Raffy with Barb - Organizer with Special Olympics Bowling
Raf and Katherine - buddy from chat room and bowling
Raf working out at Richmond Olympic Oval
Volunteering at LFA community clean-up on a rainy day
Saturday, December 19, 2009
Saturday, October 17, 2009
Wednesday, August 19, 2009
Short Story on Palm Top
Hi! My name is Rafael, and I'm a 22 year old guy who loves cars, biking, and playing basketball!
I'm really active and I love to do work experience in the community, so my Palm Top is really handy when I'm out and about
... And helping out around Sunshine Hills Golf Course.
I mostly rely on my words, hand gestures, body language, and role playing to communicate. But, that isn't always enough to get my point across so it's nice to have my palm top around to help me.
The palm top is handy because I can bring it around anywhere. Ultimately, I hope to master the palm top and use it to help me meet, and communicate with new people!
I'm really active and I love to do work experience in the community, so my Palm Top is really handy when I'm out and about
Here I am getting work experience washing cars at Dueck on Marine...
... And helping out around Sunshine Hills Golf Course.
I mostly rely on my words, hand gestures, body language, and role playing to communicate. But, that isn't always enough to get my point across so it's nice to have my palm top around to help me.
The palm top is handy because I can bring it around anywhere. Ultimately, I hope to master the palm top and use it to help me meet, and communicate with new people!
Monday, July 27, 2009
Address and Phone Number
Hi All!
I just want to share one observation/action item with Raffy.
For printing, I've been using the following exercise to practice: printing, reading, recalling name/address/phone number. Ultimately, I think that this is a good first step aimed at functional tasks like filling out forms, etc.
Procedure: I ask raf to read the question, then answer the question in the space to the right.
Observations:
See you guys soon :)
I just want to share one observation/action item with Raffy.
For printing, I've been using the following exercise to practice: printing, reading, recalling name/address/phone number. Ultimately, I think that this is a good first step aimed at functional tasks like filling out forms, etc.
Procedure: I ask raf to read the question, then answer the question in the space to the right.
Observations:
- Raf can easily read, comprehend, and answer the question "What is your name"
- Raf can read and comprehend the other two questions ("what is your address" and "what is your phone number") but can not recall either his address or phone number. He requires assistance in remembering/writing both.
See you guys soon :)
Tuesday, June 30, 2009
June 30 2009
We went to the carwash today and washed a blue Oldsmobile Silhouette. Then we ate lunch and did math, Palmtop and writing. After, we played baseball and basketball in the park with Mik's brothers.
Notes:
Writing:
- He needs to practise certain letters and numbers : B, k, p, e, 4, h, n, 6
- And words: Richmond, phone
- I began exercising his name with out the lines and he is doing really well except he tends to go up when he writes.
- When he writes his phone number he tends to begin writing above the centre line.
- Writing his address is really improving but he needs more practise expeciallyin writing within the line
- Spacing between letters is also improving
Math:
- Couting and identification is going well
- Coin identification and matching to get the amount for bus is also improving
Palmtop:
- Focus tends to disappear after being asked a few questions (any suggestions on this?)
- However when he is asked questions, like what did he eat/do yesterday, etc, he does not have any problem finding the answer (suggestions on other questions and excecises we can do with the Palmtop that can be a little more difficult?)
Reading:
- Has a hard time reading some words (or he's being lazy again I'm really not sure)
- Any excercise suggestions?
Notes:
Writing:
- He needs to practise certain letters and numbers : B, k, p, e, 4, h, n, 6
- And words: Richmond, phone
- I began exercising his name with out the lines and he is doing really well except he tends to go up when he writes.
- When he writes his phone number he tends to begin writing above the centre line.
- Writing his address is really improving but he needs more practise expeciallyin writing within the line
- Spacing between letters is also improving
Math:
- Couting and identification is going well
- Coin identification and matching to get the amount for bus is also improving
Palmtop:
- Focus tends to disappear after being asked a few questions (any suggestions on this?)
- However when he is asked questions, like what did he eat/do yesterday, etc, he does not have any problem finding the answer (suggestions on other questions and excecises we can do with the Palmtop that can be a little more difficult?)
Reading:
- Has a hard time reading some words (or he's being lazy again I'm really not sure)
- Any excercise suggestions?
