
or a
ccep
tanc
e fr
om p
eers
)
Wha
t Ki
nd o
f Re
info
rcem
ent
Shou
ld y
ou U
se?
• Re
info
rcem
ent
shou
ld in
clud
e a
com
bina
tion
of
both
for
ms.
•
Som
e st
uden
ts f
ind
prai
se f
rom
an
adul
t or
aut
hori
ty f
igur
e to
be
mot
ivat
ing
enou
gh t
o ke
ep t
hem
bu
sy w
orki
ng a
nd le
arni
ng.
• So
me
stud
ents
fin
d sa
tisf
acti
on in
com
plet
ing
work
and
do
not
need
oth
er k
inds
of
rein
forc
emen
t.
• To
use
rei
nfor
cem
ent
as a
n ef
fect
ive
teac
hing
too
l, a
teac
her
mus
t pl
an h
is/h
er u
se o
f it
. •
The
type
and
fre
quen
cy o
f re
info
rcem
ent
for
indi
vidu
al s
tude
nts
shou
ld b
e pl
anne
d pr
ior
to a
ctiv
itie
s. (S
ome
stud
ents
may
nee
d co
nsta
nt a
nd f
requ
ent
rein
forc
emen
t wh
ile o
ther
s ca
n ha
ndle
less
fre
quen
t re
info
rcem
ent.
) •
The
type
of
rein
forc
er m
ust
be a
ppro
pria
te a
nd n
atur
al t
o th
e ac
tivi
ty t
he s
tude
nt is
doi
ng a
nd t
o th
e le
vel o
f st
uden
t un
ders
tand
ing.
53
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Visu
al S
yste
ms
Why
use
Pic
ture
Sch
edul
es?
• Pi
ctur
e sc
hedu
les
are
one
type
of
visu
al s
uppo
rt
• Fo
r ch
ildre
n wi
th a
nd w
itho
ut d
isab
iliti
es, p
ictu
re s
ched
ules
are
a g
reat
way
to
keep
you
r cl
ass
on t
rack
and
to
ensu
re t
hat
ever
y ch
ild u
nder
stan
ds w
hat
they
sho
uld
be d
oing
and
whe
n th
ey
are
supp
osed
to
be d
oing
it!
• Pi
ctur
e sc
hedu
les
help
to
ensu
re s
moo
th t
rans
itio
ns b
etwe
en a
ctiv
itie
s an
d pr
ovid
e st
uden
ts
with
a v
isua
l rep
rese
ntat
ion
of w
hat
acti
vity
is n
ext
• Pa
ir a
pic
ture
wit
h a
verb
al d
irec
tion
to
max
imiz
e c
ompr
ehen
sion
and
fol
low
thro
ugh
• Sc
hedu
les
are
usua
lly c
reat
ed v
erti
cally
beg
inni
ng w
ith
the
day�s
fir
st a
ctiv
ity
at t
he t
op a
nd
then
pro
ceed
ing
down
ward
•
Choo
se s
impl
e pi
ctur
es (d
igit
al p
hoto
s or
Boa
rdm
aker
pic
ture
s) t
hat
corr
espo
nd t
o ac
tivi
ties
th
at o
ccur
thr
ough
out
the
day
in t
he c
lass
room
: •
Brea
kfas
t, lu
nch,
sna
ck
• Ci
rcle
tim
e, b
ook
tim
e •
Free
pla
y/ce
nter
s, m
usic
, pla
ygro
und
• Pi
ctur
es a
re a
ttac
hed
to t
he s
ched
ule
usin
g Ve
lcro
and
are
typ
ical
ly r
emov
ed w
hen
the
acti
vity
is
com
plet
ed
• Co
mpl
eted
act
ivit
ies
are
plac
ed in
a �f
inis
hed�
or
�all
done
� env
elop
e •
Stud
ents
can
be
prom
pted
to
�che
ck y
our
sche
dule
� to
see
what
is n
ext
How
to
Use
Pic
ture
Sch
edul
es
54
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Num
ber
Tab
Syst
ems
•
Num
ber
tabs
are
ano
ther
vis
ual s
uppo
rt s
yste
m t
hat
can
be u
sed
in t
he c
lass
room
•
Num
bers
(e.g
., #
1-6)
can
be
writ
ten
or p
rint
ed f
rom
a c
ompu
ter
and
lam
inat
ed (s
o th
ey la
st lo
nger
) •
Plac
e Ve
lcro
on
the
num
bers
and
on
a ho
rizo
ntal
pie
ce o
f pa
per
or t
ag b
oard
(als
o la
min
ated
) •
If a
chi
ld n
eeds
to
com
plet
e a
task
3 t
imes
(e.g
., pu
t pu
zzle
pie
ces
in a
puz
zle)
, pla
ce t
he n
umbe
rs 1
-3
on t
he la
min
ated
str
ip
• A
s ea
ch p
uzzl
e pi
ece
is p
lace
d in
the
puz
zle,
rem
ove
one
num
ber
from
the
str
ip.
• Th
e ch
ild c
an c
ount
dow
n un
til t
hey
are
fini
shed
wit
h th
e ac
tivi
ty
Pict
ures
to
Supp
ort
Lite
racy
Act
ivit
ies
• Pi
ctur
es f
rom
fam
iliar
sto
ries
(e.g
., ch
arac
ters
, pla
ces,
act
ions
, key
wor
ds) c
an b
e cr
eate
d to
incr
ease
au
dien
ce p
arti
cipa
tion
in t
he r
eadi
ng o
f a
stor
y
• Pi
ctur
es c
an a
lso
enha
nce
unde
rsta
ndin
g of
the
sto
ry a
nd p
rovi
de c
ues
when
ans
weri
ng q
uest
ions
ab
out
the
stor
y
Visu
al S
yste
ms
(con
tinu
ed)
1 2
3 4
5 6
55
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Lega
l Rig
hts
Lega
l Rig
hts
Lega
l Rig
hts
Law
sLa
ws
The
Eva
luat
ion
Proc
ess
The
Eva
luat
ion
Proc
ess
Child
and
Par
ent
Righ
tsCh
ild a
nd P
aren
t Ri
ghts
56
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Laws
• In
divi
dual
s wi
th D
isab
iliti
es E
duca
tion
Act
(ID
EA)
• Se
ctio
n 50
4 of
the
Reh
abili
tati
on A
ct o
f 19
73
• Ti
tle
II o
f th
e A
mer
ican
s wi
th D
isab
iliti
es A
ct (A
DA
) •
The
Scho
ol C
ode
of I
llino
is, A
rtic
le 1
4
57
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Indi
vidu
als
with
Dis
abili
ties
Edu
cati
on A
ct (I
DEA
) •
Firs
t wr
itte
n in
197
5 •
Requ
ires
tha
t al
l sta
tes
that
rec
eive
fun
ding
und
er I
DEA
pro
vide
chi
ldre
n wi
th a
fre
e an
d ap
prop
riat
e pu
blic
edu
cati
on (F
APE
) •
Purp
ose
� en
sure
s th
at a
ll ch
ildre
n wi
th d
isab
iliti
es h
ave
acce
ss t
o sp
ecia
l edu
cati
on a
nd r
elat
ed s
ervi
ces
desi
gned
to
mee
t th
eir
uniq
ue n
eeds
. •
Und
er I
DEA
, a c
hild
wit
h a
disa
bilit
y m
eans
a c
hild
tha
t ha
s be
en e
valu
ated
as
havi
ng m
enta
l ret
arda
tion
, a h
eari
ng im
pair
men
t in
clud
ing
deaf
ness
, a s
peec
h or
lang
uage
impa
irm
ent,
a v
isua
l im
pair
men
t in
clud
ing
blin
dnes
s, s
erio
us e
mot
iona
l dis
turb
ance
, an
orth
oped
ic im
pair
men
t, a
utis
m, t
raum
atic
bra
in in
jury
, a h
ealt
h im
pair
men
t, a
spe
cifi
c le
arni
ng d
isab
ility
, dea
f-bl
indn
ess,
or
mul
tipl
e di
sabi
litie
s.
Indi
vidu
aliz
ed E
duca
tion
Pro
gram
(IEP
) •
An
IEP
is d
evel
oped
for
chi
ldre
n th
at q
ualif
y un
der
IDEA
. Th
e IE
P in
clud
es:
• Pr
esen
t le
vel o
f fu
ncti
onin
g •
Ann
ual g
oals
•
Shor
t-te
rm o
bjec
tive
s •
Rela
ted
and
educ
atio
nal s
ervi
ces
• Ex
tend
ed S
choo
l Yea
r (if
app
licab
le)
• M
odif
icat
ions
for
ass
essm
ent
• A
ccom
mod
atio
ns
• Th
e IE
P te
am, i
nclu
ding
the
par
ent(
s), w
ill r
evie
w an
d re
vise
th
e IE
P at
leas
t an
nual
ly.
• Th
e IE
P m
ust
be im
plem
ente
d in
the
Lea
st R
estr
icti
ve
Envi
ronm
ent
(LRE
), wh
ich
mea
ns t
hat
the
child
is p
lace
d in
th
e se
ttin
g th
at a
llows
the
m t
o be
edu
cate
d wi
th s
ame-
aged
chi
ldre
n wi
thou
t di
sabi
litie
s as
muc
h as
pos
sibl
e.
• Re
late
d/ S
uppo
rt S
ervi
ces
prov
ided
may
incl
ude:
•
Psyc
holo
gica
l, so
cial
wor
k, a
nd c
ouns
elin
g se
rvic
es
• Sp
ecia
l rea
ders
, bra
illis
ts, t
ypis
ts a
nd in
terp
rete
rs
• Ph
ysic
al t
hera
py, s
peec
h th
erap
y, a
nd o
ccup
atio
nal
ther
apy
• Co
nsul
tati
ve s
ervi
ces
• M
edic
al e
valu
atio
n se
rvic
es/n
ursi
ng s
ervi
ces
• Tr
ansi
tion
ser
vice
s •
Ass
isti
ve t
echn
olog
y •
Beha
vior
al in
terv
enti
on p
lan
• Re
habi
litat
ion
coun
selin
g
• Tr
ansp
orta
tion
� t
he s
choo
l mus
t pr
ovid
e fr
ee
tran
spor
tati
on t
o th
e sc
hool
if t
he c
hild
�s di
sabi
lity
or
dist
ance
fro
m t
he s
choo
l req
uire
s it
.
