1. Afnan Es-sayyidThursday, April 4th, 2013 Lisa McCaieInclusionECEP 233-063

2. My ChildPriya is my child and she has Oppositional Defiant Disorder.Scenario:You have observed atypical development in many areasof development in Priya. Yesterday, her Mom was toldthat Priya has ODD (Oppositional Defiant Disorder).She asked you, What do I do now? and begins to cry.She covers her face and says why me?Virtual Child: Afri,1st semester. 3. Special Need?http://lostandtired.com/2012/09/30/lets-talk- about-special-needs-parenting/ 4. Priya & Familys Needs? Priyas mother was told that Priya has Oppositional Defiant Disorder.Priya: Atypical development in many areas of developmentMother: Wonders what to do with this diagnose Wonders why this is happening to her 5. What is ODD? Oppositional Defiant Disorder (ODD) is a condition in which a child displays an ongoing pattern of uncooperative, defiant, hostile, and annoying behavior toward people in authority. The childs behavior often disrupts the childs normal daily activities, including activities within the family and at school(WebMD, Mental Health Center)http://oppositional-defiant-disorder-odd.wikispaces.com/ 6. Atypical Development? An individual who is different than others in terms of a normal aspect such as, an individual growing up within the normal ages and stages. Atypical would be an individual who grows at pace or really slow, and who is diagnosed with any special need.http://blog.journals.cambridge.org/2013/02/atypical-language-development/ 7. ODD Videohttp://youtu.be/0VWPbTfLt-QThis video talks about ODD and its background history such as, whats it about and how it has formed.(Class Notes Video) 8. Modificationshttp://labspace.open.ac.uk/mod/oucontent/view.php?id=425702&section=1.2.4 9. Adaptation to PhysicalEnvironment Modifications that couldtake place are for Priyawould be:- Materials, Toys &Equipment- Labelling System- Flexibility in Routines,Schedules & Activities- Stability & Predictability- Collaborative Planning- Preparing the child toTransition to School http://nicoleshomedaycare.blogspot.ca/ 10. Materials, Toys & Equipment Have appropriate materials for thechildren to play with to avoid healthand safety issues. This would helpPriya by being able to connect withthe item without frustration. Have manipulative materials and toysfor children to avoid conflict, arguing,fighting, tantrums, andtemperaments between the childrenwhich will set Priya off. http://www.naeyc.org/toys (Class Notes: Adaptive LearningEnvironments, Jan. 31st, 2013) 11. Labelling System Labelling large print items and toysin the classroom will make thechilds environment easier to accessand they will visually see where thethings they want are. For example, ifPriya has no patience to look aroundand read for toys, instead of gettingfrustrated there could be differenttypes of visuals.http://childhood101.com/2012/11/clearing- Other visuals are symbols, pictures,the-kids-clutter-printable-toy-tub-labels/and shaped containers.(Class Notes: Adaptive Learning Environments, Jan. 31st, 2013) 12. Flexibility in Routines, Schedules & Activities Allowing more time to transition Consistency in order of the day, buttime is flexible Modification of activities to bemore inclusive Expectations and follow through If these pointed are taken intoconsideration Priya would be morerelaxed and there would be lessinterruption throughout the day inschools and homes. (Class Notes: Adaptive Learning http://www.docstoc.com/docs/3546771/CAUTION-Environments, Jan. 31st, 2013)KIDS-AT-PLAY-DAYCARE-DAILY-SCHEDULE-am-am-ARRIVAL 13. Stability & Predictability Even though you should be flexible with transitions, schedules,and planning you should still maintain stability andpredictability for the Priya so that she can learn the routines andone day will be able to follow through without interruptions. A modification that could be made would be creating a schedulethat the child can understand and you go through it with themto apply it. Then you let them know youre available to supportthem at anytime. Also, talk to the child about emergency procedures and what toexpect; so that they are able cooperate with you during theseunexpected transitions. Always have expectations and follow through. If you follow these steps with your child who has ODD they willeventually learn the steps and expectations in the home orschool and will follow through. Once they learn thesetransitions or procedures they will predict it and follow througheasily than usual. 