Tuesday, June 9, 2009
June 9 notes
Writing:
-Today I tried doing his writing exercise without the "sea" (colors in between lines) to see if he can keep within the line. The results were great as he was capable of keeping within the lines without the "sea."
-In writing his address the d and h need to have a longer extension still as the letters look like a and n respectively. Also his E and B are still somewhat distorted.
- In writing his name I attempted to make him write his name with out an guidance of lines or anything, except for the regular lines of line paper. He was really successful in writing his name almost straight. He just tends to go down a little towards the end.
Activities:
We had lunch, went to Safeway and the bank (where he deposited my money and updated by bank book), did some writing excercises, played golf and bowling. Raffi beat me in bowlign in all three games.
-Today I tried doing his writing exercise without the "sea" (colors in between lines) to see if he can keep within the line. The results were great as he was capable of keeping within the lines without the "sea."
-In writing his address the d and h need to have a longer extension still as the letters look like a and n respectively. Also his E and B are still somewhat distorted.
- In writing his name I attempted to make him write his name with out an guidance of lines or anything, except for the regular lines of line paper. He was really successful in writing his name almost straight. He just tends to go down a little towards the end.
Activities:
We had lunch, went to Safeway and the bank (where he deposited my money and updated by bank book), did some writing excercises, played golf and bowling. Raffi beat me in bowlign in all three games.
Tuesday, June 2, 2009
June 2 Notes
Today Raffi and I had lunch at my house. Afterwards he watched some television and played video games with my cousins while I prepared his homework (money math, reading, writing, counting). Finally we went to the Zone to look for his toy car and play bowling. It was a lot of fun!
Math:
I tried a ocoin excercise with him so that he can be able to cound coins for bus money for 1 or 2 people. I wrote the value down and then drew the coins needed to get a value, separating the dollars from the cents. It seems to really work with Raffi as he was able to catch on with the excercise really quick. I will continue to use this excecise and see what kind of development I can have with it.
Language:
We still do the same excercises (2 lines of his name, 7-8 of phone number and address)
Also he reads out aloud and answers comprehension quiestions regarding what he will be doing today.
- His name is really in excellent condition now. I'm going to start working on spacing to make it even more legible. Also his R's and e's need some work too.
- Started with his phone number today. And it is legible except for the word number. Also he can work on his h's
- Address Improving a lot compared to where he started. "12411 Brunswick Place" is excellent now as he doesn't misspell Brunswick or Place anymore. However He really still needs to work on the second half especially "Richmond and V7E6J3" as he still misses the i in Richmond and the line is still really ilegible at times.
Paltop:
We practised this by rehearsing what he will say when he goes to either golf job or car wash.
Other notes and questions:
Here are some pictures of bowling.
Math:
I tried a ocoin excercise with him so that he can be able to cound coins for bus money for 1 or 2 people. I wrote the value down and then drew the coins needed to get a value, separating the dollars from the cents. It seems to really work with Raffi as he was able to catch on with the excercise really quick. I will continue to use this excecise and see what kind of development I can have with it.
Language:
We still do the same excercises (2 lines of his name, 7-8 of phone number and address)
Also he reads out aloud and answers comprehension quiestions regarding what he will be doing today.
- His name is really in excellent condition now. I'm going to start working on spacing to make it even more legible. Also his R's and e's need some work too.
- Started with his phone number today. And it is legible except for the word number. Also he can work on his h's
- Address Improving a lot compared to where he started. "12411 Brunswick Place" is excellent now as he doesn't misspell Brunswick or Place anymore. However He really still needs to work on the second half especially "Richmond and V7E6J3" as he still misses the i in Richmond and the line is still really ilegible at times.
Paltop:
We practised this by rehearsing what he will say when he goes to either golf job or car wash.
Other notes and questions:
Here are some pictures of bowling.
Tuesday, May 26, 2009
May 26 2009 Notes
What we did today:
- Bank (where Raffi deposited money for me)
- Carwash
- Bowling
- Reading, Writing, Math, Palmtop
Math:
- Had extreme difficulty today counting to 20 (filling the blanks)
- However matching and "read, count, write" excercise were excellent
- DIfficulty too counting by 5's
Language:
- He is really capable of reading what he is going to do today (he missed a few words only),. Not only does he read it but he also comprehends the basic idea withheld in the sentences (what he is doign today, what he is not doing today)
- Had some difficulty writing his name today (rancisco)
- His address is a lot more legible now and he is keeping within the lines! However, he still has to work on "Richmond"
Questions and other notes:
- I anm having a hard time thinking of excercises for him to do for math, expecially money related excercises, ideas anyone?
