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Differentiating Sensory from Behavior Finding Solutions for Challenging Behaviors in Children Presented by Joani M. Richardson, OTR/L
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• FINANCIAL: Joani Richardson is compensated as the owner of her private practice (Joani Richardson) and by Summit as an instructor.
• NONFINANCIAL: Joani Richardson is the developer of the Intervention Hierarchy which is widely used in treating persons with autism.
Workshop Notes 
Workshop Notes 
Workshop Notes 
Workshop Notes 
Differentiating Sensory
Behaviors in Children
For
Problem Solving Model to Address Problem Behaviors
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Children
www.joanirichardson.com
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Sensory Processing •How the nervous system receives sensory messages and responds to them •We are sensory beings with a wide variety of tolerances and intolerances •Most of us receive sensory messages and organize them effortlessly into appropriate responses •Responses can result in behavioral, emotional, attention related, motor and organizational outcomes
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Sensory Processing Disorder
•Sensory Processing Disorder (SPD): difficulties are chronic, are not singular and disrupt everyday life •Sensory Integration Dysfunction (SI Dysfunction) •Estimated to affect at least 1 in 20 •Not a medical or mental diagnosis (no ICD10 code, not in DSM 5)
• Jean Ayres: pioneer in field (1960s) (Sensory Integration and The Child)
• Lucy Jane Miller: one of leading researchers (Sensational Kids)
• Angie Voss: practical strategies, OT (Understanding your child's Sensory Signals)
• Carol Stock Kranowitz: educator's perspective (The Out of Sync Child)
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The dual ability to take a real interest in the world – sights, sounds, sensations; to make sense of those and to calm ones self to the “just right level”. We call this the arousal level, alertness level or self regulation. It is the ability to manage our own internal environment. It is the neurological basis of motor control and influences all behavior. Children under the age of 8 or those that are struggling with sensory differences frequently rely on adults to supervise their regulation.
Mary Sue Williams & Sherry Shellenberger: "The Alert Program" or "How Does Your Engine Run"
Leah Kuypers, OT Zones of Regulation www.zonesofregulation.com
A Sensory Experience
1. Proprioception 2. Vestibular
(Lucy Miller includes Interoception)
ASD and sensory symptoms: 69 – 93% (2005 – 2012)
ADHD and SPD age 2 – 21: 40% (2004)
Social Anxiety Disorder & sensory processing sensitivity: apparent correlation, more info needed
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What is "Behavior"
B.F. Skinner: human action dependent on consequences of previous action. Coined term "verbal behavior"
Behavioral biologists: “Behavior is the internally coordinated responses (actions or inactions) of whole living organisms (individuals or groups) to internal and/or external stimuli, excluding responses more easily understood as developmental changes.”
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What is "Behavior"
Google dictionary: The way in which an animal or person acts in response to a particular situation or stimulus.
Merriam Webster : Anything that an organism does involving action and response to stimulation
Wikipedia: Human behavior refers to the array of every physical action and observable emotion
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Challenging Behaviors:
Problem Behavior Theory : Problem behavior is behavior that is socially defined as a problem, as a source of concern, or as undesirable by the social and/or legal norms of conventional society and its institutions of authority; it is behavior that usually elicits some form of social control response, whether minimal, such as a statement of disapproval, or extreme, such as incarceration.
Richard Jessor, Distinguished Professor: Institute of Behavioral Sciences, University of Colorado Boulder
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Part of typical development
Usually begin around 12 – 18 months. Get worse between 2 – 3 and then decrease rapidly until age 4. After age 4, should rarely occur.
Helps child learn boundaries, test limits and exert control.
Usually have a purpose. Kids are looking for a certain response.
A child can often stop a tantrum if he gets what he wants or if he's rewarded for using more appropriate behavior.
Some kids with learning and attention issues are more prone to tantrums, ie: may be impulsive and have trouble keeping emotions in check. May get angry or frustrated quickly.
A tantrum can lead to a meltdown
Challenging Behaviors: Tantrums vs. Meltdowns
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Challenging Behaviors: Tantrums vs. Meltdowns
Meltdowns: are a reaction to something and are usually beyond a child's control. Typically a reaction to feeling overwhelmed.
Occur in kids who lack abilities, skills or coping strategies.
Serves no purpose, is an emotional reaction.
