Visual Supports Workshopx - patersonbehaviorsupport

crashclappergapSoftware and s/w Development

Dec 13, 2013 (3 years and 7 months ago)

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Visual Supports

for

All Learners

Michele Triolo

&

Shirley
Tantawi

HELLO NEIGHBOR

Hello neighbor, what do you say

It’s going to be a wonderful day

Clap your hands and boogie on down

Give a little bump and turn around.


Hello neighbor, what do you say

It’s going to be a wonderful day

Clap your hands and boogie on down

Give a little bump and turn around.

WELCOME TO HOLLAND


by Emily Perl Kingsley


c1987 by Emily Perl Kingsley. All rights reserved


I am often asked to describe the experience of raising a child with a disability
-

to try to help people who have not
shared that unique experience to understand it, to imagine how it would feel. It's like this......

When you're going to have a baby, it's like planning a fabulous vacation trip
-

to Italy. You buy a bunch of guide
books and make your wonderful plans. The Coliseum. The Michelangelo David. The gondolas in Venice. You may
learn some handy phrases in Italian. It's all very exciting.

After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later,
the plane lands. The stewardess comes in and says, "Welcome to Holland."

"Holland?!?" you say. "What do you mean Holland?? I signed up for Italy! I'm supposed to be in Italy. All my life I've
dreamed of going to Italy."

But there's been a change in the flight plan. They've landed in Holland and there you must stay.

The important thing is that they haven't taken you to a horrible, disgusting, filthy place, full of pestilence, famine and
disease. It's just a different place.

So you must go out and buy new guide books. And you must learn a whole new language. And you will meet a
whole new group of people you would never have met.

It's just a different place. It's slower
-
paced than Italy, less flashy than Italy. But after you've been there for a while and
you catch your breath, you look around.... and you begin to notice that Holland has windmills....and Holland has
tulips. Holland even has Rembrandts.

But everyone you know is busy coming and going from Italy... and they're all bragging about what a wonderful time
they had there. And for the rest of your life, you will say "Yes, that's where I was supposed to go. That's what I had
planned."

And the pain of that will never, ever, ever, ever go away... because the loss of that dream is a very
very

significant
loss.

But... if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very
special, the very lovely things ... about Holland.











What Is It?

If There Were No Words, How
Did You Know?

Let’s Play Guess Who!

Walt Disney

Dyslexia

Bill Cosby


ADHD

Tom Hanks

Asperger’s

Syndrome

Albert Einstein

Asperger’s

Syndrome


& Dyslexia

Few will be going to self contained classrooms…..

Few will be declassified…..

MAJORITY

will be coming to your classrooms.

* In 2010 statistics showed that out of 199,205 students with an IEP in New Jersey,
nn
96,299

were included in general education classrooms 80% of the time.



* New Jersey Department of Education, 2010. http://www.nj.gov/education/specialed/data/2010.htm#placement

More than
130

students with an IEP currently enrolled in Paterson
Public Schools Pre
-
K will be going to Kindergarten next year.

It’s not “is the child ready for us, it’s are
we ready for the child?”



Dr. Donnie W. Evans, State District Superintendent’s Mission

* Aligned instructional system

Goal 1: Increase Student Achievement

Priority I: Effective Academic Programs

Priority II: Safe, Caring and Orderly Schools

Before visual supports can be implemented, the classroom must ensure a safe and
orderly school environment. Classroom rules, schedules, and expectations must be
clearly defined and consistently practiced.



Consistency and follow
-
through are key for success

Priority IV: Efficient and Responsive Operations

Goal 2: Customer Service Focus

* Improve responsiveness to current and emergent needs district
-
wide















Typically Developing Learners



English Language Learners



Students without previous school experience



Physical disabilities



Visual / Hearing impairments



Intellectual /Cognitive disability



Emotional / Social disabilities



Developmental disabilities






Who Can Benefit From Visual Supports?

All

learners can benefit from visual supports.

Why Use Visual Strategies?


VISUAL STRATEGIES…




* Visual reminders




* Supporting and increasing both receptive and expressive
nnn
communication
.



* Knowing
exactly

what is expected of them. (e.g., washing hands,
nnn
cleaning

up centers)




* Beneficial when used in conjunction with spoken language and/or
nnn
gestures
.



