There are so many needs and deficits where do we start. .
It is not going to matter if a student knows the entire alphabet or numbers one to 100 if they can’t sit down in a group setting and share that information when asked.
Reframe the behavior and watch what is he successful at, what does he like. We all gravitate towards what we know and what we are good at. For example I tend to do the visuals supports, work tasks and modifications on my school to do list before I do paperwork that I am not as good at and don’t enjoy doing!
Share background of NM
Block knock down give away.
Find tatum, singing and dancing, aba stuff
Some as unique as they maybe or the typical ones for kids too.
Token board give away
Fan graph, di binder ek
Give awayspodd, all done chart
Pics of Kade’s system and Tatum’s
I always say there is not one thing we do in our classroom that doesn’t have a purpose! Purpose builds motivation. Think you boss said you need to write an IEP for your student. It needs to be through and complete but no one will read it.
The ability to communicate, self regulate, be independent and take of personal needs– tolieting, feeding, personal hygiene are huge!
Give out ready not readys
Other times we use social stories and video modeling to teach specific skills
Every Second Counts: Embedding Functional Learning Tasks Thoughout the Day
EVERY SECOND COUNTS:
Embedding Functional Learning Tasks
Throughout the School Day
By Lindy McDaniel
Early Childhood Special Education Teacher
Roosevelt Elementary- USD 489 Hays, KS
Regional Autism Consultant-TASN
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 Autism is 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
• I have background in Conscious
Discipline, Responsive Teaching and
• I am currently sharing my work
through my blog. . .
Getting to Know You. . .
• How many years have you been working
with children with Autism? Other disabilities?
• How many of you are teachers? parents?
special service providers (slp, ot, pt, etc)?
• What is your biggest challenge when working
with children with Autism and other
Where to Begin?!?
*video of student’s first day played here
It’s about Teaching Learning to Learn Skills
In seat behavior
Time on task
Being a part of a group
Manage emotions and selfregulation
current skill set
and what they are
with to create
Day One. . .
*video of student’s first day of direct instruction played here
Day Three-After Discovering What
the Student is Successful With. . .
*video of student’s third day at Direct Instruction
But What About When Their
Skill Set Is Extremely Low
*video of student doing put in book activity to get use to the literacy center
Or Their Skills are Unwanted Behaviors
*video of student using knock down skills for a purpose.
Teaching One on One then Move Skills
to Small and Large Group Settings:
Another Example. . .
(You can view DI binders on my blog.)
Use special interests to
shape and build skills.
“Just Give Him the Whale” by Kluth and Schwarz
Before the Use of Special Interest
*before video of student throwing materials and being off task
After the Use of Special Interest
*after video of student working for special interest item
how to fade
move onto the
Or Even Making Special
Interests More Academic!
(You can see more info about Direct Instruction Binders on my blog.)
Keep Students’ Attention Spans In MindChange It Up Before You Get Unwanted Behavior
*video of student’s experience at Direct Instruction with mail errand at the end
Key Points About the Video
• Teaching language with basic language board.
• All done cues
• Functional Mail Run. . .
(You can view more ideas for aided language boards on my blog.)
Other Functional Errands
(these functional errands will be on my blog soon)
Getting Library Books
Requesting a Pencil
Writing a Message
Why Do Functional Errands Work?
• Just by standing up students get 10% more
oxygen to the brain.
• Putting students in organized movement patterns
builds confidence and self esteem.
• By doing an errand for someone other than
themselves, the students get a feeling of ‘I
matter’. . . I contribute to something bigger than
-Research by Dr. Becky Bailey
Changing it Up in Large Group
*video of student sharing attendance with SLP
The ability to communicate. . .
*video of student using all done, and help buttons to communicate
Behavior is Communication
ASD may have
only one way to
-SI KISN 2011
Teaching Appropriate Ways to Communicate
*video of student using ready not ready communication
Click to 2.45
A Closer Look at His Supports
(You can view more details about this on my blog and get the Boardmaker file
for it on Boardmaker Share by joining the Considerate Classroom Group. )
The ability to self regulate. . .
*video of student listening to social story
to support self-regulation
for ways to calm
(You can get this social Narrative off of Boardmaker Share Under Considerate Classroom.)
Another Example of Self-Regulation
*video of student breathing with visuals
(You get more info about Quick Prompts on my blog.)
Conscious Discipline Visualswww.consciousdiscipline.com
Teach Rules, Routines
(You can view more details about this on my blog.)
The Possibilities. . .
*video of students progress from the first video in this presentation
Bailey, B.A. (2000). Conscious discipline. Loving Guidance:
Burkhart, L. (2013). Simplified technology
KISN- Summer Institute Training and Handouts,
June 2010. kansasasd.com
Kluth, P. and Schwarz P. (2008) Just give him the whale.
Brookes Publishing: Baltimore, MD.
Porter, G. (2009). Pragmatic organizational dynamic display.
For more resources and ideas visit my blog
Let’s Be Friends. . .
Like Considerate Classroom on Facebook:
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Or access my boards on Boardmaker Share
under Considerate Classroom