Social and Communication Development

Social and Communication Development

You need to watch the Tim video to be able to complete this activity.  The video is available in the Unit 3 folder.  You need to respond to each of the questions.  There is not a specific length requirement for the activity questions but, to receive all of the points, you need to completely answer each question.

Activity 2:  Tim

Watch Tim as he interactions in a group setting.  Jot down ideas for answering the following questions and discussion.

What communication is the child using to interact with peers?

Form: 

Function:

What communication stage do you think the child is at?

Intentional Communication OR Using and Understanding Words OR Having Conversation

               Why do you believe this is the communication stage of the child?

Identify strategies to support communication.

1. Activity Strategies (at least 2):

Adult Partner Strategies (at least 2):

1. What could the adult do to enhance communication with peers (at least 2 suggestions)?

PBS: Determining the Meaning of Challenging Behaviors

1.  Evan is playing with Duplos. He tries to attach a block to his stack of 3. He can’t quite get the blocks to connect. He looks up at the adult and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the adult. The adult helps him put the blocks together.

1. · What is the child trying to communicate?

· How do you know?

1. · Define and discuss the different components of the behavioral equation (setting event, trigger, behavior, and maintaining consequence).

2. Shana is sitting in her high chair with nothing on the tray. Her mother is stirring her oatmeal. Shana begins crying and bangs her head on the back of the seat. Her mother says to her “It’s not cool enough, honey, just a minute”. Shana stops crying when the oatmeal is placed on her tray.

· What is the child trying to communicate?

· How do you know?

· Discuss the gathering information (functional assessment) part of this process and the outcomes of the functional assessment.

PBS: Positive Behavior Interventions and Supports

1. 1. What are prevention strategies? Discuss two examples of prevention strategies.

2. What are replacement skills? Discuss two examples of replacement skills.

1. 3. Discuss how you would teach two replacement skills.

4. Once you have implemented a plan, discuss two ways you might respond to the challenging behavior.

PBS: Teaming to Build a Behavior Support Plan

1. 1. What advice would you give a professional preparing to work with a team to develop a behavior support plan for a child with challenging behaviors?

2. What advice specifically about working with parents would you give?

1. 3. Discuss the importance of the steps in developing a behavior support plan.

PBS: Interventions in Everyday Settings

1.What are the benefits of embedding interventions within children’s typical routines?

2.Discuss three of the instructional strategies presented in the notes.

3.Discuss how you can increase opportunities for communication and social interactions for children with challenging behaviors.

PBS: Supporting Families

1.Why are families so important in this process?

2.Given that family participation improves family and child outcomes, why is it challenging in many situations?

3.Imagine you and your 2-year-old twins, Austin and Abigail, are meeting friends at the park. It’s been weeks since you tried to do anything fun with the kids and even longer since you spent time with a friend your own age. Living away from family, working part-time while your partner is overseas with the military, and caring for the twins has taken incredible energy. Lately, Austin has been especially consuming. He screams and throws himself on the ground when expected to follow directions and he hits, kicks, and bites other kids at childcare when he wants something they have. He has “pitched fits” as your grandpa calls them, in the grocery store, at the gas station, and at the doctor’s. What are you feeling? Walk in her shoes!

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