Agenda

Deborah Cady: Music and learning for children with MIVI

Tracy Hallak: Movement and learning about body awareness

Vicki DePountis: The BAMM – Activity-Based Routine

Body Awareness through Movement and Music:

TSBVI yoga routines

Developing an App to support Activity based movement routine

Specifically for itinerant vision specialist

Professionals who work in the field with students

Act – one or more simple movements synchronized to music.

Playlist – Series of Acts selected for a particular student.

BAMMboo – our blue friend.

Demo Lesson

Please pair up – roll play a student and O&M specialist

Note any questions, comments, feedback, criticism, concerns...

Tracy will come over if you have questions about the lesson

Characteristics of Students With MIVI Indicates:

May or may not like socialization

May or may not have tactile defensiveness

May be attracted to certain colors

May engage in stimming behaviors

Respond to music

A variety mobility limitations

Have difficulty with change

Features in BAMM that Promote Learning

Video modeling

Bold blocks of color

Opportunities for visual, tactual, auditory choice making

With or without lyrics

Tempo adjustments

Sitting or standing versions

Integrate communication system

Lyrics that emphasize movements and body parts

Features in BAMM that Facilitate Teaching

Customizable student playlists with choice of images

Portable

Transferable

Object symbol images

Touch screen start/stop

With or without lyrics

Expandable

Projectable

ReferencesStructured Learning and Routines:

Iovannone, R., Dunlap, G., Huber, H., and Kincaid, D. (2003). Effective educational practices for students with autism. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165.

Sasso, G., Melloy, K., & Kavale, K. (1990 ). Generalization, maintenance, and behavioral co-variation associated with social skills training through structured learn- ing. Behavioral Disorders, 16(1), 9-22.

Watson, L., Lord, C., Schaffer, B., and Schopler, E. (1989). Teaching Spontaneous Communication to Autistic and Developmentally Handicapped Children. New York: Irvington Press

Video Modeling:

D’Ateno, P., Mangialpanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5-11.

Franzone, E., & Collet-Klingenberg, L. (2008). Overview of video modeling. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.

Nikopoulos, C.K., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37(1), 93-96.

Sigafoos, J., O’Reilly, M., & de la Cruz, B. (2007). How to use video modeling and video prompting. Austin, TX: Pro-Ed.

.

ReferencesMovement:

Lang, R., Koegel, L. K., Ashbaugh, K., Regester, A., Ence, W., and Smith, W. (2010). Physical exercise and individuals with autism spectrum disorders: a systematic review. Research in Autism Spectrum Disabilities. 4, 565–576.

Jansiewics, E. M., Goldberg, M. C., Newschaffer, C. J., Denekla, M. B., Landa, R., & Mostoffsky, S. H. (2006). Motor signs distinguish children with high functioning autism and Asperger’s syndrome from controls. Journal of Autism and Developmental Disorders, 36, 613–621.

Matson, M. L., Matson, J. L., and Beighley, J.S. (2011). Comorbidity of physical and motor problems in children with autism. Research in Developmental Disabilities, 32, 2304-2308.

Pogrund, R., Sewell, D., Anderson, H., Calaci, L., Cowart, M.F., Gonzalez, C., Marsh, R.A., & Roberson-Smith, B., (2012) TAPS Orientation and mobility curriculum. TSBVI

Music:

Gold, C., Voracek, M., & Wigram, T. (2004). Effects of music therapy for children and adolescents with psychopathology: A meta-analysis. Journal of Child Psychology and Psychiatry, 45(6), 1054-1063.

Lim, H.A. and Draper, E. (2011). The effects of music therapy incorporated with applied behavior analysis verbal behavior approach for children with autism spectrum disorder. Journal of Music Therapy, 48(4), 532-550.