Is not likely to stop when a child gets what he wants. In fact, may not even know what he wants.
Can occur without a tantrum.
Tend to end in one of two ways. 1. Fatigue: kids wear themselves out. 2. A change in the amount of environmental impact which helps them feel less overwhelmed.
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Speak in calm, quiet voice. Emotions naturally match other's emotions
Make it clear that you understand what he/she is after Be clear, firm and consistent Visually ignore what the child wants without giving in Tell him how to get what he wants; Use redirection Try distraction Teach skills to avoid future tantrums
Managing Meltdowns
Help child find a safe, quiet place to deescalate.
Provide a calm presence without talking too much to the child.
Goal is to reduce the input coming at the child .
When old enough, help child understand and prepare to avoid future meltdowns.
Sensory strategies to support a child during a meltdown: Get below their eye level and whisper Firm hugs from behind, or deep pressure Change the lighting and noise level Invert the child's head, or get them moving
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CHAMPS Model for Classroom Management ABA: Applied Behavioral Analysis PBIS: Positive Behavioral Interventions and Support FBA: Functional Behavioral Assessment Parent Training Story Based Intervention (Social Stories most well known) Cognitive Behavioral Therapy DIR Floortime Video Modeling
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CHAMPS Model for Classroom Management
Designed to help K – 8th grade classroom teachers develop a classroom management plan that is proactive, positive and instructional. Guides teacher in decision making for behavior management. Book includes reproducible forms and visuals.
Communication Help Activity Movement Participation Success For more information: CHAMPS A Proactive & Positive Approach to Classroom Management Second Edition by Randy Sprick, PH.D.
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ABA: Applied Behavioral Analysis The applied use of behavioral principles to every day situations with the goal of either increasing or decreasing targeted behaviors. Components:
discrete trial teaching programming for generalization reinforcement prompting and fading strategies outcome based decision making
Systematically applies interventions based on the principles of learning theory, to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.
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PBIS: Positive Behavioral Interventions and Support
A framework for preventing problem behaviors and supporting a persons social, emotional and behavioral needs.
Two critical approaches 1. Person centered; Show the individual that their needs, interest, passions and dreams are always the core focus 2. Strength based; Build from and celebrate the person's competencies and abilities instead of focusing on deficits and disabilities.
For further information: www.crisisprevention.com search PBIS on their site
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FBA: Functional Behavioral Assessment
Developed to ascertain the purpose or reason for behaviors displayed by individuals with severe cognitive or communication disabilities. Investigatory procedures include gathering data and conducting experiments to evaluate the effects of environmental variables on specific behavior. Used to try to determine why behaviors were occurring, and develop behavior change programs to help the disabled individual display more appropriate behavior in meeting his or her needs.
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Parent Training University of Washington researchers evaluated about 20 parenting programs and found five that are especially effective. These programs also have scientific evidence showing that they work. • Nurse Family Partnership • Positive Parenting Program • The Incredible Years (teaches children ages 3 6) • Strengthening Families Program: (Parents and Youth 10 14) • Staying Connected with Your Teen (designed to help children 12 17 years old avoid risky sexual activity)
All five programs are consistent with the Social Development Model, which focuses on fostering opportunities, skills, rewards for positive social behaviors, bonding and clear expectations for behavior.
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Developed by Carol Gray. "A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, “voice”, content, and learning experience that is descriptive, meaningful, and physically, socially, and emotionally safe for the child, adolescent, or adult with autism."
Provide missing information about the perspectives of others Provide missing information about relevant social cues Define expectations or assist in establishing routines Celebrate successes
Book: Revealing the Hidden Social Code, Eileen Arnold & Marie Howley For more information: www.carolgraysocialstories.com
Cognitive Behavioral Therapy
Short term, goal oriented psychotherapy treatment. Goal is to change patterns of thinking or behavior that are behind people’s difficulties, and therefore, change the way they feel Used to help treat a wide range of issues Focuses on the thoughts, images, beliefs and attitudes that are held (a person’s cognitive processes) and how these processes relate to the way a person behaves. Combination of psychotherapy and behavioral therapy Most widely used psychosocial approach
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Developmental level: meet child where they are Individual differences Relationship based
Premise is that adults can help children expand their circles of communication by meeting them at their developmental level and building on their strengths
For further information: www.icdl.com/DIR
models 1. Video of unknown person: YouTube, Autism websites, commercially available, etc.