58
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
• Ti
tle
II o
f th
e A
mer
ican
s wi
th D
isab
iliti
es A
ct p
rohi
bits
dis
crim
inat
ion
and
ensu
res
equa
l opp
ortu
nity
fo
r pe
ople
wit
h di
sabi
litie
s.
• Se
ctio
n 50
4 pr
ohib
its
disc
rim
inat
ion
beca
use
of a
dis
abili
ty in
pro
gram
s fu
nded
by
the
U.S
. D
epar
tmen
t of
Edu
cati
on.
It a
lso
requ
ires
sch
ools
to
prov
ide
FAPE
to
all c
hild
ren.
•
A c
hild
qua
lifie
s fo
r pr
otec
tion
und
er S
ecti
on 5
04 if
the
chi
ld h
as a
phy
sica
l or
men
tal i
mpa
irm
ent
that
sub
stan
tial
ly li
mit
s at
leas
t on
e m
ajor
life
act
ivit
y. M
ajor
life
act
ivit
ies
incl
ude
walk
ing,
see
ing,
he
arin
g, s
peak
ing,
bre
athi
ng, l
earn
ing,
rea
ding
, wri
ting
, per
form
ing
mat
h ca
lcul
atio
ns, w
orki
ng, c
arin
g fo
r on
esel
f, a
nd p
erfo
rmin
g m
anua
l tas
ks.
A c
hild
may
qua
lify
for
Sect
ion
504
serv
ices
eve
n if
the
ch
ild d
oes
not
qual
ify
for
spec
ial e
duca
tion
ser
vice
s un
der
IDEA
, as
Sect
ion
504
requ
irem
ents
ge
nera
lly a
re le
ss s
tric
t. T
he g
oal o
f th
ese
serv
ices
is t
o re
mov
e ba
rrie
rs t
o th
e ch
ild�s
part
icip
atio
n in
pro
gram
s an
d ac
tivi
ties
rat
her
than
to
set
up s
peci
al e
duca
tion
ser
vice
s.
The
AD
A &
Sec
tion
504
59
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
The
Eval
uati
on P
roce
ss
0 -
3 Ye
ars
Refe
rrin
g a
Child
•
Talk
ing
to p
aren
ts
• Se
t up
an
unin
terr
upte
d ti
me
to t
alk.
Mak
e su
re t
o le
t pa
rent
s kn
ow t
hat
you
are
all o
n th
e sa
me
team
and
wan
t th
e be
st f
or t
he c
hild
. •
Enco
urag
e th
e pa
rent
s to
spe
ak w
ith
thei
r he
alth
-car
e pr
ofes
sion
al a
nd t
o ca
ll th
e Ea
rly
Inte
rven
tion
num
ber.
•
Reas
sure
the
fam
ily t
hat
the
earl
ier
a de
lay
is id
enti
fied
, the
bet
ter
the
chan
ce t
hat
serv
ices
can
hel
p th
e ch
ild
reac
h hi
s or
her
pot
enti
al.
� If
child
-car
e pr
ovid
ers
or a
ny o
ther
pro
fess
iona
ls s
uspe
ct a
chi
ld u
nder
thr
ee h
as a
dis
abili
ty o
r po
ssib
le d
evel
opm
enta
l de
lay,
the
y m
ust
refe
r th
e ch
ild t
o Ch
ild a
nd F
amily
Con
nect
ions
wit
hin
two
work
ing
days
. Th
is is
req
uire
d by
Par
t C
of t
he
Indi
vidu
als
with
Dis
abili
ties
Edu
cati
on A
ct.
� Cal
l 1-8
00-3
23-4
869
for
the
nam
e an
d nu
mbe
r of
the
clo
sest
Chi
ld a
nd F
amily
Con
nect
ions
.
Ear
ly I
nter
vent
ion
Serv
ices
•
Illin
ois
has
a fa
mily
-cen
tere
d se
rvic
e sy
stem
tha
t ev
alua
tes
and
conn
ects
elig
ible
chi
ldre
n to
ong
oing
ear
ly in
terv
enti
on
serv
ices
. Re
gion
al C
hild
and
Fam
ily C
onne
ctio
n ag
enci
es a
re r
espo
nsib
le f
or e
arly
inte
rven
tion
ser
vice
s in
Illi
nois
. •
Onc
e a
child
is r
efer
red
to a
CFC
, the
CFC
has
45
days
to
com
plet
e th
e ev
alua
tion
and
the
Ind
ivid
ualiz
ed F
amily
Ser
vice
Pl
an (I
FSP)
. Th
e IF
SP li
sts
the
serv
ices
and
sup
port
s th
at m
ust
be m
ade
avai
labl
e to
the
fam
ily.
•
A c
hild
is e
ligib
le f
or e
arly
inte
rven
tion
ser
vice
s if
the
chi
ld is
exp
erie
ncin
g de
lays
in a
t le
ast
one
of t
hese
are
as: c
ogni
tive
de
velo
pmen
t; p
hysi
cal d
evel
opm
ent,
incl
udin
g vi
sion
and
hea
ring
; lan
guag
e an
d sp
eech
dev
elop
men
t; p
sych
osoc
ial
deve
lopm
ent;
or
self
-hel
p sk
ills.
A c
hild
at
risk
for
a s
ubst
anti
al d
evel
opm
enta
l del
ay m
ay a
lso
be
elig
ible
.
• Ev
alua
tion
s, a
sses
smen
ts, s
ervi
ce p
lans
, and
ser
vice
coo
rdin
atio
n ar
e fr
ee f
or f
amili
es.
Alo
ng w
ith
cont
ribu
tion
s fr
om t
he f
amily
bas
ed o
n a
slid
ing
scal
e, e
arly
inte
rven
tion
ser
vice
s ar
e pa
id f
or b
y pr
ogra
m
fund
s, t
he f
amily
�s he
alth
insu
ranc
e, o
r go
vern
men
t in
sura
nce.
60
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
• If
a c
hild
sco
res
in t
he �r
efer
� ran
ge o
f a
deve
lopm
enta
l scr
eeni
ng, o
r if
par
ents
or
teac
hers
indi
cate
con
cern
s ab
out
a ch
ild�s
deve
lopm
ent,
the
chi
ld c
an b
e re
ferr
ed t
o th
e Ch
icag
o Pu
blic
Sch
ool n
eare
st t
he c
hild
�s ho
me
for
an e
valu
atio
n.
Call
(773
) 553
-100
0 to
det
erm
ine
the
hom
e sc
hool
.
• Ca
ll th
e ca
se m
anag
er t
o sc
hedu
le a
n ap
poin
tmen
t to
beg
in t
he e
valu
atio
n pr
oces
s. S
ome
scho
ols
do n
ot r
equi
re
appo
intm
ents
.
• A
ssis
t th
e pa
rent
s in
com
pilin
g th
e ne
cess
ary
info
rmat
ion
to b
ring
to
CPS.
Ch
ild
• Ph
ysic
al
• Im
mun
izat
ion
reco
rd
• D
evel
opm
enta
l scr
eeni
ng
• H
eari
ng a
nd v
isio
n sc
reen
ing
(or
docu
men
tati
on t
hat
the
child
was
una
ble
to b
e sc
reen
ed)
• O
bser
vati
ons
(fro
m e
arly
chi
ldho
od p
rogr
am)
• Re
port
s fr
om s
peci
alis
ts (i
f ap
plic
able
) •
Refe
rral
/con
sent
for
m (f
rom
ear
ly c
hild
hood
pro
gram
)
Pare
nt
• Id
enti
fica
tion
•
Two
item
s th
at p
rove
the
fam
ily�s
addr
ess
(leas
e, b
ill, e
tc.).
• A
t th
e sc
hool
, the
par
ent
need
s to
enr
oll t
he c
hild
as
a no
n-at
tend
ing
stud
ent
and
to s
peak
wit
h th
e ca
se m
anag
er t
o re
ques
t an
eva
luat
ion.
•
The
scho
ol m
ust
noti
fy t
he p
aren
t if
the
sch
ool w
ill e
valu
ate
the
child
wit
hin
10 d
ays.
If
the
scho
ol d
ecid
es t
o co
nduc
t th
e ev
alua
tion
, the
par
ent
need
s to
sig
n a
cons
ent
form
for
the
eva
luat
ion.
Som
etim
es t
his
cons
ent
form
is g
iven
to
the
pare
nt t
he d
ay t
he c
hild
is r
egis
tere
d at
the
sch
ool.
•
The
eval
uati
on m
ust
be c
ompl
eted
in 6
0 da
ys a
fter
the
con
sent
for
the
eva
luat
ion
is s
igne
d.
• Th
e sc
hool
and
par
ent
will
mee
t to
dis
cuss
the
chi
ld�s
elig
ibili
ty f
or s
ervi
ces
and
to f
orm
the
IEP
. Th
e IE
P m
ust
be
impl
emen
ted
with
in 1
0 da
ys, u
nles
s th
e 10
-day
req
uire
men
t is
wai
ved.
