DANCE Behavior Considerations Here are some questions to consider as you review each behavior:

What do I find easy to understand about this behavior? What questions do I have about this behavior? What, if any, developmental considerations do I need to be

aware of? What key pieces of information will help you observe and

code this behavior?

You may want to print out this page and refer to these questions as you review each behavior

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Support of Behavioral and Emotional Regulation Dimension Two behaviors:

Limit Setting Completes Interactions

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Limit Setting Coded as a percentage (%)

Observed for the portion of the home visit that the

child is present, but not necessarily interacting with the caregiver.

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Limit Setting

* Area for Growth (0-24%)

Area for Enhancement (25-74%)

Area of Strength (75-100%)

Not Observable

(N/A) P Limit Setting

Caregiver establishes and maintains limits for the child that address damage to property, harm to others, and safety of the child.

CG infrequently establishes and maintains limits for child.

At times CG establishes and maintains limits for the child.

CG usually establishes and maintains limits for the child.

No opportunity to observe limit setting.

*Rated for the portion of the home visit that the child is present.

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Limit Setting Observe the caregiver setting limits that address:

Damage to property Harm to others Safety of the child

The limit must be in response to an ACTION the child has taken

Harm to others and safety is physical, not psychological

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Limit Setting Code “Not Observable” (NA) if there are no

opportunities for the caregiver to set limits Zero (0%) means the caregiver had the opportunity to

set a limit and never did

The child does not need to comply – however caregiver must maintain as needed

There are no developmental considerations for this behavior

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Completes Interactions

Coded as a percentage (%) Observed for the portion of the home visit that the

child is present, but not necessarily interacting with the caregiver.

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Completes Interactions * Area for Growth

(0-24%) Area for Enhancement

(25-74%) Area of Strength

(75-100%) P Completes

Interactions Caregiver provides closure to interactions.

CG infrequently completes interactions with child.

At times CG completes interaction with child.

CG usually completes interactions with child.

*Rated for the portion of the home visit that the child is present.

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Completes Interactions The caregiver actively brings an interaction or

activity to an end

Occurs when the caregiver or child is interacting or there is an assumption that an interaction is taking place (e.g. a diaper change even if the caregiver doesn’t acknowledge the child)

An interaction ends when the caregiver and/or child moves away from the activity or the activity ends

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Provide Closure when:

Caregiver or child leaves the interaction even if they will return shortly

The big picture activity ends Ending play to start nap time Ending feeding to go play

Completes Interactions

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Examples when not observed (N/A):

Child moves from lap time with caregiver to tummy time with caregiver (all considered play/exploration)

Child moves from “Simon Says” game with caregiver to book reading with caregiver (all considered play/exploration)

Completes Interactions

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

Completes Interactions For young infants, verbal communications are

largely used to complete an interaction (e.g. say “All done” or “It is time to move on”)

As children become older, can comprehend

language, and are emotionally labile, using distraction strategies, in addition to verbal and non-verbal cues, would be expected (e.g. games, shifting attention)

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.

On video, you may not be able to observe this behavior (activity never ends, no one leaves)

Code “Not Observable” (NA) if the activity never ends and the caregiver or child never leave Zero (0%) means the caregiver had the opportunity to

set a limit and never did

Completes Interactions

© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved.