Using Bruinsma Minjarez Explained for Students (Easy Guide)

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Original Question

Using Bruinsma, Y., Minjarez, M., Schreibman, L., & Stahmer, A. (2019). Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder. Paul H. Brookes Publishing Co. Bruinsma et al. (2019) Chapter 10 Use this client A below to develop one communication goal and one social goal for the individual. Utilize the criteria for goal development described in Chapter 10 of the Bruinsma text. Identify one assessment that you will utilize to track each goal and describe why this assessment will be useful in tracking progress in a paragraph form. Building a solid foundation for a child’s wellbeing is the goal of developmental skills, which are essentially the benchmark for achieving milestones. I work with two 3-year-old clients. Despite being the same age, their developmental skills differ. This may likely be due to Client A not receiving early intervention, which has impacted their developmental skills. While Client B (neurotypical) is different. The ability to share focus on an object or event with another individual is known as joint attention. When it comes to sharing focus on an object or making gestures, client A would rarely follow my gaze or that of any other BTs or peers in the center. In contrast, client B would follow the signals and participate in back-and-forth games like peek-a-boo. Understanding and reacting to other people’s communication is a component of receptive communication. Client A struggled to respond to one step directions like “pick up” and “come here,”. Yet, Client B was able enough to follow one-step instructions and react to their name. Expressive communication is the process of communicating one’s own needs, wants, and feelings to other people. While client B was able to greet and have short conversations, client A’s language use was limited. Last but not least, play skills include an array of activities which provide opportunities for interaction with others, imagination, and creativity. Client B loved imaginative play espically when it came to ringing up the groceries. While client A did not really care for playing with others they typically preferred to play alone so parallel play was also a skill that was worked on later. All things considered, I feel like I’ve learned more as a result of these experiences, and after relating it to the text, I’ve discovered multiple applications for the developmental behavioral ideas that may be used with client A. For instance, using Client A’s interests as opportunities to engage in joint attention is crucial to its effectiveness because it’s preferable to follow the child’s lead (Bruinsma, 2019). Because Client A enjoys bubbles, encouraging them to “look at the bubbles” or “pop the bubbles” is a great strategy to guarantee joint attention. Or joining in play, which is crucial since children are more likely to use that reinforcement to produce more language the more they perceive your involvement and sense of reinforcement. Client A from the previous discussion exhibited distinct characteristics in their social skills and play skills. For instance, play preferences for Client A lean towards solitary play rather than engaging with peers. Furthermore, their limited expressive communication limits their ability to express demands and participate in conversational exchanges, while their limited receptive communication affects their understanding and implementation of basic instructions. An organized social intervention can be developed to improve Client A’s social interaction and communication abilities through peer engagement, according to Chapter 12 in Bruinsma et al. (2019). A peer of a similar age who shares Client A’s interests, like bubbles, should be a part of the intervention strategy. Ideally designed around bubbles, the shared activity could serve as a link that encourages interaction with others and joint attention.To help with focus, the playdate may be held in a comfortable setting with few outside distractions. It would be highly effective to introduce a bubble machine. Encourage the peer to set an example by sharing, taking turns, maintaining eye contact, and following simple directions such as “Can you blow bubbles?” or “Let’s pop bubbles together!” By encouraging both children to concentrate on the bubbles while exchanging verbal and nonverbal cues, the goal is to naturally create opportunities for joint attention. To make sure that Client A makes attempts to participate and respond appropriately, an adult facilitator should give gentle cues and encouragement throughout the activity. When Client A shows social behaviors like making eye contact or following the lead of a peer, positive reinforcement techniques like social praise should be used. In conclusion, this focused peer-based intervention makes use of Client A’s interests and a peer’s ability for modeling all while being founded on naturalistic developmental behavioral concepts.

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