To Get Started                             1. Please Dial: 1-866-842-5779                             2. Enter Pin: 481859...
Lets Get Started!                                                                                        Today’s Presenter...
Using Assistive Technology To Promote       Children’s Participation  Pip Campbell VA Webinar September 2010 http://tnt.as...
What Will You Learn About in this              Webinar?• What is Assistive Technology & how can it be used  as an interven...
Adaptations & Assistive Technology (AT) are not anend in themselves – But are a means to promote,  enhance, and enable suc...
What is the difference between skill performance and participation ?   Pip Campbell VA Webinar September 2010 http://tnt.a...
Skill performance means ---• Ability to do  something well• Competence• Excellence in  execution    Pip Campbell VA Webina...
Participation Means --the fact of taking part    Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffli...
Children are included when they are able toparticipate in typical activities and routines  Pip Campbell VA Webinar Septemb...
Name the routine thatproviders most frequently use  with infants and toddlers?Pip Campbell VA Webinar September 2010 http:...
What are the 2 most frequent routines that caregivers do with infants and toddlers?Pip Campbell VA Webinar September 2010 ...
Activities & Routines At Home• Activities – things that families do together like  outings, errands, chores, outdoor play,...
What are activities and routinesthat occur in child care?Name at least one  Pip Campbell VA Webinar September 2010 http://...
Activities and Routines       in Child Care• Activities – things that occur at the early care and  education setting like ...
So – how do we ensure participation       for each person/child?                  Embed adaptation &                Assist...
Think about ---Who is most  likely to have the mostinformation about a child’s       participation?Pip Campbell VA Webinar...
First Step in Embedding:           Assess Activity & Routine                  ParticipationWhat strategies do you find use...
EXPECTATIONS                                                    SATISFACTION                                              ...
Application in Child Care Settings for Preschoolers                             Available through DEC at           http://...
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp   20
What can you learn?• Adults’ (e.g., caregivers, teachers, parents,  etc.) perspectives• What goes well (is pleasurable or ...
How Do We Embed Adaptation & Assistive   Technology (AT) Interventions Into        Activities & Routines?   Pip Campbell V...
Second Step in Embedding:  Identify the activity or routine in  where embedding will take place.• Will adaptations/AT make...
Think about types of       interventions—   What are some examples    where intervention is  specifically directed to the ...
Two Categories of Child Interventions Directed to the Child by                              Adaptations/AT Directed     An...
Directed to the Child By Another Person      CUSTOM     Specialized,    Individualized DIFFERENTIATED  Needed for Some but...
Adaptations/AT Directed to the Environment                                       CUSTOM                                   ...
What does Adaptation mean?• Change in behavior of an individual or group  in adjustment to new or modified  surroundings i...
Adaptations as Interventions• Environments, activities & routines, have social  and physical expectations for participatio...
Tier 1: Universal Adaptations/ATAre things that we might all usewith any infant or toddler  • What are some examples?  Pip...
Tier 1: Universal Adaptations/AT– Things that we might all use with infants and  toddlers   • Placing toys outside reach o...
Pip Campbell VA Webinar July 2010   http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
Tier 2: Differentiated Adaptations/ATInterventions we might use to enable children to dosomething that they are unable to ...
Pip Campbell VA Webinar July 2010   http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
Tier 3: Customized Adaptations/ATChild Specific/Custom Interventions allow a child to dosomething they cannot otherwise do...
Pip Campbell VA Webinar July 2010   http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
Low Tech --------------------------------------High TechGeneral; Readily Available                                       T...
The 3 YES Conditions of AT                               Does the child have                                 a disability ...
A word about Assistive Technology (AT) and Augmentative & Alternative Communication                   (AAC)           AT  ...
Pip Campbell VA Webinar September       2010 http://tnt.asu.edu           40   http://jeffline.jefferson.edu/cfsrp
Adaptation/AT    An Intervention to promote participationThis child is participating intoy play by reaching &hitting the s...
Facilitating Children’s Participation               and Learning         Environmental Accommodations           Adapt Room...
Continuum:    Adaptations to the Environment• Adaptations to the environment change the setting.  For example:• Rearrange ...
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp   44
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp                           ...
Continuum:     Adaptations to Activities and RoutinesAn activity or routine may be adapted to accommodate special  needs. ...
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp   47
Continuum:              Adaptations to MaterialsMaterials used in an activity or routine, when adapted, may  help a child ...
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp   49
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp   50
Ideas to Share   Pip Campbell VA Webinar September          2010 http://tnt.asu.edu           51      http://jeffline.jeff...
