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Training:
HELP for Preschoolers Assessment and Curriculum Guide (3-6)


Introduction
Background on HELP 3-6
Developmental Skills/Strand Structure
Instructions



Developmental Skills/Strand Structure

The skills for HELP for Preschoolers (3-6) are linked to those of HELP 0-3. Therefore, the skill numbers for the 3-6 skills are based on domain (e.g., Cognitive = 1.0, Language = 2.0), and the 3-6 skill numbers start where the 0-3 skill numbers end. Thus, for Cognitive, 0-3 ends with #1.159, and the first 3-6 Cognitive skill is #1.160, etc.

The age ranges provided with HELP are based upon current literature and field research. The age ranges are approximations as to when the skill "typically" emerges. The HELP materials are not standardized in keeping with current assessment guidelines. Therefore, HELP is not a formal "test" and you do not "score" a child. You use HELP to credit a child's mastery of a skill.

The activities in the Activities at Home binder are written from the child's point-of-view, which parents enjoy and which prevents any problems with gender. Some of the Instructions below are written using the male gender to avoid redundancy and confusion. No gender bias is intended.

HELP for Preschoolers covers 622 skills, ages 3 to 6 years. For each skill, this Guide provides:
  • Skill number and text (description) which are identical across all HELP for Preschooler titles (1.160 Counts orally to 3).
  • Age range shown in both month-month(m), and year.month-year.month(y) formats (Strand: 1-10 Age: 28-36m 2.4-3y). For example, 36-46 months is 3-3.10 years (where 3.10 is 3 years, 10 months).
  • Definition: this clarifies the skill; can be adapted to serve as a basis for criteria to determine mastery.
  • Assessment Materials: for use in conducting the assessment. Play-based/activity observations are often recommended.
  • Assessment Procedure: Step-by-step methods for conducting the assessment. You are responsible for setting the criteria to determine/credit mastery (consider the Definition and Adaptations).
  • Adaptations: Techniques for adjusting the assessment and instruction to accommodate differences in children's abilities and experiences.
  • Instructional Materials: For use in instruction. Includes many original fun games, fingerplays, and songs.
  • Instructional Activities: Step-by-step methods for instruction.
The skills in HELP for Preschoolers follow a 'normal' developmental sequence and are applicable to all children. However, four of the strands of skills are provided for use with special needs children: 2-8 Sign Language; 2-9 Speechreading; 3-8 Swimming; 3-9 Wheelchair skills. Age ranges are not available for Swimming or Wheelchair skills, since these skills are acquired at whatever age specific instruction is provided.

HELP for Preschoolers is based in part on the original Help for Special Preschoolers, and if you wish to cross-reference back to the original Help for Special Preschoolers (e.g., to utilize assessment records), the original skill numbers are available on a separate Conversion Index - contact VORT.

Note: Throughout this Guide sample words or sounds are identified in the activities, such as a, b, c, A, B, C. Normally these items would be placed in quotes, but for consistency and ease of reading, the quotation marks have been omitted. Upon occasion this may make the grammar structure of the sentence appear awkward. Be sure to read the content carefully so these words/sounds are recognized as samples.

HELP for Preschoolers structure and link to HELP 0-3
To better link the 3-6 materials to the improved 0-3 materials, VORT has completely revised and re-structured the 3-6 year materials to conform to the developmental Strand structure of the 0-3 materials, thus offering a "seamless" Birth-6 continuum. The 1,300 0-6 skills are grouped into over 60 "concept-based" strands. There will be some 0-3 strands for which there are no 3-6 skills (e.g., 1-1 Symbolic Play), and likewise, there are 3-6 strands that have no 0-3 counterpart (e.g., 1-8 Attention).

The entire HELP 0-6 strand structure follows, with 3-6 strands in bold, strands that contain both 0-3 and 3-6 are in italics, and strands for 0-3 are in plain text.

Cognitive strands
  • 1-1 Symbolic Play
  • 1-2 Gestural Imitation
  • 1-3 Sound Awareness
  • 1-4A Problem Solving/Object Permanence
  • 1-4B Problem Solving/Means-End
  • 1-4C Problem Solving/Cause and Effect
  • 1-4D Problem Solving/Reasoning
  • 1-5 Spatial Relationships
  • 1-6 Concepts: Pictures/Numbers (see 1-9)
  • 1-7A Discrimination/Classification:Matching/Sorting
  • 1-7B Discrimination/Classification: Size
  • 1-7C Discrimination/Classification: Associative
  • 1-8 Attention
  • 1-9 Reading Readiness
  • 1-10 Math Readiness
  • 1-11 Writing Skills
Language strands
  • 2-1 Receptive: Understanding Words
  • 2-2 Following Directions
  • 2-3 Expressive Vocabulary
  • 2-4A Communicating: Gesturally
  • 2-4B Communicating with Others: Verbally
  • 2-5 Grammar
  • 2-6 Development of sounds
  • 2-7 Communication through Rhythm
  • 2-8 Sign Language Skills
  • 2-9 Speechreading Skills
Gross Motor strands
  • 3-1 Prone
  • 3-2 Supine
  • 3-3 Sitting
  • 3-4 Weight-bearing
  • 3-5 Mobility/Trans. Movements
  • 3-6 Reflexes/Reactions
  • 3-7A Balance/Standing
  • 3-7B Walking/Running
  • 3-7C Jumping
  • 3-7D Climbing (see 3-7B)
  • 3-7E Stairs (see 3-7B)
  • 3-7F Catching/Throwing
  • 3-7G Bilateral Play
  • 3-7H Balance Beam
  • 3-8 Swimming
  • 3-9 Wheelchair Skills
Fine Motor strands
  • 4-1 Visual Responses and Tracking
  • 4-2 Grasp and Prehension
  • 4-3 Reach and Approach
  • 4-4 Devel. of Voluntary Release
  • 4-5 Bilateral and Midline
  • 4-6A Pre-Writing
  • 4-6B Blocks/Puzzles
  • 4-6C Formboard
  • 4-6D Paper Activities
  • 4-7A Manipulating Pages
  • 4-7B Pegboard
  • 4-7C Stringing Beads
  • 4-7D Scissors
  • 4-8 Perceptual Motor: Tactile
Social strands
  • 5-1 Attachment/Adaptive skills
  • 5-2 Development of Self Identification
  • 5-3 Emotions/Feelings
  • 5-4 Expectations/Responsibility/Rules
  • 5-5 Social Interactions and Play
  • 5-6 Social Manners
  • 5-7 Social Language
  • 5-8 Personal Welfare/Safety
Self Help strands
  • 6-1 Oral-Motor
  • 6-2A Dressing
  • 6-2B Undressing
  • 6-3A Feeding/Eating
  • 6-3B Drinking
  • 6-4 Sleep patterns and behaviors
  • 6-5 Grooming
  • 6-6 Toileting
  • 6-7 Household Responsibility
  • 6-8 Oral Hygiene
  • 6-9 Nasal Hygiene
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