Adaptations Used with the PS DRDP-R for Children with IEPs and DRDP access
Environmental and/or behavioral adaptations may be necessary to support a child’s participation in activities and interactions in the classroom. The IEP team is responsible for identifying the appropriate adaptations for the child.

Seven adaptations for children with disabilities have been identified for use with the PS DRDP-R for Children with IEPs and DRDP access. The IEP Team should consider which of these adaptations would be helpful for the child in the program setting. These should be recorded on the IEP so that they will be in place when the child is observed for the assessment.

AUGMENTATIVE OR ALTERNATIVE COMMUNICATION SYSTEM
Another system of communication may be used when the child cannot use spoken language. Examples include: sign language, picture cards, and electronic communication devices. It is important to use these systems as part of the observation and not just to elicit responses. Assessors should observe the child using language in a natural context rather than contriving an adult-directed situation. The child’s home language, if other than English, is also acceptable.

VISUAL SUPPORT
A child who does not see well, might need visual supports in the environment. Any type of visual support is acceptable, including: adjustments in contrast, adjustments in lighting, distance from objects, increased size of materials, and verbal description of events.

ASSISTIVE EQUIPMENT OR DEVICE
Any type of adaptive equipment or assistive device that the child needs for mobility, positioning or manipulating objects is acceptable, including: walkers, splints, special utensils, and switches.

FUNCTIONAL POSITIONING
Functional positioning is important so that the child has the stability needed to control his movements as much as possible. Positioning should enhance the child’s participation in typical routines and activities.

SENSORY SUPPORT
Sensory support may be needed for some children to allow them to focus attention and learn in their typical environments. Sensory support may include: reducing background noise, adjusting tactile stimulation, and adjusting visual stimulation.

ALTERNATIVE RESPONSE MODE
Some children demonstrate skills in a manner that looks different from their typical peers. For example, a child with autism may look out of the corner of his eye instead of establishing direct eye contact, or a child with a physical impairment may demonstrate atypical movement patterns. The form of a child’s response may differ from that of his peers and still may be considered to demonstrate mastery of a skill.

Socio-dramatic Play

Not yet at first level

Level 1

Exploring

Descriptor:

Shows recognition of self as individual, recognizing own name and names of familiar people

Examples:

• Communicates own name to someone else, “I am Margo.”
• Gestures with excitement when own name is used in gesture song.
• Points to peer and communicates his name, “That is Jackie.”
• Refers to adult by name or special gesture.
• Refers to things as “mine” or “Daddy’s.”

Level 2

Developing

Descriptor:

Describes self or others in terms of basic physical characteristics

Examples:

• “My hair is red!”
• “I’m big!”
• Says, “I am four,” or shows four fingers to indicate age.
• “Tami has long hair.”

Level 3

Building

Descriptor:

Describes self and others in terms of preferences

Examples:

• “I like red hair.”
• “David likes crackers.”
• “I like to jump rope.”
• “I like the play dough. It is nice and warm.”

Level 4

Integrating

Descriptor:

Accurately compares self to others

Examples:

• “My hair is red, but she has brown hair.”
• “I like to eat peanut butter. My mommy likes cheese.”
• Noticing a friend’s shoes, says, “We both have sandals on today!”
• “My daddy took us to the beach. I got in the water, but my sister didn’t.”

Not yet at first level

Level 1

Exploring

Descriptor:

Shows interest and/or pleasure when someone reacts to something he or she has done

Examples:

• When an adult tells the child she completed a really tall block tower, the child smiles with joy.
• Joins the adult in clapping with pleasure after completing a challenging task.
• When an adult comments about the child’s work on a puzzle, child smiles and continues to work.

Level 2

Developing

Descriptor:

Characterizes self positively in terms of specific activity that he or she is doing or has just finished

Examples:

• “I'm making a really big tower.”
• “Look what I made!”
• “I cleaned up with the sponge!”
• Says “We DID it!” after finishing a puzzle with a friend.
• Points or gestures with delight at a completed class mural.

Level 3

Building

Descriptor:

Characterizes positively own skills involved in doing a task

Examples:

• “I can kick the ball hard.”
• After helping with cleaning, says, “We are good helpers.”
• Shows another child some ways he knows to make a block tower more stable.
• After doing a puzzle with other children, says, “First we look for the corner pieces—that’s how we do it!”
• Shows or describes efforts at writing a letter or own name.