* Enhance Memory

Paint
a
Picture,
a Visual
Can Speak
a
Thousand
Words




Clear
sense of time and
expectations within
a
routine



Allow
for
predictability



Represents steps
within an
activity



Communicate
clear expectations

Premack


Principle














The
Premack

Principle


The
Premack

Principle states:





More
preferred activities will reinforce
less

preferred activities.



You’re parents used it on you. It sounds something like this:







First

you need to eat your vegetables


(less preferred)

Then

you can have dessert”.


(more preferred)

First / Then Board


and


Language



First/Then Boards give children
clear

expectations supported by visuals that help motivate and
N
assist

with task completion.



















First/Then Boards

What Can You Use A First/Then Board For?




• To convey a rule





To convey a short sequence of activities



• For transitions







Don’t Just Blow
the Whistle
, Coach
Children
to
Think of a Solution




• Remind children that for most problems
there is
a “solution” or a way to make it better




Stop
! What’s the
problem

Think
of a possible
solution



Great tool for students with
communication difficulties


--
Get a teacher


--
Ask nicely


--
Ignore


--
Play together


--
Say, “Please stop.”


--
Say, “Please.”


--
Share


--
Trade


--
Wait and take
turns


--
Get a timer

Solution Cards

Visual Timers




Why Use A Visual Timer
?





















Time is invisible. Visual timers help your student to see and “feel”
nn
the

passage of time.

Examples of Visual Timers

How To Use A Visual
Timer



• Step
1: Determine “
When”
information NEEDS to be presented
visually
.







• Step
2: Select the way in which time will be visually
presented





Step
3:
Fade
your
prompts as
quickly as possible


What Can You Use A Visual Timer For?



• Memory prompt for transitions, specials, assemblies, therapies, etc.


• Relieve stress or anxiety






Give heads up for transitions

Visual Schedules

Why Use Visual Schedules?



Allow a child to be in control and successful.



Improves a child’s understanding by providing information in a structured and sequential way.



Help children to function independently.



Gain confidence and build self esteem.



Visual Schedules Provide Information



What events are going to occur



The order that events will occur



New activities that may occur



Changes that might occur during regular activities



When it is time to transition from one event to another




Simple Kindergarten Daily
Schedule

Detailed
Morning/Afternoon
Schedule

“Center time is done”

put it in the “all done” envelope

Visual Schedules Increase
Predictability





Establish the concept of being finished




Set expectations




Decrease “surprises”




Establish routines




Provide a visual means to anticipate transitions




Fading Prompts



Students can become prompt dependent




Start with all means of support ( verbal, physical, visual, etc… ) and begin weaning
n
away

one prompt at a time










The goal is for the student to become
independent!!!



Where can you go for support?

www.behaviorsupport.pbwiki.com

Strategies to start



Other Strategies



Social Curriculum



Social Stories




Visual Supports



Sibling Rivalry



Family Routine Guide



Classroom Routine Guide



Teaching Solutions



Specific Behaviors



Collecting Data


Activities to replace TV









This website is to be used as a behavior

support

for
parents

and teachers of preschool students.


We

are

first
and foremost teachers, and we have

been

trained in
Positive Behavior

Support.


We

work for

the

Paterson

Public School

Early

Childhood

Department and

would

like to share some

of the
material and

knowledge

we have

accumulated

through
the years.



We

have

found

it

helpful,

and

are HOPEFUL

that

you

will


too!



Welcome to our Wiki website!

http://csefel.vanderbilt.edu/resources/strategies.html


Scripted Stories for Social Situations


Tools for Working on “Building Relationships”


Book List


Book Nook


Teaching Social Emotional Skills


Tools for Developing Behavior Support Plans

Center On The Social and Emotional Foundations
For Early Learning ( CSEFEL ) Website

CATSS PROCESS

Child and Teacher Support Services



Teacher completes Request for Assistance form ( RFA

)




Point Person contacts members of team




CATSS meeting is held and strategies are given




Determine next course of action: close case, continue to monitor, refer to CST, PBS




ESI ( Early Screening Inventory )


* general screening tool testing all developmental areas


* given to all 3 year olds and newly entering 4 year olds


* scores: Refer, Rescreen, OK

Questions

&

Comments