FAQs

Answer:  Hands Full, Inc. provides three courses.  They are titled:

1. Behavior Management of the Normally Developing Child ages 0-10.
2. Behavior Management of the Normally Developing Adolescent ages 10-18.
3. Behavior Management in the Classroom.

These learning activities contain introductory and intermediate content levels of behavior management strategies for children, adolescents and students.  Each learning activity is designed to address the needs of the audience.  For example, Behavior Management in the Classroom is designed to address classroom teachers and principals.

Answer:  All continuing education activities were authored by and are taught by Dr. S.  Yaroslawitz, DSc OTR/L.

Answer:  Behavior Management of the Normally Developing Child and Behavior Management of the Normally Developing Adolescent are available in live lecture format and in an independent learning format (MP3).  Behavior Management in the Classroom is available in live in-service format.

Answer:  Both live and distance learning options are delivered in lecture format and are followed by the opportunity for learner’s questions to be asked and answered.  Learners ask questions and receive immediate feedback during the lecture time and are encouraged to ask additional questions via email.  Distance learners learn via listening to recorded lectures, hearing other’s questions that were recorded on MP3 together with the instructor’s answers, and receive additional feedback to questions that they post to the instructor over email both during and after the duration of the learning activity.

Answer:  The lectures of Behavior Management of the Normally Developing Child, ages 0-10, include thorough discussions of pertinent topics such as acceptance of authority, consistency, communication skills, reinforcers, tantrum management, obedience, anger management, eating and feeding, toileting, sleeping, morning and bedtime routines, and sibling rivalry.  Techniques are divided into three phases, and are taught and demonstrated.  Subsequent difficulties and eventualities are explored in great depth.

Answer:  Volume I and II covers all contents of the lectures, and has been updated to include additional topics.

Answer:  The lectures of Behavior Management of the Normally Developing Adolescent ages 10-18 cover a wide variety of areas such as teenage separation and the adolescent mandate, emotional cognitive development, self-esteem, peer pressure, adolescent dialogue, obedience to positive and negative commands, mission stating, eating disorders, sibling rivalry, value acquisition, limit setting and teenage anger.  Adolescent techniques are presented in three phases, and broken down into their individual components, thus enabling the parent to make critical decisions quickly and efficiently.

Answer:  The lectures of Behavior Management in the Classroom include thorough discussions of pertinent topics such as establishing rapport and authority in the classroom, student acceptance of authority, the link between mastery and self-esteem, trust and learning, consistency, conditioning words to action, student testing behaviors, student safety and security, communication skills, and reinforcers.

Answer:  The content of the learning activities were authored and formatted according to the Areas of Occupation in the Domain of Occupational Therapy.  Specifically, the course content can be categorized into either activities of daily living, education, work, play, leisure, and social participation.

Answer:  Occupational therapists, speech therapists and audiologists have always recognized the importance of parent-educator involvement in intervention with their children.  Delivery of pediatric services has been moving rapidly toward family centered care, which necessitates parent-educator-therapist collaboration in both evaluation and treatment planning.  Currently, therapists and educators still do not have enough knowledge of parent diversity and their unique perspectives and therefore frequently fall short of complete collaboration with parents when planning interventions.  Occupational therapy and speech and hearing associations strongly recommend activities and intervention that support parent–educator-therapist collaboration.  Communal learning activities that are tailored to meet the needs of both occupational therapists, speech therapists, audiologists, educators and parents is a perfect example of such an activity.

Occupational therapy, speech therapy, and audiologist learners would benefit greatly from experiencing instruction in behavior management in the same fashion that parents and educators do.  This will give them an insider’s view of the challenges that parents and educators face in managing children’s behaviors and how to help guide parents and educators so that performance objectives can be attained.  The learning activity is replete with every-day examples that parents and teachers face when interacting with children.  It is only through this perspective that these professionals can master behavior management for children correctly, in the family and educational setting.