The
Eval
uati
on P
roce
ss
3-5
Year
s
61
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Child
�s an
d Pa
rent
�s Ri
ghts
Child
�s Ri
ghts
•
Free
, app
ropr
iate
pub
lic e
duca
tion
•
Free
eva
luat
ion
to d
eter
min
e if
the
chi
ld n
eeds
sp
ecia
l edu
cati
on s
ervi
ces
• Ev
alua
tion
in t
he p
rim
ary
lang
uage
spo
ken
in t
he
hom
e •
Free
spe
cial
edu
cati
on s
ervi
ces
as n
eede
d •
An
alte
rnat
e, f
ree
plac
emen
t if
the
chi
ld c
anno
t be
se
rved
in a
pub
lic s
choo
l pro
gram
•
To r
ecei
ve s
ervi
ces
in t
he L
east
Res
tric
tive
En
viro
nmen
t •
Free
tra
nspo
rtat
ion
if t
he c
hild
�s di
sabi
lity
or
dist
ance
fro
m t
he s
choo
l mak
es it
nec
essa
ry
Pare
nt�s
Righ
ts
• To
be
invo
lved
in a
ll de
cisi
on-m
akin
g an
d pl
anni
ng
rega
rdin
g th
e ch
ild.
•
Acc
ess
to c
hild
�s sc
hool
rec
ords
wit
hin
15 d
ays
of
a re
ques
t •
Expl
anat
ion
of t
he c
onte
nts
of t
he I
EP b
y a
qual
ifie
d pr
ofes
sion
al
• To
cha
lleng
e th
e co
nten
ts o
f th
e re
cord
s •
To a
sk f
or c
orre
ctio
n or
del
etio
n of
any
inac
cura
te
or in
appr
opri
ate
info
rmat
ion
• To
ins
ert
an e
xpla
nati
on o
r co
mm
ents
into
the
re
cord
•
To d
esig
nate
, in
writ
ing,
a p
erso
n wh
o m
ay h
ave
acce
ss t
o th
e ch
ild�s
scho
ol r
ecor
ds
• To
obt
ain
copi
es o
f th
e ch
ild�s
scho
ol r
ecor
ds
• To
com
mun
icat
e wi
th t
he s
choo
l in
the
prim
ary
lang
uage
of
the
hom
e •
To r
eque
st m
edia
tion
or
to a
sk f
or a
n im
part
ial
due
proc
ess
hear
ing
62
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Reso
urce
s
� Illi
nois
Sta
te B
oard
of
Educ
atio
n
866-
262-
6663
Web
site
: www
.isbe
.net
/spe
c-ed
/htm
l/pa
rent
s.ht
m
� Des
igns
for
Cha
nge
29 E
ast
Mad
ison
, Sui
te 9
50
Chic
ago,
IL
6060
2 80
0-85
1-87
28
312-
236-
7252
voi
ce /
312
-857
-101
3 TD
D
E-m
ail:
mar
kse@
desi
gnsf
orch
ange
.org
W
ebsi
te: w
ww.d
esig
nsfo
rcha
nge.
org
� F
amily
Res
ourc
e Ce
nter
on
Dis
abili
ties
20
E. J
acks
on B
lvd.
, Roo
m 3
00
Chic
ago,
IL
6060
4 31
2-93
9-35
13 v
oice
/ 3
12-9
39-3
519
TTY
& TD
Y 80
0-95
2-41
99 I
L on
ly
E-m
ail:
frcd
ptiil
@am
erit
ech.
net
Web
site
: www
.frc
d.or
g
� Nat
iona
l Inf
orm
atio
n Ce
nter
for
Chi
ldre
n an
d Yo
uth
with
Dis
abili
ties
800-
695-
0285
Web
site
: www
.nic
hcy.
org
63
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Fam
ily I
nvol
vem
ent
& Pl
anni
ngFa
mily
Inv
olve
men
t Fa
mily
Inv
olve
men
t &
Plan
ning
& Pl
anni
ng�� P
aren
ts a
re a
chi
ldPa
rent
s ar
e a
child
�� s f
irst
, and
mos
t im
port
ant,
tea
cher
ss
firs
t, a
nd m
ost
impo
rtan
t, t
each
ers ��
64
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Rela
tion
ship
s Ea
rly
child
hood
pro
gram
s ha
ve t
he u
niqu
e op
port
unit
y to
sup
port
fam
ilies
in t
he b
egin
ning
sta
ges
of
child
ren�s
live
s, s
hapi
ng f
utur
e gr
owth
and
inte
ract
ions
wit
h sc
hool
s. F
orm
ing
posi
tive
rel
atio
nshi
ps w
ith
the
fam
ilies
of
child
ren
with
dis
abili
ties
may
hav
e as
last
ing
of a
n im
pact
on
the
child
ren
as a
ny
educ
atio
nal s
uppo
rt.
Invo
lvin
g Fa
mili
es
• In
clud
e fa
mili
es in
pla
nnin
g ac
tivi
ties
for
the
chi
ld t
hat
cons
ider
the
chi
ld�s
inte
rest
s,
stre
ngth
s, a
nd g
oals
•
Ask
que
stio
ns!
• En
cour
age
pare
nts
to a
dvoc
ate
for
thei
r ch
ildre
n •
Ask
par
ents
to
prov
ide
trai
ning
for
sta
ff o
r ot
her
pare
nts
• En
cour
age
pare
nts
to s
tart
a s
uppo
rt g
roup
or
to m
ento
r ot
her
fam
ilies
of
child
ren
with
di
sabi
litie
s •
Uti
lize
a co
mm
unic
atio
n no
tebo
ok
• In
vite
fam
ilies
to
fun
cele
brat
ions
•
Crea
te a
Par
ent
Bulle
tin
Boar
d or
new
slet
ter
• In
vite
fam
ilies
to
visi
t th
e cl
assr
oom
and
to
volu
ntee
r •
Crea
te a
bra
inst
orm
list
to
ask
for
inpu
t fr
om f
amili
es
• Re
mem
ber
that
eac
h fa
mily
is u
niqu
e!
65
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
The
Init
ial S
tage
s A
ltho
ugh
som
e ch
ildre
n m
ay h
ave
been
dia
gnos
ed w
ith
a di
sabi
lity
at b
irth
, the
re is
a g
ood
chan
ce t
hat
pare
nts
of c
hild
ren
with
dis
abili
ties
may
be
expe
rien
cing
a r
ange
of
emot
ions
incl
udin
g:
• Gr
ief
• A
nger
•
Fear
•
Love
•
Conf
usio
n •
Den
ial
• A
ccep
tanc
e •
Hel
ples
snes
s •
Bein
g O
verw
helm
ed
• Ex
haus
tion
Wha
t W
e Ca
n D
o •
Prov
ide
reas
sura
nce
- m
any
pare
nts
ques
tion
the
ir
pare
ntin
g sk
ills
and
need
rea
ssur
ance
tha
t th
ey a
re
doin
g th
e be
st t
hey
can
• Li
sten
to
the
thou
ghts
, fea
rs, a
nd g
oals
of
pare
nts
• A
ckno
wled
ge f
amili
es� c
once
rns
•
Conv
ey a
ccep
tanc
e. B
e ca
refu
l to
avoi
d sh
owin
g sh
ock
or d
isap
prov
al.
• Cr
eate
an
envi
ronm
ent
wher
e fa
mili
es f
eel s
afe
to s
hare
th
eir
conc
erns
and
em
otio
ns
• W
atch
fam
ilies
for
cue
s ab
out
how
muc
h th
ey a
re r
eady
to
hea
r ea
ch t
ime
• Fr
eque
nt c
onve
rsat
ions
•
Hom
e vi
sits
• Co
nnec
t fa
mili
es t
o re
sour
ces
� su
ppor
t gr
oups
, res
pite
ca
re, p
aren
ting
cla
sses
, wor
ksho
ps, a
rtic
les,
or
gani
zati
ons,
pro
fess
iona
ls, a
nd o
ther
par
ents
of
child
ren
with
dis
abili
ties
•
Tele
phon
e ca
lls
• Ex
pres
s yo
ur c
omm
itm
ent
to le
arni
ng h
ow t
o m
eet
the
indi
vidu
al n
eeds
of
the
child
wit
h a
disa
bilit
y an
d co
nnec
t th
is t
o th
e pr
ogra
m�s
philo
soph
y of
in
divi
dual
izin
g fo
r ev
ery
child
•
Rem
embe
r an
d sh
ow t
hat
you
see
the
child
wit
h a
disa
bilit
y as
a c
hild
fir
st.
Des
crib
e th
e ch
ild�s
day
as
you
woul
d an
othe
r ch
ild�s
day
66
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Ove
rvie
w o
f Co
mm
on D
isab
iliti
esO
verv
iew
of
Ove
rvie
w of
Co
mm
on D
isab
iliti
esCo
mm
on D
isab
iliti
esD
efin
itio
nsD
efin
itio
nsCh
arac
teri
stic
sCh
arac
teri
stic
sTe
achi
ng S
trat
egie
sTe
achi
ng S
trat
egie
sT
reat
men
tT
reat
men
t
67
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Com
mon
Dis
abili
ties
�Att
enti
on-D
efic
it/
Hyp
erac
tivi
ty D
isor
der
�Aut
ism
�C
ereb
ral P
alsy
�D
own
Synd
rom
e �E
mot
iona
l Dis
turb
ance
�E
pile
psy
�Hea
ring
Im
pair
men
t �L
earn
ing
Dis
abili
ties
�M
enta
l Ret
arda
tion
�S
enso
ry P
roce
ssin
g D
isor
der
�Spe
ech
and
Lang
uage
Im
pair
men
ts
68
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Att
enti
on-D
efic
it/
Hyp
erac
tivi
ty D
isor
der
• D
efin
itio
n: A
tten
tion
-def
icit
/hyp
erac
tivi
ty d
isor
der
is a
con
diti
on t
hat
can
mak
e it
har
d fo
r a
pers
on t
o si
t st
ill, c
ontr
ol b
ehav
ior,
and
pay
att
enti
on.
Sym
ptom
s us
ually
app
ear
befo
re a
ge s
even
. •
Com
mon
Cha
ract
eris
tics
: •
Inat
tent
ive
type
� d
oes
not
pay
atte
ntio
n to
det
ails
, can
not
stay
foc
used
on
play
or
scho
ol
work
, has
dif
ficu
lty
follo
wing
thr
ough
on
inst
ruct
ions
, get
s di
stra
cted
eas
ily, a
nd lo
ses
item
s.