- I've been doing conversations with Raffi using the Palmtop and practicing what he will say when he goes to his job, but I still am not confident that this is possibly the best way to practice Raffi's Palmtop skills, are there any other ways I can work with Raffi with the Palmtop?
- There are times when Raffi is perplexed with a certain activity we are doing (like fill in the blank with the correct sequential number) however what I have realized is it is not that he doesn't understand the excercise, it's because he is NOT listening. This is really frustrating at times but at least he admits he isn't listening. However I think we should focus on him being more respectful and attentive.
- Bank (where Raffi deposited money for me)
- Carwash
- Bowling
- Reading, Writing, Math, Palmtop
Math:
- Had extreme difficulty today counting to 20 (filling the blanks)
- However matching and "read, count, write" excercise were excellent
- DIfficulty too counting by 5's
Language:
- He is really capable of reading what he is going to do today (he missed a few words only),. Not only does he read it but he also comprehends the basic idea withheld in the sentences (what he is doign today, what he is not doing today)
- Had some difficulty writing his name today (rancisco)
- His address is a lot more legible now and he is keeping within the lines! However, he still has to work on "Richmond"
Questions and other notes:
- I anm having a hard time thinking of excercises for him to do for math, expecially money related excercises, ideas anyone?
- I've been doing conversations with Raffi using the Palmtop and practicing what he will say when he goes to his job, but I still am not confident that this is possibly the best way to practice Raffi's Palmtop skills, are there any other ways I can work with Raffi with the Palmtop?
- There are times when Raffi is perplexed with a certain activity we are doing (like fill in the blank with the correct sequential number) however what I have realized is it is not that he doesn't understand the excercise, it's because he is NOT listening. This is really frustrating at times but at least he admits he isn't listening. However I think we should focus on him being more respectful and attentive.
Tuesday, May 12, 2009
May 5 and 12 2009 Notes
Here are some notes I have on Raffi when I was working with him in reading, math and writing:
Math:
We have finished up to number 3 of Numbers and Counting (NC)
He does an excellent job with NC 2 where he can read the word and the number of that said word there are (ex. apples [image of 5 apples]).
Reading:
He can read and understand common words (apple, sun, circle, etc) but I don't think he can fully understand when I write the activity down for him to read (how many, match me, etc)
Also, he had difficulty with reading and comprehending questions related to work (Where are we going? golf course or St. Joes)
Writing:
When writing lines that are new to him or he hasn't memorized, his writing will be very messy and inconsistent. However, as he begins to practice the line (ex. address) more, he does get better.
He is going back to old spelling mistakes that I thought we already solved (Burnswck, Franisco, Rchmnd)
Letters and numbers he has difficulty with: p, 5, 6, e, R, d, o, h
Also there are some questions I have regarding teaching methods and Raffi that I hold can be answered.
1) Does any one have any recommendations on how to do the 1 and 2 of Money in the Education Plan (especially 2)?
2) Also, NC 4?
3) T. Chiqui I just got your e-mail on the goals for the Palmtop, can anyone show me ways I can train Raffi with the Palmtop more with because right now I'm just letting him use it at work.
Math:
We have finished up to number 3 of Numbers and Counting (NC)
He does an excellent job with NC 2 where he can read the word and the number of that said word there are (ex. apples [image of 5 apples]).
Reading:
He can read and understand common words (apple, sun, circle, etc) but I don't think he can fully understand when I write the activity down for him to read (how many, match me, etc)
Also, he had difficulty with reading and comprehending questions related to work (Where are we going? golf course or St. Joes)
Writing:
When writing lines that are new to him or he hasn't memorized, his writing will be very messy and inconsistent. However, as he begins to practice the line (ex. address) more, he does get better.
He is going back to old spelling mistakes that I thought we already solved (Burnswck, Franisco, Rchmnd)
Letters and numbers he has difficulty with: p, 5, 6, e, R, d, o, h
Also there are some questions I have regarding teaching methods and Raffi that I hold can be answered.
1) Does any one have any recommendations on how to do the 1 and 2 of Money in the Education Plan (especially 2)?
2) Also, NC 4?
3) T. Chiqui I just got your e-mail on the goals for the Palmtop, can anyone show me ways I can train Raffi with the Palmtop more with because right now I'm just letting him use it at work.
