Feedback on Rosie
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School
Kenyatta University *
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Course
7030
Subject
Communications
Date
Nov 24, 2024
Type
docx
Pages
4
Uploaded by mercy4321
Individual Session Script: Rosie
Goal of individual session:
1.
Caregivers understand that autism is natural and that challenging behavior is communication.
2.
Caregivers receive individual feedback on targets for behavior change or skills development.
3.
Caregivers receive individualized support on strategies to meet identified goals for their child. Session outline:
1.
Facilitator observes child in unstructured play while caregiver attends whole group session (15 mins).
2.
Facilitator conducts play and daily living routines assessment using checklist provided (30 mins).
3.
Facilitator reviews assessment and plans for caregiver feedback while child engages in unstructured play (15 mins). 4.
Caregiver joins child in individual session. Facilitator reviews progress in group to date, including targeted challenging behaviors and before, during after data.
5.
Facilitator reviews results of play and daily living routines checklist with caregiver. 6.
Identify specific targets and strategies for caregiver to practice. Session Script
1.
Facilitator observes child in unstructured play while caregiver attends whole group session (15 mins).
●
Set up room to include toys readily available to child (on floor and table); put some toys out of reach for children to set up opportunities for the child to request. Allow child to engage in play in unstructured format. Limit number of directions or demands you give to child. place demands
on child; follow child’s lead and observe play. ●
Develop rapport with the child by briefly commenting on their play, providing praise and encouragement (stickers). ●
During unstructured play, facilitator prepares for assessment. You should put many toys out for the child to play with and allow the child to explore the toys and the room in an unstructured way without making too many demands or instructions. The focus is observing and encouraging thie child so they become comfortable in the room with you. Try not to use too much language -- not too many words or demands. Think about saying 1-2 phrases a minute only – unless the child responds to you or communicates to you (then of course, be responsive to them). Its okay if the child just explores and plays for a bit while you watch and comment (for example, “you are feeding the baby” instead of instructing the child “feed the baby like this”). Try making more neutral comments (“wow, you have the ball” or “Rosie has many toys” or “you like look at all the toys”) versus trying to get the childs attention by saying their name over and over or telling them what to do or instructing them to
do specific play actions. Praise the child (“I like how you feed the baby” or “you are playing nicely”). You can review session 5 (describing the child’s behavior) to recall this skill.
2.
Facilitator conducts play and daily living routines assessment using checklist provided (30 mins).
●
Interact with the child to gain an understanding of the child’s skills and areas for targeted intervention.
Step 1:
Play based assessment (15 mins)
If the child is not interested in playing, just observe them or play yourself. Try to make it look like its fun to encourage the child to join you. But its completely okay if they don’t! You did a nice job by trying to interact with Rosie – tickling and laughing. You might get her more engaged with you by letting her play with lots of different toys on her own then just observing her, and over time joining her interests first before asking her to play your games or making demands. So if she wants to play with the sensory toy or
a read a book, do that to develop rapport and start to pair yourself with fun actions. As the recording went on, you did a great job of then playing together with the sensory toys and Rosie warms up to you a
bit and begins to do what you want her to. You can get the observations from these kind of interactions too! For a verbal child like her you can ask her what she wants to do – give her choices (do you like to play ball or tickles?). ●
Social routine Peek a boo, hide and seek, tickles o
Engage the child in a social routine by starting the routine and encouraging the child to participate. Take turns with the child in the routine. ▪
Peek-a-boo (with scarf or hands over face)
▪
Hide and seek
▪
Tickles
I didn’t see this kind of routine in the video. Just heard that Rosie said she didn’t want to play. You want to set up the routine by trying to start the routine with the child and then pause to see how they respond. So something like: Rose lets play peek a boo! You cover your own face with the scarf and say where’s Ginah? And then pull the scarf down. You want to do this a few times to see if the child is interested. If they are, then give them the scarf and see if they keep it going. You can do the same thing with the other routine options. ●
Turn taking routine o
Engage the child in a turn taking routine by starting the routine and encouraging the child to participate. Take turns with the child in the routine. You can try one or all of the example routines. ▪
Stacking blocks
▪
Passing/rolling ball
▪
Rolling a car
●
Functional and symbolic play routine o
Set out toys for the routines at the table or on the floor (where the child is comfortable).
