Working in Threes

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  • Read/write in log Organize other play stuff/play room area Check out closing checklist
  • Check for procedures that both children have How to deal with problem bx
  • Working in Threes

    1. 1. WORKING IN THREE’S By: Kristin Loeffler
    2. 2. WHY IS THIS IMPORTANT? <ul><li>As always, it is important to make the most out of your time! </li></ul><ul><li>By learning these techniques you will improve: </li></ul><ul><ul><li>Your pacing </li></ul></ul><ul><ul><li>The quality of services you provide (DTT skills) </li></ul></ul><ul><ul><li>Your time spent at KAC </li></ul></ul><ul><ul><li>The feedback you receive </li></ul></ul>
    3. 3. WHEN YOU HAVE 2 TUTORS AND 1 CHILD… <ul><li>When you have 2 tutors and 1 child, this is an ideal situation </li></ul><ul><li>How to make the most of your time: </li></ul><ul><ul><li>Talk with your partner </li></ul></ul><ul><ul><ul><li>Decide which procedures you will run </li></ul></ul></ul><ul><ul><ul><li>Decide who will run which procedures </li></ul></ul></ul><ul><ul><li>The tutor not running the first procedures gets out all of the needed materials prior to starting </li></ul></ul><ul><ul><ul><li>Procedure materials </li></ul></ul></ul><ul><ul><ul><li>Data sheets </li></ul></ul></ul><ul><ul><ul><li>Pencil </li></ul></ul></ul><ul><ul><ul><li>ELO Counter </li></ul></ul></ul>
    4. 4. WHEN YOU HAVE 2 TUTORS AND 1 CHILD… <ul><li>Take turns running procedures </li></ul><ul><ul><li>Each tutor runs 2-3 procedures then switch </li></ul></ul><ul><li>The tutor not working with the child will: </li></ul><ul><ul><li>Help prompt whenever necessary </li></ul></ul><ul><ul><li>Take data </li></ul></ul><ul><ul><li>Have procedure materials ready for current and next procedures </li></ul></ul><ul><ul><li>Have the reinforcers ready to go </li></ul></ul><ul><ul><ul><li>Edibles need to be cut/broken up and out of the bag </li></ul></ul></ul><ul><ul><ul><li>Toys need to be accessible </li></ul></ul></ul><ul><ul><ul><li>Second tutor will hand the tutor the reinforcers as soon as they are needed </li></ul></ul></ul>
    5. 5. WHEN YOU HAVE 2 TUTORS AND 1 CHILD… <ul><li>During lunch/snack or structured play: </li></ul><ul><ul><li>One tutor should work with the child </li></ul></ul><ul><ul><li>The other tutor should: </li></ul></ul><ul><ul><ul><li>Help when necessary </li></ul></ul></ul><ul><ul><ul><li>Read/Write in the tutor log </li></ul></ul></ul><ul><ul><ul><li>Organize the play room area </li></ul></ul></ul><ul><ul><ul><li>Organize the table/work area </li></ul></ul></ul><ul><ul><ul><li>See the closing checklist for any cleaning </li></ul></ul></ul><ul><ul><ul><li>Get the next procedure materials ready </li></ul></ul></ul><ul><ul><ul><li>Clean out the child’s bin </li></ul></ul></ul><ul><ul><ul><ul><li>Organize procedure materials </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Organize reinforcers </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Make sure edibles are filled and cut </li></ul></ul></ul></ul>
    6. 6. WHEN YOU HAVE 1 TUTOR AND 2 CHILDREN… <ul><li>Try to pair children with similar skills </li></ul><ul><li>Think about behavior problems while pairing up children </li></ul><ul><li>Think about how each child may benefit the other </li></ul><ul><li>To start: </li></ul><ul><ul><li>Work at a table up against a wall </li></ul></ul><ul><ul><li>Grab each child’s bin </li></ul></ul><ul><ul><li>Do some preference assessments and find reinforcers for each child </li></ul></ul><ul><ul><li>Leave reinforcers out and accessible </li></ul></ul><ul><ul><li>Have each child’s ELO counter ready </li></ul></ul><ul><ul><li>Decide which procedures will work well to run together (matching & a vocal procedure) </li></ul></ul><ul><ul><li>Look for procedures both children have </li></ul></ul>
    7. 7. WHEN YOU HAVE 1 TUTOR AND 2 CHILDREN… <ul><li>Get one child occupied with their reinforcer </li></ul><ul><li>Being running trials with the other child </li></ul><ul><ul><li>Run 3-5 trials with one child and switch </li></ul></ul><ul><ul><li>Be sure each child is occupied while you are running procedures with the other child </li></ul></ul><ul><ul><li>Data is important, but not first priority </li></ul></ul><ul><li>Some good things to work on: </li></ul><ul><ul><li>Social interactions </li></ul></ul><ul><ul><li>Sharing </li></ul></ul><ul><ul><li>Books/Puzzles </li></ul></ul><ul><ul><li>Imitating peers </li></ul></ul><ul><ul><li>Play skills </li></ul></ul>
    8. 8. WHEN YOU HAVE 1 TUTOR AND 2 CHILDREN… <ul><li>How to deal with problem behavior </li></ul><ul><ul><li>If one child is engaging in problem behavior: </li></ul></ul><ul><ul><ul><li>Give the other child a reinforcer </li></ul></ul></ul><ul><ul><ul><li>Provide ELO’s and prompt the child through the tantrum </li></ul></ul></ul><ul><ul><li>If both children are engaging in problem behavior: </li></ul></ul><ul><ul><ul><li>Call over help from another tutor if someone is there </li></ul></ul></ul><ul><ul><ul><li>If no one is there: </li></ul></ul></ul><ul><ul><ul><ul><li>Do your best to provide ELO’s to both children and prompt them through </li></ul></ul></ul></ul>
    9. 9. THANK YOU! QUESTIONS OR COMMENTS?
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