Student: ______Bob_____________________ Date: _____2/4/2015__________________

Teacher: ___Megan Troy___________________ Grade Level/Setting: Preschool/Bilingual

PPCD
Activity/Time

Childrens Participation

Helping Issues

Notes

Work stations

Is child doing same thing as peers?

Yes No

Does child require more help than

peers? Yes No

If no, what is child doing?

Keeps getting out of seat trying to run around.
Physically has trouble cutting paper and
(a)
(b)
writing name on own and requires hand-overhand assistance. Throws scissors, paper, and(c)
glue. Tries to mark peers with marker.

If yes, for what is the help given?

Needs hand-over-hand for

fine motor tasks. Requires
constant one-on-one
attention and verbal
redirection. Movement is
blocked when trying to
leave table.

(a) needs help getting engaged

(b) needs help staying engaged
(c) needs help dealing with peers
(d)doesnt have skills to do activity

What are peers doing?

Cutting, gluing, and writing names
independently. Stay in seats except for
throwing material away. Attentive to task at
hand with minimal discussion.

Lunch

Is child doing same thing as peers?

Yes No

Does child require more help than

peers? Yes No

If no, what is child doing?

Stays to self and does not interact with peers.
Needs help opening milk box and utensil (d)
(e)
package.
(f)

If yes, for what is the help given?

What are peers doing?

Interact with others. Most do not require
assistance with opening materials.

Transition to
lunch

(a) needs help getting engaged

(b) needs help staying engaged
(c) needs help dealing with peers
(d)doesnt have skills to do activity

Is child doing same thing as peers?

Yes No

Does child require more help than

peers? Yes No

If no, what is child doing?

Gets out of line. Tries to run around the halls.
(g)
(h)
What are peers doing?
Following one after the other in line. Stay to(i)

If yes, for what is the help given?

the side of the hallway.

(a) needs help getting engaged

(b) needs help staying engaged
(c) needs help dealing with peers
(d)doesnt have skills to do activity

Is mostly okay on own.

Learning to ask for help
with sound and sign
language when needed to
open materials. Lacks the
social or verbal skills to
interact with peers. Is
mostly nonverbal.

Verbal redirection and

proximity control are
given.

Student: ______Bob_____________________ Date: _____2/4/2015__________________

Teacher: ___Megan Troy___________________ Grade Level/Setting: Preschool/Bilingual
PPCD
Calendar time

Is child doing same thing as peers?

Yes No

Does child require more help than

peers? Yes No

If no, what is child doing?

Tries to move from seat. Does not respond in
chorus with class at questions.
(j)
(k)
(l)
What are peers doing?
Fidgeting in spots but staying put.
Responding together to questions.

If yes, for what is the help given?

(a) needs help getting engaged
(b) needs help staying engaged
(c) needs help dealing with peers
(d)doesnt have skills to do activity

Has an individual seat

instead of having to sit on
a spot on the floor.
Cannot contribute
verbally. Works with
special education teacher
with an interactive binder
with calendar activities.

Wolery, M., Brashers, M. S., Grant, S., Pauca, T. (2000). Ecological congruence assessment
for classroom activities and routines in childcare. Chapel Hill, NC. Frank Porter Graham Child
Development Center.
Summary Points
Student behaviorally has trouble staying engaged and following direction. Student
lacks verbal skills to communicate and physical skills to do fine-motor tasks.
Priorities would be communication, social skills, and following direction.
Acceptable behaviors would be fine-motor tasks and asking for help with opening
materials at lunch.
Student needs most help during work stations and could use modified tasks to keep
from frustration-level. Needs constant attention, especially with tendency to throw
objects like scissors.