1. MEETING THE NEEDS OF
CHILDREN AND THEIR
FAMILIES
S T U D E N T: H A N I A D A N 3 0 0 5 9 7 1 7 5
COURSE: ECEP 233 SEC 063
PROFESSOR: LISA MCCAIE
CENTENNIAL COLLEGE

2. INTRODUCING SHANE…
Shane attends my Child Care Center, and I
have been recently informed by his parents
that he has been diagnosed with Attention
Deficit Disorder.
His parents have been wondering for awhile
why Shane behaves the way he does, and
are relieved to know that there is a reason
behind his behavior.
His parents have told me that they have
gathered information about his diagnosis
through the internet, and don’t know if they
should medicate him or not, I can tell that
their differing onions has put a lot of stress on
their relationship and in turn affects Shane
and his sister.

3. OBSERVATIONS
• After observing Shane during play in the childcare center, I
have created a list to document what some of his needs are
and how I can develop a IPP ( Individualized Program Plan) to
support him.
• I have also identified some areas that I can help and support
the parents and his family with.

4. CHILD’S NEEDS
Shane’s diagnoses of ADD means that…
• He will need a supportive responsive adults who
are knowledgeable about why he behaves
differently and use appropriate guidance
strategies
• Adaptations to his physical environment that will
support his success.
• Information, and resources that is developmentally
appropriate for his age that explains what his
diagnosis means and how it may affect him as
well as educates the other children.

5. • Shane will need to develop copping
skills and self-regulation strategies to be
able to thrive in his environment.
• An inclusive environment, that
highlights the importance of
acceptance, positive peer relationships,
role of diversity in the classroom.

6. FAMILIES NEEDS
• Support with the diagnosis of
Shane by providing the parents
with information from creditable
professionals and reliable
resources other then the internet.
• Referrals to specialists that can
help create IPP/IEP for the child
care center and kindergarten
class.

7. FAMILIES NEEDS
• Strategies that can be used at
home to support Shane and his
behaviors.
• Spousal counseling to address
issues in communication, stress
and conflicts that may arise in the
marriage.

8. WHAT IS ATTENTION DEFICIT
DISORDER?

9. SHANE’S SPECIAL NEED
• According to the Canadian Mental Health Association
“Attention Deficit Disorder (also known as ADD) is a term used
to describe patterns of behavior that appear most often in
school-aged children.” ( CHMA Website, 2013)
• “It interferes with the learning process because they reduce
the child’s ability to pay attention Children with this disorder
are inattentive and overly impulsive. They have difficulty sitting
still or attending to one thing for a long period of time,.”
(CMHA Website, 2013)

10. SIGNS AND SYMPTOMS
What are some of the signs that Shane may
exhibit?

11. HOW DOES ADD AFFECT SHANE AND
HIS DAILY LIFE?
Emotional Physical Social
•Anxiety •Restlessness •Problems taking turns
•Depression •Fidgeting •Hard to focus
•Withdrawn •Impulsive •Difficulty following
•Bored •Difficulty sitting still during directions and limits
•Low self-esteem activities •Does not like repetitive
•Frustration •Dazed-or dreamy tasks
•Temper tantrums/ flares appearance during •Might become “class
instructions clown” or bully others.
•Easily annoyed
•May act out in physical •Creative
•impulsive
aggression when •Imaginative
frustrated, or have •Spontaneous
temper tantrum flares
•Great ideas
•Unorganized
•Can not focus when the
environment is busy.

12. WHAT IS ATTENTION DEFICIT
DISORDER VIDEO.
http://www.youtube.com/watch?v=3JFdiIERQcM

13. MODIFICATIONS TO THE PHYSICAL ENVIRONMENT

14. HOW WILL THE ENVIRONMENT
SUPPORT SHANE'S SPECIAL NEED?
• Have visual flexible • Create a “ First, Then”
schedule that outlines chart to visually help
the day, and can be with activities that
changed if/when the seem to long, or to help
child is bored. with knowing what will
come next.

15. • Stimulation and Novelty.
Have a variety of
activities available in the
sensory and creative
areas that are open
ended.
• Emotions chart, that
Shane can use to identify
how he's feeling, so that
others know how to act
accordingly.
• Removal of Barriers: Clear
out large amounts of
space outside so that
there is space to exercise
motor skills and be
creative in free play.

16. • Creating a space where
children can go to calm
down, and have some
down time or cool down.
• Have alternative activities
available during sleep
times, as he might have
issues winding down or
sleeping at all.
• Create a booklet, with his
favorite activities, what
guidance strategies work
and frequent strategies
that work for his transition
to kindergarten.

