Curbing Behavior with Visual Support

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Curbing Behavior with Visual Supports, Schedules, Social Narratives and Video Modeling

Curbing Behavior with Visual Supports, Schedules, Social Narratives and Video Modeling

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  • 1. Curbing Behavior with Visual Supports,Schedules, Social Narrativesand Video ModelingBy Lindy McDanielEarly Childhood Special Education TeacherRoosevelt Elementary- USD 489 Hays, KS1considerateclassroom.blogspot.com
  • 2. I am going to. . .Notes, Key Pointsand ResourcesVisual Structure and Handouts for Today. . .Considerateclassroom.blogspot.com
  • 3. Getting to Know Me. . .• I have worked with preschoolchildren for over 10 years.• Working with at risk and specialneeds students, especially thosewith Autism is my passion.• I taught Head Start preschool for fiveyears, then in the fall of 2008, Ibegan teaching in the EarlyChildhood Special EducationClassroom.• I have background in ConsciousDiscipline, Responsive Teaching andStructured Teaching.• I am currently sharing my workthrough my blog. . .considerateclassroom.blogspot.com
  • 4. DISCLAIMERS. . .• In today’s presentation I will be referring to childrenwith Autism mostly, however I have seen the strategiesand techniques described in this presentation work forALL types of children.• I am a preschool teacher so all video clips and photosare from a preschoolclassroom. Please think outsidethe box in how the techniquesand strategies apply to you andyour big or little kiddos. . . asthey definitely can apply withlittle tweaks here and there!
  • 5. Getting to Know You. . .• How many years have you been workingwith children with Autism? Other disabilities?• How many of you are teachers? parents?special service providers (slp, ot, pt, etc)?other?• What is your biggest challenge when workingwith children with Autism and otherdisabilities?
  • 6. To change a child’s behavior you needto be able to make sense of that behaviorand making sense of a child’s behaviormeans making sense of his/her Autism.-Philip Whitaker, 2001
  • 7. Video not available
  • 8. Reframing Behavior• In order to maximize the student’s growth andperformance, we must make sense of his behavior.• The child in the video clip is not acting out because heis trying to be defiant, he dislikes school or due to poorparenting. He has Autism!• We must reframe the behavior. His physical acts arenot deliberate or vindictive . They are his way tocommunicate he does not like what is being asked ofhim.
  • 9. Children with Autism have problems in threemain areas of their development:-social interactions and understanding-verbal and nonverbal communication-flexible thinking-Whitaker, 2001
  • 10. There is HOPE, Teaching and Learning the Skills. . .10(Just Three Days Later!)-Video not available
  • 11. Schedules•Schedule are a visual/concrete method used to tella child which activities will make up their day and theorder in which they will occur.•The purpose is to teach flexibility; top to bottomand left to right progression; aid in transitions;provide predictability; establish a routine;teach concepts of first/then and finished;and to accommodate receptive language deficits11
  • 12. 1-Object Schedule2- One Cue PictureSchedule 3- First/Then PictureSchedule4- Picture Wall Schedule 5- Icon Wall Schedule6- Text and Small PictureClipboard Schedule12
  • 13. Schedules for Home. . .Weekly Chart (above)Daily TransportableClipboard (to the left)Monthly picture schedule(to the right)
  • 14. Tips for Home Schedules• You may want your child’s schedule to simply tellplacement. For example, first we will play in theplayroom, then we will work at the table, thenwe will walk to the park, then we will go to thestore.• Start by making schedules for routine events likemealtime, morning routine, and bedtime routine.• Set up routine times for one on one instructionand engagement. For example at 1:00 when littlesister goes down for a nap.
  • 15. You have got to keep autistic childrenengaged with the world.You cannot let them tune out.-Temple Grandin
  • 16. How to Get Started. . .With a preschooler orchild who has a very shortattention span, set a kitchentimer for every hour or half hour.When the timer goes off workwith the child for 5to 15 minutes. You can use a sandtimer to support them in knowinghow long there work will be.www.watchingtimepass.com
  • 17. Setting Boundaries and Teachingthe Concept of First-Then. . .First-Then Marker Boardswith All Done Magnets17• To teach first-then we oftendo a very brief non-preferred activityfollowed by a preferred activity tohelp the child see success.• To make it concrete, in the beginningwe will use objects to show whereand what they are being asked to doEXAMPLE: “First put in (showing acoin they need to put in), thenmarble game (showing a marble) .
  • 18. Examples of 2Individual Schedules. . .That Made aWorld of Difference!A First-ThenScheduleA Closer Look at the Communication System
  • 19. A Mark OffPicture ScheduleClose up of a few linesof the scheduleCommunication Promptto request a break
  • 20. These schedules were successful because. . .•They reduced anxiety, by showing the childrenhow much work they had do.•Set boundaries and limits.•Supported social understanding of what comesnext.•Helped support the child in communicatingtheir needs.
  • 21. Typically developingchildren havemultiple waysto communicatea message.*Children withASD may haveonly one way tocommunicatemultiplemessages-SI KISN 201121Behavior is Communication!
  • 22. What is She Communicating?Would we look at her behavior differently if we steppedback and realized that it is her only way to communicate?-Video not available
  • 23. See the Magic of SchedulesObject schedulewith visualVisual watchfor support andcommunication-Video not available
  • 24. Visual Supports• Visual prompts and supports are pictures or iconsthat are still in time. They are a constant in aworld that is ever changing!• They provide children with information about therules and routines of the classroom and home.• Children with Autism and other cognitive anddevelopmental disabilities have a difficult timeprocessing auditory information, by seeing itvisually, they can make more sense of it.
