What happens if i get bitten
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If a child bites you, push your arm into the bite to avoid tearing skin. Call over a teacher for help. Wash any bites that break skin with soap and water. Report all bites to a teacher, and see the nurse for bandaging or ice if bleeding or swelling occurs. The biting child's parents will be informed. To prevent biting, tell teachers if a child attempts or is known to bite so they can watch for the behavior and warn others.
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What happens if i get bitten
If a child bites you and breaks the skin, wash the bite with antibacterial soap and notify a teacher assistant (TA) immediately. The TA will help assess if further medical attention is needed and notify the child's parents. To prevent biting, inform staff if a child attempts to bite so they can monitor the behavior and warn others. If another child is bitten, notify staff right away.
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The document provides instructions for cleaning a toilet by putting a cat in the toilet bowl with shampoo. It advises adding shampoo to the water, placing the cat inside, flushing multiple times to power wash and rinse the cat, then quickly opening the toilet lid so the clean cat rockets out of the bathroom and dries itself outside.
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Chewing gum can be used as a stress reliever during exams and while driving to help relaxation. Freshly chewed gum can be attached to a stick to retrieve items from drains or shut spy camera lenses. Chewing gum can also ease pain from mouth ulcers caused by toothbrush accidents. It may also help with active listening when talking with spouse or friends by keeping jaws busy.
Me Pidieron
La persona le pidió varias cosas pequeñas al autor y en cada caso el autor dio algo mucho más grande. Cuando le pidieron el culo, el autor sugirió dar el número de teléfono en su lugar.
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What happens if i get bitten
If a child bites you and breaks the skin, wash the bite with antibacterial soap and notify a teacher assistant (TA) immediately. The TA will help assess if further medical attention is needed and notify the child's parents. To prevent biting, inform staff if a child attempts to bite so they can monitor the behavior and warn others. If another child is bitten, notify staff right away.
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The document provides instructions for cleaning a toilet by putting a cat in the toilet bowl with shampoo. It advises adding shampoo to the water, placing the cat inside, flushing multiple times to power wash and rinse the cat, then quickly opening the toilet lid so the clean cat rockets out of the bathroom and dries itself outside.
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La persona le pidió varias cosas pequeñas al autor y en cada caso el autor dio algo mucho más grande. Cuando le pidieron el culo, el autor sugirió dar el número de teléfono en su lugar.
Τα οφέλη της εκπαίδευσης πληροφορικής στα παιδιά (και όχι μόνο!)
Παρουσίαση - ομιλία για τα οφέλη της εκπαίδευσης στην πληροφορική που έγινε σε γονείς και παιδιά.
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The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
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This document provides guidance on caring for a newborn baby, including bathing, diapering, dressing, cord care, circumcision care, sleeping, using a bulb syringe, normal growth and development, safety, temperature, jaundice, bowel and bladder function, newborn screening, bottle feeding, and breastfeeding. It also provides guidance on when to call the doctor, such as if the baby is crying uncontrollably, breathing quickly, or has a rash or bulging soft spots on the head.
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Communication with paediatric patients for medical students
Communication with paediatric patients for medical students
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Discrete trial workshow
The document discusses using behavior analysis techniques like discrete trials to teach children important skills. Discrete trials involve presenting a discriminative stimulus, the child's response, and a consequence. A hierarchy of prompts is used to shape the desired behavior, starting with verbal prompts and progressing to physical prompts if needed. The goal is to reinforce correct responses and improve children's lives.
Preprac syllabus spring '13
This document outlines the course details for Psychology 3561: Autism Pre-Practicum. It includes information about meeting times, required materials, grading structure, and topics to be covered each week. The course consists of seminars, visits to observation sites, readings, homework assignments, and quizzes to prepare students for the basic practicum experience in autism services. Attendance is important as the seminar is only seven weeks and absences impact grades.
Playroom protocol
While in the playroom with a child, a caregiver should interact with and praise the child, ensure safe play, provide structure and reminders, and reinforce appropriate behavior. They should not leave the child unattended, allow unsafe play, take toys from others, ignore self-stimulatory behaviors, or remove the child without warning.
General policies for group activities
Tutors and students must sit in specific formations during group activities to maximize learning opportunities. During speech activities, tutors should keep students on task and in their seats, prompting them when needed, and assist the speech therapist if a student becomes disruptive by redirecting them or blocking inappropriate behaviors. The goal is to get students focused on the activity.
Homework #6
This document contains homework questions for a pre-practicum that asks what to do during a child's speech, whether a child should be ignored or left unattended, what should be done instead, and requests reviews of phase change and whistle blow/red dot criteria.
Professionalism
Your professionalism is evaluated daily at your practicum site. This includes arriving on time, following the dress code, implementing discrete trial instruction as instructed, and accepting feedback professionally. Your grade can be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself appropriately for an educational setting and interact respectfully with students, staff, and parents.
Discrete trial monitoring
This document describes discrete trial monitoring, which will be used by supervisors to evaluate student performance throughout the semester. Students will be monitored on 14 components of discrete trial implementation, including properly delivering SDs, responses, corrections, and reinforcers. The supervisor will use the same form and guidelines to code trials and provide feedback to students.
Homework #6
This document contains homework questions for a pre-practicum that asks what to do during a child's speech, whether a child should be ignored or left unattended, what should be done instead, and requests reviews of phase change and whistle blow/red dot criteria.
Professionalism
Your professionalism is evaluated daily at your practicum site. This includes arriving on time, implementing discrete trial sessions as scheduled, maintaining appropriate attire and language, and accepting feedback professionally. Your grade may be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself professionally and provide quality services to clients.