Thursday, April 16, 2009
hi everybody this is Tita A
It is great to read about the activities each of you have been doing with Raffi. I was wondering...how is the IEP going? is it finished and, if so, are you all using it? The IEP will act as a guide for everybody with regards to the goals of Raffi's program as well as contain the overall strategies for achieving these goals. This way, everybody is "on the same page" and can work with him in a consistent and coordinated manner.
As Regi said in her input (Great Idea) last Dec 1, There is a need for a structured program as embodied in an IEP. She is also right in emphasizing the strategies of Constant Repetition and Memorization. You are actually helping him to "automatize" the knowledge/skill (as against understanding of concepts that are too abstract).
May I also reiterate the points I wrote down on the posters I had on the wall during our meeting for your review and guidance:
1. We need structure in the intervention process (cognitive/independence skills) and coordination among therapists;
2. We need to monitor & measure progress on a regular basis to see if intervention os working as well as as a measure of progress;
3. STEPS TO FOLLOW IN INTERVENTION PROCESS
i) identify instructional goal
ii) determine baseline or present level of functioning w/respect to that goal
iii) breakdown the goal into components
iv) carry out teaching of specific skills
v) monitor progress relative to baseline
It may look overwhelming but these are actually helpful and will make your work more manageable. It is a good way to monitor your work, to check if you are indeed achieving your objective.
I am also writing down the VISION we have for Raffi. Please add on or edit as you fit.
"To see Raffi attain functional skills that will enable him to be as self-sufficient, independent and productive as he can possibly be."
Please do not hesitate to call me if you have want any clarifications or have any questions. My landline is 604.434.7010 and my celphone is 778.989.7011
Cheers!
It is great to read about the activities each of you have been doing with Raffi. I was wondering...how is the IEP going? is it finished and, if so, are you all using it? The IEP will act as a guide for everybody with regards to the goals of Raffi's program as well as contain the overall strategies for achieving these goals. This way, everybody is "on the same page" and can work with him in a consistent and coordinated manner.
As Regi said in her input (Great Idea) last Dec 1, There is a need for a structured program as embodied in an IEP. She is also right in emphasizing the strategies of Constant Repetition and Memorization. You are actually helping him to "automatize" the knowledge/skill (as against understanding of concepts that are too abstract).
May I also reiterate the points I wrote down on the posters I had on the wall during our meeting for your review and guidance:
1. We need structure in the intervention process (cognitive/independence skills) and coordination among therapists;
2. We need to monitor & measure progress on a regular basis to see if intervention os working as well as as a measure of progress;
3. STEPS TO FOLLOW IN INTERVENTION PROCESS
i) identify instructional goal
ii) determine baseline or present level of functioning w/respect to that goal
iii) breakdown the goal into components
iv) carry out teaching of specific skills
v) monitor progress relative to baseline
It may look overwhelming but these are actually helpful and will make your work more manageable. It is a good way to monitor your work, to check if you are indeed achieving your objective.
I am also writing down the VISION we have for Raffi. Please add on or edit as you fit.
"To see Raffi attain functional skills that will enable him to be as self-sufficient, independent and productive as he can possibly be."
Please do not hesitate to call me if you have want any clarifications or have any questions. My landline is 604.434.7010 and my celphone is 778.989.7011
Cheers!
Thursday, April 9, 2009
April 7 2009
Today, Raffi and I had a different kind of day. We played music for a seniors home in Vancouver!
Wednesday, March 11, 2009
Today, at the Golf Job
Wednesday, March 11
Today, Sam and Raffi went to the golf job. Because it was so cold, nobody was out doing the driving range.
Raffi got a 6 iron and had fun hitting the balls into the middle of the driving range!
There's a car in the middle of the driving range and Raffi hit it 3 times!!
After a good job on the driving range, Raffi and Sam got to play on the green for a bit.
Wednesday, February 11, 2009
Weekly schedule: Feb 2009
Rafael's schedule is as follows:
Monday: Adam takes him for cardio exercise and recreation. They also visit his old friends and aquaintaces from McMath Secondary Highschool. Adam has a small chihuahua named Tika who Raf plays with.
