Navigating Social Skills Training:     Designing a Musical Roadmap forIndividuals with Developmental DifferencesWade Rich ...
Circle of FriendsFriendly faces all around now                                    Friendly voices singing out nowIt is tim...
The “Rules of the Road”“We are all travelers in thewilderness of this world,and the best we can findin our travels is an ho...
True Colors Personality          AssessmentBlue- honesty, friendship, sensitivity, harmony compassion,communication, creat...
Knowing Your A, B, C, D, and E’sA: AssessmentB: Building the GoalC: Composing the SongInterventionD: Developing the Sessio...
Assessments              (Standardized)Behavioral and Emotional Screening System Grade range: Preschool - Grade 12 Assist ...
Assessments              (Standardized)Social Skills Improvement System Rating Scale Age range: 3 - 18 years Assist softwa...
Assessments              (Standardized)BITSEA Brief Infant-Toddler Social andEmotional AssessmentITSEA Infant-Toddler Soci...
Assessments              (Standardized)CARD- Center for Autism and Related DisordersSKILLS
Assessments                (Non-standarized)Social Skills Group Assessment (Goldstein andPollack)Teacher, Parent, Student ...
AssessmentsQuestions to guide the assessment process include:     What social skills deficits are of most concern to you? ...
AssessmentsOnce the areas of concern have been identified, strategies may be appropriatelyselected by determining the type...
AssessmentsA primary goal for social skills training should be to teach and supportstudents in using the appropriate socia...
Models for Social Skill       AcquisitionSkill Streaming- Modeling, Role Playing, Performance Feedback andTransfer Trainin...
Setting the Stage for Skill StrandsSpecific skills to be learnedDefines subdomain areas forsocial skillsSequential set of ...
Setting the Stage for Skill StrandsResource: Vort Corporation
Building the Goal Five Step Model for Measurable Goal Writing1.The direction we want to go (increase, decrease,  maintain)...
Initial social skill strand   initiate eye contact                                            imitate actions/communicatio...
Introduce Yourself                         Shake their hand andWhen you see             tell them your name.somebody new w...
Beyond initial social skillsadaptive behaviors    social relationshipimpulse control       classroom skills/interpersonal ...
Skill Strand Scramble!
Choosing Your RouteWhat interventionstrategy should I choose?   modeling   role playing   performance feedback   practicin...
Planning the Songs for     the Car RideWhat songwriting strategyshould I choose? fill-in-the blank                spiderwe...
Common Road Blocks“Theory of Mind”- ability to recognizeother people’s feeling, thoughts, beliefs,and intentions and respo...
Developing the Session        Plan“You need a plan to build a house. To build alife, it is even more important to have a p...
Planning the Social Skill       Adventurespecific skills to be learnedconcepts needed to perform skillsassessment (pre/pos...
Assessment Scale1 almost never2 usually not3 sometimes4 usually5 almost always
Listening Skills  Skills to be learned:1. Make eye contact2. Look toward the speaker3. Nod head or react to show understan...
Be a Good Listener                                    And when you STOP, and ask aWhen you don’t daydream, and        ques...
I Need to ask for some Help.          Example Discussion Questions:1.Why do some people need help?2.How do you ask for hel...
I Need to ask for some Help.          Example Discussion Questions:1.Why do some people need help?2.How do you ask for hel...
Teamwork                                         More voices make the choir strong,This is a lot of work for one, oh, oh, ...
Pictures with Friends
I Want to Take a Picture Inspiration from Mya- “Take a Picture”
I Want to Take a PictureWhen you see beauty ina smile, take a picture.   I wanna take                           picture, s...
This BowlHere in my hands I’m holding FAITHI carry it close to me.Through the light, through the dark,It keeps me company....
Confidence- Assessment1. Verbalizes several positive self-statements2.recognizes positive and negative feelings related  t...
Music by Joss Stone
ConfidenceYou’d be surprised what you cando if you just try.                 There’s a stage with a spotlight,But if you d...
Rules for Interrupting  Musical connection (instrument play):1. playing and stopping (waiting)2.listen to two people play ...
