Assessment of Play Skills
Child’s Name: ______________ Observer: _________________________ Date:___________ Assessment of Play Skills – Social Dimensions Symbolic Dimensions Solitary Onlooking Parallel Cooperative No-Interaction Manipulation Functional Symbolic/ Pretend […]
Play Interest Checklist – Behaviors Observed
Child: _________________ Observer: _____________________ Date: ________________ Construction Activities Materials/Activity Comments on skill level and activity 1. 2. 3. 4. 5. Visual Activities Materials/Activity Comments on skill level and activity 1. 2. 3. 4. 5. Auditory Activities Materials/Activity Comments on skill level and activity 1. 2. 3. 4. 5. Dramatic Activities […]
Main Points of Behavior Management Training
Overall Message: In order to effectively change a behavior, one must understand the factors which underlie the behavior. Note: There are five activities within this module. Each activity is tied to a main point of behavior management. Each trainee is asked to complete the sequence of activities based upon observations of one specific child and […]
Creation and Implementation of Behavior Plans
1. Once the assessments have been conducted, a plan can be designed which must include the following components: A. Clear definitions 1. Of maladaptive target behavior 2. Of adaptive alternative behavior B. Description of baseline rates of frequency, intensity, duration 1. Of maladaptive target behavior 2. Of adaptive alternative […]
Go Ahead and Ask: Going to the Grocery Store
Question: It is impossible to take my 5-year old to the grocery store. A trip to Walmart is an absolute nightmare. What can I do so that I can get my shopping done without my kid losing it? Signed,Chaotic in the Checkout Line Dear Chaotic, This is a very common problem, one that we hear […]
Go Ahead and Ask: Dinner Table Behavior
Question: My 3-year old daughter has a diagnosis of PDD-NOS. She is a very sweet child and is learning new things every day, although she isn’t quite talking yet. Our biggest problem right now is dinner time – she absolutely refuses to sit at the table with the family. She starts screaming and I end […]
Resource List for Parents and Teachers of Children with Developmental Disabilities: Life Skills
General Interventions for Home and at School The Syracuse Community-Referenced Curriculum Guide For Students with Moderate and Severe Disabilities. By Alison Ford, Ph.D., Roberta Schnorr, M.S., Luanna Meyer, Ph.D., Linda Davern, M.S., (Syracuse University), Jim Black, M.S., and Patrick Dempsey (Syracuse City School District. Paul H. Brooks. (1989). A collaborative effort between clinicians and educators. […]
Adapting the Environment
Our model of behavior change stresses using two approaches simultaneously: prevention and intervention. Adapting the environment to meet the needs of the child is one way of preventing negative behaviors from occurring. These ideas have been presented to us by other parents of young children. We offer them for your consideration. To ensure safety: Fence-in […]
Supporting Persistence in Children with Developmental Disabilities
“Persistence,” “mastery motivation,” “goal-directedness,” “causality,” “agency” are all terms that can be applied to understanding how an individual perceives his or her competence in impacting the environment or responding to task demands. Although the terminology differs depending upon one’s theoretical orientation, there is consensus across conceptual fields on the following concepts: (1) The processes of […]
Behavior Change Worksheet
Child’s Name: ____________________ Observer: _____________ Target Behavior: __________________ Definition: ______________________________________________________ ________________________________________________________________ ________________________________________________________________ Estimated frequency of behavior per hour: Initial goal for behavior reduction: (e.g., reduce by 50%, reduce to 5 per hour, etc.) Situations where behavior tends to occur: Situations where behavior does not tend to occur: Primary function/motivation: Adaptive […]
Steps for Summarizing ED ID Data
Now that you have all of the information collected about the child’s current and past functioning, take yourself through these steps: Make a list or complete a summary table (like the one below) that provides a structure for your observations of behaviors that you saw, heard about, or read about in other reports or […]
Helping Less Verbal Youth with ASD Manage Strong Emotions
Learning Objectives: Participants will recognize how the biological features of ASD make coping (or self-regulation) very challenging, especially when a person doesn’t have easy access to language. Participants will increase awareness of the behavioral signs of escalating anxiety in youth with ASD. Participants will learn about a variety of strategies and resources that can be […]