AREAS OF FUNCTION &
AREAS OF INTERACTION
Student Activity:
Since Areas of Function represents the assessment area of “testing” which is typically covered in-depth in student programs and since each discipline has very specific and unique assessment tools/tests, those issues are not addressed here. The instructor is encouraged, however, to help students bring all areas of the Framework to bear upon specific test information or scores and to understand the complex interaction among the various Framework parts. The activity below was used in the class presentation of Areas of Function and Areas of Interaction to demonstrate the interaction between these two areas. Class discussion encouraged students to bring other areas of the Framework, such as Givens, into play. The instructor may create more detailed scenarios or may use “real” children from student practica.
Scenario
Stacy is 4 years of age. Her testing shows that she is functioning cognitively at 18 months. She has a medical diagnosis of cerebral palsy and testing places her physical development at 12 months. She has just begun to walk, and she has a few words and about 25 signs. Her mother wants to know why she doesn’t like to look at books. She sits down with her mother or teacher to look at books and then quickly loses interest.
Developmental Milestones for Stacy:
1. Understands personal pronouns, some action verbs and adjectives (Developmental Age according to (HELP) Hawaii Early Leaning Profile = 20 months)
2. Pulls toy behind while walking (Developmental Age according to (HELP) = 15 months)
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A. Students were asked to read the scenario and the developmental milestones which had been selected by the instructor for Stacy from a developmental chart. We arbitrarily selected a language milestone and a motor milestone for Stacy from the Hawaii Early Learning Profile. Students were to find each of the developmental milestones listed for Stacy on a developmental chart (again, we used the Hawaii Early Learning Profile [HELP] charts) and determine the developmental age at which such a milestone would be expected to occur. (We have provided the developmental ages from the HELP in our example.)
B. Students were to determine whether or not they would expect Stacy to be able to perform this task/milestone, based solely upon the test scores (Function) given for her in the scenario and the expected developmental age given on the chart.
C. A discussion followed concerning whether any other information contained within the scenario (information about her Interaction) would either support or interfere with her ability to complete this task/milestone, aside from specific scores, and thus illustrate the interactive nature of Areas of Interaction and Areas of Function
Class Discussion Points for Stacy:
a. Given Stacy’s current oral language skills, she is not ready to attend to narrative text in books.
b. Students were asked to describe other language development activities that would be developmentally appropriate for Stacy
c. Students were asked to describe physical activities that would be developmentally appropriate for Stacy.
Scenario
John is 18 months of age. His teacher says he has a “difficult” temperament. He is often irritable and “slow to warm up” to any situation. John has Down Syndrome. He is often congested. He is fond of “big“ movements, such as rolling, bouncing, and crawling fast. Testing suggests his cognitive development is at 14 months and physical development is at 12 months.
Developmental Milestones for John:
1. Plays ball cooperatively (Developmental Age according to HELP = 12 months)
- Inverts small container to obtain tiny object (Developmental Age according to HELP =13-1/2 months)
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A. Students were asked to read the scenario and the developmental milestones which had been selected for John by the instructor from a developmental chart. Students were to find each developmental milestone on a developmental chart) and determine the developmental age at which such a milestone would be expected to occur. (This information is provided from the HELP in the example developmental milestones for John.)
B. Students were to determine whether or not they would expect John to be able to perform this task/milestone, based solely upon the test scores (Function) given for him in the scenario and the expected developmental age given on the chart.
D. A discussion followed concerning whether any other information contained within the scenario (information about his Interaction) would either support or interfere with his ability to complete this task/milestone, aside from specific scores, and thus illustrate the interactive nature of Areas of Interaction and Areas of Function
Discussion Points for John:
a. While ball playing may be developmentally within John’s mental and physical capabilities, his temperament (Givens) may interfere with his desire/ability to engage in more social, turn-taking activities.
b. John needs social interactions closer to his developmental level, perhaps those that involve “big” movement games.
c. John’s desire for “big” movement prompted class discussion within the area of Key Factors Underlying an Efficient, Adaptive Response.
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