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The Developmental Therapy Objective Rating Form-Revised

The Developmental Therapy Objective Rating Form-Revised. For Assessment and Teaching of Social-Emotional Competence. History. The DTORF-R was developed by Mary M. Wood. Mary M. Wood is a professor of special education at the University of Georgia.

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The Developmental Therapy Objective Rating Form-Revised

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  1. The Developmental Therapy Objective Rating Form-Revised For Assessment and Teaching of Social-Emotional Competence

  2. History • The DTORF-R was developed by Mary M. Wood. • Mary M. Wood is a professor of special education at the University of Georgia. • She directs the training, research, and publication activities of the Developmental Therapy Institute.

  3. History, continued… • The earliest foundations for the DTORF-R model came from her work in establishing the first special education teacher training program and clinic for severely emotionally disturbed children and youth in Georgia. • This work expanded to become the Rutland-Developmental Therapy model for the public school district in Clarke County, Georgia.

  4. History, continued… • Eventually, the Rutland-Developmental Therapy model became the prototype for the Georgia Psycho-Educational Services Network of 24 programs, serving 9,000 severely disturbed children and youth each year (1996).

  5. Getting Started • The Developmental Therapy Objective Rating Form-Revised matches a child’s current social, emotional, and behavioral status with specific goals and objectives. • The DTORF-R sequence suggests five distinct stages in the psychosocial development of all children and youth.

  6. Stage 1 • Developmental Age Equivalency: 0-2 years • Respond to the environment with pleasure. • Physical proximity and nurturing touch from adults, repetition of learning experiences, and uncomplicated, predictable order and structure of daily activities. • Sensory-based learning that brings pleasure, familiar materials that allow simple physical movements and sensory stimulation, themes of nurturing and care.

  7. Stage 2 • Developmental Age Equivalency: 2-5 years • Respond to the environment with success • Encouragement and praise for individual accomplishments, positive reflection of words and actions, motivate with activities and materials, redirection, adults as response models

  8. Stage 3 • Developmental Age Equivalency: 6-9 years • Successful group participation • Positive feedback and praise for individual contributions to the group, reflection of positive events, motivating materials, interpretation, verbal redirection, adult models, rules

  9. Stage 4 • Developmental Age Equivalency: 10-12 years • Investing in group processes with concern for others • Positive feedback, interpretation, Life Space Intervention • Real-life experiences and successes with peers, acclaim from significant adults and peers

  10. Life Space Intervention • A verbal method of supporting students in crisis while using the crisis to assist them in gaining insight into their own behavior. • Step 1: Focus on the incident • Step 2: Students in crisis need to talk • Step 3: Find the central issue and select a therapeutic goal

  11. Life Space Intervention continued… • Stage 4: Choose a solution based on values • Stage 5: Plan for success • Stage 6: Prepare to resume the activity

  12. Stage 5 • Developmental Age Equivalency: 13-16 years • Using individual and group skills in new situations • Positive feedback and recognition, interpretation, Life Space Intervention about values that guide conduct, analysis of salient aspects of events in the universal and personal context • How do people behave and communicate in a pluralistic society? How do institutions regulate people?

  13. Administering the DTORF-R • 3-4 person team, consisting of a parent or caregiver, special education teacher, regular education teacher, clinical supervisor, and support staff or other personnel (speech therapist, occupational therapist, etc.) • One person reads criteria for each item in the subscale (behavior, communication, socialization, academics) while another records consensus reached by team

  14. Administering the DTORF-R continued… • Items marked with a check mark indicate mastery (student does this 9 out of 10 times, 90%, in class, at home, and in other places and needs only minimum support to retain the behavior). • Items marked with an X identify skills that are not mastered (student does this 50-89% of the time). These are considered the current instructional objectives.

  15. Administering the DTORF-R continued… • There should be1-4 instructional objectives for each subscale, for a total of 4-16 instructional objectives. • Items on which the student performs 0-49% of the time in class, at home, or other places are marked NR (not ready) and should be considered at a later date. • It is possible to have a check on an item following an item marked NR, but X after NR is an incorrect rating.

  16. Works Cited • Wood, Mary M, Karen Davis, Faye Swindle, and Constance Quirk, Developmental Therapy-Developmental Teaching; Fostering Social Emotional Competence in Troubled Children and Youth, Pro-Ed Inc. Austin, Texas, 1996.

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