214 Coaching Session 2

Participants:

Lisa

Nancy

Teacher

Speech and Language Pathologist (SLP)

(Second teacher- not present but often referred to)

Ryan (Tech Support)

(Lisa and Ryan talking inaudibly)

11:21

Teacher: Hello! Can you see me?

Ryan: Yes.

Lisa: Oh.

Teacher: Hi! Oh, great it’s on! Julie suggested I switch to a different computer so I think we’re all set now. You guys have been busy today.

Lisa: Wait a minute, wait a minute.

Ryan: Yes.

Lisa: Oh my

Ryan: Hi [Teacher’s Name] can you hear me?

Teacher: I can hear you. Can you hear me?

Ryan: Yes. Um, (distorted) so based on issues we’ve had with some of the network configurations and such we want to gather data on how fast your network is. So we can see if there’s a difference in quality. So, in the chat box there is a website.

Teacher: Correct. I accidently just clicked on it.

Ryan: Can you paste that into a new-- Ok. Is it opening?

Teacher: Can I just double click on it? Because it carried me to the when I was trying to get in earlier.

Ryan: Yeah, that’s fine.

Teacher: Ok. It’s the speed test?

Ryan: Yes.

Teacher: Ok. I’m on.

Ryan: Ok. Do you see a map of the US?

Teacher: I do.

Ryan: Click on, it should say “begin test.” Can you click on that?

Teacher: Alright, click, uh-huh.

Ryan: And it’s gonna take about 20-30 seconds and it’s gonna give two numbers. It’s gonna give you a download speed and an upload speed.

(Nancy speaking to Lisa inaudibly)

Ryan: Huh.

Lisa: We lost her.

14:03

Ryan: Hi [Teacher’s Name]… Can you hear us?

Lisa: Very delayed.

Ryan: Can you hear us [Teacher’s Name]? … Ok, we can’t hear you. So, at the bottom left hand corner there should be a button that says talk and right next to it there should be a..it looks like a pad lock, can you click on the pad lock?

…

Nancy: (inaudible)

Ryan: Yeah, I know. Can you hear me [Teacher’s Name]? … Ok, did you hear what I said about…um, at the bottom left hand corner there’s a button that says talk and a pad lock next to it. Can you click on that pad lock?

…

Nancy: (inaudible)

Lisa: [Teacher’s Name]? … yeah, she’s frozen again.

Ryan: (On phone) Hi, the speech language room down by the preschool? Uh, can you transfer me to the speech language office down by the preschool?

Lisa: I think too it’s frustrating because there’s no way that Ryan can get in there and see what’s going on because they’re forced to use their computers.

…

Lisa: (Inaudible)

(Phone ringing)

Ryan: (picks up phone) UK Autism this is Ryan. Hi! Yeah and—What’s that?

17:53

Teacher: And I see… Oh! There! Do you have it?

Ryan: Well it looks like your froze up. (speaking to Teacher on phone)

Teacher: Can you hear me? Yeah, now I’m frozen but I can hear you now. Ok, Start camera.

Ryan: Let’s just forget the now let’s just forget the speed test for now and if we have time later we’ll get the go ahead and try the speed test—let’s just get the coaching test done.

Teacher: It’s working now.

Ryan: For now can you close out of that window that you still have open?

Teacher: Of the speed test? Um, I think I closed it.

Ryan: Are you sure? Just don’t close the window.

Teacher: Here I’m gonna hang up the phone. Is it Ok if we just hear the computer or do I need the earphones?

Ryan: Uh, you should probably use the headphones.

Teacher: Ok.

Ryan: Because we’re gonna get

Teacher: It works Ok though without

Ryan: Well we get feedback, we hear an echo.

Teacher: Ok. I have my earphones plugged in but I’m not hearing you through them.

Nancy: Do you hear us?

Teacher: I can hear you but not through the ear phones.

Ryan: Are you plugged in to the right audio jack?

Teacher: Maybe not. Alright, audio jack. Well, they have little earphones.

Ryan: Yeah, it should go down by the earphones and it should be the green one.

Teacher: Should it be in the… Alright.

19.28

Lisa: And there’s a volume control.

Ryan: (inaudible)

Teacher: Would you like to plug in [SLP’s Name] because we do have ear buds. Ok, can you hear me?

Ryan: Yes.

Teacher: Ok. Does that help with your background noise?

Ryan: Yes, it does. Can you hear us through the headphones?

Teacher: Ok. I can’t. No, I can’t hear you through the headphones.

Ryan: Ok. What do you want to do Lisa do you just want to deal with the echo?

Teacher: There, I got it! Is that better?

Nancy: Yes, we can hear you.

Teacher: (speaking to SLP) In that green bag there should be ear buds. This green bag over here. Ok, are we set?

Nancy: Yes, yes. Who’s with you?

20:14

Teacher: Super. The [SLP’s Name] is here, speech. So if we could do the communication goal first that’d be great. She’s just gonna plug in the ear buds.

Lisa: And [Teacher’s Name] can you hear me? [Teacher’s Name] your head set has a volume control (inaudible) so you might want to

Teacher: Yes, Ok.

Lisa: On the bottom of the laptop there’s a little rolling button that you can adjust the volume with so you might want to have that adjusted

Teacher: Ok.

Lisa: Based on how it does with her.

Teacher: Ok, I will tell her that. (Speaking to SLP) There’s a little rolling button because yours are not adjustable. And I can switch with you if you want. Ok. Let me plug her in. Let me see if anything is coming through that. One second.

Lisa: Sure.

Teacher: Can you hear me?

Lisa and Nancy: Yes.

SLP: How do you hear, how do you speak?

Teacher: You just speak.

Nancy: Yep, we can hear you [SLP’s Name]. Can you hear us?

Teacher & SLP: Yes!

Nancy: Ok.

Teacher: Can you hear [SLP’s Name]?

Nancy: Yes. Yes.

Teacher: Ok. We’re ready.

Lisa: [Teacher’s Name] do you have with you the last coaching summary, the GAS form, and the teaching plan? That we started last time?

Teacher: Yes, I do.

Lisa: Ok. We’ll be going back and forth between that and the video. And why don’t we just go ahead and get started. We’ll go to the first video for communication and, um,

Teacher: Ok.

Lisa: Might be this one here, requesting… yeah.

22:25

(Plays video)

(video ends)

Lisa: Ok. And [Teacher’s name] was that it or was there another video or…?

Teacher: That’s it but I think that’s the one that we looked at, um, last time. Do you have a different one on communication? …

Nancy: Yeah, you’re right.

Lisa: Yeah. Oh, Ok. He’s uploading something.

Teacher: Ok. Super.

Lisa: Yeah.

Teacher: And again it’s hard to get her at just the right moment she’s done some wonderful requesting we’re excited about this goal but again there’s a lot of background noise.

Lisa: Ok. Here she is.

