promoting social- emotional development lauren jackson, ots
TRANSCRIPT
Objectives• Domains of Early Interventions• Define Social-Emotional
Development in Early Intervention• Explain Effective Interventions for
Promoting Social-Emotional Development – Occupational Performance Coaching– The Getting Ready Intervention
• Discuss Fieldwork Experiences• Implications for OT
5 Domains of Early Intervention Services
• Birth - Age 3– Physical Skills– Cognitive Skills– Communication Skills– Social/Emotional Skills – Self Help Skills
Social-Emotional Milestones
• Birth to 3 months– Infants spend a lot of time getting to
know their own bodies.
• 3 months to 6 months– Infants are interested in other people and
learn to recognize primary caregivers.– Babies are more likely to initiate social
interaction
• 6 months to 9 months– Babies show a wider emotional range
and stronger preferences for familiar people
Milestones, Cont.• 9 to 12 months
– Imitation and self-regulation gain importance.
• 1 to 2 years– Become more aware of themselves
and their ability to make things happen.– Express a wider range of emotions.
• 2 to 3 years– Begin to experience themselves as
more powerful, creative "doers." They explore everything, show a stronger sense of self and expand their range of self-help skills.
Young Children In EI• Environmental constraints• Developmental delay
– Social Skills– Social Participation
Occupational Performance
Coaching• What is OPC?– Client-centered
• Parents design goal for child
– Coaching • Therapist guides caregivers to look at their
child’s goals in detail and identifies changes to the performance context that improves goal achievement.
• Observing, questioning, modeling • In the natural setting
– Promoting Parental Competence
The Getting Ready Intervention
• Strengths-based approach helping young children prepare for preschool
• Triadic Strategies• Collaborative Consultation Models
– Parent-Child Relationship– Parent-Professional Relationship
• http://www.youtube.com/watch?v=1fjH4CGIscg
Occupation and Family Centered
Approach • Promotes social participation in play and preschool readiness
• Parent-child interaction– Including parent in therapy
• Recording OT sessions • Teaching parents/caregivers specific
interventions
REFERENCESGraham, F., Rodger, S., & Ziviani, J. (2013). Effectiveness of occupational
performance coaching in improving children’s and mothers’ performance and mothers’ self-competence. American Journal of Occupational Therapy, 67, 10-18. doi:10.5014/ajot.2013.004648
Knoche, L. L., Sheridan, S. M., Clarke, B. L., Edwards, C. P., Marvin, C. A., Cline, K. D., & Kupzyk, K. A. (2012). Getting ready: Results of a randomized trial of a relationship-focused intervention on the
parent-infant relationship in rural early head start. Infant Mental Health Journal, 33(5), 439-458. doi: 10.1002/imhj.21320
Case-Smith, J. (2013). Systematic review of interventions to promote social-emotional development in young children with or at risk for
disability. American Journal of Occupational Therapy, 67, 395-404. http://dx.doi.org/10.5014/ajot.2013.004713
Case-Smith, J., & O'Brien, J. C. (2009). Occupational therapy for children. (6th ed.). St. Louis: Elsevier Health Sciences.