Rules for Interrupting  Musical connection (instrument play):1. playing and stopping (waiting)2.listen to two people play ...
Communication                         You can tell by theCommunication. It’s      look on my face, itthe messages you give...
Everything ChangesEverything changes day to day.           From a cocoon comes a butterfly.Season to season, year to year....
Just Make it EasySome people get nervous before _______.Some people get nervous before a show.Some people get nervous befo...
Josh’s Goodbye SongGoodbye, goodbye, time sure did flygoodbye, goodbye, goodbyeFarewell, farewell, you all did swellSo Lon...
Friends                              And that’s why your friendsfriends, oh friends                              Always st...
Think Before you SpeakWhen talking with otherpeople, think before you       Some people like thingsspeak.                 ...
Manners                        by Megan Resig, MS, MT-BCIf you need something              It’s good to have manners, yeah...
Don’t Interrupt                  by Megan Resig, MS, MT-BCIf you need someone’s attention              They might be busy,...
It’s So Hard to Wait:   Impulse Control
Look Up and Say    “Hello”
What Did You Do On the Weekend?             by Wade Richards, LCAT, MT-BCWhat did you do on the weekend?What a great quest...
What Did You Do On the Weekend?    by Wade Richards, LCAT, MT-BC
Songs for Social ID            by Megan Resig  I wanna learn a thing or two  about what makes me “me”  And makes you “you”...
I Can Be Flexible          by Kim Thompson, MT-BCI can be flexible.I can be flexible.I can be flexible anytime!Being flexi...
I’ll Take Care of Me                    by Kim Thompson, MT-BCOh let’s not worry about everyone else,   So if you want to ...
Lost, Lost, Lost!                    by Kim Thompson, MT-BC(Chorus)                                 (Chorus)Oh man! What d...
Teamwork                   by Kim Thompson, MT-BCSometimes you have to do a job     You have to divide responsibility.But ...
Evaluating Progress  Toward the GoalAcquisition States: imitation- able to imitate skills with a model simulation- able to...
Evaluating Progress  Toward the GoalCreate your own scale: 1. beginning skill 2. developing skill 3. skill achieved with m...
Evaluating Progress Toward the GoalVideotape and observe the sessionAsk other professionals to be part of the groupGet inf...
Experiential
Navigating Social Skills Training: Designing a Musical Roadmap for Individuals with Developmental Differences
Navigating Social Skills Training: Designing a Musical Roadmap for Individuals with Developmental Differences
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Navigating Social Skills Training: Designing a Musical Roadmap for Individuals with Developmental Differences

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Social skill development for children, adolescents, and adults can be an awesome task when a disability impacts socialization. As one of our domain areas for comprehensive assessment, music therapists continually evaluate the impact of social deficits on our clients.

It is important for the therapist to understand social development, formalized social skill assessments, sub-skills within social skill areas, and social programs and intervention often integrated into school and other programs. This in itself can be an awesome undertaking. However, by understanding and recognizing sub-domain categories and skill strands within each social skill area, music therapists are immediately better prepared to conduct assessments, develop more specific goals and benchmarks, and create specialized songs and music interventions for treatment.



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  • Navigating Social Skills Training: Designing a Musical Roadmap for Individuals with Developmental Differences

    1. 1. Navigating Social Skills Training: Designing a Musical Roadmap forIndividuals with Developmental DifferencesWade Rich ards, LCAT, MT-BCMeg an Re sig , MS, MT-BCKi m Th om ps on, MT-BC
    2. 2. Circle of FriendsFriendly faces all around now Friendly voices singing out nowIt is time to be with friends. It is time to be with friends.Clap your hands and feel the Tap your feet and feel the rhythm,rhythm, As our time together begins.As our time together begins. Oh yes! Oh yes!Oh yes! Oh yes! In our circle of friends there isIn our circle of friends there is _____________._____________. Oh yes! Oh yes!Oh yes! Oh yes! In our circle of friends there isIn our circle of friends there is _____________._____________.