Teacher: And if you watch closely you’ll see what she’s doing.

Lisa & Nancy: Ok.

Lisa: Ok, let me take this one out

(Plays new video)

Lisa: Does this look like this might be it?

Teacher: No, that’s the playing one. It would be the one at the table.

Lisa: Ok.

Teacher: (speaking inaudibly to SLP)

Lisa: That’s not it… correct?

Teacher: Uh… I’m not sure. I’m trying to remember what she had on the day we taped it. I thought I labeled it communication or requesting.

Lisa: Um… yeah, these are all 11/8, these are 12/8. Ryan is there another one that you see for requesting?

25:09

Lisa: Ok, I’m gonna try this one [Teacher’s Name]… incase—

Teacher: Ok!

Ryan: (speaks inaudibly to Lisa)

Lisa: Yeah but the other one was a repeat from last time she said.

Teacher: Oh you know what that could be it, let’s try that one.

Lisa: Ok.

Teacher: Good! This is the one we were hoping for!

(plays another video)

(video ends)

Lisa: Ok, um, let me bring us up. Ok, alright. So tell us, give us a little bit background there what was going on and then just your comments about that.

Teacher: We’re in the very very busy, loud cafeteria. However, she is getting the idea that she needs to request things. We’re more often busy and we let her wait and sit till she’s ready to have her drink opened or eat something, um, but you saw that [SLP’s Name] was kind of giving her visuals by showing her the chicken. Um, and often she will do it but we can’t catch it on film, but I do feel like this one is becoming a skill that she is getting better at. I think my question would be on the days when we don’t have her requesting sheet in front of she’s kind of at a lost. What would you suggest for easing back on that prompt? Because that’s what I’d like to move to now because she does very well with the sheet there.

Lisa: Well, Ok, when she was going through it [SLP’s Name] I thought, well, what comments do you have about the prompting that you saw when watching that?

SLP: Um, I think she’s fine with nonverbal prompting as far as pointing to where she needs to start, you know, gaining somebody’s attention. The sheet has our different names on it Ms. [Name], Ms. [Teacher’s Name], Ms. [SLP’s name] and with a prompt to go to it she will use the person’s name, without any prompting she frequently will look at the picture of the food item and request and say, “chicken, please,” which is fine. So, we’re just encouraging her to address it to someone. And then, um, our next step we were thinking what we should do would be to just start phasing out the visual possibly just covering it up, and that’s where we, I guess, we want your suggestion maybe. Covering up the, a picture of part of it so that she puts it in without the visual picture but still has the paper there. So she still has part of it but part of it’s gone.

Lisa: Ok, let’s just watch it one more time real fast. Ok? Um, because I think as you said it just happens so quickly and it’s hard for us to hear her but she did say to you, “chicken, please.”

SLP: … I think so, initially and I think I re-prompted her back to ask me.

Nancy: [SLP’s Name] a question I had about getting your attention is do you think that she knows if she needs to request something that she needs to direct it to somebody? I know you’ve got the pictures on there. But would she just point and expect that somebody gets her message?

SLP: That’d be a good time to kind of ignore it and see if she would, we could prompt her nonverbally get up and physically gain attention

Nancy: Yeah.

SLP: to see if she’s comprehending that.

Lisa: Oh yeah, that’s a great suggestion. Um, Ok, I’m gonna come down (inaudible) Ok, let’s just go back… Alrighty.

30:27

(Plays video again)

Lisa: Ok, that was helpful then to see. So initially you had to cue her, um, to ask you.

SLP: Yeah, I think initially she’d on her own, I think went to “chicken, please.” Didn’t she?

Teacher: Right, she had already made the request

SLP: She had made the request but hadn’t directed it to anybody. She said “chicken, please.” And then I redirected her to me.

Lisa: Ok. ‘Cause it just looked like, and again maybe the tape didn’t capture it, but it looked like she had that in front of her and you oriented her to kind of prompt her that she could ask. And then she asked and then you asked her again.

SLP: I may have done that.

Lisa: Ok. Well, why don’t we―

SLP: So, I think that would― Go ahead.

Lisa: Before we go to your specific questions about the visuals let’s go ahead and look at the Goal Attainment Scale form first and then we’ll be talking about the teaching strategies and where you want to go… Does that sound Ok?

Teacher: Uh-huh.

Lisa: Let me pull it up here… And it should be the first one. So if you put your little gold bar move it on the right move it upwards then you’ll see it the first one there.

(GAS form is displayed)

Teacher: I think we can make it bigger by stretching the… I think.

Lisa: Yeah, you can stretch it over the top there’s a scroll bar.

Teacher: Well, you know what I think we can read it.

Lisa: Oh, it didn’t get large for you?

Teacher: Yeah, there it goes. That’s better. We’re fine. We’re ready.

Lisa: Ok. Alrighty. So the way that we wrote that by the end of the year we’d want her for the objective to be doing this at least 3 times a day, um, independently 80% of the time. And progress would be that

maybe she’s doing that half that amount, 40 % independently or maybe, um, she’s needing, um, some kind of gestural cue from the adult to remind her to ask. So where would you rate her most consistently right now?

Teacher: What would you say? I still thinking we’re seeing the progress somewhat more than expected, um, however, she doesn’t have the entire thing I don’t know if we’re counting her addressing it to someone or just what she wants. Because in casual situations― Can you hear me?

Lisa & Nancy: Yes!

Teacher: oh, I think we lost you.

Lisa: Oh no, I can hear you.

Teacher: In casual situations like when we come back from lunch she’ll say, “I want little people” or she will tell us more what her wants are but she doesn’t always direct it to a specific person more then she has before.

SLP: I think she needs the visual still of the name of the person.

Lisa: Ok, um, so the somewhat more than expected we’re saying that maybe it’s generalized where she’s requesting for more than for a certain adult, uh, one adult or maybe she’s, um, doing it more than 80% of the time but completely kind of independently. We didn’t say that she had to do this without visual supports I don’t believe.

Teacher: Right. Then again, maybe it would just be a 0 because it’s just the expected because she is doing what we’re expecting of her. I don’t know if the plus 1 is over and above

Nancy: Yeah, I—

Teacher: She’s not functioning…

35:10

Nancy: And I’m watching it, I guess, it’s the part of that she may not quite have is directing it to somebody.

Teacher: Right.

Nancy: You know, like when she says “I want something” and the visual helps her remember what she wants and a different situation when she comes in the room and says it. But she doesn’t quite have that piece that she needs to direct it to somebody.

Teacher: Right.

Lisa: And I guess that’s—

Teacher: And I guess I’m probably basing this on—

Lisa: Go ahead.

Teacher: from the beginning of last year when I met her. I think when I say “Oh, plus 1” I’m thinking of last year when we started school with her a year ago. But probably since we started this we don’t have a plus one in growth.

