CONSULTATION

PROJECT

This semester we completed a consultation project in a
series of stages to support a preschool-aged student at
the Waisman Children Center in Madison, WI. Our
student, Charlie, is a four-year old boy who struggled to
communicate appropriately with others in the classroom.
Charlie receives speech services from the Waisman
Children Center. We began the consultation process by
completing a routines-based interview with our
cooperating teacher where we determined our functional
goal. Next, we planned and implemented strategies to
help Charlie reach his goal within his classroom-learning
environment. Through observations completed by our
cooperating teacher, we were able to track Charlies
progress. By the end of the semester, it was evident that
Charlie had made significant gains in initiating
conversational interactions with his peers and was
working towards reaching his goal.



Nicole Compty
University of Wisconsin- Whitewater




1) Case Study
Overview
2) RBI Interview
Form
3) RBI
Reflection
4) Planning
Worksheet
5) Goal
Assessment
Scale
6) Activity/
Strategy Matrix


COMMUNI CATI ON SCI ENCES AND DI SORDERS AND SPECI AL
EDUCATI ON
CONSULTATION PROJECT FALL 2013
Simone DeVore Ph.D Giuliana Miolo, Ph.D. CCC-S
Winther 3048 Roseman 1022
Tel: (262) 472-5808 Tel: (262) 472-1485
E-Mail: devores@uww.edu E-Mail: miolog@uww.edu


CASE STUDY OVERVIEW
Team: 02 Consultee: Kayla Klinzing
Consultant/s: Nicole Compty, Ryan Phelps, Lee Eichstaedt
Childs
Name:
Charlie Age: 4
(Pseudonym only)
PROGRAM OVERVIEW
(this information can be cut and paste from the program overview form)
Type of setting child participates in: 4k Inclusive Preschool Classroom
Program philosophy or mission: The goal of the WECP is to provide a supportive and enriching
environment that will foster each childs social-emotional, cognitive, language, and physical development
Location of the program and community demographics: Waisman Center, Madison, WI. Located on the
UW-Madison Campus. Urban setting.

Program curriculum: Inquiry based newly developing program which is not yet published
Assessment used for evaluating program quality (e.g. ECERS, ELCO): How environment is set up, etc.
NAEYC, city and state licensed
Assessments used for monitoring childrens progress (curriculum-based assessment, screening tools,
etc.): Ages and stages questionnaire, PALS (Phonemic Awareness Literacy Score)
Number and roles of adults working in the classroom on a typical day: Three lead teachers all hare role,
therapists in and out of classroom throughout the week

Number and age range of the children in the classroom: 15 children, ages 4-5 years

COMMUNI CATI ON SCI ENCES AND DI SORDERS AND SPECI AL
EDUCATI ON
CONSULTATION PROJECT FALL 2013
Simone DeVore Ph.D Giuliana Miolo, Ph.D. CCC-S
Winther 3048 Roseman 1022
Tel: (262) 472-5808 Tel: (262) 472-1485
E-Mail: devores@uww.edu E-Mail: miolog@uww.edu

Classroom schedule ( times, activities routines): Arrival, snack, circle, discovery time, outside, lunch,
rest/quiet time, afternoon snack, play/discovery, outside, home
Languages that are spoken among children and families: Most all children speak English. Two families
speak Portuguese

CHILD OVERVIEW
Days of the week child attends program: Monday through Friday
Childs Overall Health (based on daily observations and RBI): Normal health status
Social relationships and Interaction skills (based on daily observations and RBI): Minimal social
relationships and interaction skills. When he initiates interactions, it is often inappropriate.
Independence (based on daily observations and RBI): Charlie can be independent, but often needs verbal
cues to complete a task.
Engagement in Routines and Activities (based on daily observations and RBI): Charlie engages in routines.
His answers to questions or remarks are often inappropriate.
Areas of Concern (from Planning Worksheet): Charlie does not engage with peers unless peers engage
with him first. If Charlie is not engaged by a peer, he often plays alone while imitating what his peers are
doing.