• H
yper
acti
ve-i
mpu
lsiv
e ty
pe �
fid
gets
, squ
irm
s, a
lway
s m
ovin
g, a
cts
befo
re t
hink
ing,
has
tr
oubl
e wa
itin
g tu
rns,
tal
ks t
oo m
uch,
inte
rrup
ts o
ther
s •
Com
bine
d ty
pe �
sym
ptom
s fr
om b
oth
the
inat
tent
ive
type
and
the
hyp
erac
tive
-im
puls
ive
type
•
Teac
hing
Str
ateg
ies:
•
Hig
hly
stru
ctur
ed e
nvir
onm
ent
• Cl
ear
rule
s an
d ro
utin
es
• Br
ief
inst
ruct
ions
•
Smal
ler
teac
hing
spa
ce
• Gi
ve d
irec
tion
s ve
rbal
ly a
nd v
isua
lly
• Re
duce
ext
ra s
tim
uli
• Gi
ve m
ore
and
shor
ter
acti
viti
es
• Po
siti
ve b
ehav
ior
mod
ific
atio
n pr
ogra
m
• Tr
eatm
ent
• Th
erap
y (p
sych
othe
rapy
, cog
niti
ve-b
ehav
iora
l the
rapy
) •
Soci
al S
kills
tra
inin
g •
Mod
ific
atio
ns t
o en
viro
nmen
t an
d ac
tivi
ties
•
Med
icat
ion
69
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Aut
ism
•
Def
init
ion:
Aut
ism
is a
neu
rolo
gica
l, de
velo
pmen
tal d
isab
ility
tha
t af
fect
s a
child
�s ab
ility
to
com
mun
icat
e, u
nder
stan
d la
ngua
ge, a
nd r
elat
e to
oth
ers.
Aut
ism
is u
sual
ly e
vide
nt b
y ag
e th
ree.
•
Com
mon
Cha
ract
eris
tics
: •
Lack
of
eye
cont
act
• D
iffi
cult
y wi
th s
ocia
l int
erac
tion
s •
Lack
of
soci
al o
r em
otio
nal r
ecip
roci
ty
• D
elay
in v
erba
l com
mun
icat
ion
• Ec
hola
lia (r
epea
ting
or
echo
ing
word
s)
• Re
peti
tive
pla
y •
Dif
ficu
lty
with
cha
nges
in r
outi
ne
• Se
nsor
y se
nsit
ivit
ies
• Te
achi
ng S
trat
egie
s:
• St
ruct
ured
Tea
chin
g •
App
lied
Beha
vior
Ana
lysi
s •
Dis
cret
e Tr
ial
• Vi
sual
Sch
edul
es
• Pi
ctur
e Ex
chan
ge C
omm
unic
atio
n Sy
stem
(PEC
S)
• So
cial
Sto
ries
•
Wor
k Sy
stem
s •
Trea
tmen
t:
• Sp
ecia
l Edu
cati
on S
ervi
ces
• Sp
eech
The
rapy
•
Occ
upat
iona
l The
rapy
•
Spec
ial D
iet
(e.g
., Vi
tam
in B
6 an
d m
agne
sium
sup
plem
ents
, Glu
ten-
Free
and
Cas
ein-
Free
di
et)
70
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Cere
bral
Pal
sy
• D
efin
itio
n: A
con
diti
on c
ause
d by
inju
ry t
o th
e pa
rts
of t
he b
rain
tha
t co
ntro
l the
abi
lity
to u
se
mus
cles
and
to
mov
e th
e bo
dy.
Oft
en t
he in
jury
hap
pens
bef
ore
birt
h.
• Co
mm
on C
hara
cter
isti
cs:
• D
elay
rea
chin
g m
otor
or
mov
emen
t m
ilest
ones
•
Stif
f m
ovem
ent
and
tigh
t m
uscl
e to
ne (S
past
ic C
P)
• Sl
ow, u
ncon
trol
led
body
mov
emen
ts a
nd lo
w m
uscl
e to
ne (A
thet
oid
CP)
• Bo
th s
tiff
ness
and
unc
ontr
olle
d bo
dy m
ovem
ent
(Mix
ed C
P)
• Sp
eech
del
ay
• H
eari
ng o
r vi
sion
pro
blem
s •
Lear
ning
dif
ficu
ltie
s •
Men
tal r
etar
dati
on
• Te
achi
ng S
trat
egie
s:
• U
se a
var
iety
of
sens
ory
stra
tegi
es t
o co
mm
unic
ate
info
rmat
ion
• U
tiliz
e as
sist
ive
tech
nolo
gy (c
omm
unic
atio
n bo
ard,
com
pute
r, e
tc.)
• Tr
eatm
ent:
•
Phys
ical
the
rapy
•
Occ
upat
iona
l the
rapy
•
Spee
ch t
hera
py
• Sp
ecia
l edu
cati
on s
ervi
ces
• Sp
ecia
l equ
ipm
ent
(bra
ces,
spl
ints
, the
rapy
equ
ipm
ent)
•
Med
ical
tre
atm
ents
(sur
gery
, Bot
ox in
ject
ions
, med
icat
ions
)
71
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Dow
n Sy
ndro
me
• D
efin
itio
n: D
own
Synd
rom
e is
the
mos
t co
mm
on a
nd e
asily
iden
tifi
ed c
hrom
osom
al c
ondi
tion
. Ch
ildre
n wi
th D
own
Synd
rom
e ar
e bo
rn w
ith
47 c
hrom
osom
es, i
nste
ad o
f th
e ty
pica
l 46
chro
mos
omes
. •
Com
mon
Cha
ract
eris
tics
: •
Men
tal r
etar
dati
on (a
ll)
• Sp
eech
del
ay
• Po
or m
uscl
e to
ne
• Sl
anti
ng e
yes
with
fol
ds o
f sk
in a
t th
e in
ner
corn
ers
• O
verl
y fl
exib
le
• Sh
ort,
bro
ad h
ands
wit
h a
sing
le c
reas
e ac
ross
the
pal
m
• Br
oad
feet
wit
h sh
ort
toes
•
Shor
t ne
ck
• O
besi
ty
• H
ealt
h-re
late
d pr
oble
ms
(mor
e pr
one
to r
espi
rato
ry p
robl
ems,
vis
ual p
robl
ems,
mild
to
mod
erat
e he
arin
g lo
ss, h
eart
def
ects
, gas
troi
ntes
tina
l tra
ct p
robl
em, A
tlan
toax
ial
Inst
abili
ty)
• Te
achi
ng S
trat
egie
s:
• Te
ach
task
s st
ep-b
y-st
ep
• Vi
sual
Sup
port
s •
Trea
tmen
ts
• Sp
ecia
l Edu
cati
on s
ervi
ces
• Sp
eech
the
rapy
•
Phys
ical
the
rapy
•
Med
ical
tre
atm
ent
for
med
ical
con
diti
ons
72
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Emot
iona
l Dis
turb
ance
• D
efin
itio
n: A
chi
ld is
con
side
red
to h
ave
an e
mot
iona
l dis
turb
ance
if t
he s
ympt
oms
liste
d be
low
cont
inue
ove
r a
long
per
iod
of t
ime
and
affe
ct t
he c
hild
�s ed
ucat
iona
l per
form
ance
. Th
is d
oes
not
appl
y to
chi
ldre
n th
at a
re s
ocia
lly m
alad
just
ed, u
nles
s sp
ecif
ical
ly d
eter
min
ed b
y th
e ev
alua
tion
.
• A
n in
abili
ty t
o le
arn
that
can
not
be e
xpla
ined
by
inte
llect
ual,
sens
ory,
or
heal
th f
acto
rs
• A
n in
abili
ty t
o fo
rm o
r ke
ep p
osit
ive
rela
tion
ship
s wi
th t
each
ers
and
othe
r st
uden
ts
• In
appr
opri
ate
beha
vior
s or
fee
lings
und
er n
orm
al c
ircu
mst
ance
s •
A g
ener
al p
erva
sive
moo
d of
unh
appi
ness
or
depr
essi
on
• A
ten
denc
y to
dev
elop
phy
sica
l sym
ptom
s or
fea
rs a
ssoc
iate
d wi
th p
erso
nal o
r sc
hool
pr
oble
ms
• Co
mm
on C
hara
cter
isti
cs:
• H
yper
acti
vity
(sho
rt a
tten
tion
spa
n, im
puls
iven
ess)
•
Agg
ress
ion
towa
rd s
elf
and
othe
rs
• W
ithd
rawa
l fro
m s
ocia
l int
erac
tion
s •
Imm
atur
ity
•
Lear
ning
dif
ficu
ltie
s (b
elow
gra
de le
vel)
• Te
achi
ng S
trat
egie
s •
Clea
r ex
pect
atio
ns a
nd n
atur
al c
onse
quen
ces
• Po
siti
ve b
ehav
iora
l sup
port
(PBS
) •
Func
tion
al B
ehav
ior
Ana
lysi
s an
d Be
havi
or P
lan
• Id
enti
fy p
refe
rred
act
ivit
ies
and
use
as r
ewar
ds
• So
cial
Sto
ries
•
Trea
tmen
t •
Ther
apy
(indi
vidu
al a
nd g
roup
) •
Med
icat
ion
73
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Epile
psy
• D
efin
itio
n: E
pile
psy
is a
phy
sica
l con
diti
on t
hat
occu
rs w
hen
ther
e is
a s
udde
n, b
rief
cha
nge
in h
ow
the
brai
n wo
rks,
tri
gger
ing
epile
ptic
sei
zure
s. O
nce
the
seiz
ure
is o
ver,
bra
in f
unct
ioni
ng u
sual
ly
retu
rns
to n
orm
al
• Co
mm
on C
hara
cter
isti
cs:
• Pa
rtia
l sei
zure
s •
Sim
ple
Part
ial S
eizu
res
• Le
g sh
akin
g •
Chan
ges
in s
peec
h •
Chan
ges
in h
ow a
per
son
mov
es o
r fe
els
• Co
mpl
ex P
arti
al S
eizu
res
• �B
lack
outs
� or
peri
ods
of c
onfu
sed
mem
ory
• Pe
rson
may
sta
re, w
ande
r, o
r m
ove
repe
titi
vely
alt
houg
h th
e pe
rson
has
no
awar
enes
s of
wha
t is
hap
peni
ng a
nd c
anno
t re
spon
d to
oth
ers
• Ge
nera
lized
Sei
zure
s •
Mas
sive
mus
cle
jerk
s (m
yocl
onic
sei
zure
s)
• M
uscl
e sp
asm
s in
bab
ies
• Su
dden
fal
ls f
or n
o re
ason
•
Shor
t st
arin
g sp
ells
(abs
ence
sei
zure
s or
pet
it m
al s
eizu
res)
•
Conv
ulsi
ons
(gen
eral
ized
ton
ic c
loni
c se
izur
es o
r gr
and
mal
sei
zure
s)
• Ex
trem
e ti
redn
ess
afte
r �f
aint
ing�
•
Teac
hing
Str
ateg
ies:
•
Obs
erve
and
doc
umen
t se
izur
es a
nd r
epor
t to
par
ents
and
nur
se
• Pr
ovid
e ep
ileps
y ed
ucat
ion
prog
ram
s fo
r st
aff
and
stud
ents
•
Obs
erve
cha
nges
in c
hild
�s ph
ysic
al o
r in
telle
ctua
l ski
lls.
