OBSERVATION JOURNAL

Justin Powell

Northeast Wisconsin Technical College

Appendix A: Observations

Friend’s Birthday Party

I was given permission to tag along with the family to a birthday party. “Child N” has Down syndrome and
rarely gets invited to birthday party. The Appleton Children’s Museum is the setting of the party. (12:45) As we
traveled to the place, “Child N “was in his seat playing on a custom made iPad. He had complete focus on a game
he was playing, no acknowledgement when spoken to. When his attention was taken away from the iPad, the
spoken words were unrecognizable. (1:00) We parked in a parking structure and after he got out of the van, he
began shouting, wanting to hear the echo. He walked by himself a little behind me and the family. His mother
remained close, by was surprising happy because he usually tried darting into the street. (1:10) As we arrived, his
friend came up to him and greeted him. “Child N” waved and then walked away. There are minimal interactions
with peers. The food was pizza and he ate only when mom was assisting him. The children did an activity but
“Child N” didn’t want anything to do with it and walked out of the designated party room, into the play area.
(1:25) He wandered from activity to activity, leaving some places because of the amount of volume. Being that his
attention was focused on playing he missed out on being there for the opening of presents and eating cake. The
parents communicated with him through sign language. The parents are very hands on and really the only other
interactions he had was the time he spent him me. The party ended and he was off playing with dad. (2:30) As we
left “Child N” did wave goodbye to the friend whose birthday it was.

Anecdotal Records

 Invited to a birthday party and didn’t realize he was at a special event

 Minimal interaction with peers when in the same room
 Walked on sidewalk by himself is something he never did before
 Played by himself entire time instead of being with the group
 Missed events such as cake, presents opening because he is off by himself
 Mom communicated with sign language to let him know something a large distance away from each other

Event Samples

 Wandering around a busy place – Can get lost

 Lack of responsiveness – Unable to focus and understand
 Overreaction to change – Uncomfortable setting bothers him

Checklist

 Inability to socialize
 Unable to verbalize
 Short attention span

Interview Mom
1) Does he have many friends? Answer: No. This is the 2nd time ever being invited to a child’s birthday party.
2) Does he normally just go off on his own? Answer: Yes. With his condition it make it hard for him to focus
3) So what types of forms to you use to communicate with him? Answer: We use the I-pad and sign
language. He is in speech therapy to help with talking.
Appendix A: Observations

Brother’s School Concert

There is a school concert at “Child N” brother’s school. I attended the show with the family. (6:00) After
parking in the parking lot, “Child N” got out of the van and began to wonder. His dad, who unbuckled him, quickly
ran up beside him. (6:05) We all took our seats and “Child N” had his head on a swivel, seemingly curious about
the surroundings. He had a really hard time sitting still. (6:20) When it was time to bring his brother to his
classroom, as his mother and brother were walking out of the gym, he noticed and ran to them to come along.
When they returned to the seats, the family allowed “Child N” to play on his iPad to keep his attention until the
program began. (6:30) When the concert started and the children were singing, “Child N” got loud, almost like a
grunting sound, trying to sing along. He was mesmerized by the music. (7:15) Before the concert ended, it was
easy to tell that he was getting tired and actually fell asleep in his dad’s arms.

Anecdotal Records

 Visit to elementary school for brother’s concert

 Impatient waiting for concert to start
 Trying to sing songs with the children
 Fell asleep in dad’s arms

Event Samples
 Running in the school parking lot
 Making unnecessary noise when focus should be elsewhere
 Falling asleep at inopportune time

Checklist
 Inability to have patience
 Difficulty to follow parents directions
 Getting tired easily

Interview Dad

1) Is he able to sit for an extended period of time? Answer: Yes. The focus entirely isn’t there and change
doesn’t help.
2) Is he really close to his brother? Answer: No. I wish they were but “Child N” tends to keep to himself.
“Child N’s brother” doesn’t like all the attention given to “Child N”.
3) Does he fall asleep in public a lot? Answer: No. He just got tired.
Appendix A: Observations

Speech Therapy Appointment

An early morning speech therapy session is something I had the privilege to have access to. The facility is
called “Therapy Time for Kids”. “Child N” has been working with this particular therapist since he was 3 years old,
consistency is a big deal with him. He is a 5th grader now. He has one session a week there. (7:30) The session
started with a mouth exercise, the thinking behind this is to help coordinate the mouth and voice when he tries to
speak. This is done with the therapist physically moving his mouth muscles with her fingers. After a little bit of
that the session begins with him following a simple direction, being asked, “Can you please sit down?” (7:35) The
communication is mostly being channeled through his custom made iPad he almost always carries around with
him. The iPad is fairly big in size, so he can see the pictures displayed on it. With the use of the device, “Child N”
was able to answer things, like questions about colors. He’d tap on the iPad and the picture after touched would
say the word. This device can be used for him to put an entire sentence together, which is something that did
happen. (7:45) The therapist brought out blocks, “Child N” was asked to stack small squared blocks. As he stacked
them she asked him which color they were? He generally always used the iPad, getting every answer correct,
except for green. When the pink block was being stacked, “Child N” verbalized “ink” and with yellow he said
“Yell”. The therapist guided his hand to allow him to stack the blocks. (7:52) He was given the options to choose
an activity; the preference was putting together puzzles. The therapist gave him support by gently moving his arm,
but not giving him the correct way to fit all the pieces together. “Child N” was able to locate the correct objects to
the designated spots to complete the puzzle. This was a puzzle that had rather big pieces and it was a simple
forming puzzle to complete. There was also a lot of sign language being used to communicate too. There was
much positive verbal reinforcement from the therapist. The time spent in the therapist’s eyes was a success.