Level 4

Integrating

Descriptor:

Characterizes self positively in terms of generalized ability or skills

Examples:

• Demonstrates to another child how to kick a soccer ball.
• “I am really good at building things.”
• “I can help other kids on the computer.”
• “I am good at drawing.”

Not yet at first level

Level 1

Exploring

Descriptor:

Shows awareness when others are unhappy or upset

Examples:

• Watches to see if adult will come to help a child who is upset.
• Moves next to or away from child who is showing distress.
• Stops own play and looks at the child who is crying.
• Watches to see if adult will come to help a child who is upset.
• Moves next to or away from child who is showing distress.
• Stops own play and looks at the child who is crying.

Level 2

Developing

Descriptor:

Offers simple assistance when he or she thinks it is needed—even if not really needed

Examples:

• Pats or hugs a child who is upset.
• Points out a child who needs assistance to an adult.
• Offers own special toy or comfort object to child who is showing distress.

Level 3

Building

Descriptor:

Accurately labels own and others’ feelings

Examples:

• Draws picture representing child who is upset and makes a sad face herself.
• “Maria is smiling—she is happy today.”
• Points out picture in a book of someone who looks mad.
• “Fabio is scared of thunder.”

Level 4

Integrating

Descriptor:

Uses words or actions to demonstrate concern for what others are feeling

Examples:

• Asks child, “Why are you crying?” When told he misses his mommy, says, “Don’t worry, your mommy will come back soon.”
• Puts arm around a child who is standing alone and says, “I’ll be your friend. Want to play with me?”
• Goes to a child whose tower fell down and says, “I’ll help you build it again.”

Not yet at first level

Level 1

Exploring

Descriptor:

Seeks interaction with familiar adult for ompany, help, or comfort

Examples:

• Says to an adult, “I need help.”
• Repeats an action that a familiar adult found funny at an earlier time.
• Asks the adult sitting next to her to tie her shoes.
• Asks the adult to get something he or she cannot reach.

Level 2

Developing

Descriptor:

Attempts to establish a relationship with an adult by cooperating and interacting

Examples:

• Says to an adult, “I cleaned up the blocks like you asked.”
• Seeks out familiar adult to play a game with them.
• Asks an adult to help with something she may be able to do by herself.
• Often works and plays on own, but spends some time every day checking in with or cuddling with familiar adult.

Level 3

Building

Descriptor:

Seeks to share experience or get information from adult

Examples:

• Says to an adult, “Guess what I saw yesterday?”
• Goes to an adult with a question that she cannot answer independently.
• Asks an adult why other child is not going outside.
• Talks to an adult about things that interest him or her.

Level 4

Integrating

Descriptor:

Works cooperatively with an adult to plan and organize activities and to solve problems

Examples:

• Says to an adult, “I can help you setnthe table for snack.”
• Cooperates with an adult to find a way to bring water to the sandbox.
• Interacts with an adult to solve a problem he’s having with a puzzle.
• Plans an art activity with an adult.

Not yet at first level

Level 1

Exploring

Descriptor:

Interacts with nother child side-by-side as they play with similar materials

Examples:

• Plays with blocks next to Jose, who is also playing with the blocks.
• Hands another child a toy that he or she is looking for
• Hands a bucket to a child sitting next to him or her in and box.

Level 2

Developing

Descriptor:

Names another child as a friend or seeks out a particular child with whom to play

Examples:

• Says, “Jose is my friend.”
• Stands next to the same child for group walks.
• Frequently chooses to sit with a particular child at lunch.

Level 3

Building

Descriptor:

Engages in social games and pretend play with a particular child

Examples:

• Builds pretend city with Jose using blocks.
• Spends free playtime with particular child or children, pretending to be members of a family.
• “I like baking with Donna.”

Level 4

Integrating

Descriptor:

Prefers to play with a particular child who also expresses preference for him or her

Examples:

• Asks Jose, “Do you want to play with blocks or puppets?” and plays the activity Jose chooses.
• Has at least one close friend, with whom he or she shares a variety of games and activities.
• “Emma and I like to play together.”

