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Meeting the need of families hani adan


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Meeting the need of families hani adan

  2. 2. INTRODUCING SHANE…Shane attends my Child Care Center, and Ihave been recently informed by his parentsthat he has been diagnosed with AttentionDeficit Disorder.His parents have been wondering for awhilewhy Shane behaves the way he does, andare relieved to know that there is a reasonbehind his behavior.His parents have told me that they havegathered information about his diagnosisthrough the internet, and don’t know if theyshould medicate him or not, I can tell thattheir differing onions has put a lot of stress ontheir relationship and in turn affects Shaneand his sister.
  3. 3. OBSERVATIONS• After observing Shane during play in the childcare center, I have created a list to document what some of his needs are and how I can develop a IPP ( Individualized Program Plan) to support him.• I have also identified some areas that I can help and support the parents and his family with.
  4. 4. CHILD’S NEEDS Shane’s diagnoses of ADD means that…• He will need a supportive responsive adults who are knowledgeable about why he behaves differently and use appropriate guidance strategies• Adaptations to his physical environment that will support his success.• Information, and resources that is developmentally appropriate for his age that explains what his diagnosis means and how it may affect him as well as educates the other children.
  5. 5. • Shane will need to develop copping skills and self-regulation strategies to be able to thrive in his environment.• An inclusive environment, that highlights the importance of acceptance, positive peer relationships, role of diversity in the classroom.
  6. 6. FAMILIES NEEDS • Support with the diagnosis of Shane by providing the parents with information from creditable professionals and reliable resources other then the internet. • Referrals to specialists that can help create IPP/IEP for the child care center and kindergarten class.
  7. 7. FAMILIES NEEDS• Strategies that can be used at home to support Shane and his behaviors.• Spousal counseling to address issues in communication, stress and conflicts that may arise in the marriage.
  9. 9. SHANE’S SPECIAL NEED• According to the Canadian Mental Health Association “Attention Deficit Disorder (also known as ADD) is a term used to describe patterns of behavior that appear most often in school-aged children.” ( CHMA Website, 2013)• “It interferes with the learning process because they reduce the child’s ability to pay attention Children with this disorder are inattentive and overly impulsive. They have difficulty sitting still or attending to one thing for a long period of time,.” (CMHA Website, 2013)
  10. 10. SIGNS AND SYMPTOMSWhat are some of the signs that Shane may exhibit?
  11. 11. HOW DOES ADD AFFECT SHANE AND HIS DAILY LIFE? Emotional Physical Social•Anxiety •Restlessness •Problems taking turns•Depression •Fidgeting •Hard to focus•Withdrawn •Impulsive •Difficulty following•Bored •Difficulty sitting still during directions and limits•Low self-esteem activities •Does not like repetitive•Frustration •Dazed-or dreamy tasks•Temper tantrums/ flares appearance during •Might become “class instructions clown” or bully others.•Easily annoyed •May act out in physical •Creative•impulsive aggression when •Imaginative frustrated, or have •Spontaneous temper tantrum flares •Great ideas •Unorganized •Can not focus when the environment is busy.
  14. 14. HOW WILL THE ENVIRONMENT SUPPORT SHANES SPECIAL NEED?• Have visual flexible • Create a “ First, Then” schedule that outlines chart to visually help the day, and can be with activities that changed if/when the seem to long, or to help child is bored. with knowing what will come next.
  15. 15. • Stimulation and Novelty. Have a variety of activities available in the sensory and creative areas that are open ended.• Emotions chart, that Shane can use to identify how hes feeling, so that others know how to act accordingly.• Removal of Barriers: Clear out large amounts of space outside so that there is space to exercise motor skills and be creative in free play.
  16. 16. • Creating a space where children can go to calm down, and have some down time or cool down.• Have alternative activities available during sleep times, as he might have issues winding down or sleeping at all.• Create a booklet, with his favorite activities, what guidance strategies work and frequent strategies that work for his transition to kindergarten.
