modelling an alternative NOTE: Questions in the table below are really focused more on knowledge than skills or skill-related behaviours, positive behaviour ) but the questions may still be useful. They would be done BEFORE and AFTER program, or AFTER with reflection - setting boundaries (e.g., back on BEFORE. saying no to child(ren)’s persistent requests, doing Please rate how much you agree or disagree with each of the following statements, by checking the column activities that do not involve under the number that best describes your experience. If the topic was not covered in the program please circle the child(ren) "not covered".
modelling an alternative positive behaviour ) - setting boundaries (e.g., saying no to child(ren)’s persistent requests, doing activities that do not involve the child(ren) NOTE: Questions in the table below are really focused more on knowledge than skills or skill-related behaviours, but the questions may still be useful. They would be done BEFORE and AFTER program, or AFTER with reflection back on BEFORE. Please rate how much you agree or disagree with each of the following statements, by checking the column under the number that best describes your experience. If the topic was not covered in the program please circle "not covered".
CommonToolsQuestions-HomeVisitation.docx