Resources for Mandated School Closures

We know that this is a crazy time for everyone with the mandated school closures, but we wanted to reach out to your team to continue offering our services. MCESC is still open for business and the Autism & Low-Incidence Coaching Team continues to be available for on-going coaching. Of course, this can change based on government mandates, as this is a rapidly changing event, but we wanted to provide some resources to help you during this time. 

Ongoing Referral Coaching: If you currently have an active individual or classroom referral, we would be happy to meet in-district, through phone conference, or virtual (web-based) conferencing to discuss current progress and to provide additional coaching to support remote learning.  

ACT Lending Library: We have a large array of professional books and curriculums that we would be happy to loan you if you are interested in reading up during the next few weeks. 

OCALI Lending Library: OCALI has an array of books and equipment available for loan. Most are at no cost to the patron and are shipped directly to you. For more information visit their site: https://www.ocali.org/project/lending_library

Commercial Online Professional Development: There are a variety of online resources for continuing professional development. Many of these opportunities are free and may only require individuals to create a log-in! Our favorite resources include:

• Autism Internet Modules (AIM): https://autisminternetmodules.org/

• Autism Focused Internet Resource Modules (AFIRM): https://afirm.fpg.unc.edu/  

• AbleNet University: https://www.ablenetinc.com/resources/live_webinars

• OCALI ASD Training and Professional Development: https://www.ocali.org/project/asd_training_pd

• OCALI Autism Certification Center: https://autismcertificationcenter.org/ 

• Remote Learning Assistance from N2Y (must have subscription): https://www.n2y.com/

ACT Online Professional Development: If you are unable to find what you are looking for online, contact us! We would be happy to provide an online webinar for your district based on your needs. Please contact us for our list of topics. 

Resources Shared on Facebook: We are continually updating and sharing resources on our Facebook page to provide free materials, social stories, information about remote learning, and any additional guidance we can find!

As always, please do not hesitate to contact a member of the ACT team if you have any questions or concerns and we would be happy to help you problem-solve! 

Organization Station: Equipment to Minimize Unsafe Behaviors

Sometimes we work with referral students who engage in behaviors that are unsafe. They may climb cabinets to obtain favorite items or foods or they may elope from the classroom. In today's Organization Station, we will highlight some of the ideas we have seen teams put into place to help keep these students safe and minimize unsafe behaviors.

Unsafe Behavior: Eloping
The least restrictive way to deter students from unexpectedly leaving the classroom would be to place a portable barrier in front of the door to act as an added physical boundary such as a wheeled easel or portable divider.

Marissa Calhoun
Fairbrook Elementary, Beavercreek

The next level of physical support would be a child safety lock on the door which prevents the child from independently opening the door and leaving.

In some cases, we have seen classrooms use a baby gate to block the classroom door. This support is often used if the classroom door needs to remain open but they still need a strong physical barrier.

Unsafe Behavior: Climbing/Accessing Cabinets
It is often an effective behavioral intervention to sanitize the learning environment of any distracting or preferred items (i.e. toys, food, technology, etc.) during work times. But sometimes if the student knows where those items are, they may engage in unsafe behaviors trying to access them. This may include opening cabinets they are not permitted in or even climbing cabinets.

Using a lockable toy chest or shelf where preferred items can be stored and then opened during free times is a great physical structure. We like this example also because it is low to the ground so students are not trying to climb it.

Amy Beanblossom
Arcanum Elementary, Arcanum

When possible, place items in a lower shelf so that students are not trying to climb. Then, use child-proof locks to limit access. Locks can be used on cabinets, drawers, microwaves, or refrigerators.

Unsafe Behavior: Playing with Outlets
Exposed outlets can sometimes be a concern as well. Students may attempt to put pencils, toys, or fingers in the outlets or they may plug and unplug electronics. There are a variety of child-proof outlet covers available.

Horace Mann Elementary, Springfield

You can also block access completely to outlets or other stationary items on the wall (i.e. thermostat) by taping on plastic tupperware.

Robbie Whorton
Demmitt Elementary, Vandalia

Before utilizing these supports, we recommend consulting with your building administrators or maintenance staff to ensure they are permitted in your building. All of these supports should be used in conjunction with behavior modification to determine the function of the unsafe behavior and find replacement behaviors to address the need.

Communication Corner: Teaching Yes and No

Being able to respond with a clear and accurate “yes” or “no” is a very important and functional skill for your students. At school we expect students to show their knowledge by answering yes/no questions related to the academic content. But for students with limited communication ability, this is a critical skill that will give your students some control in their daily life. Today's Communication Corner features some practical ideas for teaching and practicing Yes/No concepts. 

Yes/no can be expressed in many ways:

• verbally
• head nod (yes) or turn (no)
• sign language
• gross motor gesture (clap)
• fine motor gesture (blink)
• pictures/text
• voice output device

Portable Yes/No Picture Symbols
Karyn Smith
Tri-Village High School, Tri-Village

Yes/No Desk Visual
Angie Kleinhans
Stebbins High School, Mad River

First Step "Do you want...?"