Nancy: Yeah, and and what she seems to be at… on the tape you’re right there so she knows she’s got your attention so there isn’t an absolute reason to gain your attention. Um… and so the part would be how does she gain somebody’s attention? If she walked in the room and said, “I want whatever” how would you want her to make sure she had your attention? What would you want her to do?

Teacher: I would want her to either make eye contact or come and tap on my arm or say “Ms. [Teacher’s Name]” or one of the aides’ names.

Nancy: Does she—

Teacher: Because she can be on the other side of the room

SLP: Right

Nancy: Does she ever say

Teacher: No, it’s probably more just proximity.

Nancy: So at least you’d want—

Teacher: sometimes she does.

Nancy: you’d want her to come somewhere close to you… And and be able to say it, right, yeah.

Lisa: or if you’re next to her—

Teacher: Because I will hear her saying it across the room.

Lisa: Right.

Nancy: Yeah.

Lisa: but in that situation in the loud lunch just even getting a tap on the shoulder would be a way of to get attention.

Teacher: Right.

Lisa: and we just had—

Teacher: We’ve been trying to model that.

Lisa: Yeah, ok. Um, well you know there’s these two ratings that go with the GAS form and one is what you see in other settings and the other is the one we just happened to capture when we watched the

video tape. And so it looks like she’s definitely got the idea of requesting but it’s that whole piece of gaining someone’s attention.

Teacher: Mhmm.

Lisa: So, um, it sounds like you think she’s at that 0 level most of the time?

Teacher: I think so, does that seem fair [SLP’s Name]?

SLP: Yeah, I think that’s right because if she didn’t get it she’d probably just start yelling it.

Teacher: Mhmm.

SLP: and that’s probably our next step try and have her physically so she’s got that idea of that’s what initiating means. The word, she’s gonna memorize it; it may not have real meaning to her.

Nancy: Yeah and so—

SLP: with her going

Nancy: (inaudible)--

SLP: which I think initially

Nancy: [SLP’s Name] you mean her taking the responsibility to move into your proximity.

SLP: Correct.

Nancy: So direct, yeah, it somehow towards somebody, yeah.

SLP: And I think that was our goal before ya’ll came in that was our goal that we were starting to do make her go to somebody to ask for something. So we probably just need to move back towards that versus the visual well we can use the paper too but she’s got to gain someone’s attention, physically probably.

Lisa: Mhmm. And it sounds like she’s made a lot of progress since last year because it’s so different from what you saw before just that gaining attention and today it just wasn’t clear that she was and again that’s such a loud environment, but it looked more like on the video almost between a -1 and a 0, uh, because she did need to cueing to get your attention, which is fine we have it written that way and it was gestural cueing you didn’t have to verbally cue her at all.

SLP: Mhmm.

Lisa: Well, let’s go to the teaching plan. And…

40:01

Lisa: I’m also gonna pull up or I have in front of me the coaching summary report and yeah, she was making progress during the last time. On the teaching plan what we’ve done is we have so each time we’re gonna update this and we’ve got those underlined areas that are the new areas we talked about last time. And what we’ll do again [Teacher’s Name] is go through this and take out when you get this back from us what is not being done and add any new information so it’s always current.

Teacher: Ok. Sounds good.

Lisa: So, let’s just go through this and um… and it sounds like your main focus right now, I’m looking to see in here if we have anything about gaining attention… … It sounds like when we first came up with this we were really focusing more on the initiation piece of it but not what to do when somebody doesn’t respond or goes across the room and for their attention. So we should probably add or specify that a bit more like you were starting to do… So what are some of your ideas about working on that part of it?

Teacher: Um (clears throat) well we had talked a little bit about maybe cutting that sheet and just giving her about half the choices, you know, like Ms. [SLP’s Name] I want and then she has to provide the item. Or.. you know what I mean? Just giving her part of that scaffolding? Or I suppose what really works well for her are social stories if we could give her some examples. “They didn’t hear me what do I do? I could I tap on her arm or say their name.”

Lisa: Mhmm, Ok.

SLP: And then we’d probably just have to get some learning activities where she has to just like we were doing awhile back where she has to go get something from someone.

Lisa: Yeah.

SLP: And that’s with a visual picture and it wouldn’t have to be snack, I mean scissors, crayons whatever she needs for the activity.

Lisa: Right. Right.

SLP: to request it and maybe we’d tell her, I’d tell her Ms. [Teacher’s Name] has it.

Lisa: Mhmm.

SLP: And I could say or that could even be written on a card “Ms. [Teacher’s Name] I need…”

Lisa: Right. Right.

SLP: or…possible something like that.

Lisa: So, it sounds like if we go back to the teaching methods last time we talked about social skills were not being used but it sounds like we’re going to keep that in and help her by using a social story. So that would be a change.

Nancy: or what to do when she can’t get someone’s attention.

Teacher: Right.

Nancy: How to… and the social story would be how to get someone’s attention.

Lisa: Yeah.

Teacher: Right.

Lisa: And then we talked about continuing to set up situations that might be sabotaged where she might have to ask somebody so we’ll keep that in there but it sounds like then for that next bullet we took out I need scripts but it sounds like maybe she does need some scripts to help with going across the room or going to somebody who isn’t in close proximity.

SLP: Yeah, I agree. Just a little card that would tell her what she needs to say and then, um, hopefully we could fade the written and then just provide a picture of the item once she maybe has the phrase down that she needs to use.

Lisa: Now let me ask you this because you said a few times now about wanting to fade the visual or the written and tell me your thinking behind that.

SLP: Um, to make it more spontaneous and that she has the memory of knowing what to do without the specific visual, I guess, normalcy.

Lisa: Is she doing it―Usually kids start to fade those visuals out on their own when they don’t need them anymore, you know. But if you’re finding that you need to go back and cue her or, um, she just doesn’t quite have it so spontaneously even with the visual then that’s probably some indication to keep that support in there for a little longer…um

SLP: Yes.

45:44

SLP: Yeah, I understand.

Lisa: And certainly the way I think that we wrote the GAS form we want to look for that spontaneity and that generalization so it is more typical and more what we would see in other kids. But it’s one of those things that as you’re working with her you’re making judgments about how much you’re needing to go back and cue her and how much she’s really doing on her own.

Teacher: Well, I have a question for the sake of discussion often she’ll be sitting at the lunch table or the snack table just kind of zoning out and you’ll hear me in the background while I was trying to film say “STUDENT, what do you want?” Now is that a good cue or should we be using a visual cue too? Just to get her to the setting and what we want her to be doing.