14. Collaborative Planning Be open to the learning and experience of Priya Take intro consideration her needs and comfort zone Have several material equipments View the environment as a 3rd teacher Always provide moral support If these steps were to take place Priya would feel includedwithin the children and will build on her self-esteem to bepostive and outgoing than viewing herself as trouble ornot capable to cooperate or do anything. (Class Notes: Adaptive Learning Environments, Jan. 31st, 2013)Image: http://jonathancanzio.blogspot.ca/2012/12/collaborative-planning.html 15. Preparing the Child to Transition toSchool Have talks and discussions with Priya beforeattending to school and explain to her what it is andwhy she needs to go and the outcomes of it. Have a booklet that introduces the child to theenvironment of their classroom such as, where theircubbies are or where the toys are.http://familysystematics.typepad.com/homework_succ Always have a couple of visits with the child and get ess_network/new-them to get comfortable and adapt to the school-year-tips/environment before leaving the child there which willaffect the child and set them off into temperaments.(Class Notes: Adaptive Learning Environments, Jan. 31st, 2013) 16. Teaching Strategies Modifications that could take placeare for Priya to learn would be:- Visual communication- Visual images- Saying no less- Fidget Kits- Basket Approach- Calming strategies to use withchildren- Reinforcement- Task analysis- Giving instructionshttp://live-the-solution.com/mindmaps/- Giving choices- Chaining & Shaping 17. Communication: Visuals- Visual supports hold time and space, directattention, allow more time to process information,help memory and teach more words(ConnectAbility: Visual Communication Workshop.Class notes).- This allows children to use their words than throwmany tantrums in the environment harmingthemselves. This would help Priya explain herself orwhat she wants when shes under stress and throwinga temperament. Visual Images:http://playfullearning.- First and then approach to allow them to understandnet/using-visual-what comes first and then what comes second. schedules-with-- Allows them to process information easily and canchildren/visualize what is expected from them.- Always go step by step to help the process and not totrigger the child.(Class notes: Using Visuals. Feb. 28th, 2013) 18. Less NO = Cooperation When a child is told no most of the time thats when they began their tantrum and their reaction changes into an unpleasant mood. Instead of demanding the child http://magicalhomes.in/are-parents-saying-no-less-often-to-children/ to clean their room or do a task, work your way into the situation and talk to them about cleaning their room for example instead of them yelling no and you getting frustrated. http://www.story- lovers.com/listscooperationstories.html 19. Fidget Kits These devices are used to helpchildren focus and maintainattention during challengingactivities such as, learning in aclassroom setting or child caresetting. The kit has sensory items to keepthe childs attention and theyreused for calming, focusing, andself-regulation. (Adaptive Devices: Class notes,http://www.cheapdisabilitya 03/28/13)ids.co.uk/tactile-fidget- hamper-1184-p.asp 20. Basket Approach Basket A My way or the Highway- Use once in a while (safety issues)such as, unsafe actions. Basket B Parent as Teacher- How to deal with the child- Proactive approach- Teaching social skills Basket C Whatever- Prioritize what is important and http://www.finishrich.cowhat can waitm/blog/3-basket-approach-to-financial- security/(Video- Oprah: Out of Control Children. Feb. 28th, 2013) 21. Calming strategies to use with Children Choose a good time and age appropriateCalming Activities:- Breathing exercise (blowing candles/balloons)- Physical activity (yoga, tense and relax,and stretching) Sensory play (Feeling Box, ListeningCentre, Visual Centre) Positive self talk (I can) These can help Priya during stress timesand if she practise these strategies atappropriate times she can learn to use http://pinterest.com/pithem when shes angry or in a tantrum. n/13018286392949116/http://connectability.ca/2010/09/23/calming-strategies-to-use-with-children/ 22. Reinforcement Reinforcement allows the child to learn new skills, build independence and self-esteem. It motivates the child and allows learning to occur faster Learning a new skill can be challenging but with reinforcement it helps the child stay on task.4 Types of Reinforcement:1. Social praise and attention such as, clapping high 5, tickle, smile, hugs/kisses, and cuddle2. Tangible items such as, toys3. Favourite Food if child does not respond verbally4. Token economy such as, allowance or money http://www.goodreads.com/book/show/1276(Class notes: ConnectAbility- Reinforcement workshop. Feb.21st, 2013) 42.10_Days_to_a_Less _Defiant_Child 23. Task Analysis Task analysis is when you break down complex skillsinto smaller easier steps to learn. Visual supports help for more complex steps. If the skill is too easy, you may be creatingdependency but if its too hard the child can becomefrustrated. Begin with easy skill then move towards hard. You need to identify what the child can or cannot do.Then move from there. Data collection is a key component of skill building. Ithelps you track the progress, know when to fadeassistance and to identify areas that need extrateaching. http://jennygusmay.wikispaces.com/Task+Analysis For example, while evaluating use short terms todescribe childs behavior such as, IND independent. Gradually reduce the amount of prompts to increaseindependence. Success is built