COMMUNI CATI ON SCI ENCES AND DI SORDERS AND SPECI AL
EDUCATI ON
CONSULTATION PROJECT FALL 2013
Simone DeVore Ph.D Giuliana Miolo, Ph.D. CCC-S
Winther 3048 Roseman 1022
Tel: (262) 472-5808 Tel: (262) 472-1485
E-Mail: devores@uww.edu E-Mail: miolog@uww.edu

FUNCTIONAL INTERVENTION PLAN EVALUATION
Functional Goal/s (from Planning Worksheet or Activity/Strategy Matrix or GAS Worksheet Language to
engage with peers: Charlie will initiate appropriate verbal interactions during the school day, four times a
day for three consecutive days.

Strategies (from Activity/Strategy matrix, include frequency and type CM, ELO, or CFIS):
Activity What will you do? What will you say? What will child do?
Free
Play/
Assist Charlie in appropriate
conversation with peers.
Are we supposed to talk about like
that at school, Charlie?
Respond by saying no, and change
his topic of conversation.

Encourage Charlie to ask his peers if
he can play.
What activity do you want to play?
Who could you ask to play with
How is a nice way to ask them?
Respond to my prompts and ask a
peer if he can play with them.

Outside
Time
Encourage Charlie to ask his peers if
he can play.
What activity do you want to play?
Who could you ask to play with
How is a nice way to ask them?
Respond to my prompts and ask a
peer if he can play with them.


Indicator (from GAS worksheet):

Scale Progress Level Descriptive Criteria
4
Much more than
expected
outcome
Charlie will initiate appropriate verbal interactions during the school day, four times a day for
three consecutive days.
3
More than
expected
outcome
Charlie will initiate appropriate verbal interactions during the school day, three times a day
for two consecutive days.
2
Expected
outcome
Charlie will initiate appropriate verbal interactions during the school day, three times a day
for two consecutive days with teacher prompts.
1
Less than
expected
outcome
Charlie will initiate appropriate verbal interactions during the school day, two times a day for
two consecutive days with teacher prompts.
0
Baseline
performance
Charlie will initiate verbal interactions during the school day.


COMMUNI CATI ON SCI ENCES AND DI SORDERS AND SPECI AL
EDUCATI ON
CONSULTATION PROJECT FALL 2013
Simone DeVore Ph.D Giuliana Miolo, Ph.D. CCC-S
Winther 3048 Roseman 1022
Tel: (262) 472-5808 Tel: (262) 472-1485
E-Mail: devores@uww.edu E-Mail: miolog@uww.edu

FUNCTIONAL INTERVENTION PLAN EVALUATION

Data
Collected
From 11/7 11/14 11/21 12/03
To: 11/12 11/19 11/26 12/05


Based on your data, was/were the goal/s achieved?

Our goal was not achieved.
If not, what factors influenced the child outcomes?

We modified our goal to better suite Charlies needs late in the semester.
Were there any unanticipated outcomes?

We met our initial goal early in the semester, which triggered the change we made to our goal.
Was the collaborative consultation process an effective way of developing and implementing the functional
intervention plan?

The ability to gain other professional opinions in different disciplines allowed our consultation experience to
be effective and beneficial when developing and implementing the functional intervention plan.


0
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Data Point
Goal Attainment Scale
Goal 1
Goal 2
RBI Report From
Routines-Based Interview

R. A. McWilliam, 2003
Revised January 2006
Vanderbilt Center for Child Development
Childs Name
Charlie
Date of birth
DOB unknown
4 years old
Who is being interviewed
Kayla Kliinzing: Teacher
Interviewers
Lee Eichstae, Ryan Phelps, Nicole Compty
Date of interview
10/7/2013
What are your main
concerns?
Ability to engage with peers.
Language and vocabulary.

