classroom support. key ideas super heroes shared vision
TRANSCRIPT
Classroom Support
• Key ideas• Super heroes• Shared vision
Key Ideas
My Left Foot – dream the impossibleIMDB
Awakenings – challenge assumptionsIMDB
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 MukhopadhyayAuthor of ‘Beyond the Silence’ by age 12
James Franco Reads a Poem by TitoHis 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.
MovementDonnellan & Leary (2006)
• Continuing• Switching• Starting/initiating• Combining• Stopping• Executing
• 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
• 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
• Flight or fight• Security• Confidence• Trust - give control to
individual
• Perspective• Anxiety • Behavior plan
Getting Started Adapted from Martha Leary
• 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
• There must be opportunity to practice
• Practice vs. Communication
• Time
• Place
• Material
Curriculum
• 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
• 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
• 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
• 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
Recommended Good Practices
Predictable Questions
• Present a object/picture to label
• Describe a structured, but past experience
• Respond to questions about a read passage
• Other
Data CollectionInclude independent communication
Describe level of support
Describe display
Describe additional cues (model, gesture, visual, verbal)
Goal Review
• Communication
• Expressive Language
• Participation in curriculum
• Initiation
• Independence
• Verbal Language
Fading and Independence
• Decrease the physical• Increase the
communication• Decrease the
emotional/behavioral
0
10
20
30
40
50
60
70
80
Once you can successfully support the person
• Move around the placement
• Decrease the amount of resistance
• “Pick up your arm”
• “Move your hand”
• Only give more support when necessary
Increasing Communication
• 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??