Personal Narrative: Personal Observation

No child should be excluded or disadvantaged because of ethnicity, culture or religion, home language, family background, special educational needs, disability, gender or ability, everybody should be treated exactly the same as one another. Parents and practitioners should work together in an impression of mutual respect which children can have safety and confidence. To be effective, an early year’s course should be carefully structured. This includes three strands, provision for the different starting points from which children develop their learning, building on what they can already do, relevant and appropriate content that matches the different levels of young children’s needs, planned and purposeful activity that provides opportunities for teaching and learning, both indoors and outdoors, we do this by having a plan for each week with a theme that changes every week, we have different toys out for each day, this is for construction play, floor play, sensory play also water and sand, we go around these toys for the children so if a child’s next step is to use the potty or toilet we could put out the babies, so they are learning to put the baby on the potty which they can they copy from and encourage them to do the

The therapist trained the parent to be more sensitive and responsive while communicating with the child in hopes to reduce ill-timed parent responses, in hopes to boost parent child interactions. The rest of the intervention was based on the development of pre-linguistic and early language skills. Common parts of this intervention were repetitive language, pauses, and action routines. Each sessions was a 2 hour session and occurred once every two weeks for 6 months, followed by monthly booster sessions for 6 months, all of these sessions were videotaped. Along with these sessions the families were asked to do 30 minutes a day of practicing these skills at home (Green,

training sessions and obtain feedback from the therapist. The practice involves role-playing with the therapist or another parent, where one individual plays the role of the child and the other individual plays the role of the parent. Sometimes parents also practice with their own children during the session. Completing the homework assigned between session is a fundamental part of the training (Spiegler,

The first day of Triple P I learned what Triple P was and the system of its intervention. Triple P is a multi- level, preventively- oriented parenting and family support strategy developed by authors and colleagues at the University of Queensland (Facilitator's Manual for Selected Teen Triple P). It aims to prevent severe behavioral, emotional and developmental problems in children by enhancing the knowledge, skills and confidence of parents (Facilitator's Manual for Selected Teen Triple P). There are five levels to Triple P level 1 Communication strategy, level 2 brief selective

During my sessions with my older kiddos, the parents were able to see right away how engaging I was with their client and the authenticity to apply a wellness plan to the current situation. When I had a chance to perform my skills training with my orientation group and one-on-one with my supervisor my SOLAR was appraised. I maintain good stands, eye contact, l, arms open and r during the majority of my session. Reflective listening and summarizes played a huge help in getting down to the root of the problem especially with my adolescents.

Objective 3b): To establish the outcome of Positive Behaviour Support and whether it has enhanced the lives of people with learning disabilities when all regulations and factors are met from the training guide.

The third research question to determine if it was successful is, “Did parent management training increase compliance within the home by 60% by the end of the year compared to the comparison group?” This questions goes the same as the previous research question, the more a parent is informed of autism and strategies to help a child, the more compliant the child will be with proper training and support. Experimental group’s scores most increase by 60%.

The initial intervention plan is to replace client’s problem behaviors with positive behavior by highlighting his strengths and providing meaningful reinforcements. For instance, client often gets angry with his mother or peers, to solve this situation client can be taught strategies to understand and manage his anger in a positive way. Client can also be taught how to identify anger triggers and how to express his anger in a more positive way. Client may learn these strategies in-group sessions or during individual sessions. Anger management groups are offered at the agency once weekly.

Triple P – Positive Parenting Program is a comprehensive parent-training program with the purpose of reducing child maltreatment and children’s behavioral problems. It is built upon a public health approach and as such was designed to treat large populations. The five core principles taught to parents are:

In phase 1, the primary caregiver was taught how to implement the treatment with the child (Training 1) and how to teach other caregivers (Training 2). All baseline and training sessions were 10 min (Sam and Myron) or consisted of 10 demand trials (Robin) and were conducted across approximately three 1-hr home visits (Sam and Myron) or one 2-hr home visit (Robin). The primary caregiver was given written and verbal instructions on the recommended treatment. She also participated in a roleplay situation, in which an experimenter acted as the child and engaged in target behaviors, until

1. When I was five years old I had lost my first tooth at the park. It was a sunny day and I was with my dad and we were going to fish. My tooth had been loose for a while and I had been wiggling it all day and my dad noticed instead of fishing I was messing with my tooth. We both stood up and he reached in my mouth and was able to pull it out, I heard a pop sound and fell down right after he pulled it out, so it looked like I fainted right after he did it. We laugh about it to this day but at the time I was scared when I first saw the blood but it’s still a funny story.

This second stage is of variable length, generally from one to three years. The focus shifts to problematic situations and the needs of individual children as the teacher identifies patterns of behavior that depart from that of the other students, benefiting the entire class (Katz). This change necessitates greater knowledge of specific behavioral issues and particular problems, making access to a wide range of resources for the teacher invaluable. Specialists may provide insight into behavioral challenges and more experienced teaching colleagues provide further insight and build upon the lessons learned in stage 1 (Katz). The teacher is also able to take the knowledge gained of the curriculum gained the previous year and evolve the lesson, discarding ideas that did not work, keeping those that did and creating new approaches (Sadker

A basic PCIT program is done in two phases, relationship enhancement as well as discipline and compliance. At the start of the program, the counsellor explains the key principles and techniques to the client. A one-way mirror is used to observe as the parent interacts with the children using the techniques taught to him. The therapist may also choose to provide live coaching to the client (parent) using an ear bug device. Progress on the children’s and parent’s part is highlighted though tracking of targeted behaviour which is graphed over a certain period of time (Hembree-Kigin, 2013). Through this phase, the parent is taught how to minimize negative elements in the relationship and also how to develop new communication

Sarah and I met in the second grade and immediately became best friends. At this point in my life, I genuinely needed her. Sure, I had friends, but I never truly fit in. At my Jewish private day school, I was the only Chinese student in my grade. My peers felt uncomfortable around me because they thought I was too "foreign." Many of them failed to understand that culturally, I was just like them. I converted to Judaism before I could speak and was raised by two Ashkenazi Jews since age one.

Trainers can use this ASSURE guideline to develop plans which integrate the use of technology and media. (Smaldino et al, 2008). Using this model will assist the trainers in maximizing the potential of the available tools being provided. The trainers have to analyze the learners to find out their skill in using these tools and what is needed to help their learning styles. The trainers will also have to let the learners understand the objectives of this process. The program assistants will have to learn how to utilize the tools provided which involves interactive activities that the trainers can use to evaluate and revise if needed. This should be a part of the week long orientation set up for new staff coming into the childcare field before they start on the