Anecdotal Records

 Weekly visit to speech therapist

 Unable to verbally speak
 Uses I-pad for communication
 Focuses on fine motor skills too

Event Samples
 Following directions
 Mouth exercise
 Putting puzzle together and stacking blocks
 Initiative to use spoken word

Checklist
 Struggles verbalizing
 Dependant on I-pad

Interview Therapist

1) How much progress has he shown? Answer: He has shown an inconsistency in understanding with small
progress
2) How much can he realistically advance in his speech? Answer: It’s uncertain to know but some gain it later
in life. While others will always remain at this stage of development.
Appendix A: Observations

Swimming Lesson

There is a weekly swimming lesson at the Appleton YMCA. I was allowed permission to come along to
observe. (6:00) As we walked through the doors his mom handed him the family pass card, which he scanned
himself with a little help. The pool area was on a lower level and he walked down the stairs himself, while mom
walked beside him step for step, making sure he wouldn’t fall. (6:20) After changing into his swimming suit, he
quickly went into the pool area. I have learned consistency is a big thing as it relates to everything with him. The
session was with a substitute instructor, so he began testing boundaries. (6:25) He started wandering away from
her. Once calmed down, they proceeded into the pool. “Child N” was cautious when entering the pool. (6:30)
They went back and forth to one end of the pool to other, practicing the back stroke and kicking. He is not a fan of
getting his hair or ears wet. When the instructor tried to do an action to get his head wet, he defiantly jerked
away. After the completion of the session, “Child N” went into the splash pad area. (7:30) He was in the area for
about 20 minutes and he was by himself the entire time, standing over 1 sprinkler. ( 7:50) There were a lot of
other children in the area at the time. (8:10) As we left the building, he was apprehensive about leaving. The
change from the warmth of the YMCA to the cold of the outside was something he just didn’t want to do.

Anecdotal Records

 Weekly swimming lesson

 Wandering at pool area
 Cautious before entering pool
 Substitute instructor
 Practiced back stroke and kicking
 Doesn’t like head or ears wet
 Independence scanning the family pass card

Event Samples
 Running around the pool
 Unwilling to get head wet
 Against change for he had to warm up to substitute instructor
 Kept to himself

Checklist
 Unwilling to change
 Running away from instructor
 Not wanting head wet
 No peer interaction

Interview Instructor

1) Do you know why he doesn’t like his head wet? Answer: His regular instructor said it’s because he doesn’t
like the feel and I shouldn’t push him
2) What does he focus on in the pool? Answer: The movement of hands and feet.
3) Do you know how much progress he’s made? Answer: I’m unsure.
Appendix A: Observations

After School Program : Visit 1

On this day “Child N” was spending the afternoon at an after school program, “Connections”. The facility
is located in Appleton, WI. (3:15) I arrived before he came to the facility. I learned that a team of people work
with him but it is done individually. There is always one on one interaction. (3:30) He was transported by cab and
had fallen asleep on the drive over. He was carried into the building and the driver, a fellow teacher of the place,
told me that this happens all the time. (3:40) It took a bit for him to wake up. My first observation about the
interactions was the constant positive reinforcements. There was never a single moment of negativity shown in
his direction. There is a designated cubby area just for him. A music radio and kid play phone which made sounds
was utilized to help in waking him up. (3:50) He was given a “chew toy” to help in waking him up. The teacher
asked simple directions, such as “Child N can you unzip your coat?” Before learning a request she would always
start the same way, by calling his name. (3:55) In this instance, he unzipped it himself and hung it up on a hook. He
needed minimal assistance when getting it up on the hook. Just like every accomplishment, “Child N” was given
immediate praise. For this time he was told very positively “Child N great job” and she clapped. He brought along
his personalized I-pad, which he used for all communication. The favorite toy there was a child like musical radio
that played certain child appropriate songs, which he can change at any moment. He carried it around with him
everywhere and didn’t want to put it down. It was loud and he didn’t like staying on one song too long. In
addition to the constant praise, this consisted of clapping, high fives, verbalizing a good job; he was also given the
chance to play the radio. (4:00) The snack he had was fish crackers, where he ate them in the kitchen. When
asked if he wanted goldfish crackers, using the personalized voice I-pad that he wanted French fries. He ate but
very little. He didn’t want them at all until they were put in a bowl. (4:15) During this time she placed 4 items in
front of him on the table, a straw, a water bottle, a square block, and a sock. With them all placed in front of him,
she would ask about each item, such as “Child N where is the straw?” If he would point to the correct item, there
was immediate praise. If he choose the wrong item, she repeat the item with a positive tone but this time hover
her hand above it, pointing it down at the correct item, he then find it, and was given immediate praise. This item
recognition activity happened throughout the day, at almost every setting. The constant repetition is the hopes
that he will learn the concept of what each item is. (4:30) Before leaving the cafeteria a first happened, throwing
away the remaining goldfish in the garbage can and placing the bowl in the sink. (4:40) There is an emphasis on
having him perform self – help tasks, such as using the bathroom, washing hands, and brushing his teeth. He
needed assistance with it all. There was much movement, cubby, cafeteria, play area, bathroom, and outside. He
was okay with transitions, didn’t show much of a protest. The transitions weren’t pushed on him, instead a form
of guiding him from one activity to another activity. He asked to play with the radio player over and over again
using the voice on the I-pad. There was minimal with other children, there were children all around. ( 4:45 ) The
time that was spent outside “Child N “ only played with chalk and only drew with the color of orange. Another
child that wanted to color came over and wanted to use the orange crayon, he pulled away from her, and I
couldn’t make it out but I think he said, “Mine!” (4:50) The last of my time there was spent with him watching the
movie, “Moana”. The teacher did mention he liked movies and it did have his full attention. He was given a set
time to watch and when that time was over he was asked if he wanted to still watch it? Using sign language “Child
N” said “Yes”. (5:00) As I was leaving a change of shifts was happening and I noticed great communication and
collaboration between the teachers that were working with him this particular day.
 Anecdotal Records

 After school program visit

 Uses a “chew toy” to loosen up muscles
 Practicing self – help skills
 Minimal peer interaction
 Emphasis on cognitive recognition
 Following directions

Event Samples
 Unable to completely focus
 Needs a direction or question to act

Checklist
 Much one on one with teacher
 Not looking to interact with peers
 Fixated on a singular object

