carolina osep crosswalk.pdf
The Carolina Curriculum
| Name | The Carolina Curriculum for Infants & Toddlers with Special Needs (CCITSN), Third Edition The Carolina Curriculum for Preschoolers with Special Needs (CCPSN), Second Edition |
|---|---|
| Authors | Nancy M. Johnson-Martin, Ph.D., Susan M. Attermeier, Ph.D., PT, & Bonnie J. Hacker, M.H.S., OTR/L |
| Publisher | Brookes Publishing Co. |
| Website for information | Brookes Publishing |
| Cost | Manuals: Infant and Toddler (0-3 years) $54.95, Preschool (2-5 years) $54.95 Two-volume set: $99.95 Assessment Log and Progress Chart available in English print, on CD-ROM, or in PDF format |
| Age Range | Infant & Toddler 0-3 years; Preschool 2-5 years |
| Purpose | For use with young children from birth to 5 years who have mild to severe disabilities, this system helps professionals to evaluate a child's progress in five developmental areas and encourage children's development through teaching activities. |
| Areas Included | The following five major areas of development are divided into 24 sequences of skills: |
| • Personal Social | |
| • Cognition | |
| • Communication | |
| • Fine Motor | |
| • Gross Motor | |
| Time to administer | An assessment is based on a parent interview, observations of a child's play, and directed assessment activities. Time varies with the age and skills of the child, from 1 to 2 hours, and need not be completed in one session. After the initial assessment, the assessment log is updated as the child masters skills, making subsequent formal assessments very brief. |
| Scored | Items scored as: |
- Observed or reported
- Not observed or reported +/- An emerging Skill A Skill accomplished with minor physical assistance Scored items are recorded on a progress chart to provide a visual record of strengths and needs. | | Scores provided for | Progress chart shows age ranges for a child's skills and is shared with families and teachers. | | Age Norms | No normative study has been done. | | Age ranges given for items | Yes. These are based on ranges cited in recently normed tests and in child development literature. | | How frequently it can be given | Intended for ongoing assessment. | | Standardized tasks | Each item in the curriculum includes specific procedures for assessing the skill it represents using materials and situations naturally occurring in the child's environment. The goal of the curriculum is to help a child develop generalized skills, skills that can be demonstrated with a variety of materials or in a variety of settings. Modifications are suggested for specific handicapping conditions. | | Based on observation in natural settings | Yes, although some skills may be more efficiently observed in a structured assessment situation. | | Based on information requested from parents or providers | Yes, in addition to direct observation | | Data provided on reliability | No, although is available for the first edition of the Infant and Toddler Curriculum | | Data provided on validity | No, although is available for the first edition of the Infant and Toddler Curriculum | | Electronic Scoring | No | | Other Languages | CCITSN has been translated into Portuguese, Russian, Korean, Chinese, Spanish, and Italian. CCPSN has been translated into Korean. |
| Who administers | Professionals who work in child care or early intervention programs. Educated parents may be able to complete parts of it on their own. |
| Training | Available through Brookes on Location. (Email seminars@brookespublishing.com) |
Crosswalk between OSEP Child Outcomes and The Carolina Curriculum
| Outcome 1: Has positive social relationships | Outcome 2: Acquires & uses skills and knowledge | Outcome 3: Takes appropriate action to meet needs |
|---|---|---|
| 1. Self-regulation & responsibility. | ||
| 2. Interpersonal skills | ||
| 3. Self-concept | ||
| 14. Conversation skills | 5. Attention & memory: visual/spatial | |
| 6. I Visual Perception: Blocks & puzzles | ||
| 6-II. Visual Perception: Matching & Sorting | ||
| 7. Functional Use of Objects & symbolic play | ||
| 8. Problem solving/reasoning | ||
| 9. Number Concepts | ||
| 10. Concepts/Vocabulary Receptive | ||
| 11. Concepts/Vocabulary Expressive | ||
| 12. Attention & Memory: auditory | ||
| 13. Verbal Comprehension | ||
| 14. Conversation Skills | ||
| 15. Grammatical Structure | ||
| 16. Imitation: vocal | ||
| 17. Imitation: motor | ||
| 20. Tool Use | ||
| 21. Visual-Motor Skills | 2. Interpersonal skills | |
| 4-I Self Help: Eating | ||
| 4-II Self Help: Dressing | ||
| 4-III Self Help: Grooming | ||
| 4-IV Self Help: Toileting | ||
| 14. Conversation Skills | ||
| 18. Grasp & Manipulation | ||
| 19. Bilateral Skills | ||
| 20. Tool Use | ||
| 21. Visual-Motor Skills | ||
| 22-I Gross Motor Upright: Posture & Locomotion | ||
| 22-II Gross Motor Upright: Balance | ||
| 22-III Gross Motor Upright: Ball Play | ||
| 22-IV Gross Motor Upright: Outdoor Play | ||
| 23 Gross Motor Prone | ||
| 24 Gross Motor Supine |