Group meeting - April 22, 2012

Our jumping pictures are fantastic!

DUCHIS’ GOALS – APRIL 23 TO MAY 7

Goal #1 (communication): Challenge Duchis by “complicating” the language when you are talking to her.

1. Use correct pronouns. Example: Stop using “Do you want ABC to do it or Duchis to do it?”

2. Do not rely on multiple choice questions or yes/no questions. Ask open-ended questions:
a. What: What exercise should we do next?
b. Where: Where do you want to put the game?
c. Who: Who will come to the party?
d. Why: Why is Snow White scared?
e. When: When will lunch come?
f. How: How do we build a castle? How many Barbies will be on the show?

3. Bring complex statements and diverse questions into your games.

4. When she does not answer, WAIT, like you wait with Liam, so that she does not assume we will always make the questions easier for her if she does not say something.

Goal #2 (communication): Show Duchis how to tell Tony want she wants and or does not want

SCENARIO “B”, in particular: Tony is pulling/pushing Duchis, putting stuff on her hair, getting in her face, etc.

**** We agreed to tell Tony and Duch about the "safety patrol" to always stay safe and to use a green light/warning/red light system for Tony. His consequence if he does not listen is sitting on a chair for thinking time/timeout in the playroom.

Step 1: Back off and see exactly what is happening. Would Duchis say “NO” if we give her enough time? Would she take care of the situation if we give her enough time? Let her cry or whine; the question is: Would she take care of herself if Tony is bothering her?

Step 2: If time has passed and she is not saying anything to Tony, then tell her things like: “Duch, if you don’t like that, use your words” or “Duch, if you don’t like that, tell Tony to stop it”. If she says “NO” to Tony, or “STOP it”, or “hey, don’t do that”, then IT NEEDS TO WORK. We need to make sure that when she uses her words, she gets results (that is positive reinforcement for her to use her words with Tony more often).

Step 3: If Tony keeps pushing and pulling and does not respect her saying NO to him, then explain to him that he needs to respect when his family or friends tell him that they don’t like something because if not, his friends will not want to play with him. The consequence, if he persists, is that you are not playing with him anymore and you will go on playing with Duch.

LIAM’S GOALS – APRIL 23 TO MAY 7

Goal #1 (communication): Help Liam to consistently use his fuller sentences.

a. The “Respond literally” strategy: For example, if Liam says, “Vehicles book.” – Respond literally and discuss all components of vehicles (E.g. Vehicles get us places. I see vehicles on the shelf).

b. Wait expectantly for a response. Wait at least 10 seconds (1-Missisipi, 2-Missisipi …) before using non-verbal prompts to ask Liam again so that he has enough time to process the information or motor plan a response. The other day Liam brought me a jar to open, but did not say anything. I waited using non-verbal cues. He started to say “yes, yes,” like anticipating that I was going to ask him “do you want me to open the jar?” I did not ask that question and waited for ever for him to say something. He kept saying “yes” …

c. Ask more open-ended questions. Be aware of not asking too many “easier” questions, like multiple choice or yes/no questions.

d. Liam is great at “give me,” “I want”, and “let’s …”. Help him to expand to a variety of phrases. Remind yourself how to vary your own phrases: Find Me, Bring me, Where is, Show me.

e. From Vanessa: Integrate feelings, actions, and thoughts. Logical thinking / Abstract thinking:
• We ask this question a lot: “What do you want?” Let’s say he says “Chips”. Expand by asking which chip, or how many, or give a choice of chips (big chip, little chip, cassava chip, blue chip, triangle chip, rectangle chip).
• The next step is the reason why he may want chips: “Are you hungry?”
• The step after that is “What else do you want?” or “What else would you get at a restaurant?” Talk about foods or drinks he may want. Ask him if he wants to eat a shoe or a coat. “Oh, that’s not food! Sorry!”
• If the kid desires to do or not do something, you can pursue reasoning by asking him how he feels as a reason for the action. “You love dinosaurs. That’s why you want to the dinosaurs books again!” “Why did you throw down the puzzle?” “Was it too hard to do?” Or just “too hard” before asking him if he wants help and mediating the processes needed to succeed in the action.

Goal #2 (interactive attention span): Encourage Liam to physically and verbally participate in games more spontaneously.

*** We talked about more guessing games for Liam.
• Engage in symbolic play. Use puppets and entertain Liam. Keep varying things up! Liam is into dinosaurs, animals, puzzles, and candyland, too! Use themes and premeditated scenes to act out. Think of all the things you have played with Duch in the past!
• While entertaining him, give Liam a clear role in the game.
• When Liam is motivated in the games, ask him to imitate what you are doing.