Developing Age- and Peer- Appropriate Skills

Developing Age- and Peer- Appropriate Skills

Sandra Stirnweis, MA

Certified Orientation and Mobility Specialist

VisionsFamilyTrainingCenter

2008

(slide 2) Responsibility and independence are two related qualities that help us succeed in adult life.

Responsibility can be defined as the ability to control and manage one’s own life.

Independence can be defined as the ability to take responsibility for one’s life without unnecessary reliance on the help of others.

(slide 3) Progression of Independence

From infancy all children learn to do things by themselves

Each time a child does something for herself it creates motivation to continue to learn and improves self esteem

Independence is a gradual process and cannot be taught in one lump at a certain age (Learned Helplessness)

(slide 4) Progression of Independence

The development of responsibility is directly related to success as an independent traveler

Responsibility in the home leads to responsibility in the community

Learning actions and consequences through chores at homes helps the student understand actions and consequences in job situations

(slide 5) Attachment

Attachment is formed in fancy as the baby develops a close bond with caregivers.

Children who have a strong sense of attachment will explore and move in their environment because they can return to caregiver for support.

(slide 6) Responsibility & Independence

Responsibility and independence are developed through the gradual expansion of freedom within limits, along with the connection between children’s actions and appropriate consequences

(Dubow, Huesmann, & Eron, 1987; Maccoby & Martin, 1983)

(slide 7) Responsibility & Independence

Baby sees mother’s face and reaches

Baby sees a toy and rolls to reach it

Rolling leads to creeping and crawling

Items in a higher visual field motivate a child to pull to stand, cruise and walk

Child learns movement through visual imitation

(slide 8) Responsibility & Independence

Responsibility begins as soon as the child learns to walk

Walk to parent

Put away a toy

Bring a book to someone to read

Help to set the table

Simple chores

(slide 9) Responsibility & Independence

As child shows responsibility further independence is given

Playing unsupervised

Increased frequency and complexity of household chores

Going to a friends house

Looking after sibling or pet

Staying home alone

(slide 10) Sample Independent Skills

2-3 Year Olds

Help make the bed

Pick up toys and books

Take laundry to the laundry room

Help feed pets

Help wipe up messes

Dust with socks on their hands

(slide 11) Sample Independent Skills

4-5 Year Olds

Clear and set the table

Dust

Help out in cooking and preparing food.

Carrying and putting away groceries.

Mop with help

Learn beginning street safety

(slide 12) Sample Independent Skills

6-8 Year Olds

Take care of pets

Vacuum and mop

Take out trash

Fold and put away laundry

Cross quiets w/ or w/o supervision

Travel school campus independently

(slide 13) Sample Independent Skills

9-12 Year Olds

Help wash the car

Learn to wash dishes

Help prepare simple meals

Clean the bathroom

Rake leaves

Operate the washer and dryer

Travel more complex residential routes

Make simple purchases in stores

(slide 14) Sample Independent Skills

13-17 Year Olds

Replace light bulbs and vacuum cleaner bags

All parts of the laundry

Wash windows

Clean out refrigerator and other kitchen appliances

Prepare meals

Run simple errands

Cross at traffic lights

(slide 15) Assisting Parents

Help parents understand how independence in the home leads to independence with overall travel

Help the family maintain proper dynamics

Make parents a participatory part of lessons

(slide 16) Assisting at School

Have you created a learning environment that encourages responsibility and independence?

Do other teachers have a clear understanding of the responsibility level to be expected?

Are goals related to increased independence included in IEP/

What about the paraeducator?????

(slide 17) Designing Age/Peer Lessons

Each community and culture is different

What are other children in age/peer group doing

Does your student have the potential to perform the same task after instruction

(slide 18) Designing Age/Peer Lessons

Avoid the hazards of peer supervision and assistance

For students with additional considerations

oStand-by supervision

oDistant supervision

If child is not performing independently at one level they cannot move on to the next

Environmental exposure is good but O&M is not respite

(slide 19) What Next?

Student has age/peer appropriate skills

oAlter service from a direct model to program/family support

oDevise a re-assessment schedule so child will not get “lost” in system

(slide 20) What Next?

Student is not progressing in skills

oIdentify why

oCreate a timeline for re-introduction of skills after impediment is removed

oHelp staff and family understand their role

oOffer suggestions and incentives that may assist in both the classroom and at home

(slide 21) Final Thoughts

Responsibility is learned, not innate

There is no magic age at which responsibility and independence appear

Increased Responsibility and Independence lead to better social interaction, increased problem solving skills, and better job performance