2. Video of known person
3. Video self modeling: relatively well developed skill; watching examples of best performance or performance in different environment to transfer
4. Video feedforward: with people who do not have a skill or when a new skill is just emerging. Requires editing to make it appear the viewer is performing in advanced manner
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So that's sensory and behavior…
What does all this mean in our world and how do we help the kids navigate their way through a very complex world?
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Our job is to help kids learn to successfully maneuver their way
through the world How do we do that?
1. Skilled observation: Identify the problem and define it Be specific – collect data (what do you see and hear?)
2. Determine what you need him/her to do Functional and child specific Use positive language
* Write what you WANT to see, not what you don't want to see
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Objective Observation Let go of your perceptions
What you see and what you hear Where you see it and where you hear it How often you see it and how often you hear it
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Limit competing stimuli (eye contact ?)
Decrease your impact: When in doubt: voice off Change what you can in the environment
Routine is vital Use music to arouse or calm to signal transitions to communicate
Refer to handout: “Altering the Environment: Sensory, Alertness, Regulation, Attention”
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General rules for altering alertness level:
To alert or increase arousal: use upbeat music light jumping running light rubbing of skin crunchy foods, sour balls, ice chips require trunk of body to work in sedentary postures
To calm or decrease arousal slow, rhythmical music slow and rhythmical movements: swings, spinning, rocking weight / heavy pressure: vest, lap, shoulders, backpack, theraband heavy work: chewing, weight bearing, heavy jumping dim lighting: use natural lighting and lamps decrease noise, including your voice
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“just right”
equals heavy work
pressure & movement with feet.
Spinning board, slow rhythmical
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Weighted transition back pack
provides focus. Heavy jumping
Rice sock Weighted sweatshirt
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Calm their system through the mouth
Chew gum: sugarless bubble gum Narrow straw for drinks at meals Sugarless lollipops or hard candy Sweat bands on wrists or sewn into collar of
shirt (instead of chewing on clothing) Aqua tubing from hardware store
Commercial chewy tools
Headphones (no sound) are used at younger ages.
Earplugs work well for
Headphones with music or white noise (ocean sounds, etc.)
Allow the option of skipping pep rallies and assemblies. Consider allowing "hoodies" or ball caps. Don't forget hallways, lockers and cafeteria May need a separate work area for independent work
Study carrel
Provide Structure and Clear Boundaries Colored tape: the “miracle worker”
For older kids use solar system, time line, environmental signs, animals, steps of photosynthesis, etc.
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can travel are a great addition
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Finding Solutions
Use a strength based approach Find a motivator Facilitate active involvement Build relationships to foster desirable behavior
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Use a Strength Based Approach
Ask: What is healthy? What is working? What are the child’s strengths? What is the child good at?
Acknowledge fears and anxiety; be empathetic Let go…. adjust the activity as needed, change the task, change the environment, provide scaffolding
Empower by teaching self awareness at child's developmental level
I finally figured out public school. They find out what you aren't good at and make you do it over and over again.
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If it's Meaningful to them, It's a Motivator If it's Not, It's Not
If using a “major” motivator, always limit time up front (timer) or use at natural transition (lunch; end of day) and have a visual ready to indicate time is over. May need a reward for walking away from the reward.
Break basket, break box or break desk.
Flour balloon
Having choices is motivating, provides a sense of control and facilitates "buy in"
Not a choice to do it or not do it Limit choices to 3 max, 2 is better
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Laminate a picture. (Clear packing tape) Many kids need variety. Print 8 10 different pictures.
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Facilitate Active Involvement
BUILD ON STRENGTHS Some kids are self motivated, eager to please and
intrinsically driven; Others need extrinsic support and rewards Meet the child where they are: provide the "just right"
challenge Let it go…let it go….. Let go of trying to stop and control
behaviors: work to influence and mold behaviors Give choices
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When you build positive relationships and provide frequent positive feedback, you motivate students to demonstrate their best behavior.
Students have higher achievement and engage in fewer problem behaviors when they have a positive relationship with their teacher.
Chalk & Bizo, 2004; Reinke, Lewis Palmer & Martin, 2007; Stormont, Smith & Lewis, 2007
Students work more diligently when they receive higher rates of positive feedback than when they do not. Findings are consistent from preschool to high school.
