dance behavior considerations · dance behavior considerations here are some questions to consider...

DANCE Behavior Considerations Here are some questions to consider as you review each behavior:

What do I find easy to understand about this behavior? What questions do I have about this behavior? What, if any, developmental considerations do I need to be

aware of? What key pieces of information will help you observe and

code this behavior?

You may want to print out this page and refer to these questions as you review each behavior

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Sensitivity & Responsivity Dimension

Six Behaviors: Positioning Visual Engagement Pacing Negative Touch Non-Intrusiveness Responsiveness


Positioning Coded as a percentage (%)

Observed for the portion of the home visit that the child is present, but not necessarily interacting with the caregiver.


Positioning

* Area for Growth (0-24%)

Area for Enhancement (25-74%)

Area of Strength (75-100%)

P Positioning Caregiver is positioned to be able to read child’s communications.

CG is infrequently positioned to read child’s communications.

At times CG is positioned to read child’s communications.

CG is usually positioned to read child’s communications.

*Rated for the portion of the home visit that the child is present.


Positioning The caregiver’s physical location in relation to

the child to be able to read the child’s cues This includes being able to see (and as the child is

older) hear the child

When observing the position of the caregiver, consider: The developmental abilities of the child The context of the interaction (task and situation) Environmental (safety) considerations


Positioning A very young child needs close positioning As children become mobile and acquire language,

greater distances between the caregiver and child are appropriate depending on the task and safety

Older children learning a new task or are engaged in reading books, puzzles, etc. with their caregiver benefit from closer positioning

Closer positioning is needed when environmental safety considerations warrant


Visual Engagement

Coded as a percentage (%) Observed when the child and caregiver are

engaged in a caregiving activity

CA © 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Visual Engagement




CA Visual Engagement Caregiver’s visual attention is directed toward the child or a shared focus of interest.

Infrequently, CG’s visual attention is directed toward the child or a shared focus of interest.

At times, CG’s visual attention is directed toward the child or a shared focus of interest.

CG’s visual attention is usually directed toward the child or a shared focus of interest.

*Rated for the portion of the home visit that the that the caregiver and child are engaged in a planned caregiving activity.


Visual Engagement Visual engagement involves the caregiver

actively looking at the child or a shared focus of interest

For children < 4 months face to face gaze is appropriate (predominately)

As children’s activity level and mobility increases, less face to face gaze is required

For older children (> 4 months) increased shared focus of interest with shared objects is appropriate


Pacing




Pacing




CA Pacing The tempo of caregiver-child interactions is complementary to the child’s behavior, activity level, and needs.

CG’s pace infrequently complements child’s behavior, activity level,

and needs.

At times CG’s pace complements child’s behavior, activity level,

and needs.

CG’s pace usually complements child’s behavior, activity level,

and needs.

*Rated for the portion of the home visit when the caregiver and child are engaged in a caregiving activity.


Pacing Pacing considers the speed of the caregiver

response

Caregiver responses can be behavioral actions or verbal communications

Pacing that is complementary is supportive of the child’s behaviors, activity level and needs


Pacing Pacing includes turn-taking behavior

A complementary pace is the caregiver taking her turn when asked/when the child cues

Fast pacing is not complementary and involves the caregiver taking her turn too early

Slow pacing is not complementary and involves the caregiver taking her turn too late (or not at all)


Pacing Use the following questions to help you

determine if the pace of the caregiver response is complementary: What is the child’s pace? Is caregiver’s pace helping the child move along with the activity or his/her play? Is the caregiver moving along with the child? Does the task warrant a different pace?


Pacing The pace of the interaction is established by a

series of initiations, pauses, and responses. The pace should consider the length of the

child’s and caregiver’s turn-taking.

Caregiver responses should also match the complexity of the child’s behaviors.


Pacing

Pacing that is too fast is intrusive

Pacing that is too slow is not responsive


Negative Touch Coded as a frequency (#) with a range of 0, 1, 2, or 3



Negative Touch

* Area for Growth

(3 or more negative touches)

Area for Enhancement (1-2 negative touches)

Area of Strength (0 negative touch)

P Negative Touch Caregiver’s touch of the child is rough.

CG’s touch of the child is rough 3 or more times.

CG’s touch of the child is rough 1-2 times.

CG’s touch of the child is never rough.



Negative Touch Negative touch is touch that is rough, having

the potential for physical pain or harm

It can include touch that is: Abrupt (sudden or unexpected) Awkward (touch that overestimates or exceeds the

child’s developmental capabilities) However abrupt or awkward touch must have the potential for pain or harm


Negative Touch

There are no developmental considerations for the behavior Negative Touch


Non-Intrusiveness




Non-Intrusiveness




CA Non-Intrusiveness Caregiver does not intrude upon child’s activity, emotional or physical space.

CG usually intrudes upon child’s activity, emotional or physical space.

At times CG intrudes upon child’s activity, emotional or physical space.

CG infrequently intrudes upon child’s activity, emotional or physical space.

*Rated for the portion of the home visit when caregiver and child are engaged in a caregiving activity.


Non-Intrusiveness

To intrude means the caregiver is imposing his/her own agenda regardless of the child’s cues

Caregiver behaviors are not considered intrusive when a caregiver is responding to a child’s need for:

Health (e.g. wiping the child’s nose) Safety (e.g. removing the child from a dangerous area) Regulation (e.g. helping the child calm or setting

limits) © 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Non-Intrusiveness A caregiver who is intrusive is not being

responsive

Intrusiveness can take the form of: Pacing too quickly Limiting the child’s emotional expression Controlling the interaction Violating the child’s personal space


Non-Intrusiveness Record the percent of time when the caregiver

did not intrude upon the child’s activity, emotional or physical space

For coding, there is an option to note the % of time the caregiver did intrude and subtract this

from 100%


Responsiveness

Coded as a percentage (%)



Responsiveness




P Responsiveness Caregiver’s response to child’s state, affect, communication is supportive of child’s needs.

CG’s responses to child’s state, affect, communication infrequently supports child’s needs.

CG’s responses to child’s state, affect, communication at times supports child’s needs.

CG’s responses to child’s state, affect, communication usually supports child’s needs.



Responsiveness Responsive caregiving is: Timely Sensitive

Responses should be predictable, consistent, non-intrusive, and demonstrates awareness of child’s needs

Responsiveness involves the caregiver’s behavioral, verbal, and emotional reply or reaction to the child’s state, affect and communication to support the child’s physical and psychological needs.


Responsiveness Responsiveness includes aspects of many

caregiving behaviors including: Caregiver’s Affect Complements the Child’s Affect Response to Distress Verbal Quality Verbal Connectedness Positioning Visual Engagement Non-Intrusiveness Limit Setting Supports Exploration


Responsiveness As children learn to regulate their own behaviors,

develop an understanding of cause & effect, and become increasingly competent in understanding & producing language, children’s expressions of their needs and caregiver responses will change

Infants under the age of 12 months will benefit from

caregiver response that occurs with immediacy As children get older, timing of caregiver response can be

extended with consideration to the child’s needs and situation.


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