In the evening, Raf goes for basketball practice at the West Richmond Community Centre with the DCYBA Raptors team. His coaches are Ron Putz1, who organized this team, and who works with HSBC and Andrea, who is a UBC Thunderbirds basketball player
Tuesday: Mik takes Raf to do volunteer work at St. Joseph the Worker Church. The jobs vary from day to day. They include labelling books, shredding, yardwork, cleaning, carwash, snow shovelling etc. Mik also tutors Raf in printing, reading and math. In the afternoon Raf joins the Let's Play Open Gym at Steveston Community Centre. He plays basketball and indoor hockey.
Wednesday: Sam takes Raf to Dueck on Marine Drive to wash cars. At Dueck he also visits Paolo, who used to be his support staff. Sam and Raf work on printing, reading, math and using his voiceoutput device.
Thursday: Ricky (KK) takes Raf out for bowling, then they visit Grandpa, Auntie Girl and Uncle Achie and have lunch with them..
In the evening Regi tutors Raf in reading, printing,math and practicing his use of the Dynamyte.
Friday is Transitions Day, a Day Program where Raf hangs out with his buddies Rhianna, Kailash, Mark, Kevin and the staff; (Joe, Ray, Tef, Tammy etc.)
Saturday: Mariel and Sam alternate on Saturdays. Raf goes to the Zone Bowling Lanes for Special Olympics Bowling. Then Sam or Mariel take him for lifeskills, recreation and social skills.
In the evening Raf plays the conga along with the choir at St. Joseph the Worker where his family goes to mass,
Sunday: Family Day
Note: Raf is due for an intake interview with the Handicrew, based in Richmond.
Monday: Adam takes him for cardio exercise and recreation. They also visit his old friends and aquaintaces from McMath Secondary Highschool. Adam has a small chihuahua named Tika who Raf plays with.
In the evening, Raf goes for basketball practice at the West Richmond Community Centre with the DCYBA Raptors team. His coaches are Ron Putz1, who organized this team, and who works with HSBC and Andrea, who is a UBC Thunderbirds basketball player
Tuesday: Mik takes Raf to do volunteer work at St. Joseph the Worker Church. The jobs vary from day to day. They include labelling books, shredding, yardwork, cleaning, carwash, snow shovelling etc. Mik also tutors Raf in printing, reading and math. In the afternoon Raf joins the Let's Play Open Gym at Steveston Community Centre. He plays basketball and indoor hockey.
Wednesday: Sam takes Raf to Dueck on Marine Drive to wash cars. At Dueck he also visits Paolo, who used to be his support staff. Sam and Raf work on printing, reading, math and using his voiceoutput device.
Thursday: Ricky (KK) takes Raf out for bowling, then they visit Grandpa, Auntie Girl and Uncle Achie and have lunch with them..
In the evening Regi tutors Raf in reading, printing,math and practicing his use of the Dynamyte.
Friday is Transitions Day, a Day Program where Raf hangs out with his buddies Rhianna, Kailash, Mark, Kevin and the staff; (Joe, Ray, Tef, Tammy etc.)
Saturday: Mariel and Sam alternate on Saturdays. Raf goes to the Zone Bowling Lanes for Special Olympics Bowling. Then Sam or Mariel take him for lifeskills, recreation and social skills.
In the evening Raf plays the conga along with the choir at St. Joseph the Worker where his family goes to mass,
Sunday: Family Day
Note: Raf is due for an intake interview with the Handicrew, based in Richmond.
Tuesday, February 3, 2009
January 27 2009
Today Raffi and Mik shoveled snow at St. Joes, did some math, reading and writing, and Raffi went to Let's Play.
Some notes on today:
Writing:
- If I write the letters further away from each other, raffi can recognize the words more and miss out on less letters
-Words the still need improvement one: labels (lables), Brunswick (Brunswck), Richmond (Ricmond), Francisco (Franisco) and lazy
-Letters and numbers to work on: 5 and 6, b and d, u and a, 2 and z
- Raffi also still finds it dificult to write his address and still goes over the water, although less frequently now
Reading and Comprehension:
- Identification of drawings is excellent (ex. having a drawing of a cat and and a dog and him trying to read what he should look for and idnetify it)
Math:
- When asked to fill the blanks on the numberical sequence of 1-10 he finds not too much difficulty in doing it, AS LONG AS HE IS FOCUSED
- In the end, if Raffi focuses he knows his stuff. So right now I'm just trying to figure out what he doesn't know or what he doesn't try hard enough to remember.