Look Up By --• Functional Skill                                •    Activity or Routine                                   ...
Communication         Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp   53
activities                                                                          Beach or bathPip Campbell VA Webinar S...
BathtimePip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp   55
ErrandsPip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp   56
Continuum:     Requirements and InstructionChanging the requirements of an activity or a routine, or  the way you provide ...
http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm        Pip Campbell VA Webinar September 2010 http...
Hand Washing SequencePip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp   59
Circle Time Sequence    Beginning view of              Turn over picture as            Hand the child the picture of    ci...
Continuum:                              Assistance• Providing assistance is the most intrusive form of  adaptation because...
Adaptations/AT PlanningWhat’s happening now?                                                & BrainstormingWhat would you ...
It is hard to remember ---butADAPTATIONS & AT are NOT about            the “STUFF”  Pip Campbell VA Webinar September 2010...
ADAPTATIONS & AT ARE ----• INTERVENTIONS• To help children participate in activities and  routines to the maximal extent p...
ADAPTATIONS & AT ARE ----Strategies /Interventions/Methods used by professionals and family members for the          purpo...
Use Resourceshttp://tnt.asu.edu    Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.e...
Next Steps• Attend Regional Training Sessions  – October 12                Tidewater  – October 13                Northern...
Pip Campbell VA Webinar September 2010 http://tnt.asu.edu   http://jeffline.jefferson.edu/cfsrp                           ...
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Transcript of "Using Assistive Technology to Promote Children's Participation"

  1. 1. To Get Started 1. Please Dial: 1-866-842-5779 2. Enter Pin: 4818591002 and press # Deana Buck 3. Your line will automatically be muted 4. If you become disconnected from the call or are “kicked” from the webinar, simply call or login again. 5. This webinar will be recorded Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 1
  2. 2. Lets Get Started! Today’s Presenter Deana Buck Hi Pip! Pip Campbell Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 2
  3. 3. Using Assistive Technology To Promote Children’s Participation Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 3
  4. 4. What Will You Learn About in this Webinar?• What is Assistive Technology & how can it be used as an intervention with infants & toddlers?• What are the differences between participation and skill learning?• In what ways can adaptations and AT be used to help children participate and to perform functional skills?• How can I make adaptations/AT that can be used successfully by caregivers to help children? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 4
  5. 5. Adaptations & Assistive Technology (AT) are not anend in themselves – But are a means to promote, enhance, and enable successful participation Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 5
  6. 6. What is the difference between skill performance and participation ? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 6
  7. 7. Skill performance means ---• Ability to do something well• Competence• Excellence in execution Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 7
  8. 8. Participation Means --the fact of taking part Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 8
  9. 9. Children are included when they are able toparticipate in typical activities and routines Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 9
  10. 10. Name the routine thatproviders most frequently use with infants and toddlers?Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 10
  11. 11. What are the 2 most frequent routines that caregivers do with infants and toddlers?Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 11
  12. 12. Activities & Routines At Home• Activities – things that families do together like outings, errands, chores, outdoor play, etc.• Routines – things that occur regularly each day like morning and evening (bedtime) routines, mealtimes, indoor play/activity• Some routines/activitiesgo well, some not. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 12
  13. 13. What are activities and routinesthat occur in child care?Name at least one Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 13
  14. 14. Activities and Routines in Child Care• Activities – things that occur at the early care and education setting like literacy, art, learning centers, outdoor play, etc.• Routines – every day occurrences like naps, snack, lunch, transitions, bathroom, arrival and leaving, etc.• Some activities/routines go well, some not. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 14
  15. 15. So – how do we ensure participation for each person/child? Embed adaptation & Assistive Technology (AT) interventions into Activities & Routines Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 15
  16. 16. Think about ---Who is most likely to have the mostinformation about a child’s participation?Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 16
  17. 17. First Step in Embedding: Assess Activity & Routine ParticipationWhat strategies do you find useful in gathering information from “first hand” reporters? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 17
  18. 18. EXPECTATIONS SATISFACTION Occasional Somewhat ly Meets Does notROUTINE/ACTIVITY COMMENTS Exceeds Did Not Meets Is OK meet Very Not AskEVENING ROUTINE(getting ready for bed,going to bed, sleeping)MEALTIMES (appetite,level of assistance)PLAYING INDOORSPHYSICAL ACTIVITIES(riding a bike, playingoutside, playing onplayground equipment,swimming)AT HOME CHORES(cleaning, preparingmeals, watching TV,caring for pets, etc.)LEAVING THE HOUSETO GO SOMEWHERERUNNING ERRANDS(grocery store,mall/store shopping,banking, wash/cleaners)OUTINGS (visit afriend/relative, eat at arestaurant/fast food, goto museums, amusementparks, zoo, etc.) Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 18