17. COLLABORATIVE PLANNING
• Its important to recognize • You can include children
that every child needs a by…
sense of control over his
environment and to be Planning activities
interested in the activities according to cues
that are planned, and
have choices. This is Creating classroom limits
especially true in the together then posting
case of children with them
ADD. By including Creating resolutions
children in the planning based on their ideas.
process they are more Accepting their
likely to follow through feedback
with activities, limits, and Active listening skills
transitions. Reciprocity as
a philosophy.

18. ADAPTIVE DEVICES
• Have software such as
Kurzweil 3000 available to
help with reading, and assist
in learning.
• Have fidget kits available
during circle time to relive
some boredom or extra
energy.
• Have positioning systems
available during gatherings
to keep him in a conferrable
position and allow him to
focus on the task at hand
instead of his comfort level.

19. • Have new items in the indoor
gross motor section, so realize
activity, such as trampolines,
skipping ropes etc. For safe
risk taking.
• Include interesting things in
the sensory area, such as a
light box. This stimulates the
senses and focuses attention.
• Weighted Vests or jackets that
cam be used if Shane feels
like he wants to be able to
feel grounded.

20. STAFF SUPPORT AND TRAINING
• I would make sure that the environment is supported by staff
that are qualified, and knowledgeable about child
development.
• I would seek out resources, and help when I don’t know what
to do, or how to support Shane, and continually see how I can
improve my strategies by welcoming feedback from parents,
Shane or consultants.
• I would recognize any biases, attitude I have and make sure
I'm able to give my all everyday when I walk into my job to
provide the best of care to all the children who attend my
program.

21. PARENT OF CHILD(REN) WITH SPECIAL
NEEDS
• Create a space where the parents can observe
Shane and his progress at the center and where
you can talk at drop off time to highlight baseline
observations each day.
• Have space for documentation available such as
daily activity slips that can identify positive
behaviors and what he did that day.

22. TEACHING STRATEGIES
WHAT KIND OF STRATEGIES CAN I IMPLEMENT TO
ACCOMMODATE SHANE?

23. PROMPTING AND FADING
• By using prompts I can
remind Shane to stay on
task, that we are about
to transition or to remind
him that he is acting
inappropriately.
• The most appropriate
prompts to use with
Shane would be visual,
gestural and positional
prompts. “ Using
prompting increases the
likelihood that a child will
make the right response.”
(Connectability, Prompting and Fading Workshop,
Class notes)

24. VISUAL PROMPTING
• I can use, visual prompts to help with routines and
instructions. These visuals can remind Shane of the
schedule, expected behavior, or hint at what he might
do next. “ Visual supports hold time and space, direct
attention, allow more time to process information, help
with memory and teach more words.” ( Connectability Visual
Communication Workshop)
• Visuals can be images displayed around the room,
pictures of activities, signs, and step-by-step routine
outlines.

25. GESTURAL AND POSITIONAL PROMPTS
• I would use gestural prompts
with Shane, when he forgets
to do something, needs a
reminder or
encouragement in
completing an activity. I
think this would be a good
way to give the reminder
that he needs while still
allowing his to function
though an activity or event.
• I would use positional
prompts in cases where he
needs to be reminded to
stay on task with my
presence such as dressing
up or washroom time.

26. OFFERING CHOICES
• Power increases self esteem,
safe risk taking and
possibility to grow. We can
help children feel in power
through the choices they
make.
• We can offer choices, when
we give a variety of
activities, in the roles they
want to play, in how much
food they eat, and in what
they wear.
• Choices allow “
opportunities for the child to
be in control of their
enviroment .”( Strategies for Inclusion, In class Video)

27. TASK ANALYSIS
• I can use observation to
identify what skills Shane
has mastered, and what
he needs to work on. “
When you break down
complex skills into smaller
easier steps to learn, it is
called task analysis.” (
Connectability Task Analysis, In class notes)
• Once the data is
collected, I will know what
skills I need to work with
and can identify these in
creating a IPP for Shane.
These will be considered
goals and used as a
measurable way to track
progress.

28. INDIVIDUAL PROGRAM PLANS
• Once you have collected the necessary data
through observations and recorded information
from parent, we can now relay that information to a
consultant that can lay out an individualized
program plan that highlight curriculum goals, social
behaviors and emotional strategies that aim at
creating a well rounded child care experience for
Shane.

