[humanser] Monitoring behaviors in young children

[Tamika Williams]

Kattie:

As for kids being non-verbal, just be sure you are staying consistent
with them being verbal with you. Each time you ask a question, and
they nod their head, I would say "talk to me" or "I can't hear what
you are saying" until they give you their verbal responses  themselves
every time. Therefore they are getting use to being verbal with you.

Also, in the case of them putting the instruments in their mouth, I
would assign a couple of classroom monitors as teachers do in public
schools. If you don't want them to look like tattlers, then find a
couple of other things that you need little helpers for and assign
those tasks to the other students so all of them will be helpers in
one way or another.

HTHA,

Tamika

On 1/13/18, Daniella Roccasalvo via HumanSer <humanser at nfbnet.org> wrote:
> Hello Katie,
> I'm not sure how best to help you with this. Even if you give the children
> the instruments only when they can use them, you still could run into the
> same issue.
> What about if you dissinfect all the instruments when you are done so you
> can be sure no one gets sick? It's not the best answer, but I can't think of
> anything else.
> Sorry again
> Daniella Roccasalvo
>
> Get Outlook for iOS<https://aka.ms/o0ukef>
> ________________________________
> From: HumanSer <humanser-bounces at nfbnet.org> on behalf of Ashley Bramlett
> via HumanSer <humanser at nfbnet.org>
> Sent: Friday, January 12, 2018 10:07:07 PM
> To: Human Services Division Mailing List
> Cc: Ashley Bramlett
> Subject: Re: [humanser] Monitoring behaviors in young children
>
> Kaiti,
>
> That is a good question. Catching nonverbal behaviors is tough and I've
> struggled with this in my work with children which is mostly volunteering.
>
> Picking up instruments and kids putting them in their mouths would be hard
> to catch.
> The best answer I can think of is to attach a  noise making item to the
> instrument so you can hear it. You could also ask other group members to
> tell you what is happening but this is certainly not a full proof way. Can
> you perhaps change when you give them instruments? If they do not have
> access to the instruments till they need them, there would be no way to
> play
> with them when they are not supposed to. Maybe distribute them before they
> are needed.
>
> That is too bad about teachers viewing the therapy time as free time.
>
> Good luck.
>
> Ashley
>
>
> -----Original Message-----
> From: Kaiti Shelton via HumanSer
> Sent: Tuesday, December 26, 2017 7:46 PM
> To: humanser
> Cc: Kaiti Shelton
> Subject: [humanser] Monitoring behaviors in young children
>
> Hi all,
>
> Thanks so much for the feedback on my last post.  I'm overdue in
> saying it, but the feedback on assessment was pretty helpful.  I've
> gotten pretty comfortable using my facility's assessment tool, and
> feel I am able to pay attention to the kids well enough to classify
> their social engagement and interactions accurately.
>
> However, I'm getting ready to start my solo assessment in a few weeks,
> and there are still a few behaviors I have trouble catching in group
> sessions.  For example, I can hear if students pick up their
> instruments when they are supposed to stay on the floor, and have some
> techniques to get them to leave the instruments down and take their
> hands off of them, but I have a few students who like to put
> instruments in their mouths, and I can't hear specifically when they
> do that even if I hear they have picked up their instrument.  Of
> course, this is a safety issue as I have to know which instruments
> need to be sanitized right away after sessions to keep other children
> from getting sick.
>
> I also have a few kids who have the ability to be verbal but either
> have difficulty doing it all the time, or are choosing to not talk in
> our sessions some or all of the time.  I've estarted prompting them to
> use their words, but when they continue to nod or shake their heads
> I've been unsure how to respond.  Unfortunately, some of the teachers
> at this particular school have been viewing music therapy as their
> free time or babysitting, so they have not been helpful with catching
> some of these behaviors I can't see.  My supervisor does step in if
> need be, but he wants me to be as independent as possible so he tries
> not to unless he sees an exchange like this happening.  We're supposed
> to have more involved teachers next semester furing this new
> assessment period, but I still want to brainstorm better ways I can
> manage the mouthing and nonverbal responses on my own.
>
> Thanks,
>
> --
> Kaiti Shelton
>
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