•
Trea
tmen
t:
• M
edic
atio
n •
Mon
itor
ing
by a
neu
rolo
gist
•
Spec
ial d
iet
74
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Hea
ring
Im
pair
men
t &
Dea
fnes
s •
Def
init
ion:
A h
eari
ng im
pair
men
t, w
heth
er p
erm
anen
t or
tem
pora
ry, n
egat
ivel
y af
fect
s a
child
�s ed
ucat
iona
l per
form
ance
. D
eafn
ess
is a
hea
ring
impa
irm
ent
that
is s
o se
vere
tha
t th
e ch
ild c
anno
t pr
oces
s in
form
atio
n th
roug
h he
arin
g, e
ven
with
am
plif
icat
ion.
•
Com
mon
Cha
ract
eris
tics
: •
May
aff
ect
bala
nce
• In
form
atio
n pr
oces
sing
tim
e is
long
er
• Sp
eech
may
be
uncl
ear
• Ch
ild m
ay t
urn
one
ear
towa
rd s
ound
s •
Teac
hing
Str
ateg
ies:
•
Tota
l Com
mun
icat
ion�
incl
udes
spo
ken
lang
uage
, fin
ger
spel
ling,
ges
ture
s, f
acia
l exp
ress
ions
, an
d si
gn la
ngua
ge
• O
ral C
omm
unic
atio
n�em
phas
izes
spo
ken
lang
uage
thr
ough
spe
ech
ther
apy
and
focu
ses
on
teac
hing
the
chi
ld t
o us
e wh
atev
er h
eari
ng t
he c
hild
has
wit
h am
plif
icat
ion
• Pl
ace
stud
ent
wher
e he
/she
can
hea
r in
stru
ctio
ns o
r se
e th
e te
ache
r •
Am
plif
icat
ion
syst
em
• Si
gn L
angu
age
• N
otet
aker
•
Use
cap
tion
ed v
ideo
tape
s •
Stan
d st
ill w
hen
givi
ng in
stru
ctio
ns
• Tr
eatm
ent:
•
Spee
ch t
hera
py
• A
udit
ory
trai
ning
•
Aud
itor
y tr
aine
r�de
vice
tha
t fo
cuse
s so
und
so t
hat
a te
ache
r ca
n sp
eak
into
a
mic
roph
one
and
the
soun
d go
es d
irec
tly
to t
he s
tude
nt
• H
eari
ng d
evic
es�
hear
ing
aids
and
coc
hlea
r im
plan
ts
75
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Lear
ning
Dis
abili
ties
• D
efin
itio
n: A
lear
ning
dis
abili
ty is
a d
isor
der
in o
ne o
r m
ore
of t
he b
asic
pro
cess
es in
volv
ed in
pr
oces
sing
wri
tten
and
spo
ken
lang
uage
and
may
impa
ct li
sten
ing,
thi
nkin
g, s
peak
ing,
rea
ding
, wr
itin
g, s
pelli
ng, a
nd d
oing
mat
h ca
lcul
atio
ns.
Mos
t in
divi
dual
s wi
th le
arni
ng d
isab
iliti
es h
ave
aver
age
or a
bove
ave
rage
inte
llige
nce.
•
Com
mon
Cha
ract
eris
tics
: •
Not
icea
ble
diff
eren
ce b
etwe
en in
telli
genc
e an
d ho
w we
ll a
child
doe
s in
sch
ool
• Tr
oubl
e le
arni
ng t
he a
lpha
bet,
rhy
min
g wo
rds,
or
conn
ecti
ng le
tter
s to
sou
nds
• Tr
oubl
e wi
th s
pelli
ng
• M
essy
han
dwri
ting
or
diff
icul
ty w
riti
ng
• M
ay c
onfu
se m
ath
sym
bols
and
mis
read
num
bers
•
Trou
ble
orga
nizi
ng t
houg
hts
or t
hink
ing
of t
he c
orre
ct w
ords
•
May
not
be
able
to
rete
ll a
stor
y in
ord
er
• Te
achi
ng S
trat
egie
s:
• Ke
ep in
stru
ctio
ns s
impl
e •
Brea
k do
wn t
asks
into
sm
alle
r st
eps
• Gi
ve m
ore
tim
e to
com
plet
e ta
sk
• A
ssis
tive
tec
hnol
ogy
(tap
e re
cord
ers,
rea
ding
mac
hine
s, e
tc.)
• Co
nsid
er s
tude
nt�s
pref
erre
d le
arni
ng s
tyle
•
Trea
tmen
t:
• Sp
ecia
l edu
cati
on s
ervi
ces
76
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Men
tal R
etar
dati
on
• D
efin
itio
n: T
he d
iagn
osis
of
men
tal r
etar
dati
on is
bas
ed o
n th
ree
crit
eria
: •
Cogn
itiv
e le
vel (
IQ b
elow
70-
75)
• Si
gnif
ican
t lim
itat
ions
in 2
or
mor
e ad
apti
ve s
kill
area
s •
Cond
itio
n pr
esen
t fr
om c
hild
hood
(18
year
s or
bef
ore)
•
Com
mon
Cha
ract
eris
tics
: •
Sit
up, c
rawl
, or
walk
late
r th
an o
ther
chi
ldre
n •
Lear
n to
tal
k la
ter
or h
ave
trou
ble
spea
king
•
Find
it h
ard
to r
emem
ber
thin
gs
• H
ave
trou
ble
unde
rsta
ndin
g so
cial
rul
es
• H
ave
trou
ble
seei
ng c
onse
quen
ces
of a
ctio
ns
• H
ave
trou
ble
solv
ing
prob
lem
s or
thi
nkin
g lo
gica
lly
• Te
achi
ng S
trat
egie
s:
• Vi
sual
Sup
port
s •
Brea
k ta
sks
into
sm
alle
r st
eps
• Te
ach
life
skill
s •
Prov
ide
prom
pts
• A
ddit
iona
l tim
e to
com
plet
e ta
sks
• D
emon
stra
te d
irec
tion
s an
d m
ake
sure
the
y ar
e un
ders
tood
•
Trea
tmen
t:
• Sp
ecia
l Edu
cati
on s
ervi
ces
• Sp
eech
The
rapy
•
Phys
ical
The
rapy
•
Occ
upat
iona
l The
rapy
77
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Sens
ory
Proc
essi
ng D
isor
der
• D
efin
itio
n: I
n an
indi
vidu
al w
ith
Sens
ory
Proc
essi
ng D
isor
der,
one
or
mor
e se
nses
are
not
bei
ng
inte
rpre
ted
prop
erly
. Ch
ildre
n m
ay b
e ov
er o
r un
der
reac
tive
to
sens
ory
stim
ulat
ion,
hav
e an
un
usua
lly h
igh
or lo
w ac
tivi
ty le
vel,
have
coo
rdin
atio
n pr
oble
ms,
hav
e ac
adem
ic d
elay
s, o
r ha
ve p
oor
orga
niza
tion
of
beha
vior
. •
Com
mon
Cha
ract
eris
tics
: •
Cove
ring
ear
s wh
en t
here
are
loud
sou
nds
•
Avo
idin
g to
uch
or c
erta
in t
extu
res
• Cr
ashi
ng in
to o
bjec
ts, t
wirl
ing
body
•
Cons
tant
ly m
ovin
g or
alw
ays
fati
gued
•
Poor
bal
ance
and
mot
or c
ontr
ol
• D
iffi
cult
y wi
th a
cade
mic
s or
dai
ly li
ving
act
ivit
ies
desp
ite
norm
al in
telli
genc
e •
Impu
lsiv
e or
eas
ily d
istr
acte
d •
Teac
hing
Str
ateg
ies:
•
Lim
it a
mou
nt o
f ex
tra
mat
eria
l han
ging
fro
m t
he c
eilin
g an
d on
the
wal
ls
• Ke
ep a
con
sist
ent
sche
dule
and
let
stud
ent
know
abo
ut f
utur
e ch
ange
s •
Crea
te a
qui
et c
orne
r in
the
roo
m
• A
llow
�fid
get�
item
s du
ring
cir
cle
tim
e an
d tr
ansi
tion
s •
For
a ch
ild s
eeki
ng s
enso
ry in
put,
pro
vide
saf
e, f
irm
pre
ssur
e on
sho
ulde
rs o
r he
ad
• Tr
eatm
ent:
•
Occ
upat
iona
l the
rapy
•
Spec
ial E
duca
tion
ser
vice
s
78
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Spee
ch &
Lan
guag
e Im
pair
men
t
• D
efin
itio
n: C
hild
ren
with
spe
ech
diso
rder
s ha
ve d
iffi
cult
y pr
oduc
ing
spee
ch s
ound
s or
hav
e pr
oble
ms
with
voi
ce q
ualit
y. C
hild
ren
with
lang
uage
dis
orde
rs h
ave
an im
pair
men
t in
the
abi
lity
to
unde
rsta
nd c
orre
ctly
, bot
h ve
rbal
ly a
nd n
onve
rbal
ly.
