ECSE 340 ​Infant Intervention Plan ​Name: Keelie Potter and Cydney Salinas

Week of: February 18, 2019

Child’s Name: ​Harper Varney

Goal: During intervention sessions, ​Harper​ will be able to interact with the people around her for a
period of two minutes.

Title of Strategies and IELG Developmental Materials/Visuals

Activity Objectives of Activity Domain

Think, Strategy: Cognitive Session Plan

Ponder, Development /
Provide opportunitie Overall Plan:
Act Problem Solving
take reasonable and
We will have ​Harper​ try and reach a toy that
(stretch for an object (Discovering the
world around me) is out of reach with another object such as a
reach).
marker. We will position ​Harper​ so that she
is on the ground, and sitting out of reach
from a ball. Her mother will encourage her
and help her by giving her directions on
what to do.

Baseline: This activity will help us to see

where H ​ arper​ is when trying to problem
solve. We will be able to see how Harper
reacts when she isn’t able to reach an object,
and if she will use her current problem
solving skills to solve the problem.

Coaching:

We will coach ​Harper’s​ mother by

addressing the concerns that she has about
the Ages and Stages, “We are going to work
on ​Harper’s​ problem-solving skills while also
working on ​Harper’s​ communication. We
will model to you on how to carry out this
activity, along with providing meaningful
talk, and then we will have ​Harper​ do the
activity. While ​Harper​ is doing this activity
give her encouragement when she
completes a task on her own.”

IELG: Encouragement:

We will encourage ​Harper​ by giving her

verbal encouragement and clapping when
ECSE 340 ​Infant Intervention Plan ​Name: Keelie Potter and Cydney Salinas

IELG D1 G4 Age 6 she completes the task successfully. We will

to 18 Months CI1: also give her praise as she makes efforts to
complete the task asked of her.
Persists with a task
or challenge Current Level:
(pulling up to a low
The reason for this activity is to help
table).
strengthen ​Harper’s​ problem solving skills
when allowing her to reach an object that is
out of reach with another object. When
completing the Ages and Stages, we were
able to discuss how ​Harper​ isn’t able to
reach an object that is out of reach. We will
be able to work on this skill when
completing this activity. When completing
this activity it is important to find an object
that ​Harper​ has an interest in, so she will
want to participate. The steps will go as
listed:

- Have ​Harper​ choose an object in

which she finds interest in.
- Sit ​Harper​ on the ground, sitting on
her pockets.
- Set the object that ​Harper​ chose in
an out of reach location.
- Give ​Harper​ an object (marker)
- Model for ​Harper​ with descriptive
talk how ​Harper​ is able to reach the
toy with the stick.
- Harper​ will complete this activity
while her mother is being
enthusiastic and supportive.

Too Easy:

If the activity is too easy for ​Harper​, we will

move the object further away so that she
will have to reach further for the object. If
that is still to easy, we will give her a smaller
object to reach for so that it is not as easy to
pull in closer.

Too Hard:

If this activity is too difficult for ​Harper​, we

will place the object that she is reaching for
closer to her so that she doesn’t have to
ECSE 340 ​Infant Intervention Plan ​Name: Keelie Potter and Cydney Salinas

reach so far. We can also give her a longer

object to reach with.

Materials:

-Toy such as a ball to reach for.

-A marker that she can reach for the ball

with.

Strategy: Language
Development
(Communicating
with each other)
IELG:

Jibber Strategy: Social Session Plan

Jabber Development
Create and keep (The people around Overall Plan:
alive good, warm, me)
During the last intervention session, we
and joyful
were able to observe that ​Harper​ was
memories by
attentive when coloring with her crayons
talking about what
and coloring book. We want to focus on this
happened during
activity that we know she is interested in
the day.
and will capture her attention.