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Problem identification: Specific, objective, data driven Identify child's strengths Environment: global and specific Communication is key: ask the right questions Educated guess/hypothesis Solution: test it, re evaluate and start again if unsuccessful
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We are sensory beings It's all behavior Objective observation is critical Problems need to be specific & data driven Meet the child where they are Build on strengths Child must be motivated & actively involved Positive relationships foster positive behavior
RULES OF THE ROAD
Altering the Environment Sensory, Alertness, Regulation, Attention
The dual ability to take a real interest in the world – sights, sounds, sensations; to make sense of those and to calm ones self to the “just right level”. We call this the arousal level, alertness level or self-regulation. It is the ability to manage our own internal environment. It is the neurological basis of motor control and influences ALL behavior. Children under the age of 8 or those that are struggling with sensory differences frequently rely on adults to supervise their regulation.
Basic Rules: Limit competing stimuli – change what you can in the environment Work at child’s eye level
Pay attention to yourself and the use of affect. When in doubt: Voice off Eye contact? Remember you are ALWAYS impacting their world. Routine is vital. Child needs to know what to expect and have clear boundaries and structure Use music In General: To increase arousal: Use up beat music Trampoline with “light” jumping Jumping games/running games Sit-and-spin or spinning board in generally fast and/or non-rhythmical rotations Play “be an animal” game or march Light rubbing of skin (pass around the circle) Crunchy foods, sour balls, ice chips Chewing To decrease arousal Use slow rhythmical music Rocking chair Swing set – slow and rhythmical Weight: vest, lap, shoulders, back pack Dim lighting and use lamps and/or use natural light Decrease noise, including your voice Vibrating pen Bubble wrap to pinch “drown out” environmental sounds (headphones with or without music) Calmer, more focused activities “womb” like space; beanbag, blanket, weighted blanket, tent with single book.
Classroom ideas: When on the floor, have a carpet to contain the group or use individual carpet squares, throw rugs, chairs, hula hoops or colored tape. Desk/table & chairs should be at correct height: feet on floor, writing surface at / just above elbow Allow alternative seating: T-stools, bean bag chairs, inner tubes Allow varied positions: laying on tummy with clipboard or standing at desk Use a plush area rug or soft carpet to dampen noise Hang a hammock, swinging chair, or porch swing in nearby area Have a rocking chair available Let child use a sleeping bag to calm self down for nap or reading time Develop a quiet corner in the room Use weighted items, lap, shoulders, vest, backpack. Allow the over aroused child to sit in a tent Use visual markers on the floor to help maintain place when lining up Post a daily schedule using pictures if able
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Altering the Environment - Continued Have ear plugs available for older children to use Simplify directions: Break down into very concrete simple steps, one at a time Always show a finished product of art and other projects first and KEEP it visible. Background music may be distracting, not calming 60 beats per minute music is calming Keep chalkboards and wipe-erase boards clean Cover open and “busy” shelves with sheets Keep all the “stuff” in opaque boxes Put all children in chairs even in circle time Position furniture around the perimeter of the room Pay attention to how fast you move Tubing tied around 2 front legs of the chair for them to push against Cut swim noodles and place them on backs and sides of chair to give child feedback. Warn early that the day will be different and repeat it. Place a “waiting” mat on the floor near activities Work at the child’s eye level Use small flashlights with overhead lights out to help kids focus, especially in groups. Minimize the number of items that are out. Put some away and “rotate the stock” Tape artwork outside in the hallway instead of the room and avoid hanging things from the ceiling Use hand signals or home made signs instead of voice Use an auditory signal, such as specific clapping rhythm to attract attention before giving instructions Use close proximity and touch to help kids focus Foam and duct tape over the bell/loud speaker, etc. Wear sunglasses and/or ball cap for outside or places with bright florescent lighting (gym, cafeteria)
Tennis balls on the bottom of chairs to decrease noise when scooting them. Cover florescent lights with sheets like a swag. Fire retardant billowing is commercially available Have them sit on a beach ball ($1 at dollar store) only partially blown up. Make sure the activities you’re doing do not have odors that are noxious or too strong for the child. Use picture icons or photographs for “quiet hands” , “quiet feet”, “sit down” and “voice off” Wear a loose fitting “hoodie” sweatshirt and allow the child to pull arms in and to pull hood onto head in
busy environments like hallways, cafeteria, gym and school bus.