Allow the child to begin playing with the toys. Give the bear or animals to the child and say “let’s have a snack”. If they do not begin to initiate play, begin to model play (for example: give self drink, give bear drink, mix food in bowl). Give the child a chance to show new behaviors.
▪
Feeding routine with self, facilitator and/or teddy bear, animals
This wasn’t on camera but I could hear you had a short interaction with Rosie and the baby doll. Did you have all the tea set toys out? You want to observe and model lots of play actions to see if you can get her engaged in pretend. If she doesn’t want to play with you, that is okay. Just observe and comment.
Step 2:
Daily Routines Assessment (15 mins)
●
Self-feeding and clean up routine
o
Set out snack – either in cabinet or away from table. Show the child where the snack is. Tell them: It’s time for snack and then wait to observe what the child does. If they get the snack and bring it to the table, let them proceed through the steps. If not, help them
bring the snack to the table. For each step in the checklist, wait and give the child a chance to show you if they can do it independently. If not, help them do it and then wait
for the next step. If they begin to get upset, end the activity and let them go back to free play. Nicely done here! You praised her and let her eat her snack as she wished!
●
Dressing routine
o
Set out clothes. Tell the child: It’s time to get dressed
or It’s time to play cha-mama/cha-
baba. Wait to observe what the child does on their own. If they do not begin to get dressed, give them one piece of clothing and say “put this on”. If they do not, help them put it on. Try again with another piece of clothing. If they begin to get upset, end the activity and let them go back to free play. Remember to use the play clothes – hat and rain coat - if you have them. It might be more fun for the child instead of just a shirt. Make this a fun game pretending to play dress up. Try following the prompts above. 3.
Facilitator reviews assessment and plans for caregiver feedback while child engages in unstructured play (15 mins)
●
Facilitator reviews assessment. ●
Using the guide, select 1-2 targets to focus on with the caregiver.
●
Review strategies that you will discuss/practice with caregiver. You may also review that
session’s script prior to talking with the caregiver.
4.
Caregiver joins child in individual session. Facilitator reviews progress in group to date, including targeted challenging behaviors and ABC data.
Step 1: Review goals of individual session (10 minutes)
●
Caregivers understand that autism is natural and that challenging behavior is communication.
●
Caregivers receive individual feedback on targets for behavior change or skills development.
●
Caregivers receive targeted support on strategies to meet identified targets. ●
Ask caregiver: Do you have other goals for our time together today?
o
Help guide caregiver if goals are too big or not appropriate for this session.
Step 2: Check in with caregiver about progress in group (10 minutes)
●
What do you think about the information we have reviewed about autism so far. What about challenging behavior? Did you have to reframe the way you thought about your child’s autism and behavior? How has that changed things for you?
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●
What are some of the behaviors you have identified for your child that you have been working on? Have caregiver use workbook to show you behavior observations and Before/During/After progress. o
What is the Before and After of the behavior. o
Help guide the caregiver if needed as you discuss the Before/During/After of the behavior.
5.
Facilitator reviews results of play and daily living routines assessment with caregiver. (20 minutes)
●
Show the parent the assessment checklist and what target skills or behaviors you have identified.
o
Does it match the caregivers concerns? If not, discuss with caregiver which behavior targets are important and appropriate for working on together. ●
Identify 1-2 target behaviors with the caregiver.
6.
Identify specific targets and strategies for caregiver to practice. (20 minutes)
●
Using the assessment checklist, link target behaviors/skills with recommended strategies.
●
Take out handouts for relevant strategies from workbook. Review each strategy and discuss how the caregiver could apply it to their child and the specific target behavior.
o
Review the strategy handout.
o
Show the parent the visuals that apply to the strategy.
o
Make a plan for how the strategy and visuals can be implemented.
o
Role play with the caregiver and child.
▪
Provide positive feedback on what they did well.
▪
Provide feedback on how they could improve.
o
Repeat as time allows and is necessary to guide the caregiver for each target behavior and strategy. ●
Ask the caregiver what questions they have, what problems they think they might face, how they are feeling about going home to practice.