Lisa: You know this is a good question and actually Nancy and I just put something together that we could send you about cueing, uh, you know our feeling is with the number of kids we’ve worked with over the years is that the more visual cues are more of a scaffold towards independence then the, uh, verbal cues. Because you have to have an adult there for the verbal cue and if the child can learn on their own maybe they’re holding their own script that can be something they can have without the adult needing to be there to help them be more independent and more adaptive. So, if you’re finding yourself needing to do more of that verbal cueing then, yeah, go back to try to use the visuals to back up and use your gestural cues like you did in the video. I mean that was great how you really minimized your verbal cues and had your visual right there and you could just kind of prompt towards that and then if you think about your shaping and how you just gradually even just having that there and you not there. You know that’s going to be her cue to being more independent.

Teacher: Ok, that’s interesting. If somehow we can reflect that theory in the notes that would be helpful because I did talk to her mother, [Mother’s Name], who wasn’t able to make it last time.

Nancy: Yeah.

Teacher: Can you hear me? I had said that we are doing this for the Walk with Me would you like me to send a visual to send it home? And she said “Well, I’m trying to do it with verbal cues” because her concern is that other adults in STUDENT’s life and other people won’t have those cues

Lisa: Right.

Teacher: So she wants to be sure that if an adult says, “stop, wait here” she’s going on the verbal cues and she understands that. And I, you know, we kind of had a little discussion about this and I thought “Oh that’s a perfectly valid reason for that as well.”

Lisa: And we—

Teacher: So if somehow we’ve kind of talked about how that would be helpful.

Lisa: We sure will. And you know that’s why—

Teacher: And the reasoning behind that

Lisa: That’s why I asked about it because that’s not an uncommon response especially from parents and certainly we are working towards that but, um, we also, um, you know want to make her be successful and not take away the supports to early. Um, yeah so what we’ll do is send it’s just a one page thing and it talks about it happens to be examples for learning work skills. But it talks about the hierarchy of prompts and how verbal is as we view it more restrictive then the visual prompts.

Nancy: And well you’ve got—

Teacher: Yes, that would be helpful.

Nancy: And you say that, uh, [Teacher’s Name] too that STUDENT does zone out I mean she sometimes isn’t really there with you and so if it’s always relying on somebody else to verbally get her back and if the visuals help keep her focused that’s also a reason to use them and we I guess it’s to assure her mom that she’s not becoming over-reliant on the visuals because she will drop it when she doesn’t need it anymore.

Teacher: Mhmm

Nancy: But sometimes…

Teacher: OK, and her mother is very supportive so I think she would like―

Nancy: And

50:13

Nancy: And sometimes to keep STUDENT focused a visual is a very useful thing

Lisa: Yeah, and there’s also some information maybe we can send that talks about, right, as you were saying before in the face of distractions it helps with memory that the verbals are here and gone but the visual isn’t so transient it’s more stable in time and when you have a child who might have some attention problems or a lot of distractability because of noises in the environment or whatever they can get distracted here and they can come back and they can remember where they were and what they were doing. So, we can send that to her to help her know that rationale behind…

Teacher: Ok and I don’t know if this is part of your research but she also seems to do better when the visual has a word, a printed word.

Lisa: Yeah, that’s great.

Nancy: Well and that’s—

Teacher: But I have no doubt on that, that’s just what I’ve noticed.

Nancy: That’s ‘cause STUDENT’s tuned into the words. You know, some kids are and some kids aren’t but it’s a good idea with any kid, child to put the word with it. It also helps the adults…

Lisa: Be consistent. Um, these are questions [Teacher’s Name] that teacher interview for coaching, I think we may have gone and sent that just so you have that, sorry. But just so you know what questions we ask every time. How many times a day or week is this skill worked on?

Teacher: Um, this one’s multiple times, I mean, probably 3 or 4 times at lunch, at least 3 or 4 times at snack time, we work on it I’d say still at least 12 times a day? What do you think [SLP’s Name]?

SLP: Probably.

Teacher: Between circle time, activity time… Although not always with the visual

SLP: No.

Teacher: I mean the only time we have the visual is snack and lunch. So, then we’d have to put if you want the entire…

Nancy: No, it doesn’t necessarily say, um…

Lisa: Yeah, we don’t have visuals in there. And you’re keeping data about this?

Teacher: Yes.

Lisa: Ok. Um, we talked about the teaching methods and and you’re working with this with her, uh [SLP’s Name] you’re working with this with her, um, any other folks?

Teacher: And the two teaching assistants we are all trying tell her the same thing

Lisa: Right. Ok, um, let’s see here. Are we ready to go on to the next one?

Nancy: Yes.

Lisa: Ok. Do you have any other questions before we move on to the next one?

Teacher: No.

Lisa: Alright, um…

Nancy: This is the one To Wait or To Walk with Me.

Lisa: Ok, let’s see if this looks the one

(pulls up video)

Lisa: Does this look like this might be it?

Teacher: Ah, no, that is the playing one.

Nancy: Did we get that one?

Lisa: Well, I just don’t think we have it because that’s the same as the lunch one.

Teacher: Oh no!

Lisa: Wait a second, sorry, see it’s this one.

(pulls up different video)

Lisa: See that’s what I’m saying

Teacher: I wonder if somehow when Ryan said he got my three if he has a duplicate of the communication ones.

Lisa: Yeah. Ryan can you hear us?

Teacher: You know what I mean? Because he said “Yes, he got three back.”

Lisa: I will, um—

Nancy: I’ll (inaudible)

Lisa: In the meantime we’ll see if we got the other one and we’ll see what we can do with that one.

Teacher: And can I tell you something about the play skill, the taking turns?

Lisa: Yes, uh-huh, uh-huh. Yeah.

Teacher: Alright, sometimes she does beautifully, you know; we’re taking a turn, we’re sharing a hammer back and forth. This one was a ball game and on this day rather than taking turns I was particularly watching how if it wasn’t her turn she was kind of zoning out so I wanted to know what to do about that. And this is kind of like one that didn’t go so well, that’s why I chose this one. Also, she decided that with the ball rather than going from the top down down down that she wanted to put it back up and she did not feel like her turn was over until she reversed it and then went all the way back down. So I’m wondering what you want the teacher assistant or myself to do when she reverses the scheme or makes a different rule. Because still I feel like she’s creatively playing and she is taking turns in her mind so I wasn’t sure how to handle the situation.

Lisa: Right. Ok.

Teacher: You know, it’s not just straight forward

Lisa: Right those are really good questions, um, well let me, let’s go to the teaching plan here. Ok. Well, let’s watch the video

(Plays video)

54:55

(video ends)

59:00

Lisa: Ok, I’m gonna pull up the GAS form.

Nancy: What did you think? She seemed to be attending through that whole thing very well.

(GAS form is displayed)

Teacher: Yeah, actually that is not the one I thought. I meant to send you the one where she was kind of screaming “No!” because somebody pulled it out on the middle layer rather than waiting till the bottom. So, she wanted to put it back up and thread it back through. That one looked quite good. But at times I

noticed she wasn’t really paying attention or engaged. Yet sometimes I think they’re tired of playing and they’re done so… for taking turns I thought that was pretty good and very good—

Nancy: Yeah, she drifted a bit in the middle but then she came back to it

Teacher: Right.

