Celebrate the Children

Developmental Individual Relationship-based Intervention

www.celebratethechildren.org

 

Student:

Age:

Location:

Date:

Progress Report by:

 

This report is based on Dr. Greenspanπs developmental levels. For more information on Dr. Greenspan and the DIR approach, please visit WWW.coping.org/earlyin/floortm.htm, www.stanelygreenspan.com and www.icdl.com

 

- Sensory Processing/Sensory-Regulatory Profile (include the childπs ability to process sensory information and maintain regulation in the classroom and comments on the auditory, visual, proprioceptive, vestibular, and tactile systems)

 

 

 

 

 

 

 

 

 

 

- The Use of Affect (range of affect used in interactions and the ability to read affect)

 

 

 

 

 

 

- Motor Planning (Describe these abilities as strong or weak. List example e.g., obstacle courses, learning new games, playground skills etc.. Include Gross Motor, Fine Motor, Executing and Sequencing Ideas)

 

 

 

 

 

 

 

 

- Visual-Spatial Processing

Visual-Spatial Thinking-Creating Visual Imagery(can picture someoneπs face in their mind)

Visual-Spatial Thinking-Constructing a Spatial Picture(can search for hidden objects, sense of direction)

Big-Picture Type Thinking-Theoretical Explorations

Detail-Oriented Thinking-(Thinks about the specifics of a subject)

 

 

 

 

 

 

 

- Range, Flexibility and Stability of Adaptive and Coping Strategies

 

 

 

 

 

 

 

- Contribution of Environmental Patterns, Stresses and Conflicts as well as Constitutional and Maturational Patterns

 

 

 

 

 

 

 

 - Language

 

 

 

 

 

 

 

 

 

 

 - Parent-Child Relationship and Family Patterns

 

 

 

 

 

 

 

 

 

 

Quality of each developmental level (note with adult and peer):

The childπs ability to regulate his or her attention and behaviour while being interested in the full range of sensations (sights, sounds, smells, their own movement patterns, etc.). The childπs ability to enter into a state of shared attention with another person. This is a childπs ability to process their environment, filter out distractions, and pay attention in the classroom.

 

 

 

 

 

 

 

 

 

The childπs ability to engage in relationships, including the depth and range of his pleasure and warmth, the related feelings, such as assertiveness or sadness, that can be incorporated into the quality of engagement and the stability of the childπs engagement (does he withdraw of become aimless when under stress).

 

 

 

 

 

 

 

 

The childπs ability to enter into two-way purposeful communication. At itπs most basic level, this involves helping a child open and close circles of communication. This is a childπs ability to be intentional in interactions and activities (e.g., a child is able to initiate original ideas, get started on activities independently, initiate interactions). At this level the child is intentional, purposeful and persistent.

 

 

 

 

 

 

 

 

 

 

 

 

The ability to string together many circles of communication/Problem solving into a larger pattern (ten or twenty). This is necessary for negotiating many of the most important emotional needs in life (being close to others, exploring and being assertive, limiting aggression, negotiation safety, etc.) This is the stage where the child begins develop a sense of self/Self esteem/Independence (≥I did it!≤ or ≥Look what I did!≤)

 

 

 

 

 

 

 

 

 

 

 

 

The childπs ability to create mental representations. The ability to do pretend play or use words, phrases or sentences to convey some emotional intention (≥What is that?,≤ ≤Look at this fish!,≤ or ≥Iπm angry!≤ etc.). This is the ability to share ideas with others and represent ideas and real life through play or activities.

 

 

 

 

 

 

 

 

The childπs ability to make connections between different internal representations or emotional ideas (≥Iπm mad because youπre mean.≤). This capacity is a foundation for higher level thinking, problem-solving and such capacities as separating fantasy from reality, modulating impulses and mood, and learning to concentrate and plan.

 

 

 

 

 

 

 

 

 

These three levels for grade school children only

The child is able to explore multiple reasons for a feeling, comparing feelings, and understanding triadic interactions among feeling states (≥I feel left out when Susie likes Janet better than me.≤) Finding an indirect road to problem solve. Example: John wants to be Sarahπs friend. He sees that Tom is Sarahπs friend, so John becomes Tomπs friend. This type of thinking is more expansive and even a little manipulative. He learns to ≥work the crowd≤ to satisfy his social needs. During this stage the child becomes more interested in his body and sexual relations. These feelings may cause the child to be fearful. Nurture him through his fears and help him to understand his feelings. It is a good sign when a child becomes manipulative in a triangular way. Understanding the three person system the child becomes interested in all facets of their world: sex, death, where did I come from?, etc.. Some children experience fear and anxiety dealing with this. This is common in all pre-adolescents. Work on the fears and nurture them giving them structure while they are going through this.

 

 

 

 

 

 

 

 

Shades and gradations among differentiated feeling states (Ability to describe degrees of feelings about anger, love, excitement, disappointment-≥I feel a little annoyed≤) The child begins to know where they fall on the social ladder. He begins to define himself by how accepted he is by his peer group. He begins to see the ≥shades of gray≤ and become better problem solvers. He can also see consequences of their behavior. The child is able to give you a range of emotions. For example, ≥Iπm a little mad, very mad, etc.≤ or ≥Iπm the best, Jo is the second best, and John is the

worst.≤

 

 

 

 

 

 

                                                                                

Reflecting on feelings in a relationship to an internalized sense of self (≥Itπs not like me to feel so angry≤ or ≥I shouldnπt feel this jealous≤) The child begins to internalize values and develops a greater sense of self that canπt be broken down by lack of acceptance by peer group. Example: Sally was mean to me because she was having a bad day, but Iπm still a good person.

