214 Coaching Session 4

Participants:

Lisa

Nancy

Teacher

Other teacher being referred to is

*= uncertain of word

00:38

Lisa: Hi [Teacher’s Name], this is Lisa calling and Nancy’s right here with me.

Teacher: Hey.

Lisa: Can you hear us Ok?

Teacher: I can hear you just fine.

Nancy: Ok. Did, uh, did [Other Teacher’s Name] tell you we had to do this on the last one?

Teacher: She did. I’m so sorry about that. But I am ready.

Nancy: Alright. Alright. And it works pretty well.

Lisa: Alright

Nancy: Ok? And you have your forms in front of you do you have the GAS form in front of you too?

Teacher: I don’ think we had been sent the GAS form. What I have is the 3 rd coaching summary report you know where it’s written and then the parents’ and teacher’s priorities and objectives.

Nancy: Ok, so you need to have the GAS form emailed to you?

Teacher: Yes. And I just checked back through my email and I don’t think I’ve received that yet.

Nancy: Ok.

Teacher: It reports what the GAS scores are but I don’ think

Nancy: Ok, I will ask him to send that now. Ok…Ryan’s sending it.

Teacher: Ok, I’ll just grab (inaudible)

Nancy: Ok, Ok. So, um, let’s start by viewing, uh, the tape and can you tell― shall we start we just looked at video one, which is the one for, um, playing.

Teacher: Ok.

Nancy: Um,

(papers rustling loudly)

Teacher: Playing memory games (inaudible)

Nancy: yes yes. So do you know which one that is on yours? Ok. So let’s watch that together.

(watching video)

Lisa: (inaudibly speaking to Nancy)

5:26

(video ends)

Nancy: Ok. Are there any others of that particular skill that last one?

Teacher: No, that’s what I—

Nancy: Ok. Ok. So, um, when you tell us what if that’s typical and look at the GAS form and what you think, um, how that’s scoring now.

Teacher: Ok, yes that’s typical for when she’s (inaudible-someone coughs) but I think even watching that I was pleased with how much more she’s engaging with the other person and when her friend [Friend’s Name], you know was kind of giving her directions which I tried very hard not to give her the verbal prompt. So there were a few times when she was kind of biting the card and ignoring the direction but when I kind of moved my hand you know she got back to it

Nancy: What was she doing when you were doing that with her hand?

Teacher: Well sometimes she’ll just try to take the card and do different things with it rather than playing with it. That was enough prompting just to move her hand back; you know when they are flip-flopping the card—

Nancy: Ah.

Teacher: and then it’s her turn

Nancy: Uh-huh.

Lisa: Was that kind of an unfamiliar act― game for her? I mean, does she know how to do it or is it—

Teacher: She knows how to do it but I believe somewhere else she was playing it differently where they get to take them and put them in their lap

Lisa: Mhmm

Teacher: But I wanted them to be out so that we could see what was matching.

Nancy: Oh, Ok. So—

Teacher: We weren’t playing the typical way we just had a few of them out and they were supposed to take one and match it to that.

Nancy: Ahh Ok.

Teacher: And she had been somewhere else playing it differently and for that one we had also just switched you know we had Spongebob and Dora (muffled-inaudible)

Nancy: Right right. So when you look at the GAS form—

Lisa: Well let me just ask before we do anything. [Teacher’s Name] do you have any other observations, um, on that one before we go to the GAS form?

Teacher: Uh, probably I guess my biggest observation is compared to the beginning when we first introduced the skill she was just looking everywhere (loud noises covering up what [Teacher’s Name] is saying) aware enough that somebody else is playing

Lisa: Uh-huh.

Teacher: she realized there was a friend there or another person (loud noises covering up what [Teacher’s Name] is saying)

Lisa: Uh-huh Ok. Good.

Nancy: And what do you think are the things that― I mean she was very aware of the turn taking and kind of exchanging the card. What do you think are the things that helped that?

Teacher: (loud noises covering up what [Teacher’s Name] is saying) “I am waiting” that really helped remind her what she was doing.

Nancy: Right.

Teacher: Um

Nancy: And she’d say, “It’s a match” (laughs)

Teacher: Right, and like you had suggested last time that I give up verbal cueing you know she would always look to me and after practicing it I had felt like I kind of took myself out of it and found that helpful

Nancy: Mhmm.

Teacher: without a directive and also I believe that our peers are starting to improve. Because the other kids who also are now able to encourage her you know they have also gotten the idea of what they are doing.

Nancy: Right. They’ve learned it too.

Lisa: Ok, have you got the GAS form?

Teacher: Yes.

Lisa: Ok. Um, let’s, they way that we, uh, wrote this for the zero level was that she would go through at least four exchanges with peer prompts only. And then the minus one is uh maybe she could with maybe a couple of exchanges instead of the whole four with peer prompts only. Um, and then the plus one is, um, maybe six exchanges.

Teacher: Right. Well I didn’t count the cards that were there, but on a regular basis I think STUDENT goes through five or six exchanges.

Lisa: Mhmm.

Teacher: But I don’t know if you count when I’m reorganizing her cards. Like if she’s dropping it, helping her to get it back I don’t know if that’s counts as uninterrupted.

Lisa: Yeah, that’s a good question, um, that’s a question I have as well. What would happen if you weren’t there at all and would they take turns? ‘Cause we don’t really say she has to play correctly or that she has to, you know, it’s just that kind of that idea of taking turns you know with another person. And I just wonder, um, if there’s a way to test that out. You know, where the peer might be prompting her only so the adult doesn’t have to be there to provide any of that kind of redirection. What do you think?

10:07

Teacher: Um, I guess that’s kind of a tricky one

Lisa: Mhmm.

Teacher: because STUDENT will sit and do what she’s asked to do but will often she wouldn’t pick that if a friend was playing with her. However, if I set them up and then left I think they would go through the process you know get up and leave if I set up the exact same thing. You know, I think they would go ahead and do it however I don’t think they really love to take turns I think they’d have to get started.

Lisa: Ok.

Teacher: for STUDENT or where your partner was.

Lisa: And we don’t really have that in the goal that she has to start it independently with a peer―

Teacher: No.

Lisa: It’s just once the game gets started. That they’re able—

Nancy: You know, when I was watching that, uh, [Teacher’s Name] you weren’t prompting the exchange but by you kind of, um… physically getting in there to straighten them then as it went on one time you did prompt the exchange with it and I counted three to four exchanges that they did completely on their own.

Teacher: Ok.

Nancy: So they can do it but almost the physical prompt in there disrupts that somewhat

Teacher: Ok.

Nancy: So if you can practice with them getting started and then stepping back and then giving your direction only to the peer so if it starts you know getting disruptive suggest to the peer how to get her back on.

Teacher: Ok, I can try that.

