Kelly Hahn

SpED 414
Family Routines

Livia Smith (name change) was born on June 10, 2010. Her age is 03-03-21 as of October
1, 2013, the day of this family information gathering. Livia is a vibrant child with a lot of energy.
She seems to always be smiling and laughs at almost anything. Livia likes to manipulate blocks
and connectors, as well as explore puzzles. Livia can also be found in the house corner making
food for her teachers. Livia has a baby sister whom she talks about all the time, as well as a best
friend named Nora (name change). Three words that describe Livia would be energetic,
independent, and inquisitive. Mrs. Smith and I decided to meet after school in one of the
classrooms. Livia and her baby sister were present and playing with toys throughout the room.
The conversation lasted from about 12:10pm to 1:20pm.
Mrs. Smith and I sat at the main table in the room. Although the chairs and table were
child size, we were both comfortable and able to watch the children during the interview. We
have been talking since the second week of school, so she and I are pretty comfortable with each
other. I went about the information gathering in a causal way. I told Mrs. Smith that I wanted to
find out what she sees at home and more about Livia in general. We started with some of Livias
favorite activities and games. We discussed things I see in the classroom and found that much of
our information matched. Eventually we got into specific toys and objects, and intermittently
talked about some of the fine motor skills I am working on with Livia in the classroom.
Throughout the gathering, Mrs. Smith brought up questions or concerns she had about Livia in
particular academic areas. Many of her concerns were very similar to other parents of three year
olds. We discussed Livias eating habits and her issues with pickiness in food. This led to
discussing some general routines at home, specifically at bedtime. Mrs. Smith brought up things
that hinder Livias cooperation in activities, as well as things that help her be extremely
cooperative. During our conversation, Mrs. Smith brought up things she has seen Livia improve
at from a year or two ago. As well, we conversed back and forth about possibilities for why Livia
may be acting differently in the classroom compared to at home. We then discussed things that
frighten and comfort Livia and the main concerns and goals Mrs. Smith had for Livia. After our
conversation, as we were walking out together, Mrs. Smith and I discussed what she does for a
living as well as a recent screening Livia had with Carle in their child diagnostic clinic.
After conversing with Mrs. Smith for over an hour, I discovered so much more about
Livias family and home life. I also gained a closer bond with Mrs. Smith, which is a great
feeling. Overall, Livia has many of the same interactions at home as she does at school. Mrs.
Smith discusses her love for puzzles, books, and building. I see this at school as well. Livia
becomes can become very fixated on a particular object and can have a hard time transitioning if
she is forced to (as in the classroom). As well, a particularly hard fixation to break is anything
that has to do with media. This includes TV (in particular, Barney), games on her mothers
iPhone, or computer activities. Sometimes Mrs. Smith uses Barney as a way to calm Livia if she
is extremely distressed, however, it is another difficult task to take Livia away from the TV once
she is there. Livia is an extremely picky eatersomething I do not see in the classroom often.
For example, if Livia knows she does not like something on her plate and will absolutely not eat
it, the food must be taken off the plate in order for her to continue on with her meal. Livia
becomes distressed over her baby sister ruining or taking her toys. She also has anticipatory
distress when her baby sister is around because of the likelihood of her baby sister doing said
actions. One of the biggest routines in the Smith household is bedtime. Livia first takes a bath,
puts on her PJs, takes her vitamins, has mom and dad each read a book, and then goes to sleep.
Mrs. Smith seemed almost embarrassed by such a long routine, but I assured her that routines are
very good (and necessary) for a child to feel secure and aware of expectations. The unknown,
such as noises the house makes or dark corners, frightens Livia. I discovered that Livia is mostly
cooperative when she wants to do something she loves, like going to music class with her best
friend Nora. As well, I learned that social anxiety is something that has been an issue in the past
but is slowly improving. Mrs. Smith and I discussed this in depth, as it has to do with some of
our main goals for Livia. Livia goes to preschool Tuesdays and Thursdays, and is with a family
babysitter on Monday, Wednesday, and Friday for about three hours. Her routines are varied, but
seem to be relatively stable throughout the week. The main concerns and goals Mrs. Smith has
for Livia relate to social and emotional goals. Mrs. Smith would like to focus on having Livia
interact more with her peers and the adults in the room (teachers). As well, she would like Livia
to begin to understand that other people have feelings and to respect the people around her
(following directions, manners, etc). Mrs. Smith hopes that Livia can discover and understand
the differences between home and school, as well as working on interactions with adults that are
not her parents.
One suggestion for a next step in the assessment process is to figure out how to assess
Livia for social and emotional goals. Many of the things her mother wants me to work on with
her are not things that can necessarily be tested by a book or packet. I need to discover what
particular social/emotional assessment tools I can use with Livia. Another next step I would
like to take is to figure out things I can do with Livia in the classroom to help work towards these
goals. I would like to implement strategies into the daily classroom routines that could help Livia
make her way towards her social and emotional goals of interacting more with peers and
teachers. I could ask Mrs. Smith for the list she received from an occupational therapist on
suggestions that Livias family can implement at home. Hopefully I can also learn more about
different techniques that relate to sensory processing in order to help Livia progress in the right
direction.
This process was really enlightening for me. Its nerve-wracking to talk to a parent who is
going through the process of screening and assessment. Livia is not diagnosed with anything;
however, her parents had some concerns and are in the process of figuring out how to help their
child. I felt very comfortable with Mrs. Smith because we have been talking since the school
picnic during the second week of school. As well, we talk on Tuesdays and Thursdays at drop-
off and pick-up. I believe the Smiths are very comfortable and impressed with how I am going
about this assignment. Mrs. Smith said that she thought it was important and very helpful that I
was going through this process with them. As well, Mrs. Smith mentioned that Livia talks about
me at home and is always excited to see me at school. Id say that is a definite plus! Overall, the
gathering went exceptionally well. One thing I would change for next time is to have a more
concrete list put together. However, I dont think I would have followed a list because the
conversation we were having was flowing and natural.