setting up for success: best practices for the instructional environment

THE FIRST CHOICE FOR INCLUSIVE EDUCATION

Se2ng Up for Success BEST PRACTICES FOR THE INSTRUCTIONAL ENVIRONMENT

www.rethinkfirst.com


INTRODUCTIONS


Outline ü Physical Environment & Structure ü Visual Supports:

-‐daily schedules -‐visual instrucKons -‐schedules of reinforcement

ü Final Q&A

THE FIRST CHOICE FOR INCLUSIVE EDUCATION BEST PRACTICES IN THE CLASSROOM

ORGANIZATION SCHEDULES REINFORCEMENT

COMMUNICATION TRAINING & SUPPORT


ü  AuKsm Program Environment RaKng Scale Self Assessment (APERS)

ü  Early Childhood Environment RaKng Scale (ECERS-‐R) ü  School-‐Age Care Environment RaKng Scale (SACERS)

TOOLS FOR ASSESSMENT

Environmental Inventories


CLASSROOM ENVIRONMENT

The circumstances, condi1ons, and objects by which one is surrounded


ü The physical layout should represent what behavioral expectaKons are associated with each secKon of the room. It is clear what each area of the room is used for pertaining to instrucKon.

PHYSICAL ENVIRONMENT


ü Arrangement of space, furniture, materials ü Clear physical & visual boundaries

PHYSICAL STRUCTURE

THE FIRST CHOICE FOR INCLUSIVE EDUCATION .

Is your classroom a place that is

distrac1ng, or a place that encourages

students to do their best?

CLEAN? ORDERLY? INVITING?

group

transition

transition teaching

teaching

independent independent

independent

independent

independent independent

play 1 play 2

computer

THE FIRST CHOICE FOR INCLUSIVE EDUCATION Individual/1:1 Teaching Area 1:1 INDIVIDUAL TEACHING AREA

THE FIRST CHOICE FOR INCLUSIVE EDUCATION Small & Large Group Area SMALL AND LARGE GROUP AREA

THE FIRST CHOICE FOR INCLUSIVE EDUCATION INDEPENDENT WORK STATIONS

THE FIRST CHOICE FOR INCLUSIVE EDUCATION PLAY AREA

THE FIRST CHOICE FOR INCLUSIVE EDUCATION Social Skills Area SOCIAL SKILLS AREA

THE FIRST CHOICE FOR INCLUSIVE EDUCATION Leisure/Sensory/Quiet Area LEISURE/SENSORY/QUIET AREA

THE FIRST CHOICE FOR INCLUSIVE EDUCATION Transi<on Area TRANSITION AREA


What are your commitments to this change?

BRAINSTORMING ACTIVITY

Pick one area in your classroom

How can you increase the visual structure for that par1cular space in your classroom?


Ques<ons & Comments

QUESTIONS AND COMMENTS


ü Increases understanding -‐recepKve communicaKon -‐expressive communicaKon

ü Helps students remain organized by being able to predict their environment.

ü Builds independence ü Increases learning ü Prevents challenging behavior

VISUAL SUPPORTS


(object, picture, wri_en, digital)

Daily Schedules

Defined: a visual cue or cues which tell what ac1vi1es will occur and in what sequence. Provides the individual with the ability to predict what will happen next.


Schedules

Object Schedules


Picture Schedules


Wri_en Schedules


Digital Schedules


Ques<ons & Comments Ques<ons & Comments



Visual InstrucKons

What work?

What Next?

How do I know I’m making progress?

How much work?

ü Materials are within the visual field

ü  Indicate amount of material in environment that is to be completed

ü Material begins to decrease

ü  Reinforcement ü Move onto another scheduled acKvity


Visual InstrucKons



Pick one area in your classroom

How could you increase the visual supports for learning within that ac1vity?



Ques<ons & Comments



Reinforcement Schedules

What system?

What Next?

How do I know I’m making progress?

How much work?

ü  Token Economy ü  What are the student’s reinforcers? ü  How oben should I provide reinforcement ü  Materials are within visual field

ü  Indicate amount of material in environment that is to be completed

ü  Reinforcement > receive reinforcer ü  Move onto another scheduled acKvity

ü  Tokens begin to increase


Reinforcement Schedules


Do you have reinforcement systems in your classroom?



How could you increase the visual supports for schedules of reinforcement?

Resources

Environmental RaKng Scales h_p://ers.fpg.unc.edu/early-‐childhood-‐environment-‐raKng-‐scale-‐ecers-‐r h_p://ers.fpg.unc.edu/school-‐age-‐care-‐environment-‐raKng-‐scale-‐sacers h_p://auKsmpdc.fpg.unc.edu/sites/auKsmpdc.fpg.unc.edu/files/10_APERS_Training_PowerPoint_March2011_1.pdf h_p://inclusioninsKtute.fpg.unc.edu/sites/inclusioninsKtute.fpg.unc.edu/files/handouts/APERS-‐PE%20Self%20Assessment%20Revised%202011.pdf

Materials: h_ps://www.rethinkfirst.com/Default.aspx h_p://www.mayer-‐johnson.com/boardmaker-‐sobware/

Resources

Apps for Digital Schedules: h_ps://itunes.apple.com/us/app/choiceworks/id486210964?mt=8 h_ps://itunes.apple.com/us/app/visual-‐schedule-‐planner/id488646282?mt=8 h_ps://itunes.apple.com/us/app/first-‐then-‐visual-‐schedule/id355527801?mt=8

Thank you for your a_endance & parKcipaKon. Jennifer Wilkens MA, BCBA

[email protected]

setting up for success: best practices for the instructional environment

Education