ALIST Spotlight--Gail Wright, Eastmont Elementary

Today we would like to shine our ALIST spotlight on the lovely Gail Wright at Eastmont Elementary in Dayton Public Schools!

We love Gail because she is kind and nurturing with her students, works well with her paraprofessionals, and excels with limited resources. She is an advocate for students and leader for colleagues and we are happy to have her as one of our Autism and Low Incidence Support Team (ALIST) members!

In her classroom, Gail has many evidence-based practices in place. She works on Self-Management Skills through incorporating Zones of Regulation and creating a calming environment using colored curtains.

She also uses the evidence-based practice of Visual Supports to communicate expectations to students including class-wide and individualized visual schedules,

classroom jobs,

desk reminders,

and hallway reminders.

We want to thank Gail for being such a great example for fellow DPS teachers and teachers around the Miami Valley! Also a big thank you for welcoming us into her classroom. It is a pleasure to work with you!

Around Town Round Up-- Home-School Communication

Communicating effectively with parents is a key component to developing relationships with student families. Many parents value and appreciate daily communication with their child's teacher especially when students have limited communication skills and are unable to communicate about their day independently. Today's Around Town Round Up is dedicated to Home-School Communication. 

For some students, communicating with parents is completely assisted because they are unable to verbally communicate or complete a written report about their day. 

Tabitha Eaton
Main Elementary, Beavercreek

Other students work together with teachers to complete a daily report. Classroom staff completes the fill in components while students can circle picture icons. 

Marissa Calhoun
Fairbrook Elementary, Beavercreek

In some classrooms students complete an entire daily report using cut and paste options, circling or BINGO dotters to mark their responses. 

Home Report from Unique Learning System
(available with subscription)

Daily Recall Sheet
(available for FREE on our BoardmakerShare site... just click link above)

For older students, school-wide agendas can be modified to meet student needs and communicate with parents. 

Parents can also communicate about events during the evening or about weekend activities so students can share in class. 

Weekend Report
(available for FREE on our BoardmakerShare site... just click link above)

Taskbox Time-- Incorporating Interests

Structured Work Systems are a great way to work on students completing tasks more independently. One way to make Structured Work Systems more motivating is through incorporating interests into the taskbox activities. This week's Taskbox Time is dedicated to taskboxes that incorporate student interests. 

Many students love animals. There are a variety of tasks that can be made incorporating animals.

Count out designated number of lion erasers

Package animal figurines in tupperware

Angry Birds Counting Cards
Carrie Prickett
Jane Chance Elementary, Miamisburg

Match animal erasers

Match Blues Clues Memory Cards

Match small and large teddy bear calendar pictures

Some students have an intense interest in coins.

Match coin to purchasing card and place in baggy

Coin sorting

These taskboxes were created for a female student who loved to play dress up.

Packaging necklaces in boxes

Sort hair accessories

Many students love to play with Legos.

Sort Legos by shape

Build Lego person given visual model.

Some students love celebrating holidays. We love these seasonal taskboxes.

candy cane beading
Robbie Whorton
Trotwood-Madison High School, Trotwood

package Easter fidgets in Easter eggs

Here are several additional special interests tasks:

package dinosaur figurines in Tupperware

Preferred environmental print matching

Match small and large weather pattern calendar pictures

We love some of these ideas from around the internet!

Matchbox car name sequencing
FrugalFun4Boys

McDonald's french fry counting out designated set
Breezy Special Ed

Interests can also be incorporated to the Structured Work System through labeling bins with preferred icons such as Disney Princesses, animals, or in the example below Bengals Football.

Carrie Prickett
Jane Chance Elementary, Miamisburg

Regulation Rendezvous-- Stevenson Elementary Calming Sensory Space

Dealing with the myriad of sensory information within the school setting can be very challenging for a student with autism. When a student with autism experiences sensory overload, (s)he may have a behavioral meltdown. One strategy to avoid or help a student recover from a meltdown includes the use of a calming sensory space. On today's Regulation Rendezvous, we have featured the Calming Sensory Space at Virginia Stevenson Elementary in Mad River Local Schools. 

ALIST teacher, Emily Ottmar, has worked with her school OT, Denise Campbell, and has consulted with our OTs Lynn and Susan to create a fantastic space for students to feel safe and comfortable while at school. ALIST principal, Cory Miller, supported Emily's efforts and continues to strive to meet the diverse needs of the Stevenson students. 

The Calming Sensory Space at Stevenson has minimal alerting sensory input including decreased lighting and noise. Students at Stevenson use the Calming Sensory Space proactively and it is viewed positively and never as punishment or "time out". It can be included in their daily schedule, recommended by an adult, or initiated by the student with permission.


The Calming Sensory Space is divided into 6 separate locations within the room. Upon entering the room, students choose where they want to go using the choice board below. Only one student can be in each space at a time to ensure minimal input and distractions.

Extra materials and shelving is covered to limit visual clutter.

Each location within the Calming Sensory Space has clearly defined expectations and directions on how to clean up. It also provides an inventory of what materials should be in the space. Spaces are divided using shelving, flexible folding mats, or classroom dividers.

Tunnel

The tunnel provides proprioceptive input for students who want to lay on their stomach while looking at a book or completing a puzzle. Students can lay within the tunnel for decreased visual stimuli from the rest of the room. 

Peapod Chair

The peapod chair provides proprioceptive input through calming deep pressure as students sit within the pod. 

 

Saucer Chair and Beanbag

These seating alternatives are also proprioceptive options to give students a comfy place to look at books or play with fidgets.

Small Bean Rocker

The bean rocker is great for young students who want to get vestibular input through rocking in this cozy spot. 

Large Rocking Chair

Older students can rock in this large rocking chair to get calming linear vestibular input. 

Hammock Swing

Students get vestibular input through the hammock swing. Adults monitor the swing to make sure students swing back and forth for calming linear input instead of rotating which can be alerting. 

In addition to the Calming Sensory Space, teachers at Stevenson can check out calming items to trial in their classrooms including weighted shoulder and lap pads, vests, fidgets, and seat cushions.