Applying the 6-Step Decision Making Process in Addressing Children’s Challenges

by | Jul 11, 2024 | ENGLISH

 

 

Make sure you have thoroughly reviewed the CARA’s Kit booklet and familiarize yourself with the resources and materials included. The CD/Online materials contain some updates including minor modifications to the adaptation hierarchy. Reflect on an individual or group of children, you currently work with or previously worked with, who are/were experiencing challenges during everyday routines and activities. If you are not working directly with children, please collaborate with a colleague on this activity. Now use the first five steps of the 6-Step Decision Making Process to decide what you want to see happening and what adaptations you can make. Then complete Step 6 and implement the adaptations. In a summary (minimum of 300 words), address the questions in each of the steps below.

Understand Children’s Needs – Complete if you are working with preschool children, or if you are working with toddlers, for an individual child or group of children.
Decide what you want to happen:
What would you like to see happening?
What would the child/children be doing?
What would the adults be doing?
How would the environment look?
What would you like to hear happening?
Consider Adaptations – Use the to get started thinking about adaptations.
Select Adaptations – Use
or to record the adaptations you will use.
Plan for the Implementation – Consider the following questions:
Why am I making the adaptation?
How will the adaptation improve the activity or routine?
What steps will I take to make the adaptation?
How will I know if the adaptation is working?
What will I see and hear that will tell me the adaptation has improved or changed the situation?
How do you think the child/children will respond?
If you are working directly with children – try the adaptation every day for at least one week and then answer these questions:
Has the adaptation(s) changed the situation to what you wanted to see happen?
If the answer is yes, congratulations! Now share your challenging situation and the decision-making process you went through. What was it like for you? How did the child/children respond? Are you likely to utilize this process in the future?
If the answer is no, please don’t be discouraged. It is common to try several adaptations before finding one that works. Share your challenging situation and the decision-making process you went through. What was it like for you? Why do you think the adaption didn’t work? Are you willing to return to Step 3 and repeat the process?
If you are not working directly with children collaborate with a colleague and share the adaptation with them. Ask them to try the adaptation for at least one week. Then, work with the colleague to answer these questions:

Has the adaptation(s) changed the situation to what you wanted to see happen?
If the answer is yes, congratulations! Now share your challenging situation and the decision-making process you went through. What was it like for you? How did the child/children respond? Are you likely to utilize this process in the future?
If the answer is no, please don’t be discouraged. It is common to try several adaptations before finding one that works. Share your challenging situation and the decision-making process you went through. What was it like for you? Why do you think the adaption didn’t work? Are you willing to return to Step 3 and repeat the process?

Sample Answer

Sample Answer

 

Applying the 6-Step Decision Making Process in Addressing Children’s Challenges

Step 1: Understand Children’s Needs

Individual Child: Emily

– What I Want to See Happening: I would like to see Emily actively engaging in group activities during circle time.
– Child’s Actions: Emily will participate in singing, listening to stories, and interacting with peers.
– Adults’ Role: Teachers will provide encouragement, facilitation, and positive reinforcement to support Emily’s engagement.
– Environment: The circle area will be inviting, with visuals, comfortable seating, and adequate space for movement.
– Desired Sounds: I would like to hear Emily singing along, laughing with peers, and asking questions.

Step 2: Consider Adaptations

Possible Adaptations for Emily

– Use visual cues like picture cards to guide Emily’s participation.
– Offer a sensory-friendly seat cushion for comfort during circle time.

Step 3: Select Adaptations

Chosen Adaptations

– Visual Picture Cards: To assist Emily in understanding the sequence of activities.
– Sensory Seat Cushion: To provide sensory input and enhance her comfort.

Step 4: Plan for Implementation

Implementation Plan

– Purpose: The adaptations aim to increase Emily’s engagement and comfort during circle time.
– Improvement: The adaptations will enhance her understanding and participation in group activities.
– Steps: Introduce picture cards, explain their use, and provide the sensory cushion for Emily.
– Monitoring: Observing Emily’s interactions, engagement levels, and comfort during circle time.
– Indicators: Increased participation, reduced fidgeting, and improved attention.

Step 5: Implement Adaptations

Implementation Outcome

Emily responded positively to the adaptations. She used the picture cards to anticipate activities and seemed more settled and engaged with the sensory cushion.

Step 6: Evaluate and Reflect

The adaptations improved Emily’s participation and comfort during circle time, aligning with the desired outcomes. The decision-making process was effective in addressing her challenges. Emily responded well to the changes, showing increased involvement and enjoyment. I am likely to utilize this structured process in future instances to support children facing similar difficulties.

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