EVERY SECOND COUNTS:
Embedding Functional Learning Tasks
Throughout the School Day

By Lindy McDaniel
Early Childhood Spec...
Getting to Know Me. . .
• I have worked with preschool
children for over 10 years.
• Working with at risk and special
need...
Getting to Know You. . .
• How many years have you been working
with children with Autism? Other disabilities?
• How many ...
Where to Begin?!?

*video of student’s first day played here
It’s Not About the Academics!
It’s about Teaching Learning to Learn Skills
•
•
•
•
•
•

In seat behavior
Time on task
Being a part of a group
Following ...
Start with
the students’
current skill set
and what they are
successful
with to create
progress.
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 liter...
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
Always be
thinking about
how to fade
special interest
items and
move onto the
next level.
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 Dir...
Key Points About the Video
• Teaching language with basic language board.
• All done cues
• Functional Mail Run. . .

(You...
Other Functional Errands
(these functional errands will be on my blog soon)

Getting Mail
Getting Library Books

Requestin...
Why Do Functional Errands Work?
• Just by standing up students get 10% more
oxygen to the brain.
• Putting students in org...
Changing it Up in Large Group

*video of student sharing attendance with SLP

Layered Grouping
Other Examples. . .
Teach with Purpose!
Purpose Creates
Success!
Children Need to Know the Purpose
• Doing a task for task sake is not very
purposeful but doing a task to share
informatio...
Arrival Jobs

*video of students doing arrival jobs

(Descriptions of all our arrival jobs will be on my blog soon!)
Snack Jobs

*video of students doing snack jobs

(The routines for our snack jobs will be on my blog soon!)
An Inside
Look
at Jobs
What skills were being taught?
The ability to communicate. . .

*video of student using all done, and help buttons to communicate
Behavior is Communication
Typically developing
children have
multiple ways
to communicate
a message.
*Children with
ASD ma...
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 Boar...
The ability to self regulate. . .

*video of student listening to social story
to support self-regulation

Social Story
fo...
Another Example of Self-Regulation

*video of student breathing with visuals

(You get more info about Quick Prompts on my...
Teach Rules, Routines
and Expectations!

(You can view more details about this on my blog.)
Ball Experiment
The Possibilities. . .

*video of students progress from the first video in this presentation
Resources
Bailey, B.A. (2000). Conscious discipline. Loving Guidance:
Oviedo, FL.

Burkhart, L. (2013). Simplified technol...
For more resources and ideas visit my blog

http://considerateclassroom.blogspot.com
Let’s Be Friends. . .
Like Considerate Classroom on Facebook:

Follow Me on Pinterest:

Or access my boards on Boardmaker ...
Every Second Counts:  Embedding Functional Learning Tasks Thoughout the Day
Every Second Counts:  Embedding Functional Learning Tasks Thoughout the Day
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Every Second Counts: Embedding Functional Learning Tasks Thoughout the Day

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Presented at the 2013 OCALICON Conference. For more information about this technique, please visithttp://considerateclassroom.blogspot.com/.

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  • 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.
  • Popcorn Out---
  • 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

    1. 1. 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 considerateclassroom.blogspot.com kansasasd.com 1
    2. 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 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 Classroom. • I have background in Conscious Discipline, Responsive Teaching and Structured Teaching. • I am currently sharing my work through my blog. . . considerateclassroom.blogspot.com
    3. 3. 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)? other? • What is your biggest challenge when working with children with Autism and other disabilities?
    4. 4. Where to Begin?!? *video of student’s first day played here
    5. 5. It’s Not About the Academics!
    6. 6. It’s about Teaching Learning to Learn Skills • • • • • • In seat behavior Time on task Being a part of a group Following directives Communicating Manage emotions and selfregulation
    7. 7. Start with the students’ current skill set and what they are successful with to create progress.
    8. 8. Day One. . . *video of student’s first day of direct instruction played here
    9. 9. Day Three-After Discovering What the Student is Successful With. . . *video of student’s third day at Direct Instruction
    10. 10. 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
    11. 11. Or Their Skills are Unwanted Behaviors *video of student using knock down skills for a purpose.
    12. 12. Teaching One on One then Move Skills to Small and Large Group Settings:
    13. 13. Another Example. . . (You can view DI binders on my blog.)
    14. 14. Use special interests to shape and build skills. “Just Give Him the Whale” by Kluth and Schwarz
    15. 15. Before the Use of Special Interest *before video of student throwing materials and being off task
    16. 16. After the Use of Special Interest *after video of student working for special interest item
    17. 17. Always be thinking about how to fade special interest items and move onto the next level.
    18. 18. Or Even Making Special Interests More Academic! (You can see more info about Direct Instruction Binders on my blog.)
    19. 19. 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 Reverse Chaining
    20. 20. 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.)
    21. 21. Other Functional Errands (these functional errands will be on my blog soon) Getting Mail Getting Library Books Requesting a Pencil Writing a Message Delivering Shredding
    22. 22. 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 myself. -Research by Dr. Becky Bailey (Conscious Discipline)
    23. 23. Changing it Up in Large Group *video of student sharing attendance with SLP Layered Grouping
    24. 24. Other Examples. . .
    25. 25. Teach with Purpose! Purpose Creates Success!
    26. 26. Children Need to Know the Purpose • Doing a task for task sake is not very purposeful but doing a task to share information or fill a specific need creates purpose.
    27. 27. Arrival Jobs *video of students doing arrival jobs (Descriptions of all our arrival jobs will be on my blog soon!)
    28. 28. Snack Jobs *video of students doing snack jobs (The routines for our snack jobs will be on my blog soon!)
    29. 29. An Inside Look at Jobs
    30. 30. What skills were being taught?
    31. 31. The ability to communicate. . . *video of student using all done, and help buttons to communicate
    32. 32. Behavior is Communication Typically developing children have multiple ways to communicate a message. *Children with ASD may have only one way to communicate multiple messages -SI KISN 2011 Want something Need help Tantrum Indicates pain Wants something else 34
    33. 33. Teaching Appropriate Ways to Communicate *video of student using ready not ready communication Click to 2.45
    34. 34. 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. )
    35. 35. The ability to self regulate. . . *video of student listening to social story to support self-regulation Social Story for ways to calm Token System (You can get this social Narrative off of Boardmaker Share Under Considerate Classroom.)
    36. 36. 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
    37. 37. Teach Rules, Routines and Expectations! (You can view more details about this on my blog.)
    38. 38. Ball Experiment
    39. 39. The Possibilities. . . *video of students progress from the first video in this presentation
    40. 40. Resources Bailey, B.A. (2000). Conscious discipline. Loving Guidance: Oviedo, FL. Burkhart, L. (2013). Simplified technology www.lburkhart.com 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. Mayer Johnson. 42
    41. 41. For more resources and ideas visit my blog http://considerateclassroom.blogspot.com
    42. 42. Let’s Be Friends. . . Like Considerate Classroom on Facebook: Follow Me on Pinterest: Or access my boards on Boardmaker Share under Considerate Classroom

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