Module 3 Infant Toddler

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Module 3 Newborn child Baby. Individualized Intercessions Deciding the Importance of Conduct and Creating Fitting Reactions. Plan. I. Presentation and Logistics II. Prologue to Individualized Mediation with Babies and Little children

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Module 3 Infant Toddler Individualized Interventions Determining the Meaning of Behavior and Developing Appropriate Responses

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Agenda I. Presentation and Logistics II. Prologue to Individualized Intervention with Infants and Toddlers Ways that Infants and Toddlers Communicate Unmet Needs and Distress Examining Acting Out and Withdrawing Behaviors More Closely V. At the point when Behavior Goes Off Track: Using Our Understanding to Develop Initial Responses

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Agenda (cont'd) Paying Attention to the Effects of Challenging Behavior on the Caregiver(s) Enlisting the Help of Parents/Families VIII. Utilizing a Program Process to Develop a Support Plan Case Study Activity Summary and Closing

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Learner Objectives Participants will comprehend and have the capacity to depict the connection amongst conduct and correspondence of trouble for babies and little children. Members will recognize the qualities of testing conduct for babies and little children. Members will depict carrying on and social pulling back practices showed by newborn children and little children.

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Learner Objectives (cont'd) Participants will recognize family conditions, including maternal despondency, that can affect the social enthusiastic advancement of newborn children and little children Participants will distinguish ventures for working with guardians in tending to worries about baby and baby conduct.

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Learner Objectives (cont'd) Participants will investigate the impact of newborn child or little child conduct on the guardian and distinguish routes in which the parental figure can utilize her appearance to address the youngster's needs Participants will depict and have a chance to utilize a procedure for creating and actualizing a bolster plan to react to testing conduct

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CSEFEL Pyramid Model

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Social Emotional Wellness The capacity to: Experience, direct and express feelings Form close and secure interpersonal connections Explore and gain from nature Suharjoto

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CSEFEL Definition of Challenging Behavior What we are alluding to when we say "testing conduct:" Any rehashed example of conduct that meddles with learning or engagement in genius social collaborations with associates and grown-ups Behaviors that are not receptive to the utilization of formatively suitable direction methods

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Communication Expresses… What the newborn child or little child is encountering What it resembles to be in that kid's body What it resembles to be in that kid's reality

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Infants Communicate from various perspectives Gaze revultion (turning away) Yawning Expressions Pushing out of the lips Wrinkling the temples Lip scowl; lip pressure Smiling Tongue indicate Brow raising Dull look Vocalization Giggling Crying Squealing

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Infants Communicate from numerous points of view ( cont'd ) Movements Pulling endlessly Joining of hands Arching back, hardening Clinging stance Lowering the make a beeline for eye Hand to ear Hand to mouth Hand to stomach Reaching for guardian

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Expression of Emotion Ellis Intensity Frequency Duration

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Continuum of Emotional Expression Social Withdrawing… … ..Acting Out Two distinctive and outrageous types of passionate expression

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Acting-Out Behaviors Fussing Inconsolable crying Frequent or extraordinary fits of rage Pushing Hitting Biting Frequent tossing of things or thumping things down or decimating property Persistent refusal to permit or take an interest in exercises Harm to self or others

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Social Withdrawing Behaviors Pulling without end while being held Rarely cooing Rarely jabbering or talking Looking pitiful Not demonstrating inclination for guardian Not looking Whining Being excessively agreeable or avoidant with the guardian Diminished endeavors to utilize interchanges aptitudes that have already been utilized

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Focusing on the Child Makes us more inclined to have the capacity to react with compassion to her needs Helps us be more purposeful about critical thinking Will help us in reestablishing the kid's feeling of prosperity Will empower the tyke to spend his enthusiastic vitality on improvement Will help us keep our own particular feelings in check

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Responding to Distress Acknowledge trouble Offer solace Use words Be adjusted (in a state of harmony) to kid's individual needs Help the infant/baby accomplish the comprehended expectation Be formatively fitting

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Hypotheses What happened that brought about the tyke to respond with testing conduct? What was the youngster encountering or feeling? What has created the move in the tyke's example of conduct? - What occurred before the conduct? - With whom did the conduct happen?