  17. 17. COLLABORATIVE PLANNING• Its important to recognize • You can include children that every child needs a by… sense of control over his environment and to be Planning activities interested in the activities according to cues that are planned, and have choices. This is Creating classroom limits especially true in the together then posting case of children with them ADD. By including Creating resolutions children in the planning based on their ideas. process they are more Accepting their likely to follow through feedback with activities, limits, and Active listening skills transitions. Reciprocity as a philosophy.
  18. 18. ADAPTIVE DEVICES• Have software such as Kurzweil 3000 available to help with reading, and assist in learning.• Have fidget kits available during circle time to relive some boredom or extra energy.• Have positioning systems available during gatherings to keep him in a conferrable position and allow him to focus on the task at hand instead of his comfort level.
  19. 19. • Have new items in the indoor gross motor section, so realize activity, such as trampolines, skipping ropes etc. For safe risk taking.• Include interesting things in the sensory area, such as a light box. This stimulates the senses and focuses attention.• Weighted Vests or jackets that cam be used if Shane feels like he wants to be able to feel grounded.
  20. 20. STAFF SUPPORT AND TRAINING• I would make sure that the environment is supported by staff that are qualified, and knowledgeable about child development.• I would seek out resources, and help when I don’t know what to do, or how to support Shane, and continually see how I can improve my strategies by welcoming feedback from parents, Shane or consultants.• I would recognize any biases, attitude I have and make sure Im able to give my all everyday when I walk into my job to provide the best of care to all the children who attend my program.
  21. 21. PARENT OF CHILD(REN) WITH SPECIAL NEEDS• Create a space where the parents can observe Shane and his progress at the center and where you can talk at drop off time to highlight baseline observations each day.• Have space for documentation available such as daily activity slips that can identify positive behaviors and what he did that day.
  23. 23. PROMPTING AND FADING• By using prompts I can remind Shane to stay on task, that we are about to transition or to remind him that he is acting inappropriately.• The most appropriate prompts to use with Shane would be visual, gestural and positional prompts. “ Using prompting increases the likelihood that a child will make the right response.” (Connectability, Prompting and Fading Workshop, Class notes)
  24. 24. VISUAL PROMPTING• I can use, visual prompts to help with routines and instructions. These visuals can remind Shane of the schedule, expected behavior, or hint at what he might do next. “ Visual supports hold time and space, direct attention, allow more time to process information, help with memory and teach more words.” ( Connectability Visual Communication Workshop)• Visuals can be images displayed around the room, pictures of activities, signs, and step-by-step routine outlines.
  25. 25. GESTURAL AND POSITIONAL PROMPTS• I would use gestural prompts with Shane, when he forgets to do something, needs a reminder or encouragement in completing an activity. I think this would be a good way to give the reminder that he needs while still allowing his to function though an activity or event.• I would use positional prompts in cases where he needs to be reminded to stay on task with my presence such as dressing up or washroom time.
  26. 26. OFFERING CHOICES • Power increases self esteem, safe risk taking and possibility to grow. We can help children feel in power through the choices they make. • We can offer choices, when we give a variety of activities, in the roles they want to play, in how much food they eat, and in what they wear. • Choices allow “ opportunities for the child to be in control of their enviroment .”( Strategies for Inclusion, In class Video)
  27. 27. TASK ANALYSIS • I can use observation to identify what skills Shane has mastered, and what he needs to work on. “ When you break down complex skills into smaller easier steps to learn, it is called task analysis.” ( Connectability Task Analysis, In class notes) • Once the data is collected, I will know what skills I need to work with and can identify these in creating a IPP for Shane. These will be considered goals and used as a measurable way to track progress.
  28. 28. INDIVIDUAL PROGRAM PLANS• Once you have collected the necessary data through observations and recorded information from parent, we can now relay that information to a consultant that can lay out an individualized program plan that highlight curriculum goals, social behaviors and emotional strategies that aim at creating a well rounded child care experience for Shane.