Nancy: And she almost had him following her.

Teacher: Yeah. I suppose for that one I would say… the negative 1 for progress.

Lisa: Um… How would she do if the adult wasn’t there?

Teacher: Um, she would not sustain attention to it or have the back and forth. They would probably start, say, “Do you want to play?” and then get started and then one of them would probably drift off or she would not take the turn. I don’t think she would initiate your turn, her turn. I think she would continue in her pattern of getting the ball doing it again and again, kind of more parallel play.

Lisa: So, she definitely had the back forth and the turn taking. It’s just that the adult, there was a lot of prompting going on from the adult.

Teacher: Right.

Nancy: But there was a period of time in there when she backed off with the prompting

Lisa: Uh-huh.

Nancy: and they were keeping it going. The prompting kind of got it started but then they went through it.

Lisa: Ok. Ok, I’m gonna pull― let’s go to the teaching plan.

Nancy: [Teacher’s Name] I happened to see a clip of her in the, uh, community preschool.

Teacher: Oh yes! Good. What did you see?

Nancy: I, uh, well she needed help to get to the activity, well no she didn’t need help to get to the activity, and she sustained watching, and she needed her cues, through, uh, a period. At one point she kind of took herself out and by laying down and then when she was gotten up to participate she did it. Uh, and I think there were three of them doing it in there. So she’s beginning to get that idea.

Teacher: Yeah.

Nancy: Of turn taking.

Teacher: The teacher Amy [Last Name], you know she’s the community teacher and I’m here at the EC program and she’s reported to me that STUDENT’s making progress there and I would attribute that to

her having better peers that are better able to help scaffold for her and to give her, um, general responses. So I think that’s a good opportunity for her.

Nancy: Yeah. Yeah.

Lisa: Mhmm.

Nancy: But I guess watching that you see that, watching this again that she’s getting the idea of turn taking, she said “my turn” but what we are always dealing with with STUDENT is that, uh, “I’m just gonna take myself out of this” kind of thing she does.

Teacher: Right.

Lisa: Ok. Um, well looking at the teaching plan here let’s just go through these and [Teacher’s Name] can you just make any comments on the bullets that we have here?

Teacher: Um, well we’ve identified sociable peers which would be this Noah that was with her is pretty much our strongest one, uh, and I did go to the online resources.

Lisa: Ok.

Teacher: I liked that.

Lisa: Did you find helpful?

Teacher: I found some very good ideas

Lisa: Ok.

Teacher: on the scaffolding. I did! And it was by you guys, I was very impressed. I loved it.

Lisa: Oh.

Teacher: (speaking to SLP) that website, Ok, I can share that with you. (Back to group) Um, it was all written by you guys. Um, but it was very helpful. And I could see that it was some things that we do do and some things we could follow through on better. And then—

Lisa: Well the O’Kaly one—

Teacher: what caught my eye on some of the―

Lisa: I’m sorry. The O’Kaly one has some video on peer mediated, um, that’s

Teacher: Mhmm.

Lisa: I was just curious if you had found that helpful or not. Um, but it sounds like you looked—

Teacher: Uh, I’m not sure if I watched the video one.

Lisa: Ok, it was the written materials that you were able to get.

Teacher: It was the written materials, yeah.

Lisa: Ok.

Teacher: And then it did when it said if the peer can’t do it then the teacher needs to follow up and re-teach I think I wish I had more time to do that so I’m trying to focus more on the re-teaching part.

Lisa: Ok. Ok.

Teacher: And then on the second bullet point the set up situations using objects and activities. I could use some ideas on different activities that are shorter time so that’s a sooner time between my turn, your turn. Because sometimes I think we get distracted because it takes so long between turns.

Lisa: Mhmm, mhmm.

Teacher: Because STUDENT is smart enough, bright enough that she enjoys doing different things so when I give her a hammer to pound one peg in and go back and forth she seems to lose interest. But then when I give her a longer activity, like the ball that goes down down down, it seems to take so long between turns that I feel like sometimes we lose her attention between the turn taking. Do you have other—

Lisa: Yeah, those are really good observations

Teacher: ideas for activities?

Lisa: Um, what if other some simple ones I’m just trying to think of with her strengths even, um, oh I don’t know, dropping things into something or matching picking one up

Teacher: Oh matching would be good.

1:05:30

Lisa: Now, um…

Teacher: Yeah, those would be good. I should probably move into more games with the my turn and your turn…

Lisa: Mhmm.

Nancy: I think some of the, they were talking to Amy about some of the games they had in the regular community preschool class that might gain her attention and there are some matching, there are, um, some that you take turns with.

Teacher: Right. Did you get this? (Holds something up to the screen) Or did you send this to her? It’s” my turn” and “I am waiting” cards?

Lisa: Yeah, uh-huh.

Teacher: There “my turn” and “I am waiting.” Um, Amy had shared this with me and we’re going to try—

Nancy: Yes, Amy made that in the other… yeah. Yeah.

Teacher: Uh-huh. Right.

Lisa: Ok, and that’s that second one there

Teacher: Um

Lisa: Go ahead.

Teacher: The other thing I was going to try [SLP’s Name] and I had found a grant for iPads and getting excited about that for something else. I did some looking and there’s one with social stories and it shows very nicely my turn, your turn and what you should be doing when it’s the other person’s turn. And it talks about “my eyes are looking at him” and it even says “Oh, no! His eyes aren’t looking he’s missing the chance to see what his friend is doing.” So what I’m thinking about doing is trying to use that with STUDENT before we play a game to help her remember that she has to pay attention even if she’s not holding the piece or doing it.

Lisa: Yeah. Um.

Teacher: And that has actually the written and the sound and the picture and that might be a good way to watch since we don’t have peers that are able to—

Nancy: Are those on iPads?

Teacher: I got it, it was on an app I can show it to you if you want afterwards or sometime.

Nancy: You got an app for that?

Teacher: It was called Stories to Learn.

Nancy: Really? Neat!

Teacher: Yeah, and it was the sample on the app.

Nancy: Ah!

Teacher: The stories then the number 2 then learn. And you can make your own. I tried making one for her for the next goal but, uh, that was just had a lot more content then I would think of making but I think it might be appropriate for STUDENT.

Nancy: It’s very exciting to think of all the possibilities with the iPad, don’t you think?

Teacher: Yeah. We’re excited! We just need to get some!

Nancy: Yeah, exactly!

Teacher: Can you send us any?

Nancy: We don’t have any either (laughs)

Lisa: Yeah. Um, Ok. And that goes to the my turn card which is the fourth bullet point down there and actually the way you’re talking about with the videos with the iPad in that video it is a video modeling type of a activity it sounds like.