Interview Instructor
1) How long has he been at this facility? Answer: 3 years
2) What is a developmental goal your working on with him right now? Answer: Self – help skills. The day to
day activities
3) How many days does he come here? Answer: 6 days a week. The 5 school days and then Saturdays also.
Appendix A: Observations

Brother’s Baseball Tryout

My son and “Child N’s” brother were in a baseball tryout for the Appleton Little League. The schedule
was set for the parents and boys to come to the school and hour before the try out started to register and have all
the boys ready to go by the appropriate time. (11:00) My son and I arrived right as registration was opening and
soon after that “Child N’s” family came too. (11:10) At the beginning “Child N” was standing by his brother with
all his friends around him and then without a moment’s notice, he began running all over the gym. (11:20) The
gym was crowded and parents and sons were scattered all over, he was running in between all of us, without
regard of anyone’s safety. (11:27) The boy’s father finally was able to get him to stop running, but then began
screaming really loud. (11:35) (11:42) He sat down on the gym floor, now with his mother and took off his shoes
and socks, throwing them on the floor. He was quickly given his I-pad and he remained quiet the remainder of his
time there, which was only about a half an hour more.

Anecdotal Records
 School gym for brother’s baseball tryout
 Stood by peers a few minutes
 Ran around the gym
 Began screaming
 Took off shoes & socks
 Given I-pad to calm him down

Event Samples
 Over stimulated
 Endangering others
 Loud noises by screaming
 Undressing himself

Checklist
 Running around gym
 Screaming for no reason
 Taking off socks & shoes
 I-pad helps self - sooth

Interview Dad Watching tryout

1) Has he ever reacted like this before? Answer: Yes. He like familiarity. He was over stimulated.
2) Is the I-pad a calming tool you use often? Answer: Yes. Sometimes that’s the only thing that does help.
3) How does “Child N’s brother” feel about this when it personally affects an activity of his? Answer: It’s
tough on him. He gets embarrassed and doesn’t understand why his brother is getting all this attention.
Appendix A: Observations

After School Program (Visit 2)

A second visit to the after school program, “Connections”. (3:30) On this day “Child N” was surprise to
see his mom and dad there as he walked through the door. They were there for a scheduled IEP meeting with an
upper management member from the place. When arriving he ran right up to dad, giving him a hug. He was
happy to see them. (3:40) When everybody went their separate ways, he was okay with the transition. Getting to
his cubby area he practiced unzipping his coat and hanging it up on a hook. (3:45) The unzipping he had no
problem with, but the hanging the coat up was a little difficult, needed assistance from the teacher. (3:50) We
then went to the kitchen. In a lower cabinet is where all the students “learner buckets” are located. These are
items that are designed to focus on cognitive development. He opened the cabinet himself, reaching and grabbing
one. It was the wrong one, but in that spot is usually where his is, it got moved. The teacher did praise him, letting
him know that where his usually is, but today someone must have moved it. This is time which is set aside for
snack and using his I-pad, he asked for fish crackers and chocolate milk. He drank all his milk and just picked at the
fish crackers. The learning again was focused on understanding those items of a straw, a water bottle, a square
block, and a sock. During the activity “Child N” kept putting his fist to his mouth and making loud noises. The
teacher forgot his chew toy; it performs the task of something like a baby nuk. (4:15) Another teacher retrieved it
for her and “Child N “began chomping on it right away. (4:30) When snack time was over, through instruction he
put his bowl and cup into the dishwasher with assistance. (4:35) Assistance using the bathroom followed. He is
never dry according to the teacher. The transitions were more challenging, constant movement keeps him
interested. The music toys helped with getting him to move from place to place. (4:45) When in the gym room
with the use of the I-pad he asked to go on the trampoline. On the trampoline “Child N” jumped with the aid of
the teacher, otherwise he just sat and felt the bounce while others jumped. There was happy squeaking and
smiling. Eventually, he became tired and laid on the trampoline as if he was sleeping. (5:00) He went back to his
cubby spot and once again practiced zipping and unzipping. As well as identifying a table and chair. He seemed
confused, the instructions were repeated. When I said goodbye he acknowledged me with a wave.

Anecdotal Records

 After school program visit

 Happy to see mom & dad
 Transitioned away from parents well
 In need of “chew” toy
 Socialized with a peer
 Preformed self – help tasks
 Focus on repetition to help in understanding

Event Samples
 Needs items to self sooth
 Sometimes needs favorite music toy for smooth transition

Checklist
 Sometimes needs to have something in mouth
 Focus on directions
 Unable to completely remember what was just taught
 Interview Instructor
1) How are transitions when he sees mom and dad? Answer: Typically, it’s really difficult for him to calm
down. Today went smoothly.
2) How is he doing with bathroom activity? Answer: He is never dry and I need to assist him with everything.
3) Is he willing to do what is expected in the bathroom? Answer: Yes. I really likes brushing his teeth.

.
Appendix A: Observations

After School Program (Visit 3)

When “Child N” came into the building he opened the door himself with very little assistance. He has a
new teacher working with him today. (3:40) As he made it to his cubby spot the life skill of unzipping his coat and
hanging it up on a hook is practiced. He easily unzipped it himself, but need a little help getting it to stay on the
hook. He appears tired afterwards. (3:50) He is given his chew toy and headed for the kitchen. “Child N” opens
the cabinet that all the snacks are kept. He is asked about what he might want to eat and he grabs the fish
crackers. He tried opening the Ziploc bag himself, but needed a little help. Then using his I-pad explained that he
is thirsty. He was given a strawberry shake, which had supplement, vitamins put inside so he can get his needed
daily dose. (4:10) In the middle of eating, once again the recognition activity was practiced and seemed to do
better. He began belly laughing after she started tickling him. He then started playing with the teacher’s hair and
kept laughing. The appearance of being distracted couldn’t focus on the activity anymore. He was given a wet
washcloth after snack was over and he wiped it down after the teacher sprayed water on it. Before leaving he had
to finish the drink, making sure he consumed all the vitamins. (4:25) Using the I-pad for communication he wants
to go outside. He needed little assistance put his coat on and zipping it up. While outside, the teacher initiated
interactions with the other children, playing with chalk. He chewed on his chew toy hard. The only color he
wanted to use was orange. After a little while, 2 of the teachers put “Child N” and another child together, playing
a game of catch with a big bouncy ball. The teachers joined in and the play last a long time. (4:50) Going back
inside the facility, he waved goodbye to the friend and teacher he played with it. “Child N” then used the
bathroom with much assistance. (5:00) “Child N” transitioned to the facilities gym and using the I-pad wanted to
play on the swings. He smiled and made grunting noises all the time on the swing. (5:20) When I said goodbye he
acknowledged me with a wave.