    3. 3. The “Rules of the Road”“We are all travelers in thewilderness of this world,and the best we can findin our travels is an honestfriend”-Robert Louis Stevenson
    4. 4. True Colors Personality AssessmentBlue- honesty, friendship, sensitivity, harmony compassion,communication, creativity, nurturer, sincere, listening, people,understanding, loveOrange- freedom, adventure, fun/play, spontaneity, variety,excitement, performing, independence, flexible, energetic,expressionGold- loyalty, perfection, responsible, dependable, home, order,organized, commitment, consistent, stability, organizationGreen- intellectual, logic, knowledge, competency, highachievement, recognition, meets challenges, logical,determined, confidence, truth and facts, accuracy
    5. 5. Knowing Your A, B, C, D, and E’sA: AssessmentB: Building the GoalC: Composing the SongInterventionD: Developing the Session PlanE: Evaluating Progress Towardthe Goal
    6. 6. Assessments (Standardized)Behavioral and Emotional Screening System Grade range: Preschool - Grade 12 Assist software Completion time: 5-10 minutes Teacher, parent, and student form
    7. 7. Assessments (Standardized)Social Skills Improvement System Rating Scale Age range: 3 - 18 years Assist software Completion time: 10-25 minutes Teacher, parent, and student form
    8. 8. Assessments (Standardized)BITSEA Brief Infant-Toddler Social andEmotional AssessmentITSEA Infant-Toddler Social and EmotionalAssessmentGreenspan Social-Emotional Growth ChartMusic Therapy- MT-SEAS
    9. 9. Assessments (Standardized)CARD- Center for Autism and Related DisordersSKILLS
    10. 10. Assessments (Non-standarized)Social Skills Group Assessment (Goldstein andPollack)Teacher, Parent, Student checklist andquestionnaireSkill Strands
    11. 11. AssessmentsQuestions to guide the assessment process include: What social skills deficits are of most concern to you? Provide a clear, specific definition of each behavior that concerns you How often does the behavior occur? How often would you like it to occur? Are there activities or times of the day when the desired social skills is most likely?..least likely? Is the desired social skill more likely to occur with some peers than others?
    12. 12. AssessmentsOnce the areas of concern have been identified, strategies may be appropriatelyselected by determining the type of social skills deficit.Acquisition deficit (a can’t do problem)- the student does not know how to use theskill.Performance deficit (won’t do problem)- the student knows how but does not usethe skill.Fluency deficit – the student needs practice using the skill to demonstratecompetence.Maintenance or generalization problem – the student demonstrates the skillappropriately in some, but not all settings.
    13. 13. AssessmentsA primary goal for social skills training should be to teach and supportstudents in using the appropriate social skills, rather than problem behaviors,to meet their needs in different settings.Cooperation (attends; ignores distractions)Assertion (joins activities; makes friends)Self-Control (controls temper; compromises)Hyperactivity (doesn’t listen; easily distracted)Internalizing (alone; shows anxiety)Externalizing (gets angry; fights)
    14. 14. Models for Social Skill AcquisitionSkill Streaming- Modeling, Role Playing, Performance Feedback andTransfer TrainingSocial Stories- information about specific situations and provides socialcues and responsesCognitive Picture Rehearsal- sequence of behaviors with pictures andscriptPivotal Response Training- addresses a child’s motivation, responsivityto multiple cues, self-management, and social initiationsABA (Applied Behavioral Analysis)DIR (Developmental-Individual Differences-Relationship Model)Music Therapy!
    15. 15. Setting the Stage for Skill StrandsSpecific skills to be learnedDefines subdomain areas forsocial skillsSequential set of skills implied,but are flexibleNot age specificAssessmentTreatment construction anddocument progress
    16. 16. Setting the Stage for Skill StrandsResource: Vort Corporation
    17. 17. Building the Goal Five Step Model for Measurable Goal Writing1.The direction we want to go (increase, decrease, maintain).2.The desired skill we are targeting and want to achieve.3.The present level.4.The amount of change by the end of the progress period.5.The methodology needed.
