Transcript 606 Docter
Teaching Children with Multiple Disabilities: Teaching and Learning Through Perspective Presented by Melinda Docter, Ed.D . Classroom Curriculum and Content Areas Alternate Curriculum and Assessments CAPA, Prescriptive Behavioral Checklist, AAMR, Seaco Functional Content Areas Functional Writing Functional Reading Functional Math Self help Motor Skills Vocational Social Emotional Behavior A Variety of Disabilities Mental Retardation Autism Cerebral Palsy Traumatic Brain Injury Cortical Visual Impairment Genetic Disorders Orthopedic Impairments Impact of Disability in the Classroom Cognitive Delay Visual Impairment Lack of Executive Function Delayed Receptive and Expressive Language Lack of Social Interaction Motivation Gross and Fine Motor Skills Delayed Self-Help Skills Strengths, challenges and strategies Repetitive thoughts and behaviors Obsessive compulsive disorder? Everyone has hobbies. Why is this different? Exceptional knowledge or true disruption? Imaginative play or exact replication? Strategies Setting boundaries Highly preferred activities as motivator/Highly preferred staff Medication? Strengths, challenges and strategies Executive Function Organization of thoughts Processing information Task analysis What did I tell you to do? Strategies Break task into smaller parts Check for understanding Stay away from open-ended questions Visual cue for partial participation Tactile cues for schedule Rewards for partial participation Make sure that the child has a way in which to respond Strengths, challenges and strategies Communication Non-verbal cues Rigidity Processing time Flexibility in thinking Strategies Augmentative communication Assistive technology Object cues Object schedules Transition objects Tactile books Tactile calendar Strengths, challenges and strategies Sensory needs or need to avoid Sounds Touch Textures (Foods and fabrics) Smell Sight Self-stimulatory behaviors Rocking Hand flapping Waving items Facial movements Tapping Grunting, noises, screaming Strategies If it’s not disruptive to learning or social development for either the student with autism or those around him, ignore it! If it is, provide more appropriate behaviors that meet the same need. Choose your battles and let everyone else know which battles you have chosen to ignore Behavior Intervention Behavior as communication Inappropriate Behaviors Screaming Hitting Self-stimulatory behaviors Perseveration Inflexibility Co-morbid disorders Ask yourself, “Would this child choose to behave like this if he/she had a more appropriate choice that met the same need?” Strategies What is the payoff? Alternate appropriate behaviors that meet the same need. Motivators Positive Behavior Support Catching good behavior before it turns bad Choices Transitional objects Schedules Predicting Clarifying expectations Consistent and continual reminders Immediate reinforcement Prompting Natural Cues Prompting Levels Least to Most Most to Least Augmentative Communication Switch Program – Kansas University and The National Institute of Child Health and Human Development Teaching and Learning Through Perspective Anxiety Frustration Motivation Progress