every second counts: embedding functional learning tasks thoughout the day
TRANSCRIPT
EVERY SECOND COUNTS:
Embedding Functional Learning TasksThroughout the School Day
By Lindy McDanielEarly Childhood Special Education TeacherRoosevelt Elementary- USD 489 Hays, KS
Regional Autism Consultant-TASN
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considerateclassroom.blogspot.comkansasasd.com
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
Getting to Know You. . .
• How many years have you been workingwith 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?
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 directives
• Communicating
• Manage emotions and self-regulation
Start with the students’
current skill setand 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 literacy center
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 Mind-Change It Up Before You Get Unwanted Behavior
Reverse Chaining
*video of student’s experience at Direct Instruction with mail errand at the end
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.)
Other Functional Errands
Getting Mail
Requesting a Pencil
Writing a MessageDelivering Shredding
Getting Library Books
(these functional errands will be on my blog soon)
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)
Changing it Up in Large Group
Layered Grouping
*video of student sharing attendance with SLP
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 information or fill a specific need creates purpose.
Arrival Jobs
(Descriptions of all our arrival jobs will be on my blog soon!)
*video of students doing arrival jobs
Snack Jobs
(The routines for our snack jobs will be on my blog soon!)
*video of students doing snack jobs
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
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
Tantrum
Want
something
Indicates
pain
Wants
something
else
Need help
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Behavior is Communication
Teaching Appropriate Ways to Communicate
Click to 2.45
*video of student using ready not ready communication
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. )
The ability to self regulate. . .
Social Story for ways to calm
Token System
(You can get this social Narrative off of Boardmaker Share Under Considerate Classroom.)
*video of student listening to social story to support self-regulation
Another Example of Self-Regulation
Conscious Discipline Visuals-www.consciousdiscipline.com
(You get more info about Quick Prompts on my blog.)
*video of student breathing with visuals
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 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.
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For more resources and ideas visit my blog
http://considerateclassroom.blogspot.com
Let’s Be Friends. . .
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Or access my boards on Boardmaker Share under Considerate Classroom