 

 

 

 

 

 

 

 

 

 

 

 

 

__Identifies emotions of others_____________________________________________

__Identifies emotions in self_______________________________________________

__Expresses emotions appropriately________________________________________

__Responds to otherπs emotions appropriately_________________________________

__Predicts emotions given a situation_______________________________________

__Understands situation-based emotions (e.g., the girl is scared because she thinks the dog is going to bite her)__________________________________________________________

__Understands desire-based emotions (e.g., the boy is jealous because he wanted the toy his brother got)_____________________________________________________________

__Understands belief-based emotions (e.g., the girl is sad because he thought it was her turn)__________________________________________________________________

__Understands simple visual perspective taking(i.e., identifies that people in different places see different things) ________________________________________________________

__Understands complex visual perspective taking(i.e., identifies that two people can see the same thing differently[two different sides of a box])____________________________________

__Understands that ≥seeing leads to knowing≤ (i.e., people only know things they have experienced [directly or indirectly])_______________________________________________

__ predict actions based on another personπs knowledge (i.e., making action predictions on the basis of where another person believes an object to be)______________________________

__ recognizes false beliefs________________________________________________

 

Additional comments on developmental profile:

 

 

 

 

 

 

 

 

 

 

 

The following areas will be rated on the following scale if applicable:

S-Satisfactory                                                         U-Unsatisfactory

NI-Needs Improvement                                         X-Not applicable at this time

 

__Non-verbal Communication(Affect[see above]/Gestures/Posture/Proximity/Eye

Contact)_________________________________________________________________

______________________________________________________________________

__ Speech/Articulation __________________________________________________

______________________________________________________________________

__ Receptive Language _________________________________________________

______________________________________________________________________

__Memory-(Follows multi-step directions)_________________________________________

______________________________________________________________________

__Comprehension-(pulls ideas from a story)______________________________________

______________________________________________________________________

Ideational Range-(Has a wide range of ideas about a given subject and interested in a

wide range of subjects)_______________________________________________________

__ Expressive Language/Spontaneous Language _____________________________

______________________________________________________________________

______________________________________________________________________

__ Fluidity in Social Language/Conversation Skills ____________________________

______________________________________________________________________

______________________________________________________________________

__Contributes to group discussions__________________________________________

______________________________________________________________________

 

 

List any surface behaviors(attention-seeking, avoidance, non-compliance, escape, disruptive, power struggles/control, anxiety, sad/depressed, self absorbed, impulsive/aggressive, self critical, perseverative, self-stimulatory, rigid, overly emotional, fears, unrealistic ideas, etc.)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

 

__Shows respectful attitude________________________________________________

__Gets along with others_________________________________________________

__Exercises courtesy and consideration of others______________________________

__Is organized and shows care for materials and property________________________

______________________________________________________________________

__Respects rights and property of others_____________________________________

__Assumes responsibility for own actions_____________________________________

______________________________________________________________________

__Resolves conflicts appropriately__________________________________________

______________________________________________________________________

__Shows self control_____________________________________________________

______________________________________________________________________

__Practices good manners_________________________________________________

__Follows classroom rules and procedures___________________________________

__Cooperates and works well in groups______________________________________

__Listens to teacher/Follows group directions__________________________________

______________________________________________________________________

__Works independently___________________________________________________

______________________________________________________________________

 

 

 

 

__Independence in the classroom___________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

 

__ Problem Solving

1.    Makes choices

2.    Initiates ideas

3.    Sequences ideas

4.    Uses ideas to problem solve

5.    Identifies problems

6.    Attempts to solve problems independently

7.    Asks for help with problems when needed

8.    Reflects on problem solving solutions(Did it work?)

9.    Tries again if first solution doesnπt work

10. Problem Solving in Isolation

11. Problem Solving in Groups

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________

__Self Help(eating, toileting, dressing, personal hygiene, daily living skills)

________________________________________________________________________

_________________________________________________________________________

________________________________________________________

 

 

 

__Peer Play(isolated, parallel, interactive) ________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__ Play Skills(functional, constructive, symbolic, imaginative, dramatic) ____________________

_______________________________________________________________________

_______________________________________________________________________

____________________________________________________________________

__ Group Skills/Games(Attention, Direction Following, Imitation, Assertiveness, Flexibility)

_______________________________________________________________________

_______________________________________________________________________

____________________________________________________________________

__ Playground skills(abilities, interactions)_______________________________________

________________________________________________________________________

____________________________________________________________________

 

__SPLINTER SKILLS ___________________________________________________ _________________________________________________________________________

_________________________________________________________________________

__________________________________________________________________________

____________________________________________________________

 Additional comments: ___________________________________________________ _______________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_________________________________________________________________________

______________________________________________________________

MONICA G. OSGOOD/DECKER/9-98/revised 9-01/CTC/PROGRESS