Organization Station: Organizing Taskboxes Using Labels

It's no secret... we love taskboxes! They are a great way to incorporate hands-on, differentiated tasks in the classroom with clear expectations. But the more taskboxes you make, the harder it can be to find places to store them! Luckily we have seen some great ideas out in our districts for keeping tasks organized using consistent labeling. Today we merge our Organization Station and Taskbox Time to feature these great ideas. 

We love how Annette Black at Springfield High School has color-coded her labeling system so that tasks in the same category can be found easily. This also makes putting tasks away easier for staff and students!

We love how Robbie Whorton at Demmitt Elementary in Vandalia has labeled her taskboxes using photographs of the task. This is a great visual cue for staff to know how to reset tasks. Then, she consistently uses three bins labeled with shapes for student's daily work. The bins are always the same but the taskboxes inside can be changed out. This is a great way to keep routine consistency for students while incorporating task variety. 

Brittany Wendling at Valley Elementary in Beavercreek's labeling system doubles as icons for her students' visual work schedules. Each taskbox has a symbol label (animal, number, or letter) and the matching label can be used on the student's visual work schedule so they can match it to the specific task. 

As you can see, there isn't one way to store or label your classroom taskboxes. The key is finding a system that works for your class to make storage and implementation easy and efficient! For more ideas, check out our previous posts:

Taskbox Organization

More Taskbox Organization

Around Town Round Up: Independent Activities

 Sometimes independence is a struggle for our students with autism or low-incidence disabilities. They may struggle with the ability or motivation to complete tasks on their own. This can be challenging to manage for staff because they may need to split time between multiple students especially during this current climate of social distancing. Today's Around Town Round Up has gathered ideas from across the Miami Valley for activities that we have found to be most successful for building independent skills. 

Sensory Play Activities

The first step to finding independent activities is starting with activities that you know the student will enjoy. Sensory play activities can be very engaging and have endless possibilities to add variety. 

Beans and Feed Corn Bin

Katie Bigelow
Brookville Elementary, Brookville

Rice Bin
Amy Beanblossom
Arcanum Elementary, Arcanum

Sand Table
Julianne Bauer
Washington Primary, Piqua

Sensory Bottles
Susan Trissell
Westwood Elementary, Dayton

Calming Tool Bin
Nikki Tinnermann
Kleptz ELC, Northmont

Water Bead Letters Bin
Heather Balkcom
Springcreek Primary, Piqua

Sensory Break

Some students may be able to do a sensory break in a designated area of the classroom. This could be a passive, calming sensory break without demands. 

Calming Safe Place
Katy Philpot
Rosa Parks ELC, Dayton

Tent
Rylie Jarrett
Stevenson Elementary, Mad River

Sensory Break Area
Sandy Beck
Broadway Elementary, Tipp City

Sensory Break Area
Annette Black
Springfield High School, Springfield

Or it could be a more active sensory break with a repetitive task such as heavy work or exercises.

Heavy Work Book Sorting
Emily Ottmar
Stevenson Elementary, Mad River

FOCUS wall activity
Amy Beanblossom
Arcanum Elementary, Arcanum

Exercise Sequence
Jackie Vollmer
Driscoll Elementary, Centerville

Heavy Work Book Center
Jessica Stewart
Trotwood ELC, Trotwood

Technology

Technology is another activity that many of our students find very motivating. Some students may be successful with academic programs such as IXL, MobyMax, iReady, Edmark Reading, RAZkids, or Unique Learning System. Check with your building or curriculum department to determine what programs are already available for students in the building or reach out to a publisher for a free trial. 

Cause and Effect activities can also be a great independent activity. There are a variety of readily available activities online for free or paid subscriptions that can be used with touchscreen, switch, or space bar access. 

Special Needs Software PLAY Site

Priory Woods Touchscreen & Switch Videos

Other students may need to engage in a less demanding activity during technology time. Watching a DVD or YouTube video can be engaging but we recommend this only for short periods of time when other activities are unsuccessful.  

YouTube Video Choice Board
Tracy Click
Dixie Elementary, New Lebanon

Fine Motor Tasks

Once a student has mastered fine motor tasks, they can be incorporated into independent work times. We recommend tasks with clear expectations and a definite ending point so students know when they will be finished. We love these examples from Debi Gnau at Mad River Early Childhood Center.

Many tasks such as stacking blocks or Legos, lacing beads, or putting pegs in a pegboard can be expanded to fill more time through adding additional manipulatives.