Nancy: And and try that. I think she can get to that zero level. You know? And and get that and and always with STUDENT what you got is that attention issue. But she really, you’re absolutely right, she’s engaged with the game, her little peer, is very much into the game and do you know where she’s playing it that’s different?

Teacher: Um, I’m not sure. She could be playing it at home or—

Nancy: or at the other place—

Teacher: you only need to see something once, you know

Nancy: I know.

Teacher: Once you have played where you turn them over and then you try to remember.

Nancy: Right.

Teacher: But there are no peers in the class who can play it that way with her. Or I think she probably could—

Nancy: Exactly. And she may play it at home. And what have is written is that she does it with three different structured?

Teacher: Yeah, we also do it with scarves when they’re dancing to take turns with it switch with the scarves, and also with hammering― peg hammering, and we’ve also done, but we haven’t done it lately, with the ball game.

Nancy: And how does she do with those?

Teacher: Yeah, um, she does fine. That I feel like the desk game lends more to exchanging the cards

Lisa: Yeah.

Teacher: And sometimes it’s hard for her to bend down and get the card and do the exchange. So I feel like the memory one is the most obvious you know when I’m sending you a video

Lisa: Uh-huh.

Teacher: (inaudible)

Nancy: So like with those scarves she can do it with just a peer?

Teacher: Yep.

Nancy: Uh-huh. So she’s really very close.

Teacher: Yeah I think so. I feel like I’ve seen huge ability growth in her

Lisa: Mhmm

Teacher: I mean before she didn’t even want to give up her turn

Lisa: Yeah

Teacher: or stop or acknowledge that she had to stop and wait.

Lisa: So with the scarves where it’s not so structured how does that work? Do you have music and then when the music stops—

Teacher: We play music and when the music stops you give yours to a friend.

Lisa: Ok. They don’t have to use words or anything they just kind of exchange.

Teacher: Right. So that isn’t so much give a card say “my turn your turn”

Lisa: Uh-huh

Teacher: It’s not so verbal they just know because they’ve done it before

Lisa: Mhmm. Ok.

Teacher: You know what I mean? I don’t know if some of the activities count so much as turn taking rather than part of the twist or that’s just part of the game because the whole group is doing it.

Lisa: Yeah. You know that’s a good question but there is that sense of turn taking. When you have to—you’re getting something back you’re not giving something up but there is this idea that something has to happen and there’s an exchange going on.

Nancy: Well, I think we’d written Ball and Scarf Dancing in as a possibility because in the beginning she really wasn’t doing this at all.

Teacher: Right, right. And even for awhile with the (inaudible) we’re doing this sitting on the floor with your legs open roll in a ball.

Lisa: Yeah.

Nancy: Right… Right. And so--

Teacher: That’s very easy for her however she’s not very interested in it

Lisa: Yeah

Teacher: So I’m trying to go with activities that are interesting to her

Lisa: Uh-huh

Teacher: She’ll do it just because she has to because we’re there but she’s not really putting initiative into it.

Lisa: Mhmm

15:11

Lisa: Ok.

Nancy: So so what score would you think, you know, with all this discussion, she is right now?

Teacher: I would hope she’s at least a zero ‘cause that’s the level that she’s able to play through the exchanges… Although it’s not the end of the school year, we do have another month.

Lisa: Yeah.

Nancy: Yeah and it she’ll be evaluated, I mean, somebody’s coming out to do an independent evaluation, um, and so they’ll talk to you about the data. We talk about also doing it at the optimum level with her, something for that one so that they know can see her at her optimum with no adult cueing and so we want… today because of the adult prompting she wasn’t shown at the zero level. But as you say she’s doing that with some of those other things.

Lisa: So most consistently she’d probably be at the zero level. But, um…

Nancy: Right. But today it was more at the minus .5, I guess.

Lisa: Does that make sense [Teacher’s Name]?

Teacher: Yeah, I understand.

Lisa: Ok.

Teacher: That’s why I think the video really does help. You know, in my mind what I see

Lisa: Mhmm

Teacher: and then what I see when we look back at it. So that’s good.

Lisa: Yeah, yeah. And then let’s update the teaching plan to make sure we’re working from the most current version. I don’t think much has changed on that, yeah. Uh, this should be the last page of the teaching plan.

Teacher: (reading from teaching plan- inaudible)…

Lisa: I’m sorry? I didn’t catch what you said?

Teacher: Oh I was just saying it as I was looking at the manual.

Lisa: Oh, Ok. And can you just go through those bullets and let us know what you’re doing right now?

Nancy: Well, just if anything’s changed.

Lisa: Ok.

Nancy: I think if you just read through it and say “is this really” because this is kind of a record on how you’ve gotten her to do this.

Teacher: Right.

Nancy: And if there’s anything that’s different…

Teacher: Right. Oh, Ok, um… Ok. The identifying sociable peers, I’ve done that we’re coaching them on how to take turns saying, “my turn, your turn.”

Lisa: Uh-huh.

Teacher: Yeah, we’ve tried changing the positioning

Lisa: Uh-huh. Yeah.

Teacher: I know on your last report it said you wanted video of the teacher sitting right there. You know what I’m talking about? I do find that, if I’m the one taking the video

Lisa: Uh-huh

Teacher: I do find that if they think that no one’s around, so maybe that answers your previous question. When they don’t think someone’s there sometimes they continue going on their own.

Nancy: Mhmm.

Teacher: But see they’re still aware that I’m there taping. My question is would they run off if I’m not right there?

Lisa: Yeah.

Teacher: But anyway I have tried to, the second bullet point, where they’ve been in relationship to each other

Lisa: Uh-huh.

Teacher: I found if I moved the groups where everyone else isn’t; instead of the table where they’re looking at each other I’ve noticed a huge difference on the results

Lisa: Ok.

Teacher: Without the adult being the focus.

Lisa: Uh-huh

Teacher: But then other times (inaudible). But then I’d pop myself back in there because you wanted us in there. Set up situations using objects of interest. Um, yeah, STUDENT’s very interested in like the SpongeBob and Dora that’s why those two memory games are my favorite to use.

Nancy: (quietly speaking to Lisa)

Teacher: If I was to use her favorite toys and have her sharing with someone I think it would be even harder, but maybe I should try some of that. She has a favorite basket of Dora figurines.

Lisa: Yeah, it’s one of those judgment calls because if it’s too much of an interest then it can also become an environmental challenge for her, you know.

Teacher: That’s why I haven’t done it because if it’s so precious I’m not sure that she could

Lisa: Yeah, yeah

Teacher: turn take with that.

Lisa: Yeah, right.

Teacher: Yeah it could be like the scarf game but instead of with the scarf switch the character we were holding that would be extremely stressful for her.