• Co
mm
on C
hara
cter
isti
cs:
• St
utte
ring
•
Pron
ounc
ing
word
s or
sou
nds
inco
rrec
tly
• U
nusu
al p
itch
, vol
ume,
or
tone
qua
lity
• D
oes
not
resp
ond
corr
ectl
y to
ver
bal d
irec
tion
s or
app
ear
to u
nder
stan
d •
Impr
oper
use
of
word
s
• H
as li
mit
ed v
ocab
ular
y
• Te
achi
ng S
trat
egie
s •
Visu
al S
uppo
rts
• Gi
ve d
irec
tion
s st
ep b
y st
ep
• Ch
eck
for
unde
rsta
ndin
g •
Spea
k sl
owly
•
Peer
men
tors
and
mod
elin
g •
Ass
isti
ve t
echn
olog
y •
Trea
tmen
t:
• Sp
eech
the
rapy
(ind
ivid
ual a
nd g
roup
)
79
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Trau
mat
ic B
rain
Inj
ury
• D
efin
itio
n: A
n in
jury
to
the
brai
n ca
used
by
the
head
bei
ng h
it b
y so
met
hing
or
shak
en v
iole
ntly
and
th
at n
egat
ivel
y im
pact
s a
child
�s ed
ucat
iona
l per
form
ance
. •
Com
mon
Cha
ract
eris
tics
: •
Hea
dach
es
• D
izzi
ness
•
Ring
ing
in t
he E
ars
• Fa
tigu
e •
Seiz
ures
•
Loss
of
coor
dina
tion
•
Trou
ble
with
mem
ory
• Te
achi
ng S
trat
egie
s:
• Gi
ve a
ddit
iona
l tim
e to
com
plet
e ta
sks
• Gi
ve d
irec
tion
s on
e st
ep a
t a
tim
e an
d in
wri
ting
•
Dem
onst
rate
new
tas
ks a
nd g
ive
exam
ples
•
Keep
con
sist
ent
rout
ines
•
Give
lots
of
oppo
rtun
itie
s to
pra
ctic
e ne
w sk
ills
• Re
duce
dis
trac
tion
s •
Trea
tmen
t:
• Sp
ecia
l edu
cati
on s
ervi
ces
• Ph
ysic
al t
hera
py
• O
ccup
atio
nal t
hera
py
• Co
unse
ling
80
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Visu
al I
mpa
irm
ent
• D
efin
itio
n: F
unct
iona
l los
s of
vis
ion
• Pa
rtia
lly s
ight
ed �
som
e ty
pe o
f vi
sual
pro
blem
has
res
ulte
d in
a n
eed
for
spec
ial e
duca
tion
•
Low
visi
on �
a p
erso
n wi
th s
ight
who
is u
nabl
e to
see
obj
ects
at
a no
rmal
vie
wing
dis
tanc
e ev
en
with
cor
rect
ive
aids
•
Lega
lly b
lind
� pe
rson
has
less
tha
n 20
/200
vis
ion
in t
he b
ette
r ey
e •
Blin
d �
stud
ent
that
has
no
visi
on
• Co
mm
on C
hara
cter
isti
cs:
• M
ay n
ot e
xplo
re t
he e
nvir
onm
ent
• M
ay n
ot im
itat
e so
cial
beh
avio
r
• M
ay n
ot u
nder
stan
d no
nver
bal c
ues
• Te
achi
ng S
trat
egie
s:
• U
se o
ther
sen
sory
str
ateg
ies
for
prov
idin
g in
form
atio
n (s
mel
l, ta
ste,
tou
ch, s
ound
) •
Plac
e st
uden
t wh
ere
he/s
he c
an b
est
hear
inst
ruct
ions
. •
Keep
cla
ssro
om u
nclu
tter
ed a
nd it
ems
easi
ly a
cces
sibl
e.
• U
se la
rger
pri
nt
• U
se v
isua
l con
tras
ts (b
lack
on
whit
e)
• Bo
oks
on t
ape
• A
ssis
tive
tec
hnol
ogy
•
Brai
lle
• Tr
eatm
ent
• M
edic
al t
reat
men
t •
Visi
on t
hera
py
81
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Reso
urce
Gui
deRe
sour
ce G
uide
Reso
urce
Gui
deD
evel
opm
enta
l Mile
ston
esD
evel
opm
enta
l Mile
ston
esGl
ossa
ry o
f D
isab
ility
Ter
ms
Glos
sary
of
Dis
abili
ty T
erm
sCo
mm
unit
y Re
sour
ces
Com
mun
ity
Reso
urce
s
82
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Dev
elop
men
tal M
ilest
ones
(1 t
o 2
Year
s)
12 m
onth
s
• Pu
lls u
p to
sta
nd a
nd m
ay s
tep
with
sup
port
•
Pick
s th
ings
up
with
a t
hum
b an
d on
e fi
nger
•
Nod
s he
ad t
o si
gnal
�yes
� •
Give
s af
fect
ion
• Sa
ys t
wo o
r th
ree
word
s 18
mon
ths
• W
alks
(may
be r
uns
a bi
t)
• Cl
imbs
up
or d
own
one
stai
r •
Mar
ks o
n pa
per
with
cra
yons
•
Use
s fi
ve t
o 10
wor
ds
• Pu
lls t
oys
that
hav
e wh
eels
•
Und
erst
ands
sim
ple
dire
ctio
ns
24 m
onth
s
• H
ands
ove
r to
ys u
pon
requ
est
• Ki
cks
a la
rge
ball
• Tu
rns
page
s in
a b
ook
• A
sks
for
item
s by
nam
e •
Reco
gniz
es a
fam
iliar
pic
ture
and
kno
ws it
is u
psid
e do
wn
• U
ses
two
or t
hree
wor
ds t
oget
her,
suc
h as
�mor
e ju
ice�
83
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Dev
elop
men
tal M
ilest
ones
(3 t
o 5
Year
s)
By
the
End
of T
hree
Yea
rs
By
the
End
of F
our
Year
s B
y th
e En
d of
Fiv
e Ye
ars
• I
mit
ates
oth
ers
• Sh
ows
affe
ctio
n fo
r fa
mili
ar
peop
le
• Ca
n ta
ke t
urns
•
Und
erst
ands
�min
e� a
nd �h
is/
hers
� •
Expr
esse
s a
rang
e of
em
otio
ns
• O
bjec
ts t
o m
ajor
cha
nges
in
rout
ine
• C
oope
rate
s wi
th o
ther
s •
Enjo
ys a
nd is
cre
ativ
e wi
th
imag
inat
ive
play
•
Mor
e in
depe
nden
t •
May
not
und
erst
and
the
diff
eren
ce b
etwe
en r
ealit
y an
d fa
ntas
y •
Att
empt
s to
sol
ve c
onfl
icts
• L
ikes
to
sing
, dan
ce, a
nd a
ct
• W
ants
to
plea
se a
nd t
o be
lik
e fr
iend
s •
Follo
ws r
ules
mor
e of
ten
• A
ble
to t
ell t
he d
iffe
renc
e be
twee
n re
alit
y an
d fa
ntas
y
• M
atch
es o
bjec
ts t
o pi
ctur
es
• Pl
ays
mak
e-be
lieve
wit
h to
ys
• So
rts
obje
cts
by c
olor
and
sh
ape
• N
ames
col
ors
• Re
calls
par
ts o
f a
stor
y •
Und
erst
ands
cou
ntin
g an
d ca
n co
unt
to 5
•
Und
erst
ands
�sam
e� a
nd
�dif
fere
nt�
• C
an c
ount
10
obje
cts
• Co
rrec
tly
nam
es c
olor
s •
Know
s ab
out
item
s us
ed
ever
y da
y in
the
hom
e (f
ood,
app
lianc
es, m
oney
) •
Bett
er u
nder
stan
ds t
ime
• U
nder
stan
ds o
ther
s /f
ollo
ws
a 2-
or
3- p
art
com
man
d •
Use
s 4-
or
5- w
ord
sent
ence
s •
Can
say
nam
e, a
ge, a
nd s
ex
• Re
cogn
izes
and
iden
tifi
es
mos
t co
mm
on o
bjec
ts
• U
ses
pron
ouns
(I, y
ou, m
e, w
e,
they
) and
som
e pl
ural
s (s
hoes
, car
s, c
oats
)
• U
ses
5- t
o 6-
wor
d se
nten
ces
• Te
lls s
tori
es
• H
as m
aste
red
basi
c gr
amm
ar
• S
peak
s in
sen
tenc
es lo
nger
th
an 5
wor
ds
• U
ses
futu
re t
ense
•
Tells
long
sto
ries
Soci
al/E
mot
iona
l
Cogn
itiv
e
Lang
uage
84
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Dev
elop
men
tal M
ilest
ones
(con
tinu
ed)
B
y th
e En
d of
Thr
ee Y
ears
B
y th
e En
d of
Fou
r Ye
ars
By t
he E
nd o
f Fi
ve Y
ears
Mov
emen
t •
Clim
bs, w
alks
up
and
down
st
airs
, kic
ks, r
uns,
and
pe
dals
tri
cycl
e ea
sily
• H
ops
and
stan
ds o
n on
e fo
ot f
or f
ive
seco
nds
• Th
rows
, cat
ches
, and
kic
ks
balls
• St
ands
on
one
foot
for
10
seco
nds
• H
ops,
som
ersa
ults
, swi
ngs,
cl
imbs
, and
ski
ps
Fine
Mot
or S
kills
•
Abl
e to
dra
w ci
rcle
s an
d lin
es
• A
ble
to b
uild
a t
ower
wit
h 6
bloc
ks
• A
ble
to d
raw
a sq
uare
and
a
pers
on w
ith
a fe
w bo
dy
part
s •
Use
s sc
isso
rs
• A
ble
to c
opy
som
e le
tter
s
• Co
pies
tri
angl
es a
nd o
ther
sh
apes
•
Prin
ts le
tter
s •
Dra
ws a
per
son
with
a b
ody
• U
se f
ork,
spo
on, a
nd k
nife
85
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Glos
sary
of
Com
mon
Dis
abili
ties
Ter
ms
�App
lied
Beha
vior
Ana
lysis
(ABA
)
ABA
is a
str
uctu
red
teac
hing
app
roac
h th
at b
reak
s do
wn d
esir
ed s
kills
into
sim
ple
step
s. C
hild
ren
are
taug
ht n
ew s
kills
thr
ough
rep
eate
d tr
ials
and
pos
itiv
e re
info
rcem
ent.