  • 25. Examples of Visual Supports:to show when areas are off limits25*See more details on my blog
  • 26. Visual Supports:to Decrease Anxiety and Support Attention to Task*see more details on my blog
  • 27. Other Visual Supports:To support independence and success27Prompt to use one ortwo paper towelsVisual to support astudent in puttingtheir bookbag oncorrectly.Visual to support studentsin waiting to wash their hands.
  • 28. Visual Supports for SupportingCommunicationThis is an adaption from the work ofGayle Porter and Linda Burkhardt andtheir PODD books.
  • 29. An Example of Teaching Children toCommunicate Using Visuals. . .29-Video not available
  • 30. One of the most important visualsyou can teach a child isthe meaning of a STOP sign!
  • 31. An Example of Teaching Stop31-Video not available
  • 32. As a parent it can be easiest to put things out ofreach that your children should not have but byusing visuals rather than removing items theyshould not use, you are able to support your childin learning impulse control. A life skill that isimportant in school and beyond!A Tip for the Home
  • 33. TIP-Putting visuals on a key ring or name tagpulley can help children make progress quickeras they are pulled out immediately for childrento make connections with what is being askedof them.33A Quick Prompt* See more detail on my Blog
  • 34. Seeing the Magic of Visual SupportsConscious Discipline Visuals-www.consciousdiscipline.comVisual supportto hold-Video not available
  • 35. Social Narratives• Social narratives are interventions that describe socialsituations in some detail by highlighting relevant cuesand offering examples of appropriate responses.• They are aimed at helping learners adjust to changesin routine and adapt their behaviors based on thesocial and physical cues of a situation, or to teachspecific social skills or behaviors.• For more information about social narratives, refer tothe work of Carol Gray and Social Stories, 1993, 1995.-The National Professional Development Center of Autism Spectrum Disorders
  • 36. An Example of a Social NarrativeSocial Storyfor ways to calmToken System36-Video not available
  • 37. Tips for Writing Social Narratives• Social narratives are individualized according to learnerneeds and typically are quite short, perhaps includingpictures or other visual aides.• Sentence types that are often used when constructingsocial narratives include descriptive, directive,perspective, affirmative, control, and cooperative.• It can be helpful to use student interests and theirfavorite characters to support their understanding andfor them to buy in and attend to the story.• To support generalization you can also add PowerCards and other visuals throughout their day.
  • 38. Example of Social NarrativeUsing a Favorite Character*The character in this example is Jake fromDisney’s Jake and the Neverland Pirates-Video not available
  • 39. An Example of Usinga Social Story at HomeSocial StoryDry Erase Choices
  • 40. The potential of social narrativesis endless. I have used them foreverything from volume control, toself regulation, turn taking,coming in from outdoors, restroometiquette, using goodtable manners, etc.-See More Examples at Kansasasd.com
  • 41. Video Modeling• Video modeling is a mode of teaching that usesvideo recording and display equipment to providea visual model of the targeted behavior or skill.• Types of video modeling include basic videomodeling, video self-modeling, point-of-viewvideo modeling, and video prompting.-The National Professional Development Center of Autism Spectrum Disorders
  • 42. Example of Individual Video Modeling-Video not available
  • 43. A Closer Look atthe Ready/Not Ready Visual*See more details on my blog
  • 44. Example of Video Modelingin a Small Group. . .-Video not available
  • 45. The Magic. . . 5 Minutes AfterWatching the Video Model!45-Video not available
  • 46. If there is a chaotic moment in yourclassroom (or with a specific student), theroutine needs to be retaught or a new worksystem needs to be put in place.- Philosophy from the work ofDr. Becky Bailey and Conscious Discipline
  • 47. A Closer Look:Work Systems for Snack JobsSnack Helpers47Snack Supplies
  • 48. Tips for Video Modeling• There is no evidence showing that it has to be selfmodeling. You can ask peers or siblings to run throughthe activity you want a student to work on and recordthem doing so with a camera, phone, or iPad to latershare with a child.• My Pictures Talk, Model Me Kids, and iModeling arethree apps that can be used for video modeling on aiPhone or iPad.• You can use the strategy of video modeling withindividuals or in a large group setting. We use it aspart of our morning calendar time to talk about a skillthe whole class will be working on for the day.
  • 49. Example of Video Modelingat Large Group-Video not available
  • 50. Just like Social Narratives,the possibilities of Video Modelingare endless. It is definitely a mediumto explore with all the technology thatis readily available to us. Technologyspeaksto children, (in my experienceespecially to those with Autism)!
  • 51. It is our job to tapinto their minds. . .How do we do that?We teach them using best practice. . .schedules, visual supports,social narratives,and video modeling.Best wishes to youon your Journey,-Lindy
  • 52. For more resources and ideas visit my blog.We add a post at least once a week!http://considerateclassroom.blogspot.com
  • 53. ResourcesBailey, B.A. (2000). Conscious discipline. Loving Guidance: Oviedo, FL.Burkhardt, L. (2013). Simplified technology www.lburkhart.comGray, C. (2013). The gray center for social learning and understanding.http://www.thegraycenter.org/social-stories/carol-grayKISN- Summer Institute Training and Handouts,June 2010.Porter, G. (2009). Pragmatic organizational dynamic display. Mayer Johnson.TEACCH Autism Program. The University of North Carolina.www.teacch.comThe National Professional Development Center of Autism SpectrumDisorders. (2013). http://autismpdc.fpg.unc.eduWhitaker, P. (2001). Challenging behaviour and autism: making sense makingprogress. The National Autism Society, London.53
  • 54. Thank you for your time!Any questions, orcomments. . .