effective practices for young children with asd: structuring the classroom for learning 2012-13

Effective Practices for Young Children with ASD: Structuring the Classroom for Learning 2012-13

Welcome Amy Matthews, Ph.D. Grand Valley State University [email protected] Jamie Owen-DeSchryver, Ph.D. Grand Valley State University [email protected] Linda Elenbaas, M.A. Spring Lake Public Schools [email protected]

Agenda Updates and Review Increasing Learning Opportunities and Engagement Our Biggest Challenges: Learning and Behavior Supporting Young Children with ASD Organizational Supports Instructional Supports: Group People Supports Developing a Plan

What are the two biggest problems we hear with regard to educating young children with ASD? 2. Learning/Skill Development 1. Behaviors

What can we do? Create as many structured learning opportunities as possible, individualized for students within engaging activities This will eliminate many of the issues with problem behaviors

What does this mean? How do we do it?

Supported, structured opportunities for learning lead to better outcomes

What does a learning opportunity look like? 1. Instruction/activity/ situation is presented to the child 2. Child has an opportunity to respond 3. Child is given feedback a)Acknowledgement that response was correct b)Correction/prompt to help the child give a correct response

Presenting Instruction Request (Stimulus) Response Reaction (Consequence)

How to Increase Learning Opportunities Use center cards to increase independence and thus learning Use peers instead of relying solely on adults Assign staff to particular kids so there's more "ownership" for engaging the kids Don't provide all necessary materials (spoon, glue, chair) to elicit communication Staff increase labeling, commenting about activities Split circle time to reduce waiting time Provide cheat sheets for staff listing specific goal targets for students See handouts-school and homeschoolhome

Engaged Time It may not be possible to provide learning opportunities all the time, but we can increase time engaged. Engaged time: Active involvement in productive activities that lead to learning. How we organize activities will determine engagement

Counting Learning Opportunities and Engaged Time Lets count learning opportunities and watch for engaged time Example 1 Example 2 Watch the student. When you see a learning opportunity mark it down. Keep track of how much time the child is engaged.

Learning Opportunities Study How many learning opportunities across: Type of Classroom Activity Adult role Eligibility label Student engagement across: Type of classroom Activity Eligibility label

Reaching Our Ultimate Goals Why do we work so hard to increase learning opportunities? Independence Socialization Preparation for typical school experiences Quality of life

Classroom Staff Communication Instruction Individual Instruction Group Instruction Social/Play Instruction Scheduling Supports Scheduling Supports Routine Supports Behavior Supports Visual Supports Early Intervention for Children with ASD Ancillary Staff Peers Parents

Routine Supports (establishing classroom routines and promoting flexibility) Scheduling Supports (maximizing time with students, effective use of staff) Visual Supports (schedules and visual supports) Behavior Supports (expectations, positive behavior support, changing behavior patterns) Organizational Supports

Routines and Flexibility Predictability and routines can increase active involvement and decrease arousal Flexibility will allow the child more options and opportunities now and in the future

Routines and Flexibility What are your routines? What happens when your routine is disrupted? What helps you be flexible?

Routines and Flexibility What routines do you have for your students? How do you promote flexibility, with support?

Example Rian Check schedule movement (actually recess) Upset Chose to stay in What is adult response? Looking at ASD differently

Whats in a Schedule? How you schedule your class time is everything!

Whats in a Schedule? Staff follow a predictable schedule throughout all routines and activities of the classroom day. Learners have many opportunities to engage in a variety of age appropriate structured activities throughout the day. There is a balance of learner-initiated versus adult-directed activities.

Preschool Classroom Schedule

Effective Scheduling Notice, no free time (if you have a child for only 2 hours a day, they should be structured for maximal learning) Learning is always happening Seat tasks are alternated with movement activities Maximize time during required tasks (mixing bathroom and snack) Schedule is differentiated across students

Schedule by Staff

Scheduling Challenges Students at different levels High number of students Not enough staff Creative solutions Assign staff to a group of students to cycle through activities during class time Group students by similar abilities or by students that can work independently with students that need assistance Split activities up - half the class has circle time while the other half is doing work activities/centers Get volunteers to increase adult numbers Do activities that require more support on days when ancillary staff are in the room (push in)

A Good Rule When students are there, staff is always working with students Save clean up, material development, cutting, phone calls, etc. for later

Schedule Discussion How long is your program (half day, full day)? How much time is structured? Is the classroom staff able to spend maximum time with students?