Not yet at first level

Level 1

Exploring

Descriptor:

Interacts with other children side-by-side as they play with similar materials

Examples:

• Plays blocks side-by-side with other children.
• Hands another child a toy that he or she is looking for.
• Hands a bucket to a child sitting next to him or her in the sandbox.

Level 2

Developing

Descriptor:

Engages with another child or children in play involving a common idea or purpose

Examples:

• Plays with blocks with another child.
• Plays in sand to build a castle with several other children.
• Joins another child to help look for a lost toy.

Level 3

Building

Descriptor:

Shows preference for particular playmates, but plays cooperatively with a variety of children

Examples:

• Plays in blocks area with whomever happens to be there, then moves on to play with particular playmates on the climbing structure.
• Gets along easily with various playmates in different parts of the room or playground.
• Participates in short pretend play with several peers, but mostly interacts with one of them.

Level 4

Integrating

Descriptor:

Leads or participates in planning cooperative play with other children

Examples:

• Succcessfully organizes playmates tobuild a city out of blocks.
• Participates in pretend play with peers, following the agreed-upon roles.
• Successfully helps to negotiate where and how a small group of children can play.
• “We can make one big spaceship with the LEGOS. Want to try?”

Not yet at first level

Level 1

Exploring

Descriptor:

Asserts self using facial expression, words, or ctions in conflict situations, but needs an adult to suggest resolutions

Examples:

• Expresses that she wants another child’s trike and needs adult redirection so she does not try to take it.
• When another child tries to take a toy, pulls the toy back or protests, needing adult to suggest a solution.
• Needs adult to offer a way to join in other hildren’s play without disturbing their game.

Level 2

Developing

Descriptor:

Starts to use appropriate words and actions to express own desires and, when needed, seeks adult help to resolve a conflict

Examples:

• Seeks out adult and indicates that another child won’t give her a turn on the trike.
• Says or indicates to another child, “You are on my rug.”
• When child wants to play with trucks and all the trucks are being played with, goes to an adult and indicates that she needs a truck.

Level 3

Building

Descriptor:

Expresses own needs and desires about a conflict and suggests simple solutions based mainly on own needs

Examples:

• “I need a turn on the trike. Let me use it.”
• “I want to play on the computer. When will it be my turn?”
• When he wants to play a game for four children and all the spots are taken, signals or asks another child if he can take his place.

Level 4

Integrating

Descriptor:

Considers the needs or interests of another child when there is a conflict and accepts or suggests some mutually acceptable solutions

Examples:

• “OK. I can use the trike for five minutes, then you can use it for five minutes.”
• Brings an egg timer over to a group waiting for turns on the computer.
• When children are crowding and pushing at the water table, the teacher says, “What’s happening here?” Someone says, “It’s too crowded.” Child says, “Okay, I will leave” and leaves.

Not yet at first level

Level 1

Exploring

Descriptor:

Shows awareness of physical differences in others

Examples:

• Shows interest by touching the hair of a child whose hair color or texture is different from his or her own.
• Shows curiosity about a new child whose physical features are different from his or her own.
• Shows interest when another child speaks another language.

Level 2

Developing

Descriptor:

Identifies physical differences and similarities between self and others

Examples:

• “I have a long ponytail, and she has a short one.”
• “Sonya and I both have brown eyes.”
• “I’m a girl, and Tony’s a boy.”
• “You are big, and I am little.”

Level 3

Building

Descriptor:

Expresses awareness of differences and similarities between self and others, such as language, culture, or special needs

Examples:

• “Juana speaks Spanish. I speak English.”
• Tries to imitate sounds of language unfamiliar to him or her.
• Shows interest in another child’s food or eating habits that are different for his or her own.
• “Why can’t Johnny eat peanut butter?”

Level 4

Integrating

Descriptor:

Demonstrates an understanding of inclusion or fairness through actions or words

Examples:

• Uses gestures and actions, such as pointing or waving, to include children who speak another language in a play activity.
• Gets out a puzzle that has large knobs on it for a younger child or child with a special need.
• Moves toys out of the way to make a clear path for a child in a wheelchair.
• Explains what a teacher said to a child who did not understand.

Not yet at first level

Level 1

Exploring

Descriptor:

Accepts active adult guidance and support to stop self from acting impulsively on desires or needs

Examples:

• When adult says she has to wait to use the easel, may show frustration but accepts an alternative activity.
• When it is time to move from one activity to another, often needs direct adult guidance to do so.
• Needs adult to offer a way to join in other children’s play without disturbing their game.