Anecdotal Records

 Shows more independence

 Children interaction
 Ability to transition from activity to activity
 Initiating Activities

Event Samples

 Needs items to self sooth

 Needs encouragement to eat and drink
 Can be distracted

Checklist

 Need of assistance with many activities

 Daily events are still teacher driven, yet he makes choices
 Reluctant to initiate interaction with peers
 Interview Instructor
1) How long has “Child N” been coming to “Connections”? Answer: He has been here for 3 years.
2) What kind of developmental growth has he achieved in that time? Answer: He is more independent,
social, and can follow directions to complete day to day tasks.
Appendix A: Observations

Swimming Lesson (Visit 2)

The family arrived at the YMCA a few minutes before me and met me in the lobby. (6:00) “Child N”
greeted me with a wave. They were already checked in and we headed downstairs to the pool area. Once again,
he walked down by himself with his mother walking beside him, just making sure he didn’t fall. She pointed out
the way he was stepping. At my previous visit, he was walking with more cautiousness. He’d step with one foot
and bring the other one next to it on the same step. This time he took a step and the following step would be the
next step down. After that she changed him into the swimming suit in the special needs locker room, which always
takes a while. (6:20) Entering the pool area he independently went right up to his instructor with a smile on his
face. (6:30) Holding her hand he cautiously went into the pool and stood there for a minute, getting adjusted to
the water. The session began and it was just like last time. They went back and forth from one end of the pool to
the other, working on kicking and the back stroke. There were a couple of times he got water on his face and was
okay with it, not always though. (7:30) The session ended with “Child N” giving the instructor a big hug. We then
went to a smaller pool. He began making a high pitch noise as we entered the room, smiling from ear to ear. He
saw a friend and a mother in the pool and his mother said he made friends them the previous week. He stood on
the platform right in front of the step and waited for them to come to him. (7:40) He stepped right in, water went
up to his waist, and he started splashing. The water hit others whom are strangers to him. He was given a green
noodle they friend was playing with as they now used a blue raft. “Child N “filled the noodle with water and
started pouring it on their heads. This was something his mother said they did last week. He also used the noodle
to splash about in the water. He was very opposed to leaving the pool. (8:00) The family then went to the splash
pad on the other side of the big pool he had his lesson in. He was smiling and began to run, but his mother
stopped him, didn’t want him to fall. The friend and mother came along too. (8:05) There was a lot of cooperation
play, going up and down the slide. There was no issue of getting water in his face. (8:20) When it was time to go
home, he didn’t want to go, very reluctant. As I left for home we waved goodbye to me.

Anecdotal Records

 At YMCA for swimming lesson

 Exhibits more independence
 Exhibits more social interaction
 Being more comfortable with environment
 A desire to stay and not leave YMCA

Event Samples

 Needs to be more aware of environment

 Growing independence socially
 More comfortable in the setting

Checklist

 Engaging others without awareness of personal space

 Need of assistance but growing independence
 Still uneasy initiating interaction with peers but made a friend
Interview Mom

1) When did is new found independence happen? Answer: He is just more comfortable with the
surroundings.
2) Are those people he is playing with strangers? Answer: Yes. He made friends with them last week.
The mother is really good with him, letting him play with them.
3) I noticed he’s a lot more comfortable in the water, when did that happen? Answer: Over the last few
swimming lessons.
Appendix A: Observations

“Connections” Field Trip – YMCA\

I traveled to the “Connections “field trip to the YMCA on my own. (11:25) The “Connections” bus arrives
at the YMCA. When “Child N” gets off the bus, he begins to run towards the YMCA. The teacher assigned to him
grabs his hand and they hold hands into the building. When he sees me in the lobby the teacher says “Hey “Child
N” there’s someone else you know.” He waves to me and I wave back saying “Hi, buddy”. (11:30) The class enters
the locker room to change into swimming suits. (11:44) When walking into the pool area, the class headed towards
the splash pad. He is holding the teachers hand and starts pulling her into the opposite direction. When asked if
he wanted to go by a certain classmate, he gave no reaction. The teacher convinced “Child N” to walk on over to a
classmate that didn’t want to go into the water either. (11:55) The two boys sat beside each other on the outside
of the glass, separating the splash pad from the other pools. There is no interaction between them. (12:05)
Another teacher in the splash pad area, taps on to the glass, and is gesturing to him with her finger to come into
the splash pad, “Child N” is content on just sitting there and shakes his head no. (12:15) He gets up and walks to
the splash pad door and the teacher opens it for him. They walk on in. He still really wants nothing to do with the
water. The teacher is talking to him and initiating movement of dancing. (12:20) They started walking towards the
play structure, began going up the stairs and down the slide. “Child N” sat on her lap. They went down the slide
again and again. (12:23) He finally went down the slide by himself. (12:29) He becomes fascinated with a sprinkler
and begins splashing in it. (12:34) A teacher says something to him and he starts going down the slide again
repeatedly. (12:39) As he is going down the slide a teacher is standing at the bottom, as he comes down she is
clapping, praising him. (12:50) He leaves the splash pad, heading to the shallow pool, getting a drink of water along
the way. (12:38) With teachers assistance he goes into the pool right away. Standing in the pool, interactions are
only with a teacher. (12:41) He moves away from the pool, hanging on to the side of the pool, and just looking all
around. The teacher comes by him and they begin to move all around the pool with “Child N” on her back. (12:45)
“Child N” and the teacher lock hands and begin spinning around in circles. They start walking from one end of the
pool to the other, going over to a fellow classmate. The teacher tries to initiate interactions; “Child N” wants
nothing to do with it. He starts moving away from all of them with the teacher trailing him from behind. (12:55)
“Child N” turns and starts splashing the teacher. They continue playing in the pool. “Child N” is smiling. (1:10)
“Child N” goes over to the side of the pool and grabs a green water noodle out of a big white bin. Then, he
violently splashing it into water, the water goes everywhere. (1:15) “Child N” gets out of the pool to go to the
bathroom, a teachers suggestion. He needs some convincing to go. (1:20) “Child N” leaves the bathroom and
returns to the pool. He gets back to the pool and wants to go right back in. He enters with a teacher’s assistance.
(1:25) “Child N” and teacher continue much one on one interaction. There is a lot of standing around with his
mouth open, just staring off into space. (1:33) He grabs a hold of the side of the pool and stares at a wall, oblivious
to everything that is going on around him. (1:37) The teacher gets his attention by saying something. He now is
smiling again. He lays on her and stares off at that same wall. (1:42) The teacher moves him and a splashing game
begins. (1:50) “Child N” leaves the pool voluntarily, and is seemingly tired. (1:52) He gets wrapped up in a towel
and sits down on a bench. (2:00) The class heads back to the locker room to change back into their clothes and
head back to “Connections”. (2:01) I say goodbye and wave to him and he waves back.