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Flour Balloons You will need: -party balloons; heavy duty if possible -flour -funnel -scissors 1. Stretch the balloon: Using your mouth or a pump blow air into the balloon so that it inflates and stretches. Let the air out of the balloon. Repeat a few times. 2. Using the funnel fill the balloon with flour. Make sure to be holding the end of the balloon tightly to avoid a mess. Stop putting flour in the balloon when it reaches the neck. Don't fill the neck. Make sure no air is trapped inside and then tie the end into a knot.
3. If preferred, take another balloon and cut the neck off. Stretch the second balloon over the first one as a second layer. The second layer will help prevent the dispersion of flour all over the place in the event a hole would appear.
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Rice Socks and Weighted Sweatshirts
For Rice Socks you will need: -White rice - uncooked (& optional flax seed) approx. 38-42 oz per sock, but this will vary depending on sock size. Do NOT use minute rice. One 10-pound bag makes approximately 4 - 5 large rice socks. -Funnel -Paper or plastic cup to pour rice into funnel -Cotton athletic men's tube sock(s) - -as large as can easily find. Grey tube socks won't show spots as much. If using with small children, you may prefer smaller socks. Use a thick athletic type sock, so grain will not stick through. Using the funnel and cup, (or with two people or after a bit of practice, just a cup) fill the sock with uncooked rice. You can also add flax seed which takes longer to heat than rice, but is also smoother and stays warm longer. Add any additional aromas or herbs. Don't pack it in tightly; leave some room for the grains to move around so that it will more easily conform to the body. Tie a knot in the open end of the sock. You may choose to use string, etc to tie the end closed or sew it closed instead. I prefer just to knot the end of the sock. You can put a second sock over the first, if preferred for more protection. Put the filled sock in a microwave oven for approximately 1-3 minutes (or to chill the sock, put it in a freezer for about 45 minutes). When you heat the rice sock you may also place a cup of water in the microwave to add extra moisture during the heating process. Heat time will vary depending on size. For Weighted Sweatshirt you will need: - 1 sweatshirt without a hood. Washed and thoroughly dried - 2 rice socks as noted above that will easily fit in the length of the sweatshirt sleeve OR the rice and other items noted above, but no socks. - needle and heavy thread or sewing machine Sew or stitch the distal end of each sleeve near the wrist cuff closed with a tight stitch. Going through the neck or bodice of the sweatshirt, slip one rice sock into each sleeve making sure there is plenty of room to stitch the shoulder closed. Place the knotted end of the rice sock near the wrist, and the wider part (the toe of the sock) at the shoulder. NOTE: You can also skip the socks and just make sure the sweatshirt sleeve is tightly sewn closed and fill the sleeve itself with rice. Sew or stitch the upper arm of the sweatshirt closed on or near the shoulder seam.
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Possible Reinforcers and specific type
Always
Frequently
Sometimes
Never
gum ____________ marshmallows chocolate cookies ____________ crackers ___________ cereal _____________ chips ______________ pretzels popcorn bagels pizza _____________ cheese ___________ peanut butter grapes bananas ice cream popsicle M&Ms skittles juice ______________ soda ______________ milk _______________ water outside play walking inside running / chasing bicycling dancing bubbles watching videos digital games music rough & tumble play rocking (chair) coloring drawing shape sorters finger play swimming playing ball games manipulative toys stickers music books
Please list favorite / preferred items noted below. Base on what you most see, not only what the child says. If none, write N/A or leave blank. Other foods_______________________________ ____________________________________ Color (s) _________________________________ TV show _________________________________ Computer game / site _______________________ ___________________________________ Video / movie _____________________________ Character (TV, movie, book) ______________________ __________________________________ Outing (restaurant, park,etc.) ______________________ _________________________________ Animal __________________________________ Book ____________________________________ Anything else? ____________________________ ________________________________________
Possible Reinforcers
dolls figurines airplanes tractors animals cars balloons blocks pats praise shoulder rubs
high 5 hugs tickles fist bump
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Resources and References
Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential by Peg Dawson and Richard Guare copyright: January 2,2009