  29. 29. GIVING INSTRUCTIONS/DIRECTIONS • Its important to understand and know how to give instructions in a way that will maximize cooperation and follow though, so that you set the child up for success not failure. • It is important to “ set realistic expectations… allow enough time for the child to process…use positive language and expect follow-thought.” ( Connectability giving instructions, in class handout)
  30. 30. REINFORCEMENTS• As Early Childhood Educators we can use reinforcements as a way to influence childrens behaviors. We can choose to praise certain acts, or ignore others, and use appropriate guidance strategies that fuel children to learn and grow.• For reinforcements to be affective, they need to be precise, positive and something that generates motivation in the child.• Reinforcements can be an item of reward such as playing with an item for a short period of time such as a computer etc or it can be as simple as social praise. It can also be verbal or non verbal cues.”Gradually reduce reinforcements, social praise should never be reduced.” ( Connectability Giving Instructions, in class notes)
  31. 31. CHAINING AND SHAPING• Chaining is the process of “ • “Shaping is where the child is Building one step onto another rewarded for approximating or learned step in the sequence getting close to the steps that creating a strong chain.” (Chaining and we want to see in the end.” (Chaining and Shaping hand out, in class) Shaping hand out, in class)• As a teaching strategy I would • I would use shaping as a form use chaining during task of reinforcement for Shane’s analysis to see what skills I can attempts to recognize his teach Shane, to build on his efforts, these can be verbal or current skills. In essence nonverbal acknowledgment chaining is a form of of his efforts such as nodding, scaffolding, a goal set in steps giving him a high five or to achieve success in any area positive statements. of development.
  33. 33. PEER INTERACTIONS• “ All children benefit from interacting with others. Better social and adaptive skills.” (Connectability Inclusion Workshop, In class handout)• Both Shane and his peers would benefit from interacting with other other in an inclusive enviroment, as Shane would be able to see how typical children function and learn through peer modeling, and his peers would learn to be tolerant, accept diversity.
  34. 34. WAYS TO INCORPORATE PEERS• I would incorporate Shane into the larger group of children by setting up the enviroment in a way that is conducive to peer interactions and facilitates group tasks such as dramatic center.• Bring in resources such as books, posters that reflect Shanes diagnosis as apart of his life and not something that labels him as different.• Provide opportunities to speak about what makes us similar and different, and the importance of being unique in your own way
  36. 36. WORKING THOUGH YOUR EMOTIONS• As parents of a child who is newly diagnosed, it is often scary and such diagnosis have a snow-ball effect on many families. Parents might disagree on which course of action to follow, and arguments and stress just pile up.• As a support I would offer Shanes parents resources and tie them to agencies that can offer parent support, spousal counseling and an open safe place to talk about their struggles, successes and challenges.
  37. 37. MAKING AN INFORMATIVE DECISION• Shanes parents seem to have limited information about ADD, as they have only collected information from online resources, which can be filled with incorrect data, and opinionated sources that are not creditable.• I would get into contact with creditable sources of information such as agencies, local pediatricians and books that would be able to teach more about the effects of add, treatment options and life style changes that can help.
  38. 38. TEACHING EFFECTIVE STRATEGIES TO USE AT HOME• The Basket Approach: It is important for parents to remember that they need not win every “battle’ with their children, this approach will teach them how to categories an event and when its okay to let the child make its own decisions.• Basket A Events (My Way or the Highway): Is used when there are safety issues and you must take control of the situation.• Basket B “How Can I teach”: This is for the events when a child does not know how to behave, or needs reminders such as teaching social skills.• Basket C “ The What-ever right now”: Pick and choose you battles, not everything needs to be learned right now. If you child can live without learning a skill then put it on the back burner until the other more necessary skills are learnt first.
  39. 39. REQUESTING A FORM 14• For me to be able to help Shane and his Family, one very important procedure is to ask to have a Form 14 filled out that can allow me to bring in experts in the field and provide a higher level of knowledge.• A resource teacher would be able to link the family to services that will aid their child and strengthen the entire family unite.
