Special Education

By Author: sherry roberts
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From 18- 30 months, toddlers who are emotionally healthy develop a clear imaging of the actual feeling of their basic emotions and who they are to other people. They can view themselves as sometimes being nice or naughty. Therefore, they are the best candidates for teaching what good behavior is and discs rouge bad behavior. Kayla needs such teachings because she can logically make the connection of ideas. For example, when encouraged to play in pretend role plays, it will help her in her developmental thinking.
These roles plays will enable the child know the importance of communication when mad rather than physically harassing her peers. She will say, am angry at you, instead of impulsively hitting her friends. Additionally as a teacher or parent I will need to provide the necessary ingredients of a healthy environment for Kayla. Such ingredients include setting limits, maintaining and establishing rules and provision of consistency.
The provision of consistency means enabling Kayla know what to expect and predict to her how she should act in a new environment. Routines will also help Kayla ...
... to predict reason, and this will help her handle transitions and relax. Reasonable rules and limits will contribute to Kayla’s need for security. These limits have to be enforceable, reasonable and definable. I need to develop logical consequences to help Kayla understand the connections between her actions and consequences of these actions. Positive reinforcement will help to increase the strength and frequency of certain good behaviors (Macintosh, and Dissanayake, 2006).
With the consequences control, Kayla will be likely to feel the need to act in the right way to prevent or end negative consequences in the future. As a teacher, I should facilitate social skills in keeping interaction groups relatively small. I will assign seats around tables for the group to encourage interactions. In order to attain the desired interaction, I will provide the appropriate materials for them to improve their social skills. The groups will assist Kayla participate in cooperative interactions and can imitate good behavior from other members of her group (Montroy, et al., 2014).

References
Macintosh K, and Dissanayake C (2006) Social skills and problem behaviors in school-aged children with high-functioning autism and Asperger's Disorder. J Autism Dev Disord. 2006 Nov;36(8):1065-76.

Montroy J, Bowles R, Skibbe L and Foster T (2014) social skills behaviors as mediators between academic achievement and academic achievement. Vol 29, Iss. 3, P, 298–309.

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