Organizational Supports: Preparing the environment before starting to teach

Preparing the environment before starting to teach Arrange areas for their specific purpose minimizing open areas, such as our coat area or our book area (small spaces with enclosed side supports)

Pros and Cons of this Layout

Preparing the environment before starting to teach

What is needed for this room?

Establish Areas in the Room

What about this space?

Position the environment around the student Remove or cover anything that is visually competing for the students attention or that the student can touch Use bench/sided chairs to help a student stay in their chair Use a wall, cabinet, easel or bookcase as a block from running or visual distracters

Position the environment around the student Make certain the environment is set up for optimal student participation Are they sitting in a chair with their feet touching the floor? Is their neighbor sitting too close? Place staff in a position close to the child having difficulty Position to learn and avoid behavior problems see examples

What are the seat accommodations? Who might have a tendency to run?

Teaching Throwing

Review your classroom schedule and/or classroom environmentclassroom schedule classroom environment How could you adjust your schedule and classroom set up to increase learning opportunities throughout the day. Action plan

A Fun Example: Using the Environment to Support Learning during a Game

Visual Supports A Foundation for Participation & Engagement

Daily Schedules & Practicing Changes

Daily Schedules Increasing predictability can decrease the length of a crisis or prevent a crisis

Daily Schedule

Introducing Change into the Schedule Children with ASD prefer routine. Although we want to increase predictability, we also want to prepare them for the unpredictable to handle new situations.

Practicing Change with Schedules

Supporting Families when Change Families experience many changes Write social stories/social facts (e.g. airport) airport

Mini Schedules Can increase independence and participation in activities Similar to a task analysis, they break down the steps in the activity

Mini Schedule for Independence

Name Cut Glue Backpack Art Center Some children will respond better to photographs, others can use line drawings or written words

Mini Schedules for Independence Handwashing

Mini Schedules for Independence School Arrival Going to Recess

Mini Schedule for Independence Playground Schedule

Visuals to Support Transitions

Transitions should be built into the schedule with predictability and routine Provide precorrects and cues (e.g., 2 more minutes, songs, sayings) My hands are at my sides. Im looking straight ahead. My lips dont move at all, Im ready for the hall.

Visuals to Support Transitions Walk together Hold hands Picture This...3.0 CD; Boardmaker; www.silverliningmm.com; www.mamma.comwww.silverliningmm.comwww.mamma.com

Visual Timers www.timetimer.com

Visuals to Support Transitions Countdown Cards

Visual Cue Cards Visual cues cards are pictures that trigger learning. They signal students that it is time to transition into a different task or behavior.

Visual Cues for Choice-Making

Visual Cues for Choice-Making Circle Time Songs

Visual Cues for Choice-Making YES NO

Choice-Making Show & Explain Choices

Choice-Making

Visual Supports: Choices and Communication

Lots of Website Resources http://www.dotolearn.com http://www.slatersoftware.com/ http://www.usevisualstrategies.com/ http://www.autismshop.com/ (look under visual supports for ideas)http://www.autismshop.com/ http://www.speakingofspeech.com/ See handout

Visual Supports for the Classroom Daily Schedules & Practicing Changes Mini Schedules Supporting Transitions Making Choices

Student Expectations

Expectations Almost 30 years of research and experience has demonstrated that the education of students with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible The Universally Designed Classroom (2005)

Why are expectations important? The Pygmalion Effect (Rosenthal & Jacobson, 1968) Later research: Expectancy Effect Madon et al (1997) - teacher perceptions and expectations have a greater relative impact on achievement among low achievers than among high achievers.

Attending a Presentation Expectations Sitting in seat Handout in front of you Attending to speaker

Expectations are Clear and Consistent Expectations are high Everyone knows them Everyone abides by them Handout

General Expectations for Students across the School Day Expectations to and from the bus Expectations for snack time Expectations for circle time Expectations for playground/sensory room/gym Expectations for lunch Expectations for bathroom

Expectations from the Bus Carry own backpack Walk to and from classroom Take lunch and notebook out of backpack Take folder to teachers desk Hang up backpack Take off outer garments and hang up

Helping Students Meet Expectations Independently

Expectations at Snack/Lunch Sit in a chair with feet on the floor Leave placemat or napkin on table Request desired items with words/pictures/signs when asked Drink from regular cup Clean up when asked

Expectations for Circle time Sit in chair Feet on floor Hands to self Raise hand for a turn Wait for your turn to be called on Motor imitation on request Greet and identify peers Pass items to peers on request

Important Point!! How often do you put on a childs coat because you are in a hurry? Have you ever wanted a student to just get an art project done so it would look nice and be finished? Have you ever allowed children to leave their shoes off because it is too hard to keep them on? These expectations are our goals!