    18. 18. Initial social skill strand initiate eye contact imitate actions/communication joint reference-shift gaze conversation nonverbal turn-taking maintain eye contact engage in solitary play smile in response to communicativeattempts engage in parallel play acknowledge presence of others engage in symbolic play cease activity to attend to sharecommunication recognize and use facial expressions attempt to initiate communication
    19. 19. Introduce Yourself Shake their hand andWhen you see tell them your name.somebody new walkinto a room, what do “My name is ______”.you do? Then listen for theirIntroduce yourself, name, repeat theirLook them in the eyes, name.say “_____”,“______”, or “Hi”. Then say “____,It’s nice to meet you!”.
    20. 20. Beyond initial social skillsadaptive behaviors social relationshipimpulse control classroom skills/interpersonal community livingrelations decision making andself-Esteem problem solvingsocial speech conflict managementexpressing feelings self-advocacy
    21. 21. Skill Strand Scramble!
    22. 22. Choosing Your RouteWhat interventionstrategy should I choose? modeling role playing performance feedback practicing the skill other...
    23. 23. Planning the Songs for the Car RideWhat songwriting strategyshould I choose? fill-in-the blank spiderweb lyric substitution games piggybacking mindmap Mad Libs
    24. 24. Common Road Blocks“Theory of Mind”- ability to recognizeother people’s feeling, thoughts, beliefs,and intentions and respond accordinglyExecutive Functioning- ability to plan andorganize tasks, monitor one’s ownperformance, inhibit inappropriateresponses, utilize feedback, and suppressdistracting stimuliAbstracting Thinking-Recognizing and Coping with Emotions-ability to identify, quantify, express, andcontrol emotionsStress-
    25. 25. Developing the Session Plan“You need a plan to build a house. To build alife, it is even more important to have a plan orgoal.” – Zig Ziglar
    26. 26. Planning the Social Skill Adventurespecific skills to be learnedconcepts needed to perform skillsassessment (pre/post)example (role play/act out/video clip)discussion questionsmusic connections/improvisation/groupexperience
    27. 27. Assessment Scale1 almost never2 usually not3 sometimes4 usually5 almost always
    28. 28. Listening Skills Skills to be learned:1. Make eye contact2. Look toward the speaker3. Nod head or react to show understanding4. Repeat what someone says5. ask someone to repeat6. Ask questions to get more information
    29. 29. Be a Good Listener And when you STOP, and ask aWhen you don’t daydream, and question, that makes you a goodlisten to the speaker, that makes listener. (CHORUS)you a good listener. When you repeat words theWhen you look at someone who’s speaker said, that makes you atalking to you, that makes you a good listener.good listener. Don’t interrupt when someone isOh, o, oh, be a good listener. talking, that makes you a good listener. (CHORUS)Oh, o, oh, be a good listener. Don’t daydream, look at their eyes,Don’t talk to your friends, pay pay attention, don’t look at the sky.attention, that makes you a goodlistener. Ask questions, repeat words, those are things, you need to learn!
    30. 30. I Need to ask for some Help. Example Discussion Questions:1.Why do some people need help?2.How do you ask for help?3.How do you decide who to ask?4.Have you asked for help before?5.What happened?
    31. 31. I Need to ask for some Help. Example Discussion Questions:1.Why do some people need help?2.How do you ask for help?3.How do you decide who to ask?4.Have you asked for help before?5.What happened?
    32. 32. Teamwork More voices make the choir strong,This is a lot of work for one, oh, oh, each add something to the song.work for one. More time for singing with everyone,With more hands it could be more let’s get together and get the jobfun, oh, oh, be more fun. done!When you’ve got a lot of work to do, Like the musician in a band, oh, oh,ask some friends to help you. in a band.More time for _____, more time for Each one lends a helping hand, oh,fun. Let’s work together and get the oh, helping hand.job done! Guitarists, drummer, the singer too,Melody makes the music go, oh, oh, each one has a job to do.music go. More time for jamming, more timeBut harmony adds to the flow, oh, oh, for fun, let’s work together and getto the flow. the job done!
    33. 33. Pictures with Friends
    34. 34. I Want to Take a Picture Inspiration from Mya- “Take a Picture”
    35. 35. I Want to Take a PictureWhen you see beauty ina smile, take a picture. I wanna take picture, so IWhen you see beauty in remember thesecolors, take a picture. moments together.When you see beauty I wanna take aoutside, take a picture. picture so IWhen you see beauty remember thisthrough your own eyes, moment forever.take a picture.