Homework #5
This document contains 7 questions related to proper conduct and procedures when working with children. It asks about the appropriate tone of voice to use, how to respond to disruptive behavior, when to deliver instruction cues, professionalism standards around clothing and verbal abuse, and how to handle toys as rewards.
Maintenance
Maintenance procedures are procedures where the child has met mastery criteria for the final phase. When a procedure reaches maintenance status, it is marked as such in the child's data book and folder. During maintenance skills time on the child's schedule, tutors should look at the child's acquired skills list and choose an activity, place the data book outside the booth, and have fun reinforcing skills without taking data. The purpose is to enhance functional communication and maintain acquired skills.
Token economy
A token economy is a behavior modification system where generalized learned reinforcers like points, chips or tickets are earned for appropriate behaviors and can later be exchanged for backup reinforcers chosen by the individual. At WoodsEdge, students earn tokens for things like sitting properly or responding independently, with tokens then traded for preferred items or activities.
Data sheet codes
This document provides definitions for various data sheet codes used to record tutoring sessions. Codes include AAA for alternate activities, OT for when a child is off task, IP for implementation problems, IN for invalid data, OH for procedures placed on hold, PT for probe trials, SA for when a child is absent, SI for when a child is ill, and SL for when a child arrives late. Justifications must be provided for any codes and supervisors must initial coded sessions. Tutors should notify their TA if they have multiple instances of certain codes in a row or within a set number of sessions.
Homework #4
This document contains 7 questions as part of a homework assignment for pre-practicum. The questions cover topics like maintenance skills procedures, recording data during those procedures, what to do with extra time in sessions, defining a token economy, typical number of tokens used, and who codes procedures.
Pecs overview
PECS (Picture Exchange Communication System) is used by many students to communicate. It involves 6 phases that teach students to request items and label their environment using picture icons. During training, students bring their PECS book and exchange pictures for desired items. If a student is using icons inappropriately, the tutor ignores the behavior and redirects the student back to the PECS task.
Transitions
The document provides guidance for tutors on helping children with transitions between activities, including using an icon ring to show the child where they are going, making transitions fun by praising and rewarding appropriate behavior, and enticing children to return to the booth with a preferred toy rather than picking them up if they resist. Tutors are instructed to make transitions quick, use rewards from their apron, and never chase, pull, lift, or leave the child alone as ways to best handle problematic transitions.
Homework #3
This document appears to be homework questions for a pre-practicum class. It asks 10 multiple choice questions about transitions, physical guidance of children, visual supports, Picture Exchange Communication System (PECS), phases of PECS implementation, access to communication tools, diaper changing procedures, reinforcement of prompts during self-care routines, and use of prompt hierarchies for toileting. The questions cover topics like classroom transitions, child guidance, augmentative and alternative communication, self-care support, and applied behavior analysis techniques.
Reinforcer assessment
The document discusses conducting reinforcer assessments with children which involve two components: 1) toy exchange and 2) preference assessments. The toy exchange takes place in the playroom to obtain new reinforcers and involves allowing the child to choose toys to keep in their bin. Mini preference assessments then take place in the booth to determine the most effective reinforcer for motivating the child at that time by having them choose between two toys.
Extra learning opportunities
Extra Learning Opportunities (ELOs) consist of informal learning trials that occur outside of scheduled sessions to reinforce targeted behaviors and skills. ELOs take place during transitions between activities or in unstructured settings like the playroom. Examples of ELOs include prompting a child to say words, follow simple directions like "walk" or "throw the ball", identify colors, body parts, and objects, with all responses positively reinforced.
How to handle problem behavior
Pat exhibits disruptive behaviors like tantrums, hitting and screaming during discrete trial training sessions. There are three potential reasons for these behaviors: the tasks may be too difficult, the tutor does not provide strong enough reinforcers, or the tutor provides attention after disruptive behaviors. To address this, the tutor should make tasks easier, use stronger reinforcers like playing, and limit attention after disruptive behaviors. Playing is especially important as a reinforcer for children with functional skills.
More from Colette Gillis (20)
What happens if i get bitten
- 1. What Happens if I Get Bitten? When the child does not let go with his/her teeth: o Push your arm (or whatever is being bitten) into the bite. Do not push the child away; this may cause the skin to tear more. o As inconspicuously as possible, call over the nearest TA or classroom teacher to inform them of the situation and to get help if you need it. If the bite breaks the skin: o Wash it out with soap and water in the sink by the bathrooms. In all cases: o If the skin is not broken, wait for a TA to assist you and report the incident. If the skin is broken, call over the nearest TA or classroom teacher so someone can come replace you or assist you immediately. o If you are bleeding or swelling, you will be sent to the nurse’s office to get bandaged or to get an ice pack. o The child’s parents will be informed of the incident. (The child is probably at more risk than the tutor, because the child may have gotten your blood in his/her mouth). Prevention: o If your child attempts to bite you and has not ever done this in the past, inform your TA, the classroom staff, or the classroom teacher so we can watch this behavior. It will also allow us to warn other tutors. o If your child is a biter, do your best to ignore the child’s attempts to bite and continue with the procedures. Although this is sometimes difficult (and not always possible), do your best. Typically, the child is biting so he/she can escape the demands that have been placed on him/her. It is also possible the child behaves in this way for the attention resulting from the bite. If another child is bitten/scratched: o Let a TA, supervisor, or classroom teacher know as soon as possible.