The Sunshine Kids class
What is it?
The Sunshine Kids class is a highly structured group setting that uses a multi-modal approach in working with young children.
Using a contemporary ABA composition that includes DTT, Pivotal Response Training as well as Incidental Teaching, we are able to follow each child’s individual progress in a systematic format.
At the same time, we also try to incorporate transactional/developmental methods during free play activities when appropriate.
Contemporary DTT: Structured environment that allows for generalization. Each activity is carefully planned, however usually follows the child’s lead in what direction to take each task. For example, if a child loves reptiles, and the Target is “Matching,” we would have the child match photos of reptiles before expanding it to other animals, etc.
Incidental Teaching: Using the child’s motivation to lead a teachable moment. Adult designed, but child-led. It can naturally occur within a structured routine.
Pivotal Response Training: Focus on the interactive part of learning. It is prompted and uses multi-sensory cueing for desired outcome.
Transactional Developmental Perspective: Using a continuous dynamic interplay among a child’s behavior, provider response and the environmental variables that may influence the dyad. For example, playing Peek-a-boo with the yellow dividers.
Why we do what we do:
Motor Group : establish routine, set boundaries, alert the body, work on motor planning, choice making and following an adult-directed gross motor activity.
Stop/Go : Continuing routine, teaching basic concept stop/go (safety), transitioning from one activity to another.
Circle time: Following set routine, social greetings, respond to “who is here” and turn taking, simple counting and matching, interpersonal synchrony (Pointing/ joint attention), sensory: lotion (body parts), choice making, imitation, attending to a story (sharing attention: wonderful opportunity for comments from students, etc.)
TWO 1:1 work times : Generally use DTT, however we tend to also use PRT and Incidental teaching methods to expand already mastered tasks.
Gross motor play: few minutes of free play to incorporate more naturalistic communication & social opportunities between peers, caregivers and staff. Afterwards, return to routine with novel activity placed between the two other activities (freeze dance & ring around the rosy) that is theme related.
Stations: Transitioning between two activities and following adult direction.
Social game: Facilitated social activity between peers, such as bean bag toss, ball play, basketball, etc.
Good bye circle: Ending of class routine, incorporating class theme in small group circle task, interpersonal synchrony and sharing attention with book.
Modified July 27, 2008 | Maintained by Debbie Dorcus
