AREAS OF FUNCTION &
AREAS OF INTERACTION
Student Activity:
Since Areas of Function represents the assessment area of “testing” which is typically covered indepth in student programs and since each discipline has very specific and unique assessment tools/tests,
those issues are not addressed here. The instructor is encouraged, however, to help students bring all
areas of the Framework to bear upon specific test information or scores and to understand the complex
interaction among the various Framework parts. The activity below was used in the class presentation of
Areas of Function and Areas of Interaction to demonstrate the interaction between these two areas. Class
discussion encouraged students to bring other areas of the Framework, such as Givens, into play. The
instructor may create more detailed scenarios or may use “real” children from student practica.
Scenario
Stacy is 4 years of age. Her testing shows that she is functioning cognitively at 18 months. She
has a medical diagnosis of cerebral palsy and testing places her physical development at 12 months. She
has just begun to walk, and she has a few words and about 25 signs. Her mother wants to know why she
doesn’t like to look at books. She sits down with her mother or teacher to look at books and then quickly
loses interest.
Developmental Milestones for Stacy:
1. Understands personal pronouns, some action verbs and adjectives (Developmental Age according to
(HELP) Hawaii Early Leaning Profile = 20 months)
2. Pulls toy behind while walking (Developmental Age according to (HELP) = 15 months)
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A. Students were asked to read the scenario and the developmental milestones which had been selected
by the instructor for Stacy from a developmental chart. We arbitrarily selected a language milestone
and a motor milestone for Stacy from the Hawaii Early Learning Profile. Students were to find each
of the developmental milestones listed for Stacy on a developmental chart (again, we used the Hawaii
Early Learning Profile [HELP] charts) and determine the developmental age at which such a
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milestone would be expected to occur. (We have provided the developmental ages from the HELP in
our example.)
B. Students were to determine whether or not they would expect Stacy to be able to perform this
task/milestone, based solely upon the test scores (Function) given for her in the scenario and the
expected developmental age given on the chart.
C. A discussion followed concerning whether any other information contained within the scenario
(information about her Interaction) would either support or interfere with her ability to complete this
task/milestone, aside from specific scores, and thus illustrate the interactive nature of Areas of
Interaction and Areas of Function
Class Discussion Points for Stacy:
a. Given Stacy’s current oral language skills, she is not ready to attend to narrative text in books.
b. Students were asked to describe other language development activities that would be developmentally
appropriate for Stacy
c. Students were asked to describe physical activities that would be developmentally appropriate for
Stacy.
Scenario
John is 18 months of age. His teacher says he has a “difficult” temperament. He is often irritable
and “slow to warm up” to any situation. John has Down Syndrome. He is often congested. He is fond of
“big“ movements, such as rolling, bouncing, and crawling fast.
Testing suggests his cognitive
development is at 14 months and physical development is at 12 months.
Developmental Milestones for John:
1. Plays ball cooperatively (Developmental Age according to HELP = 12 months)
2. Inverts small container to obtain tiny object (Developmental Age according to HELP =13-1/2
months)
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A. Students were asked to read the scenario and the developmental milestones which had been selected
for John by the instructor from a developmental chart. Students were to find each developmental
milestone on a developmental chart) and determine the developmental age at which such a milestone
would be expected to occur.
(This information is provided from the HELP in the example
developmental milestones for John.)
B. Students were to determine whether or not they would expect John to be able to perform this
task/milestone, based solely upon the test scores (Function) given for him in the scenario and the
expected developmental age given on the chart.
D. A discussion followed concerning whether any other information contained within the scenario
(information about his Interaction) would either support or interfere with his ability to complete this
task/milestone, aside from specific scores, and thus illustrate the interactive nature of Areas of
Interaction and Areas of Function
Discussion Points for John:
a. While ball playing may be developmentally within John’s mental and physical capabilities, his
temperament (Givens) may interfere with his desire/ability to engage in more social, turn-taking
activities.
b. John needs social interactions closer to his developmental level, perhaps those that involve “big”
movement games.
c. John’s desire for “big” movement prompted class discussion within the area of Key Factors
Underlying an Efficient, Adaptive Response.
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