  41. 41. RESOURCE TEACHER• A resource teacher is the • Can be accessed through a first step to gaining access referral program, once form to a world of knowledge 14 has been signed by and resources. It is free, and parents. they are able to come into the child care space so no traveling is needed. “ Resource Consultants assist families and child care staff in identifying strengths, needs and goals for the child, and help access and coordinate resources to support children, families and child care.” (Week 9, In class hand out)
  42. 42. PEDIATRICIAN• A pediatrician can observe • A pediatrician can be Shanes over all health, and refereed to you by your family keep up to date with doctor or accessed through immunizations, any possible the pediatric department at medication that might be sick kids hospital. prescribed to him and • All services are covered by concerns that the parents OHIP might in his typical development.• Shane will be able to attend regular check ups and have a consistent level of care, that is free.
  43. 43. BEHAVIORAL CONSULTANT• A Behavioral consultant “ designs, develop and monitor childrens behavioral invention plans.”( Week 9, In class handout)• Shane would benefit by having a behavioral consultant develop effective strategies to help with his peer interactions, emotional management, and focus tactics.• Behavioral consultants are available under a referral program with CAMH
  44. 44. PSYCHOLOGIST AND PSYCHIATRIST• A psychologist would be • A psychiatrist can offer a beneficial to Shane by second opinion to course providing an in-depth of treatment, “ may look at learning concerns, provide diagnostic typical development in assessment and monitor the cognitive and social prescriptions and offer areas and provide non family counseling” (Week 9, In medical treatments that class handout) can be very effective in teaching life long skills in coping with this disorder.
  45. 45. SPECIAL EDUCATION TEACHER• As Shane is 5 he will be in kindergarten, and one of the recourses available to him will be a special education teacher that is apart of the TDSB board of professionals.• Special Education teachers are “ specialty teachers who oversee and may implement the education and development of children with special needs.” ( Week 9, In class hand out)• They may create special Individualized Education Plans, based on recommendations from other resource consultants/professionals.
  47. 47. ATTENTION DEFICIT AND ADHD PROGRAM AT SICK KIDS • The services are covered under OHIP, and work in collaboration with pediatricians, scientists, psychologists, psychiatrists, a team of registered nurses, social worker and an intake coordinator.• This program is a comprehensive • Waitlist are minimal and child is service that offers the children they taken as a priority! treat, “include diagnostic consultations, medication management, family based therapy and parent based therapy. Many of the families served by our clinic may also have the option to participate in a variety of research projects.” ( Sick Kids website.)• This program is available to Shanes parents on a referral bases, the referral can come from the pediatrician.
  49. 49. • Kristina Klopfler Intake Coordinator Psychiatry The Hospital for Sick Children 555 University Avenue 1550 Burton Wing Toronto, On M5G 1X8 Canada Phone: 416-813-8636 email:
  50. 50. CAMH: CENTER FOR ADDICTION AND MENTAL HEALTH• Services must be obtained by the family by calling and registering, or walking in. There is a hotline that can offer support and referral services to other programs that they are in collaboration with.• CAMH Services are so varied some are covered by Ohip and others are not, but can be covered by insurance.• Child, Youth and Family Program is committed to client-centered care, providing intensive and specialized services for young people with mental health and/or addiction problems. We provide comprehensive assessment, medication consultations, individual and family therapy, Classroom Assessment and Treatment for Children’s Health (CATCH), for children with disruptive behavior disorders, prevention services, including group programs in the community, as well as information and education sessions” ( CAMH website)