Lisa: Yeah, I wouldn’t do that then.

Teacher: Ok. Well, provide direct instruction when taking turns; we’ve done that through reading a social story and showing her a picture of turn taking

Lisa: Uh-huh.

Teacher: and also showing her a video.

Nancy: Showing her a video?

Teacher: Yes. It’s funny I have shown her pictures of herself and she’s not all that interested.

Lisa: Oh, Ok.

Teacher: I mean she’ll look at it but I was surprised I thought she’d take more of a fancy to it; she might want to hold it―

Lisa: So that’s really one that you’ve tried that doesn’t seem to really she doesn’t seem to be responding to.

Teacher: I mean she looked at it but she wasn’t overly interested she’ll want to see some things a lot.

20:10

Nancy: But she watched other children taking turns.

Teacher: Yeah

Lisa: Oh on the video other children taking turns

Teacher: It was actually printed, “Oh look! She’s looking at his face”

Lisa: Oh that’s right.

Teacher: She watched that very nicely and you know we’re getting along with it but then it wasn’t something she wanted to watch again and again.

Lisa: Uh-huh, right.

Teacher: And I, yeah.

Lisa: Ok.

Nancy: It’s interesting; you wonder what STUDENT’s concept of herself is.

Teacher: Well, right. Because she will look in the mirror and she really likes watching herself in the mirror she knew that was her because when I said “Who is that?” “That’s STUDENT”, you know.

Nancy: Yeah.

Teacher: So she knew it was herself

Lisa: Uh-huh

Teacher: And I did not put it up on the big screen it was just the little tiny screen

Lisa: Mhmm.

Teacher: Still a lot of kids want to see what it is. Typically they’re very curious about what it is

Nancy: Mhmm, right.

Teacher: It’s almost as if part of her, and she does have cameras running all the time (inaudible)

Nancy: Yeah, that’s right.

Teacher: Possibly. You know, (inaudible). Ok, activities involving turn taking we have a my turn card. We have been able to do that.

Lisa: Uh-huh.

Teacher: I think that has been a huge help for her. We did find one day we couldn’t locate the red and green my turn your turn

Lisa: Mhmm

Teacher: so I just wrote them on paper and she did just as well

Lisa: Ok, yeah.

Teacher: Um, make a video of children taking turns…And I know she’s doing it at the community center (inaudible)

Lisa: Ok.

Teacher: And the reinforcement, yeah, I even have to remind them to say “good game” and then she said thank you and ran off and then really it STUDENT’s reinforcement is to return to her preferred toy.

Lisa: (laughs) Yeah.

Teacher: I mean she doesn’t like any particular stickers or a treat.

Lisa: Yeah.

Teacher: But I think if it were her (inaudible) “Good job, good game!”

Lisa: Mhmm.

Nancy: You know let me clarify something. I think that you got something about, um, this fourth coaching summary and there was something about that reminded teachers that we need to see them teaching the skill.

Teacher: Yes.

Nancy: That’s what you were referring to—

Lisa: Oh, Ok.

Nancy: And and; however, it doesn’t necessarily, I mean if you get the whole thing set up and you’re to the side where you’re cueing the peer that’s fine.

Teacher: Ok.

Nancy: It’s just that we have some teachers that we rarely ever see them in this skill—teaching this skill. We may see the—

Teacher: But then I look back and I say “I haven’t been”—and I mean normally—

Nancy: And your’s

Teacher: and how can you say that when you’re not in—

Nancy: Right.

Teacher: ―in there.

Nancy: Right. Right. So, so that’s what that was referring to. So you don’t have to worry about—

Teacher: (inaudible)

Nancy: Right. If you can set it up and I don’t think with them playing the game doesn’t necessarily mean you’re nowhere around because it appears to me that you need to be giving some cues at times to that peer. And that’s fine. It’s to just try to keep the peer responsible for keeping the flow going and it really looks like they’ve got the game, the idea and want to play to the finish of the game. Ok?

Teacher: Oh yeah, I agree.

Lisa: Yeah

Nancy: Uh-huh.

Lisa: Um and then just the same questions we ask every time [Teacher’s Name]. How many times a day or week is this worked on?

Teacher: Um, you know, at least, gosh that’s a hard question because we don’t take data but we probably do it between 2 and 3 times a day.

Lisa: Mhmm.

Teacher: With sharing toys at circle time, at least once a day I try to do a very direct one—

Lisa: In a real structured way, yeah.

Teacher: You know, I think we do it formally like once (inaudible) but at least once a day.

Lisa: Right and you’re working on this with her. Is anybody else working on this skill with her?

Teacher: Yes, both of the teacher’s assistants

Lisa: Ok, Ok.

Teacher: You know it’s not always me that day or we have two high-school helpers.

Lisa: Ok. Great.

Teacher: They’re very good at that too.

Lisa: Alright, I think we’re ready to move on to the next one.

Teacher: Ok.

Lisa: Now, we’ve got four videos here and, um, let me see…

Teacher: It was the walking video, I couldn’t tell which one might be a preference to you, so I sent two of those.

Lisa: Ok. I’m just gonna pull up, the way they’re labeled here is this next one’s video 2 and I’ll see which one; this looks like a walking one here. So we’re gonna watch that one.

Teacher: Ok, what is she wearing

Lisa: She’s got that little—

Nancy: Pink, pink

Lisa: Yeah.

Nancy: Pink skirt and a pink tights on. Pink.

Teacher: Ok, hold on.

Lisa: Ok.

25:02

Nancy: Pants.

Lisa: Ok. Alrighty.

Teacher: Thanks for all the good input.

(watching video)

(Lisa and Nancy speaking inaudibly)

(phone vibrates)

Teacher: Batteries going to run out but I wanted to show that I left her room and even her sight

Lisa: Yeah.

Teacher: and she still stayed there.

Lisa: Yeah.

Nancy: She gets her feet going!

Lisa: Wow. Ok.

(video ends)

Nancy: That is impressive!

Teacher: Yes, she really has come far.

Nancy: Oh yeah.

Lisa: Now did you say there is another one too?

Teacher: Yes, I believe there’s one other requesting, I have so many of them here; what else do you have?

Lisa: Well, let’s see video 3

Nancy: Video 3

Lisa: Video 3 is a picture of her requesting. And then let me go back to the video 4. Um, that’s a walk one too.

Nancy: But she has green on.

Teacher: Yes, that one I have also.

Lisa: Should we watch—

Teacher: I’m sorry I sent you two, um…

Lisa: Go ahead.

Teacher: I think she reads the social story it’s just a little bit different but it’s still the same concept. Do you want to watch that one too?

Lisa: Sure.

Teacher: Ok, go ahead.

(Plays video)

Teacher: (commenting on video) She has to sing a song every time she sees that word.