Determine the best way for your student to express yes/no. If possible, go with a universal mode everyone can understand such as verbal, head nod, pictures or voice output.  Once you have identified a mode of expression, you will want to assess the student's ability to understand a simple yes/no question.  Start with the motivating and meaningful question "do you want....?" Being able to respond to the question, "do you want...?" is a critical skill for students with limited communication. It will allow you to give options and better determine the wants and needs of the student.

Yes/No Voice Output
Susan Trissell
Westwood Elementary, Dayton

Consider how you can assess and teach a clear and accurate response to this question using these easy steps:

• Gather items that are highly motivating and neutral or nonpreferred and place them in a bin. 
• Present the items, one at a time. Ask the student "Do you want this?" Hopefully you will be able to determine if they want the item based on behavior. If it is not obvious, look for subtle signs that the item is preferred. 
• Make note of how the student expressed that they wanted (or didn't want) the item. Model or physically prompt a response that matches their behavior.
• Invite a peer to join you who can model the target mode of communication. 
• Pair with a yes/no picture. Even if your student does not need a picture to communicate yes/no, pairing with a picture will allow you to use visual cue to prime and prompt the use of yes/no.

Strip

• If the student responds 'yes', give them the item and allow 3 minutes or so engage with it. Put it back in the bin and offer a different item. 
• If the student responds 'no', immediately put the item back in the bin and present a different item.
• If the student responds one way but behaviors indicate the opposite, briefly distract the student, offer the item again and prompt the correct response. 
• Repeat this process and respond quickly to the yes/no response to help the student make a connection.

Once the student is consistently and accurately responding to this question, you can move on to other functional questions such as: 

• Do you have...?
• Do you see...?
• Are you...?
• Is that...?

It may be helpful to present a yes/no visual as a cue to prompt the student. This will let your student know you are asking a yes/no question and that you expect a 'yes' or 'no' response. 

Eye Gaze Board

Voice Output Switches

Protest

If your student has no way to protest, they are likely to use undesired behaviors to escape the situation. Teaching your student to express 'no' will give them a skill to replace these behaviors. If you want to reinforce their use of language rather than behaviors, you will need to acknowledge and reinforce their use of 'no'. You can do this by verbally stating you heard their protest. If possible, give them other options. If they are saying no to a task, refer them to a visual tool such as a work contract to reassure them they are moving closer to being done. If they appear frustrated and showing signs of escalation, you can give them an in-the-moment break.  Many teams use a "take 5" approach using the visual countdown. This allows you to make '5' last as long as you feel needed based on the situation and the student's emotional state. 

Visual Countdown for "Take 5" Approach
Robbie Whorton
Demmitt Elementary, Vandalia

Functional vs Academic Questions

It is important to start with functional yes/no questions before moving on to academic questions. If your student struggles with language comprehension, yes/no questions may be abstract. You will need to start with concrete lessons that show a clear cause and effect allowing your student to make a connection with the power of these two little words. As you move to more advanced questions, the focus of your training is less about the mode of expressing yes/no and more about the student's ability to understand the question and the content. If you feel your student is having difficulty comprehending the content, consider the use of pictures to support their understanding of the vocabulary. 

Around Town Round Up: Tips for Incorporating Reinforcement

Reinforcement is an evidence-based practice that we have seen utilized in many of the classrooms we coach. There is no single way to implement reinforcement but there are some helpful tips that can ensure success. Today's Around Town Round Up will share those tips and some examples we have seen in our districts.

Tip 1: Incorporate visuals supports.
Visual supports help students understand when they have earned reinforcement. They are a concrete reminder of the reinforcement versus other systems that are accessed solely by adults (i.e. Classroom Dojo, behavior data collection, etc).

Punch card for iReady time
Lindsay Fox
Kemp Elementary, Dayton

Portable dime token card to earn preferred activity
Ruby Copley
JFK Elementary, Kettering

Star Behavior Schedule to earn morning and afternoon break time
Mary Nolan
Valley Forge Elementary, Huber Heights

Classwide stamp reinforcement system
Shanon Vance
Valley Forge Elementary, Huber Heights

Tip 2: Clearly define expectations.
Often we will see students who have a limited understanding that their behavior or work completion impacts whether or not they earn their reinforcement. They do not see the clear connection between what they do and what they earn. Use a reinforcement system that clearly communicates what the student needs to do to earn the reinforcement.

In the examples below, the tokens are used to clearly define how much work has to be done before earning the chosen reinforcer. Each token represents a task or part of a task (depending on the student's needs). These reinforcement visual supports are often referred to as a visual contract.