Expectations: Measuring Progress Expectations data sheetdata sheet

Summary When teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not so encouraged and may in fact be discouraged in a variety of ways. James Rhem, the National Teaching and Learning Forum

Establish Positive Patterns What we teach kids early on, is what they will doforever Why do people wash their hands after they go to the bathroom? How do you remember to brush your teeth every night? How do kids learn to say please and thank you? Why do kids consistently line up at recess and lunch? Why do some kids make their bed on a regular basis? Why do some kids do their homework when they first come home from school? Why can some kids accept no?

Positive Pattern Rules Know your expectation Use visuals Model--model--model Giving feedback Be consistent Say it once and follow through

What do we need to pattern correctly? Holding a writing implement Bathroom Snack clean up Language Getting dressed Task completion And much more

Steps to Presenting Positive Patterning Obtain student attention Present instruction Student responds Student starts to make an incorrect response, block and prompt to correct response (errorless learning) Specifically praise target response in a neutral voice you washed your hands

Even more complex behaviors can be patterned

What are your teams expectations for s tudents? Review the student expectations handouts Define your own Student expectations Student expectations Prepare to share and post these expectations (if you are missing team members, have a meeting to discuss and define expectations with them)

Behavior Support Classroom behavior support First have a good classroom level system in place to address behavior (universal level) Individual student support Then have individual systems in place for behaviors (targeted or individualized) More on this at the last training

Understanding a 3-Tiered Model of Support Intensive / Tier 3 Targeted / Tier 2 Universal / Tier 1 Functional Behavior Assessment and Behavior Intervention Plan Behavior plan or targeted systems of support Classroom Foundational Supports

Behavior Support: Do these look familiar? Tantrums Off task Disruption Falling out of the chair Hitting Self-injury Crying Yelling Not following directions Biting Spitting Throwing

Behavior is not the issue in autism. It is a by- product, the end result of autism. ~Ros Blackburn

Positive Behavior Interventions and Supports All behavior is COMMUNICATION All behavior serves a FUNCTION What is Behavior? How do you respond? Change the Environment Teach new Skills

What about Behavior I sit down with Michelle to do table work. She is inattentive so I sit closer. I present the task to both her and another child. Suddenly, Michelle reaches out and scratches my face. What else do we know? It is 11:45 It is a new task It is Monday after a break The other child grinds his teeth

Behavior Support 1.Prevent problems 2.Teach alternative behaviors 3. Reinforce appropriate behaviors 4. Respond to inappropriate behaviors quickly and systematically

Behavior Support What are the two best ways to address challenging behaviors? 1. Prevent them

Antecedent Strategies to Prevent Challenging Behaviors Universal Strategies: Meaningful, interesting activities with support Thoughtful environmental structure Provide snacks Present easy task before hard task Provide transition cues Give movement breaks Give attention for appropriate behaviors

Antecedent Strategies to Prevent Challenging Behaviors If the student cant stay seated in one spot on the floor If the student runs down the hall If the student dislikes music time If the student consumes wood chips at recess If the student insists on the train at play time and wont share If the student screams at transitions If the student hits himself when you ask him to do work The best strategy is to match the reason for the behavior with the right prevention

Prevention: Written word is law Sometimes saying it isnt enough. You need to write it down or show a picture. Noah is 6 years old

Make a picture Explain Teach Visual Supports: Rules A Picture is Worth a 1000 Words

The Problem with Repeating If you say something ten times and the child doesnt respond it isnt the child who is the slow learner.

Say it Once and Follow Through (Positive Pattern) What happens when you ask a child to do something and you dont follow through? What happens next time? Rule: always follow through and you will prevent many problem behaviors in the future.

Embrace the Two Time Rule Once for independence Twice supported through to success

When to Change OUR Behavior The definition of insanity is doing the same thing over and over and expecting a different outcome. The most difficult task is to change adult behavior.