Nancy: (laughs)

Teacher: (still commenting on the video) They saw the camera.

Lisa: Oh. (laughs) She clearly has waiting.

Nancy: Oh yeah.

Lisa: She understands it.

29:59

Lisa: You know, “Can I go for a walk”

Nancy: And she looks but she stays with you. I love the way she pivots the foot.

Teacher: Yeah she has the idea of my feet will not move—

Nancy: Yep! One foot needs to stay down. (laughs)

Teacher: I guess I must have sent two because you can see I got out of her site line for some of them.

Nancy: Yeah.

Lisa: M’kay. Okay.

Nancy: Yeah.

Lisa: Alright.

(Video ends)

Nancy: Well she’s got that, very good.

Lisa: What observations, um, do you have [Teacher’s Name]? Or any comments that you want to share?

Teacher: Um, none that I can think of. Except that she does have the idea that she is allowed to wait and talking. You know sometimes she does asks things that seem very appropriate “Oh can we go now”

Lisa: Yeah.

Nancy: Mhmm.

Teacher: Because that’s what a typical child would ask and that part didn’t bother me but sometimes she would start running ahead of it. But she did have the idea that that’s what we’re practicing and that’s what her job was.

Lisa: Yeah. Yeah, um, and looking at the GAS form where would you say she’s at?

Teacher: Uh, let me check.

Lisa: Because the way that we wrote it was that she would, um—

Nancy: with written and/or visual cues

Lisa: Yeah, and that she would do it for at least a minute at arm’s length. Um and then the plus one was maybe she does it for one and a half minutes maybe she’s a little bit more at a distance and you kind of tested the limits there when you went into the other room, that she still stayed there so you didn’t have to be right next to her.

Teacher: Right.

Lisa: Um… or maybe she’ll even wait for a couple of minutes I mean we clearly saw her today at the zero level don’t you think?

Nancy: Oh yeah.

Lisa: So the question is, “is she at plus one or plus two?” Uh [Teacher’s Name] what do you think?

Teacher: I think she was at least strongly at a plus one. Uh, I guess the part I’m not so sure about is sometimes she will be running a little further than an arm’s length so I’ll typically move her back closer.

Lisa: Mhmm.

Teacher: Over time, I don’t know how to measure that, I feel like that has improved too. Having to hold her closer or

Lisa: Mhmm.

Teacher: kind of remind her to stay with me.

Lisa: What if, I’m just curious, if she was starting to get ahead of you and you stopped, I mean, does she look back to you?

Teacher: She does. Yes, she’ll get a little ways ahead but she wouldn’t always walk back sometimes she kind of just stopped there and be stuck

Lisa: And wait for you to come to her?

Teacher: Just kind of looking at me, yeah, yeah.

Lisa: Uh-huh. What Nancy?

Nancy: I guess it’s a percentage level and waiting longer. She clearly waited for the minute.

Teacher: Right. We’ve gotten up to two minutes and even longer.

Nancy: Oh, Ok.

Lisa: And she walked into the other room.

Teacher: [Other Teacher’s Name] and I were talking and she walked out the door and STUDENT and I were walking and we went up to like three minutes.

Nancy: Wow!

Teacher: We were just talking about something we needed to finish and she was sitting there singing a song very patiently and I really thought that was huge growth.

Lisa: Mhmm.

Teacher: You know, kind of unexpected

Lisa: Yeah.

Teacher: (inaudible) standing there that long but she clearly did.

Lisa: And did she have a visual cue then or was that sort of just spontaneous?

Teacher: She had the visual cue; she and I were going on her walk.

Lisa: Oh, Ok.

Teacher: So, you know, “I am waiting” um

Lisa: Uhh-huh

Teacher: towards the three minutes that’s when I went to look at it and she did grab up and she was ready to go. So she was going to exchange her cues. You know so I said “no” and I replaced it and we’re going to wait and then on my decision I switched the cue out of her―

Nancy: How do you think that she how did you teach her the concept of waiting means you really don’t move or you stay in this spot?

Teacher: Well, I had written into the social story

Nancy: Ok.

Teacher: “I am waiting, my feet do not move” So those are different things you do―

Lisa: So you teach what waiting is, yeah.

Teacher: Right. “I can look around, I can sing a song, I can talk to my friend” so I showed her that and then I also made a little visual dialogue of her in the different steps.

Nancy: Be nice to have that.

Teacher: Where she’s waiting in the room and then she’s walking with men and then she was walking outside

Nancy: I’m gonna ask her.

Lisa: Mhmm.

Teacher: and so I also try to give her that and have that written on it.

Nancy: Let me—

Teacher: social story with her

Nancy: Let me ask you something does her mom know she can do this?

Teacher: You know she and I have had relative contact so I don’t know. I’ll see her on the 14 th for a conference or I can even go there and ask her.

Nancy: And it would be great to show her the tape.

Teacher: Yes. Yes. I will.

Nancy: Yeah and and see also what a difference reading that makes and having that visual reminder.

Teacher: Ok I will make

Nancy: Yeah.

Teacher: (inaudible) that would be good.

Nancy: That would be really really really good.

Teacher: And then her older brother happens to come in, he’s a high-schooler

Lisa: Uh-huh.

Teacher: the oldest one

Lisa and Nancy: Uh-huh.

Teacher: doing a Autism—

Nancy: Oh he’s coming in now?

Teacher: No, he’s not Autistic he’s doing—

Nancy: No, I know that.

Teacher: He came in a few weeks ago to observe my classroom.

Nancy: Oh he did?

Teacher: It was neat to hear from his perspective things that he noticed were different.

Nancy: What did he say?

35:18

Teacher: Oh I said, “I hope you’re (inaudible)” and he said “Yeah, she would never just play like this.” You know, he was surprised she was even sitting on the floor playing with toys and that he could come up and sit near her he said, “She’s usually over by the mom or just doing her own thing.”

Nancy: Really…

Teacher: So to me I was very excited to hear that she is doing different things.

Lisa: Right.

Nancy: Yes. Yeah.

Teacher: So I think that will be used with her mom as well.

Nancy: Yeah. Yes, I do too.

Lisa: Now, I’m trying to recall was her mom concerned about visual supports? I think she was wasn’t she at one point?

Teacher: Yeah.

Nancy: Yeah, she was that was—

Lisa: Because this is something that even her having a copy of those that would be easy for her to pull out of her pocket or something to remind her.

Teacher: Right, but her concern was when I talked to her was that STUDENT would be able to do it also with just a verbal cue, you know—

Lisa: Right.

Teacher: if she’s about to run across the road

Lisa: Right.

Teacher: she doesn’t have to stop and she has to verbal cue

Lisa: Right. Right.

Teacher: that STUDENT has—

Lisa: Right.

