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Creating systems for success in a early childhood special education classroom

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  • Waiting their turn, cause and effect and first- then, listening and complying, in seat behavior, and time on task. I always say that my job is the best job around. We get kids early on to shape and model their behavior for a successful education in the future but that also makes our job one of the toughest jobs around!!! When they come to use they essential have no appropriate in school behavior. They don’t know what it means to line up, sit in group, or transition from one activity to the next.
  • We have to put systems in place for children to learn the concept of first then and really understand what is being asked of them and what is and is not acceptable. We can do this by providing schedules and visual prompts for children.
  • You can also have class schedules that are manipulated by staff and students throughout the day to show when you are all done. I often put key visuals on schedules for skills each child is specifically working on. For example: I would tape a waiting hands icon to the back of a clipboard schedule or a raise your hand to talk. That way staff always have the visuals they need to shape behavior and we can all keep track of which skills specific children are working on.
  • To support the students at each activity they transition to using their individual schedules we develop work systems. Work systems are. . .
  • We wear aprons so we have needed supplies on hand.
  • This system is used when our SLP and OT come in for group times they lead. Although everyone leads different the children can see the pattern because the same work system is in place.
  • An accommodation that has been made for a few of our kids is making the first then more immediate by having the child do one step of the art project then letting them play with the preferred activity (typically play dough) for 1 minute using a timer then going back to the art project.
  • Showing step by step to make the system less overwhelming.
  • For example: our snack time looked very ugly last year. In evaluating the activity I realized that staff was busy setting up for snack making it difficult for them to help the children shape their behavior and wash their hands for snack so we created a worksystem where the student helped set up for snack and staff were available for them to help with it.
  • Sometimesworksystems are not enough----we have to modify the setting to train students for success.
  • In my classroom I like to provide color cues. Green for go and Red for stop.
  • Other times we use social stories and video modeling to teach specific skills
  • Transcript