Routine: Meal Time How does Charlie function during meal time?
Notes: there may be a lot of things going on after lunch that could fluster him and distract him from the tasks he has at
hand.
Engagement Charlie does not engage unless is prompted to be engaged.
He often seems to daydream and appears to be in his own world.
When he does ask for more food, he often requests in short or incomplete sentences. For
example, Milk please.
Independence Charlie is very independent with serving himself food.
He cleans up by himself.
Charlie needs multiple prompts to complete tasks and transition into the next task cleaning
up after lunch to go out to recess.
Social Relationships Charlie does not have specific friends, sits in a different place every time he eats.
Charlie does not engage in social relationships at the table unless addressed by another peer.
He once did start imitating a peer being silly at the table they appeared to be feeding off
each other.
Classroom: Fit of routine and child (CIRCLE ONE)
1. Poor goodness of fit
2.
3. Average goodness of fit
4.
5. Excellent goodness of fit
Domains addressed (CIRCLE ALL THAT APPLY):
Physical Cognitive Communication Social or emotional Adaptive
Routine: Discovery Time How does Charlie interact during discovery time?
Engagement Plays with others when others ask him to play. A lot of parallel play. Can manipulate toys that
he is using. He has two specific stuffed animals that he always seems to play with, a parrot and
stuffed pig.
RBI Report From
Routines-Based Interview

Independence Plays by himself frequently. He is able to entertain himself. Likes to help everyone clean up
when it is clean up time.

Social Relationships It appears that Charlie wants to join in groups of friends playing but does not have the words
to ask. He talks to himself during play and will talk to teachers especially if something
happened to him, such as if a child takes a toy away from him. When Charlie does get upset, he
normally expresses his emotions inwardly. He does not have any outbursts or physical
eruptions.
Classroom: Fit of routine and child (CIRCLE ONE)
1. Poor goodness of fit
2.
3. Average goodness of fit
4.
5. Excellent goodness of fit
Domains addressed (CIRCLE ALL THAT APPLY):
Physical Cognitive Communication Social or emotional Adaptive
Routine: Outside How does Charlie participate during times spent outside?
Engagement Charlie plays by himself outside. He seems to wander from area to area. He will hop from one
activity to the next but he does not join in activities with other kids.
Independence Charlie is able to play by himself and keep himself entertained while outside. He picks up after
himself.

Social Relationships Charlie will play with others when others prompt him to play with them. He looks like wants to
join other classmates in play but does not express verbally that he wants to.
Classroom: Fit of routine and child (CIRCLE ONE)
6. Poor goodness of fit
7.
8. Average goodness of fit
9.
10. Excellent goodness of fit
Domains addressed (CIRCLE ALL THAT APPLY):
Physical Cognitive Communication Social or emotional Adaptive
Routine: Transitions How does Charlie function during times of transition?
Engagement Charlie actively participates in the clean-up process. He needs verbal prompts from the teacher
before he will start cleaning up.

Independence Charlie is independent in cleaning up his own toys. He is slow to transition and is usually the
last person outside or the last person to transition into the next activity.

RBI Report From
Routines-Based Interview

Social Relationships Charlie usually spends most of his time content by himself and little interaction with other
people.
Classroom: Fit of routine and child (CIRCLE ONE)
11. Poor goodness of fit
12.
13. Average goodness of fit
14.
15. Excellent goodness of fit
Domains addressed (CIRCLE ALL THAT APPLY):
Physical Cognitive Communication Social or emotional Adaptive
Routine: Structured Activities (music, circle time) How does Charlie participate within structured activities?

Engagement Charlie participates in singing songs and making guesses during the share box time. When
answering questions during circle time, his responses are often inappropriate and off topic.
During the share box time, he sometimes makes appropriate guesses as to what is in the box.
Independence Charlie sometimes raises his hand to answer questions, but often talks out of turn.

Social Relationships Charlie often will parallel what other peers are doing but will not actively engage with them.
Classroom: Fit of routine and child (CIRCLE ONE)
16. Poor goodness of fit
17.
18. Average goodness of fit
19.
20. Excellent goodness of fit
Domains addressed (CIRCLE ALL THAT APPLY):
Physical Cognitive Communication Social or emotional Adaptive
Outcomes
Before asking the family to select things to work on, review the concerns identified (i.e., starred) on the previous
pages.