Nancy: And it’s just that, you know, you’re really using that strength of STUDENT’s that she can read

Teacher: (inaudible)

Nancy: Yeah, and because she can read you also have the option if you don’t have something with you to write something down for her.

Teacher: Right, yes.

Nancy: Right?

Teacher: See the exact one that she will take anything

Nancy: Well, yeah. That’s really good, great. (Nancy speaking over Lisa inaudible)

Lisa: Well she seems to be, I think we’re both seeing her at a plus one?

Teacher: Yay!

(laughter)

Teacher: I like that!

Lisa: And then how many times a day or week is this worked on?

Teacher: Um, at least twice.

Lisa: Ok.

Nancy: Twice a day.

Teacher: And probably unofficially more

Lisa: Twice a day?

Teacher: Yep.

Lisa: Ok. And you’re keeping data. Um—

Nancy: And she can do it with any of you not just you?

Teacher: Yeah.

Nancy: Ok.

Lisa: And let’s just, we’ll just let you go through the teaching plan and let us know—

Nancy: if anything’s changed.

Lisa: if anything’s changed.

Teacher: Ok. Uh, hold on let me find that… Ok, yep. We use the social story… um and we do read the social story one of the times when we’re directly working with her we read that once a day but the other times you know we’re walking or we’re eating lunch or we’ll stop (inaudible)

Lisa: Mhmm.

Teacher: Uh, showed her the video

Lisa: Oh! She did see a video of herself?

Teacher: Yes, she did.

Lisa: Now how did she respond to that?

Teacher: Again I mean she watched it but she wasn’t particularly interested

Lisa: Right. Ok.

Teacher: Sometimes though she’ll comment on what she’s wearing

Lisa: Oh.

(laughter)

Nancy: You can tell that.

Lisa: So that’s why she’s watching it.

Teacher: She’s checking herself out.

Lisa: Right.

Teacher: Um, so let’s see she’s seen the self-modeling that’s one I often do the social story with her on the iPad with her in it.

Lisa: Oh, uh-huh.

Teacher: That, you know I use voice I was reading (inaudible) So I really liked that.

Lisa: That’d be great to get a copy of that and even your written social story. Did you already say that Nancy?

Nancy: No, I said we should—it would really be good to have her social story ‘cause then when we show a tape of her doing this, you know you can show the social story because that’s been very helpful for her to learn this.

Teacher: So then I will send that to you her social story.

Nancy: Uh-huh.

Teacher: And I’ll send you the walk with me and wait cards.

Nancy: Okay. Great, great.

Teacher: The other thing how do you want my data? Do you want a current copy of my data? Or do you have enough?

Lisa: Uh, we have enough for now. When we go out, and we’ll talk about at the end about what’s going to happen at the final, but at the final maybe we can just get a final example.

Teacher: Ok, alright. And for the iPad story what if I would try to take a picture of it with the flip camera?

Lisa: Oh Ok, yeah.

Teacher: You know I’ll have it playing and then try to mail that to Ryan?

Lisa: Yeah.

Teacher: would that be helpful?

Lisa: Yeah, or you could just keep it on the camera and when we pick it up at the end it’ll be there.

Teacher: Ok. Why don’t I do that. I also on the app I bought I downloaded a free social story on taking turns and

Lisa: Yeah.

Teacher: I got a really good one. So I’ll take a picture of that for you too.

Lisa: Ok.

Teacher: That one I thought was very helpful for a lot of the kids.

Lisa: Mmm.

Nancy: What works the best for on reinforcement for her?

Teacher: Um

Nancy: for this?

Teacher: Verbal reinforcement is always what I did and actually the reward was that we were going back to the room. So she was back to her routine. She always likes going back to the room.

Nancy: Ok.

Teacher: she’ll say “Am I going back to the room now?” You know

Lisa: Mhmm.

Teacher: Kind of like she’s done working for the day.

Lisa: Yeah.

Teacher: So I just do (inaudible)

Lisa: Ok.

Teacher: (inaudible) and when she’s not doing the desired activity she loves this one box of toys

Lisa: Mhmm.

Teacher: After she’s done her (inaudible) you know but that’s her choice behavior.

Lisa: Uh-huh.

Teacher: 3 times

40:32

Nancy: Now when you’re doing—when you’re planning for her you’re getting ready to transition her, right?

Teacher: for going to kindergarten.

Nancy: Ok. Will she go all day?

Teacher: Yes.

Nancy: Uh-huh, Ok.

Teacher: All day in General Ed with Special Ed support.

Nancy: Ok.

Lisa: Wow.

Nancy: So so some of this in the video too might help there too

Teacher: Yeah.

Nancy: Yeah.

Lisa: Ok. Are we ready to move on to the last one?

Teacher: Yep.

Lisa: Alright, um… so I think that’s number three here… Ok. Um, we’re just getting ready to start the video

Teacher: Ok hang on is it―

Nancy: She’s sitting at the table

Teacher: Ok.

Lisa: Yeah, across from you. And you have some pretzels.

Teacher: That’s very—she’s—yeah, Ok.

Lisa: Ok.

Teacher: Ok, go ahead.

(plays video)

(video ends)

Lisa: Ok.

Teacher: So I guess it was just the first two requesting; that she wanted the juice and then she wanted a straw. And the first time she doesn’t say my name and then when I tell her to

Lisa: Uh-huh.

Teacher: she did…

Lisa: Ok. Ok so I mean she was speaking clearly. You know, she was much more easier to understand.

Teacher: I agree.

Lisa: Yeah.

Teacher: But she does it throughout the day all the time. You know what I mean? I just wish the camera could be running all day.

Lisa: Uh-huh.

Teacher: When we are with the whole group she’s requesting inside the classroom she really does wonderful with it. And then she’ll say it and sometimes she’s not really saying it to anyone so then you kind of wave at her and she’ll give you something.

Lisa: Ah.

Teacher: and say it. So, um, yeah I’m excited for when we have another extra person in the room to take the video. Hopefully in multiple different situations we’ll see her requesting.

Lisa: Ok. And do you have any other observations from the video?

Teacher: Uh, no just that I really think she understands the process of requesting

Lisa: Uh-huh, yeah.

Teacher: when she screams and not when she just blurts out what she needs.

Lisa: Right.

Teacher: (inaudible) You could tell from the beginning until now that she really understands

Lisa: Right, the purpose of it.

Teacher: And then it has to be a conscious decision for her every time, you know, it’s not coming out naturally every time but she does get it

Lisa: Yeah. And I thought that was a really nice just structured situation where you clearly had her attention and it was just clear what it was that she was supposed to do, you know? Um, and [Teacher’s Name] what do you think though she would’ve done if you just sat there?