    • 1. Creating Systems for Success:Using Structured Teaching Strategies to Support Students in Being Independent and Successful Lindy McDaniel Early Childhood Special Education Teacher Roosevelt Elementary- USD 489 Hays, KShttp://considerateclassroom.blogspot.com/ 1
    • 2. Getting to Know Me. . . • I have worked with preschool children for over 10 years. • Working with at risk and special needs students, especially those with ASD are my passion. • I taught Head Start preschool for five years, then in the fall of 2008, I began teaching in the Early Childhood Special Education Classroom. • I have background in Conscious Discipline, Responsive Teaching and Structured Teaching. • I am currently share my work through my blog entitled considerateclassroom.blogspot.com
    • 3. Getting to Know You. . .• How many years have you been working in early childhood?• What age do you work with: infants, toddlers, preschoolers, elementary age?• In what capacity do you work in the field: classroom teacher, home base provider, administrator, etc.?• Do you work with special needs students? What types of disabilities?
    • 4. Early Childhood. . . is Where it’s At! It is the time when children learnlearning to learn skills that they will use for the rest of their live.
    • 5. I’m Going To. . .
    • 6. Individual SchedulesDefinition: a visual/concrete method used to tell a child which activities will make up their day and the order in which they will occurPurpose: to teach flexibility; top to bottom and left to right progression; aid in transitions; provide predictability; establish a routine; teach concepts of first/then and finished; and to accommodate receptive language deficits 6
    • 7. 2- One Cue Picture 1-Object Schedule Schedule 3- First/Then Picture Schedule 6- Text and Small Picture 74- Picture Wall Schedule 5- Icon Wall Schedule Clipboard Schedule
    • 8. 2 Individual Schedules. . . That Made a World of Difference!A First-Then Schedule A Closer Look at the Communication System that goes along with it
    • 9. A Mark OffPicture Schedule Close up of a few lines of the schedule Communication Prompt to request a break
    • 10. Schedules for Home. . . Weekly Chart (above) Daily Transportable Clipboard (to the left) Monthly picture schedule (to the right)
    • 11. Work Systems• Definition: a systematic method of presenting information in a way that is understood by learners so they can make sense of it to be productive and successful.• Purpose: to visually answer 4 key questions: – How much work? – What work? – When is the work finished? – What comes next? -SI KISN 2011 11
    • 12. Direct Instruction Work SystemsAbove: one on one work area,Above Right: a number list of theboxes each student works on(a work system for me)Right: a sample task box with work from left to right and the box on the right for all done.
    • 13. Direct Instruction ina Home Based Program
    • 14. Teaching the Concept of First/Then • To teach this concept we often do a very brief non-preferred activity followed by a preferred activity to help the child see success. • To make it concrete, in the beginning First-Then Marker Boards we will use objects to show where with All Done Magnets and what they are being asked to do EXAMPLE: “First put in (showing a coin they need to put in), then marble game (showing a marble) .A Token System to Extend Teaching Time 14
    • 15. Independent Work SystemsAbove: everyone’s independent work areawith drawers for each studentTo the Right: a quiet work area designed for students to go andregroup by doing simple fine motor and put in tasks that help them feel success.
    • 16. An Inside Look at Taskboxes used for Direct Instruction and Independent Work Sample Put In Task Storage for Taskboxes Sample Matching Task*See more taskboxes ideas on my blog
    • 17. Sample Math TaskSample Sorting Task Sample Literacy TaskSample Social Task Sample Writing Task
    • 18. Other Resources for Taskboxes• Henry, K.A. How do I teach this kid. Ingram Publishing Services, May 2005.• Kabot, S. and Reeve, C. Building independence: how to create and use structured work systems. 2012.• Tasks Galore. www.taskgalore.com (several publications and resources)
    • 19. Individual Circle Time Work SystemsAwareness Level Low Level Middle Level **This is the letter of the week page. Each page is color coded to match the Smart Board pages. Other pages included: attendance, rules for the day, shape of the week, number of the week, High Level and check in with yourself.
    • 20. Accommodations for Circle TimeMovement Worksystem (Layered Grouping) Work area to incorporate reverse training Object Worksystem Shape Sorter Worksystem
    • 21. Circle Time Work System for Other Times During the Day Step By Step Circle Time Boxesfor Language Group, and Thematic Group Times Group Time Materials for 3 groups
    • 22. Individual Accommodations for the Large Group Work Systems Individual Wait My Turn Stick Mystery Motivating Worksystem Individual Systems for Circle Time
    • 23. Work System for Art Small Groups First- Structured Art Lesson for the Day ( In this picture making an elephant). First/Then Drawer System Then- Art ChoicesTIP- A good resource for step by step Art for the Week (In this pictureactivities is Climbing Art Obstacles in Autism playdough or smelly markers) 23
    • 24. Work Systems for Literacy Small Groups A closer look at the systemLibrary Work System- First listen to the storyof the day, Then-pick a book of your choice. 24
    • 25. Accommodations for the Literacy SystemBook work tasks: They areinteractive, have a clear visual ending,and keep student attention.
    • 26. Work Systems for Pretend PlayNametags to define roles Above: The Vets area, to the left the receptionist area *See more details on my blog
    • 27. Work Systems for Playtime Feed the baby, Set the table, etc Block Knock DownTIP 1: You can use the work systems set up for art and literacy smallgroups during play time with one or two children at a time as a directinstruction teaching time for learning play skills.TIP 2: You can take the baby, and block work systems to the directinstruction table to teach play skills in a more controlled one on onesetting if needed.TIP 3: If you have students who avoid the pretend play center or blockarea, etc. add items of interest to those areas to lure them in. 27
    • 28. Work Systems for Games Candy LandGuess Who? Wood Puzzles
    • 29. Work Systems for Toys Numbered and Color Coded Train Track for Independent Building Lettered Marble GameAided Language Boardto Support Language during play *Soon to be added to my blog
    • 30. A Fun New Way to TeachSocial Communication and Play Skills It is a series of student friendly social stories that work on skills like, greeting others, listening in group, and raising your hand in group. It provides three levels to respond to each social situation.
    • 31. Work Systems to Support Successful Holiday Traditions and Class Parties* See more holiday samples on my blog
    • 32. Work Systems for Self Help Routines Putting Your Belongings Away Visual Work System Washing Your Hands Visual Work SystemFlag Salute Visual Work System 32
    • 33. Work Systems for Functional Errands Mail Delivery Sensory Errands Attendance Sheets and Magnet Attendance 33
    • 34. Shredding ErrandOffice Errand Social Box Rock Walk Library Delivery *Several of these will be posted on my blog soon.
    • 35. Work Systems for Arrival Jobs TIP-Everyone likes to contribute and feel important.By creating helper jobs students can be helpers which builds confidence and self esteem and helps staff prepare for certain activities.
    • 36. Watering the plant job Weather Helper Job Date Helper Job Feeding the Fish Job Attendance Helper Job
    • 37. Work Systems for Snack Jobs Snack Helpers Snack Supplies 37
    • 38. If there is a chaotic moment in your classroom(or with a specific student), the routine needs tobe retaught or a new work system needs to be putin place. - Philosophy from the work of Dr. Becky Bailey and Conscious Discipline
    • 39. A Sample Worksystem for Success at HomeSocial Story Dry Erase Choices
    • 40. Visual Supports:to show when areas are off limits. *See more details on my block 40
    • 41. Visual Supports:to Decrease Anxiety and Support Attention to Task *see more details on my blog
    • 42. Other Visual Supports: To support independence and successPrompt to use one or Visual to support atwo paper towels student in putting their bookbag on correctly. Visual to support students in waiting to wash their hands. 42
    • 43. Use quick prompts and visuals to support and teach these skills. Visuals prompts are easier to fade as the ultimate goal is for students to complete work independently. * See more detail on my Blog*Brain Research tells us children think in pictures until they are 9 years old. -Bailey, 2002 43
    • 44. Ready/Not Ready Visual*See more details on my blog
    • 45. Systems to Teach Skills One on One to Later use Whole Group Token System Social Story for ways to calm 45
    • 46. Teaching a Communication System. . . 46
    • 47. Typically developing children have Want multiple ways somethingto communicatea message.*Children with IndicatesASD may have Tantrum pain Need helponly one way tocommunicatemultiplemessages Wants something-SI KISN 2011 else 47
    • 48. Aided Language Boards based on the philosophy of PODD*will be posted on my blog soon
    • 49. For more resources and ideas visit my blog. We add a post at least once a week! http://considerateclassroom.blogspot.com
    • 50. Thank you for your time! Any questions, or comments. . .
    • 51. ResourcesBailey, B.A. (2000). Conscious discipline. Loving Guidance: Oviedo, FL.KISN- Summer Institute Training and Handouts, June 2010.Loden Talmage, K. (2007). Climbing art obstacles in autism. www.tasksgallore.comPorter, G. (2009). Pragmatic organizational dynamic display. Mayer Johnson.TEACCH Autism Program. The University of North Carolina. www.teacch.comWarren, R.H. (2011). Quinn at school- relating, connecting and responding at school: a book for children ages 3-7. 51

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