Stepping Stones II Program
Davis™ Stepping Stones II
The purpose of a Davis Stepping Stones program 2, is to build on the previously acquired Davis Stepping Stones concepts and self regulation skills, facilitating additional foundational early childhood development.
5 through 8
15 - 30 hours
Highly trained facilitators works with each client/support person, so the program is delivered at their pace and according to their needs and goals. The facilitator one-on-one time will vary depending upon the age and ability of the client. In many cases, most of the session will focus on the facilitator coaching the helper/support person to work with the client at home.
1. The support person is given a set of self-regulation tools, to assist them to be calm and relaxed while working with the client.
2. The client is assisted in becoming more present in the world, developing accurate perceptions, and gaining an awareness of self using Davis® Auditory Orientation and self-regulation tools.
3. A series of fundamental concepts are created using the multisensory medium of clay. 4. Finally, the learning is consolidated with daily life experiences, essential in allowing the client to integrate the concepts for themselves and build a ‘filing system’ for their future thinking, learning, and behavior.
• Better self-regulation
• Less resistance to change
• More able to predict situations
• Willingness to try new things
• Greater understanding of the passage of time
• Reduced rigidity
• Increased understanding of cause and effect
• Better able to understand and follow instructions
• More flexibility
• Less meltdowns
The following formats can be offered in person or, when suitable, on-line.
A facilitator works individually with the client through a complete program. We encourage the family/spouse to be involved as much as possible so that the program can be integrated faster and more effectively into the home/work environment. There are no drilling or repetitive exercises to be completed at home; we only ask that the concepts are discussed and integrated in a fun, interactive way. We have found a program can most often be completed in two full weeks (approx. 30 hours). This program option is preferred if the client tends to work better with someone other than the support person.
The facilitator will take a client through the initial part of the program and then works with a support person, who in turn goes home and implements the program with the client. We have found the coached portion can most often be completed in one full week (approx. 30 hours). This program option is often the preferred method. It has been designed for a parent/support person to work with the client at their own pace and in their own environment.
A two-day, group workshop where we work with parents/professionals and teach them how to take their child/client through a program. It will give you the knowledge and ability to support and guide someone in their everyday interactions, choices, and behaviours. This program option is designed for those who are comfortable working with the individual themselves and want a thorough understanding of the concepts in order to support their loved one/client best.
Current neurological science reveals that every brain – whether neurotypical or otherwise – is capable of creating new neural networks when provided with the right tools and proper developmental progression. Experience has proven to us that those on the autism spectrum can develop far beyond the usual predictions/expectations when provided with the missing pieces.
Our programs and workshops teach individuals how to systematically fill in the partial or completely missing developmental pieces. New learning is constructed upon the participant’s prior understanding and experience, building a foundation for the next piece. This creates a solid framework that naturally and easily supports their journey toward:
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Theory of mind, personal space, accurate perception of oneself and their environment, understanding of oneself at the cause of an effect, personal hygiene, reduced sensitivities and meltdowns, fine and gross motor coordination.
Focusing, listening, completing tasks, and being able to follow directions
Decrease stress/anxiety, controlling energy levels.
Increase interests, planning, completing tasks.
Showing more interest in others, sharing interests, increased communication.
Making good choices, predicting, ownership of outcomes, creating alternate solutions, and confidence to make decisions.
Independent Problem Solving
Willingness to consider new activities and foods, reduced anxiety going into new/unknown situations, willingness to consider new ideas and possibilities, increased flexibility, theory of mind.
Acceptance of Change
Reduced impulsivity, increased sense of time, understanding of order, following a sequence of steps, changing negative behaviour patterns into positive ones.
Meeting Behavioral Expectations