Activity Schedules Behavior Support Strategy
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Mary Hull discusses using activity schedules to support students' independence. An activity schedule uses visual prompts like pictures or words to show students the sequence of activities. Teachers should start with 3-5 simple activities on the first schedule, provide physical guidance, and fade prompts over time. The goal is for students to complete the activities independently by following the visual schedule. Activity schedules can increase social skills by incorporating group activities, and problem-solving skills by allowing choices. Schedules can also be connected to reward systems with checks or tokens to motivate students.
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Activity Schedules Behavior Support Strategy
- 1. Instructing, Transferring and Fading Support Activity Schedules: Behavior Support Strategy That Ends Nagging National Resource Center for Paraeducators Conference 2016 MARY HULL
- 2. National Resource Center for Paraeducators Conference 2015 MARY HULL How we get students to take action: Prompts=hints that can be provided in any sensory form
- 3. National Resource Center for Paraeducators Conference 2015 MARY HULL The power of speech-
- 4. Put yourself in a line by the month and day of your birth (not year) WITHOUT SAYING A THING National Resource Center for Paraeducators Conference 2015 MARY HULL Birthday Order
- 5. The limitations of speech National Resource Center for Paraeducators Conference 2016 MARY HULL
- 6. Talk Physically guide When you want an action-silence after one initial direction National Resource Center for Paraeducators Conference 2016 MARY HULL When you want a verbal answer
- 7. What is an Activity Schedule? National Resource Center for Paraeducators Conference 2015 MARY HULL ?
- 8. Organizer Task trainer National Resource Center for Paraeducators Conference 2016 MARY HULL
- 9. For a student, let’s say at age four, with first activity schedule: 1) 3 to 5 activities 2) 2 to 3 already known to student 3) use photos if you are working a preschooler 4) select age-appropriate activities 5) End the first schedule with a preferred treat/activity that is not usually available 6)include get, play, put away 8) Include a social interaction task 9) Activities with clear endings 10) Plan for variety and novelty National Resource Center for Paraeducators Conference 2016 MARY HULL
- 10. You will need to teach children: 1) how to choose reward 2) how to sequence their won activities 3) deliver their own rewards National Resource Center for Paraeducators Conference 2016 MARY HULL
- 11. Task Analysis-breaking down skills into small steps National Resource Center for Paraeducators Conference 2016 MARY HULL
- 12. GRADUATED GUIDANCE ACTIVITY National Resource Center for Paraeducators Conference 2016 MARY HULL <iframe width="560" height="315" src="https://www.youtube.com/embed/5v0GOf3Af3s" frameborder="0" allowfullscreen></iframe> https://www.youtube.com/watch?v=5v0GOf3Af3s#
- 13. GRADUATED GUIDANCE ACTIVITY National Resource Center for Paraeducators Conference 2016 MARY HULL 1) hand 2) wrist 3) forearm 4) upper arm 5) elbow 6) shoulder tap After One Initial Direction From Most to Least From Behind Student
- 14. GRADUATED GUIDANCE ACTIVITY National Resource Center for Paraeducators Conference 2016 MARY HULL 1.Print and cut round outside of cootie catcher 2. Fold in half and in half again 3. Open out, turn over so top is blank and fold each corner into the middle 4. Turn over and repeat 5.Turn over so you can see the pictures 6.Slide your thumb and your finger behind 2 of the pictures and press together to touch 7.Turn over and repeat above for the other two pictures
- 15. When to use a timer National Resource Center for Paraeducators Conference 2016 MARY HULL Timers
- 16. How to transition from pictures to icons from icons to printed words National Resource Center for Paraeducators Conference 2015 MARY HULL From one form of visual prompt to another
- 17. National Resource Center for Paraeducators Conference 2015 MARY HULL From one form of visual prompt to another
- 18. How Can an Activity Schedule Increase Social Skills? Opportunity- National Resource Center for Paraeducators Conference 2016 MARY HULL
- 19. How Can an Activity Schedule Increase Problem Solving Skills? Opportunity National Resource Center for Paraeducators Conference 2016 MARY HULL
- 20. How Can an Activity Schedule Be tied to A Motiviational System? Checks Measures of completed tasks Tokens National Resource Center for Paraeducators Conference 2016 MARY HULL
- 21. The Goal is Independence National Resource Center for Paraeducators Conference 2016 MARY HULL
- 22. FOR FURTHER CONSIDERATION National Resource Center for Paraeducators Conference 2016 MARY HULL Activity Schedules for Children with Autism: Teaching Independent Behavior by Lynn McClannahan and Patricia Krantz http://www.bergerlearning.com/docs/BergerLearning_ ActivityScheduleOptimized.pdf Resources and References
- 23. FOR FURTHER CONSIDERATION National Resource Center for Paraeducators Conference 2016 MARY HULL Books by Mary Hull Conversations With Paraeducators: Optimizing Your Work As The Other Grown-Up In The Classroom The Paraeducator: The Other Grown-Up in the Elementary Classroom MaryWHull@gmail.com
Editor's Notes
- The valuable skills that you cannot measure easily in a multiple choice, pencil and paper (or computer) test. What administrators should interview for….the characteristics they usually ask references for Overview: The valuable skills that you cannot measure easily in a multiple choice, pencil and paper (or computer) test. What administrators should interview for….the characteristics they usually ask references for I developed this seminar from results of research I did through Rutgers University Give you the organization for the presentation:
- an added antecedent stimulus that brings about a specific behavior. verbal, physical, visual=verbal instructions, gestures,touches, pictures, sounds
- No language, get yourself in birth order
- Organized to get the goal of the organization done—teach children
- hardest to fade because
- Has implications for students—students who have difficulty in school often are rigid in their thinking/learning patterns and school methods which favor some patterns over others, may be difficult for them. See web site at end of packet if you would like to explore further.
- instead of a verbal prompt (you talking), a visual prompt
- Has implications for students—students who have difficulty in school often are rigid in their thinking/learning patterns and school methods which favor some patterns over others, may be difficult for them. See web site at end of packet if you would like to explore further. most teachers have their strength in sequential and precise. Personal growth plan Any questions?
- taking photos- only show the toy, game or activity; have the object almost fill the frame use a solid colored background , so the student will look independent and competent when he/she is following the schedule. Any questions?
- taking photos- only show the toy, game or activity; have the object almost fill the frame use a solid colored background , so the student will look independent and competent when he/she is following the schedule. Any questions?
- taking photos- only show the toy, game or activity; have the object almost fill the frame use a solid colored background , so the student will look independent and competent when he/she is following the schedule. Any questions?
- fortuneteller exercise
- fortuneteller exercise
- When a task has no beginning, middle or end—reading a book versus completing a puzzle, coloring, listening to music, using mini activity schedule, teach child how to set timer
- You arrange the environment so you are training a student to do for himself--
- Questions..