Teacher: Right.

Lisa: Ok.

Teacher: Here do you want to see it now or should we do it later?

Lisa: Sure, let’s see it.

Teacher: Alright, hold on, it’s called Stories to Learn. I don’t know; let’s see if it will show up for you. Hmm.

Lisa: I’ll have to try to look it up, too.

Teacher: Yeah, you will like it. It doesn’t show it until you buy it. Alright (Holds iPad up to screen) Can you see this? It’s called Let’s Play a Game. Can you see this?

Nancy: Yeah.

Teacher: It has different videos and on the bottom it has the—

Lisa: Yeah.

Teacher: One second, the volume’s down. It’s about 10 slides, we don’t have to watch the whole thing.

(iPad playing social story)

Teacher: That’s the part I think STUDENT might cue in if she sees that type of modeling. Oops, we saw that one.

(iPad social story ends)

1:11:17

Teacher: So if we could make something similar to that for STUDENT or if I could figure out how to load actual videos on there that might be a good thing to help her understand that you got to stay still and watch because of how your friend is feeling.

Nancy: yeah.

Lisa: Yeah, they just put together just pictures and had the little story that went with it

Teacher: Yeah, it was just pictures and writing.

Lisa: And you could have it just scripted it out for her and read it with her she might not understand the feeling parts as much but that looks great.

Teacher: But that was much more information then I would think to put in a social story but for someone like STUDENT it really went the further step. Not only are you taking turns but you have a job to be doing when it’s not your turn. I mean, for myself as an adult I learned from that story and that was kind of helpful.

Lisa: yeah.

Teacher: So we’ll try that with STUDENT.

Lisa: Yeah, and if you find that she’s not attending just break it down and you can add to it each time. You know, break it down and just start with the first basics of just starting to take turns with somebody. You know, and then you can add the rest of your story over time.

Teacher: Ok.

Lisa: The same questions [Teacher’s Name]. How many times a day or week is this worked on?

Teacher: This not as much, just simply due to time constraints probably only formally once a day however we’re trying to do it in other informal times. You know, if we have group play but it’s not necessarily back and forth back and forth because it’s a whole group of kids playing at one time.

Lisa: Right. And you’re keeping data on this one?

Teacher: Yes.

Lisa: And it’s you and the assistants working on this skill with her?

Teacher: Correct. And the therapist [SLP’s Name] or whoever’s around on that specific day.

Lisa: Oh, Ok. Alright. Um, let’s see—

Nancy: I know Amy said to me, “well [Teacher’s Name] can come tape in here”

Teacher: Right and she did offer that I just haven’t been able to get over there

Nancy: Well, no. But she made… you could maybe give her the video and then they may be able to send that tape too.

Teacher: Right. Ok. I can try that.

Lisa: I’m going to see if I can pull up what’s happened here with this other one.

Teacher: Yeah. It was the Walk with Me video. And I guess I wrote to Ryan and said did you get my three and he said yes so I wonder if one of them is counted as that first one we tried. I hope not because it was a good walk with me.

Lisa: You know what he’s uploading something here.

(Puts up video)

(takes video down)

Teacher: Super!

Lisa: Let me try it again.

Teacher: Well, that’s the old one.

Lisa: Well here’s something. Well it’s the same one…

Ryan: I checked (inaudible)

Lisa: Well those were the three that were uploaded [Teacher’s Name].

Ryan: so it was probably just a mistake.

Lisa: Huh?

Ryan: it was probably just a mistake.

Teacher: Yeah. Um, do you want me to try to talk through it or maybe to find it and maybe hold it up for you?

Nancy: I think [Teacher’s Name] Lisa’s gonna need to finish this with you because I have to go out

Teacher: Ok.

Nancy: But I think you should try to hold it up to see it. Yeah.

Teacher: You want me to try that?

Lisa: Yeah, that’s fine, that’s fine.

Teacher: Let me see if I can grab the camera. That might be… one minute.

Ryan: (speaking inaudibly)

Lisa: You know what? You want to help with that?

Ryan: Yeah, I can just (inaudible)

(Lisa and Nancy speaking inaudibly)

1:14:59

Teacher: Ok, let me see.

Lisa: Uh [Teacher’s Name] Ryan says there’s a way you can share your screen and he was going to get on and explain it to you.

Teacher: Ok. I’m listening.

Ryan: Hi [Teacher’s Name].

Teacher: Hi Ryan.

Ryan: Can you hear me?

Teacher: I hear you.

Ryan: Uh, do you have the video on that computer.

Teacher: No, see we had to load them in a different room and I’m in the office right now.

Ryan: Ok, then that won’t work Lisa.

…

(Teacher reviewing videos on camera)

Lisa: (inaudible)

Ryan: Is that your Flip in your hand right now [Teacher’s Name]?

Teacher: Yes. It is. Do you want me to try to show you what I wanted to show you?

Ryan: Yeah. Just plug it in to your computer.

Teacher: Oh, alright. I was hoping I could just hold it up to the screen for you.

Ryan: I don’t think that’s gonna work. You can try.

Teacher: Alright, let’s try this. Alright it’s plugged in.

Lisa: Ok.

Ryan: Ok, open it up like you normally would. So, go to computer… or no in probably in 10 seconds it’ll probably pop up a window that says “open folder to view files”

Teacher: Ok, the only problem might be remember [Other Person’s Name/Marlene] had to load a special ftp program on to our computer

Ryan: Yeah

Teacher: I wonder if that’s going to cause a problem.

Ryan: It’s Ok.

Teacher: I’m going to move you down. Alright… Ok, I’m not seeing what I need to do here.

Ryan: Ok, go to Start, My Computer

Teacher: Ok.

Ryan: And then when that comes up there should be something that says Flip Camera or Flip Mino.

Teacher: Right. I’m looking for My Computer. Start on the bottom left?

Ryan: Yeah. Can you not see My Computer?

Teacher: Would it be—

Ryan: You might have it set up

Teacher: Yeah, I don’t see…

Ryan: It might be on the desktop.

Teacher: See I think it’s on the desktop.

Ryan: You see it on the desktop?

Teacher: Yep, got it.

Ryan: Ok.

Teacher: I’ll be very impressed if we can make this work quickly.

Ryan: You see something that says Flip Video?

(Lisa laughs)

Teacher: Yes, I do! I do! Alright.

Ryan: Ok, so it’s the flip video, flip camera, or whatever it is and then it’s DCIM and then 100 videos

Teacher: Got it.

Ryan: and then do you know which video it is?

Teacher: Yes, it was number 25, I think.

Ryan: Go ahead and open that.

Teacher: Now I… Oh that’s not the one. See I must have it mislabeled. Ok, that’s the one we keep seeing so that is not what I want. Um maybe it’s right before there. Let me close that one and let’s try… Ok, that’s the one you’ve seen… here it is! This is the one. Can you guys hear this?