Behavior Support What are the two best ways to address challenging behaviors? 2. Teach alternative behaviors

Good teaching is the best form of behavior management. Thomas Caffrey

Teach the Affirmative Say: Walk please Feet on the floor Stop. Pick up the toys Use a quiet voice Avoid Saying: Dont run No climbing Dont throw toys No yelling *A good visual support for staff

Teach them what to do

5 Point Scales This strategy uses a scale to teach social and emotional concepts to students. 5 Point Scales can help students learn to monitor the volume of their voice in different situations. 5 Point Scales can also help student recognize their stress and anxiety http://www.5pointscale.com /

Teaching Alternative Behaviors What does every child need to know? Ask for help Wait Ask for food or drink Choice making Request a break

Skills to Teach Important visual supports you can teach early

Teaching Alternative Behaviors What does every child need to know? Ask for help Wait Ask for food or drink Choice making Request a break

Stories to Direct Behavior Sandbox Learning www.sandbox-learning.com

Requesting a Break I need a break!

Take Note 2/3 of behavior problems in kids with ASD are escape motivated What is an appropriate form of escape?

Teaching Breaks 1.Teacher prompts the student to take a break Pair the prompt for a break with a break card You are working toward having the child request a break independently 2.Student requests a break independently

Break Cards

Teacher Selected Breaks When a childs behavior is escalating or interfering with learning the staff asks the child to choose: 1.Request help 2.Stay at the activity staff increases positive feedback for appropriate behavior as well as reinforcing peers appropriate behavior 3.Break (system for break becomes the same as if the student chose the break) If child makes no choice and continues with problem behavior, the staff verbalizes, I see you are choosing to take a break. *Regardless of how a child takes a break, once there, the child is treated as if he chose the break himself. See student requested break sequence below.

Student Requested Breaks When teaching children to request breaks have a tangible icon that represents a break Closely observe the child and ask if he needs to take a break. You may have to escort the child to the break area many times before he becomes independent. Make sure the child gives you the break icon (have it in an easy to locate area or multiple areas) Have a predetermined activity or area for the childs break Bean bag Walk in the hall Quiet corner of the room Table with activity (e.g. geoboard)

Student Requested Breaks Upon requested break: Quietly and quickly escort the student to the break area (as they become independent in getting to the designated area allow the child to go independently) Set a visual timer for a predetermined time (e.g. 2 minutes) When the timer goes off, tell the student it is time to come back. If the student is not ready, reset the timer for the same amount of time. If the students still isnt ready to return, provide a neutral task to the child to complete and return to the classroom activity. Give the child the opportunity to tell you what he needs before returning to the previous activity. See chart on the next slide.

Student Requested Breaks What if the student is constantly requesting a break? 1.Initially, honor all requests. 2.Gradually, teach the child to wait before getting the break (e.g. when this song is done, you can take a break or when this page is done, you can take a break). Short wait periods at first and then longer. 3.Consider how you can make the activities more motivating so the child does not want to leave the class activity for a break. 4.Consider whether taking a break is too reinforcing.

Make a good choice THINK Visual supports for breaks

Prompt and Reinforce Appropriate Behaviors

Appropriate Behaviors are Regularly Reinforced 5:1 rule Descriptive praise Meaningful, natural rewards

Appropriate Behaviors are Regularly Reinforced 5:1 rule Descriptive praise Meaningful, natural rewards You took your chair to circle, thats great! You are sitting so quietly, you are ready to go! Your hands are by your side, nice going, lets walk in the hall. Excellent work, the picture is beautiful. That is the dog, fantastic work! I like the way you are looking at me, you are ready!

Give the child what he requested. Break after completing a difficult task. Squeezes for a child who likes deep pressure. Find a prize as part of the task Be the helper after sitting quietly Exchange work for a favorite item Sticker or velcro charts with favorite topic Appropriate Behaviors are Regularly Reinforced 5:1 rule Descriptive praise Meaningful, natural rewards

My Train book No calling out Use nice words

Token Chart

Respond to Inappropriate Behaviors Quickly and Systematically

Responding to Inappropriate Behaviors Quickly!! Have a consistent plan with your team to decide how you will respond to problem behaviors when they occur. Think of it as a fire drill for behavior.

