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Similar to Every Second Counts: Embedding Functional Learning Tasks Thoughout the Day
Every Second Counts: Embedding Functional Learning Tasks Thoughout the Day
- 1. EVERY SECOND COUNTS: EmbeddingFunctional 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. Getting to KnowMe. . . • 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. Getting to KnowYou. . . • 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. Where to Begin?!? *videoof student’s first day played here
- 5. It’s Not Aboutthe Academics!
- 6. It’s about TeachingLearning to Learn Skills • • • • • • In seat behavior Time on task Being a part of a group Following directives Communicating Manage emotions and selfregulation
- 7. Start with the students’ currentskill set and what they are successful with to create progress.
- 8. Day One. .. *video of student’s first day of direct instruction played here
- 10. Day Three-After DiscoveringWhat the Student is Successful With. . . *video of student’s third day at Direct Instruction
- 11. But What AboutWhen Their Skill Set Is Extremely Low *video of student doing put in book activity to get use to the literacy center
- 12. Or Their Skillsare Unwanted Behaviors *video of student using knock down skills for a purpose.
- 13. Teaching One onOne then Move Skills to Small and Large Group Settings:
- 14. Another Example. .. (You can view DI binders on my blog.)
- 15. Use special intereststo shape and build skills. “Just Give Him the Whale” by Kluth and Schwarz
- 16. Before the Useof Special Interest *before video of student throwing materials and being off task
- 17. After the Useof Special Interest *after video of student working for special interest item
- 18. Always be thinking about howto fade special interest items and move onto the next level.
- 19. Or Even MakingSpecial Interests More Academic! (You can see more info about Direct Instruction Binders on my blog.)
- 20. Keep Students’ AttentionSpans 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
- 21. Key Points Aboutthe 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.)
- 22. Other Functional Errands (thesefunctional errands will be on my blog soon) Getting Mail Getting Library Books Requesting a Pencil Writing a Message Delivering Shredding
- 23. Why Do FunctionalErrands 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)
- 24. Changing it Upin Large Group *video of student sharing attendance with SLP Layered Grouping
- 25.
- 26. Teach with Purpose! PurposeCreates Success!
- 27. Children Need toKnow 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.
- 28. Arrival Jobs *video ofstudents doing arrival jobs (Descriptions of all our arrival jobs will be on my blog soon!)
- 29. Snack Jobs *video ofstudents doing snack jobs (The routines for our snack jobs will be on my blog soon!)
- 30.
- 31. What skills werebeing taught?
- 33. The ability tocommunicate. . . *video of student using all done, and help buttons to communicate
- 34. Behavior is Communication Typicallydeveloping 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
- 35. Teaching Appropriate Waysto Communicate *video of student using ready not ready communication Click to 2.45
- 36. A Closer Lookat 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. )
- 37. The ability toself 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.)
- 38. Another Example ofSelf-Regulation *video of student breathing with visuals (You get more info about Quick Prompts on my blog.) Conscious Discipline Visualswww.consciousdiscipline.com
- 39. Teach Rules, Routines andExpectations! (You can view more details about this on my blog.)
- 40.
- 41. The Possibilities. .. *video of students progress from the first video in this presentation
- 42. 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
- 43. For more resourcesand ideas visit my blog http://considerateclassroom.blogspot.com
- 44. Let’s Be Friends.. . Like Considerate Classroom on Facebook: Follow Me on Pinterest: Or access my boards on Boardmaker Share under Considerate Classroom
Editor's Notes
- #5 There are so many needs and deficits where do we start. .
- #7 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.
- #10 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!
- #12 Share background of NM
- #13 Block knock down give away.
- #14 Find tatum, singing and dancing, aba stuff
- #16 Some as unique as they maybe or the typical ones for kids too.
- #18 Token board give away
- #20 Fan graph, di binder ek
- #21 Give awayspodd, all done chart
- #26 Pics of Kade’s system and Tatum’s
- #27 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.
- #32 Popcorn Out---
- #33 The ability to communicate, self regulate, be independent and take of personal needs– tolieting, feeding, personal hygiene are huge!
- #37 Give out ready not readys
- #38 Other times we use social stories and video modeling to teach specific skills