29. GIVING INSTRUCTIONS/DIRECTIONS
• Its important to
understand and know
how to give instructions in
a way that will maximize
cooperation and follow
though, so that you set
the child up for success
not failure.
• It is important to “ set
realistic expectations…
allow enough time for the
child to process…use
positive language and
expect follow-thought.”
( Connectability giving instructions, in class
handout)

30. REINFORCEMENTS
• As Early Childhood Educators we
can use reinforcements as a way to
influence children's behaviors. We
can choose to praise certain acts, or
ignore others, and use appropriate
guidance strategies that fuel
children to learn and grow.
• For reinforcements to be affective,
they need to be precise, positive
and something that generates
motivation in the child.
• Reinforcements can be an item of
reward such as playing with an item
for a short period of time such as a
computer etc or it can be as simple
as social praise. It can also be verbal
or non verbal cues.”Gradually
reduce reinforcements, social praise
should never be reduced.” (
Connectability Giving Instructions, in class notes)

31. CHAINING AND SHAPING
• Chaining is the process of “ • “Shaping is where the child is
Building one step onto another rewarded for approximating or
learned step in the sequence getting close to the steps that
creating a strong chain.” (Chaining and we want to see in the end.”
(Chaining and Shaping hand out, in class)
Shaping hand out, in class)
• As a teaching strategy I would • I would use shaping as a form
use chaining during task of reinforcement for Shane’s
analysis to see what skills I can attempts to recognize his
teach Shane, to build on his efforts, these can be verbal or
current skills. In essence nonverbal acknowledgment
chaining is a form of of his efforts such as nodding,
scaffolding, a goal set in steps giving him a high five or
to achieve success in any area positive statements.
of development.

32. CHILD AS APART OF THE LARGER GROUP
WHA T CA N I DO TO CREA TE TRUE I NCLUSI ON I N THE CLA SSROOM?

33. PEER INTERACTIONS
• “ All children benefit from interacting with others.
Better social and adaptive skills.” (Connectability
Inclusion Workshop, In class handout)
• Both Shane and his peers would benefit from
interacting with other other in an inclusive
enviroment, as Shane would be able to see how
typical children function and learn through peer
modeling, and his peers would learn to be tolerant,
accept diversity.

34. WAYS TO INCORPORATE PEERS
• I would incorporate Shane into
the larger group of children by
setting up the enviroment in a
way that is conducive to peer
interactions and facilitates
group tasks such as dramatic
center.
• Bring in resources such as
books, posters that reflect
Shane's diagnosis as apart of
his life and not something that
labels him as different.
• Provide opportunities to speak
about what makes us similar
and different, and the
importance of being unique in
your own way

35. NEEDS OF THE FAMILY AS A WHOLE

36. WORKING THOUGH YOUR EMOTIONS
• As parents of a child who is
newly diagnosed, it is often
scary and such diagnosis have
a snow-ball effect on many
families. Parents might disagree
on which course of action to
follow, and arguments and
stress just pile up.
• As a support I would offer
Shane's parents resources and
tie them to agencies that can
offer parent support, spousal
counseling and an open safe
place to talk about their
struggles, successes and
challenges.

37. MAKING AN INFORMATIVE DECISION
• Shane's parents seem to have limited information about
ADD, as they have only collected information from online
resources, which can be filled with incorrect data, and
opinionated sources that are not creditable.
• I would get into contact with creditable sources of
information such as agencies, local pediatricians and
books that would be able to teach more about the
effects of add, treatment options and life style changes
that can help.

38. TEACHING EFFECTIVE STRATEGIES TO
USE AT HOME
• The Basket Approach: It is important for
parents to remember that they need not
win every “battle’ with their children, this
approach will teach them how to
categories an event and when its okay to
let the child make its own decisions.
• Basket A Events (My Way or the Highway): Is
used when there are safety issues and you
must take control of the situation.
• Basket B “How Can I teach”: This is for the
events when a child does not know how to
behave, or needs reminders such as
teaching social skills.
• Basket C “ The What-ever right now”: Pick
and choose you battles, not everything
needs to be learned right now. If you child
can live without learning a skill then put it on
the back burner until the other more
necessary skills are learnt first.

39. REQUESTING A FORM 14
• For me to be able to help Shane and his Family, one
very important procedure is to ask to have a Form
14 filled out that can allow me to bring in experts in
the field and provide a higher level of knowledge.
• A resource teacher would be able to link the family
to services that will aid their child and strengthen
the entire family unite.