Anecdotal Records

 Field trip to YMCA

 Excited to be there
 No significant peer interaction
 Unwilling and cautious to join class when 1st arriving
  Spent whole time with teachers
 Becomes tired from swimming

Event Samples

 Seemingly uncomfortable in familiar setting

 No socialization except for teachers
 Not wanting to use bathroom, keep playing
 Teacher’s initiate all activity

Checklist

 Happy to be at a familiar place when arriving

 Need of assistance with direction, still independent
 Tired himself out

Interview Instructor (Sitting on Bench)

1) Does this program go on many field trips? Answer: Yes, but not a lot.
2) Where do you usually take the kids? Answer: They are confined places like the pool or a movie
theater.
3) Is “Child N” usually this dependent on teachers during field trips? Answer: Yes. It is the teachers
that initiate the interactions with the other children. He doesn’t do much himself.
Appendix A: Observations

Neighborhood Park Visit

I was given the opportunity to join my placement family at a visit to a neighborhood park. (11:05) The
moment he got out of the van he ran for the play structure. The mother sat at a nearby picnic table, allowing for
some one on one interaction. (11:10) “Child N” approached the swings, his favorite activity at the park. After
putting himself on the swing, he made a loud high pitch sound. This acknowledgement gave me the impression he
wanted me to push him on the swing. There is a big smile on his face as he moves back and forth. (11:20) I began
slowing up the swing. When it came to a complete stop, he made the sign for more in sign language. We
remained by the swings. (11:35) I convinced “Child N” to go play on the slides, he didn’t really want to go on it. I
went down a slide, trying to peak his interest? On the other side of the structure there are two other slides, side
by side. I suggested to race down them together and he walked over to them willingly. (11:45) We raced down the
slide many times, he was smiling the whole time. (11:57) I went over to the grass, where I put a big red bouncy
ball. The thought is to play a game of catch with him. He had no interest. I bounced it over to him a couple times,
hoping to create an interest, it just wasn’t happening. (12:07) He walked back over to the swing and wanted his
mother to push him. As she pushed him on the swing, we talked about the interactions that just happened.
(12:18) We walked towards the parking lot and as he was being buckled in the van, “Child N” waved goodbye to
me as I said goodbye to him.

Anecdotal Records

 Spending time at a neighborhood park

 Enjoyed being on the swing
 After hesitation enjoyed the slides
 No interest in playing with a big bouncy ball
 Smiled a lot
 Acknowledged me when leaving

Event Samples

 I initiated all activity, except for the swing

 Spent all the time on swing & slides
 When interested in an activity doesn’t want to stop
 Aware of environment

Checklist

 Excited to be at the park

 Showing independence
 Willing to engage in play with me
 Wanting a familiar face ( mother ) to spend time with him
Interview Mother (Pushing him on the swing)
1) Does he enjoy going to the park? Answer: Yes.
2) When he enjoys an activity how long will he do it? Answer: He never wants to stop. There are only a
few things he likes to do, like the swings, so I try to let “Child N” to it as much as possible.
3) Is it hard to convince him to go to certain places? Answer: Yes. The playground is not one of them. It
can be a struggle to get him motivated to get him to go to a place like school.
Appendix A: Observations

Speech Therapy Appointment (Visit 2)

I arrived at “Therapy Time For Kids” a little after the session began. (7:35) As I walked into the
designated room, “Child N” was getting his shoes on his feet, he was not happy about it, kicking his legs all around.
(7:41) The therapist just stopped trying to put them on, not wanting to sacrifice anymore time. Once again, she
began the session with the mouth exercise, trying to help coordinate the mouth and voice when he gives an effort
to speak. It was a struggle to get him to relax. He grabbed his i-Pad and pressed “blocks”. She explained to him
that after they finished the mouth exercise he can play with them. “Child N” was then willing to relax his mouth.
There is now motivation to do the activity. (7:46) A color recognition activity began, just moving the blocks around.
(7:55) The therapist put the blocks away in the proper bucket. The therapist turned to me and asked if I wanted to
do the talking activity we previously discussed? I was more than happy to work with him. I positioned myself
across from him on a chair as the therapist handed me some “Picture Flash Cards”. The therapist realized his
mouth is dry and gave him a drink from his water bottle. She allowed me to assist her in a picture flashcard
activity. While she performed a jaw control exercise with him, physically moving his jaw gently to help him in
trying to talk, I reviewed flashcards with him. The flashcard had different images on them and he was given the
chance to say the picture on each card. On these cards were things such as ball, papa, mom, map, boat, and pom –
pom. There was a flashcard with a jack – in – the – box and she wanted him to try to say “Pop”. He spoke so
clearly we both could understand. The whole process is most effective when “Child N” has his mouth relaxed, but
it was a struggle to get him to relax. (8:13) “Child N’s” mother came into the room. He was happy to see her,
wearing a big smile. She put on his shoes; he willingly let her do it. As I was leaving I said goodbye to him and he
waved goodbye back.

