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Importance of Survival Skills

EFL Video II: Becoming Familiar with Essential for Living

EFL Video II: Becoming Familiar with Essential for Living


Hello my name is Patrick McGreevy and on
behalf of Troy Fry and Colleen Cornwall Welcome to Essential for Living This video will familiarize you with the
contents of Essential for Living. Now let’s begin. Essential for Living what it is… Now let’s look at each of these criteria beginning with Number One, skills which are required in everyday settings If we scan a few of the skills
that are part of Essential for Living, we see that R13, making transitions,
R15, accepting ‘no’, and DLS-BPH1, washing hands, are required in many settings that
occur every day… Moving on to Criterion Number 2, skills
which should be taught in settings that are similar to or the same as those
everyday settings… Moving on to Criterion
Number 3, skills in the absence of which learners would require the
assistance of another person. If we again scan a list of some of the
skills that are part of Essential for Living, we see that if skills DLS-MT4,
transporting self from a bed or chair to a walker or gait trainer with a return, DLS-Toil6, urinating and defecating in the toilet, or DLS-D22, putting on a pullover shirt or blouse, are not acquired, learners
would require the assistance of another person in order to complete these tasks. And, lastly, Criterion Number 4, skills which result in access to preferred
items, activities, people, and places. If we scan our list of skills again, we see
that R7, making requests, results in access to preferred items and
activities and is a prominent skill in Essential for Living. Assessments and subsequent progress are
recorded in either of two learner scoring manuals either the Assessment and Record of Progress manual also known as the ARP manual with the blue band on the left, which includes all of the skills in the instrument and problem behavior or the Essential Assessment and Record of Progress manual also known as the EARP manual with the red band along the left which includes only the must-have skills, also known as the Essential Eight, and problem behavior A sample page from one of these scoring manuals indicates a learner’s performance on skill R7 requesting highly preferred items and activities that can be made frequently and immediately available the learners performance on assessments is indicated by the boxes shaded in yellow while subsequent progress is indicated by the boxes shaded in green you may now want to pause the video to observe this frame in detail The conduct and scoring of an Assessment, along with the Recording of Learner Progress is described in Chapter 4 of
the handbook a sample page from one of the scoring manuals indicates that learner progress, with respect to requesting cookies, can be
tracked in twelve small increments or degrees of independence from problem
behavior and resistance to prompts to skill acquisition to generalization across situations to skill maintenance over time you may now want to pause the video to observe this frame in detail conducting and scoring assessments as
well as measuring and recording learner progress are covered in detail in
Chapter four of the handbook in addition to being a curriculum along with an
assessment and skill tracking instrument essential for living is also a
professional practitioners handbook as a handbook essential for living helps
practitioners precisely define specific skills determine when to teach those
skills and learn how to teach those same skills a sample page from the handbook shows
two skills are nine waiting and are tend accepting removals each of which is
precisely defined see the blue text you may now want to pause the video to
observe these definitions in detail and then the handbook describes when to
teach each skill and where to find a teaching protocol for that skill see the
red text you may again want to pause the video to observe these descriptions beginning on page 265 of the handbook
there are teaching protocols for the essential aid skills and many other
skills that are included in essential for living on page 267 of the handbook
there is a protocol for teaching waiting after making requests you may want to
pause the video to observe parts of this protocol now let’s talk about the children and
adults for whom essential for living was designed if you work with children or
adults with moderate to severe disabilities including but not limited
to Down syndrome pervasive developmental disorder PTEN OS fragile X syndrome microcephaly Cornelia de Lange syndrome
Rhett syndrome Angelman syndrome prader-willi syndrome some children and
adults with cerebral palsy many children and adults with autism or the majority
of children and adults with moderate to severe disabilities who have no specific
condition or syndrome or children and adults with forms of apraxia aphasia
closed head injury or who evan doherty stroke especially those with limited
skilled repertoires or problem behavior and those who are non-verbal and have no
effective method of speaking you should consider essential for living now let’s talk about how essential for
living differs from the BB map and other developmental skills curricula and
assessment instruments in addition to functional skills instruments like
essential for living developmental curricula and assessment instruments are
also used with children with disabilities these instruments are designed for young
children between the ages of 2 & 8 with less extensive delays in language and
social skills including some but not all young children with autism these
instruments include skills arranged in a sequence in which they are typically
acquired by children without delays developmental skills instruments are
designed to help these children catch up to their typically developing beers and
become candidates for academic conclusion or mainstreaming if
instruction is based on scientifically validated teaching procedures this
outcome may be achieved with some of these children
prior to achieving this outcome developmental skills instruments are
considered effective if children one acquire speaking and listening skills
including at some point answers to questions and conversation to experience
generalization across settings and people and three exhibit novel responses
that are part of skills that were never taught the VB map is in our opinion the
most comprehensive and well sequenced developmental skills curriculum on the
market today in contrast essential for living as a
functional skills curriculum and assessment instrument which was designed
for children and adults of all ages with extensive and pervasive delays in
language social daily living and tolerating skills including many
individuals with autism and many individuals with other disorders
syndromes injuries or conditions that result in moderate to severe
disabilities parts of this instrument can also be used with young children
with less extensive delays in language and social skills including some young
children with autism as a functional skills instrument essential for living
is designed to help children and adults acquire and maintain skills that are
required in everyday settings by limiting the necessity for
generalization across those settings and thereby help them function effectively
as children and as adults and significantly enhance the quality of
their lives now let’s talk about when to use the BB
map and when to use essential for living if children two to eight years of age
who appear to experience less extensive delays in language and social skills
including some young children with autism have not been exposed to a
program of intensive instruction or behavioral intervention use the VB map
if children 2 to 8 years of age with less extensive delays in language and
social skills including some children with autism have experienced intensive
instruction or behavioral intervention guided by the BB map and are beginning
to acquire targeted skills beginning to experience generalization across
settings and beginning to acquire skills that were never taught continue to use
the VB map if children four to eight years of age with less extensive delays
in language and social skills including some children with autism have
experienced intensive instruction or behavioral intervention guided by the VB
map but are no longer acquiring targeted skills experiencing generalization
across settings or acquiring skills that were never taught examine your teaching
procedures or begin to adjust or change the context of the targeted VB map
skills if children are adults of any age exhibit an extensive and pervasive
developmental delay or a specific syndrome which typically results in
limited language skills limited abstract concepts and discrimination skills and a
limited repertoire of daily living skills use essential for living if
children six to eight years of age with less extensive delays in language and
social skills including some children with autism have experienced intensive
instruction or behavioral intervention for two to three years guided by the BB
map but are no longer acquiring targeted skills experiencing generalization
across settings or acquiring skills that were never taught even after changes in
instructional procedures and adjustments or changes in the
context of the targeted VB map skills use essential for a living if children 9
to 10 years of age or older with less extensive delays in language and social
skills including some children with autism have considerable difficulty
answering questions and participating in conversations and are not beginning to
acquire formal academic skills at a first or second grade level use
essential for living now let’s talk about how essential for living differs
from other functional skills curricula and assessment instruments the fish the
functional independent skills handbook and the a fills the assessment of
functional living skills are examples of other functional skills curricula and
assessment instruments these instruments include many daily living skills but do
not emphasize communication and language skills for learners with very limited
repertoire tolerating skills or the measurement of small increments of
learner progress and this concludes our video on becoming familiar with
essential for living thank you for joining us remember to
check out our website essential for living comm for more information on our
materials as well as upcoming workshops and online trainings if you would like
us to come to your area and conduct a workshop or provide a workshop
specifically for your agency please contact us by email or by phone you

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