By Karen Roosa

Seashore Day

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After analyzing the task, the child's skills and his emotional response, you should have a grasp on the underlying problem. These frequently fall into one of the following cate¬ gories: ¦ The task is too difficult. ¦ The task or activity has no meaning or purpose to the child. ¦ The task is boring, unstimulating, or not challenging. ¦ The task is overwhelming. ¦ The task is a change in routine and the child is having difficulty adjusting. ¦ The child dislikes the task. ¦ The child lacks self-confidence.

Build a momentum of positive "yes" answers, then present a less-preferred task. Concise instructions a Limit extraneous verbalizations. B Monitor your instructions; be brief and concise. ¦ Do not ask whether a child wants to do something unless you are prepared to let him or her decline. a Keep verbalizations specific to the task, especially when a child is just learning words. Defined rules Positive behavioral momentum a Use gestures with verbal instructions to help increase comprehension. m If necessary, limit instructions to one or two words.

Attach meaning to the activity. CHAPTER 6 ANALYZING BEHAVIORS THAT ARE NOT SENSORY ¦ Reward the child's efforts immediately and consistently. Draw attention to, and reinforce, task completion to increase self-confidence. ¦ Gradually fade attention to intermittent reinforcement (every third to fourth time) as his success increases. ¦ Address or respond to the child's emotional responses (anger, frustration, happiness, and need for help). Environmental Intervention Techniques Avoidance due to fear of the task or sensory components ¦ If the fear is rational (has a definite cause or reason) address the underlying cause.

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