44:44

Lisa: So you had her juice, you kind of had the snacks close to you…

Teacher: Um, she would’ve asked for something but not for quite awhile. Or if she wasn’t hungry she would’ve said “Can we go to the class now?”

Lisa: Uh-huh.

Teacher: Because I have tried that but then it goes over the three minutes, you know if I just sit and wait. That’s why when we aren’t doing it directly with her in the classroom sometimes it will take a few minutes but everyone else is requesting what they want she will request too.

Lisa: ‘Cause she’s kind of got that visual—

Teacher: Even in the cafeteria you think, “Ok, if you want to wait for her to request you have to wait a very long time.” Then I don’t do a verbal prompt I just do wave trying to get her attention

Lisa: Mhmm.

Teacher: we put her desert in the middle of the table

Nancy: Does it help when she sees other kids doing it?

Teacher: Um

Nancy: Or not?

Teacher: It probably does, yeah.

Nancy: Uh-huh.

Teacher: We don’t have a lot of verbal kids, we have some.

Nancy: Right.

Teacher: So usually my way to make her ask is I’ll take her preferred items off her tray as soon as she sits down and put them out of her reach in the middle of the table. Then she’ll kind of eat the things she normally eats and then she’ll start looking around and then ask.

Nancy: And then she’ll ask―

Teacher: But also at the same time she’s become very independent. You know, I am so glad when she can do her straw by herself or reach what she wants

Lisa: Right.

Nancy: Right.

Teacher: You know getting closer to that kindergarten level where she’s ready to need help with position

Lisa: Mhmm

Teacher: Another time, maybe when the next person comes to see, during circle time we have a lot of choice taking “I want a turn with the bag” or “I want a turn with the—

Lisa: Mhmm.

Teacher: papers that we’re putting together” and she will ask that spontaneously.

Lisa: Mhmm

Teacher: Which I think is (inaudible).

Lisa: Mhmm

Teacher: Whereas before she wasn’t nearly as engaged with what was going on

Lisa: Mhmm

Teacher: or asking for a turn asking for―

Nancy: And I think that the way this is written is that sometimes she did not get that she needed to communicate to somebody

Teacher: Right.

Nancy: So it was either saying the person’s name or having some kind of gesture or—and here she was looking up to do it. But clearly that idea that you’re communicating with somebody…

Lisa: And you said that, um, that you might have to wait like three minutes for her to even make a request if you were waiting for her.

Teacher: Right.

Lisa: Ok... Let’s look at the GAS form and see where she’s at. So at the zero level what we’re wanting her to do is to gain somebody’s attention or give some kind of gesture or verbally indicate three times a day, um, and we’re assuming this is independently. Negative one is maybe she does it maybe 40% of the time with, uh, a cue. And then plus one is, um, maybe she’s doing it with different adults, uh, maybe she’s doing it maybe five times a day or more consistently throughout the day. I guess the thing is it’s kind of like with the other one with, um, the turn taking?

Teacher: There’s so many variables.

Lisa: I just wonder with, um, you know I mean we didn’t specify in here that it might take her three minutes to say what she wants um, but just to see her not be in the pattern of responding when somebody asks her “what do you want?”.

Teacher: Right. Yeah, I think she has gone beyond “STUDENT what do you want?”

Lisa: Yeah.

Teacher: without asking, you know, she’ll initiate and generate items of what she wants

Lisa: Mhmm.

Teacher: and tell you

Lisa: Uh-huh

Teacher: you know and I mean when we’re sitting at the table she’s supposed to ask for something and she does it more on command then but she won’t looking for a favorite toy or an item sometimes when we’re at the craft table and say, “Oh what do we need?” oh she needs glue and she doesn’t have it so she has to go find it

Lisa: Uh-huh

Teacher: and you know find the adult at the craft center

Lisa: Yeah, yeah.

Nancy: So in that particular situation if you hadn’t asked her “What do you want?” um… you think eventually she would ask for it but it might take a long time?

Teacher: Right.

Lisa and Nancy: Mhmm.

Nancy: Ok.

Teacher: Depending on how thirsty she is I mean she was pretty thirsty so she made the request for that sooner.

Nancy: Ok.

Teacher: But I do see her generating requests without being prompted without the, “What do you want, what do you need?”

Lisa: Yeah.

Nancy: Mhmm, mhmm.

Lisa: Yeah. Ok, well so um in there I wonder you were asking her and you know the thing is this is the where it gets tricky because it’s appropriate for an adult to say “Well what do you need?” and then have a response. And I guess—

Teacher: Well we could like at ten o’clock no one was in the room and one of the teacher assistants was out

Lisa: Yeah.

Teacher: taking the thing out, “Come on” you know? Let’s get on with this

Lisa: Yeah.

50:01

Teacher: Yeah, looking at it from your perspective I see what you mean.

Lisa: Yeah.

Teacher: she was prompted.

Lisa: Yeah, uh-huh.

Teacher: asked

Lisa: Yeah, you know but I mean she’s clearly at the negative one you know, I mean, um, and I think that she probably—

Nancy: At least.

Lisa: couldn’t—yeah, at least. Yeah, could clearly either be doing better than at the negative one um, we just didn’t happen to get to catch it there so…

Nancy: But you would say consistently where do you think she is even though whatever we saw in the tape—

Teacher: Throughout the day throughout the many experiences and opportunities that she has she is requesting so much more and I think she’s almost a plus one.

Lisa: A plus one?

Teacher: Yeah.

Lisa: Ok.

Teacher: You know three times a day, telling an adult—

Lisa: with a couple different adults, uh-huh

Teacher: aided by herself.

Lisa: Uh-huh, Ok. Um, [Teacher’s Name] did you—

Teacher: sometimes I could definitely say that.

Lisa: Uh-huh.

Teacher: ‘Cause she’s requesting a lot.

Lisa: Could you, um, did you get like this little tripod that came with, that should’ve come with the little camera?

Teacher: You know I think I did, yes.

Lisa: What you can do is experiment with that. Because the reason why we gave that incase we have some people who don’t have anybody to help them taping at all

Teacher: Right

Lisa: and you can just screw that on there and then you can set it up and play with it so that, um, you know it’s during circle time and you’re the only one there or whenever, you know, that you can just let that play.

Teacher: Let me see if I still have it.

Lisa: Yeah.

Teacher: They said that my computer—Oh yes! I have it here.

Lisa: Ok. Yeah, so just play around with that because that might that will give you a little more flexibility.

Teacher: Right.

Nancy: And and that will be the tricky thing when someone comes out to tape; they won’t know what group or anything and we certainly would like her to have them see the optimal

Teacher: Right.

