advanced observation techniques

Checking a Child is Accessing the Curriculum via Observation
This technique is primarily aimed at children who are not accessing the curriculum due to language difficulties. However you should also be aware and take note of the child's propensity/ability to make appropriate use of peers for support and assistance as this may contribute to the evidence gathering process shedding light upon areas such as approach to learning, social skills and self esteem.

Usually I prefer to observe a child before they know who I am. However this technique is usually used after some assessment leading to suspicion at least that the child is not comprehending the verbal learning environment very well for a range of reasons such as specific or general language problems. You could use this technique for a child that had problems concentrating by being very overt and telling them that you are going to be looking to see how many questions they can answer if they concentrate. Similarly this may be used just before a review is due to gather information to compare with a base line gathered prior to your intervention.

You will need the session to be observed to have a strong verbal component. On the carpet is usually a good time. You will be keeping one eye on the child and noting their behaviour but you will also be noting down questions that can be asked about what is being taught, the story that is being read out etc.

You will then be left with a series of age appropriate questions that relate to the 15 to 20 minute session that they have just taken part in. You will also have some notes on the presenting behaviour , was it restless? Helpless?, Actively involved? An example lay out with example questions:

Question	Appropriate Answer	Child's Answer
Who was asked to come to the front and talk about an award they got?	Ben and Tom	Ben and Tom
What did thy get the award for?	Football	Reading?
Your teacher read you a story what was it about?	Harry Potter	looks at me for a clue no answer
Your teacher asked you all to tell your parents some things about sports day. Can you tell me something she asked you to tell your parents?	Next week on Wednesday, white shirt, will get letter later this week with details.	They can come?

Naturally you would have a few more questions but you should get the idea. The little boy in this example is confirming our hypothesis gained from assessment or professional judgement that he has real difficulties processing the spoken word into usable information or remembering it once he has processed it. You are now able to illustrate in your report the scale of the child's difficulties by detailing the questions asked and the responses. You may wish to ask other members of the class the same questions to develop a contrast between the target child and peers.

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