How you will include the family as a collaborative team member throughout the process.
Module 3a Handout 3a.8D: Individualized Intensive Interventions Dana is a 22-month-old boy who lives with his mother, father, and 12-month-old sister. He is a new child at a community child care program where he attends child care 5 mornings a week. Dana is language delayed and does not use words. He does repeat consonant-vowel combinations and will occasionally repeat simple words, often repeating the initial sound over and over with a whiney, frustrated sounding voice. Dana has very limited play skills and is likely to manipulate toys by repetitive actions of spinning moving parts or mouthing them. Dana’s parents report that he is very difficult to manage at home and in the community. They describe Dana as being “very rigid” about what he wants to do and difficult to redirect. When pushed to comply, he often becomes aggressive and hits his parents or throws toys and tries running away. During meals he never sits with his parents to eat. He will come to the table periodically, pick up food from his plate, and walk off to eat it. His mother also shares that she is very concerned about how he plays because he doesn’t seem to use toys correctly. He likes spinning in circles with toys and twirling spinning toy parts. His parents are reluctant to take him to the store or other places in the community because he has severe tantrums, resists getting in the car, and/or resists leaving places. Dana’s child care teacher visited him at home to welcome him to his new child care. She was distressed to observe that Dana seems to be “in charge.” His parents are reluctant to place limits on him. He insists on watching videos repetitively while rewinding favorite sequences over and over or running up and down their hallway. At his child care, Dana has tantrums that include crying, screaming, dropping to the floor, and hitting adults. Dana refuses to eat and will tantrum if guided to the table. He is most likely to have challenging behavior during small group activities (like story time, puppet play, and music time), clean-up time, and when transitioning from activities. Rev. 12/13 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University http://csefel.vanderbilt.edu/ H 3a.8D (P. 1/12)
3. Identify at least 3 appropriate preventatives to the challenging behavior (what could you implement from the pyramid model to help prevent this behavior from happening?) 4. Identify an appropriate replacement behavior (this should be functionally equivalent!) Then, operationally define the replacement behavior (make it measurable and observable) 5. Identify how you will teach the replacement behavior (what will you, the adult, do to introduce the replacement behavior?) 6. Identify how you will reinforce the new desired behavior (this should be something that keeps the replacement behavior going) 7. Create a plan for when the challenging behavior does take place (how will you respond when the challenging behavior occurs again?)
8. Develop a data collection system you will use to determine whether the intervention is working (this should align with the specific behaviors you are working to increase and decrease — create an example of the data collection system). 9. Explain how you will know if the intervention is working. 10. Describe how you will include the family as a collaborative team member throughout the process.
Answer the questions according to Dana.
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