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-Generally used for children with Autism, Anxiety, repetitive behaviours, emotional and social issues
-Can be used in school, at home, or in community
-allows child to identify feelings and manage behaviour
-Consider what the child can do, what their goals are and what strategies you have, as well as how they will be monitored

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Kathryn's Review Slides from Blackboard 

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Kathryn's Review Slides from Blackboard 

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Membership: Child's interactions with groups

Relationship: Peer relationships; different roles a child plays in relationships

Development: Changes in a child's developmental progress (DA vs. DAP)

*The hardest one is: Relationships

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The breaking down of complex components into small components

o   Teachers must assess students to determine baseline data in order to begin instructions --> Baseline: knowing where the child starts

o   Example: Child screams in order to get help from caregiver when asked to put on shoes, does the child not know how to ask for help or is he frustrated because he does not know how to put them on?

o   Three Main Ingredients:

1.       Goal: State of the system that a human wants to accomplish

2.       Task: Activities required, used or deemed necessary to achieve a goal

3.       Actions: Steps required to complete the task (no cognitive processing)

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Time Sampling:

o   A data collection method that records the number of times a specific behaviour was noticed within a set period of time

Event Sampling:

o   A data collection method that records an event every time it happens

o   The individual making the observation should record the observation immediately after the event to avoid forgetting important information

v  ABC Record: Observers selects a targeted behaviour or situation, then records the Antecedents (what came before), the Behaviour and the Consequences (what came after)

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o   Creating a social story includes four elements:

1.       Affirmative

2.       Descriptive text (most important aspect)

3.       Perspective (others thoughts/emotions)

4.       Directive

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Recognizing Warning Signs in Children's Mental Health

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Recognizing Warning Signs in Children's Mental Health

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1. Frequency - how often does the child exhibit the symptoms?

2. Duration - how long do they last?

3. Intensity - how severe are the symptoms?

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Children with developmental delays progress through the same sequence of development, BUT...
- reduced repertoire of play skills
- reduced language during play
- less sophisticated representational play
- limited selection of play materials

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1. Explain the skill
2. Demonstrate the correct way to use it
3. Demonstrate an inappropriate way and allow children to problem solve
4. Let children practice the skill with an adult or peer
5. Provide positive feedback

Support by monitoring play during large group time, cue children to play together, model positive peer interaction, and include cooperative use of toys in the classroom.

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1. Access the child's abilities - what can the child do?
2. Target the play behaviour (play skill)
3. Select the toy
4. Make adaptations and modifications

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screening detects developmental delays in children AND celebrates milestones

only 20-30% of children are identified as needing help before school begins

intervention prior to kindergarten has HUGE academic, social, and economic benefits

-Ages & Stages Questionnaires (ASQ)
http://agesandstages.com/research-results/why-screening-matters/

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Teaching new skills by:
- organizing the steps
- sequencing the steps
- mastering the steps
- gaining motivation to master the steps
- generalizing the new skill to new people, places, and conditions
A.K.A. - breaking down complex skills into smaller components

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Hypotonic - not enough muscle tissue - "rag doll" effect
Hypertonic - too much muscle tissue - children are always "tight"

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Accommodation: goals are the same as curriculum goals
Modification: Child has different goals than the curriculum

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-typically about behaviour
-"x" or checkmark in the box after watching child for "x" amount of time

Event Sampling
- looking for a "something"
- watching the entire incident/ event
- write down everything the child did
- ABC Model (Antecedent, Behaviour, Consequence)

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Nipissing District Developmental Screen
- checklist created for parents and child/health care professionals for children up to 6 years of age in order to help monitor the child's development
"by four years old, does your child..."

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Modified Checklist for Autism in Toddlers - Revised
- Yes or No checklist of what your child does/does not do
- for parents and other professionals to assess risk for ASD
**high false positive rate** (not all children who score "at risk" will be diagnosed with ASD)

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- Instructional
- Environmental
- Assessment

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Individual Family Service Plan/Individual Program Plan
- diagnosis not needed
- under 3 yrs.
- categories do not exist
-

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Individualized Education Plan
- diagnosed
- ages 3 and up
- the process begins by going through the IPRC (Identification, Placement, and Review Committee)
- principal starts the process
- behaviour, autism, deaf & hard of hearing, speech impairment, multiple exceptionalities, learning disability, blind and low vision, giftedness, mild intellectual disability, etc.

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- Timing
- Scheduling
-Setting
-Responses

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- Beginning with initial contacts and referral
- Gathering information from parents and caregivers
- Evaluation and functional assessment
- Developing IFSPs and IEPs

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- making everything adaptable for every child in the classroom
"If you cant include everyone, don't include anyone"

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1. Established risk (Down syndrome: hypotonic, speech issues, etc.)

2. Environmental risk (poverty: lack of nutrition, lack of resources, social issues, high stress, etc.)

3. Biological risk (prenatal exposure: drugs, alcohol, etc. )

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S- Specific
M-Measurable
A-Use Action Words
R- Realistic
T- Time period/bound

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Transdisciplinary: everyone works on same goal
Multidisciplinary: everyone works on their own goals

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-Membership
-Relationship
-Development

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Delay - might catch up to grade level
Disassociation - a different rate, a couple years behind
Deviance - even with intervention, will not be 100%

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Medical vs Social