Some notes on today:
Writing:
- If I write the letters further away from each other, raffi can recognize the words more and miss out on less letters
-Words the still need improvement one: labels (lables), Brunswick (Brunswck), Richmond (Ricmond), Francisco (Franisco) and lazy
-Letters and numbers to work on: 5 and 6, b and d, u and a, 2 and z
- Raffi also still finds it dificult to write his address and still goes over the water, although less frequently now
Reading and Comprehension:
- Identification of drawings is excellent (ex. having a drawing of a cat and and a dog and him trying to read what he should look for and idnetify it)
Math:
- When asked to fill the blanks on the numberical sequence of 1-10 he finds not too much difficulty in doing it, AS LONG AS HE IS FOCUSED
- In the end, if Raffi focuses he knows his stuff. So right now I'm just trying to figure out what he doesn't know or what he doesn't try hard enough to remember.
Tuesday, January 20, 2009
January 20 2009
Today Raffi and Mik went to the bank, Let's Play, and St Joes. Raffi raked the branches in St. Joes, Had lunch and played music at Mik's house and played sports at Let's Play.
Some notes on today:
Writing:
- Words he has difficulty with: labels (labls), Brunswick (Brnswck), live (lve), Richmond (Rhmond)
- Letters he has difficulty with: B, 5, 6, d ,n and h
- Can recognize the need to write his name and his penmanship with writing his name is good (My name is ____)
- ALWAYS IN A HURRY TO FINISH SO HE CAN HAVE A BREAK (skipping lines, writing fast, not thinking before writing)
Reading:
- Word he couldn't read or needed help with: oranges, sandwich, these, tuna, clean
Discipline:
- When he was left alone for a couple of minutes while he was finishign his writing excercises he played video games instead
- Nonetheless, he is more responsive and patient now when he is asked to do things
- In fact, he didn't even hit me today. :D
Some notes on today:
Writing:
- Words he has difficulty with: labels (labls), Brunswick (Brnswck), live (lve), Richmond (Rhmond)
- Letters he has difficulty with: B, 5, 6, d ,n and h
- Can recognize the need to write his name and his penmanship with writing his name is good (My name is ____)
- ALWAYS IN A HURRY TO FINISH SO HE CAN HAVE A BREAK (skipping lines, writing fast, not thinking before writing)
Reading:
- Word he couldn't read or needed help with: oranges, sandwich, these, tuna, clean
Discipline:
- When he was left alone for a couple of minutes while he was finishign his writing excercises he played video games instead
- Nonetheless, he is more responsive and patient now when he is asked to do things
- In fact, he didn't even hit me today. :D
January 13 2009
Today Mik and Raffi did some reading and writing, played video games and went to the grocery, went to Let's Play and had fun!
Some notes on today:
Writing:
- Still "goes to the water" ever so slightly
- He also has a really hard time writing his address (Brunswick) and phone number
- Difficulties with 'd,' '6,' and 'B'
- Identifies the need to write in the line now without being reminded
Reading:
- Still really good except for a couple of words (finally)
Discipline:
- Today he was very distracting while driving, he needs to realize that poking, touching and shaking the driver is not safe
- Today he also was not listening when asked to finish his food
- Still continues to shake and grab out of impatience, but it does occur less now
Some notes on today:
Writing:
- Still "goes to the water" ever so slightly
- He also has a really hard time writing his address (Brunswick) and phone number
- Difficulties with 'd,' '6,' and 'B'
- Identifies the need to write in the line now without being reminded
Reading:
- Still really good except for a couple of words (finally)
Discipline:
- Today he was very distracting while driving, he needs to realize that poking, touching and shaking the driver is not safe
- Today he also was not listening when asked to finish his food
- Still continues to shake and grab out of impatience, but it does occur less now
Saturday, January 10, 2009
January 6
Today Mik and Raffi did some reading and writing, played video games and went to the bank and grocery
Some notes on today:
Writing:
- Still continues to forget to add the first 'c' in Francisco
- Unless asked, he forgets to start in the left side of the page (begins in middle of the line) and forgets to write with in the lines.