Anecdotal Records

 Weekly visit to speech therapist

 Unwilling to follow directions, such as putting on shoes
 Uses I-pad for communication
 Wanting to play with blocks
 Spoke the word “pop” after seeing the flashcard of a Jack – in – the – box
 Happy to see mommy

Event Samples
 Showing little progress with spoken word
 Mouth exercise
 Refusing to follow simple directions
 The session lasted between 30 – 45 minutes

Checklist
 Progress for cognitive development is slow
 Environment setting is familiar
 Regular therapist is there

Interview Therapist
1) How often does “Child N” become unwilling to perform certain tasks? Answer: It really depends on
the day. When he has a rough morning at home, generally he really has a tough time focusing.
2) Has his speech development improved since my last visit? No. He does struggles vocalizing words
and it’s always been like this.
3) Has his family given you any indication that they feel that his speech development is advancing? Yes.
It has but it’s really been baby steps.
Appendix A: Observations

Choir Concert

I drive to the family house. (6:00) “Child N’s” mother greets me at the door and says “Child N” look who’s
here!” He is currently playing a game on the i-pad and doesn’t look up from it. I quickly go back outside, they own
cats and I’m allergic to them. (6:12) The family exits the house and “Child N” is upset. He’s running out of the
house and starts circling the families van. His father says to me,” He’s mad because we took away the i-pad”. We
are heading to his elementary school; he is participating in a chorus concert. After struggling to get him into the
van, he is given back the i-pad. It’s a short ride; the school is just two blocks away. (6:27) The mother quickly runs
him into the building. The concert is scheduled to begin at 6:30pm. The rest of the family and me enter the
school, into the gym where it is being held to get some seats. (6:40) The class walks into the gym, assuming it is
starting late because they all were waiting on him? He runs to his spot on the bleachers. The classmate who is
next to him physically, respectful positions him exactly where he needs to be. The 5 th graders will be performing 4
songs. (6:45) The concert begins and while the music teacher and some students starts introducing the 1st song,
“Child N” starts making a high pitch yelp, essentially drowning out all that is speaking. During the 1 st song he made
the high pitch noise all the way through, causing it to be very hard to hear the children sing. With the 2 nd song he
didn’t make a sound, he just swayed back and forth. During both songs 3 and 4 “Child N” sat on the floor cross
legged and ever so often made that high pitch noise again and again. As all the children left the stage, a classmate
held his hand as they went back to the classroom. (7:20) I said my goodbyes to the family and drove home. I called
his mother later that night to ask her questions for the interview.

Anecdotal Records

 Participated in a chorus concert

 Late for event because unwillingness to go
 Ran into the gym to get at the appropriate spot on the bleachers
 Made high pitch noises, the act of singing
 Sat down on the floor as the concert was taking place
 Classmates help him enter and exit the gym

Event Samples

 Cooperatively participated with the class during the concert

 Appeared to get tired of standing and sat down
 Had classmate get him in position before the concert began
 A classmate held his hand out of the gym afterwards

Checklist

 Communication is a struggle
 Able to follow directions
 Participates in the special event
Interview Mother (On the phone)

1) Does he like singing? Answer: Yes. He does to familiar songs like the “ABC’s.
2) Is it usually a struggle to get him to go places? Answer: Yes. The i-pad is something we use to help
him get out of the house.
3) Is the school accepting in assisting him at school? Answer: It depends on the person. The music
teacher is great. I have issues with the principal.
Appendix A: Observations

Doctors Appointment

The family invited me to come along with them to a doctor’s appointment. I arrived at the house at
(3:05pm). The appointment is scheduled for 3:30pm. The van is already running and “Child N” is buckled up and
playing his i-pad. The whole ride there he played on his I – Pad. On the way his mother expressed her concern, he
is going to get shots. We arrived at the doctor’s office at (3:20pm). “Child N” was curious as she checked him in.
He began to wonder around the waiting room. The mother gave him the i-pad back so he will stay in one place.
The clock reads (3:40pm) as we were called to see the doctor. He continued to play on the i-Pad. The doctor
appeared at (3:55pm). The mother tried taking away the i-Pad, but he forcefully pulled away from her. He was
upset when it was taken away, swinging his arms and kicking his feet as he sat on a chair. Once calmed down, it
took a while; he was very squirmy on the patient table. He is as healthy as can be. The doctor said goodbye at
(4:20pm) as he left the room. We start to wait for the person that is going to give “Child N” the shot. She walked
in 5 minutes later. His mother remembering the difficult time he had last time, restrained him by holding him
tightly. He wanted nothing to do with it, trying with all his might to get away. This became quite a struggle,
making a loud screaming sound. The mother asked at one point if the person giving the shot was almost down,
she replied “Yes”. The mother then told “Child N”, that she’s count from 11 down to 1 and it is over. When she
reached 1 the nurse said”Wait a second. I need to fill 1 more tube”. His mother appears frustrated! After she was
finally down it was time to leave. She handed “Child N” the i-Pad again to settle him down. The clock shows (4:40)
as we pull away out of the parking lot. The mother and I talked the whole way back to the house about what just
took place. I said my goodbyes at (4:57pm).