Responding Feedback and correction (end with success) Positive practice (positive patterning) Redirection

Responding Appropriate consequences Dont reinforce an inappropriate behavior (e.g., with eye contact) Consistent across staff

Lets face it A childs behavior has more to do with the reactions of the adults around him than to the child himself What you model and what you teach is THE most important factor in changing a childs behavior

Welcome Back to Day 2 Day 2

Differentiated Instruction in Group Settings Intensive Instruction (training #2) Communication Instruction (embedded) Social/Play Instruction (training #3) Instructional Considerations

Themes

Benefits for ALL Students (http://www.pbs.org/teachers/earlychildhood/ar ticles/integratedunits.html) Students can learn in-depth, factual information as well as process-based learning Students become physically involved with learning Individual student needs can be addressed Themes are motivating to both children and teachers (Kostelnik, Soderman & Whiren, 2004) Additional Benefits for Students with ASD Themes allow teachers to expose students with ASD to new materials and activities Themes provide increased learning opportunities Themes promote generalization of skills Themes prepare students for general education environments

Themes Themes last for approximately 2-4 weeks Develop themes and theme boxes together with colleagues Start small, add later Some resources on themes in early childhood: http://www.everythingprescho ol.com/themes/index.htmhttp://www.everythingprescho ol.com/themes/index.htm http://www.earlychildhoodnew s.com/earlychildhood/article_v iew.aspx?ArticleID=327http://www.earlychildhoodnew s.com/earlychildhood/article_v iew.aspx?ArticleID=327 http://www.readitonceagain.com/ Read It Once Again Preschool Literacy Curriculum

Centers

What are Centers? Students are divided into smaller groups Each group is assigned to a center When possible, centers are supported by an adult (some centers may be designed to be independent) Students rotate from one center activity to the next; staff may or may not rotate with groups of students

Benefits of Centers Increased adult attention Increased potential for learning opportunities Shorter, more focused activities Increased exposure to concepts and materials

Possible Centers Literacy/Academic Sensory/Art Dramatic Play Games Blocks, building toys, books

Staffing Centers CenterStaff Needed? Literacy/AcademicYES Sensory/Art CenterSometimes Dramatic PlayYES, initially GamesYES Blocks/building/ books No

Staffing Centers If you only have 2 adults in the classroom, you can: Have ancillary support staff provide push-in services, they run a center Seek volunteers (parents, family members) to manage a center Older students (e.g., high school volunteers) run a center Schedule fewer centers (2 manned centers, 1 independent) Pattern routines within a repetitious center

Literacy-Academic Center Games Center Book/ Blocks area An Example of Centers: Red Circles = adults Yellow Circles = students Staffing Centers

Grouping Students for Centers Identify groups of students (3-5) who can be placed together Homogeneous vs. heterogeneous groupings Peer supports Imitation of behavior Rotating groupings

Discussion: Scheduling Centers and Grouping Students Choose a time of day when you will ideally implement centers (30-45 min). How many paraprofessionals and ancillary support staff are available at this time? How will you maximize adult to student ratios? Can you identify parent volunteers? What centers would you like to implement? Remember, this can rotate (3 one day, 3 different centers the next) Think about the students who are in the classroom. How might you group these students to implement centers?

Literacy Curriculum Read It Once Again

Read It Once Again Themes last for approximately 3-4 weeks Multitude of lesson options in all domains Themes are built around common childhood stories that most parents have or can easily get from the library Materials are easily accessed on the provided CD Pre and post test available for every theme Parent letter provided Activities can be embedded throughout the day Activities are leveled

Benefits to Children Repetition improves vocabulary Repetition improves sequencing skills Repetition aids children in learning high frequency words and phrases Repetition helps in word and phrase prediction Repetition enhances memory skills Repetition enhances language development

Caution Not a total curriculum Great for planning centers but skills in other domains need to be added

Early Childhood Literacy Teach children to answer questions about the story listening and comprehension Re-reading and revisiting text Sequencing story Fill in the blank Children read along Deepen discussion to open ended questions where do you think brown bear found red bird? Use high frequency or high emotion words to get student engagement who do you see (Brown Bear) walking backwards upside down (Silly Sally) Oh no (Going on a Bear Hunt)

Book Nook Books related to the theme stay in the book area for the entire time you are working on the theme book. At least one theme book is in the book area Partner up for social interaction read along, turn pages Have story sequence cards in book area for children to sequence the theme story

Differentiated Instruction Within Center Activities

Different Learners, Different Needs Not all students have the same skills-- some students are highly verbal, some are nonverbal; some are ready to transition to a kindergarten placement, others are still learning to sit and attend

In general, which students receive the most learning opportunities? Which students need the greatest number of learning opportunities?