  19. 19. Application in Child Care Settings for Preschoolers Available through DEC at http://www.dec-sped.org/index.aspx/Store/Additional_Resources Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 19
  20. 20. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 20
  21. 21. What can you learn?• Adults’ (e.g., caregivers, teachers, parents, etc.) perspectives• What goes well (is pleasurable or functions ok) AND• What does not go well• What happens when something is pleasurable? Or when something is not going well?• What would the adult like to have happen? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 21
  22. 22. How Do We Embed Adaptation & Assistive Technology (AT) Interventions Into Activities & Routines? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 22
  23. 23. Second Step in Embedding: Identify the activity or routine in where embedding will take place.• Will adaptations/AT make an activity or routine go better?• Can adaptations/AT be embedded into a activity or routine that goes well so learning may occur?• Which activities/routines will be targeted? Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 23
  24. 24. Think about types of interventions— What are some examples where intervention is specifically directed to the child?Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 24
  25. 25. Two Categories of Child Interventions Directed to the Child by Adaptations/AT Directed Another person to the Environment (e.g., caregiver, another adult- provider, child, sibling) Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 25
  26. 26. Directed to the Child By Another Person CUSTOM Specialized, Individualized DIFFERENTIATED Needed for Some but not all Children UNIVERSALUsed with ALL Infants &Toddlers Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 26
  27. 27. Adaptations/AT Directed to the Environment CUSTOM Specialized, Individualized DIFFERENTIATED Needed for Some but not all Children UNIVERSAL Used with ALL Infants &Toddlers Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 27
  28. 28. What does Adaptation mean?• Change in behavior of an individual or group in adjustment to new or modified surroundings is an adaptation.• Something that is changed or changes so as to become suitable to a new or special use or individual situation is an adaptation. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 28
  29. 29. Adaptations as Interventions• Environments, activities & routines, have social and physical expectations for participation• Adaptations, including assistive technology allow participation in typical family routines and activities• Adaptations function as a mediator to make a bridge between the child’s abilities and the “demands” or expectations of the environment• By promoting participation, opportunities for learning are increased Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 29
  30. 30. Tier 1: Universal Adaptations/ATAre things that we might all usewith any infant or toddler • What are some examples? Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  31. 31. Tier 1: Universal Adaptations/AT– Things that we might all use with infants and toddlers • Placing toys outside reach of child to promote movement • Safety plugs in outlets • Bath seat • Toys with large grips or safe to chew • Rewards (i.e., preferred activity) after doing something that is difficult • Break multi-step directions into single step (e.g., Go to the kitchen and get the napkin” becomes 2 separate directions.) Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  32. 32. Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  33. 33. Tier 2: Differentiated Adaptations/ATInterventions we might use to enable children to dosomething that they are unable to do and may not beable to do for a while – Bath seat for 18 month old – Velcro on bottom of bowl so a 24 month old child can learn to scoop – Push play toy (e.g., baby stroller, shopping cart) – Providing a more active child with a toy to manipulate during circle time – Schedule picture board Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  34. 34. Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  35. 35. Tier 3: Customized Adaptations/ATChild Specific/Custom Interventions allow a child to dosomething they cannot otherwise do – Communication board for social interaction with siblings and cousins – Specialized positioning equipment so that a child may sit up at a table to play, sit on the floor for circle time, sit and swing, stand at the sink – Motorized mobility device to get around from place to place – Switch to activate something that is part of an activity/routine Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  36. 36. Pip Campbell VA Webinar July 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  37. 37. Low Tech --------------------------------------High TechGeneral; Readily Available Targeted; SpecializedGeneral market Small market Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 37
  38. 38. The 3 YES Conditions of AT Does the child have a disability or a significant delay in Is the area of development ? YES Is this a device or Can the child perform adapted material? the skill only with the Can device or adapted material? YES YESPip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 38
  39. 39. A word about Assistive Technology (AT) and Augmentative & Alternative Communication (AAC) AT AACSocialization SignCommunication Picture ExchangeGetting Around Picture BoardUse of Arms & Hands Single Switch Voice Output Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 39
  40. 40. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu 40 http://jeffline.jefferson.edu/cfsrp
  41. 41. Adaptation/AT An Intervention to promote participationThis child is participating intoy play by reaching &hitting the switch toactivate a toy -- withoutadult assistance & throughuse of adaptations and AT•Child chair – modifiedwith foam•Motivating/engaging toythat moves•Simple switch Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 41