Anecdotal Records

 Appointment with a doctor

 Very curious and nervous
 I-pad used as a calming down tactic
 Healthy boy
 Struggle to get him to take blood
 Mother unhappy over the communicate between nurse

Event Samples

 Unwillingly participated with the appointment

 Used i-pad a lot / not wanting to give it up
 Receiving a shot came with difficulty
 The whole experience took up a lot of time

Checklist

 Went to doctor’s appointment

 Not wanting to participate
 Mother uses tactics to get him to do what he needs to do

Interview Mother (Car Ride)

1) Is it always a struggle to get him to the doctor? Answer: Yes. It’s a part of being autistic.
2) Is the i-pad the only thing you use to get him to do to what is needed to be done, like a doctor
appointment? Answer: Yes. I hope you don’t think I’m a bad mother? Answer: No.
3) He does like getting shots, does he? Answer: No. I hate having to restrain him, but it’s the only way I can
have it be done.
Appendix A: Observations

Babysitting “Child N”

I’m given the chance to look after “Child N” and his brother, on a Saturday, so his parents can have a date
night. The family walked into my house at (4:50) and “Child N” started wondering all over the living room. His
mother said, “I hope this is okay”? “He tends to wonder when he’s somewhere new”. “He’s just curious”. The
father hands my wife a lunchbox, which is filled with a breakfast burrito and French fries. They told my wife and
me that they brought him dinner because he wouldn’t eat the pizza that the rest of us were going to have for
dinner. We were also handed a backpack with pajamas and his i-Pad in it. As mommy and daddy were leaving
(5:10) they want to say goodbye to the boys. “Child N” is still wondering and his mother called out his name 3
separate times. When “Child N” looked at them his father made a hand gesture to come over to them. “Child N’s”
version of a goodbye is a hug and a wave. Before they walked out of the house “Child N” is walking all over the
house again, now in the kitchen. Some minutes later (5:23) I gathered all four boys together, “Child N’, his brother,
and my 2 boys. I had the chairs and the radio already set up to play the game, “Musical Chairs”. Before we
reached the last step I explained to him that we’d all be playing “musical chairs” again. Being that this will be his
second time experiencing the activity, “Child N” immediately sat down when he saw the chairs. The music began
to play and all the boys stood up and began walking. “Child N” quickly sat down in the chair right next to the one
he got up from, the music wasn’t stopped. His brother tried to explain what he needed to do. As the activity
progressed his brother always told him when to sit down on a chair. “Child N” won the game and had a smile on
his face. The three boys all voluntarily told him what a great job he did. I didn’t tell them to, but I believe they let
“Child N” win? We all went back upstairs afterwards (5:51) to eat dinner. My wife is in the kitchen and his French
fries, which he came with, were frozen and almost done. During dinner “Child N” picked at his food, but had no
problem drinking the juice we gave him. At (6:20) all the boys went upstairs to my 8 year olds bedroom. I joined
them, but only as an observer. They all played “guys”, a bunch of superhero action figures. “Child N” really wasn’t
engaged, just looking off into space. The clock reads (6:35) and I leave the room with “Child N”, we’re going back
downstairs. I took him to the bathroom, his pull-up is soaked. I pulled out small square blocks and with assistance
we built things, such as towers, robots, and stacking. It was slow going and I knew after about twenty minutes that
was long enough. At (6:57) I called the other 3 boys downstairs. They came down at (7:10) and we all made an art
project, “Humpty Dumpty”. In the beginning the other boys all started grabbing all sort of materials; while “Child
N” just sat there in front of the paper he was given. I initiated his participation by taking scissors and the white
paper. Just like the school scenario he began by showing little interest, but went along with it this time. Having
familiarity with the activity, he saw one of the boys taking googly eyes and he said clearly and loudly “Mine!” The
final product of the activity looked fairly the same. There is a sense of him showing initiative. I remembered how
well he responded to praise of a job well done. So, I gave him positive reinforcement every step he accomplished.
All 3 boys completed the activity before “Child N”, but he didn’t walk away from it. This could have been in part of
me being right next to him, I’ll never know? At (7:35) I helped change him into his pajamas. (7:45) I turned on
Netflix and turned on “Moana”, one of his favorite movies! “Child N” is glued to the screen. There a knock on the
door at (8:10) it’s the boy’s parents returning from the night out. With it being Saturday and the boys watching a
movie, we sat and talked for a while. We went into the basement at (8:33) and we found “Child N” lying down on
the couch. The father carried him out to the car and we said our goodbyes at (8:50).

Anecdotal Records

 At my house
 Curious about new environment
 Enjoys movies
 Not potty trained
 Needs to be initiated to do activities
 Brings own food
 Event Samples

 Unfamiliar setting
 Minimal activity interaction – assistance
 Eats little

Checklist
 Unable to focus unless he’s interested (movie)
 No problem being away from parents
 Can be without i-Pad

Parents Interview Me
1) How were the boys? Answer: Good. We played musical chairs, did an art project and now their watching
a movie!
2) How did “Child N” eat? Answer: He didn’t eat much. He just picked at everything. Parents answer: I’m
not surprised.
3) Did you use the i-Pad at all? Answer: No. I tried to just keep him busy.
Appendix A: Observations

Appleton Little League Game

On this particular night my son and “Child N’s brother’s Appleton Little League baseball teams are playing
against each other at Memorial Park, field #2. The game begins at 6:00pm, but all the players are suggested to
arrive at the field a little earlier for practice. My family arrives at the baseball field at (5:35pm) We spot “Child N”
and his family at the opposing bleachers. I’m an assistant coach for my son’s team, so I quickly go over to say
hello. He doesn’t make eye contact with me. After small talk for a minute and ask “Child N” if he’d like to play
baseball catch with my youngest son, brought along 2 baseball gloves and a tennis ball. “Child N” is eating fish
crackers and just sits there expressionless, he just keeps eating. I leave for the field. My wife and son stay there
and sit with “Child N’s” family. The games starts at (6:00pm) I look over to them before the 1st pitch. My son has
found a friend and is playing baseball catch with a little girl. While “Child N” has his attention focused on his lap,
where he has his i-Pad, I’m assuming he’s playing a game. Between every half inning I look over to the stands.
“Child N” is never watching the game, either on I – Pad or drinking from a juice box, which I noticed a couple of
times. The game is over at (7:17pm) The 2 families talk to each other as we head towards the parking lot to our
vehicles. We all go our separate ways at (7:25pm) for home.