Outcome (short, informal version) Priority
Number
Charlie needs the language tools to be able to actively engage in the classroom during structured and
unstructured activities.
1
Focus on Charlies ability to stay on task and use appropriate statements and questions depending on the
topic being focused on in class.
2
We want to develop and nurture peer relationships within the classroom. 3
Charlie a plan to help keep transitions moving in a timelier manner. 4

RBI Report From
Routines-Based Interview

YOUR REFLECTIONS
Nicoles Reflections
1. Active listening --- For example, listening with an attentive posture, giving the other an opportunity to
talk, establishing an environment where the other person feels comfortable speaking, showing interest
through body language, attending to the context not just to the delivery of the message.
Your Reflection: I should have more thoroughly responded to the consultee by paraphrasing what she said. If
we would have framed the meeting at the beginning, this may have been easier.
2. Furthering responses --- For example, giving short but encouraging responses that invite the speaker to
continue, verbally following to assure the speaker that the message is heard, understood, and important.
Your Reflection: I often relied on the other consultants to further the consultees responses. Instead of
furthering responses, I would ask an entirely new question instead of trying to get more information about a
topic.
3. Paraphrasing the main idea in the speakers message --- For example, restating and summarizing what has
been said in own words and checking for accuracy in understanding.
Your Reflection: Lee did a great job at this. I found it hard because we already talked about the child before the
RBI video, and I often felt like I was being redundant and an nuisance when I would try and paraphrase.
4. Reflecting feelings back to the speaker--- For example, responding to affect to show empathy and interest
in the speakers emotions related to a message.
Your Reflection: I felt like I was a little emotionless during the RBI, especially because the meeting was with the
teacher and not the parent. I feel like my emotional responses would have been much more evident if the
boys mother or father was at the meeting.
5. Questioning --- For example, probing through the use of different types of questions (open ended and
close ended), encouraging speaker to elaborate or expand on a topic
Your Reflection: I thought I did a good job at trying to probe about the childs language, especially because that
was my main role at the meeting. I should have asked the consultee to elaborate more on her responses.
6. Summarizing --- For example, integrating the relevant facts into a succinct statement, obtaining closure
when speaker seems to have said everything s/he has to say, summarizing main points about shared
information
Your Reflection: We did not do a thorough job at explaining what the RBI was at the beginning of the meeting
or summarizing the facts at the end of the meeting. If we would have organized our meeting better, it may
have run more smoothly and I may have felt like we actually achieved something throughout the meeting.

Planning Worksheet
Date: 10/14/2013 Childs Name: Charlie
Classroom Teacher: Kayla Klinzing Consultant/s: Ryan Phelps, Nicole Compty, Lee Eichstaedt
Cooperating Teacher: Lisa Hawkins Location: Waisman Center



CHILDS STRENGTHS
Based on the information you have gathered thus far, what are the childs
strengths?
What caregiver strategies and/or environmental factors support the childs
strengths?
Understands classroom rules
Can independently take care of himself
Able to engage in imaginative play alone

Verbal reminders from the teachers and redirection
Structured and predictable routines

AREA OF CONCERN





AREA OF CONCERN: What is a major area of concern? Does it relate to the childs engagement, social relationships and/or independence?
Charlie does not engage with peers unless peers engage with him first. If Charlie is not engaged by a peer, he often plays alone while imitating what his peers are doing.
When Charlie does engage with peers, it is often inappropriate.
CONTEXTS OR ROUTINES: In what routines or contexts is the area of concern most
apparent? What factors are limiting the childs engagement, social relationships,
independence?
CURRENT SUPPORTS: What strategies are currently being implemented by the childs
ECEC providers to address this area of concern? Are these strategies effective?
MEAL TIME: CHARLIE OFTEN ENGAGES WITH HIS PEERS INAPPROPRIATELY DURING MEAL TIME. HE
ATTEMPTS TO ENGAGE IN CONVERSATION WITH HIS PEERS ABOUT THINGS SUCH AS BATHROOM
TALK.
CIRCLE TIME: SITS AND PAYS ATTENTION FOR THE MOST PART. DOES LOOK AROUND THE ROOM
AND IS NOT AS ENGAGED AS OTHER CHILDREN. WHEN THE TEACHER ASKS A QUESTION CHARLIE
WILL RAISE HIS HAND AND SAY SOMETHING TOTALLY OFF TOPIC. EXAMPLE TALKING ABOUT
PUMPKINS AND HE SAYS A STORY ABOUT DRAGONS.
CHARLIE IS RECEIVING SPEECH THERAPY THREE DAYS A WEEK
Planning Worksheet
Date: 10/14/2013 Childs Name: Charlie
Classroom Teacher: Kayla Klinzing Consultant/s: Ryan Phelps, Nicole Compty, Lee Eichstaedt
Cooperating Teacher: Lisa Hawkins Location: Waisman Center


OUTCOMES: What changes do you want to see in the
childs behavior and/or skills related to this area of
concern? What should the child be able to do? Does
it address engagement, independence or social
relationships?

