Chris Montgomery, M,Ed., TVI

WHAT’S A ROUTINE AND WHO NEEDS ONE?

"When we are listened to, it creates us, makes us unfold and expand. Ideas actually begin to grow within us and come to life."

-Brenda Ueland

When we feel really l istened to, we're more likely to open up and be honest with another person. And when we listen, people are more likely to open up to us, too. Communication is active, and reciprocal.

-Lissa Coffey

OPENNESS

“Jean Piaget, the famous observer of children, found that they do not begin abstract thinking and reasoning until they are seven or eight years old. Piaget suggested that the human brain is not designed to process abstractions until it has a “concrete” knowledge of the body, the world, and its physical forces. Seven or eight years of moving and play are required to give the child a sensory-motor intell igence that can serve as the foundation for intellectual, social, and personal development.” (Jean Ayers, Sensory Integration and the Child, 1995)

PRACTICE, PRACTICE, PRACTICE

“The principle is that in the process of

learning how to do one thing really well, we learn how to learn…”

THE “META” SKILL

They give structure and meaning to actions and events. Build anticipation

for the next step as well as the end of an activity. Routines build

memory foundation for other learning.

WHY ARE ROUTINES IMPORTANT?

“A sequence of actions regularly followed” Miriam Webster “A repeatable series of events that provides a predictable structure to one’s life”

Me

ROUTINES CAN BE DEFINED AS:

An external structure on which to hang information and build concepts External structure when internal structure is not intact.

ROUTINES PROVIDE

We use it to: Request

Reject

Socialize

Share information/experience

LANGUAGE HOW AND WHY WE USE IT

A repetitive structure for conversations

Clearly defined roles for initiating and responding

Multiple turns and practice

Predictable steps for maintaining interaction for more turns

ROUTINES FOR COMMUNICATION

Three parts of the wHole(istic) bonding and interaction Routines Calendars

Video – Jarvis goes to the Drumstore

ROUTINES AS PART OF A COMMUNICATION SYSTEM

It’s how the rest of us develop concepts Our kids often have

holes in their learning!! Lack Pre-

Knowledge

INCIDENTAL LEARNING

Easier for us to learn incidentally through observation and hearing.

Easier for us to establish context for relating concepts and ideas.

Motivation……… Likes VS. Dislikes

HOW DO WE LEARN IN COMPARISON TO OUR STUDENTS?

Communication Skills based

THE INSTRUCTIONAL FOCUS T WO KINDS OF ROUT INES

ROUTINE THINKING -TAKING IT TO THE CLASSROOM

Communication Co-Creation vs......

Structure Independence or

Interdependence Relationships

FOR THE TEACHER they provide:

• Structure Focus & Flexibility Positive Interactions (Decreased behavior issues)

Video – “What is a routine?” Amanda

WHY USE ROUTINES- IN MY CLASSROOM?

Characteristics of a Routine - L. Hagood

• Beginning and end steps are clear • Sequence is simple and predictable (can be

expanded later) • Student has multiple opportunities to respond • Interactions are reciprocal with balanced

adult/child turns • Objects and actions are used to cue responses

(rather than verbal or tactual prompts) • Simple student responses are targeted • Keep features consistent (people, actions, objects,

locations, time)

BUILDING ROUTINES IN THE CLASSROOM

Etiology Likes/Dislikes Communication

Matrix Sensory Learning Kit Infused Skills

Assessment See “Likes/Dislikes”

handout

GATHERING INFORMATION TO CREATE A ROUTINE (ASSESS)

“I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” -- Maya Angelou

HAVING FUN TOGETHER

Goals/objectives Fun (for teacher and student!) Refine what you already do Repeat Structure Focus Write it down See “Routine form” handout

GATHERING INFORMATION

21

Determine the sequence Using the sequence

box Prompting. . .

RUNNING THE ROUTINE

RAY LIKES/DISLIKES

Is it meaningful to the student? Is it motivating?

Can your interaction be expanded to larger

concepts? Why are we doing this and what does it mean?

Video - Ray makes cookies

IS YOUR ROUTINE FUNCTIONAL?

Taylor - What does Taylor like? How does his teacher engage him? What is the point of this routine?

Ray – What skills are being practiced (aside from IEP objectives)? What happens when Ray becomes agitated? Ray knows his role and my role.

Nick – What is the larger concept being taught (extra credit)?

THREE GROOMING ROUTINES

What do the 3 video examples have in common? Grooming used as a

vehicle for teaching other skills and concepts.

GROOMING WE ALL WANT TO LOOK GOOD

Make it Functional Infuse multiple skills.

How can you practice

these skills in other routines in order to generalize and build concepts?

BEYOND THE IEP OBJECTIVES

For example: Does the student communicate within the routine? SLP?

Does the student use fine motor skills? OT?

Does the student use gross motor skills? PT?

Does the student move through space? O&M?

Does the student listen? AI? Does the student look? VI?

TEAMING: MANY BRAINS STORE MUCH INFORMATION AND CAN BE USED FOR

BETTER PROGRAMMING

Keep it consistent It’s OK to focus on

relationships Communication……. Motivation

SUMMARY

“Communication” - “A Guide for Teaching Students with Visual and Multiple

Impairments” by Linda Hagood

Available through the TSBVI Curriculum Dept. http://www.tsbvi.edu/curriculum-a-publications

FURTHER READING

Chris Montgomery, M,Ed., TVI

WHAT’S A ROUTINE AND WHO NEEDS ONE?