Dat
a is
col
lect
ed a
nd a
naly
zed
to s
how
chan
ge o
ver
tim
e.
�Ass
istive
Tec
hnolog
y
Any
item
or
equi
pmen
t ut
ilize
d to
mai
ntai
n, in
crea
se, o
r im
prov
e th
e fu
ncti
onal
cap
abili
ties
of
indi
vidu
als
with
di
sabi
litie
s.
�Beh
avior
Inte
rven
tion
Plan
A w
ritt
en p
lan
deve
lope
d as
par
t of
an
IEP
to a
ddre
ss a
ser
ious
beh
avio
ral p
robl
em.
It is
bas
ed o
n an
ass
essm
ent
of
the
purp
ose
of t
he b
ehav
ior
and
desc
ribe
s th
e in
terv
enti
ons
that
will
be
used
. It
als
o de
scri
bes
how
succ
ess
will
be
mea
sure
d.
�Child a
nd F
amily
Con
nect
ions
(CF
C)
CF
Cs a
re t
he e
ntry
poi
nt f
or E
arly
Int
erve
ntio
n se
rvic
es in
the
sta
te o
f Il
linoi
s. C
FCs
acce
pt r
efer
rals
to
Earl
y In
terv
enti
on, c
oord
inat
e in
itia
l ser
vice
s, a
nd r
efer
fam
ilies
to
serv
ice
prov
ider
s.
�Dev
elop
men
tal Disab
ility
(DD)
A
sev
ere,
chr
onic
dis
abili
ty t
hat
is e
vide
nt b
efor
e th
e ag
e of
22
and
is a
ttri
bute
d to
a m
enta
l or
phys
ical
im
pair
men
t. T
his
disa
bilit
y is
exp
ecte
d to
nec
essi
tate
sup
port
ser
vice
s, t
o co
ntin
ue in
defi
nite
ly, a
nd t
o lim
it t
he
indi
vidu
al�s
func
tion
al a
bilit
y to
par
tici
pate
in m
ajor
life
act
ivit
ies.
�Ear
ly I
nter
vent
ion
Ser
vice
s (E
I)
EI
ser
vice
s ar
e pr
ovid
ed t
o ch
ildre
n un
der
thre
e wh
o m
eet
the
stat
e�s
elig
ibili
ty c
rite
ria.
Se
rvic
es a
re d
esig
ned
in c
olla
bora
tion
wit
h ea
ch f
amily
to
supp
ort
the
deve
lopm
enta
l nee
ds o
f th
e ch
ild a
nd
to in
crea
se t
he c
apac
ity
of t
he f
amily
to
care
for
the
chi
ld.
86
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Glos
sary
of
Com
mon
Dis
abili
ties
Ter
ms
�Fre
e App
ropr
iate
Pub
lic E
duca
tion
(FA
PE)
Ed
ucat
ion
appr
opri
ate
to e
ach
child
�s ne
eds
is p
rovi
ded
to a
ll ch
ildre
n ag
es 3
to
21 a
t pu
blic
exp
ense
.
�Ind
ivid
ualiz
ed E
duca
tion
Pro
gram
(IE
P)
A
n IE
P is
a w
ritt
en p
lan
deve
lope
d by
a t
eam
of
mul
tidi
scip
linar
y pr
ofes
sion
als
and
pare
nts
for
each
chi
ld
dete
rmin
ed t
o ha
ve a
dis
abili
ty.
The
IEP
is u
pdat
ed a
t le
ast
annu
ally
and
con
tain
s in
form
atio
n ab
out
curr
ent
educ
atio
nal p
erfo
rman
ce, a
nnua
l goa
ls, a
nd s
uppo
rt s
ervi
ces
need
ed.
�I
ndivid
ualiz
ed F
amily
Ser
vice
Plan
(IFS
P)
A
n IF
SP is
a w
ritt
en p
lan
deve
lope
d fo
r a
child
und
er 3
who
has
bee
n de
term
ined
to
have
a d
elay
. Th
e IF
SP is
wr
itte
n by
a t
eam
of
mul
tidi
scip
linar
y pr
ofes
sion
als
with
the
fam
ily a
s th
e pr
imar
y pa
rtic
ipan
t. I
t de
scri
bes
the
child
�s de
velo
pmen
tal l
evel
s in
all
area
s, t
he f
amily
�s re
sour
ces,
pri
orit
ies,
and
con
cern
s. I
t al
so c
onta
ins
info
rmat
ion
abou
t th
e se
rvic
es t
hat
will
be r
ecei
ved
and
abou
t th
e se
ttin
gs w
here
the
y wi
ll be
pro
vide
d. T
he I
FSP
mus
t be
up
date
d at
leas
t ev
ery
six
mon
ths.
�I
ndivid
uals w
ith
Disab
ilities
Edu
cation
Act
(ID
EA)
Th
is la
w re
quir
es s
choo
l dis
tric
ts t
o pr
ovid
e ap
prop
riat
e se
rvic
es t
o st
uden
ts id
enti
fied
wit
h di
sabi
litie
s in
ord
er f
or
the
stud
ents
to
achi
eve
educ
atio
nal p
erfo
rman
ce g
oals
.
�L
east
Res
trictive
Env
iron
men
t (L
RE)
Th
e LR
E is
the
set
ting
tha
t pr
ovid
es a
chi
ld d
iagn
osed
wit
h a
disa
bilit
y wi
th t
he m
ost
oppo
rtun
itie
s to
be
educ
ated
wi
th s
ame-
aged
pee
rs w
itho
ut d
isab
iliti
es.
�N
atur
al E
nviron
men
t
The
natu
ral e
nvir
onm
ent
is d
efin
ed a
s th
e ho
me
and
othe
r co
mm
unit
y se
ttin
g wh
ere
child
ren
and
fam
ilies
nor
mal
ly p
arti
cipa
te in
act
ivit
ies.
As
muc
h as
pos
sibl
e, E
arly
Int
erve
ntio
n se
rvic
es m
ust
be
prov
ided
in n
atur
al e
nvir
onm
ents
.
87
Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Glos
sary
of
Com
mon
Dis
abili
ties
Ter
ms
�Occ
upat
iona
l The
rapy
(OT)
O
T in
volv
es t
he t
hera
peut
ic u
se o
f pu
rpos
eful
act
ivit
y or
inte
rven
tion
s to
incr
ease
inde
pend
ence
, pro
mot
e he
alth
, and
pre
vent
dis
abili
ty.
By f
ocus
ing
on t
he s
tude
nt�s
fine
mot
or, s
elf-
help
, soc
ial,
and
play
ski
lls, O
T en
able
s in
divi
dual
s to
fun
ctio
n be
tter
phy
sica
lly, e
mot
iona
lly, a
cade
mic
ally
, and
soc
ially
in d
aily
act
ivit
ies.
�P
hysica
l The
rapy
Phys
ical
the
rapy
aim
s at
impr
ovin
g an
indi
vidu
al�s
phys
ical
abi
litie
s th
roug
h ac
tivi
ties
tha
t st
reng
then
mus
cula
r co
ntro
l, ba
lanc
e, t
one,
and
pos
ture
. Co
mm
on t
reat
men
ts in
clud
e m
assa
ge, e
xerc
ise,
and
whi
rlpo
ol b
aths
. Ph
ysic
al
ther
apis
ts h
elp
indi
vidu
als
impr
ove
the
use
of b
ones
, mus
cles
, joi
nts,
and
ner
ves.
�P
ictu
re E
xcha
nge
Commun
icat
ion
Syst
em (PE
CS)
PE
CS is
an
alte
rnat
ive
com
mun
icat
ion
syst
em t
hat
uses
pic
ture
sym
bols
as
a wa
y of
incr
easi
ng f
unct
iona
l co
mm
unic
atio
n. I
t is
tau
ght
in s
ix p
hase
s st
arti
ng w
ith
the
exch
ange
of
a pi
ctur
e sy
mbo
l for
a d
esir
ed it
em.
�R
espite
Car
e
Resp
ite
is s
hort
-ter
m c
are
prov
ided
to
indi
vidu
als
with
dis
abili
ties
and
is t
ypic
ally
pro
vide
d in
the
indi
vidu
al�s
hom
e.
Resp
ite
may
als
o be
pro
vide
d in
an
alte
rnat
e lic
ense
d se
ttin
g fo
r an
ext
ende
d pe
riod
of
tim
e. R
espi
te c
are
allo
ws
care
give
rs t
o ta
ke a
bre
ak in
ord
er t
o re
lieve
and
pre
vent
str
ess
and
fati
gue.