CONTEXTS OR ROUTINES: In what contexts or routines
should these changes occur? When/where will you
observe the child do this?

INTENSITY AND FREQUENCY: At what intensity and how
often do you want to see these new behaviors or
skills? How often, in how many routines, with how
many people, in how many places, or over what
period of time would you need to see the skill to be
convinced that it is acquired?
We want Charlie to engage with his peers
appropriately. We also want Charlie to become more
social in the classroom and build relationships with
his peers.
Circle Time within the classroom
Meal Time within the classroom
Charlies engagement is something that should be
worked on every day. During circle time and art time
to make sure he is staying on task. Make time for
peer communication at least three days a week.
Make it part of the classroom routine like at snack or
art time allow children to communicate with each
other. Prompt them with questions to ask one
another in order for them to talk.
FUNCTIONAL GOAL:
Language to engage with peers: Charlie will initiate appropriate verbal interactions during the school day, four times a day for three consecutive days.
Is the goal meaningful (to the family and caregivers)?
Is the goal strength-based and focused on real life situations?
Can the goal be practiced by multiple people, at multiple times of the day, during normal routines and activities?
Are the action words in the goal observable and measurable?
Can everyone understand what is expected (no jargon)?
Will everyone know when the skill is acquired?


Activity/Strategy Matrix

Activity/Strategy Matrix
Childs Name: Charlie Team Members: Nicole, Kayla, Ryan, & Lee
Childs Date of Birth: 4 YOA Date (of matrix completion): 10/01/2013
Functional Goals:
(G1)
Language to engage with peers: Charlie will initiate appropriate verbal interactions during the school day, four times a day for three consecutive
days.

Activity What will you do? What will you say? What will child do? Consequence
Free
Play/
Assist Charlie in appropriate
conversation with peers.
Are we supposed to talk about like
that at school, Charlie?
Respond by saying no, and change
his topic of conversation.
Verbal praise
Continued conversation
Encourage Charlie to ask his peers if
he can play.
What activity do you want to play?
Who could you ask to play with
How is a nice way to ask them?
Respond to my prompts and ask a
peer if he can play with them.
Charlie will play with peers
Outside
Time
Encourage Charlie to ask his peers if
he can play.
What activity do you want to play?
Who could you ask to play with
How is a nice way to ask them?
Respond to my prompts and ask a
peer if he can play with them.
Charlie will play with peers

Meal
Time
Assist Charlie in appropriate
conversation with peers.
Are we supposed to talk about like
that at school, Charlie?
Respond by saying no, and change
his topic of conversation.
Verbal praise
Continued conversation

Activity/Strategy Matrix

Date

#Beh/
#Opp
GAS
10/22 During free play, Charlie engaged in
mostly solitary play and some parallel
play
Many opportunities to engage with
others during free play
Outside time- Charlie did a lot of observing
other peers. Played with another child
because she initiated.
Was rolling a ball down a ramp and another
child was in the way so he said Excuse me,
Billy
0/4 0
10/24 During free play, Charlie played cars with
a friend and engaged in some
conversation throughout
Observed another group of children
playing for a long time as if he wanted to
join but didnt know how
Gym time- Charlie made a lot of solitary
choices: riding a bike, playing on the tumble
mats
Engaged with teacher - You will throw ball?
1/3 1
10/29 Free play- lots of observing of peers &
solitary play: Reading on couch alone,
Pressing buttons on cash register
Some parallel play: cutting and gluing-
Im making swords I need help My
green swords, picking seeds out of a
pumpkin- I got it!
Gym time- Cooperative play with big group
(5-8 kids): pretending to be tigers/lions and
dinosaurs
Walking around to other kids acting like
dinosaur saying Im going to be a dinosaur!
Im a Trex!
Sat on play structure and observed peers
Lots of talk with teachers: [One teacher
offered to have a dance party in one area] I
dont want to!
- Sitting near shoes [Are you going to put your
shoes on?] But I need help! [Okay, I can
help you] But I want to play in the
classroom! [We will have time to play after
circle time]
2/5 1
10/31 During free play, Charlie engaged in
mostly solitary play and some parallel
play
Many opportunities to engage with
others during free play
Outside time- Charlie did a lot of observing
other peers. Played with another child
because she initiated.
Was rolling a ball down a ramp and another
child was in the way so he said Excuse me,
Billy
0/4 0
11/5 During free play, Charlie played cars with
a friend and engaged in some
conversation throughout
Observed another group of children
Gym time- Charlie made a lot of solitary
choices: riding a bike, playing on the tumble
mats
Engaged with teacher - You will throw ball?
1/3 1
Data Collection
Routine/Activity