  42. 42. Facilitating Children’s Participation and Learning Environmental Accommodations Adapt Room Set-Up Adapt/Select Child Equipment Equipment/Adaptations for Positioning Adapt Schedule Select or Adapt Activity Adapt Materials Adapt Requirements or Instructions Have Another Child Help -- Peer Assistance/Tutoring Cooperative Learning Have an Individual Child Do Something Different Have an Adult Help a Child Do the Activity Have an Individual Child Do Something Outside of the Room (with an Adult)Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 42
  43. 43. Continuum: Adaptations to the Environment• Adaptations to the environment change the setting. For example:• Rearrange the furniture in the room so that a child in a wheelchair can move about freely.• Adapt or add equipment (e.g., use a slant board to help a child participate in coloring activities, use wedge to provide supportive seating during circle activities). Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp
  44. 44. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 44
  45. 45. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 45
  46. 46. Continuum: Adaptations to Activities and RoutinesAn activity or routine may be adapted to accommodate special needs. For example:• Add periodic movement activities to a story time activity to help children who have difficulty paying attention.• Do the initial pieces of a routine for a child & let them do the end parts – e.g., dress a child up to the point of pulling up long pants• Start dinner earlier for a child who needs longer to eat than the rest of the family.• Allow a child to “walk” to mealtimes by being a duck so that the child is on task Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 46
  47. 47. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 47
  48. 48. Continuum: Adaptations to MaterialsMaterials used in an activity or routine, when adapted, may help a child participate. For example:• Make the pencil thicker by putting a foam curler around it or by wrapping the pencil with play dough or silly putty to help a child who has problems gripping pencils/crayons.• Use assistive technology— as in the case of using a simple switch interface to help a child with motor difficulties activate a toy. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 48
  49. 49. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 49
  50. 50. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 50
  51. 51. Ideas to Share Pip Campbell VA Webinar September 2010 http://tnt.asu.edu 51 http://jeffline.jefferson.edu/cfsrp
  52. 52. Look Up By --• Functional Skill • Activity or Routine • Errands – Communication • Chores • Outings – Socialization • Mealtimes – Mobility • Indoor Play • Bathtime – Arms and Hands • Morning • Evening • Outdoor Play (Physical) Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 52
  53. 53. Communication Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 53
  54. 54. activities Beach or bathPip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 54
  55. 55. BathtimePip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 55
  56. 56. ErrandsPip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 56
  57. 57. Continuum: Requirements and InstructionChanging the requirements of an activity or a routine, or the way you provide instruction can enable a child to participate.For example:• Use photographs to show each step rather than simply speaking the instructions.• Reduce the number of steps a child is expected to perform to change requirements. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 57
  58. 58. http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 58
  59. 59. Hand Washing SequencePip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 59
  60. 60. Circle Time Sequence Beginning view of Turn over picture as Hand the child the picture of circle mini schedule activities are completed the next place to go Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 60
  61. 61. Continuum: Assistance• Providing assistance is the most intrusive form of adaptation because it involves another child or adult actually helping the child do the activity or routine, rather than allowing the child to do it independently. Always try to have a peer provide the assistance first before using an adult.• Provide assistance only when other adaptations have not worked, and only as a last resort. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 61
  62. 62. Adaptations/AT PlanningWhat’s happening now? & BrainstormingWhat would you like to see happen? Environmental Modifications Equipment for Positioning (Room, Child Equipment) Adapt/Modify Schedule Adapt Activity Adapt Materials Adapt Requirements Expected Outcome Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 62
  63. 63. It is hard to remember ---butADAPTATIONS & AT are NOT about the “STUFF” Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 63
  64. 64. ADAPTATIONS & AT ARE ----• INTERVENTIONS• To help children participate in activities and routines to the maximal extent possible• To increase opportunities for incidental (or unplanned) learning opportunities• To increase functional skill performance across activities/routines for children with significant disabilities Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 64
  65. 65. ADAPTATIONS & AT ARE ----Strategies /Interventions/Methods used by professionals and family members for the purpose of influencing Child Participation & Learning Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 65
  66. 66. Use Resourceshttp://tnt.asu.edu Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 66
  67. 67. Next Steps• Attend Regional Training Sessions – October 12 Tidewater – October 13 Northern Virginia• Registration information will be emailed in the next few weeks Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 67
  68. 68. Pip Campbell VA Webinar September 2010 http://tnt.asu.edu http://jeffline.jefferson.edu/cfsrp 68

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