The Smart but Scattered Guide to Success: How to Use Your Brain's Executive Skills to Keep Up, Stay Calm, and Get Organized at Work and at Home by Peg Dawson EdD, Richard Guare PhD copyright: January 16, 2016
The Sensory Child Gets Organized: Proven Systems for Rigid, Anxious, or Distracted Kids, by Carolyn Dalgliesh copyright: September 3, 2013
Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (SPD) by Lucy Jane Miller copyright: May 6, 2014
Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder, Journal of Autism and Developmental Disorders; August 2015, Volume 45, Issue 8, pp 2411–2428 U.S. Department of Education, National Center for Education Statistics. (2015). Digest of Education Statistics. Retrieved from: https://nces.ed.gov/fastfacts/display.asp
Looking at Autism: ABA and a Behavior Analysis of Sensory Needs: By Carl Sundberg, Ph.D., BCBA-D Executive Director/President, Behavior Analysis Center for Autism (BACA) 2017, Retrieved from https://thebaca.com Myths & Facts About Applied Behavior Analysis; - kennedykrieger.org, April 17, 2016
Evidence-Based Practice of Cognitive-Behavioral Therapy, Second Edition, by Deborah Dobson PhD and Keith S. Dobson PhD, Copyright: Dec 7, 2016
Behavior analytic approaches to problem behavior in intellectual disabilities; Hagopian, Louis P.; Gregory, Meagan K.: Current Opinion in Psychiatry: March 2016 - Volume 29 - Issue 2
National Standards Project, Phase 2: Addressing the need for evidence based practice guidelines for Autism Spectrum Disorder NationalAutismCenter.org Copyright 2015 Ahn, R. R., Miller, L. J., Milberger, S., and McIntosh, D. N. (2004). Prevalence of parents’ perceptions of sensory processing disorders among kindergarten children. Am. J. Occup. Ther. 58, 287–302. Ben-Sasson, A., Carter, A. S., and Briggs-Gowan, M. J. (2009). Sensory over-responsivity in elementary school: prevalence and social-emotional correlates. J. Abnorm. Child Psychol. Front. Integr. Neurosci., 30 September 2009 | https://doi.org/10.3389/neuro.07.022.2009 Perspectives on sensory processing disorder: a call for translational research Lucy J. Miller1,2,3*, Darci M. Nielsen1, Sarah A. Schoen1,2,3 and Barbara A. Brett-Green1
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Resources and References - Continued
Sensory Experiences Questionnaire: discriminating sensory features in young children with autism, developmental delays, and typical development. Baranek GT, David FJ, Poe MD, Stone WL, Watson LR J Child Psychol Psychiatry. 2006 Jun; 47(6):591-601. Autism in adults: symptom patterns and early childhood predictors. Use of the DISCO in a community sample followed from childhood. Billstedt E, Gillberg IC, Gillberg C J Child Psychol Psychiatry. 2007 Nov; 48(11):1102-10. Sensory abnormalities in autism. A brief report. Klintwall L, Holm A, Eriksson M, Carlsson LH, Olsson MB, Hedvall A, Gillberg C, Fernell E Res Dev Disabil. 2011 Mar-Apr; 32(2):795-800. Describing the sensory abnormalities of children and adults with autism. Leekam SR, Nieto C, Libby SJ, Wing L, Gould J J Autism Dev Disord. 2007 May; 37(5):894-910. Sensory symptoms in children with autism spectrum disorder, other developmental disorders and typical development: A longitudinal study Carolyn McCormick,1 Susan Hepburn,2 Gregory S Young,3 and Sally J Rogers3 Published in final edited form as: Autism. 2016 Jul; 20(5): 572–579. Published online 2015 Sep 22. doi: 10.1177/1362361315599755 Sensory-processing sensitivity in social anxiety disorder: Relationship to harm avoidance and diagnostic subtypes Stefan G. Hofmann* and Stella Bitran Published in final edited form as:J Anxiety Disord. 2007; 21(7): 944–954. www.simplypsychology.org: Skinner - Operant Conditioning : by By Saul McLeod published 2007, updated 2015 Strength-Based Assessment and School Psychology: A Summary and Synthesis Shane R. Jimerson, Jill D. Sharkey, Vanessa Nyborg, Michael J. Furlong, University of California, Santa Barbara The California School Psychologist, Vol. 9, pp. 9-19, 2004 A Strengths Based Approach to Working with Youth and Families: A Review of Research Prepared by The University of California, Davis, Extension The Center for Human Services April 2009 Strength-based approach: A guide to writing Transition Learning and Development Statements Published by the Communications Division for Early Childhood Strategy Division Department of Education and Early Childhood Development Melbourne ,February 2012 ©State of Victoria (Department of Education and Early Childhood Development) 2012
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Location: __________________________________ Length of time:_______________________
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Problem: Specific, objective, data driven:_____________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Problem: Specific, objective, data driven:_____________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Communication: Questions:______________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Educated Guess/Hypothesis:__________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Solution:________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Additional Notes:_______________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