Kelli Tritschler
Mound Elementary, Miamisburg

Annette Black
Springfield High School, Springfield

Rachel Engle
Horace Mann Elementary, Springfield

Jackie Vollmer
Driscoll Elementary, Centerville

Tim Sullivan
Springfield High School, Springfield

This visual contract is part of a structured work system binder. The numbered tokens correspond with pockets within the binder. The student matches each token to the pocket, completes the work, and then earn the chosen reinforcer once all of the work is done.

Laurie Maravetz
Schaefer Middle School, Springfield

Older students may benefit from a task list which details each of the steps required the complete a task. As the finish each step, they check off that step on the list and continue working toward the rewarding activity at the bottom.

Kara Cripe
Smith Elementary, Oakwood

3. Have a clear goal in mind.
For some students who have a variety of interfering behaviors throughout the day, it can be beneficial to focus on a single goal that they will work towards such as a replacement behavior. The goal expectation should be clearly defined and as well as what they will earn.

Tim Sullivan
Springfield High School, Springfield

Laurie Maravetz
Schaefer Middle School, Springfield

Thurgood Marshall High School, Dayton

Ann-Marie Small
Driscoll Elementary, Centerville

4. Incorporate special interests.
To get buy-in from students consider their special interests and how those can be incorporated into their reinforcement system.

Pi Token Reinforcement System
Annette Baker
Miami East Elementary, Miami East

Special Interest Character Token System
Allison Clements
Schnell Elementary, West Carrollton

Rocket Ship Token System
Heather Balkcom
Springcreek Primary, Piqua

For more tips and examples of incorporating reinforcement in the classroom don't miss our previous posts:

ReinforcementSystems

MoreReinforcement Systems

Reinforcementfor Task Completion

Executive Functioning Forum: Metacognition

Metacognition is the combination of various executive functioning skills in order to think about one’s own thinking. It helps students check in on one’s own actions during, or shortly after finishing, a task or activity to assure appropriate goal attainment. For instance, metacognition helps a student realize when they have read and understood a text or if they need to reread something again for better comprehension. This seems pretty straightforward but it is actually the combination of being able to hold information in their working memory, control impulses and block out distractions, along with applying phonics and reading skills.

Today’s Executive Functioning Forum will provide some practical strategies for promoting metacognition with students when looking at behavior, social skills, and academics.

Behavior

Build metacognition with your students by helping them make decisions using visual supports such as contingency maps. Throughout the day, students can monitor their own behavior using self-monitoring tools which helps them think about their decisions and behaviors. For some students, debriefing about behavior can be a meaningful way for them to think about a situation that occurred. But be careful with debriefing because it can lead to re-escalating behaviors, anxiety, or defensiveness with some students especially when implemented too soon after an incident. 

Behavior Contingency Map
Taylor Ruef
Stevenson Elementary, Mad River

Choice Road
Katie Sullivan
Valley Forge Elementary, Huber Heights

PAX/Spleem Self-Monitoring
Jen Everett
Springcreek Primary, Piqua

Behavior Reflection Sheet
Korie Jacobs
Mad River Middle School, Mad River

Think It Over Behavior Reflection

Transition Priming
Leslie Mann
Demmitt Elementary, Vandalia

Think Sheet Behavior Reflection
Leslie Mann
Demmitt Elementary, Vandalia

Think Sheet Behavior Reflection
Springcreek Primary

 

Social Skills

When it comes to social skills, students need to learn not only to think about their own thinking (metacognition) but also the thinking of others (social thinking). Social thinking requires direct instruction of specific skills. Once these skills have been directly taught and practiced, incorporate visual tools to help prime and prompt students to remember the strategies that have been taught. Incorporate ways for the student to self-monitor their progress with applying their new social skills to help with generalization and reflection on their own skills. 

Expected/Unexpected Lesson Visuals
Annette Baker
Miami East Elementary, Miami East

 

Thought Bubble Priming Tool
Nancy Cera
Brookville Elementary, Brookville

Expected/Unexpected Visual Supports
Nancy Cera
Brookville Elementary, Brookville

Metacognition Prompts
Leslie Mann
Smith Middle School, Vandalia

Pokemon Social Skill Self-Monitoring

Academics

Metacognition can be incorporated at the beginning, middle, and end of academic lessons. At the start of a lesson, activate prior knowledge, set a purpose for the lesson, and encourage students to make predictions. Embed monitoring questions throughout lessons such as “How did you solve that problem?” or “What can you do to help remember this information?” to help students think about their thinking during the lesson. Directly teach error monitoring skills (i.e. checklists, proofreading, rubrics) and give students the opportunity to practice checking their own work. 

K-W-L Chart

SWAG sentence checklist
Kristen Gregory
Northmoor Elementary, Northmont

For more information on tips and strategies for teaching executive functioning skills visit our previous Executive Functioning Forum Posts:

Planning and Organization

Attention and Impulse Control

Memory

Emotional Regulation

Flexible Thinking

Problem Solving

Initiation

Resources for Assessing and Teaching Executive Functioning Skills
Time Management