one step at a time. (Class notes: ConnectAbility: Task Analysis. March.14th, 2013) 24. Giving Instructions Set realistic expectations Set your child up for success Expect follow through Provide assistance Use their name and always maintain at eye level Make brief directions http://www.juxtapost.co Use visuals to help child understand such as, gesturesm/site/permlink/a86006e 0-d70a-11e1-9b77- Use positive language fda9bc46bee5/post/essential_guidelines_for_giving Allow enough time for child to process, wait and reinstruct if_instructions_to_childrenneeded_and_using_your_words_ more_effectively/ Always use priase Consider what will motivate the child This is important with do with a child who has ODD becauseyoure guiding them gently and slowing for them to follow whatyoure instructing them to do, so that they gradually respond toyou without being oppositional or defiant. (Class notes: ConnectAbility: Giving Instructions. Feb.21st, 2013) 25. Giving Choices Teaching new skills to reducefrustration, promote self-esteem andto replace behaviour that may not bethe most acceptable. Breaking down tasks Giving options such as, would youlike to do this or that or would youlike help with this or would you liketo try it alone? By providing the child with optionsand when teaching them new skillshttp://mylittlebitoflife.com/?page_id=631can help them follow through and itbuilds on their self-esteem andindependence.(Class notes: Making a choice. Feb.21st, 2013) 26. Chaining & Shaping Building one step onto another learned step in thesequence creating a strong chain. Shaping is where the child is rewarded forapproximating or getting close to the steps that wewant to see in the end. Gradually more steps areexpected before the child receives the reward.(Class notes: Chaining & Shaping. March 14th, 2013) This helps would help Priya learn to do things slowly till she learns how to do it to avoid frustrations and temperaments and then being praised would encourage her to practice more than get angry.http://www.youtube.com/watch?v=vWQ0cE1pS-Q 27. Other Children Inclusion Collaboration Reading InclusionBooks Prompting and Fading Workshops withchildren to answerQ&A they have onODD. http://handsonblog.org/2012/07/31/give-your-teachers-more-than-apples/ 28. Inclusion Children with special needs attendeducational, recreational, andcommunity programs with their peers. Built on the foundation of respect,fairness, justice and equity. Inclusion allows developmentalprogress because children learn fromother children.http://www.emcoalition.c (Class notes: Inclusion of Children with Special Needs. Jan.10th, 2013) a/policies/social- inclusion/Arent they all our children:http://www.youtube.com/watch?v=kaIRNXpoi34 29. Collaboration http://www.aiim.org/What-is-Collaboration Including all children in activities to allow them tocollaborate and make the experience accessible for all. For example, Priya dislikes fast transitions so to meether needs as well as the other childrens needs, thenyou would need to plan something engaging that willdirect Priya as well as others all together to the nexttransition rather than saying Priya its time to go andtaking her from her spot which will make her upsetand while you calm her down others will be waiting. 30. Inclusion Books My Brother Sammy Having a Brother like David Author: Cindy Dolby Nollette and Others The ADDed Touch Special people, special ways. Maguire, Arlene (Class notes: Children with special needs book list titles. Feb.21st, 2013)These books are beneficial in classroom or home setting for otherchildren and if Priya has siblings to help them understand more aboutbeing inclusive with children who have special needs.For more books you can go on:http://www.state.nj.us/humanservices/documents/ChildrensBiblioDisabi lityBooks.pdfYou can also print your own book and use it as a strategy with allchildren including Priya to help them understand when they hit, yell,scream, and have tantrums that it hurts others. I personally like theTucker Turtle Takes Time to Tuck & Think and I can be a SuperFriend. If you would like to print more books on more topics you canvisit this link and have it as a resource for children to learn from.http://csefel.vanderbilt.edu/ 31. Prompting & Fading 5 areas: physical, modeling, verbal,positional, pointing, andenvironmental. For example, if you instruct Priya toshare with her peer and she is not ableto do it on her own then you would usea strategy from prompting and fadingto improve her ability to cooperate.Therefore you would position her armto share. If Priya is having a hard timecooperating with others then you canpoint or verbally try to help her include http://www.childmdim.com/resource s/sub-page-2/aba-approach/herself with others and get along. (Class notes: A review of Prompting and Fading. March 14th,2013) 32. Children Workshops I believe having open discussions with children andanswering any questions they have on what they seePriya doing when shes upset would be beneficialand they would learn how to cope with Priya atthose times and what to do or not to