Anecdotal Records

 At Memorial Park for Appleton Little League game

 Doesn’t acknowledge my family, eating
 Playing i-Pad a lot
 Unaware of what is happening around him

Event Samples
 At baseball game
 Little interaction with others
 i-Pad monopolizes his time

Checklist
 Unwilling to participate in suggested activity
 Only interactions with the mother
 Experience doesn’t focus on him

Interview Mother
1) Does “Child N” go to a lot of his brothers baseball games? Answer: No. He has no interest in watching the
game.
2) Why does “Child N” always have his i-pad? Answer: Yes. It keeps his attention. We struggle to get him to
go do things.
 Appendix A: Observations

After School Program (Final Visit)

I parked my car in the “Connections” parking lot at (3:35) just as “Child N” was being escorted into the
building by the cab driver, teacher of the facility. As I walked through the door, the teacher that is assigned to him
says “Look “Child N” it’s your friend Justin!” He waves. (3:41) We all walk over his cubby spot. On our way back
there the teacher confirms with me that this is the day of the activities. She stops by a fellow staff member and
asks her if she can go set up the gym for “Musical Chairs”. She also checked to see if I was staying a little later so
“Child N” can stay on schedule. I had this planned so of course I said yes. The repetition begins with the unzipping
and hanging on the hook of his coat, but not before getting the chew toy. ( 3:50) We move to the kitchen where
“Child N” has his snack, fish crackers and a strawberry shake, which had a supplement, vitamins put inside so he
can get his needed daily dose. As he had snack, she began setting up the materials for him to create the art
project, “Humpty Dumpty”. After finishing snack, “Child N” had all the materials placed on a table in front of him.
With teacher direction he used all the materials. At the beginning he showed no interest in the project. The
teacher assisted him with the cutting, applying the glue, and putting the paper objects on the other piece of paper.
The activity is completed. It appears unrecognizable of what “Humpty Dumpty” is believed to have looked like.
The egg shape is cuts more in the appearance of scrapes. The googly eyes he had the option of using were on the
paper, but not on the egg part. Instead, they were far apart from each other on the paper that humpty dumpty is
being glued on to. Even with fine motor assistance, it still is a child directed project. After the completion of every
step he is given praise. Being shown the final product he revealed a smile. This can after hearing the words “Great
job Child N” and receiving a high – five. The activity ended at (4:25). I helped in the cleaning up the materials as
she washed the table. “Child N” threw away his trash, with assistance, and went on his i-Pad until we were ready
to go. We then went over the bathroom. After they exited I asked if his pull-up is dry? She said”No”. We then
moved to the outside playground after getting his jacked, which he needs assistance getting on. There were 2
other children out there and they had the radio on, listening to music. The teacher tried to get him to move
around and dance, he slowly moved back and forth, just like at his choir concert! After about 10 minutes all the
teachers and children went back inside, heading for the gym. They brought the radio along. (5:00) The chairs are
already set up for the activity. The gym is the biggest space in the facility. There are five other children
participating in the activity. A few more came over to join in. All children were slow to understand the concept.
The teachers modeled the activity. “Child N” is eliminated third and showed no emotion for no longer being able
to continue participating. He likes the music though and stood by the radio for the remainder of the activity.
Afterwards, he used his personalized i-pad to express his want for his favorite item there, a music player that is
shaped like a toy radio. He returned to his cubby spot and along the way his teacher grabbed it. (5:31) She began
the recognition activity, involving the straw, a water bottle, a square block, and a sock. Just like all my other
observation here, the activity of remembering was a little difficult for him. (6:00) As “Child N” took water break,
drinking from his water bottle, I asked her a few questions and said my goodbyes, thanking her for letting me
shadow her for all that time. I said goodbye to “Child N” receiving a wave.

Anecdotal Records

 At “Connections” after school program

 Willingness to do activities
 Initiated children interaction
 Ability to transition from activity to activity
 Need of assistance with specific activities

Event Samples

 Needs items to self sooth

 Needs instructions / examples to understand
  Participates in activities

Checklist

 Need of assistance with many activities

 Daily events are still teacher driven, yet he makes choices
 Reluctant to initiate interaction with peers.
 Developmentally behind for a 11 year old

Interview Instructor
1) Has there been a time when he initiates activities? Answer: Yes. The favorite activity is using the music
toy. He asks for that almost every day.
2) During his time here will he ever show significant development? Answer: He already has in some areas
like independence and likes, dislikes.
3) Does he like large group activities with other children? Answer: No. It must be teacher driven.
 Appendix A: Observations

Family Bike Ride

My family is invited to come along on a family bike ride. We only live 2 blocks away. So, my family rode
over to their house. “Child N’s” family is already outside ready to go. It’s a beautiful day and nobody needs to
wear a jacket. “Child N” has a custom bike that is made for him. It’s designed so he won’t fall and is attached in a
way to another bike, allowing another person to pedal and do all the work; he pedals only if he wants to. His
mother will be riding with him today. The plan is to ride all over the neighborhood. (1:13) We start going and I try
to ride beside “Child N’s” bike, so I can look over at him from time to time. He likes all the movement, smiling with
the wind blowing through his hair. When we had to stop at a stop light “Child N” made a loud pitch sound, I’m
assuming he just wanted to keep going because when we began riding again he stopped. We returned to the
families’ house at (1:42). I thanked them for allowing me permission to observe “Child N” for my placement child.
The mother said,” No problem. I’m just happy “Child N’s” condition can be used for some good”. My family biked
back home.

Anecdotal Records

 Family bike ride

 Has a custom bike made for him
 Liked the movement, wind blowing in his hair
 Went all over the neighborhood

Event Samples

 Beautiful day
 Flesh air, exercise with bikes
 Family interaction
 Enjoys activity

Checklist

 Need of assistance to use a bike

 Shows emotion
 Family togetherness

Interview Mother
1) Do you go on many bike rides? Answer: Yes. When the weather’s nice.
2) Where did you get his bike? Answer: It was designed for him at a bike place near here.
3) Was it expensive? Answer: Yes. You don’t want to know how much!