ECS 4010_Intervention Plan_CF (1) (1)

1 Intervention Plan (Group) Weight: 30% Submission: via the Dropbox Due: Refer to the Outline for the exact due date Overview As the early childhood professional, you have unique perspective, knowledge, and experience to develop an intervention plan based on the team’s observation of the family and any assessments completed. Instructions Your team will develop an intervention plan, specifically designed for your VF. Recommended length 10-12 pages, (this does NOT include the planning chart). Submission must make reference to course readings. Submission should be written in third person. As per APA guidelines, be sure to include a brief introduction and conclusion. The use of headings to organize the submission is encouraged. Be sure to adhere to APA 7th guidelines . Include the following sections: Planning Chart (see page 4) Use this planning chart to document the child’s strengths, challenges, short and long term goals, and activities you recommend at school and at home to address those goals. If evidence is not available in the videos for a developmental capacity, enter ‘no evidence in VF videos’ in that capacity. The purpose of the planning chart is to help you visually align the following: strengths and challenges, goals and activities used to address the goals. Capacities must be supported with reference to the ELECT document. Ontario Ministry of Education. (2014). Excerpts from Elect. Queen’s Printer for Ontario A Summary of the Child’s Strengths/Developmental Concerns/Interests (approximately 2 pages) ● This should include diagnosed disability, if applicable. Your team should conduct some research (2 -3 sources) on the common strengths and challenges of children with this disability.

2 ● * As early childhood professionals we do not have the authority to diagnose. However, for the purpose of this assessment, base your diagnosis on your observations, and support with external research. ● Be specific. List and describe strengths, concerns, interests (all the apply). Use content from the planning chart to support this, in addition to content from the case study. Preventative and Supportive Strategies in the Classroom (approximately 2 pages) ● Choose 3 of the preventative strategies you developed for the child in the classroom. ● Based on the information in your summary, what are the short term and long-term goals for the child in the early learning environment? ● What are some preventative strategies to be implemented in the classroom? ● These strategies should be in response to the challenges the child faces, but also to support his/her strengths and interests. ● Think about the routine, set up of the environment, relationships with professionals and other children, specific activities that should be implemented and why (consider materials, time of day, set up, location, etc.). ● Support with course content and/or external readings. Plan for Collaborating with Parents (approximately 2 pages) ● What is the role of the parent(s) in your intervention plan? ● How do you intend to communicate with each other? ● What challenges might you encounter and how will you address these challenges? ● Support with course content and/or external readings. Preventative Strategies at Home (approximately 2 pages) ● Choose 3 of the preventative strategies you developed for the child i n the home. ● Based on the information in your summary, what are the short term and long-term goals for the child/family? ● What are some preventative strategies to be implemented in the child’s home? ● These strategies should be in response to the challenges the child faces, but also to support his/her strengths and interests. ● Think about the routine, set up of the environment, relationships with parents and siblings, specific activities that should be implemented and why (consider materials, time of day, set up, location, etc.). ● Support with course content and/or external readings. Evaluation Plan (approximately 2 pages)

4 Planning Chart Use the template below. Developmental Capacity Areas of Strength Areas Needing Support Short-Term Goals Long-Term Goals Programming Activities (Learning Environment) Activities (Home) Expressive Language Receptive Language Auditory Attention and Memory

5 Visual Attention and Memory Cognitive Emotion Regulation Fine Motor Gross Motor

7 Criteria Excellent 5 Good 4 Fair 3 Poor/Inadequate 1 A Summary of the Child’s Strengths/Developmental Concerns/Interests Includes a diagnosed disability, if applicable. Includes research (2-3 sources). Clearly, specifically describes common strengths and challenges of children with this disability. Be specific. List and describe strengths, concerns, interests (all the apply) Includes a diagnosed disability, if applicable. Includes research (1-2 sources). Describes with some detail common strengths and challenges of children with this disability. Be specific. List and describe strengths, concerns, interests (all the apply) Includes a diagnosed disability, if applicable. Includes minimal research. Vaguely/poorly describes common strengths and challenges of children with this disability. Description is vague, incomplete.

8 Preventative and Supportive Strategies in the Classroom Clearly describes ● short term and long-term goals for the child ● preventative strategies to be implemented in the classroom ● strategies are in response to the challenges the child faces, but also to support his/her strengths and interests. ● considers routine, set up of the environment, relationships with professionals and other children, specific activities that should be implemented and why (consider materials, time of day, set up, location, etc.). Describes ● short term and long-term goals for the child ● preventative strategies to be implemented in the classroom ● strategies are in response to the challenges the child faces, but also to support his/her strengths and interests. ● considers routine, set up of the environment, relationships with professionals and other children, specific activities that should be implemented and why (consider materials, time of Vaguely/poorly describes ● short term and long-term goals for the child ● preventative strategies to be implemented in the classroom ● strategies are in response to the challenges the child faces, but also to support his/her strengths and interests. ● considers routine, set up of the environment, relationships with professionals and other children, specific activities that should be implemented and why (consider materials, time of Description is vague, incomplete.

10 Preventative Strategies at Home Clearly describes short term and long-term goals for the child/family. ● some preventative strategies to be implemented in the child’s home ● strategies are in response to the challenges the child faces, but also to support his/her strengths and interests. ● considers the routine, set up of the environment, relationships with parents and siblings, specific activities that should be implemented and why (consider materials, time of day, set up, location, etc.). Describes short term and long-term goals for the child/family. ● some preventative strategies to be implemented in the child’s home ● strategies are in response to the challenges the child faces, but also to support his/her strengths and interests. ● considers the routine, set up of the environment, relationships with parents and siblings, specific activities that should be implemented and why (consider materials, time of day, set up, location, etc.). Vaguely/poorly describes short term and long-term goals for the child/family. Minimal detail in… ● preventative strategies to be implemented in the child’s home ● strategies are in response to the challenges the child faces, but also to support his/her strengths and interests. ● - poorly considers the routine, set up of the environment, relationships with parents and siblings, specific activities that should be implemented and why (consider materials, time of Description is vague, incomplete.

11 ● Supported with course content and/or external readings. day, set up, location, etc.). Development and Submission of a Planning Chart Clearly organized in chart format. Examples provided for all relevant developmental capacities. Examples are supported with references to ELECT. Organized in chart format. Poorly organized in chart format. Description is vague, incomplete.

13