�S
enso
ry I
nteg
ration
The
rapy
SI t
hera
py is
des
igne
d fo
r in
divi
dual
s th
at d
o no
t pr
oper
ly p
roce
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e I
sit
wit
h m
y fr
iend
s
11
1 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Circ
le T
ime
�M
y ea
rs a
re o
pen
to
liste
n to
my
teac
her
11
2 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Circ
le T
ime
�M
y m
outh
is c
lose
d so
I d
o no
t ta
lk
11
3 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Circ
le T
ime
�I
plac
e m
y ha
nds
in
my
lap
and
I ke
ep
them
to
mys
elf
11
4 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Circ
le T
ime
�W
hen
I do
all
of
thes
e th
ings
, I a
m
able
to:
�S
ing
song
s�
List
en t
o st
orie
s�
Ans
wer
que
stio
ns�
Lear
n fu
n th
ings
11
5 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Circ
le T
ime
�W
hen
I si
t ni
cely
an
d lis
ten,
my
teac
her
feel
s:
�H
APP
Y!!
11
6 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Circ
le T
ime
�I
like
circ
le t
ime
�Ci
rcle
tim
e is
fun
w
hen
I si
t ni
cely
, lis
ten
to m
y te
ache
r,
keep
my
mou
th q
uiet
an
d m
y ha
nds
to
mys
elf
11
7 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Play
Nic
ely
with
Fri
ends
or
11
8 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Use
Nic
e W
ords
11
9 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Fr
iend
s
Family
P
eople
You
Don
�t Kn
ow
12
0 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Arr
ival /
Dep
artu
re
Day
s Ch
alle
ngin
g Be
havi
or?
M
Y N
S
T Y
N
S
W
Y N
S
R Y
N
S
F Y
N
S
Mea
ls _
____
____
____
___
Day
s Ch
alle
ngin
g Be
havi
or?
M
Y N
S
T Y
N
S
W
Y N
S
R Y
N
S
F Y
N
S
Bath
room
Day
s Ch
alle
ngin
g Be
havi
or?
M
Y N
S
T Y
N
S
W
Y N
S
R Y
N
S
F Y
N
S
Circ
le T
ime
Day
s Ch
alle
ngin
g Be
havi
or?
M
Y N
S
T Y
N
S
W
Y N
S
R Y
N
S
F Y
N
S
Free
Play
Day
s Ch
alle
ngin
g Be
havi
or?
M
Y N
S
T Y
N
S
W
Y N
S
R Y
N
S
F Y
N
S
Small Gr
oup
Act
ivity
Day
s Ch
alle
ngin
g Be
havi
or?
M
Y N
S
T Y
N
S
W
Y N
S
R Y
N
S
F Y
N
S
Nap
time
Day
s Ch
alle
ngin
g Be
havi
or?
M
Y N
S
T Y
N
S
W
Y N
S
R Y
N
S
F Y
N
S
Tra
nsitions
Day
s Ch
alle
ngin
g Be
havi
or?
M
Y N
S
T Y
N
S
W
Y N
S
R Y
N
S
F Y
N
S
Oth
er _
____
____
____
___
Day
s Ch
alle
ngin
g Be
havi
or?
M
Y N
S
T Y
N
S
W
Y N
S
R Y
N
S
F Y
N
S
Beha
vior
Che
cklis
t In
stru
ctio
ns: C
ompl
ete
all p
arts
by
circ
ling
Y(Ye
s �
a lo
t), N
(No
- no
ne),
or S
(som
e) t
o in
dica
te if
the
chi
ld h
ad c
halle
ngin
g be
havi
or d
urin
g th
e ac
tivi
ty.
12
1 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Ant
eced
ent
(Wha
t ha
ppen
ed b
efor
e?)
Des
crib
e:
or
Chec
k all th
at a
pply:
* St
uden
ts o
r te
ache
rs a
roun
d wh
en b
ehav
ior
occu
rred
: T
each
er/S
tude
nt I
nter
acti
ons
Ac
tivi
ty
Tol
d or
ask
ed t
o do
s
omet
hing
D
iffi
cult
act
ivit
y
Tol
d �N
o,� �
Don
�t,�
or
�Sto
p�
Chi
ld d
id n
ot li
ke
act
ivit
y A
tten
tion
giv
en t
o
o
ther
s C
hang
ed o
r en
ded
act
ivit
y T
ouch
ed b
y st
uden
t or
t
each
er
Mov
ed f
rom
one
act
ivit
y
o
r pl
ace
to a
noth
er
Stu
dent
/tea
cher
too
k
a
way
obje
ct
Oth
er s
tude
nt h
ad
obj
ect
the
child
wan
ted
Chi
ld w
ante
d to
pla
y
w
ith
othe
rs
En
viro
nmen
t O
ther
stu
dent
(s) u
pset
c
hild
U
ncom
fort
able
Env
iron
men
t
(t
oo c
old,
hot
, lou
d, e
tc.)
Stu
dent
(s) r
efus
ed t
o
p
lay
with
chi
ld
Beha
vior
*
Des
crib
e:
* H
ow o
ften
? __
__/w
eek
* H
ow lo
ng?_
___
min
*
Inte
nsit
y: 1
2
3
4
5
(
circ
le)
m
inor
sev
ere
Cons
eque
nces
(W
hat
happ
ened
aft
er?)
Des
crib
e:
or
Chec
k all th
at a
pply:
Giv
en a
tten
tion
C
hild
nee
ded
to s
it
Giv
en h
elp
Chi
ld w
as t
old
rule
s
Chi
ld w
as c
omfo
rted
C
hild
did
not
hav
e to
do
wha
t wa
s as
ked
Chi
ld w
as o
ffer
ed r
ewar
d
f
or c
orre
ct b
ehav
ior
Chi
ld d
id n
ot h
ave
to d
o
w
hat
was
aske
d un
til
late
r I
gnor
ed b
y te
ache
rs
Chi
ld w
as m
oved
to
ano
ther
act
ivit
y I
gnor
ed b
y st
uden
ts
Rem
oved
fro
m
act
ivit
y/ar
ea
How
did
the
cla
ssro
om s
taff
rea
ct?
How
did
the
stu
dent
s re
act?
Beha
vior
Obs
erva
tion
Wor
kshe
et
Child
�s N
ame:
____
____
____
____
____
____
__
Obs
erve
r(s)
:___
____
____
____
____
____
____
__
Da
te:
/
/
Tim
e: _
____
____
_
12
2 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Activity
Great Okay Challenging What I did & said:
Arrival
Breakfast
Circle Time
Free Play
Small Group
Activity
Transi-tions
Lunch
Nap
Way to Go! Tomorrow, I will work on��. Followed Directions _____
Used Gentle Hands & Feet _____
Played nicely with friends _____
Cleaned �up _____
Date: __________________
_________________s Day
12
3 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Monday Tuesday Wednesday Thursday Friday Fed By: (Name of Person)
Breakfast
Lunch
Diaper Changes (Time & Initials)
Monday Tuesday Wednesday Thursday Friday
Fed By: (Name of Person)
Breakfast
Lunch
Diaper Changes (Time & Initials)
Comments:_____________________________________________________________
Comments:_____________________________________________________________
Daily Diary _________________ School
Daily Diary _________________ School
12
4 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Ack
nowl
edge
men
ts
Fund
ing
Age
ncy:
Illi
nois
Cou
ncil
on D
evel
opm
enta
l Dis
abili
ties
�G
rant
Sup
ervi
sor:
Mar
gare
t H
arkn
ess
Gran
tee:
Eas
ter
Seal
s M
etro
polit
an C
hica
go
�Chi
ef O
pera
ting
Off
icer
: Bar
bara
Zaw
acki
So
cial
Inc
lusi
on P
roje
ct D
irec
tor:
Rit
a A
rmst
rong
Cons
ulta
nts
/ Tr
aine
rs
�T
aryn
Chr
apko
wski
�A
drie
nne
Ham
ilton
�A
ngel
a Se
arcy
�C
olle
en S
hinn
�J
enni
fer
Tarl
e, M
.A. C
CC-S
LP
�Ste
phan
ie T
hom
pson
, M.S
. CCC
-SLP
Reso
urce
Man
ual A
utho
rs
�T
aryn
Chr
apko
wski
�T
race
y M
ikas
a �J
enni
fer
Tarl
e, M
.A. C
CC-S
LP
�Ste
phan
ie T
hom
pson
, M.S
. CCC
-SLP
Prog
ram
Par
tici
pant
s
�Eas
ter
Seal
s Gi
lchr
ist-
Mar
chm
an C
ente
r �P
rogr
am M
anag
er: A
drie
nne
Ham
ilton
�S
ite
Dir
ecto
r: D
alal
Mas
oud
�Eas
ter
Seal
s N
ear
Sout
h Si
de
�Pro
gram
Man
ager
: Rit
a W
ashi
ngto
n �E
aste
r Se
als
Win
dy C
ity
Kids
�P
rogr
am M
anag
er: R
ita
Arm
stro
ng
�Log
an S
quar
e Bo
ys &
Gir
ls C
lubs
�S
ite
Dir
ecto
r: L
idia
Gar
cia
�Mal
colm
X C
olle
ge C
hild
Dev
elop
men
t La
bora
tory
�D
irec
tor:
Jur
elle
ne R
igsb
y �A
ssis
tant
Sit
e D
irec
tor:
Con
suel
o Kr
aus
�Nor
th A
venu
e D
ay N
urse
ry
�Dir
ecto
r: P
atri
cia
Jack
son
�Viv
a Fa
mily
Cen
ter
�Sit
e M
anag
er: D
iana
Val
enzu
ela
Than
k yo
u to
the
chi
ldre
n an
d fa
mili
es t
hat
have
sha
red
thei
r liv
es w
ith
us a
nd h
ave
taug
ht u
s so
muc
h. T
hank
you
al
so t
o th
e am
azin
g st
aff
in a
ll th
e ce
nter
s th
at m
ade
this
pr
ojec
t po
ssib
le!!
12
5 Ea
ster
Sea
ls M
etro
polit
an C
hica
go
Than
k yo
u fo
r wh
at y
ou d
o�.
You
are
mak
ing
a di
ffer
ence