Ryan: Ok. So go ahead and pause that first.

Teacher: Ok. It’s paused.

Ryan: Then go back to the Adobe Connect Meeting.

Teacher: Ok, Where would that be?

Ryan: The Adobe Connect it should say UK Autism Study. So if you go to the very bottom where you have your different―

Teacher: Ok, yes and it’s 27.

Ryan: And if you open that up and in the center… Ok it says my computer screen, in the share pot it says my computer screen. Click on that.

Teacher: Yes. Ok. Connecting. Do we want install now?

Ryan: Oh, it’s asking you to install something?

Teacher: Yeah… can I just try to do the click share

Ryan: You can, yeah.

Teacher: It’s downloading connect add in.

Lisa: Oh, it just cut her off.

Ryan: Well, that was a shot in the dark but…

Lisa: Does she know how to get back on?

Ryan: Yeah.

Lisa: What we’ll do is go ahead and get that video from her after this.

Ryan: Ok. You can go ahead and rate it and then you just won’t have her score.

Lisa: Won’t have my score till I get it, yeah.

Ryan: Yeah, I guess she can tell you most consistently how STUDENT’s performing on that scale.

1:20:40

Lisa: Right. She’s trying to come back. There’s no video or…

Ryan: Mhmm.

Lisa: She’s almost back, there’s sound. Here she is.

Teacher: (speaks inaudibly)

Lisa: Yep I can hear you. Oh, you gotta hit your little talk button on the bottom left… little padlock. There you go.

Teacher: …Un-mute.

Ryan: There you go, we can here you now.

Lisa: I think you just went away though, I mean the sound did. There it is. No, don’t hear ya… The bottom left do your little talk, um, an icon down there, a padlock. If you click on that padlock… There you go.

Teacher: Can you hear me?

Lisa: Yes, I can hear you.

Teacher: Oh, good.

Ryan: We can hear you.

Lisa: Well, it just went away again. I don’t know what’s going on. Does she need to… how does she keep that on Ryan? There you go, Ok. [Teacher’s Name] can you try—it keeps on going on and off.

Ryan: Yeah. [Teacher’s Name] can you say something? Ok, if you click on the padlock it should stay dark grey you see all of the other buttons around it are light grey. If you click on the padlock if it turns dark grey that means that it’s locked and you should be able to talk the entire time.

Teacher: Ok. Can you hear me now? It’s dark grey.

Lisa: Yeah.

Teacher: (inaudible) I can go in the other room and try to load it.

Lisa: Let’s just see if you can hold it up and I can see it. And then afterwards if you can just have Ryan get Ryan can upload that and I can look at it afterwards and I can do the coding that I have to do for the grant. But in the meantime we’ll just look at it on the screen.

Teacher: Ryan can I safely pull out my Flip Camera? Oh yeah, it says safely remove hardware so I can pull it out, right?

Lisa: Yeah. (laughs)

Teacher: Let’s see.

Lisa: And you know that’s probably getting filled up [Teacher’s Name] that you can just pull those videos off onto your computer if you want to keep them. And then just clean it off then that’s a way you know to help keep all the things organized on there.

Teacher: Alright, I will try to play this it’s number 25

(Puts Flip Camera up to screen. plays video)

(Video ends)

1:27:43

Teacher: Ok.

Lisa: Well, that kind of worked. I sort of got an idea. (laughs) Ok, so, um, and you kind of see the movements and the voices, the auditory was real helpful but she was pretty much at least an arm’s length away from you that whole time, right?

Teacher: Uh-huh. Should she be closer because what I was trying to do was not hold her

Lisa: No. No, no, no I really couldn’t see a lot what was happening so I was just wanting you to narrate tell me a little bit about what happened.

Teacher: Yeah, basically we started, this time, at the room at the yellow line where we usually line up to leave the room

Lisa: Ok.

Teacher: and I read her the story, and I said “we’re going for a walk”, and then walked together down the hall, and she in this incident she got distracted by the book bags along the way

Lisa: Right.

Teacher: sometimes she’ll stay in front of me and stay very focused on what we are doing and other times she’ll be distracted kind of just looking around at things on the way in the hallway. And then we’ve got she’s very good at listening for the cue “now we need to wait” so she knew in her head “Oh, can I sing a song?” “Yes, you can” and then you can hear her kind of singing and waiting. She did start to kind of march around as if she was going to get started going somewhere so I gave her the verbal cue “Feet stay still” and she did. And, um, if you notice at the end when I say, “Ok, we’re done!” this time she wasn’t bolting going somewhere and I almost had to entice her saying “Come on we’re going back to play” because she was still kind of zoned out singing a song.

Lisa: Ok.

Teacher: (inaudible)

Lisa: Yeah. Ok. Alright. Um, so let me go to the GAS form and while I pull that up do you have any comments [Teacher’s Name] on the video what you were pleased by or things you might want to make adjustments for the future?

(GAS form is displayed)

Teacher: Well, I’m glad that she’s not running off and running off in a different direction and she doesn’t have to be held by the hand. That’s big progress. Um, and she knows what her job is she’s staying but then she does need verbal cues to go unless she’s enticed to go somewhere. But I do see it as progress. Um,

Lisa: Ok.

Teacher: A couple days I tried doing different things like one day I just went around the corner, you know, just right inside of the door and I shut the door and then when I opened the door seconds later she was gone so she really does need somebody there she just ran off in the other direction.

1:30:15

Lisa: Ok, kind of testing it, yeah. Ok. Um, so looking at the GAS form and I think that that’s the second row and kind of spans over two pages there. No, it’s just the second row on the bottom. Where would you say she’s most consistently at? …

Teacher: Um… Well I’d say probably at the zero, expected level. But I don’t know, like you said do you have to count that the adult has to be there, visually or not to wait within length of an adult for a minute she does do that, if the adult is there.

Lisa: Mhmm.

Teacher: So yeah between the zero and negative 1.

Lisa: Mhmm. Ok.

Teacher: And we tried to do this two times a day, once as a whole group and once individually with her.

Lisa: How much? Oh two times?

Teacher: Uh, once, Ok once (inaudible) to a meal in the cafeteria

Lisa: Yeah.

Teacher: and our group will stop at a random spot she does seem to do quite well with that she does seem to stay with the group. It’s more when it’s one on one she’d be tempted to deviate

Lisa: Would you say― Ok, so that’s where she’s at most consistently. In the video that you showed me, like I said, I couldn’t see it, um, super well but would you say it that segment be more representative of

making progress because, uh, you did have to, uh, verbally, um, you know you were giving some verbal cues.

Teacher: Right. She did have to have those verbal cues otherwise she would’ve taken off.

Lisa: Ok. But you know what it says in here, the way we wrote this, was that written cues, um, were fine. You know that if she was doing that with written cues only but that’s that next level of independence.

