An important factor when planning activities to reach goals is that the "activity should lend itself to repetition with minor variations." This ensures that each activity completed with the child focuses on the same goal each time rather than bouncing back and forth between different goals. When the same goal is used, it provides consistency for the child to help them work towards that goal.
After speaking with my case study child's teacher, trying to get some ideas of what he likes to do, she told me he enjoys blocks and puzzles. To work on his objectives I plan to use activities where he can play with blocks and puzzles and incorporate words that are associated with those things he is playing with. For instance, he needs help producing final sounds in words, so if he building with colored blocks, I will emphasize the "d" in red and have him repeat it to me while playing. That way he can practice saying sounds and words he has difficulty with in a very natural way.
Reference:
Cook, Ruth E., Klein M. Diane, & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs (7th Edition). Columbus, OH: Pearson Prentice Hall.
Something important to be aware of - repetition of the activity with only minor variations. That did not stand out to me in our reading. I'll have to go back and look at it.
ReplyDeleteI agree that it is important not to bounce back and forth between different goals. Often times with speech goals they build on one another so if they haven't mastered the first goal then it will be extremely hard to begin on the next goal. I know we as teachers or therapist often get bored with working on the same goals and doing so much repition but the children often do not.
ReplyDeleteRepitition was one of the first things I was told to do when I took the position of lead teacher in the preschool room. Sometimes I have children that will call it out and say "We have already done that!" Many of times, my children ejoy it because they can anticipate what is coming next.
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