The Developmental Therapy Objective Rating Form-Revised

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The Developmental Therapy Objective Rating
Form-Revised

• For Assessment and Teaching of Social-Emotional
  Competence

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History

• The DTORF-R was developed by Mary M. Wood.
• Mary M. Wood is a professor of special education
  at the University of Georgia.
• She directs the training, research, and
  publication activities of the Developmental
  Therapy Institute.

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History, continued

• The earliest foundations for the DTORF-R model
  came from her work in establishing the first
  special education teacher training program and
  clinic for severely emotionally disturbed
  children and youth in Georgia.
• This work expanded to become the
  Rutland-Developmental Therapy model for the
  public school district in Clarke County, Georgia.

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History, continued

• Eventually, the Rutland-Developmental Therapy
  model became the prototype for the Georgia
  Psycho-Educational Services Network of 24
  programs, serving 9,000 severely disturbed
  children and youth each year (1996).

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Getting Started

• The Developmental Therapy Objective Rating
  Form-Revised matches a childs current social,
  emotional, and behavioral status with specific
  goals and objectives.
• The DTORF-R sequence suggests five distinct
  stages in the psychosocial development of all
  children and youth.

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Stage 1

• Developmental Age Equivalency 0-2 years
• Respond to the environment with pleasure.
• Physical proximity and nurturing touch from
  adults, repetition of learning experiences, and
  uncomplicated, predictable order and structure of
  daily activities.
• Sensory-based learning that brings pleasure,
  familiar materials that allow simple physical
  movements and sensory stimulation, themes of
  nurturing and care.

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Stage 2

• Developmental Age Equivalency 2-5 years
• Respond to the environment with success
• Encouragement and praise for individual
  accomplishments, positive reflection of words and
  actions, motivate with activities and materials,
  redirection, adults as response models

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Stage 3

• Developmental Age Equivalency 6-9 years
• Successful group participation
• Positive feedback and praise for individual
  contributions to the group, reflection of
  positive events, motivating materials,
  interpretation, verbal redirection, adult models,
  rules

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Stage 4

• Developmental Age Equivalency 10-12 years
• Investing in group processes with concern for
  others
• Positive feedback, interpretation, Life Space
  Intervention
• Real-life experiences and successes with peers,
  acclaim from significant adults and peers

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Life Space Intervention

• A verbal method of supporting students in crisis
  while using the crisis to assist them in gaining
  insight into their own behavior.
• Step 1 Focus on the incident
• Step 2 Students in crisis need to talk
• Step 3 Find the central issue and select a
  therapeutic goal

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Life Space Intervention continued

• Stage 4 Choose a solution based on values
• Stage 5 Plan for success
• Stage 6 Prepare to resume the activity

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Stage 5

• Developmental Age Equivalency 13-16 years
• Using individual and group skills in new
  situations
• Positive feedback and recognition,
  interpretation, Life Space Intervention about
  values that guide conduct, analysis of salient
  aspects of events in the universal and personal
  context
• How do people behave and communicate in a
  pluralistic society? How do institutions
  regulate people?

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Administering the DTORF-R

• 3-4 person team, consisting of a parent or
  caregiver, special education teacher, regular
  education teacher, clinical supervisor, and
  support staff or other personnel (speech
  therapist, occupational therapist, etc.)
• One person reads criteria for each item in the
  subscale (behavior, communication, socialization,
  academics) while another records consensus
  reached by team

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Administering the DTORF-R continued

• Items marked with a check mark indicate mastery
  (student does this 9 out of 10 times, 90, in
  class, at home, and in other places and needs
  only minimum support to retain the behavior).
• Items marked with an X identify skills that are
  not mastered (student does this 50-89 of the
  time). These are considered the current
  instructional objectives.

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Administering the DTORF-R continued

• There should be1-4 instructional objectives for
  each subscale, for a total of 4-16 instructional
  objectives.
• Items on which the student performs 0-49 of the
  time in class, at home, or other places are
  marked NR (not ready) and should be considered at
  a later date.
• It is possible to have a check on an item
  following an item marked NR, but X after NR is an
  incorrect rating.

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Works Cited

• Wood, Mary M, Karen Davis, Faye Swindle, and
  Constance Quirk, Developmental Therapy-Development
  al Teaching Fostering Social Emotional
  Competence in Troubled Children and Youth, Pro-Ed
  Inc. Austin, Texas, 1996.