Observation schedules:
Watch lecture – two ways to record – watching it – interval (every minute) or frequency
(how many times x happened – for e.g. how many times child hit another child)
We're doing an unstructured observation but she wants us to do a structured observation
since low word count
Structure observations as a psychologist
This is a practical essay, similar to a lab report – abstract would be intro (summary) ed psych
writes “this is my overview” couple of lines “this is what I had to do, this is the main
outcome” this is optional due to word count
Intro – meaning for referral, this is what I'm aiming to do
Method – method of data collection, these are tools I used, structured observations
Analysis and discussion – the referral is school concerned about child's behaviour for e.g.,
look at environment of classroom and what's going on around the child
Conclusion – recommendations,
Use references in abstract that will refer to overall piece as guidance
I'm using structure observation, and drawing on some evidence from x y z
Im gonna focus on how many times she does use language or social interactions based on
the little summary of her
Analysis and recommendations most important part!
Early years isn’t essential attendance which might make it hard for children to build up
relationships over a full timer
Especially with covid – link to referrals – children haven't been in school for a year so will
have to keep an eye on them and prolong it to watch over a longer basis to make a better
conclusion
18 months some disorders show... what is so severe – social impairment, social
communication or repetitive behaviours which one? Its communication, parents will spot
that child doesn’t respond to them which is weird.
Is hearing and vision okay? Which can present in the same way as delayed speech,
preschool, educational history
Going into nursery/home, do they do pretend play, what do they do in early learning
(numbers, puzzles, alphabet), see what speech and language is like
How do they adjust to change? And doing things different?
Intro:
Reason the nursery has raised the child to the EP (i.e. Reason for concern/referral).
Autism is a developmental disorder. Developmental disabilities are a group of conditions due to an impairment
in physical, learning, language, or behaviour areas. These conditions begin during the developmental period,
may impact day-to-day functioning, and usually last throughout a person’s lifetime
Characterised by a triad of impairments (Wing & Gould 1979) in social interaction, social communication and
social imagination. Repetitive behaviours later introduced in diagnostic criteria.
A school has referred Sally (aged 4 years 2 months) to their school EP, with concerns about her social skills and
language. The teaching assistant has told the parents that the child may have autism and this has caused the
parents to be very worried and confused.
, The purpose of your involvement – what is the aim of your investigation and report.
To understand the pupil’s impairments and needs, so as to maximise his/her abilities to learn, and to minimise
his/her behaviour difficulties. Support parents, carers, teachers, others. Approach: Assessment of the child’s
needs in particular to social skills and language.
Sarah has been referred by the school due to concerns around social skills and language. My aim as an
assistant psychologist is to observe the child's behaviour and interactions in the class through a 30-minute
video due to COVID restrictions which limit physical analysis of the child. This report will be based on my
observations and the actions I think will be best following.
Reference to any checklists or observational methods used.
Frequency data was used to analyse the actions of Sarah and form observations of her play.
Managing behaviour – using a preventative approach
•Provide a very clear structure and a set daily routine (including for play).
•Make clear which behaviours are unacceptable.
•Provide a clearly marked seating place.
•Ensure consistency amongst all staff.
•Recognise that a change in behaviour may reflect anxiety or stress (often triggered by a change to routine,
pupils’ frustration and lack of understanding of social requirements).
•Do not take apparently rude or aggressive behaviour personally.
Behavioural observation summary:
A brief description of the learning environment.
The learning environment appeared quite laid back and ‘fun’, children were free to do as they please in
regards to classroom limits.
Layout/ any helpful or distracting features?
Helpful features:
Distracting features: Overload of toys which can overwhelm children
Visual/other supports for child:
Members of staff available for assistance at all times
Do they know the purpose of the task? Do they know what to do?
No one in the video knows the purpose of the task.
Communication support? Support with managing emotions or anxieties?
Sarah didn’t have much communication support or any specialised educational psychologists at the scene.
Describe what the child did well
The child did well at tasks such as the building a circle with the toys and has a good ability to work well with
members of staff.
Shares her toys
Interacts with members of staff and students
Attempted to socialise
Watch lecture – two ways to record – watching it – interval (every minute) or frequency
(how many times x happened – for e.g. how many times child hit another child)
We're doing an unstructured observation but she wants us to do a structured observation
since low word count
Structure observations as a psychologist
This is a practical essay, similar to a lab report – abstract would be intro (summary) ed psych
writes “this is my overview” couple of lines “this is what I had to do, this is the main
outcome” this is optional due to word count
Intro – meaning for referral, this is what I'm aiming to do
Method – method of data collection, these are tools I used, structured observations
Analysis and discussion – the referral is school concerned about child's behaviour for e.g.,
look at environment of classroom and what's going on around the child
Conclusion – recommendations,
Use references in abstract that will refer to overall piece as guidance
I'm using structure observation, and drawing on some evidence from x y z
Im gonna focus on how many times she does use language or social interactions based on
the little summary of her
Analysis and recommendations most important part!
Early years isn’t essential attendance which might make it hard for children to build up
relationships over a full timer
Especially with covid – link to referrals – children haven't been in school for a year so will
have to keep an eye on them and prolong it to watch over a longer basis to make a better
conclusion
18 months some disorders show... what is so severe – social impairment, social
communication or repetitive behaviours which one? Its communication, parents will spot
that child doesn’t respond to them which is weird.
Is hearing and vision okay? Which can present in the same way as delayed speech,
preschool, educational history
Going into nursery/home, do they do pretend play, what do they do in early learning
(numbers, puzzles, alphabet), see what speech and language is like
How do they adjust to change? And doing things different?
Intro:
Reason the nursery has raised the child to the EP (i.e. Reason for concern/referral).
Autism is a developmental disorder. Developmental disabilities are a group of conditions due to an impairment
in physical, learning, language, or behaviour areas. These conditions begin during the developmental period,
may impact day-to-day functioning, and usually last throughout a person’s lifetime
Characterised by a triad of impairments (Wing & Gould 1979) in social interaction, social communication and
social imagination. Repetitive behaviours later introduced in diagnostic criteria.
A school has referred Sally (aged 4 years 2 months) to their school EP, with concerns about her social skills and
language. The teaching assistant has told the parents that the child may have autism and this has caused the
parents to be very worried and confused.
, The purpose of your involvement – what is the aim of your investigation and report.
To understand the pupil’s impairments and needs, so as to maximise his/her abilities to learn, and to minimise
his/her behaviour difficulties. Support parents, carers, teachers, others. Approach: Assessment of the child’s
needs in particular to social skills and language.
Sarah has been referred by the school due to concerns around social skills and language. My aim as an
assistant psychologist is to observe the child's behaviour and interactions in the class through a 30-minute
video due to COVID restrictions which limit physical analysis of the child. This report will be based on my
observations and the actions I think will be best following.
Reference to any checklists or observational methods used.
Frequency data was used to analyse the actions of Sarah and form observations of her play.
Managing behaviour – using a preventative approach
•Provide a very clear structure and a set daily routine (including for play).
•Make clear which behaviours are unacceptable.
•Provide a clearly marked seating place.
•Ensure consistency amongst all staff.
•Recognise that a change in behaviour may reflect anxiety or stress (often triggered by a change to routine,
pupils’ frustration and lack of understanding of social requirements).
•Do not take apparently rude or aggressive behaviour personally.
Behavioural observation summary:
A brief description of the learning environment.
The learning environment appeared quite laid back and ‘fun’, children were free to do as they please in
regards to classroom limits.
Layout/ any helpful or distracting features?
Helpful features:
Distracting features: Overload of toys which can overwhelm children
Visual/other supports for child:
Members of staff available for assistance at all times
Do they know the purpose of the task? Do they know what to do?
No one in the video knows the purpose of the task.
Communication support? Support with managing emotions or anxieties?
Sarah didn’t have much communication support or any specialised educational psychologists at the scene.
Describe what the child did well
The child did well at tasks such as the building a circle with the toys and has a good ability to work well with
members of staff.
Shares her toys
Interacts with members of staff and students
Attempted to socialise