do. Children will learn to be more acceptable of othersif theyre taught about it and that removes all theirnegative and basis views on Priya.http://christianazadi.girlshopes.com/childrensworkshop/ 33. Needs of Family (Mother) Learn and Understand Priyas Disorder to help her Follow through steps and procedures where you canlearn about what to do and not to do with Priya Learn how to deal with any defiant behaviour Work through your emotions Contact agencies and doctors to help you with Priyahttp://sexandtheshtty.blogspot.ca/2012/08/the-family-flirt.html 34. How to React? Have proper attitude Stop and evaluate Breath http://www.friendshipci rcle.org/blog/2012/07/26 Find everything positive about your child/10-hurtful-comments- from-relatives-about- your-special-needs- Focus on how to improve the situationchild/ Make an achievable goal for the child and yourself Ask and find support Live in the moment and make it truly count (Class notes: working through your emotions. Jan.31st, 2013) 35. Sharing Information with ProfessionalsInvolved with Your Child Professionals may become involved with your child for anumber of reasons. In getting to know your child andfamily, they may gather information to carry out anassessment, develop a service plan, and set goals.(ConnectAbility.ca: sharing information with professionals involved with your child. April 2nd, 2013) Priyas mother would be sharing information with manyspecialists, doctors, Priyas teacher and would go throughmany more requirements to learn how to cope with PriyasODD. For more information on sharing information you can visit:http://connectability.ca/2010/09/23/sharing-information-with-professionals-involved-with-your-child/ 36. Support the parent Provide space in the centre for parents to sit in to talkabout their childs progress and to discuss their childsdisorder with the educators. The centre could provide workshops/guest speaker forPriyas mother and invite other parents to join tounderstand the disorder better than to judge Priyasfamily. I believe working as a team and supporting Priya andher mother would help them get through each daywith ease than hardship. 37. ODD Video http://www.youtube.com/watch?v=LYhkFxfL72wThis video talks about ODD and how parents keepquiet about it because their children dont havetemperaments at school. Why parents have a hardtime during the summer with their child than they doduring school. 38. Agencies/Resourceshttp://blog.care.com/sheila/pet_care/ 39. Family Doctor Family doctors diagnose Priyaand then send her tospecialized centres that meetsher cause The doctor also can helps herMother with questions theyreaware of and support thefamily through the process ofthe diagnosis. http://www.yourdictionary.com /family-doctor 40. Resource teacher/consultant Priyas Mother can get the Form14 and should connect with a resource consultant. A resource consultant gathers information that has to do with the child within specialneeds, assists the family and childcare staff to determine what needs to take place suchas, goals and improvements. They also interact with professionals in the community that follow up with the specialneed.(Class notes: Twenty Questions, 03/14/13) Centennial College offers Early Childhood Resource Consultant Conference to talkabout different disorders and guide you with information you can use for your child.Registration deadline April 1st, 2013Saturday, April 6, 20138:15 a.m. - 12:00 p.m.Cost: $10.00Centennial CollegeAshtonbee Campus75 Ashtonbee Road (West of Warden Ave. & North of Eglinton Ave. E.)(Class Email: Centennial College- Resource Cousulant Program 2013 Conference brochure. Pdf. 03/16/2013) 41. Resource Consultant Agency This is a resource consulting service that supports inclusion in all children from 0-12 years old that face variety of challenges in licensed childcare programs. Inclusive child care provides all children with early lessons in cooperation, respecting differences, and consideration of others. Community Living KingstonResource Consultants will: Facilitate the inclusion of special needs children and their participation in licensed childcare programs Provide support to families including information, visits, consultation and service coordination Consult with community childcare programs including resources, programming suggestions and modeling for staff Link to community services and resources by providing information, service coordination and transitional planning Plan for transition to elementary school in collaboration with the family Provide resources from the Community Living resource lending library Provide training and professional development to assist community childcare curricula and environments(Community Living Kingston: http://www.communitylivingkingston.org/ProgramsServices/ChildCareResourceConsultant/tabid/34 5/Default.aspx. April 2nd, 2013) For more information or to make a referral contact: Maria Victoria, Child Care Resource Consultation CoordinatorPhone: 613 546 6613 ext. 226 Email: mvictoria@kdacl.on.ca 42. Collage Pediatric TherapyApproach We are a team of