- Difficulty either reading or writing the letter 'd' for it looks more like a '9' (It might be a writing difficulty because after repeated attempts I saw that the natural motion he takes causes him to make a downward like therefore forming a '9' rather than a 'd.' Try re-teaching him how to write the letter 'd' by first making the o part then finishing the letter up by doing an upward motion to create the line rather than a downward. Better to have a really long 'd' than a '9' ;) )
Math:
- Strongly capable of identifying coins and processing numbers and coin types at the same time ("Give me 4 quarters")
- However when given more than one type of coin in the patterns (2 dimes and a penny) or a complex numerical value that requires him to realize that he needs two types of coins ("Give me 15c or $1.oo in quarters") he still finds it difficult.
Reading:
- Reading has really improved with him since I first worked with him. He can read faster and also can read words that have more than 5 letters easier.
Social:
- Today there was minimal if there was any at all hitting.
- He is more patient with things now.
- Loves to shake my hand to get my attention, especially when I'm writing.
- From what I'm understanding still tries to 'match-make' me with people.
Some notes on today:
Writing:
- Still continues to forget to add the first 'c' in Francisco
- Unless asked, he forgets to start in the left side of the page (begins in middle of the line) and forgets to write with in the lines.
- Difficulty either reading or writing the letter 'd' for it looks more like a '9' (It might be a writing difficulty because after repeated attempts I saw that the natural motion he takes causes him to make a downward like therefore forming a '9' rather than a 'd.' Try re-teaching him how to write the letter 'd' by first making the o part then finishing the letter up by doing an upward motion to create the line rather than a downward. Better to have a really long 'd' than a '9' ;) )
Math:
- Strongly capable of identifying coins and processing numbers and coin types at the same time ("Give me 4 quarters")
- However when given more than one type of coin in the patterns (2 dimes and a penny) or a complex numerical value that requires him to realize that he needs two types of coins ("Give me 15c or $1.oo in quarters") he still finds it difficult.
Reading:
- Reading has really improved with him since I first worked with him. He can read faster and also can read words that have more than 5 letters easier.
Social:
- Today there was minimal if there was any at all hitting.
- He is more patient with things now.
- Loves to shake my hand to get my attention, especially when I'm writing.
- From what I'm understanding still tries to 'match-make' me with people.
A Rainy Day
Saturday, January 10
Today, Raf and Sam took the C93 bus to Riverport to go bowling. The bus ride cost $1.75. Raffi played one arcade racing game, then Sam and Raf bowled. Raf scored a 83 and Sam scored a 100. Next week, Raf will go bowling again with the Richmond Special Olympics.
On the way home, they took the 403 to Richmond centre. Eric was on the bus. Raf knows him from Monday night basketball and eric also plays in the Special Olympics Bowling League on Saturday mornings. Raf will see him next week.
At Richmond Centre, Sam and Raf had their lunch and Sam got them some dessert from the Chinese bakery. They made quick stops at the pet store and the Sony Store.
Then, Raf and Sam took the 407 to Steveston. They went to Blenz and worked on their notebook to work on this blog and to practice writing.
Later, they are going to play pool!
Today, Raf and Sam took the C93 bus to Riverport to go bowling. The bus ride cost $1.75. Raffi played one arcade racing game, then Sam and Raf bowled. Raf scored a 83 and Sam scored a 100. Next week, Raf will go bowling again with the Richmond Special Olympics.
On the way home, they took the 403 to Richmond centre. Eric was on the bus. Raf knows him from Monday night basketball and eric also plays in the Special Olympics Bowling League on Saturday mornings. Raf will see him next week.
At Richmond Centre, Sam and Raf had their lunch and Sam got them some dessert from the Chinese bakery. They made quick stops at the pet store and the Sony Store.
Then, Raf and Sam took the 407 to Steveston. They went to Blenz and worked on their notebook to work on this blog and to practice writing.
Later, they are going to play pool!
Thursday, January 8, 2009
Raffy with KABA
Saturday, January 2, 2009
Sam and Raf have a jam-packed day! First, they went to the library to practice printing and reading magazines. Then, they had lunch and played pool in the games room of the Steveston Community Centre. After, they went to the gym for a quick work-out.
cool!
Then, Sam and Raf drove to the KABABAYAN UBC winter retreat near Seafair. There were a lot of pretty girls! Raf's favorite was rea-mae. It's too bad that Mariel wasn't there.They played pool and darts, had some more food, and hung out with the kaba execs. It was a fun day!
Monday, January 5, 2009
Program Suggestions
Hey team,
I'm posting this on behalf of Tita A. Happy New Year!
Recommendations:
I'm posting this on behalf of Tita A. Happy New Year!
