Positive Guidance Plan
Date: 11-27-09
Participants: Maya Ruiz,
Child: Michael Adams
Ms, Smith, foster mom, and
D.O.B. 4/1/07 (21 Months)
Ms. Johnson, his playgroup teacher
Description of Child: Michael is a 21-month-old male child. Ms Smith shared that Michael plays well
with his cousins in her home when they let him. He is able to ask for what he needs at times. He is
not biting at her home. He likes his blanket and a teddy bear he took from his mother's house. He
enjoys running and playing outside. He also likes to take a bath and it seems to help calm him down.
Behavior: Michael is having a difficult time at his playgroup. He has been grabbing toys away from
other children and will bite the other children. He has times when he becomes very upset and has a
hard time calming himself down or allowing others to help him. This often occurs when he is
unsuccessful in getting the object or toy that he was interested in. He also has a hard time going from
one activity to the next.
Purpose of the Behavior: Michael has had many changes in his life and this might be an attempt to
try and gain some control over his world and environment. His is having difficulty with language
development and he might be having a hard time expressing his needs. It might be Michael’s attempts
to try and gain attention from his caregivers. He might not know how to engage in play with other
children and this might be an attempt to play with others.
As part of our assessment process, the Devereux Early Childhood Assessment for Toddlers (DECA-T)
was administered. The Devereux Early Childhood Assessment for Toddlers is a standardized strength
based assessment that assesses for protective factors and screens for social emotional risk in very
young child children. It incorporates parent and caregiver report to assess social-emotional
development in three areas: Attachment, Initiative and Self-Regulation.
Attachment can be described as the mutual, strong, and long-lasting relationship between an infant or
toddler and significant adults such as parents, family members and teachers. Initiative can be describes
as the infant or toddler’s ability to use independent thoughts and actions to meet his or her needs.
And Self-Regulation can be described as a child’s ability to gain control of body functions, manage
emotions, sustain focus and attention, and actively control arousal and their response to it.
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DECA-T scores can fall into three descriptive categories, strength, typical and area of need. T-scores of
60 or above fall into the Strength range, T-scores of 41-59 fall into the Typical range, and T-scores of
40 or below are in the Area of Need range. This report will use these T-score ranges and the
description categories
DECA-T results for Michael Smith as reported by his aunt, Audra Smith are below:
Attachment/Relationships
Initiative
Self-Regulation
TPF
T score
31
40
34
34
Description
Area of Need
Area of Need
Area of Need
Area of
Need
When looking at the overall protective factor areas, Total protective factors for Michael are in the Area
of Need or a T-score of 34. This is an overall snapshot of Michael’s protective factors or those
behaviors that help him to get along with others, get his needs met and express himself.
Although each protective factor area could benefit from some support it is important to note that
Michael is showing some individual behavior that is typical of other children his age in each area. In
Attachment/Relationships, Michael is making his needs known to a familiar adult and making eye
contact with others. In Initiative, Michael playing make believe and trying to do things for himself. In
self-regulation Michael is showing some emerging skill by occasionally calming himself and occasionally
accepting another choice when his first choice is not available.
It is recommended that as planning moves forward strategies are put into place to help support
Michael to experience growth in his protective factors.
Individual items from the DECA T can help to identify some areas to work on. Audra Smith reported
that sleeping patterns and transitions are the area of greatest need at home. The playgroup leader
also agrees that self-regulation issues are a good starting point for the group setting. Self-Regulation
items, reported as happening never or rarely include, having regular sleep patterns. Adjusting to
changes in his routine is happening occasionally. Due to recent changes reported to be happening for
Michael it is also recommended that the family and other adults working with Michael work to create
consistency and to build attachment with Michael within the home and care setting.
A planning meeting is scheduled for September 30, 2009. Plans created will be attached to this report.
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Positive Child Guidance Plan
Child’s Name: Michael Smith
Age: 21 months
Date: September 30, 2009
People Present: Audra Smith and Ms Maya
Protective
Factor
Strengths
Attachment/
Home:
Home:
Relationships
Michael is in a family placement
foster home. Michael likes to
play with his cousins. Michael
shows some affections and he
makes his needs known.
Michael will build a primary
relationship with one
familiar caregiver (Audra)
Care Setting:
Michael likes Ms Maya. He
makes his needs known.
Michael will build a primary
relationship with one
familiar caregiver (Ms
Maya)
Home:
Home:
Home:
Care setting:
Care setting:
Home:
Home:
Home:
Uses bear at home, calms down
at bath time
Michael will be able to
express his feelings in a
safe way. Michael will be
able to transition.
Audra will create and use a
daily schedule with Michael.