40. RESOURCES THAT ARE AVAILABLE
WHAT RESOURCES ARE AVAILABLE TO HELP FULFILL THE NEEDS OF
SHANE’S FAMILY?

41. RESOURCE TEACHER
• A resource teacher is the • Can be accessed through a
first step to gaining access referral program, once form
to a world of knowledge 14 has been signed by
and resources. It is free, and parents.
they are able to come into
the child care space so no
traveling is needed. “
Resource Consultants assist
families and child care staff
in identifying strengths,
needs and goals for the
child, and help access and
coordinate resources to
support children, families
and child care.” (Week 9, In class hand
out)

42. PEDIATRICIAN
• A pediatrician can observe • A pediatrician can be
Shane's over all health, and refereed to you by your family
keep up to date with doctor or accessed through
immunizations, any possible the pediatric department at
medication that might be sick kids hospital.
prescribed to him and • All services are covered by
concerns that the parents OHIP
might in his typical
development.
• Shane will be able to
attend regular check ups
and have a consistent level
of care, that is free.

43. BEHAVIORAL CONSULTANT
• A Behavioral consultant “
designs, develop and
monitor children's
behavioral invention
plans.”( Week 9, In class handout)
• Shane would benefit by
having a behavioral
consultant develop
effective strategies to
help with his peer
interactions, emotional
management, and focus
tactics.
• Behavioral consultants
are available under a
referral program with
CAMH

44. PSYCHOLOGIST AND PSYCHIATRIST
• A psychologist would be • A psychiatrist can offer a
beneficial to Shane by second opinion to course
providing an in-depth of treatment, “ may
look at learning concerns, provide diagnostic
typical development in assessment and monitor
the cognitive and social prescriptions and offer
areas and provide non family counseling” (Week 9, In
medical treatments that class handout)
can be very effective in
teaching life long skills in
coping with this disorder.

45. SPECIAL EDUCATION TEACHER
• As Shane is 5 he will be in
kindergarten, and one of the
recourses available to him will
be a special education
teacher that is apart of the
TDSB board of professionals.
• Special Education teachers are
“ specialty teachers who
oversee and may implement
the education and
development of children with
special needs.” ( Week 9, In
class hand out)
• They may create special
Individualized Education Plans,
based on recommendations
from other resource
consultants/professionals.

46. AGENCIES
LOCAL AGENCIES THAT WILL HELP SUPPORT SHANE AND HIS FAMILY

47. ATTENTION DEFICIT AND ADHD
PROGRAM AT SICK KIDS
• The services are covered under
OHIP, and work in collaboration with
pediatricians, scientists,
psychologists, psychiatrists, a team
of registered nurses, social worker
and an intake coordinator.
• This program is a comprehensive • Waitlist are minimal and child is
service that offers the children they taken as a priority!
treat, “include diagnostic
consultations, medication
management, family based
therapy and parent based therapy.
Many of the families served by our
clinic may also have the option to
participate in a variety of research
projects.” ( Sick Kids website.)
• This program is available to Shane's
parents on a referral bases, the
referral can come from the
pediatrician.

48. SICK KIDS…A VIRTUAL TOUR AROUND
THE OUTSTANDING FACILITIES
http://www.youtube.com/watch?v=ynjHsB4DQHc

49. • Kristina Klopfler
Intake Coordinator
Psychiatry
The Hospital for Sick Children
555 University Avenue
1550 Burton Wing
Toronto, On
M5G 1X8
Canada
Phone: 416-813-8636
email: kristina.klopfer@sickkids.ca

50. CAMH: CENTER FOR ADDICTION AND
MENTAL HEALTH
• Services must be obtained by the family by calling and registering,
or walking in. There is a hotline that can offer support and referral
services to other programs that they are in collaboration with.
• CAMH Services are so varied some are covered by Ohip and
others are not, but can be covered by insurance.
• Child, Youth and Family Program is committed to client-centered
care, providing intensive and specialized services for young
people with mental health and/or addiction problems. We provide
comprehensive assessment, medication consultations, individual
and family therapy, Classroom Assessment and Treatment for
Children’s Health (CATCH), for children with disruptive behavior
disorders, prevention services, including group programs in the
community, as well as information and education sessions” ( CAMH website)

51. • Queen Street site
1001 Queen Street
West/30, 40, 50 and 60
White Squirrel Way/100
and 101 Stokes Street/80
Workman Way (Queen
and Ossington)
Toronto, Ontario
M6J 1H4
• For information on mental
health or addiction
services throughout
Ontario 24/7, refer
to ConnexOntario​​ at 1-
866-531-2600 (mental
health)

52. REFERENCES
• In class Notes
• ConnectABILITY Workshops and handouts
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