Different Learners Early Learner May not have verbal language, has emerging sign/PECs skills May still be learning imitation, matching & attending skills Emphasis on choice-making & communication targets Emphasis on building a consistent communication system, participation, attending skills & social interactions with adults May require frequent reinforcement Emerging Learner Emerging verbal skills (imitates single words & short phrases) Attends to tasks independently for a brief period of time Can imitate, match and sort Emphasis on communication, social interaction with adults or peers & building pre-academic skills Less frequent reinforcement is required to maintain behavior Kindergarten Readiness Learner Speaks in short phrases or sentences Demonstrates fairly consistent attending skills Emphasis on expanding communication skills, social, play & pre-academic skills Preparing for transition to less restrictive placement

How do you meet the needs of different learners? Differentiated Instruction

Meeting the Needs of All Students Differentiated Instruction - providing all students with choices and tasks that are matched to their individual profiles (strengths and needs) Tomlinson (1999, 2000) http://www.ericdigests.org/2001-2/elementary.htmlhttp://www.ericdigests.org/2001-2/elementary.html US Dept of Education, Teacher to Teacher Initiative

Differentiated Instruction Assures that we are meeting the needs of all learners All learners receive learning opportunities matched to their profiles Common practice in special education, were advocating a more systematic process The law clearly supports initiatives to ensure student access and participation in curriculum

Putting It All Together: Using Differentiated Instruction with Themes, Centers & Goals

CLAMS Cards

Goal cards with targets in each of the following areas C Communication goals L Literacy goals (letters, pre-reading skills) A Academic goals (numbers, shapes, colors) M Motor goals (gross, fine) S Social goals

Why Use CLAMS Cards? So that all staff know the goals to target during the activity Ancillary staff, new staff, volunteers To increase learning opportunities within activities To assure that were targeting skills across domains

Questions you might have? Should you create CLAMS cards for every activity? No, just initially while everyone is learning how to address multiple targets in activities; over time, you wont need them, or might use them with volunteers or people who are not in your class as frequently. Should you use basic CLAMS cards or differentiated CLAMS cards?

Brown Bear, Brown Bear

Centers Literacy/Academic Sensory/Art Dramatic Play Games

CLAMS Card for Story Time C: Communication goal Identifies picture in book L: Literacy goal Turns pages, left to right; reads words A: Academic goal Sequences numbers/ story events M: Motor goal Uses pointer finger; models animal action S: Social goal Points to peer for next turn

Literacy/Academic Center: Story Time Early Learner Participation in Book Reading Touch the (picture) Match the picture (below) to page in book Turns pages in the book with the teacher Emerging Learner Participation in Book Reading Whats this? What color? Count Touch the (picture) Kindergarten Readiness Learner Participation in Book Reading Identifying animal names in print Prediction (who will come next?) Connection (who do you see?)

CLAMS Card for Sand Table C: Communication goal Identifies colors, requests materials L: Literacy goal Matches picture to object, matches picture to word A: Academic goal Counts animals under each picture M: Motor goal Uses tongs or sifter to remove animals from the sand S: Social goal Shares items with peer (tongs, sifter)

CLAMS Card for puff painting black sheep C: Communication goal Identifies animal/colors/supplies, requests materials L: Literacy goal Traces or writes name on picture A: Academic goal Names colors M: Motor goal - Popsicle stick or paintbrush S: Social goal Shows or says look what I made; shares item with peer

Sensory/Art Center Animal Paintings Students are provided with a visual model of a paper. Some students receive a paper thats highlighted and color-coded for each of the animals, some students receive paper with animals on it to color, other students receive a blank paper and draw and color the animals on their own. Students write or trace their names on the paper.

Sensory/Art Center Animal Coloring Early LearnerEmerging LearnerKindergarten-Readiness Learner

CLAMS Card for Animal Relay C: Communication goal -Raises hand for a turn, verbal fill-ins: Ready, set, ____ L: Literacy goal Reads STOP and GO on sign, looks at card for body position A: Academic goal Counts down 5, 4, 3, 2, 1 M: Motor goal Students moves across the room like the selected animal S: Social goal Waiting turn, cheering for classmates