Audra will use eye contact and
proximity to let Michael know in
advance of changes along with
his visual schedule. Audra will
create a cozy space in her
home for Michael to use when
he gets upset
Initiative
Goals
Care Setting:
Strategies
Date to
Review
Home:
Care setting:
Likes to play make believe with
his cousins, Likes to play
outside. Will ask to do new
things
Care Setting:
Likes to play make believe.
SelfRegulation
Care setting:
Expresses emotions, uses bear
to calm.
Care setting:
Michael will be able to
express his feelings in a
safe way.
Michael will be able to
transition.
Care setting: (Same as above
only Ms Maya will be the one
assisting Michael)
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INFANT ASSESSMENT
Dear Family,
The DECA I/T is one of the many tools we use to help us get to know your child over the
course of the year. The DECA I/T is a strength-based assessment of a child’s Initiative,
Self-Regulation and Attachment. Research shows these three strengths are a good
foundation for long-term social emotional health and positive behavior. Below are the
results of
______________________________’s DECA I/T assessment:
Initiative
The infant or toddler’s
ability to use independent
thoughts and actions to
meet his or her own
needs
Attachment/
Relationships
The mutual, strong, and longlasting relationship between an
infant or toddler and significant
adults such as parents, family
members and teachers.
___Needs support
___Needs support
___Scored typical
___Scored typical
___This is a strength
___This is a strength
We will work together to continue to strengthen all of these areas and to increase positive
behavior for school and life success.
Sincerely,
109
Dear Family,
The DECA I/T is one of the many tools we use to help us get to know your child over the
course of the year. The DECA I/T is a strength-based assessment of a child’s Initiative,
Self-Regulation and Attachment. Research shows these three strengths are a good
foundation for long-term social emotional health and positive behavior. Below are the
results of
______________________________’s DECA I/T assessment:
Initiative
The infant or toddler’s ability to use independent thoughts and actions to meet his or her
needs.
28 30 31 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 68 69 70 72
Area of Need
Typical Range
Strength
Attachment/Relationships
The mutual, strong, and long-lasting relationship between an infant or toddler and significant adults
such as parents, family members and teachers.
28 30 31 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 68 69 70 72
Area of Need
Typical Range
Strength
We will work together to continue to strengthen all of these areas and to increase positive
behavior for school and life success.
Sincerely,
110
TODDLER ASSESSMENT
Dear Family,
The DECA I/T is one of the many tools we use to help us get to know your child over the
course of the year. The DECA I/T is a strength-based assessment of a child’s Initiative,
Self-Regulation and Attachment. Research shows these three strengths are a good
foundation for long-term social emotional health and positive behavior. Below are the
results of
______________________________’s DECA I/T assessment:
Initiative
SelfRegulation
Attachment/
Relationships
The infant or toddler’s
ability to use
independent thoughts
and actions to meet
his or her own needs
A child’s ability to gain
control of body functions,
manage emotions, sustain
focus and attention, and
actively control arousal and
their response to it.
___Needs support
___Needs support
___Needs support
___Scored typical
___Scored typical
___Scored typical
The mutual, strong, and
long-lasting relationship
between an infant or toddler
and significant adults such
as parents, family members
and teachers.
is a strength
___This is aall
strength
___This is positive
a strength
We___This
will work
together to continue to strengthen
of these areas and to increase
behavior for school and life success.
Sincerely,
111
Dear Family,
The DECA I/T is one of the many tools we use to help us get to know your child over the
course of the year. The DECA I/T is a strength-based assessment of a child’s Initiative,
Self-Regulation and Attachment. Research shows these three strengths are a good
foundation for long-term social emotional health and positive behavior. Below are the
results of
______________________________’s DECA I/T assessment:
Initiative
The infant or toddler’s ability to use independent thoughts and actions to meet his or her
needs.
28 30 31 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 68 69 70 72
Area of Need
Typical Range
Strength
Self-Regulation
A child’s ability to gain control of body functions, manage emotions, sustain focus and
attention, and actively control arousal and their response to it.
28 30 31 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 68 69 70 72
Area of Need
Typical Range
Strength
Attachment/Relationships
The mutual, strong, and long-lasting relationship between an infant or toddler and significant adults
such as parents, family members and teachers.
28 30 31 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 68 69 70 72
Area of Need
Typical Range
Strength
We will work together to continue to strengthen all of these areas and to increase positive
behavior for school and life success.
Sincerely,
112
Preschool Parent Letter
Strengths for Living and Learning
The following Strengths are important for children to develop early so that they have the
skills for success in school and life.
INITIATIVE
This is the child’s ability to try new things to and to do things for him/herself. You can see initiative grow very
quickly at this age. You see it when she/he does not want you to help even if she/he seems to need it. You see
it when he/she does something he/she would not even try just yesterday.
