By Jane Ware
This revised and up-to-date moment variation goals to allow academics and care employees operating with individuals with PMLD in any context to create a favorable interactive setting for the folk with whom they paintings. utilizing details from the newest study and from daily perform, the writer discusses the several elements of a responsive setting and indicates sensible techniques that employees can use to create such an environment.
Read Online or Download Creating a Responsive Environment for People with Profound and Multiple Learning Difficulties - 2nd Edition PDF
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New PDF release: Creating a Responsive Environment for People with Profound
This revised and up-to-date moment version goals to permit lecturers and care employees operating with individuals with PMLD in any context to create a favorable interactive setting for the folks with whom they paintings. utilizing info from the newest learn and from daily perform, the writer discusses the various points of a responsive atmosphere and indicates sensible innovations that employees can use to create such an environment.
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Extra resources for Creating a Responsive Environment for People with Profound and Multiple Learning Difficulties - 2nd Edition
Sample text
Additionally the chances of Carol getting a response to this behaviour could be increased by reviewing the way the classroom was organised (see Chapter 8). As well as trying to ensure that everyone involved with Carol responded consistently to her arm-lifting, it would possibly have been useful to keep a record of the occasions when Carol vocalised. Vocal behaviour is the one that we most easily associate with communication, and is more easily noticed than many other behaviours. Additionally, research on caregiver-infant interaction shows that as the infant develops caregivers naturally begin to respond selectively to vocalisations (especially those accompanied by eye contact).
Additionally over the course of a day or a week, you may work individually with a comparatively large number of people. In the Contingency-Sensitive Environments Project, although staff successfully increased their responding to those pupils who were receiving fewest responses; even so, pupils received responses to less than 40 per cent of their spontaneous behaviours RESPONDING TO PEOPLE’S BEHAVIOUR 45 during ongoing interactions, compared with the more than 80 per cent of responses received by infants without difficulties from their mothers.
However, while these disagreements are not unusual (and may be even more common when someone has very severe disabilities), they may mean that certain individuals receive very inconsistent feedback about the effects of their behaviour. Pooling views about the meanings of an individual’s behaviour can help to ensure that they receive consistent feedback, even when we are genuinely uncertain as to whether or not a particular behaviour has a particular meaning, and this can facilitate the development of communication.