Theme: Brown Bear Center: Games Description of Activity: Scavenger Hunt Place animals around the room in a variety of places. Show children the visual strip to reference the animals they are looking for. Tell the children the animals are lost all over the room and they each need to find one of each of the animals. Give the ready, set, go command and send them off to find the animals. Children may check in at the visual strip to see what animals they have and what they need. When a child has collected all the animals they sit down. Materials Needed: Die cut animal shapes that correspond to the animals in the story one per child Visual strip with each animal from the story CLAMSEarly Learner GoalEmerging K Readiness Learner Goal C-CommunicationPoints to or labels pictures and animals (bear, horse, etc.); fills in go for ready-set-go, or 3 in 1-2-3 to begin obstacle course Talks about animals and activity I found a brown bear L- Literacy/ Pre-literacy Follows visual strip of animals they need to find A- AcademicMatches animals with picture (may need a visual cue or prompt), counts out number of animals they collected Matches animals with picture, counts out number of animals they collected M- Motor (gross, fine)Walks around the room searching for animals reaches, collects animals, carriers their found animal around as they collect all animals S- SocializationShows the animals they found. Shows or gives extra animal to peer that needs that animal. Claps for peers working to find the animals. Gives five to peers when finished Cheers for peers as they go through obstacle course; says yeah, you finished (may require prompts) Differentiated CLAMS Card Activity

Literacy/Academic Center: Counting Practice Worksheet Early LearnerEmerging Learner Kindergarten-Readiness Learner

CLAMS Card for Math Practice Worksheet C: Communication goal Requests marker, says I need help L: Literacy goal Writes name, reads phrase how many A: Academic goal Counting M: Motor goal Traces or writes numbers; picks up velcro number; pincer grasp S: Social goal Hands marker to classmate, shows teacher finished worksheet

TIP Card T Teaching I Instruction P Plan TIP Cards give short summation of the activity, materials needed, and plan for getting language output from nonverbal and verbal students. Its the what to do to get to the goal and can easily be matched to the CLAMS card for the activity.

TIP Card Sensory/Art Center Puff paint black sheep Demonstrate for students the activity using the mini schedule to walk through the painting process. Fill small pie tins with 2/3 Elmer's glue to 1/3 shaving cream and add a quarter size drop of black paint. Give students a popsicle stick to stir mixture around. Once stirred have students spread paint on the outline of the black sheep. Paint will be thick and stay puffed and rubbery as it dries. Receptive: Have student touch the requested paint color from a choice of two. Expressive: Have students talk about the two different colors (black and white) and what happens when it is stirred. Ask students to describe the texture of the paint. Students follow mini task schedule to complete activity.

TIP Card Action Verbs Call on a student who is waiting appropriately for a turn I like the way youre waiting. Its your turn. The student picks a card from the deck of cards and turns it over to look at it. Expressive: Ask What is he/she doing? The student answers with an action verb word sitting or a short sentence. She is sitting. Give directive praise. She is sitting. Ask the student to name or find one other person who is sitting. Receptive: Ask Touch, she is eating. Student touches the card that they pulled out. Give directive praise Youre right she is eating. Ask the student find another person who is sitting. Write the words on a white board so students can see the word that in print. Put the cards on the board with sticky tack by the action word as the students identify the cards. Once all students have had a turn point to the cards on the board labeling them as you point to them. Have students come up to the board and ask them to find she is eating. Have student take card off the board and hand it to you.

TIP Card 1:1 Correspondence Write a number on the white board identifying the number 4. Pick a student asking them if they are ready for a turn. Ask the student to count out 4 Count four bears. As student picks out the bears count out loud for/with them. (ex: #4 - one, two, three, four. If the student reaches for another bear block their hand and say 4 - one, two, three, four you found 4.)

Questions you might have Should you create CLAMS cards for every activity? No, just initially while everyone is learning how to address multiple targets in activities; over time, you wont need them, or might use them with volunteers or people who are not in your class as frequently. Should you use basic CLAMS cards or differentiated CLAMS cards? Basic CLAMS Card Differentiated CLAMS Card

Make CLAMS cards for two different activities that you regularly implement in the classroom, or would like to implement in the classroom Themes Centers CLAMS Goal Cards Differentiated Instruction TIP card for instruction Basic clams card Differentiated clams card

Running an Effective Circle Choosing the right activities Identifying the right group size Planning the length of circle Promoting active engagement during circle Incorporating IEP goals

Fun Circle Activities Surprise box Whats missing Follow the leader RFFC Choice Charades Matt and Molly

Surprise Boxes Objects - object identification -features, functions or category -wh questions where would you find it, how would you get one Motor directions -auditory comprehension -direction following -gross /fine motor skills General knowledge questions -fill in the blank (A horse lives on a _) -why/because questions (why do we eat?) -questions requiring reasoning (what would you do if you were thirsty?)