Beads on Pipecleaner Task

Jobs

Planning regular classroom jobs can be another great independent activity for students. Use direct instruction, repetitive practice, and visual supports to help students build independence. 

Milk and Juice Collecting Job

Classroom Chore Chart
Gail Wright
Eastmont Elementary, Dayton

Carpet Sweeper
Robbie Whorton
Trotwood High School, Trotwood

Reinforcement Breaks

Many of our students benefit from frequent reward or reinforcement breaks built in throughout the day to reinforce positive behaviors and task completion. Students are often excited to have the freedom of engaging in favorite activities independently during these times. 

Break Choice Options
Laura Frank
Valley Forge Elementary, Huber Heights

iPad with Deep Pressure Wrap
Lauren Lane
Jane Chance Elementary, Miamisburg

Gear Center
Robbie Whorton
Demmitt Elementary, Vandalia

Break Time Board
Gina Mattie
Beverly Gardens Elementary, Mad River

Reward Time Choices
Leslie Mann
Demmitt Elementary, Vandalia

Choice Time Pocket Chart

Structured Work System

When teams are looking for ideas to help students work more independently on assignments and academic tasks, we often recommend using a structured work system. This is a highly structured, predictable way to organize work so that the student know exactly what is expected and exactly when they will be finished. 

Structured Work Folders
Lisa Bauer
Northmont Middle School, Northmont

Structured Work System Bins
Tim Sullivan
Springfield High School, Springfield

Structured Work System Shelves
Emily Ottmar
Stevenson Elementary, Mad River

Structured Work System Drawers
Rylie Jarrett
Stevenson Elementary, Mad River

For more ideas and guidance on setting up a structured work system in your classroom check out our previous posts:

Structured Work and Teaching

More Structured Work Systems

More Structured Work Systems 2

Individualized Structured Work Systems

Executive Functioning Forum: More Emotional Regulation Strategies

Emotional regulation is an essential skill for everyone. For many of our students with autism or low-incidence disabilities, emotional regulation is a skill that needs to be directly taught and practiced much like academic or communication skills. Skill deficits in emotional regulation can sometimes be confusing to staff especially when the student excels in other areas. Often we hear from staff that student behavior seems purposeful or manipulative, however, the root of the concerns is actually lacking emotional regulation skills. 

Luckily, we see more and more integration of emotional regulation skills instruction in our districts. We love to see this shift in mindset! Today's Executive Functioning Forum will showcase some of these great strategies we have seen across the Miami Valley!

Direct Instruction

The first step is providing direct instruction. Previously we have posted on Superflex and The Zones of Regulation which can be found at the links below:

Superflex

Zones of Regulation

In addition to published curriculums, many of our teams will use the evidence-based practice of Social Narratives to clearly establish expectations and teach new skills. 

Feeling Afraid Social Narrative
Karyn Smith
Tri-Village High School, Tri-Village

Taking time to talk to students about their feelings and to validate different feelings can be valuable too. It is important to communicate to students that it is normal to experience a variety of emotions. 

Emotion Conversation Starter Dice
Nikki Tinnermann
Kleptz ELC, Northmont

Proactive Supports

Once the student has been taught the emotional regulation skills, it is important to proactively embed opportunities to practice. Initially, when practicing regulation strategies, do so during times when the student is calm and ready to learn. This will present the tools from developing a negative association. 

Self-Regulation Check In
Denise Williams
Twin Valley South Elementary, Twin Valley

Daily Incredible 5 Point Scale Check-in
Dale Geyer
Jane Chance Elementary, Miamisburg

Decision-Making Road
Katie Sullivan
Valley Forge Elementary, Huber Heights

PAX Tracking Sheet
Jen Everett
Springcreek Primary, Piqua

Reactive Supports

Once the strategies have been practiced proactively and the student demonstrates success and understanding, then begin to generalize their use to reactive times when the student needs to apply regulation skills. 

Calm Down List
Caroline Kinnison
Northmont Middle School, Northmont

Mad Choices
Amy Beanblossom
Arcanum Elementary, Arcanum

Take What You Need Encouragement Board
Fairmont High School, Kettering

Calm Down Kit
Nikki Tinnermann
Kleptz ELC, Northmont

Reinforce

It is important to reinforce students for learning and applying emotional regulation strategies. Often it can be hard for students to understand and apply these skills and it can be equally difficult for staff to see small steps towards progress in this area. 

Tool Use Recognition Certificate
Leslie Mann
Demmitt Elementary, Vandalia

For more great strategies ideas, see our previous post on emotional regulation: 

Top 5 Tips for Teaching Emotional Regulation