Level 2

Developing

Descriptor:

Sometimes follows simple social rules and routines to refrain from acting impulsively but often needs adult guidance and support

Examples:

• Goes to the lunch table when adult says it’s lunchtime, but needs to be reminded to wait for the food to be passed to him.
• Waits impatiently for toy, but does not grab it from other child.
• When adult says he or she cannot go outside to play now, child becomes upset but does not cry or act out.

Level 3

Building

Descriptor:

Tries to refrain from acting impulsively by using simple strategies such as distracting self, verbal reminders to self, or asking for adult help

Examples:

• Goes to adult for help when feeling frustrated about a child who will not give up the computer.
• When another child has the toy she wants, offers a different toy in exchange, or says, “OK, I will wait until you are done.”
• Asks an adult to read a book, then looks at the book while waiting for adult to come.

Level 4

Integrating

Descriptor:

Consistently uses a variety of socially acceptable strategies to stop self from acting impulsively

Examples:

• When unable to use the computer, finds another activity of interest until computer is available.
• When other children want to play with a set of markers she wants, offers a strategy such as, “Hey guys, we can each use one of the markers. I choose this one.”
• “I told Aurelio he can use the scooter in five minutes!”
• When the playhouse is full, says to an adult, “Can you call me when I can play in the playhouse?” then goes to the water table.

Not yet at first level

Level 1

Exploring

Descriptor:

Needs adult prompting or support to wait for turn

Examples:

• When all the easels are being used, follows an adult’s request to work at the art table until an easel is available.
• Goes with several other children to wash his hands and waits his turn when asked to by an adult.
• When another child tries to take a toy, he pulls the toy back or protests, needing an adult to suggest a solution.

Level 2

Developing

Descriptor:

Uses adult-structured turntaking procedures, including rules and cues

Examples:

• Accepts that her turn on the easel is over when she finishes one picture.
• Takes ticket or puts name card in a pouch or on a list.
• Accepts a timer or hourglass to determine start and end of a turn.

Level 3

Building

Descriptor:

Demonstrates knowledge of turn-taking rules and procedures and abides by them most of the time

Examples:

• “We each get a turn to paint.”
• Accepts the rule when another child says, “The rule is each kid gets five minutes.”
• “No cutting in line.”

Level 4

Integrating

Descriptor:

Routinely proposes turn-taking as a solution to conflicts over materials and equipment

Examples:

• “He paints first, then me, then you.”
• When several children want to play with the basketball, says, “Let’s take turns.”
• Reminds other child to take a ticket and wait for his turn on the trike. “Justin can wash his hands first.”

Not yet at first level

Level 1

Exploring

Descriptor:

Tries to keep control over space and materials he or she is using

Examples:

• Keeps all the crayons near her even if only using one or two colors.
• Keeps the favorite cookie cutter to use with the play dough, even if he is not using it at the time.
• When playing at the sand table, tries to keep all the cups.
• Thinks the red cape is his and gets upset when he sees somebody else wearing it.

Level 2

Developing

Descriptor:

Maintains control of materials or space that he or she cares about, but allows others to use the rest

Examples:

• Lets another child use some crayons, but moves the colors he wants close by.
• Lets another child take a book from a pile next to her, but holds onto a few that she particularly likes.
• Has a conflict with another child over dolls in the house area, but complies when an adult asks that each of them pick one doll to play with.

Level 3

Building

Descriptor:

With adult prompting, shares with another child material or space he or she is using or wants to use

Examples:

• Hands a triangle to another child when asked to do so by the teacher.
• When asked to move so another child can have room, does so.
• When adult asks who will share the play dough, offers to share.
• Shares the bike when a teacher tells him that another child is waiting for a turn on the bike.

Level 4

Integrating

Descriptor:

Without adult prompting, invites others to share materials or space he or she is using

Examples:

• While coloring with crayons, offers a crayon to another child.
• Asks another child to look at pictures in a book with him.
• When another child comes to the dramatic play area, asks, “Do you want to be the mommy?” or says, “You can sit here.”
• Splits his play dough into three even parts to share with others.
• Invites another child to play with the dinosaurs, acting out what the dinosaurs are doing.

