Curbing Behavior with Visual Support
- 1. Curbing Behavior with Visual Supports, Schedules, Social Narratives and Video Modeling By Lindy McDaniel Early Childhood Special Education Teacher Roosevelt Elementary- USD 489 Hays, KS 1 considerateclassroom.blogspot.com
- 2. I am going to. . . Notes, Key Points and Resources Visual Structure and Handouts for Today. . . Considerateclassroom.blogspot.com
- 3. Getting to Know Me. . . • I have worked with preschool children for over 10 years. • Working with at risk and special needs students, especially those with Autism is my passion. • I taught Head Start preschool for five years, then in the fall of 2008, I began teaching in the Early Childhood Special Education Classroom. • I have background in Conscious Discipline, Responsive Teaching and Structured Teaching. • I am currently sharing my work through my blog. . . considerateclassroom.blogspot.com
- 4. DISCLAIMERS. . . • In today’s presentation I will be referring to children with Autism mostly, however I have seen the strategies and techniques described in this presentation work for ALL types of children. • I am a preschool teacher so all video clips and photos are from a preschool classroom. Please think outside the box in how the techniques and strategies apply to you and your big or little kiddos. . . as they definitely can apply with little tweaks here and there!
- 5. Getting to Know You. . . • How many years have you been working with children with Autism? Other disabilities? • How many of you are teachers? parents? special service providers (slp, ot, pt, etc)? other? • What is your biggest challenge when working with children with Autism and other disabilities?
- 6. To change a child’s behavior you need to be able to make sense of that behavior and making sense of a child’s behavior means making sense of his/her Autism. -Philip Whitaker, 2001
- 8. Reframing Behavior • In order to maximize the student’s growth and performance, we must make sense of his behavior. • The child in the video clip is not acting out because he is trying to be defiant, he dislikes school or due to poor parenting. He has Autism! • We must reframe the behavior. His physical acts are not deliberate or vindictive . They are his way to communicate he does not like what is being asked of him.
- 9. Children with Autism have problems in three main areas of their development: -social interactions and understanding -verbal and nonverbal communication -flexible thinking -Whitaker, 2001
- 10. There is HOPE, Teaching and Learning the Skills. . . 10(Just Three Days Later!) -Video not available
- 11. Schedules •Schedule are a visual/concrete method used to tell a child which activities will make up their day and the order in which they will occur. •The purpose is to teach flexibility; top to bottom and left to right progression; aid in transitions; provide predictability; establish a routine; teach concepts of first/then and finished; and to accommodate receptive language deficits 11
- 12. 1-Object Schedule 2- One Cue Picture Schedule 3- First/Then Picture Schedule 4- Picture Wall Schedule 5- Icon Wall Schedule 6- Text and Small Picture Clipboard Schedule 12
- 13. Schedules for Home. . . Weekly Chart (above) Daily Transportable Clipboard (to the left) Monthly picture schedule (to the right)
- 14. Tips for Home Schedules • You may want your child’s schedule to simply tell placement. For example, first we will play in the playroom, then we will work at the table, then we will walk to the park, then we will go to the store. • Start by making schedules for routine events like mealtime, morning routine, and bedtime routine. • Set up routine times for one on one instruction and engagement. For example at 1:00 when little sister goes down for a nap.
- 15. You have got to keep autistic children engaged with the world. You cannot let them tune out. -Temple Grandin
- 16. How to Get Started. . . With a preschooler or child who has a very short attention span, set a kitchen timer for every hour or half hour. When the timer goes off work with the child for 5 to 15 minutes. You can use a sand timer to support them in knowing how long there work will be. www.watchingtimepass.com
- 17. Setting Boundaries and Teaching the Concept of First-Then. . . First-Then Marker Boards with All Done Magnets 17 • To teach first-then we often do a very brief non-preferred activity followed by a preferred activity to help the child see success. • To make it concrete, in the beginning we will use objects to show where and what they are being asked to do EXAMPLE: “First put in (showing a coin they need to put in), then marble game (showing a marble) .
- 18. Examples of 2 Individual Schedules. . . That Made a World of Difference! A First-Then Schedule A Closer Look at the Communication System
- 19. A Mark Off Picture Schedule Close up of a few lines of the schedule Communication Prompt to request a break
- 20. These schedules were successful because. . . •They reduced anxiety, by showing the children how much work they had do. •Set boundaries and limits. •Supported social understanding of what comes next. •Helped support the child in communicating their needs.
- 21. Typically developing children have multiple ways to communicate a message. *Children with ASD may have only one way to communicate multiple messages -SI KISN 2011 21 Behavior is Communication!
- 22. What is She Communicating? Would we look at her behavior differently if we stepped back and realized that it is her only way to communicate? -Video not available
- 23. See the Magic of Schedules Object schedule with visual Visual watch for support and communication -Video not available
- 24. Visual Supports • Visual prompts and supports are pictures or icons that are still in time. They are a constant in a world that is ever changing! • They provide children with information about the rules and routines of the classroom and home. • Children with Autism and other cognitive and developmental disabilities have a difficult time processing auditory information, by seeing it visually, they can make more sense of it.
