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Improving Child Outcomes

Improving Child Outcomes. Jan Moss, Parent Center for Learning and Leadership OUHSC, College of Medicine. Can anyone sing this to the tune of “Do I Love You?. Do I data? Oh my do I! Data? Deed I do?. New Requirements to Measure Child and Family Outcomes Regarding:

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Improving Child Outcomes

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  1. Improving Child Outcomes Jan Moss, Parent Center for Learning and Leadership OUHSC, College of Medicine

  2. Can anyone sing this to the tune of “Do I Love You? Do I data? Oh my do I! Data? Deed I do?

  3. New Requirements to Measure Child and Family Outcomes Regarding: Helping Families Communicate their needs and be involved Positive Social and Emotional skills Learning Language and what to do with it

  4. Translation Outcomes which will: help this child enjoy their family? Sibs? Peers? Community? help this family enjoy their child? Extended family? Sibs? Community? Those outcomes are: Healthy Relationships Positive character attributes Functional Skills

  5. Why Healthy Relationships Positive character attributes Functional Skills? • Families are the first environment • Healthy family relationships are essential for developing positive emotional skills • Positive character attributes are the key to social success and friendships • Functional skills are the first skills typical children develop

  6. All Children Need • A healthy sense of trust in self and others, • The ability to cooperate, self regulate emotions, get along with others • Approach learning with curiosity, persistence, problem solving skills • Receptive and expressive communication skills Annie E. Casey Foundation, Families as Primary Partners in their Child’s Development

  7. A word or two about helping families: Positive Practice – Positive Help “ it is not simply a matter of whether or not needs are met but rather the manner in which needs are met that is likely to be both enabling and empowering” Dunst & Trivette, 1994

  8. Help isn’t helpUnlessIt is what you needwhen you need it! • Help given should match help requested • Offer help that is normative, supports self-control

  9. Different Perspectives for outcomes Family Service Provider hands on/total care intervention plan Lifetime Time Limited lifespan time/limited Personal Outcome Job Outcome emotional/financial emotional/financial Barriers-societal Barriers-skill level

  10. A word or two about outcomes:What would have/has helped mestatements from adults with disabilities • My mom inspired me to think; she said, “ pretend I’m not here, what will you do?” everywhere we went. • To have been given real responsibilities- A disability is never an excuse for bad behavior or for shirking chores. • I wish I had less therapy and special stuff and made some friends.

  11. Practical Outcomes for Daily Activities Family routine • Feeding • Bathing • Dressing • Play/Activities • Home • Daycare • Preschool • Grandma’s • other

  12. What helps most? • Family routine: who has to do what make calendar of events • Feeding: easy, messy, tolerance meal diary • Bathing: body parts, hot/cold, wet/dry space and body concepts • Dressing: buttons, zippers, shoe ties, wrong side out, frontward's/backwards, top and bottom physical assistance and support log

  13. Jennifer was my project

  14. Do I show my feelings?

  15. Do my expressions match my feelings?

  16. Social Success • Paralanguage – tone intensity & (humming, sniffing etc.) • Facial Expressions – eye contact, face reading, face talking • Postures and Gestures – body position, movements of limbs • Interpersonal Distance – boundaries for standing touching, internal and external • Rhyme and Time – speech patterns (culture) • Objectics – personal hygiene, style

  17. Do I show My Feelings ? • Does this child have a sense of humor? • How does this child show affection? • Does this child respond to facial expressions? • Does this child use facial expressions to communicate?

  18. Social/Environmental Factors Only 7% of emotional meaning is conveyed with words Expressions are not only human (see cat) Sound discrimination is part of social behavior such as understanding danger through listening (hear cat)

  19. Positive Social Skills Am I Social? • Do I like others Do I know what a friend is Do I know how to make friends Do I know how to keep friends

  20. What’s Language Got to Do with It? Language is currency we spend on; sharing our emotions/our self knowledge our preferences/choices Internally and Externally It is critical that the child’s home language and culture are respected, appreciated, and incorporated into the curriculum and classroom.

  21. Inclusion of Children with Disabilities

  22. A Tool and Strategy for collecting Data with Families to DetermineOutcomes Child Preference Indicators Preferences Choices Self-determination A Guide for Planning Center for Learning and Leadership . University Center for Excellence in Developmental Disabilities Education, Research and Service . University of Oklahoma Health Sciences Center

  23. Child Preference Indicators Domain Areas: • Individual Indicators that may identify the child’s “favorites” • Emotion Indicators that focus on the child’s “feelings” • Socialization Indicators to highlight the child’s “social world” and relationships • Self-determination Indicators that focus on “choices” the child makes • Physical Indicators that center on the child’s “body clock” • Health Indicators that reveal the child’s “health issues” Role Indicators that identify the family member “roles”

  24. Indicator Summary How can you can tell? Do you know why? • What are your child’s favorite toys? • What makes your child happy? • What motivates your child? • What calms your child? Coping mechanisms? • What are your child’s dislikes, fears? • How does your child make choices? Influence and reliability of choice making? • Best Functioning time? Most difficult? • Important health information? • How is your child involved i.e. responsibilities and role in the family?

  25. Preferences which honor self determination: • Time alone/privacy • Noise level-tolerances • Lighting level-tolerances • Kind of clothing: snaps, buttons, zippers • Odors and fragrances: food, soaps, • Color of room, clothes, • Touch/tactile soft, smooth, texture response • Favorite foods: salty, sweet, texture, place • Medical: Pills, shots, melts, liquids, flavor

  26. Exercising Our Preferences… • Stepping Stone to Assuming Responsibility • Integral to Being Able to Self-Determine

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