    36. 36. This BowlHere in my hands I’m holding FAITHI carry it close to me.Through the light, through the dark,It keeps me company.I share my FAITH with others, I share it as much as I can.And through I give my FAITH away, it always comes back again.This bowl is never empty.This gourd keeps my FAITH in.And though I give my FAITH away,It always comes back again.
    37. 37. Confidence- Assessment1. Verbalizes several positive self-statements2.recognizes positive and negative feelings related to self-esteem3.Lists areas of strength and things to change4.accepts self even if wanted to make a change5.body language demonstrates self-assuredness
    38. 38. Music by Joss Stone
    39. 39. ConfidenceYou’d be surprised what you cando if you just try. There’s a stage with a spotlight,But if you don’t open your wings, waiting for you.how you gonna fly? But if you stay in the darkness,It’s in your walk-the way you how will your dreams come true?move you body.It’s in your talk-the words the friendship train is loading up,you say. why not step inside?It’s in your smile-your Cause if you don’t use yourconfidence is showing. ticket, you’ll miss a real fun ride!And a little goes a long way.
    40. 40. Rules for Interrupting Musical connection (instrument play):1. playing and stopping (waiting)2.listen to two people play and then come in with your instrument when they are done- walk over to them3.Link eyes with someone before playing4.short musical improvisation versus long
    41. 41. Rules for Interrupting Musical connection (instrument play):1. playing and stopping (waiting)2.listen to two people play and then come in with your instrument when they are done- walk over to them3.Link eyes with someone before playing4.short musical improvisation versus long
    42. 42. Communication You can tell by theCommunication. It’s look on my face, itthe messages you give sends messages alland receive. over the place.Communication. Is Communication.sharing how you think Using words or noand you feel, and your words at all!ideas. (voice, face, body, posture, words)
    43. 43. Everything ChangesEverything changes day to day. From a cocoon comes a butterfly.Season to season, year to year. Flowers bloom and then they die.Everything changes, people too. sun goes up and then comes on down.I change, you change, yes, it’s Moon circles the world around andtrue. around.Strong winds blowing change to a Tears I cry can change to a smile.gentle breeze. Angry words can calm for a while.Green trees change to colorful leaves. Frustrated through change toCloudy skies change to sunny days. confidence.Tide rolls in and rolls out with the Boredom can make way feelingswaves. intense.
    44. 44. Just Make it EasySome people get nervous before _______.Some people get nervous before a show.Some people get nervous before _______,But here’s a trick I know.Just make it easy. Have a little bit of fun.Just make it easy, and snap! Your job is done.Just make it easy, don’t make it so hard.Just make it easy and snap! You are a star!
    45. 45. Josh’s Goodbye SongGoodbye, goodbye, time sure did flygoodbye, goodbye, goodbyeFarewell, farewell, you all did swellSo Long, so Long, join us in songAdieu, adieu, to all of you.Ta, Ta, Ta, Ta, Fa, La, La, La
    46. 46. Friends And that’s why your friendsfriends, oh friends Always stick together, stickthey always make you smile. together.Friends, oh friendsThey understand your style. Friends, oh friends I like when they do thingsThey’re there when you need with me.them friends, oh friendsTo make your bad day better They make me feel so happy!
    47. 47. Think Before you SpeakWhen talking with otherpeople, think before you Some people like thingsspeak. you don’t like, it’s all aWill your words make matter of choice.them smile, or will your Some people eat thingswords make them sink? that you don’t eat, it’s all aFigure out their feelings, matter of choice.pick the right words to say. Pick you words, chooseWhen you think before you your voice, be polite.speak, you brighten Think before you speak.everyone’s day.
    48. 48. Manners by Megan Resig, MS, MT-BCIf you need something It’s good to have manners, yeah.and don’t know what to do. It’s good to be polite.You can say “please” It’s good to have manners, yeah.and help will come to you. It’s good to be polite.It’s good to have manners, yeah. If you need to interrupt,It’s good to be polite. or accidentally make some noise.It’s good to have manners, yeah. You can say “excuse me”It’s good to be polite. and that will get you by.If someone gives you something It’s good to have manners, yeah.or tells you something nice. It’s good to be polite.You can say “thank you” It’s good to have manners, yeah.and leave them satisfied. It’s good to be polite.