- 25. Examples of Visual Supports: to show when areas are off limits 25*See more details on my blog
- 26. Visual Supports: to Decrease Anxiety and Support Attention to Task *see more details on my blog
- 27. Other Visual Supports: To support independence and success 27 Prompt to use one or two paper towels Visual to support a student in putting their bookbag on correctly. Visual to support students in waiting to wash their hands.
- 28. Visual Supports for Supporting Communication This is an adaption from the work of Gayle Porter and Linda Burkhardt and their PODD books.
- 29. An Example of Teaching Children to Communicate Using Visuals. . . 29 -Video not available
- 30. One of the most important visuals you can teach a child is the meaning of a STOP sign!
- 31. An Example of Teaching Stop 31 -Video not available
- 32. As a parent it can be easiest to put things out of reach that your children should not have but by using visuals rather than removing items they should not use, you are able to support your child in learning impulse control. A life skill that is important in school and beyond! A Tip for the Home
- 33. TIP-Putting visuals on a key ring or name tag pulley can help children make progress quicker as they are pulled out immediately for children to make connections with what is being asked of them. 33 A Quick Prompt * See more detail on my Blog
- 34. Seeing the Magic of Visual Supports Conscious Discipline Visuals- www.consciousdiscipline.com Visual support to hold -Video not available
- 35. Social Narratives • Social narratives are interventions that describe social situations in some detail by highlighting relevant cues and offering examples of appropriate responses. • They are aimed at helping learners adjust to changes in routine and adapt their behaviors based on the social and physical cues of a situation, or to teach specific social skills or behaviors. • For more information about social narratives, refer to the work of Carol Gray and Social Stories, 1993, 1995. -The National Professional Development Center of Autism Spectrum Disorders
- 36. An Example of a Social Narrative Social Story for ways to calm Token System 36 -Video not available
- 37. Tips for Writing Social Narratives • Social narratives are individualized according to learner needs and typically are quite short, perhaps including pictures or other visual aides. • Sentence types that are often used when constructing social narratives include descriptive, directive, perspective, affirmative, control, and cooperative. • It can be helpful to use student interests and their favorite characters to support their understanding and for them to buy in and attend to the story. • To support generalization you can also add Power Cards and other visuals throughout their day.
- 38. Example of Social Narrative Using a Favorite Character *The character in this example is Jake from Disney’s Jake and the Neverland Pirates -Video not available
- 39. An Example of Using a Social Story at Home Social Story Dry Erase Choices
- 40. The potential of social narratives is endless. I have used them for everything from volume control, to self regulation, turn taking, coming in from outdoors, restroom etiquette, using good table manners, etc. -See More Examples at Kansasasd.com
- 41. Video Modeling • Video modeling is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. • Types of video modeling include basic video modeling, video self-modeling, point-of-view video modeling, and video prompting. -The National Professional Development Center of Autism Spectrum Disorders
- 42. Example of Individual Video Modeling -Video not available
- 43. A Closer Look at the Ready/Not Ready Visual *See more details on my blog
- 44. Example of Video Modeling in a Small Group. . . -Video not available
- 45. The Magic. . . 5 Minutes After Watching the Video Model! 45 -Video not available
- 46. If there is a chaotic moment in your classroom (or with a specific student), the routine needs to be retaught or a new work system needs to be put in place. - Philosophy from the work of Dr. Becky Bailey and Conscious Discipline
- 47. A Closer Look: Work Systems for Snack Jobs Snack Helpers 47 Snack Supplies
- 48. Tips for Video Modeling • There is no evidence showing that it has to be self modeling. You can ask peers or siblings to run through the activity you want a student to work on and record them doing so with a camera, phone, or iPad to later share with a child. • My Pictures Talk, Model Me Kids, and iModeling are three apps that can be used for video modeling on a iPhone or iPad. • You can use the strategy of video modeling with individuals or in a large group setting. We use it as part of our morning calendar time to talk about a skill the whole class will be working on for the day.
- 49. Example of Video Modeling at Large Group -Video not available
- 50. Just like Social Narratives, the possibilities of Video Modeling are endless. It is definitely a medium to explore with all the technology that is readily available to us. Technology speaks to children, (in my experience especially to those with Autism)!
- 51. It is our job to tap into their minds. . . How do we do that? We teach them using best practice. . . schedules, visual supports, social narratives, and video modeling. Best wishes to you on your Journey, -Lindy
- 52. For more resources and ideas visit my blog. We add a post at least once a week! http://considerateclassroom.blogspot.com
- 53. Resources Bailey, B.A. (2000). Conscious discipline. Loving Guidance: Oviedo, FL. Burkhardt, L. (2013). Simplified technology www.lburkhart.com Gray, C. (2013). The gray center for social learning and understanding. http://www.thegraycenter.org/social-stories/carol-gray KISN- Summer Institute Training and Handouts, June 2010. Porter, G. (2009). Pragmatic organizational dynamic display. Mayer Johnson. TEACCH Autism Program. The University of North Carolina. www.teacch.com The National Professional Development Center of Autism Spectrum Disorders. (2013). http://autismpdc.fpg.unc.edu Whitaker, P. (2001). Challenging behaviour and autism: making sense making progress. The National Autism Society, London. 53
- 54. Thank you for your time! Any questions, or comments. . .