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Child Specific Competencies: Doing What Works for Kids Shannon Dowd John Eagle Jody Lieske.

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Presentation on theme: "Child Specific Competencies: Doing What Works for Kids Shannon Dowd John Eagle Jody Lieske."— Presentation transcript:

1 Child Specific Competencies: Doing What Works for Kids Shannon Dowd John Eagle Jody Lieske

2 Child Specific Competencies Identify, define and assess needs Identify evidence based interventions Data-based decision making Evaluate outcomes

3 Identifying Target Needs Always: Build a child’s skill repertoire Prioritize dangerous behaviors Target easy behaviors Response chain Generalization


5 Defining Target Needs Criteria for good behavioral definition Objective: observable, countable & measurable Clear: unambiguous, specific, and reliable Complete: delineate inclusions and exclusions

6 Define “Good”

7 Training Tools Role plays Audiotapes/videotapes Concrete supervision Provide examples of definitions Target behavior worksheets


9 Training Tools Field-based experiences Advanced supervision strategies Supervisor asks open questions Consultant comes to supervision with revised definitions

10 Assessing Target Needs Ecological assessment Student and environmental variables Functional assessment Antecedents, consequences and sequential conditions

11 The class was quietly doing its lesson when Russell, suffering from problems at home, prepared to employ an attention-getting device.

12 Training Tools Standard questions/interview forms Concrete supervision Identify key questions Functional assessment worksheet Case scenarios


14 Case of Servio 1. What are some possible target behaviors? 2. What are some important ecological considerations? 3. What are some possible antecedents, consequences, and sequential conditions in this case? 4. What are some possible functions of his behaviors? 5. What are some important areas to explore during the conditions analysis?

15 Training Tool Field-based experience Advanced supervision strategies Socratic questions Consultants discuss expanded case conceptualization

16 Effective Programs Have obtainable goals and objectives Have obtainable goals and objectives Are clear and specific Are clear and specific Are minimally intrusive Are minimally intrusive Empower parents & teachers Empower parents & teachers

17 Evidence Based Interventions Search for interventions that work Follow guidelines established by… Task Force on Evidence-Based Intervention in School Psychology (EBI Task Force; Kratochwill & Stoiber, 2000; Stoiber & Kratochwill, 2001) What Works Clearinghouse (U.S. Department of Education’s Institute for Education Services, 2003)

18 Evidence Based Interventions What to look for in an intervention? Focus of the intervention Type of Behavior Conditions for the intervention to be effective Settings Client/Consultee demographics Length of the intervention Effectiveness studies Appropriateness of intervention Consumer satisfaction

19 Training Tools Concrete supervision strategies Provide intervention materials/resources Interventions focus on child


21 Training Tool Consultant presentations Guest speakers on EBI’s Advanced supervision strategies Consultant brings intervention ideas to supervision Ecological Interventions

22 Data-based Decision Making Use data for Goal development Intervention response Immediate modifications Continuous progress monitoring

23 Training Tool Average rate of compliance is 60%. What is a good goal?

24 Evaluate Outcomes Child Outcomes Examine baseline and treatment data Peer comparison Rating scales (e.g., SSRS)

25 Training Tool Was the goal met? Modifications/generalization?

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