D A T A - D R I V E ND E C I S I O N - M A K I N G

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A D A P T E D F R O M P R E T T I - F R O N T C Z A K , K . , & W I N C H E L L , B . ( 2 0 1 4 ) . M A N U A L F O R A S S E S S I N G P A T T E R N S I N E A R L Y C H I L D H O O D D E V E L O P M E N T .

B R O O K L Y N N Y : B 2 K S O L U T I O N S , L T D .

A N A L Y Z I N GP A T T E R N S

A N A L Y Z I N G P A G E 0 2

P A T T E R N S O F S T R E N G T H

Patterns of strengths represent consistentindicators that the child’s development, relativeto a specific skill, behavior, or domain, is "ontarget", and concerns and/or more intensiveinterventions are not warranted. All children and families have patterns ofstrength. All too often, however, when identifyingpatterns, teams look for problems or deviationsfrom what is expected vs. strengths. Identifying patterns of strengths on the otherhand, can help determine how to best to supportfamilies and children. A child's strengths should be identified byconsidering the their age, developmentalreadiness, cultural expectations, and response toinitial learning opportunities.

Examples of strengths include: • Level of independence (defined differently foreach child) and ability to work on their own tocomplete tasks, to get needs met, and toparticipate in daily routines and activities.• Degree of flexibility in terms of starting andstopping actions, what they play with, what theyeat, who they interact with, and times when theyare redirected.• Degree of adaptability to situations and/orcircumstances. In other words, the child canadapt to increasing challenges or demands,changes in the environment, and differences inexpectations.• Ability to demonstrate selected, desired, andgenerative skills. For example, when the child isable to demonstrate competence on earlylearning standards and/or perform skills acrosstime based upon the context and differences inmaterials.

Patterns of strength demonstrate what a child knows and can do.Strengths provide a clear signal about where to build from and how

best to support a child and their family. Being aware of our ownstrengths and the strengths of those we interact with and serve, is a

sign of emotional intelligence.

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A N A L Y Z I N G P A G E 0 3

P A T T E R N S O F U N E X P E C T E DP E R F O R M A N C E

Development and learning during the early yearstends to follow predictable sequences:developmental and pedagogical. A developmental sequence is a generally agreed-on order in which children acquire skills. Thinkfist, second, third...earlier milestones to latermilestones. A patterns of unexpected performance is when achild is not able to perform skills that shouldhave emerged earlier in development. Forexample, the child is four years old and isbeginning to use objects in functional ways. A pedagogical sequence takes into account howskills can emerge concurrently and are comprisedof many pieces, some of which are simpler andeasier, and others that are complex and harder.

A pattern of unexpected performance is if a childis able to perform some of the skills in a sequence(e.g., some aspects of participating in groupactivities), but struggles with a component. Orthe child struggle with easier prerequisite skills. Children who are sequential language learnersmay exhibit a pattern of unexpected performance.For example, they may appear to have moreadvanced language because they have memorizedkey phrases, while at the same time, appear tohave a delay because of the number of words theyuse. Children with disabilities may also demonstratepatterns of unexpected performance (i.e., splinterskills). For example, a child may be able toperform skills expected of their age in somedevelopmental areas (or may even be advanced incertain areas), but due to their disability, theymay be missing foundational or earlier skills inother areas.

Patterns of unexpected performance represent instances in which achild is missing a skill that should have emerged earlier in

development or demonstrates some easier or prerequisite skills andsome harder and more complex skills that should be developing

concurrently (at the same rate and degree of difficulty)

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A N A L Y Z I N G P A G E 0 4

P A T T E R N S O F Q U A L I T Y

Children are often able to demonstrate a conceptor skill in a way that, while allowing the child toaccomplish a desired task, is done in such a waythat it may hinder understanding by others, theaccuracy of the performance, and/or may get inthe way of completing the task in a normalamount of time. Patterns around quality often emerge when youfind yourself saying or using the word “too.” Forexample, when a child moves too quickly, or tooslowly, it grabs our attention. When a child is too friendly, or too withdrawn,we tend to make note and then describe thequality of their performance.