    49. 49. Don’t Interrupt by Megan Resig, MS, MT-BCIf you need someone’s attention They might be busy,Don’t interrupt! or talking on the phone.There’s a few things you can do so you Look to see before you speak andDon’t interrupt! wait a minute.......Look to see if they are talking to someone If you need someone’s attentionelse. Don’t interrupt!If they are then you might have to There’s a few things you can do so youwait a minute...... Don’t interrupt!(waiting music)If you need someone’s attentionDon’t interrupt!There’s a few things you can do so youDon’t interrupt!
    50. 50. It’s So Hard to Wait: Impulse Control
    51. 51. Look Up and Say “Hello”
    52. 52. What Did You Do On the Weekend? by Wade Richards, LCAT, MT-BCWhat did you do on the weekend?What a great question to ask.When you got time to talk to your friends,Questions make the conversation last, like:“What did you do?”“Where did you go?”“Who did you see?”We want to know!What you did, what you did, what you did, onthe weekend!________ turn to __________And ask him/her a question, about theweekend.
    53. 53. What Did You Do On the Weekend? by Wade Richards, LCAT, MT-BC
    54. 54. Songs for Social ID by Megan Resig I wanna learn a thing or two about what makes me “me” And makes you “you” Everybody’s different in there own way! So let me hear you say.... Your name! My name is ________________ And your name is _________________. *repeat inserting different questions
    55. 55. I Can Be Flexible by Kim Thompson, MT-BCI can be flexible.I can be flexible.I can be flexible anytime!Being flexiblemeans accepting the changes!Being flexible isimportant to get along... (NO ATTITUDE!)Sometimes it’s hardto be flexible.But if you work hardit will be easier!I can be flexible.I can be flexible.I can be flexible anytime!
    56. 56. I’ll Take Care of Me by Kim Thompson, MT-BCOh let’s not worry about everyone else, So if you want to help,Sometimes you gotta focus just on you can first ask a question.YOURself Like “may I help?” orSo don’t go telling everyone what to do “Did you hear the direction”?Just keep your focus right on you! So don’t go telling everyone what to do. Just keep your focus right on you!You take care of youI’ll take care of me Repeat ChorusAnd if someone tellsA direction or twoI’ll let you try it and I won’t be bossy!
    57. 57. Lost, Lost, Lost! by Kim Thompson, MT-BC(Chorus) (Chorus)Oh man! What do I do if I get lost?Lost, Lost, Lost! (Verse 2)What do I say? Who do I turn to? Remember where you are.I’m lost, lost, lost! Remember who you can with. Get ready to make a call.I need some direction. Or give the police your name andI gotta figure out where to go. number!I can’t find a friend or a teacher.I might need my emergency info!(Verse 1)First find someplace safe,Make sure you can see what’s around.Look for police or a security guard.Or find where you put your cell phone!
    58. 58. Teamwork by Kim Thompson, MT-BCSometimes you have to do a job You have to divide responsibility.But you can’t do it by yourself. Find each person something to do.So you start to ask for ideas, Because when you share responsibilityand brainstorming really helps! You help the team and the team helps you!Teamwork Chorus(bop...bop...bopbop...bopbopTeamwork(bop...bop...bopbop...bopbopTeamwork(bop...bop...bopbop...bopbopWith just a little help...Everyone makes the team work!
    59. 59. Evaluating Progress Toward the GoalAcquisition States: imitation- able to imitate skills with a model simulation- able to demonstrate skill independently in a structured environment application- able to generalize use of skill independently
    60. 60. Evaluating Progress Toward the GoalCreate your own scale: 1. beginning skill 2. developing skill 3. skill achieved with minimal prompts 4. skill achieved independently 5. skill observed in other settings
    61. 61. Evaluating Progress Toward the GoalVideotape and observe the sessionAsk other professionals to be part of the groupGet information from home if possible
    62. 62. Experiential

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