Nancy: with her and so you want to you know um see what situation she naturally will do that kind of uh

Teacher: I will try to, when Ryan came like make him a little graph of our teaching plan. (inaudible)

Nancy: And it’s a little hard ‘cause they’re there at a certain time you know and it isn’t always the naturally occurring times but clearly she’s got the idea of asking—

Lisa: Well and [Teacher’s Name] you’ve got very, um, well structured activities designed to teach all of these skills. You know which is going to help

Nancy: Mhmm

Teacher: Is that good are you saying—

Lisa: No, no that’s good that’s very very good. The reason I think that’s so good is that sometimes when kids are pulled out of their routines because you’ve got such a well, you know, set up activity for each one of those skills it’s going to be easier for her to demonstrate what she can do.

Teacher: Right.

Lisa: It’s a good thing.

Teacher: I mean is that a good visual are you trying to see how she will, um, take that to another setting?

Lisa: I think that for when they come out make sure you can show them two examples one what she does at the zero level what we’re hoping to shoot for

Nancy: Yeah. That’s what we want, we hope that obtained what they get on tape will show her that she’s at least got that she’s met her objective.

Teacher: Ok.

Nancy: And if she does more, great. But we want to make sure she does and some of it the way it’s written means that the prompts aren’t there. You know that she does it—so that that’s because she is

doing well and you’re doing really well with the set up of teaching her and and we just want to make sure they see that.

Teacher: Ok, and I’ll share that with the assistants too.

Nancy: Yeah.

Teacher: Because I know that’s one of the hardest things even for me I can see in the videos how I do do a lot of verbal. You know you don’t realize you’re prompting anymore—

Nancy: Right.

Lisa: Yeah, but you’re doing a different type of prompting now, you know? You’re not doing as much verbal by far and she’s becoming more independent and she’s becoming more engaged, she’s becoming more “I’ve got to kind of scan the environment myself because I’m not going to be constantly directed”. So she is definitely looking very different than she did at the very beginning.

Teacher: Good.

Lisa: Yeah.

Nancy: Yeah.

Teacher: Because I see huge huge growth but I known her so much longer

Lisa: Mhmm. Yeah.

Nancy: yeah.

Lisa: So how many times a day for this requesting one is this worked one on?

Teacher: Oh, well it’s almost not worked on because all we do is prompt her and remind her when she says barks* something that she wants, you know? We don’t even we wait for her to say it the other way so her chart, her chart is with her

Lisa: Oh, Ok.

Teacher: You know, sometimes if we’re over at circle time and she doesn’t have the chart you know we’ll say “I want a turn please” you know “I want a turn” So I feel like it’s worked on throughout the day

55:05

Lisa: and this is the requesting? Ok.

Teacher: But I do take data on it, you know weekly.

Lisa: Ok. This is the requesting one, right? Giving the person’s attention and giving to express a need?

Teacher: Right.

Lisa: Ok. Um, so the way that we saw it in that structured situation, um, that’s not typical.

Teacher: Well, I mean that’s the time when I put out her little placemat

Lisa: Right.

Teacher: with her prompts on it, that’s when I most directly work on it

Lisa: Ok.

Teacher: You know during lunch time and snack time

Lisa: So maybe like once a day?

Teacher: Well at least twice a day

Lisa: Twice a day, Ok, gotcha.

Teacher: and then just each incident like, “I want a straw”

Lisa: Right. Right, right, right. Oh, Ok, yeah. That’s a good question.

Teacher: We’re probably (inaudible) lunch time—

Lisa: So within that time she’s given many different opportunities within those times she’s got several opportunities

Teacher: Multiple opportunities.

Lisa: Yeah yeah, Ok. Alright. Um

Nancy: Now the teaching

Lisa: The teaching plan we’ll finish up with that.

Teacher: Yep… That’s on the first page.

Lisa: Mhmm.

Nancy: Mhmm.

Teacher: Ok. Um, direct instruction, uh there was a social story in that, I’m not using it as much anymore when she needs something she needs the

Lisa: Ok

Teacher: more of the I’ll tap her on the shoulder and she’ll get a social story, um, and then for awhile there we were talking about the right volume and we’ll put our hands to our ear if she needs to talk louder.

Lisa: Mhmm.

Nancy: So that really has helped because she was—she’s doing—

Teacher: And then the last few examples that are in the classroom are just so much background noise from the other kids that’s why if it’s down out in the hallway (inaudible) the other day.

Lisa: Oh, Ok.

Teacher: Um, and the script rather being the script that I need it’s just a chart and I can send it to you of all the different people’s names on it in the classroom.

Nancy: Oh good. Ok.

Teacher: And all the things they need. [Speech Therapist’s Name] our speech therapist worked it out, and it was really nice

Lisa: Great

Teacher: And we have lots of copies of that and we use that, um, and midway down it says “make sure to allow time for her to respond on her own” and we have been giving her more time, it’s hard to show that on the video.

Nancy: Ok.

Teacher: saying “Tell me what you want again.” Ah, sabotage situations, sometimes I won’t put her carpet square out when they come and find their carpet squares so she needs that

Lisa: Mhmm

Teacher: and the basket where she puts her notebook that won’t be out so she needs to find someone and she is getting better at going to find someone not just standing there. For awhile she would just stand in the spot and not really know what she needed

Lisa: Uh-huh, good.

Teacher: and being more verbal

Lisa: Uh-huh.

Teacher: Um, praise and reinforcement that’s what we do. I can look at some of those. And usually since we are doing food or she gets her carpet square or she gets her item out of the bag

Lisa: Mhmm.

Teacher: that’s kind of like light reinforcement

Lisa: Ok

Teacher: and she receives what she is asking for.

Lisa: Yeah.

Teacher: Um, the teaching thing (inaudible)

Lisa: Mhmm, Ok.

Teacher: Yes.

Lisa: Ok, great.

Nancy: Well it really is fun to watch her make these games and

Teacher: It’s very exciting.

Nancy: Yeah

Teacher: I know it doesn’t seem like she’s done a ton, um, but we’ve really been working very hard at it.

Lisa: Mhmm

Teacher: And I think she’s made progress.

Nancy: Oh, absolutely she has and I think this will be valuable to share with her new teachers and you know her mom

Teacher: Yeah.

Nancy: And I mean it’s kind of―it was interesting to have her brother her come in and

Teacher: Right!

Nancy: talk to you but that’s kind of worrisome if she just kind of sits off by herself at home, isn’t it?

Teacher: Right. Well I keep telling myself he’s a high-schooler and there are a lot of them

Nancy: Yeah. That’s right.

Teacher: So I thought it was kind of neat to hear that.

Nancy: Yeah, yeah.

Teacher: And even for me as a teacher to watch it I’ve noticed that it’s changing what I do with other kids (inaudible) and to see how much verbal prompting or not that I’m doing.

Nancy: And don’t you think it helps to watch it on the tape?

Teacher: Oh definitely! Yes that’s what I’m saying like

Nancy: Yeah.