Recommendations:
- It is good for Raffi to continue the program he is following now. He is getting adequate social/recreational exposure, daily living skills as well as life skills/vocational training (e.g. job at carwash). He also attends reading and math lessons every Saturday.
- It is highly recommended, however, that instead of continuing to focus on developing basic academic skills, Raffi's tutors could make the shift towards developing functional skills in reading, writing and number concepts.
- Instead of reading primary books, Raffi could be trained to sight read important words in his life correctly and consistently. For instance, he could read his name, the neames of his parents and siblings, his address as well as "survival" words important in his daily functionaing (including warning signs). Functional reading skills also includes being able to read simple manuals and simple written instructions and carry them out. His therapists could initially make these manuals and written materials themselves as teaching materiales.
- Raffi could be trained to write his name, the names of his parents and siblings, his address along with other important words in his daily life. He also needs to be given a lot of practice in terms of writing legibly. This would include giving him activities that will address fine motor coordination such as tracing and copying tasks, coloring within boundaries, manipulating and forming with clay as well as picking up small objects that would require him to use his pincer grasp and so on. Although these activities may look like they are for very young children, care must be taken to make present these activities to Raffi in a more age appropriate manner. Raffi is quite sensitive and self conscious, typical of an adolescent.
- Raffi's command of number-quanitity relationships also needs to be further established. Focus could be placed on improving ability to manipulate money concepts specifically the cents (e.g. 1,5,10,25 cents), $1, $2, and $20. Math concepts of addition and subtraction could be taught under the practical context of computing money under different situations (etc. purchasing at a store, paying on a bus). Raffi could be taught to use a calculator
- It is important that the training of these functional skills be done in a practical, on-the-job setting using concrete and familiar objects under structured, repetitive and routine situations. Rote memorization, repetition and practice as strategies of training could be employed, rather than deep processing, when teaching these skills.
- Visual aids/prompts that show the sequence of steps of an activity Raffi is learning to do are one teaching strategy that could be used by his teachers. Raffi could be taught to deal with simple problem solving situations through self-instruction. "self-instruction consisted of statements that represent a verbalization of various aspects of the problem and its soluation." For instance, when faced with an unplugged light fixture, the self instructions involve the following: a) stating the problem ("light out"), b) stating the generic response ("gotta fix it"), c) stating the specific response ("plug in"), d) reporting the response ("fixed it") and self-reinforcing ("good"). (Mental Retardation: Nature, Cause & Management by Baroff and Olley).
- Raffi's parents/teachers could also teach him "habits of employablity" or develop work-appropriate behaviour or values. These habits include: a) regular attendance, b) punctuality, c) getting along with co-workers and supervisors, d) accepting directions and correction, e) maintaining an adequate work rate, and f) showing concern for the quality of his work (Mental retardation: Nature Cause & Mangament by Baroff and Olley.) Raffi could be helped to develop these habits at the level he is capable of. Such values could be incorporated in all of his sessions by his various therapists.
- It is important that meal preparation and simple cooking as well as taking the bus (for short and frequently taken routes) continue to be part of Raffi's goals in developing life skills.
- Raffi could also be helped to expand his fund of vocabulary words. Again the vocabulary words could be made up of names of objects he sees in his environment, action words and names of places familiar to him. One way this could be done is to show him pictures and asking him to name them. If speech articulation is a porblem he could be encouraged to use gestures and demonstractions to "name" them.
- Raffi could also be taught to define words more effectively using the following strategies: defining by means of physical characteristics (e.g. a bicycle has two wheels and a pedal); function (e.g. a bicycle is used to ride on); and category (e.g. a bicycle is one mode of transportation).
- Asking Raffi to generate differences and similarities between objects could develop concept formation ablity. FOr instance, discussions at the dinner table on how car-boat-airplane differ (e.g. car travel on land while boat on water) could be conducted, followed by ways in which they are alike (e.g. all modes of transportation). He could also be asked to group pictured objects into categories and indicate his reasons for doing so.
- Encouraging him to be curious about objects around him, how they work, where they come from, and so on could improve Raffi's store of general information. For example, dinner conversations could comprise of conversations designed to help increase his awareness of his environment and understanding of why things are done in certain ways (eg. why cars have seatbelts, why policemen have to wear uniforms, wh fatty foods are not healthy.)
Maria Corazon Fernandez, M.A., M.Ed.
Psychologist
Thursday, January 1, 2009
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