  51. 51. • Queen Street site 1001 Queen Street West/30, 40, 50 and 60 White Squirrel Way/100 and 101 Stokes Street/80 Workman Way (Queen and Ossington) Toronto, Ontario M6J 1H4• For information on mental health or addiction services throughout Ontario 24/7, refer to ConnexOntario​​ at 1- 866-531-2600 (mental health)
  52. 52. REFERENCES• In class Notes• ConnectABILITY Workshops and handouts• Child pic retirived from• Observations retrieved from new/ehow/images/a07/i4/pf/types-observations-children-daycare-centers-800x800.jpg• Books 299-stack-of-books-books-stacked.jpg• Support retrieved from content/uploads/2012/11/support.jpg• 3 ppl cooperation 299-stack-of-books-books-stacked.jpg• Inclusion retrieved from• Self regulation retrieved from http://atconsiderations-• Doctors retrived from Best-ADHD-Care-SS1.jpg• Woman stressed retrieved from• My Word cloud created from
  53. 53. • Whats is add retrieved from ns/add.gif• Focus retrived from content/uploads/2011/09/6b.-Focus-What-is-ADD.jpg• Girl lack of attention retrieved from content/uploads/2011/07/ADD.gif• Canadian Mental Health Logo retired from content/uploads/2012/03/CMHA_Logo_EN_80x2651.gif• Inclusive classrooms retrieved from content/uploads/2011/08/InclusiveClassLogo-150x150.jpg• Schedules /ymdyqWSEGQI/s1600/daily%2Bschedule.bmp• Kurzweil kurzweil-1.jpg• Fidget kit retrieved from• Trampoline retrieved from kids-fun-furniture-and-toys.jpg?w=460
  54. 54. • Weighted vest retrieved from http://cdn2- 45c12bf4d1649d53936.jpg?itok=Ne6qQdxf• Light box retrived from WWTuKlCOs68/Tftomi6IPVI/AAAAAAAABHs/25q353YMLp8/s1600/IMG_0038.JPG• Position system picture retrieved from• Feelings chart retrieved from chart-faces-i17.jpg• First and then chart retrieved from• Outdoor play space retrieved from• Reciprocity image retrieved from content/uploads/2010/12/reciprocity.png• Quiet box retrived from• Off to kindergarten image retrieved from content/uploads//2012/04/Off-to-Kindergarten.jpg• Staff Training image retrieved from• Image of Couch retrieved from
  55. 55. • Play fun image retrieved from content/uploads/2013/03/learning-strategies-skills-children.jpg• Teaching strategies image retrieved from TeachingAutisticChildren.jpg• Visual Prompts image retrieved from UfiPvEjZ4/T9Oi9s9guGI/AAAAAAAAUHQ/1L_8Gr1iRPk/s640/Circle+Time+Visuals.jpg• Prompting image of legos retrieved from• Gestures image retrieved from content/uploads/2008/12/gestures.jpg• Task analysis image retrieved from tNET0qoaI/AAAAAAAADho/TAqxHYfKvZ4/s1600/task_analysis.png• Woman kneled down giving instructions image retrieved from• Reinforcement praises retrieved from bXnc/UT82cGjSvII/AAAAAAAAB3I/wIsvkszYZSY/s1600/d4eef9d46487f3fc42d2ca98d d0a767c.jpg• Image of Chain retrieved from e/broad_chain_closeup_c_wikimedia.org_.jpg• Child as apart of the group image retrieved from VyZQhcqmrhM/Tgy1YwQnkEI/AAAAAAAAAG0/Lp_8DBKqVkU/s1600/children+outsi de+playing.jpg
  56. 56. • Group of peers retrieved from clipart• Ways to incorporate peers image retrieved from ALTERNATES/w620/childcare19lf1.JPG• Needs of the family image retrieved from bBfI/s400/im1.png• Emotions image retrieved from content/uploads/2010/03/Emotions.jpg• Information literacy image retrieved from• Self regulation child meditating image retrieved from• Allow, adapt, add image retrieved from site/Hanen-Programs/3As.aspx• Helping hands image retrieved from• Physiatrist image retrieved from content/uploads/2013/01/chupa-chups-psychologist-2.jpg• Special education image retrieved from• Sick kids logo retrieved from together-logo_lg.gif