Not yet at first level

Level 1

Exploring

Descriptor:

Understands the meaning of simple words, phrases, stories, and songs

Examples:

• Asks simple questions or makes simple comments after hearing a story.
• Produces words and phrases that are part of familiar stories and songs.
• Responds to simple questions or requests by an adult that are about objects, people, and actions in the immediate environment. For example:
  • “Nap time! Could you pass out the blankets, please?”
  • “Do you have a dog?”
  • “What is that?”
  • “Where is Chuy?”

Level 2

Developing

Descriptor:

Understands more complex words and phrases* in conversations, stories, and learning activities

* Includes words that tell location, color, body parts, noun and adjective combinations, and basic grammatical units

Examples:

• Responds appropriately to statements, questions, or requests that include more complex words and phrases, such as:
  • “Please go and sit next to Juana.”
  • “Please get a blue car.”
  • “Raise your arms up high.”
  • ”Where are the big paint brushes?”
• Responds appropriately to adult statements that include basic grammatical units, such as plurals, pronouns, contractions (he’d; we’ll), possessives (Helen’s), past and future verb tense (moved; will move).

Level 3

Building

Descriptor:

Understands language that refers to imaginary, past, or future events

Examples:

• During a classroom activity about what grown-ups do, communicates ideas about what he or she might want to do as an adult, such as driving, working, etc.
• When an adult is reading “The Very Hungry Caterpillar” and asks what might happen next in the story, says,“The caterpillar will eat more.”
• Understands that a field trip planned for next week is going to happen in the future.
• Responds to requests to describe events that happened in the recent past, such as, “Tell Mary about the trip we had to the zoo last week.”

Level 4

Integrating

Descriptor:

Understands language that describes how and why things happen

Examples:

• Responds to open-ended questions requiring elaboration or explanation, such as:
• “Why did Tiny Tim get sick?”
• “Do you think it was OK for Goldilocks to go in the three bears’ house like that? Why?”
• “How do plants grow out of seeds?”
• “How do firefighters help people when there is a fire?”
• “What would happen if...?”
• Follows and participates in discussions about situations she never experienced directly, such as how caterpillars become butterflies.

Not yet at first level

Level 1

Exploring

Descriptor:

Understands one- and twostep instructions and requests about familiar routines

Examples:

• Understands when adult says:
• “Let’s put the paints away. It’s clean-up time.”
• “Please give Juan the crayon.”
• ”Please take off your jacket and put it in your cubby.”
• ”Let’s try it! Clap your hands and stomp your feet.”
• “Please clean up the block area and sit on the rug.”

Level 2

Developing

Descriptor:

Understands one- and two-step instructions and requests about unfamiliar routines or unrelated events

Examples:

Understands when adult says:

• “Put the cards away and then bring me your leaf picture, please.”
• “Please give the truck to Eli and then go get a book with dogs in it.”
• Follows simple instructions when learning a new game, such as:
• ”In this game, you tag one of the children in the circle and then run around the circle.”

Level 3

Building

Descriptor:

Understands three-step instructions and requests that are part of a familiar routine

Examples:

• Understands when adult says:
• “Please go ahead and finish your painting, then wash your brush and hang up your picture.”
• “Push your chair in and put away your book, and then please go wash your hands.”
• “If you want to play trains with Ceila, go get a train and ask her if you can put it on the track with hers.”

Level 4

Integrating

Descriptor:

Understands three-step instructions and requests that are about a new or unfamiliar situation

Examples:

• Understands when adult says:
• “Fold your paper like this, open it up, and paint just in the middle part.”
• “Please put some more chairs on the rug and make a chair circle, then put your book on one of the chairs.”
• “You may go outside to play, but please find Jess first and give him this box.”

Not yet at first level

Level 1

Exploring

Descriptor:

Produces phrases and simple sentences that communicate basic ideas and needs

Examples:

• Produces simple, understandable phrases and sentences, such as:
• ”I want mommy.”
• ”For you.”
• “More crayons.”
• “I like dogs.”
• “Lila is sick.”
• “Climb over.”

