Clinical Field Experience D
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School
Grand Canyon University *
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Course
ECE 220
Subject
Health Science
Date
Feb 20, 2024
Type
docx
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3
Uploaded by JusticeGalaxyShark26
Clinical Field Experience D: Implementing Interventions
Abigail March
College of Education; Grand Canyon University
ECE-220
Instructor Jeanna Ivey
February 4
th
, 2024
Clinical Field Experience D: Implementing Interventions
Based on the knowledge gained from my observations and multiple different conversations with my mentor teacher, I have conducted and analyzed research to address little Wesley’s sensory issues, walking problems, challenges playing with other friends/classmates and
possibility of being on the Autism spectrum. After reconsulting with my mentor teacher, I have developed an intervention strategy that will help little Wesleys fine motor skills, be more comfortable with his surroundings, working towards being more social with classmates and finally being able to walk on his own. The interventions would specifically include:
Verbal Redirection: This is necessary because Wesley has trouble with instigating play either with friends or himself. If a toy or friend isn’t in front or right next to him he usually just sits there not really doing much. So, this will be helpful as a way to get him engaged and interested with what is going on inside the classroom.
Push Toys: Toys with wheels that are designed to be pushed along the floor. Which are great interventions when it comes to learning how to walk because they provide kids with the opportunity to practice walking without having to worry if they are going to fall or not. These will be super helpful because they provide Wesley with the opportunity to strengthen his leg muscles and work on his balance. Flopping Holder: Small plastic containers with handles that allow you to put an applesauce pouch in it and use it like a sippy cup. This provides Wesley with the opportunity to strengthen and improve his fine motor skills by being able to grasp and hold onto the handles. Based on my research and date, my mentor teacher/Wesleys teacher concurred with my findings and fully supported these interventions. Moving forward, we discussed how long and how often these interventions and modifications would last and when we should revisit to see if they are still working, if they are no longer working, or simply just need some adjustments and improvements. During this time when a lot of illnesses are going around Wesleys daycare the only change I would make is to when and how these interventions would take precedence during group class activities as apposed and compared to individual one on one support and help. While I do see the strong benefits of group class activities in strengthening his social skills I really see the best outcomes and success when working individually one on one. Additionally, the sooner Wesley stops getting sick and is able to attend a full week of daycare Wesley will be able to provide a more promising result. His teacher has also agreed with this. Once he is fully back and engaged, we booth feel like it will be significantly easier to track progress and outcomes will be way more measurable.
References
CHADD. (2018) School Interventions. Retrieved on February 4
th
2024 from: https://chadd.org/for-parents/school-interventions/
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