Grown-ups can help build this strength by letting him/her:
 take his/her time to figure out answers to problems.
 try new things.
 make mistakes and try again.
 know that you “believe” she/he can succeed.
SELF-CONTROL
This is the ability to have strong feelings, but then think before taking action or speaking. It helps a child choose
right from wrong. With self-control, your child can tell you what is upsetting him/her without a tantrum. At
school she/he will be able to ask for help, and not give up. He/She will find learning and getting along with other
children will be easier.
Grown-ups can help build this strength by:
 discussing what is helpful and harmful (rules).
 letting them see you speak calmly when you are upset.
 helping them say how they feel.
 helping them to think about better ways to handle problems.
 not expecting them to handle more than a preschool child can.
ATTACHMENT
This is the result of the child’s strong, healthy relationships. A baby learns to feel good about him/herself and
trust people by the way he/she is taken care of. This strength is also the key to how the child feels about
him/herself. It opens him/her up to try new things and look to others for friendship or help.
Grown-ups can help build this strength by:
 taking care of the child’s needs.
 enjoying their child’s company.
 making sure they can count on you when you promise something.
 Cuddling, playing and reading with them.
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Infant Parent Letter
Strengths for Living and Learning
The following Strengths are important for infants to develop early so that they have the skills
for success in school and life.
ATTACHMENT and RELATIONSHIPS
The warm connections a child has with another familiar person are called relationships. These relationships
might be with a mother, father, grandparent, and other relatives or important caregivers. Happy relationships
help a child form healthy attachment, the bond that exists between babies and familiar adults as a result of a
nurturing relationship. When infants have healthy relationships that support attachment, they learn to trust
that the world is safe, and they have confidence to explore and learn.
Grown-ups can help build this strength by:
Smiling and talking with the baby during daily routines such as diapering, feeding
and bathing.
 Responding to the baby’s attempts to communicate through facial expressions,
gestures, cooing, and babbling.
 Cuddling, playing and reading with the baby.

INITIATIVE
As they grow, infants start trying to do lots of new things for themselves. As they begin to think and act on their
own, they are using what is called Initiative. Initiative is the child’s ability to use independent thought and
action to meet his or her needs. Infants who have strong initiative will show interest in exploring their
surroundings and keep trying to do something when they are not successful the first time. Infants need
opportunities to learn and practice new skills.
Grown-ups can help build this strength by letting him/her:




Allowing her to explore surroundings (while keeping her safe)
Praising him for efforts to try new things.
Supporting her when challenges come up and allowing her to try over again.
Letting him know that you “believe” he can succeed.
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Toddler Parent Letter
Strengths for Living and Learning
The following Strengths are important for toddlers to develop early so that they have the skills
for success in school and life.
ATTACHMENT and RELATIONSHIPS
The warm connections a child has with another familiar person are called relationships. These
relationships might be with a mother, father, grandparent, and other relatives or important caregivers.
Happy relationships help a child form healthy attachment, the bond that exists between babies and
familiar adults as a result of a nurturing relationship. When toddlers have healthy relationships that
support attachment, they learn to trust that the world is safe, and they have confidence to explore and
learn.
Grown-ups can help build this strength by:
 Smiling and talking with the toddler during daily routines such as meals and bath
time.
 Cuddling, playing and reading with the toddler.
 Responding to the toddler’s needs
 Being close by as a safe base for the toddler..
SELF-REGULATION
Self-regulation involves handling emotions, gaining control of bodily functions, learning to focus, and paying
attention. By the time a child is a toddler, he has learned a lot from adults about how to regular frustration and
calm down when upset. Infants and toddlers learn early on how to control feelings and emotions by watching
and figuring out the actions of adults around them.
Grown-ups can help build this strength by:
 Provide soothing actions and words to help calm a child down when upset
 Help your child understand and name the feelings that she is having
 Provide rituals and predictable routines
 Explain beforehand if a routine will need to change so that she has time to adjust
INITIATIVE
As they grow, toddlers start trying to do lots of new things for themselves. As they begin to think and act on
their own, they are using what is called Initiative. Initiative is the child’s ability to use independent thought and
action to meet his or her needs. Toddlers who have strong initiative will show interest in exploring their
surroundings and keep trying to do something when they are not successful the first time. Toddlers need
opportunities to learn and practice new skills.
Grown-ups can help build this strength by letting him/her:
 Allowing her to explore surroundings (while keeping her safe)
 Praising him for efforts to try new things.
 Supporting her when a mistake is made and allowing her to try again.
 Letting him know that you “believe” he can succeed.
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