Sometimes quality can be thought of as how muchintensity accompanies a child’s behavior...toomuch or too little force/effort. Patterns around quality can also include concernswith intelligibility of expressive language. Patterns of quality don’t automatically suggest aconcern; rather, teams need to consider whetheror not they are interfering with interactions,physical health, and/or learning future conceptsand skills.

Patterns of lack of quality represent instances where the childdemonstrates a concept or skill in a unique way.

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A N A L Y Z I N G P A G E 0 5

P A T T E R N S O F A S S I S T A N C E

Assistance alone does not warrant concernbecause assistance might be expected based onwhat is known about developmental expectations. Furthermore, assistance is not merely presentinga prompt, cue, or reminder. Assistance here refers to an adult or peer havingto complete part or most of the common outcomefor the child.While some level of assistance is commonlyrequired for all children who are learning a newskill, the amount for assistance should decreaseover time.

When children need assistance beyond whatwould be expected of a novice learner, beyondthe child's age/present level ofability/developmental readiness, beyond culturaldifferences, and/or beyond a lack of priorexposure, assistance can emerge as a concern. For example, a child who is four years old needsreminders of how to follow a familiar socialroutine, or a child who is five years old, needshelp from adults to manipulate objects.

Patterns of assistance represent instances in which objects from theenvironment and/or people have to complete part or all of the

task/response for the child.

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A N A L Y Z I N G P A G E 0 6

P A T T E R N S O F I N T E R F E R I N GB E H A V I O R

Not all interfering behaviors are aggressive orpurposeful; however many times they are (e.g.,hitting, biting, throwing).  At times, behaviors can interfere given that thechild is unable to maintain or establish attention,walks away from interactions or tasks, or evenoutright refuses to participate. By identifying patterns of interfering behaviors,teams can focus on supports and strategies thatwill help the child demonstrate moreconstructive responses such as being helpful,playing with friends, sharing, taking theperspective of others, and being adaptable tochanging events.

Examples of interfering behaviors may include:• Aggression (biting, kicking, screaming, hitting)•Destruction (throwing, slamming, ripping)• Repetition• Distraction (skin-picking, others, sounds)• Self-Injurious (head banging, self-biting)• Arguing (outbursts, yelling)• Refusal/Protest (pushing materials away)• Ignoring• Withdrawal• Disengagement, complacency•Lack of responsiveness and initiation

Patterns of interfering behavior represent instances when stressorscause a child to struggle with co-regulation, self-regulation and

often results in the demonstration of non-desired responses (e.g.,fight, flight, freeze, faint).

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A N A L Y Z I N G P A G E 0 7

P A T T E R N S O F T I M ET O W A R D T A S K

Children should be able to take action within areasonable amount of time that is defined asinsignificant or represents a minimal or typicaldelay in the child’s response. As teachers and teams look at assessmentsummaries, they may find that a child has no timelag and often engages in impulsive actions orrushes to demonstrate/initiate therequired/desired task with no or little timebetween directive or request and the child’saction. This is a child who may also have difficulty withdelaying gratification and/or in developing andexecuting a plan with logical steps. This is also a child who may have few inhibitionsand struggles with stopping, feeling, and thinkingbefore taking an action.

Another example of a pattern related to the timetoward task is when there is a significant delayfrom the time a directive is given or initiation isdetermined until the child takes action. This is a child who may need constant andfrequent reminders and encouragement. This also might include a child who has difficultyin self-regulating and recovering from highemotional states to more neutral emotionalstates.

Patterns of time toward task are instances where the amount oftime that passes from the directive or request to perform specific

tasks, skills, or behaviors to the time the childdemonstrates/initiates the required/desired tasks, skills, or

behaviors is too long or too short.

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