Teacher: Right… (voice fading in and out) kind of recapped her mother

Lisa: Uh-huh, yeah.

Teacher: and I had talked to the mother and she had said “Oh I’d rather do more verbal cues.” So I think she got some mixed message so I probably wasn’t following your plan where you say the written cues but we’ll go back to that.

Lisa: Well, you know that’s consistent with what we were talking about earlier. Overall mom’s wanting her to respond more to the verbal and, you know if we feed mom some more information about, um, on why we’re relying on some more of the visual and how that’s going to help not only with her understanding of language but her attention and the zoning out and the independence and basically we all agree we want to be we want her to be as spontaneous as possible. We all have the same objective in mind but I think if we just give her, um, mom some more information then… Don’t you think?

Teacher: And actually on the time when we’re moving as a full group I do have on the side of my lunch bucket a Stop, a Go; a red and green symbol.

Lisa: Oh.

Teacher: You know when we hold that up

Lisa: Yeah.

Teacher: So I guess that time would be visual and the other time we’re just using verbal.

Lisa: How does she do with that, um, during lunch time?

Teacher: Very well. And then she also has all the other children too stopping or holding hands so that’s a good visual.

Lisa: Yeah. That’s exactly, um… Ok so let’s look at the teaching plan and would you comment just on the bullets down there in the teaching strategies? Certainly the first one, the social story. We saw that.

Teacher: (inaudible) the social story on that iPad app and pictures of her and what she needs to do. And I showed it to her once and she wasn’t totally excited about it but she did watch and she did a good job following that.

Lisa: Ok.

Teacher: Um, I haven’t figured out how to do self video modeling because we just haven’t taken that video for her but I need to do that. I don’t know if the iPad social stories would count as self modeling since her picture is in there.

1:34:53

Lisa: You know, um, you could even use the camcorder the taping that you’ve done but only just show her parts of it where she’s actually doing it on her own. Where she’s responding to you.

Teacher: Right. Ok, we will do that. I will do that. And we are doing, I’m down to the last two bullet points, a lot of verbal praise. Um, and I have talked to the PT and OT and then [SLP’s Name] knows about this one too about carrying it over when they leave the room. I know the PT I followed her the other day trying to get video we didn’t get the best one where they were on their way down to the library gross motor skills and multiple times [PT’s Name] would stop and say “STUDENT we have to wait.” So different people are trying it especially

Lisa: Good.

Teacher: in different places.

Lisa: Good. Yeah, I mean I can see we talked in here too about mom because I remember during that consultation just you know she doesn’t have time to pull a visual out you know I could see where she’s wanting that verbal because there’s so much going on… Ok and for that, back up there with the visual stay with me, um, this is something you want to implement next time, right?

Teacher: Right.

Lisa: Ok. Alrighty! I liked how in the video, that was neat, and I couldn’t quite hear what she said but she asked you if she could sing, right? “[Teacher’s Name] can I sing?” or…

Teacher: yeah “now can I sing a song?” She was waiting for that, so she definitely has the idea of the pattern―

Lisa: Yeah. Yeah.

Teacher: of waiting.

Lisa: And she was making a request, yeah.

Teacher: She was reading things on the wall and she had found a cartoon character on the bulletin board across the hallway and she was singing and talking about that.

Lisa: Now do you think the way that we wrote this objective is waiting for a minute. I mean a minute’s a long time! (laughs)

Teacher: Right.

Lisa: So, uh, but she’s able to do a full minute?

Teacher: She is. I mean she’s still busy doing it when we say “Ok it’s time to go.” So…

Lisa: (laughs) Yeah. Great. Uh… Let’s see, um… any other questions about this objective?

Teacher: Um, I don’t think so. I will try to do the video part and also have the visual of wait with me and walk beside me, um

Lisa: Ok.

Teacher: Is that the next step?

Lisa: Yeah.

Teacher: I’m trying to find new places or reasons to go into places because she seems to get stuck on one thing and I think I’ve given you a video of going to the copier but we are practicing it in other settings and with other people.

Lisa: You know, uh, one thing to just think about as you’re working with some of these visuals is you could put on there like say on one side’s a card that says “walk with me” and then on the other side it might say “copy room”. I don’t know. That’s kind of a judgment call for you if you wanting her to know where you’re going to help keep her on track with you, but she’s with you, she’s not going there alone. So maybe that’s not so relevant. Um

Teacher: Yeah, actually I was trying to go to different places and have her not go because I think part of our problem comes with when one day her routine changes then she doesn’t want to go in that direction or do that thing. So I was seeing this in school a little more so since her mother had suggested it (inaudible)

Lisa: Right.

Teacher: and follow command. Is that kind of what we meant or—

Lisa: Yeah, yeah.

Teacher: (inaudible)

Lisa: Oh I’d just, um, I think what you said is fine. I was just thinking about if she knew where she was going she’d be more likely to walk with you because you were saying to her we’re going to the copy room. I thought maybe if she also had that also written for her that helps her maybe stay more focused and engaged. It was just an idea if that would be something that would help her, um you know, be with you more.

1:39:35

Lisa: You could just, you know, as you change the places that you go if you might need that or not. You know, you might not… Ok, um, [Teacher’s Name] do you have your calendar with you?

Teacher: I do.

Lisa: Ok, um, what about February the 10th, that should be a Thursday, at 11:45?

Teacher: Um, yes. However, I talked to Julie in between and she was wondering if we could shoot for the 9th. The 9th, which is a Wednesday.

Lisa: You know I do this one with Nancy and I think Nancy, um, has sessions at that time already scheduled. Um…

Teacher: What time did you say on the 10th?

Lisa: At 11:45?

Teacher: 11:45? Ok.

Lisa: But I’ll check on the 9th. I’ll see what we can do. Ok?

Teacher: Ok. Whichever it is would be helpful if we could both do it on the same day. But those same general time slots—

Lisa: Ok.

Teacher: And I will try to get the videos sent, get that worked out.

Lisa: Um, would it be Ok can you, um, Ryan will follow up with you for us to get a copy of that walking with me video. That last one.

Teacher: Yes. I will (inaudible)

Lisa: Ok.

Teacher: And I know how to do it so maybe I can (inaudible)…

Lisa: Alright. Ok, and you’ll be getting a—I’m sorry?

Teacher: If you could tell Ryan I’ll try to send that at 2:30 because then I’ll have access to that computer.

Lisa: Oh, Ok. I’ll do that. Alrighty, and then you’re gonna get that same stuff. You’re gonna get the coaching summary and the updated teaching plan, any questions give us a call, and have a great holiday!

Teacher: You too. Thank you!

Lisa: Thank you.

Teacher: Bye-Bye.

Lisa: Thanks for being patient with us with the technology.

Teacher: No problem. See you soon!

Lisa: Alrighty, bye-bye.

Teacher: Bye-bye.

1:42:19