Kathleen Stumpf When it comes to therapy - while we still work on and encourage strengths - it would be counterproductive to NOT focus on deficits. For example, let’s say a 5 year old scores high in our visual domain but low in our communication domain... this tells me I can utilize visual supports to help increase their communication. But I wouldn’t disregard teaching communication to solely focus on visual skills - the overall goal is to get all domains to the same level. Hope that helps understand where she’s coming from 😁
I am familiar about what you are referencing - how Temple always says to focus and embrace strengths so that individuals may capitalize on them. I think Katie Saint means focus on the greatest challenges/areas of need just for the sake of writing goals. We are always trying to close the gap, and the larger the gap is our bigger focus as those larger learning gaps make it so much harder to access new information/ social settings or even capitalize on their strengths as these deficits may even hold them back sometimes from the things they enjoy. My understanding is that this test is more about assessing and then goal writing verses deciding on what strategies to use to support the client in their goals. Primary goals should be most effective for the client.. you can still focus on some of their strengths to support those goals or even tap into them for motivation or context for helping them learn more challenging skills.... for example, if they can have a hard time breaking their routine but are good at following directions, you can deliver directions that would support them in varying their routine, and pair that following of directions with a reinforcement they enjoy. For example if they enjoy taking walks, taking a walk at a different time than usual or going a different way, and building that into the schedule, or if they are learning a new concept, break it down by steps because you know they are good at following directions, even though they may be uncomfortable with a new topic or concept/ idea. In general, I think much of the VB MAPP is more typically used with younger students who NEED to reach extremely important milestones for the purpose of their development as a learner, so it is imperative to focus on the greatest areas of need and not skip over them. You know?
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Extremely grateful for your video. Thank you for all that you do.
Very helpful! Thank you so much for taking the time to walk me through this!
thank you, please do more videos
Very helpful! Thank you so much for the breakdown.
Thank you!! Now I know which assessments I want to focus on for my assignment as not all would have applied to my client.
Thank you so much... It was so precious... I'm an Italian speech-therapist early starting with ABA... It was helpful
Very helpful! Thank you!
Thank you!
Thank you...
So helpful! Thank you for sharing!
Thanks katie!!! Big big…bigggg help!!!
this is a great video !! thanks
Thank you so much!
Very much helpful, Thank you
maravilhoso. bjs do Brasil😍
You can find some language targets to teach at VBDBAPPS
OMG I love you so much! Thanks. Where can I get the app?
Can anyone suggest where to download this VB MAPP
What vb mapp app are you referring to?
Here you go! www.vbmappapp.com/
interesting that you mention not focusing on strengths????? contrary to Temple Grandin's approach.. see The Loving Push book
Kathleen Stumpf When it comes to therapy - while we still work on and encourage strengths - it would be counterproductive to NOT focus on deficits. For example, let’s say a 5 year old scores high in our visual domain but low in our communication domain... this tells me I can utilize visual supports to help increase their communication. But I wouldn’t disregard teaching communication to solely focus on visual skills - the overall goal is to get all domains to the same level. Hope that helps understand where she’s coming from 😁
I am familiar about what you are referencing - how Temple always says to focus and embrace strengths so that individuals may capitalize on them. I think Katie Saint means focus on the greatest challenges/areas of need just for the sake of writing goals. We are always trying to close the gap, and the larger the gap is our bigger focus as those larger learning gaps make it so much harder to access new information/ social settings or even capitalize on their strengths as these deficits may even hold them back sometimes from the things they enjoy. My understanding is that this test is more about assessing and then goal writing verses deciding on what strategies to use to support the client in their goals. Primary goals should be most effective for the client.. you can still focus on some of their strengths to support those goals or even tap into them for motivation or context for helping them learn more challenging skills.... for example, if they can have a hard time breaking their routine but are good at following directions, you can deliver directions that would support them in varying their routine, and pair that following of directions with a reinforcement they enjoy. For example if they enjoy taking walks, taking a walk at a different time than usual or going a different way, and building that into the schedule, or if they are learning a new concept, break it down by steps because you know they are good at following directions, even though they may be uncomfortable with a new topic or concept/ idea. In general, I think much of the VB MAPP is more typically used with younger students who NEED to reach extremely important milestones for the purpose of their development as a learner, so it is imperative to focus on the greatest areas of need and not skip over them. You know?
Very helpful! Thank you!!
Thank You so much!!!!
Very helpful! Thank you.