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…hniques we used to teach Abdi to “request a food item” visit our “Teaching New Skills” section. Making the Behaviour Ineffective The last step is to make problem behaviour ineffective, meaning that it no longer works for the child. Behaviour may not change right away. It is very common for problem behaviour to increase before decreasing when implementing changes. The key is to be consistent with our plan. If Abdi grabs other children’s food, the t…
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…niques we used to teach Chung Lee to “put on a jacket” visit our “Teaching New Skills” section. Making the Behaviour Ineffective The last step is to make problem behaviour ineffective, meaning that it no longer works for the child. Keep in mind that the behaviour may not change right away. It is very common for problem behaviour to increase before it decreases when implementing changes. The key is to be consistent with the plan. Everyone on the te…
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…nny and her dad have a healthy snack such as yogurt or warm milk and sugar-free cookies. Dad remembers to avoid offering any caffeine or sugary foods and beverages. Jenny brushes her teeth. Jenny uses the toilet. Jenny puts on her pyjamas and gets to choose a stuffed toy to cuddle. Dad sits with Jenny in bed and reads her a book. When the story is finished, Dad says goodnight to Jenny and turns off the light. It often helps to use a picture board…
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…an opportunity to talk and spend individual time with a child. Create a welcoming environment – Greet and welcome each child as they enter the room. This will help to strengthen your relationship with each child and their family in a positive way. This will also help you to understand and respond to how the child may be feeling that day. For example, Megan is usually very happy to come to child care. This morning she clings to her father and cries…
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…your culinary skills, this program offers a unique opportunity to learn from one of the best. Spots will fill quickly—sign up soon! We hope to see you in the kitchen! Questions: Connect directly with Community Participation Supports (CPS) at 647-729-2976 or cps@cltoronto.ca…
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…at any time. However, the power of the substitute decision-maker does not come into effect until the person becomes mentally incapable of making decisions for his/her own personal care. Prior to that time, the Power of Attorney can be used to allow the Attorney (the person named as substitute decision-maker) to give and receive information about the individual with service providers. This kind of arrangement allows the Attorney to remain in the c…
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…a Advocacy Centre for the Elderly (ACE) Tel: 416-598-2656 or on the web at www.advocacycentreelderly.org/ Government of Ontario http://www.e-laws.gov.on.ca View and print the Substitute Decisions Act that governs Power of Attorney for Property. Speak to a lawyer. Sourced from GUIDE TO PERSONAL CARE AND PROPERTY For Older Adults with a Developmental Disability, The Ontario Partnership on Aging and Developmental Disabilities, 2008 http://www.opadd.o…
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…es, to assist persons living with the effects of injury to the brain. This FREE service offers support, empowerment, advocacy and education to survivors, family members and friends. Staff can assist with issues such as rehabilitation, long-term care, housing and employment, auto insurance, disability benefits, worker’s compensation benefits, etc. Brain injury survivors and their caregivers (family, friends, etc.) are invited to become members of O…
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…d fun. Remember to be patient, stay positive and make it fun! Sources Canadian Pediatric Society (2019). Caring for Kids: When your child is a picky eater. https://www.caringforkids.cps.ca/handouts/when_your_child_is_a_picky_eater City of Toronto (n.d.) Picky Eating. https://www.toronto.ca/community-people/childrenparenting/pregnancy-and-parenting/parenting/feeding-your-child/feeding-yourtoddlerpreschooler/picky-eating/ Community Living Toronto (n…
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…of natural tear products. Unclutter home and remove area rugs. Attend eye examinations yearly to ensure that there are no cataracts, glaucoma or other health issues. Announce your presence when entering the patient’s room. Identify yourself by name. Stay within the client’s field of vision, if patient has a partial vision loss. Speak in a warm and pleasant tone of voice. Avoid speaking louder than necessary when talking with a blind person. Alway…
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