When going forward with this activity, we

will position ourselves so that we are on
each side of ​Harper​, along with her mother
in the center of us. We will encourage
Harper​ by commenting on her picture, the
colors she is using, and the emotions that
the picture portray. We will encourage
Harper’s mother to make descriptive
observations about what ​Harper​ is doing
such as, “The crayon you are coloring with is
red. Do you like the color red ​Harper​?
Harper​ what is that animal doing? Is it happy
or sad?” These types of questions will give
Harper the opportunity to comment her
opinion about what she is doing/ what is
happening in her coloring. ​Harper’s​ mother
can also bring up activities that Harper
completed during the day that were positive
accomplishments.
ECSE 340 ​Infant Intervention Plan ​Name: Keelie Potter and Cydney Salinas

Baseline: This activity will help to determine

where H ​ arper​ is socially with other people.
We will be able to see how much she
communicates with her mother, and this will
give us an idea of what level she is at
socially.

Coaching:

We will coach ​Harper’s​ mother by

referencing concerns she has about Harpers
social skills from when we completed the
Ages and Stages. We will say, “We are not
only going to work on ​Harper’s​ social
development but also language
development. We will model how to carry
out this activity, along with providing
descriptive talk. Then we will have you do
this with ​Harper​. Feel free to interact in a
positive way with Harper while doing this
activity.”

Encouragement:

We will encourage ​Harper​ as she

communicates throughout this activity by
actively commenting when she does so. We
will also be able to praise the effort that she
gives during this activity.

Current Level:

The purpose of this activity is to strengthen

Harper’s​ social skills which will lead to
greater trust in other adults. During our first
visit, we were able to see that ​Harper​ wasn’t
comfortable with us because she wouldn’t
communicate with us. ​Harper’s​ mother
mentioned that ​Harper​ is quite shy and
independent. We will do this activity at the
home visit because we know she enjoys
coloring in her coloring books, and this will
gain her interest.

The steps we will take for this activity are:

-Harper​ will pick a coloring book that she

enjoys to color in.
ECSE 340 ​Infant Intervention Plan ​Name: Keelie Potter and Cydney Salinas

- Sit ​Harper​ in front of her mother so they

are face to face.

- ​Harper’s​ mom will be the one to carry out

this activity. She will start commenting on
what ​Harper​ is doing in the coloring book,
this can be anything from what emotions the
objects are feeling, the colors ​Harper​ is
coloring with, or what she is coloring if she
chooses to not color in the picture. ​Harper’s
mother will encourage her to use her words,
and praise her with comforting and uplifting
words when she successfully communicates
back.

- ​Harper’s​ mom will continue this activity as

long as ​Harper​ has interest in the coloring
book.

Too Easy:

Prompt her more often to use her words.

Have ​Harper​ try and repeat words that she
says.

Too Hard/Disinterested:

IELG: Emotional Have the mother talking, while ​Harper​ is

Development listening. Don’t be as persistent on having
IELG D3 G27 Age (All about me) Harper​ communicate back.
6-18 Months CI5:
Seeks support and Materials:
security with
-Crayons & Coloring Book
familiar adults.

Strategy: Fine Motor

Development
(Look at what my
IELG: hands and fingers
can do)

Strategy: Gross Motor

Development
(Look at what my
body can do)
ECSE 340 ​Infant Intervention Plan ​Name: Keelie Potter and Cydney Salinas

IELG:

Sensory This will be integrated in the activities through touch, and hearing.
Harper will be holding objects during both of the activities. During
the problem solving activity, ​Harper​ will be spoken to in order to
help her complete the task.

Literacy This will be incorporated into the lesson as ​Harper​ is saying the
words “red”, “color”, or “happy” as she is also making a visual
connection between the object and the word.

Creative Expression Harper​ will be able to demonstrate creative expression as she is

given the opportunity to communicate with both interventionists
and her mom through the use of verbal communication.

Strategies:

1. Social: During the week, ​Harper’s​ mom can schedule play-dates so that ​Harper​ can be exposed
to more social interaction outside of her family unit.

2. Cognitive: During the week, ​Harper’s​ mom can place her toys or things that she will want just
outside of her reach so that she can find different ways to be able to reach the object that she
wants.