Teacher: Getting a chance to watch myself

Nancy: Right.

Teacher: It was very helpful.

Nancy: Right.

Teacher: And to think about how helpful it is for the student.

Nancy: Right.

Teacher: You know.

Nancy: Well, we really really appreciate all the work you’ve done and working with us. And even when the technology hasn’t worked quite right

(laughter)

Teacher: It has been a little journey.

Lisa: Yeah.

Nancy: It has! It really has! Um, the date we have, um, that they would like to come out and do the final evaluation they’ll do the taping and of her skills and they will also work directly with STUDENT to do some of the testing that they did at the beginning of the year.

Teacher: Ok.

Nancy: And that date that they’ve tentatively have, if it works for you, is May 18 th

Teacher: Yeah, Ok, that fits. Hold on one second let me look at my calendar and check.

Nancy: Ok.

Lisa: That’s a Wednesday.

Teacher: Ok, hang on.

1:00:21

Teacher: That’s just fine, I have one conference that same day but it’s fine.

Nancy: Alright and 12 o’clock?

Teacher: Ok.

Nancy: Ok?

Teacher: That’s good, um, let me think. They get here at 11:40 and then we have lunch so yeah that’ll be good. That way they can watch go to lunch in the hallway and there’s a lot of requesting at lunch.

Nancy: Ok.

Teacher: And, um, then we can just do some turn taking after that.

Lisa: Great.

Nancy: Ok.

Lisa: And [Teacher’s Name] so what’ll happen is, um, they’ll be two people that go out and, um, the main person Rachel who’s going to make the main judgment about how much progress she’s made doesn’t know what group the kids have been in.

Teacher: Ok.

Lisa: So don’t give any clues away just

Teacher: No discussion, alright.

Lisa: No discussion, don’t let her let on or whatever, you know? Conversations we’ve had, nothing. You’ll just and they’ll be one person who comes in first before Rachel who’ll get all the equipment and the forms that we’ll send to you to be completed for the end of the year and what that person is going to do is put all of this in a bag and then bring it out to the car. So Rachel won’t see what’s been brought—

Teacher: Oh I see

Lisa: Yeah

Teacher: I did send in the computer already with Ryan but I do have my little bag with you know the camera

Lisa: Yeah, yeah. We’ll be getting all that so she’ll collect all that and then she’ll collect there will be some forms, not as many forms as before, but some forms just for the end of the year, um, for you and for her parents. And we’ll have her parents, we’ll ask that they get those back to you so we can collect all that right when we’re there.

Teacher: Sure. Sounds good.

Lisa: Yeah.

Teacher: So when she’s here is it Ok if we do a type of memory game and then we’ll try one other or do you just want one sample

Lisa: No, if you can get a couple of them that’s great. And then it will work out best too if the observation can be done first and then Rachel will work with STUDENT a little bit to repeat some of the testing that was done at the beginning of the year it won’t be as long

Teacher: Ok

Lisa: it might be an hour’s worth at the most maybe—

Teacher: Yeah STUDENT leaves at 2:30

Lisa: Yeah, Yeah.

Nancy: Yeah so that’s ample time.

Teacher: Ok

Lisa: Yeah.

Teacher: Great, and I will try to—do I send it to you like a lesson plan or the areas where she might want to be looking or should I tell her when I think she might want to be filming?

Nancy: You just direct her.

Teacher: Ok.

Lisa: Yeah, I mean what, maybe I didn’t understand, I mean if you can set up the situations you know because of the time, um, it would be helpful if, um, you know like you said “well this is what I’d like to do is we’ll do the walking first and then we’ll have lunch and that’s when we’re going to work on the turn taking and then after lunch or I mean the requesting and then after lunch” you know—

Teacher: Ok, if she observes it she will see it.

Lisa: Yeah she’ll do taping, uh-huh.

Teacher: Depending on STUDENT’s day, of course. (laughs)

Nancy: Right. And you just play that if one is not working one way then try another, yeah.

Lisa: Yeah, so that’s why it’s just helpful that you do have those structured situations because you can set stuff up to elicit the skills.

Teacher: Right, Ok.

Lisa: You know that’s going to help her be able to show what she can do.

Teacher: Alright, we will do that.

Nancy: Alright!

Teacher: Ok and then I will go ahead and take and send you the data that day or the social story

Lisa: Yeah you could have all that together

Teacher: and on the Flip camera I’ll make a couple other videos of some of the stuff I had on the iPad for her to watch.

Lisa: That’d be great.

Teacher: Ok. Thanks.

Nancy: Very good.

Lisa: Thank you so much!

Teacher: Thank you!

Nancy: Thank you!

Lisa: No, and what we’ll do at the end with the information that you get from us, um, there’s just that small stipend. You know just a reimbursement of 100 dollars for participation which doesn’t equal all the work that you’ve done for the study but then we’re also going to send like a CD of the manual― our consultation manual.

Teacher: Ok.

Lisa: So you’ll have that and you can print off whatever, um, it’s a small token for all your participation

Teacher: Now is there any other form you can fill out I know we’re allowed to I don’t even need it for like 5 years to collect (inaudible)

Nancy: Oh that’s right they want the hours

Lisa: yeah, you know what we can do is um we’ll come up with some kind of form and we’ll get that to you.

Teacher: Ok. Yeah, because I think we just have to have something from the group that we did with

1:05:01

Nancy: Right they had requested that

Lisa: Do you know—

Teacher: that relates to (inaudible) experience or something.

Lisa: Yeah. Some of the kind of like a certificate of completion or something like that—

Nancy: And does it need to have the amount of hours?

Teacher: Yeah because so many hours for each activity. (inaudible)

Nancy: Ok.

Lisa: Well if you [Other Teacher’s Name] I don’t know if you want to talk with your colleague—

Nancy: That’s [Teacher’s Name]

Lisa: or [Other Teacher’s Name] (laughs) [Teacher’s Name] if you want to talk

Nancy: (laughs)

Teacher: (inaudible)

Nancy: We can’t see you! (laughs)

Lisa: Oh, yeah. If you want to tell us, um, like I guess if you wanted to send the how many hours—

Nancy: If all of you could estimate the hours ‘cause it isn’t just the hours that you’ve done, you know, directly with us.

Teacher: Right, yeah the work with the student

Nancy: That would help too you could just send them to us in an email.

Lisa: Yeah.

Teacher: just send you a copy of and you can allocate

Nancy: Right.

Teacher: Ok.

Nancy: Ok?

Teacher: Thank you very much!

Lisa: Thank you!

Nancy: Thanks!

Teacher: (inaudible) for you today

Nancy and Lisa: Thanks!

Teacher: Alright bye-bye

Lisa: bye-bye.

1:05:58