Activity/Strategy Matrix

playing for a long time as if he wanted to
join but didnt know how
Observations with new goal
11/26 Charlie: I want to play in there.
Kayla: Go ask them if you can play.
Charlie: Can I play? (quietly)
Kayla: use their name and make sure
they can hear you. Try asking again.
Charlie: Hailey, can I play here too?
Hailey: Okay, you can fix the outside of
the house.
2/5 1
12/03 Charlie walked to over to Kayla
Charlie: Kayla, Karl keeps following me.
Kayla: Did you talk to him about that?
Charlie: No.
Kayla: Tell Karl you dont want him to
follow you.
Charlie: Karl, please stop following me.
Beth: Charlie, how many minutes till I can
use that drill?
Charlie: (thought for a minute then looked
away)
3/6 2

Research
Method Details Research Source
Communication Temptations Structure situation and provide multiple opportunities and models for the child Rhea Paul, Language Disorders; From
Infancy Through Adolescence p. 258
Milieu Teaching Techniques Arrange environment to elicit child communication, focusing on and following the childs
attentional lead, embedding instruction in ongoing interaction, focusing on specific target
behaviors, and using prompts and reinforcement to elicit and maintain communicative
behaviors
Rhea Paul, Language Disorders; From
Infancy Through Adolescence p.259
Establish Social Routine Establish social routine and then adults withhold a turn and look expectantly at the child or
provide a verbal prompt, such as What do you want?
Rheal Paul, Language Disorders; From
Infancy Through Adolescence p. 260
Sabotaged routine Back or turn away from child, forcing the child to do something to regain the adults attention.
Can also pretend not to pay attention to or can begin to comply with a request and fail to finish.
The child then needs to get our attention back to complete the task or game.
Rheal Paul, Language Disorders; From
Infancy Through Adolescence p. 260
Indirect Language Stimulation Provide multiple opportunities for the child to observe how language works to map the
nonlinguistic context onto words
Allows child to try out comprehension strategies and to develop expectations about
conversational structure
Can be used to develop play skills by providing ILS in the context of facilitative play interaction
Gives child a clear set of examples for how language can be used to describe experience
Rheal Paul, Language Disorders; From
Infancy Through Adolescence p. 261
Goal Attainment Scale (GAS)


Childs Name: Charlie Team Members:
Kayla Klinzing, Nicole Compty,
Ryan Phelps, Lee Eichstaedt
Childs Date of Birth: Date: 10/28/13
Goal: Language to engage with peers: Charlie will initiate appropriate verbal interactions during the school
day, four times a day for three consecutive days.
Indicator: Number of times Charlie uses appropriate verbal interactions during the school day.
Scale Progress Level Descriptive Criteria
4
Much more
than expected
outcome
Charlie will initiate appropriate verbal interactions during the school day, four times
a day for three consecutive days.
3
More than
expected
outcome
Charlie will initiate appropriate verbal interactions during the school day, three times
a day for two consecutive days.
2
Expected
outcome
Charlie will initiate appropriate verbal interactions during the school day, three times
a day for two consecutive days with teacher prompts.
1
Less than
expected
outcome
Charlie will initiate appropriate verbal interactions during the school day, two times
a day for two consecutive days with teacher prompts.
0
Baseline
performance
Charlie will initiate verbal interactions during the school day.



Data
Collected
From 11/7 11/14 11/21 12/03
To: 11/12 11/19 11/26 12/05

0
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4
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Goal Attainment Scale
Goal 1
Goal 2