SEAM case story manual.pdf
Scenario
Using the SEAM™ and the SEAM™ Family Profile
The following scenario provides an illustration of how caregivers and practitioners might collaborate in using the SEAM system to assess a child and family and plan for subsequent intervention efforts based on SEAM results. Sunshine Center is a neighborhood early child care facility that supports the education and general development of toddlers. The mission of the Sunshine Center includes a commitment to helping children develop positive social-emotional competence. In support of this mission, all caregivers complete a social-emotional assessment—the SEAM—at regular intervals while their children are enrolled at the Sunshine Center. Maria and Samuel have a 2-year-old daughter, Rose, who attends the Sunshine Center; her teacher is Ms. Sanchez. After getting to know Rose and her parents, Ms. Sanchez visits their home to complete the Toddler Interval of the SEAM. She plans to ask them later to complete the SEAM Family Profile. Rose’s parents are offered several alternative methods for completing the SEAM, and they select the interview option. Ms. Sanchez reads each item and some of the examples while Maria and Samuel read along from their copy of the SEAM protocol. Maria and Samuel indicate the response option for each item that best represents Rose’s behavior (e.g., very true). When Ms. Sanchez asks about Rose’s ability “to settle herself down after periods of exciting activity” (Item 3.2), Maria describes the family ritual of after-dinner playtime when Rose and Samuel wrestle and play chase together. Although this activity takes place well before bedtime, Rose often has difficulty calming down afterward and “falling asleep without a problem” (Item 10.3). Bedtime has become a long, drawn-out, and frustrating process. Rose’s parents agree that this is a concern, and they want to know how to help Rose calm down. Figure 6.1 shows how Rose’s parents completed Item 3.2 on the Toddler Interval of the SEAM. Ms. Sanchez and Rose’s parents agree to focus on helping Rose settle down following vigorous play. Ms. Sanchez agrees to provide classroom strategies designed to help all children in her classroom calm down after exciting activities and make the transition into new ones. She also helps Maria and Samuel create strategies to help Rose get to sleep at night. Ms. Sanchez gives Maria and Samuel the Toddler Interval of the SEAM Family Profile to complete and review at a later time.
Toddler (page 3 of 8) Social-Emotional Assessment/Evaluation Measure Please read each item carefully and check the box ■✓ that best describes your child’s behavior. Check the circle ●✓ if this RESEARCH EDITION item is a concern. Check the triangle ▲✓ if this item will become a focus area for your child.
| Item | Very true | Somewhat true | Rarely true | Not true | Focus area |
|---|---|---|---|---|---|
| C-2.0 TODDLER EXPRESSES A RANGE OF EMOTIONS | |||||
| 2.1 Toddler smiles and laughs. | |||||
| Some examples might be Smiles when caregiver returns, Smiles and laughs at people and children | |||||
| 2.2 Toddler expresses a range of emotions in a variety of ways. | |||||
| Some examples might be Expresses emotions physically and verbally (e.g., making faces and crying when frustrated, laughing and giggling when happy), Expresses a variety of feelings (e.g., happiness, sadness, fear, surprise, anger) | |||||
| 2.3 Toddler identifies own emotions, with your help. | |||||
| Some examples might be Can identify the feelings with you and make the feeling faces, Answers accurately yes or no when asked if mad | |||||
| 2.4 Toddler identifies own emotions. | |||||
| Some examples might be Protests “No,” says, “Me sad,” Expresses why he is laughing (e.g., “Because I am happy”), Says, “I’m mad at you,” when angry | |||||
| C-3.0 TODDLER REGULATES OWN SOCIAL-EMOTIONAL RESPONSES | |||||
| 3.1 Toddler responds to soothing when upset. | |||||
| Some examples might be Stops crying when picked up and comforted, Resumes playing after being hugged and kissed by caregiver when upset | |||||
| 3.2 Toddler can settle self down after periods of exciting activity. | |||||
| Some examples might be Calms self with your help after a game of chase, Sits down and calms self after an exciting activity | |||||
| C-8.0 PRESCHOOL-AGE CHILD REGULATES ATTENTION AND ACTIVITY LEVEL | |||||
| 8.1 Child regulates activity level to match setting. | |||||
| Some examples might be Plays with peers in sandbox with safety reminders, Jumps and runs outside, Participates in small and large group with help from you or other adult, sits and listens to story with group | |||||
| 8.2 Child participates in early literacy activities. | |||||
| Some examples might be Holds book correctly and turns pages, Recognizes a few letters of the alphabet, Copies and prints some letters and shapes | |||||
| 8.3 Child stays with motor activity for 10 minutes or longer. | |||||
| Some examples might be Rides tricycle for 10 minutes, Plays games such as Simon Says for 10 minutes | |||||
| 8.4 Child moves from one activity to another without problems. | |||||
| Some examples might be Shifts from group time to free play activities, Moves from bath to bed with adult prompt |
Maria and Samuel indicate at the conclusion of the meeting that they would like to keep working on Rose’s ability to calm herself and to make transitions, as well as to work on understanding and redirecting Rose’s inappropriate behavior and modifying their home environment in ways that will support positive behaviors and successful transitions. Maria, Samuel, and Ms. Sanchez develop a plan together to address these concerns. Ms. Sanchez agrees to focus on communication and social-emotional skill building with her class. Maria and Samuel thank Ms. Sanchez for acknowledging their concerns, validating their feelings, and working on these issues together. They express their enthusiasm and hope that with additional support Rose will be less frustrated and more able to communicate with them about her wants and needs.