Level 2

Developing

Descriptor:

Uses three- to five-word sentences that contain nouns, verbs, and recently learned vocabulary

Examples:

• Sentences at this level include ones that use:
• Negative forms—“She won’t go,“ or “This isn’t a butterfly.”
• Linked nouns and adjectives—“I see a brown ball,” or “This is my green hat.”
• Past tense (walked, went) and future tense (will walk) verbs.
• Possessive pronouns (your, his) and articles (a, an, the).
• Uses newly learned vocabulary in sentences and phrases—“That’s an engine,” or “He’s important.”

Level 3

Building

Descriptor:

Uses words that are relatively precise and makes longer sentences by connecting shorter sentences

Examples:

• Produces longer, more complex sentences, such as:
• “I went outside with obby, but he left.”
• Are those Lu’s crayons, or can I use them?”
• ”I brush my teeth every day, in the morning and before I go to bed.”
• Uses new vocabulary words and asks what words mean.
• Uses words for categories to name groups of objects, such as desserts, vegetables, or clothes.

Level 4

Integrating

Descriptor:

Uses more complex language or vocabulary to describe events that are imaginary, to explain, or to predict

Examples:

• Uses more complex language that may include:
• Describing imaginary things— “Dragons don’t need bikes because they can fly. If a dragon wants to ride a bike, it needs a really big bike!”
• Reasoning about events— “Maybe he was angry.”
• Problem solving—“You can use this dark green marker or ask Sally if you can borrow the olive green one.”
• Predicting—“If we finish early then we will have more time to play outside.”

Not yet at first level

Level 1

Exploring

Descriptor:

Communicates with others, using language for basic purposes, such as requesting, refusing, describing, and answering questions

Examples:

• Uses language to:
  • Make simple equests—“I want more juice.”
  • Refuse—“I don’t want that.” Describe things—“It has a long tail,” or “That is funny.”
  • Ask simple questions—“Can I have a ball?”
  • Answer simple questions—“It’s in the box.”

Level 2

Developing

Descriptor:

Has short conversations

Examples:

• Engages in short conversations such as:
  • Andre: “That’s my ball.” Jordan: “I want that one.” Andre: “The blue one is mine.” Jordan: ‘Well, I’ll play with this green one.”
  • Child: “I made a picture.” Adult: “I like it.” Child: “That’s my mom and that’s my sister.”
  • Adult: “What did you do over the weekend?” Child: “I went to Susie’s house.” Adult: “What did you do there?” Child: “We played in the sprinkler.”

Level 3

Building

Descriptor:

Has extended conversations about real or imaginary experiences

Examples:

• Engages in longer conversations, sharing experiences, such as:
  • Child: “I am getting a pretend vacuum cleaner.” Adult: “From your dad?” Child: “No, I am going with my aunt Joyce.” Adult: “Is she visiting you?” Child: “She’s staying until my birthday.”
  • Jose: “I am making cake.” Karl: “Is it chocolate?” Jose: “Yes, and marshmallow.” Karl: “Can I taste it?” Jose: “No, it’s not ready.”
  • Child: “I’m a bunny!” Adult: “Why are you a bunny?” Child: “Because I have long ears and a fluffy tail.” Adult: “Oh yes, I see.” Child: “...and I’m eating a carrot.”

Level 4

Integrating

Descriptor:

Has extended conversations that build on emotions, ideas, and information shared with the other person

Examples:

• Engages in extended conversations, clearly sharing own thoughts, such as:
  • Child: “I want to make a picture for my grandmother.” Adult: “Is it her birthday?” Child: “No, she is just coming tomorrow and I want to make a surprise.” Adult: “What do you want to draw?” Child: “I want to draw me and my dog. His name is Chocolate, because he’s all brown.”
• Picks up on topic or information introduced by the other. For example:
  • Fernanda: “Yesterday I got my brother’s bike, because he is too big for it.” Lucy: “My sister is too big for her bike too.” Conversation continues.

Not yet at first level

Level 1

Exploring

Descriptor:

Shows interest in new materials or activities by intently watching others and/or handling the materials

Examples:

• Watches adult pick up paper clips with the magnetic wand.
• Looks at or picks up new materials in the science or art area.
• Watches an adult and peers building a road in the wet sand.
• Plays with paint using hands and brushes.

Level 2

Developing

Descriptor:

Actively engages with new materials or activities by asking questions and performing simple investigations

Examples:

• Asks how to use the magnetic wand—“What do you do with that?”
• Squeezes glue bottle and watches glue come out.