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Activities of Daily Living- Strategies and Suggestions to Increase Independence

Activities of Daily Living- Strategies and Suggestions to Increase Independence. Parent Educational Series March 21, 2013 6-8pm FVMMS. What ADL skill do you want your child to be independent at? (Group Activity). Fill out skills sheet…..(See packet handout). Self-Care/Self-Help/Daily Living.

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Activities of Daily Living- Strategies and Suggestions to Increase Independence

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  1. Activities of Daily Living- Strategies and Suggestions to Increase Independence Parent Educational Series March 21, 2013 6-8pm FVMMS

  2. What ADL skill do you want your child to be independent at? (Group Activity) • Fill out skills sheet…..(See packet handout)

  3. Self-Care/Self-Help/Daily Living • Getting dressed • Washing face • Brushing teeth • Combing hair • Taking a shower • Cleaning my room • Washing my hair • Shaving • Using the toilet • Making breakfast • Doing my chores • Making my bed • Cleaning my room • Setting the table • Doing laundry • Buttoning my shirt • Putting on my jacket • TYING SHOES! • Getting a drink • + many more… • Independence is the key! • The least amount of prompting should be used, however the skill needs to be taught first. • Pick a time to practice that makes sense- sometimes it is best to brush your teeth when your not rushing out the door for the bus. • Use visuals or written cues to assist your children in remembering the steps/sequence • Remember- sometimes fine motor and cognitive issues can make the process take longer- have patience!

  4. Prompting… • Independence:No prompts present. The child is able to complete the task without any reminders(verbal, gestural, etc..) of the tasks steps. (your child may still be independent even if you have to ask them to do the task several times before they walk away from their video game)…A general rule with ABA is “State the direction 1 time and then follow through if the child does not comply.” • Gestural:Pointing, nodding your head to a specific area/direction, tapping lightly (an object) Ex. Your child pauses during a tooth brushing sequence- you can point to his teeth, the brush, or the sink- depending on the next step. Sometimes all they need is a little gesture to get them through the task. • Partial Physical:lightly tapping the child’s arm, elbow (if brushing teeth and they pause – lightly tapping the elbow is a reminder to keep going) This is done frequently when a child stops writing in class for example. OR they need assistance getting dressed- you gently move their leg to help them get their pants on. • Full Physical:HOH ( Hand Over Hand) This is a full prompt where no independence is given. Your hands are gently over the child’s hands to complete the task WITH them. • Verbal & Visual: Using verbal directions or cues for a child to complete the activity/Using a visual(picture or written word) for the child to complete the activity.

  5. How do you fade the help you provide? • Least intrusive prompting first; decide how much your child needs and then probe and fade the amount and the type of prompting. Reinforce/reward as you do this. • Be systematic- write out a plan or the steps so you know what to do & target next! • Consistency is your biggest asset, and if you do not have this it is your greatest enemy! • Prompt dependency & learned helplessness: • This is when your child has learned to rely on you vs. being independent. This requires additional reinforcement and strategies: such as planned ignoring, gestural prompting, and heavily reinforce small independent steps.

  6. Visual Supports: • Google images • Schedules • Sequence of tasks • Social stories • Video modeling • Pics on the appliances • * See resource handout

  7. Tying Shoes • http://www.youtube.com/watch?feature=player_embedded&v=BJY_8lLe-9Q

  8. Circles Program Example

  9. DDS & DESE – Home Support • DDS/DESE Services • Collaboration between the Department of Elementary and Secondary Education and the Department of Developmental Services • DESE/DDS services are designed to prevent residential placement of a child under 18 with extensive care needs due to a significant disabling condition. DESE/DDS participant children/families are prioritized and designated by DDS to participate in the program. • Families receiving DESE/DDS services develop a Family Plan and budget approved by the DDS Children’s Coordinator. Typically families receive longer-term intensive levels of support and case management from a Family Support Specialist. Once accepted into the program services may continue through the child’s 22nd birthday. • Services may include any of the support options available through the Family Centers. Many families use a portion of funding for direct support to augment PCA services. • The Arc • Community resources for People with Autism • MCS

  10. Next Month……………. • Szetela on April 25th – Art Cloutier from MetLife to discuss planning for the future • Fairview- May 23rd – TBA • Szetela- June 13th – Potluck Social

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