speech-language, pathologists, psychologists, occupationaltherapists and behaviour working together in a practice focused exclusively onchildren (Website: Collage Pediatric Therapy) They believe the children will gain most when they have hand in hand experiencewithin the same centre. This type of practice is called multidisciplinary and allowsthe families to benefit from one point of view and provides professionals thatdiscuss the childs progress. They offer back to back therapy appointments with different clinicians in the samebuilding to gain good results. This centre provides resources for parents andteachers to learn the skills at home and in school that has to do with the child. The centre provided full time support to families and allow them a lot of time totalk about their childs specific need and answering all their questions to increasetheir knowledge on the information theyre seeking. 43. Services & process/availability: They offer services for children and adults Treatments and treatment programs tips They offer offsite services such as, at home or at school They break down the ages and tell you when youwould need to seek therapy and give you reasons whyby providing you signs and symptoms. they provide on their website all the types of disordersor special needs they deal with. You can make an account and book an appointmentonline or you can call or email. 44. Funding: Families that meet the collage pediatric therapyincome requirements can apply for funding fromcertain charity foundations. They offer payment plans that are available from theirfinancing partners and you can pay the amount in 6months to 5 years. WEBSITE COLLAGE PEDIATRIC THERAPY: http://www.collagetherapies.ca/en/oppositional-defiant-disorderhttp://business.sfu.ca/gbsa/protocol-on-receiving-gbsa-funding/ 45. Locations Mississuage ON1100 Central Parkway West,Unit 4, Suite 100 Mississauga ,ON L5C 4E5T (905 ) 402-3122F (905) 402-3124 Thornhill-Vaughan, ON10 Disera Drive, Suite 240Vaughan, ON L4J 0A7T (905) 660-9690F (905) 907-8235 46. Relief worker A relief worker can help out with the parents or theteachers to guide them through working with Priya. Also, a relief worker can work with Priya at home toallow the parent a time to rest and observe to learndifferent ways and strategies to implement daily withPriya for better results. http://www.123rf.com/photo_9085273_ pledge-of-hope-logo-for-tsunami- relief-efforts-charity-drive-2011- japan.html 47. Conclusion Through all these guiding topics and points presented itshould help Priyas mother with information onOppositional Defiant Disorder and how to cope with it. This information will also help Priya at home or at schooland she will learn many skills and strategies that will helpher stay calm and go with the flow easy as learnt in thehope to decrease any defiant behaviour and to build on herself-esteem. The agencies provided help the parent learn more aboutODD and support the parent throughout the wholeprocess. 48. ReferencesWebMD, Mental Health Center: http://www.webmd.com/mental-health/oppositional-defiant-disorder. March 28th, 2013 YouTube Video: http://youtu.be/0VWPbTfLt-Q March 28th, 2013 Class Notes: Adaptive Learning Environments, Jan. 31st, 2013 ConnectAbility: Visual Communication Workshop. Class notes Class notes: Using Visuals. Feb. 28th, 2013 Class notes: Adaptive Devices. 03/28/13 Video- Oprah: Out of Control Children. Feb. 28th, 2013 Calming strategies for young children. http://connectability.ca/2010/09/23/calming-strategies-to-use-with-children/March 29th, 2013. Class notes: ConnectAbility- Reinforcement workshop. Feb.21st, 2013 Class notes: ConnectAbility: Task Analysis. March.14th, 2013 Class notes: ConnectAbility: Giving Instructions. Feb.21st, 2013 Class notes: Making a choice. Feb.21st, 2013 Class notes: Chaining & Shaping. March 14th, 2013 YouTube Video: http://www.youtube.com/watch?v=vWQ0cE1pS-Q March 30th, 2013 Class notes: Inclusion of Children with Special Needs. Jan.10th, 2013 Arent they all our children: http://www.youtube.com/watch?v=kaIRNXpoi34 April 2nd, 2013 For more books you can go on: http://www.state.nj.us/humanservices/documents/ChildrensBiblioDisabilityBooks.pdf Class notes: A review of Prompting and Fading. March 14th, 2013 Class notes: working through your emotions. Jan.31st, 2013 ConnectAbility: Sharing information with professionals, http://connectability.ca/2010/09/23/sharing-information-with-professionals-involved-with-your-child/ April, 2nd, 2013 ConnectAbility.ca: sharing information with professionals involved with your child. April 2nd, 2013 YouTube Video: http://www.youtube.com/watch?v=LYhkFxfL72w April 2nd, 2013 Class notes: Twenty Questions, 03/14/13 Community Living Kingston:http://www.communitylivingkingston.org/ProgramsServices/ChildCareResourceConsultant/tabid/345/Default.aspx.April 2nd, 2013) WEBSITE COLLAGE PEDIATRIC THERAPY: http://www.collagetherapies.ca/en/oppositional-defiant-disorder March20th, 2013 CSEFEL: http://csefel.vanderbilt.edu/resources/strategies.html April 1st, 2013 Picture References are on slides or in notes.