ADOS-2 Toddler Module 1 Guide
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Diane PacellaADOS-2 Toddler Module 1 Guide
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Diane PacellaCommon questions
Powered by AIAnticipation of routines enhances a child's engagement by establishing a predictable sequence that the child can follow and respond to. For instance, during a watching activity with a balloon or cause-and-effect toy, the guide instructs to exaggerate each step, such as inflating a balloon and saying "Ready… set…go!", to encourage the child to anticipate the next step and participate actively. This structured repetition helps the child develop a sense of expectation, prompting them to engage more spontaneously in the activity .
The Module 1 Guide suggests a structured methodology for encouraging symbolic and functional imitation, employing teaching trials with progressive steps. Initially, an adult models the action, such as making a frog hop, and prompts the child to imitate. If unsuccessful, physical assistance is provided, followed by further modeling. The child is then given opportunities to imitate with different objects across multiple items until successful. The methodology progresses to imitating a new concept with the same object in subsequent trials, transitioning from guided to independent imitation .
Scripted play scenarios such as a birthday party are utilized to enhance children's social skills and symbolic understanding by providing structured, familiar social contexts that promote role-play and interaction. The guide uses materials like dolls, play-doh cakes, and candles to create a relatable party scene where children are encouraged to imitate adult actions, like blowing out candles or singing. These scenarios enable children to practice turn-taking, social communication, and symbolic gestures, reinforcing their understanding of social roles and sequences in daily life .
The guide employs games and routines to develop gesture-based communication and requesting abilities by integrating interactive elements that prompt children to use gestures purposefully. For instance, during bubble play, caregivers pause to encourage children to gesture for more bubbles. Similarly, in snack activities, children are encouraged to gesture or use vocal requests to obtain their preferred snack. These interactive scenarios provide a natural context for gestural communication, enabling children to practice indicating desires and participating in social exchanges effectively .
Anticipatory action is used effectively in the Module 1 Guide to foster child responsiveness by creating a sense of expectation in social routines. For example, during peekaboo, caregivers pause after saying "Where is (name)?" to allow the child to anticipate the "Peekaboo!" reveal, encouraging visual engagement and participation. Similar anticipatory techniques are used in routines like tickling or swinging, whereby gestures like raised hands or a counting sequence create cues for children to anticipate and respond accordingly, enhancing their active participation in social exchanges .
Shared enjoyment plays a crucial role by fostering positive interactions and reinforcing desirable behaviors during activities. For instance, during bubble play, shared enjoyment is encouraged by blowing bubbles and observing the child's reaction, creating opportunities for joint attention and communication. Similarly, activities like tickling during anticipation routines are designed to elicit shared laughter and enjoyment, reinforcing social bonds and encouraging repeated participation .
The guide addresses social smile responses by instructing caregivers to engage with the child using visual, verbal, or vocal means without physical touch, aiming to elicit a smile from the child. It emphasizes observing for a clear change in the child's facial expressions as a response to a purely social overture. Caregivers are encouraged to demonstrate activities or gestures that typically make the child smile at home, ensuring adaptability to the child’s preferences and maintaining engagement in a familiar context .
Caregiver involvement is a critical component of the Module 1 Guide's structured play strategies as it provides emotional security and enhances child engagement through familiar interactions. Caregivers participate by initiating play if the child shows no interest and are advised to engage in strategies familiar to the child, like calling their name during free play. Their involvement ensures activities are personalized to the child's preferences, providing a bridge between structured exercises and spontaneous play, which enhances learning outcomes and nurtures a stronger caregiver-child bond .
The Module 1 Guide suggests facilitating functional and symbolic play by discreetly removing cause and effect toys during playtime to probe for functional play with the remaining toys. It encourages the use of teaching trials where an adult models an action with a toy, like making a frog hop and saying "Ribbit, ribbit," and then prompting the child to imitate the action. If the child does not imitate, further prompting and assistance, such as hand-over-hand guidance, are utilized. Successful imitation leads to a progression through imitation trial phases using different objects until the child can independently imitate the actions .
The Module 1 Guide supports joint attention development through activities like using a remote-controlled bunny or car. The guide instructs placing the toy in a specific position relative to the child and prompting the child to look using verbal cues like "Look at that!" If the child does not respond, placing the toy directly in front of the child and activating it may help attract their attention. The guide also allows the caregiver to engage the child by touching them for attention but not directing their gaze, thus emphasizing joint attention skills .