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Aaron is a 4 yr, 2 mo. old male who attends the Head Start program full-time with 13 other kids in his classroom. He has medical diagnoses of Other Disorders of Psychological Development. He receives OT on a weekly basis due to concerns regarding his behavior and social interaction, non-preferred activity completion, difficulty regulating himself in relation to other children and his surroundings, and sensory differences. He is being raised by his mom, who reports that he is happiest when he is playing by himself and that he plays purposefully with preferred toys at home. At home his favorite toys are his toy trucks. She reports that "everything makes him angry', that he is "never calm" and that he does not like being "fussed at" or told that he has done something wrong, or told "no". He has one younger sister. Aaron's gross motor skills are at age level. He is able to access all areas of the classroom and playground independently. He is fully verbal, speaking in full sentences. He uses a loud voice and yells frequently. His vocabulary is at or above age level. He is inquisitive and likes to "solve problems" presented by adults. He interacts relatively well 1:1 with adults if they follow his lead. On Visual Motor testing he demonstrates an age equivalency of 3 years, 4 months. He is able to copy lines and a circle, build a 10-block tower, strings beads and cut a piece of paper in two. He demonstrates right hand dominance. He struggles to alter the force required on school tools and frequently applies excessive force and moves quickly through tasks, or parts of tasks. Aaron prefers the music center and the block center. He also enjoys art activities, especially those that include using glue and cutting. One-on-one with an adult he likes books that he can participate in naming animals or other familiar items. He has strong preferences, not only of what he plays with, but how it should be played with, as well as whom he interacts/plays with and how. He tantrums frequently, yells, hits other children and dumps toys on them, as well as clearing off shelves of toys when things don't go his way. He has significant difficulty regulating his behaviors and emotions. He will use eye contact fleetingly. He's a very active child who tends to be constantly on the move. When outside, he runs and jumps and tackles other children and moves from place to place and equipment to equipment. He requires constant 1:1 supervision to keep himself and others safe. He does respond to 1:1 verbal direction from a familiar adult and can stop himself and refrain from troublesome behavior with adult intervention. He will raise his voice and cry with adults, but to date has not been aggressive towards adults. Troublesome behaviors as reported above are noted to occur throughout each day that he attends Head Start. Like most children, he has good days and bad days. The frequency of troublesome behaviors ranges from 5–10 times per day. On occasion, he will have an exceptionally good day and troublesome behaviors will only occur 2 times. He consistently struggles with the transition from outside play back into the classroom. Routinely, after outside time, the children all transition in, hang up coats, go to the carpet for a story or short video and then use the toilet and wash hands to prepare for lunch. The children are divided between 2-3 large tables and eat "family style". Aaron typically refuses to leave the playground, but with 1:1 adult direction, will line up, frequently at the end of the line. Once he enters the classroom he requires very close adult supervision and it is one of the most difficult times of the day for him. On the Sensory Profile he shows definite differences in touch processing & modulation of movement affecting activity level, and probable differences in the oral sensory processing and multi sensory processing. He does not appear to "tune-in" when spoken to & enjoys strange noises and seeks making noise for noise sake. He has a hard time finding objects in competing backgrounds. He seeks all kinds of movement, which interferes with his daily routine. He reacts aggressively or emotionally to touch, unless initiated by him, has difficulty standing in line or close to other people but displays an unusual need for touching toys' surfaces or textures, people and objects. He has difficulty paying attention and seems oblivious within an active environment. He becomes overly excitable during movement activities and avoids quiet play activities. He does not perceive body language or personal space. He makes negative comments about himself when he's upset and he says "sorry" about everything he does.
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Workshop Manual ID: 6250