Transcript Strategies for the Classroom

Classroom Support
• Key ideas
• Super heroes
• Shared vision
Key Ideas
My Left Foot – dream the impossible
IMDB
Awakenings – challenge assumptions
IMDB
Autism is a World – Sue Rubin
– it takes a village
Wretches and Jabberers YouTube
– power of communication
Journey Into Speech – typing vs speech
Key Principles
Least Dangerous Assumption Principle – “when we cannot be
sure, because we have too little information, we should base
our efforts on assumptions, which if wrong, will have the least
dangerous effect on outcomes.” Donnellan, A. &
Leary, M. (2006) Movement Differences and
Diversity in Autism/Mental Retardation.
Presume Competence: “Assume that a child has intellectual
ability, provide opportunities to be exposed to learning,
assume the child wants to learn and assert him or herself in the
world.”
Intelligence?
Tests to measure intelligence are designed
to be taken by people who:
speak, attend, move easily and well, inhibit
unwanted movements, are motivated to
demonstrate competence
A child whose development has been impeded by a defect is not
merely a child less developed than his peers. Rather he has
developed differently. Lev. S Vygotsky
Sue Rubin
My mission in life is to convince all
psychologists that the entire notion of
mental retardation is wrong. The brain is
very complex and damage in various parts
can make a person appear retarded when he
is not. I am a good example of such a
person.
Tito Mukhopadhyay
Author of ‘Beyond the Silence’ by age 12
James Franco Reads a Poem by Tito
His mother had taught him to do actions with
some nursery rhymes, which the boy loved to do.
If anybody wonders how a dumb mute boy could
learn anything, I shall tell that anybody could
learn anything if one has an interest. More the
interest, faster is the ability to learn.
Automatic movement patterns are vastly overrated.
More than helping me get through the day they are
the enemy. Or I just developed some bad ones
like untying my shoelaces, which is only helpful
once a day usually but I get a hold of my lace I
just automatically pull. The next thing you know
I’m in the clutches of a full blown fiddle.
I did/do have some compulsions that started when I
was very young like the water fountain I make
with my hand. I like how it feels on my hand and
how it looks and I will probably always do it.
If my emotions are under control so is my voice.
Emotions unexpressed are stronger plus I am
very sensitive. I must feel things more
intensely because I do bite over the smallest
thing. I am pleased when my body matches my
emotions. It doesn’t happen that often, almost
never when sad. Happiness sometimes
explodes out in laughter and jumping.
Frustration, anger, disappointment becomes
biting and the occasional wry smile is about
the limit of the bodily expression of my
feelings. Pathetic.
Movement
Donnellan & Leary (2006)
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Continuing
Switching
Starting/initiating
Combining
Stopping
Executing
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Perceptions
Thoughts
Emotions
Speech
Actions
Postures
• Voluntary vs. automatic movements
• Idea-Plan-Execute
Central tenet of the theory
• The vast incongruity between their outer
behavior and their inner state.
• Sensory and movement differences can
mask competence and make unintentional
behavior sometimes appear to be intentional
(Donnellan and Leary, 1995)
Physical Support
• Placement of physical
support
– (hand, wrist, forearm, elbow)
• Placement of display
• Positioning of Marcus
& you
• Size of display
• Ability to point
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Resistance
Rhythm
Eye gaze
Fading
Provide minimum
support necessary
Communication Support
Input
• Auditory
• Visual
• Language demand
• Organization of
display
Output
• Organization
• Display
• Expectation
Emotional Support
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Flight or fight
Security
Confidence
Trust - give control to
individual
• Perspective
• Anxiety
• Behavior plan
Getting Started
Adapted from Martha Leary
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Provide an explanation
Explain your belief in competence
Explain supported communication
Show a desire to learn
Explain expectations when teaching a skill
Monitor what you say
• Practice sharing information without
demanding indicators of attention
• Begin each instructional task with a sincere
expression of confidence in ability
• Summarize aspects of success after a task
and express confidence for the next time
• Read something you think may be of
interest to the person without requiring
them to sit and listen
• Expand literacy development skills
Practice
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There must be opportunity to practice
Practice vs. Communication
Time
Place
Material
Curriculum
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Set work
Language Arts
Reading
Math
Classroom Curriculum
Modifications
• What are helpful modifications?
• Taking short cuts
• Maintaining the “thinking process”
Staffing
• What is 1:1 from a child’s point of view?
• Developing a number of communication
partners
• Staff training
Equipment
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Paper vs. display of output
High tech vs. low tech
Letter board vs. Picture board displays
Visual, auditory, …
Word Prediction
Using a cell phone
Data Collection
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You are looking for BENEFIT
Note movement patterns e.g., low tone
Identify the level of support
Identify the output display/symbols
Identify the input processed
Recommended Good Practices
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Monitor Marcus’s mood, energy
No-risk, or low-risk practice
Build confidence: limit opportunities to fail
Ongoing feedback on performance
Information given by multiple modalities
Age appropriate, personally relevant content
Extensive time to respond to questions
Predictable Questions
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Present a object/picture to label
Describe a structured, but past experience
Respond to questions about a read passage
Other
Data Collection
Include independent communication
Describe level of support
Describe display
Describe additional cues (model, gesture,
visual, verbal)
Goal Review
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Communication
Expressive Language
Participation in curriculum
Initiation
Independence
Verbal Language
Fading and Independence
• Decrease the physical
• Increase the
communication
• Decrease the
emotional/behavioral
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Once you can successfully
support the person
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Move around the placement
Decrease the amount of resistance
“Pick up your arm”
“Move your hand”
Only give more support when necessary
Increasing Communication
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Conversation
Self Expression
Open ended Questions
Less Predictable
Predictable work
Decreasing Emotional Support
• Cognitive Communication can decrease
Behavior
• The person needs to be confident and ready
• Increase opportunity for communication
• Think about the motor and sensory system
needs
• Respect
• Trust
What am I going to do on
Monday??