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Reasons for Challenging Behavior Developmental surge Medical reasons Biological contrasts Social enthusiastic condition Discontinuity between care program and home Lack of expertise in imparting and collaborating with others A blend of more than one above

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Maternal Depression A therapeutic issue that influences a man's musings, sentiments, physical wellbeing and conduct Can affect a lady's capacity to work as a mother, the family's working and her tyke's advancement Can influence anybody and is exceedingly treatable Can have a noteworthy antagonistic effect on the social passionate improvement of youthful youngsters

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"Offspring of discouraged guardians are at expanded hazard for intellectual and dialect issues, unreliable connections, troubles with passionate control, social skill, and behavioral issues." Gladstone & Beardslee, 2002

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Symptoms of Maternal Depression Feeling dismal, blue, or down in the dumps Loss of enthusiasm for things that used to give a man joy Feeling backed off or fretful Trouble dozing or resting excessively Loss of vitality, feeling tired all the time Increase or reduction in craving or weight

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Symptoms of Maternal Depression (cont'd) Problems concentrating, considering, recollecting or settling on choices Feeling useless, liable or sad Inability to adapt Thoughts of death or suicide Irritability Wanting to be allowed to sit unbothered, investing less energy with companions or family

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A Depressed Woman Might Say... "I feel miserable" "I feel overpowered" "I'm going insane" "I'm losing it" "I'm stressed" "I can't stand this any longer" "I will never can rest easy"

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Caregivers Can Help By… Learning to perceive the indications of sadness Knowing about the conditions of families in the program Getting support in the event that they have worries about a family or tyke Securing assets for staff to bolster the kid Referring the family for administrations in the group

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Reasons for Challenging Behavior Developmental surge Medical reasons Biological contrasts Social passionate condition Discontinuity between care program and home Lack of ability in conveying and collaborating with others A blend of more than one above

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Reflection – Self Awareness What is this present tyke's conduct raising for me as her guardian? What feelings do I encounter when I administer to this youngster? What would I be able to accomplish for myself to deliver my passionate reaction to this kid?

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Primary Characteristics of a Program Process Reflective, as opposed to responsive Focus is on helping kid in getting needs met instead of wiping out the testing conduct Goal is to help the tyke with formative fitting self-direction so that formative force is not slowed down or disturbed

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Program Protocol Outlines clear strides in creating plan to address the conduct Identifies part/members on the group Lays out how advance will be surveyed, how changes, assuming any, will be made in the arrangement Stipulates how choices will be made about completion or altering the intercession

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Sample Protocol for Addressing Challenging Behavior in Infants and Toddlers Observe and report Provide prompt activity for any perilous conduct 3. Amass a staff group or intelligent supervision meeting to audit point by point inquiries concerning the importance of the tyke's conduct.

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Additional Protocol Components Meet with the family to share data, extend understanding and work together on systems. 5. Decide a predictable arrangement for intercession. 6. Continue perception and documentation to give information to assessing change and guaranteeing the consistency of the plan.

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Questions to Ask About the Meaning of the Behavior What is the kid encountering? What is the kid's point of view on the circumstance? What qualities can be seen in the tyke's advancement or conduct designs. What, when, where, how and with whom is the undesirable conduct happening?

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Questions to Ask About the Meaning of the Behavior (cont'd) What is the tyke imparting that he needs or needs? What impact does the kid's conduct have on others? What do others do or quit doing in light of the tyke's conduct? What is the significance of the kid's behavior? What do I need the tyke to do?

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Parent Interview Questions What is your newborn child's or little child's testing conduct like for you? What have you done in light of his conduct? How would you feel when he acts along these lines? At the point when and where does the newborn child or little child carry on along these lines and what has regularly occurred before or after? Is this conduct new or has the baby or little child been acting along these lines for some time?

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Parent Interview Questions (cont'd) Does the kid demonstration along these lines with others (e.g. father, grandma or others) and what does that individual say a