Key Goals of Circle Energy Engagement 3Rs (individual or group) Active Participation

Now its your turn to practice Surprise boxSurprise box At each table, read the instructions, identify teacher and students, label your data sheet, and begin the task. Take data as you go.students data sheet Switch roles every 3-4 minutes

Snack Time Incorporating Themes in Snack: Apples

Ten Little Apples C Request items needs for project L Identify name on placemat and follow recipe sequence A Count out the required number of apple and mix blue and yellow food coloring in icing to make green M Spreading icing on cracker and picking up small red hots to put on tree S Talk about what they made, how it tastes (salty and sweet) and answer ?s

Ten Little Apples Snack Target skills all levels sitting in a group, attending, waiting, counting, direction following, and fine motor Early Learner use tech talk to indicate what they need next (pictures of supplies on board) Emerging Learner request or sign for the supplies they need to complete snack Kindergarten Readiness Learner- ask for the supplies they need in a simple sentence ** engage all students in answering questions about what they are doing

Isabelle Snack Video

The Very Hungry Caterpillar CRequest desired snack LIdentify names on placemat AIdentify number of the day and count out snack for the number set MUse tongs to pick up snack item SRequest peer to pass, comment on what they are eating and answer ?s

Very Hungry Caterpillar Snack Target skills all levels sitting in a group, attending, choice making, waiting, passing to peer, and fine motor, identifying name on placemats Early learner use tech talk to indicate if they want the snack choice in front of him/her by indicating Yes/No and pass snack to peer who an adult point s and names Emerging Learner Say or sign Yes/No to the snack choice in front of them and say the name or point to peer before passing the snack to them Kindergarten Readiness Learner- Verbally make choices in short phrases or sentences, comment on what they chose, say peers name when passing snack

CHANGE Add or change to reciprocal conversation at the table using Andreas video Placemat activity with fruit loops

The Placemat Game Spohn, Timko & Sainato (1999)

Thoughts on Snack We need to focus on providing lots of learning opportunities at snack while keeping it as natural and social as possible

Differentiated Instruction in Group Settings Intensive Instruction (training #2) Communication Instruction (embedded) Social/Play Instruction (training #3) Instructional Considerations

More to Come at the Next Training!!

Classroom Staff (teaming, shared philosophy, consistency) Ancillary Staff (increasing role of ancillary staff in the classroom Parents (collaboration, parent education) Peers (models of behavior, awareness and training) People Supports

Working as a Team What is the one thing your team can do to dramatically improve learning and reduce problem behaviors? Be Consistent

What do we mean? Are all team members consistent in: responding to behavior presenting instruction child expectations

Staff Support

When to Change Staff Behavior The definition of insanity is doing the same thing over and over and expecting a different outcome. The most difficult task is to change adult behavior.

What Does Be an Assistant in the Classroom Mean? If expectations are not defined a person will do what they think you want them to do based on their preconceived idea of what they assume their role in the classroom is.

Job Description Staff support needs to be task analyzed just as critically as you would when supporting students Individuals can not be held accountable for what they do NOT know Others can NOT read your mind and know your intentions

Be Specific Research supports the single biggest impact to learning is quality teaching Experience does not = Expertise Good teaching is not make it up as you go. You cant teach others if you dont understand the mechanics of quality teaching Being a teacher is knowing how to teach Teach adults to be accountable to student learning (everyone is teaching) Expectations

Expectations = Accountability Clear expectations are for everyone working with students Clear expectations define the parameter of the adult role in an activity Clear expectations keep the focus of work on the students

Expectations Establish Patterns Consistent expectations teaches a student how to be independent in that activity Supported initially student are patterned on the steps of an activity Support is faded as the student becomes independent in the activity

Staff Expectations You need to have clear, written expectations for staff Why? Clear communication Knowledge of job requirements (what do you expect) Consistency Promote independence of children

Staff Expectations: Example Bus Time Assist child with getting backpack on if needed, and remove any heavy items for child (child still carries backpack) Assist in bringing students inside, keeping them in line to walk orderly in the hall Expect child to: remove outer garments hang up outer garments take off boots get and put on shoes take notebook and lunch out of backpack put backpack away Prompt only as needed and fade prompts POSITIVELY REINFORCE students (tell them what they are doing right as they go along)

Priority Checklist: Classroom Programming Team Expectations Learning Opportunities Visual Supports Behavior Support Schedule Themes/Centers/DI Paraprofessionals Family Involvement

ACTION PLAN Go over your action plan with us and get something for your classroom

effective practices for young children with asd: structuring the classroom for learning 2012-13

Documents

engagement slide

learning opportunity

learning opportunities

learning lead

homeschoolhome slide

plan slide

correct response slide

structured opportunities