Every Second Counts: Embedding Functional Learning Tasks Thoughout the Day
1. EVERY SECOND COUNTS:
Embedding Functional Learning Tasks
Throughout the School Day
By Lindy McDaniel
Early Childhood Special Education Teacher
Roosevelt Elementary- USD 489 Hays, KS
Regional Autism Consultant-TASN
considerateclassroom.blogspot.com
kansasasd.com
1
2. 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
3. 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. It’s about Teaching Learning to Learn Skills
•
•
•
•
•
•
In seat behavior
Time on task
Being a part of a group
Following directives
Communicating
Manage emotions and selfregulation
19. Or Even Making Special
Interests More Academic!
(You can see more info about Direct Instruction Binders on my blog.)
20. Keep Students’ Attention Spans In MindChange It Up Before You Get Unwanted Behavior
*video of student’s experience at Direct Instruction with mail errand at the end
Reverse Chaining
21. Key Points About the Video
• Teaching language with basic language board.
• All done cues
• Functional Mail Run. . .
(You can view more ideas for aided language boards on my blog.)
22. Other Functional Errands
(these functional errands will be on my blog soon)
Getting Mail
Getting Library Books
Requesting a Pencil
Writing a Message
Delivering Shredding
23. Why Do Functional Errands Work?
• Just by standing up students get 10% more
oxygen to the brain.
• Putting students in organized movement patterns
builds confidence and self esteem.
• By doing an errand for someone other than
themselves, the students get a feeling of ‘I
matter’. . . I contribute to something bigger than
myself.
-Research by Dr. Becky Bailey
(Conscious Discipline)
24. Changing it Up in Large Group
*video of student sharing attendance with SLP
Layered Grouping
27. Children Need to Know the Purpose
• Doing a task for task sake is not very
purposeful but doing a task to share
information or fill a specific need creates
purpose.
28. Arrival Jobs
*video of students doing arrival jobs
(Descriptions of all our arrival jobs will be on my blog soon!)
29. Snack Jobs
*video of students doing snack jobs
(The routines for our snack jobs will be on my blog soon!)
33. The ability to communicate. . .
*video of student using all done, and help buttons to communicate
34. Behavior is Communication
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
Want
something
Need help
Tantrum
Indicates
pain
Wants
something
else
34
35. Teaching Appropriate Ways to Communicate
*video of student using ready not ready communication
Click to 2.45
36. A Closer Look at His Supports
(You can view more details about this on my blog and get the Boardmaker file
for it on Boardmaker Share by joining the Considerate Classroom Group. )
37. The ability to self regulate. . .
*video of student listening to social story
to support self-regulation
Social Story
for ways to calm
Token System
(You can get this social Narrative off of Boardmaker Share Under Considerate Classroom.)
38. Another Example of Self-Regulation
*video of student breathing with visuals
(You get more info about Quick Prompts on my blog.)
Conscious Discipline Visualswww.consciousdiscipline.com
41. The Possibilities. . .
*video of students progress from the first video in this presentation
42. Resources
Bailey, B.A. (2000). Conscious discipline. Loving Guidance:
Oviedo, FL.
Burkhart, L. (2013). Simplified technology
www.lburkhart.com
KISN- Summer Institute Training and Handouts,
June 2010. kansasasd.com
Kluth, P. and Schwarz P. (2008) Just give him the whale.
Brookes Publishing: Baltimore, MD.
Porter, G. (2009). Pragmatic organizational dynamic display.
Mayer Johnson.
42
43. For more resources and ideas visit my blog
http://considerateclassroom.blogspot.com
44. Let’s Be Friends. . .
Like Considerate Classroom on Facebook:
Follow Me on Pinterest:
Or access my boards on Boardmaker Share
under Considerate Classroom
Notas del editor
There are so many needs and deficits where do we start. .
It is not going to matter if a student knows the entire alphabet or numbers one to 100 if they can’t sit down in a group setting and share that information when asked.
Reframe the behavior and watch what is he successful at, what does he like. We all gravitate towards what we know and what we are good at. For example I tend to do the visuals supports, work tasks and modifications on my school to do list before I do paperwork that I am not as good at and don’t enjoy doing!
Share background of NM
Block knock down give away.
Find tatum, singing and dancing, aba stuff
Some as unique as they maybe or the typical ones for kids too.
Token board give away
Fan graph, di binder ek
Give awayspodd, all done chart
Pics of Kade’s system and Tatum’s
I always say there is not one thing we do in our classroom that doesn’t have a purpose! Purpose builds motivation. Think you boss said you need to write an IEP for your student. It needs to be through and complete but no one will read it.
Popcorn Out---
The ability to communicate, self regulate, be independent and take of personal needs– tolieting, feeding, personal hygiene are huge!
Give out ready not readys
Other times we use social stories and video modeling to teach specific skills
