A-LIST Spotlight: John Everson- 1:1 Paraprofessional, Tipp City Schools

It is that time of year again where we get to shine our A-LIST Spotlight on area educators who go above and beyond to meet the needs of their students with autism and low-incidence disabilities. In today's A-LIST Spotlight, we are featuring amazing 1:1 paraprofessional, John Everson from Tipp High School in Tipp City. 

Our team has had the pleasure of working with John for several years as part of a student referral and we were so impressed by his dedication, patience, and willingness to collaboratively problem-solve with our team. 

While working with his student, John implemented a variety of visual supports to help the student be successful while in the school building. One of the most effective tools was a dry erase board for writing reminders and providing non-verbal prompts. This was a great, flexible support that could be used across a variety of settings and activities. 

John also worked closely with classroom staff to implement their classroom visual supports including voice volume visuals, task lists, and visual timers. Additionally, he assisted in reading the student to know when to use sensory supports such as a weighted neck wrap. 

In addition to classroom sensory supports, John implemented a variety of sensory breaks with his student over the years including sensory motor stretching, use of a sensory tent, and breaks in the calming sensory room. John is very intuitive and was able to provide valuable feedback about these supports. Additionally, he was an expert at reading his student so he knew when giving an extra 10 minute break could really help him fully relax and focus more when returning to class. 

John went above and beyond to read and analyze information we provided, trial new supports (even when they were a bit unconventional!), and take excellent data. One of the greatest strengths John demonstrated was taking all of the information provided through the coaching process and applying it to his student. This helped him with "tuning in my awareness and empathy to the correct radio frequency."

Thank you, John, for all of your hard work and perseverance over the years. We have truly enjoyed working with you!

Regulation Rendezvous: Alternate Seating

It is nearly impossible for anyone to stay seated all day long! Especially, for young learners or students who need different sensory input. With most classes returning to in-person learning, it is important to consider how you can provide alternate seating options to make sitting during seatwork or group activities more conducive to learning. We have seen tons of creative ideas in our districts which we have gathered in today's Regulation Rendezvous. 

Alternate Seating for Carpet Time

Some students struggle with where their body is in space or with the core strength needed to sit on the carpet for long periods of time. Alternate seating can be used to provide them with physical boundaries and sensory input to make carpet time more manageable. 

Differentiated carpet time seating
Molly Magoteaux
Kleptz ELC, Northmont

Differentiated carpet time seating
Amy Beanblossom
Arcanum Elementary, Arcanum

Carpet time cars (how adorable!!)
Pam Locker
Washington Primary, Piqua

Zuma Floor Rocker
Kleptz ELC, Northmont

Alternate Seating for Desk Work

For many of our students, desk work requires significant cognitive effort to sustain attention to the academic task. The ability to sustain this effort can be negatively impacted if student sensory needs are not met. Alternate seating is a great way to keep students engaged and on-task while still meeting sensory needs!

Foot rest for desk work
Rylie Jarrett
Stevenson Elementary, Mad River

Hokki stool in student home base
Stacey Rickmon
Northmoor Elementary, Northmont

Mini Hokki Stool for standing to work
Demmitt Elementary, Vandalia-Butler

Hokki Stool in student home base
Ashley Fry
Bradford Elementary, Bradford

Bungee rolling chairs
Sarah Vikan
Schnell Elementary, West Carrollton

Zuma rocker with bouncy band on desk legs
Lindsay Hixson
Charles Huber Elementary, Huber Heights

Zuma Chair with arms
Catherine Anderson
Rushmore Elementary, Huber Heights

Alternate Seating for Group Work

Just like during desk work times, group work times require significant cognitive effort. Additionally, there are increased social demands such as paying joint attention to peers, participating, and working collaboratively. Again, alternate seating can be a great way to meet sensory needs so that students are more equipped to meet group work expectations. 

Mini Hokki Stools
Demmitt Elementary, Vandalia-Butler

Textured Peanut seats
Nikki Tinnermann
Kleptz ELC, Northmont

Alternate Seating for Break Times

For some students, they may be able to manage in a typical school chair for seat work or group times, but after extended periods of time, they may need to physically reposition to provide a reset and get ready for the next activity. Providing alternate seating for use between activities or during breaks can provide this opportunity to reposition and reset. 

Gamer chair
Catherine Anderson
Rushmore Elementary, Huber Heights

Seating options
Allysson Leapley
Tipp High School, Tipp City

Spin Discs
Amy Pratt
Springcreek Elementary, Piqua

Alternate Seating Options

There is no one-size-fits-all approach to alternate seating. And what works for a student one day, may not be as effective the next day. We think it is wonderful when teachers provide a variety of alternate seating options for students to choose from.

 

Therapy ball, stool, stationary bike, gamer rocker, and beanbag seating options
Allysson Leapley
Tipp High School, Tipp City

When providing alternate seating options, we highly recommend direct instruction and priming of expectations to ensure students use these seating options appropriately and when permitted. Check out our Top 3 Tips for ideas on implementation. 

Executive Functioning Forum: Priming for Expectations

Many of our students with executive functioning differences benefit from the use of visual supports to prime them throughout the school day. Most commonly, you may see visual schedules being used to prime students of the sequence of activities throughout the day. Social Narratives are another effective support often used for priming students of expected behaviors or social skills. 

Priming is so incredibly effective that it is one of the most common recommendations we make so that students know exactly what is expected. Predictability is very calming and organizing particularly for students with autism. 

Today's Executive Functioning Forum provides a variety of examples of ways we have seen visuals used in our districts to effectively prime students of various expectations. 

Priming for Instructional Expectations

Letting students know exactly what work is expected during class can be a great way to provide motivation and cognitive clarity. 

Weekly class agenda
Scott Caudill
Brookville High School, Brookville

Explanation of writing expectations to ease student anxiety
Jen Everett
Springcreek Elementary, Piqua

Daily assignment list
Terri Weiss
Kettering Middle School, Kettering

Priming for Technology Use

Technology is increasingly more present in the lives of our students inside and outside of the classroom. Technology requirements and expectations may be different in class than students are used to. Use visuals to prime students on exactly what is expected to prevent unexpected behaviors and distractions. 

Voice and phone expectations
Thurgood Marshall High School, Dayton

iPad use visual

Permitted and not permitted website lists
Bobbi Jo Chapman
Snyder Park Elementary, Springfield

Priming for Turn-Taking

Many of our referral students can become fixated or obsessive about turn-taking. They may race to the front of the line, get upset when others get to do their favorite classroom job, or struggle with taking their turn when appropriate. Use visual supports to make turn-taking more predictable and clearly communicate to the student what their responsibility is. 

Calendar time jobs
Sarah Janosik
Tipp High School, Tipp

Line leader visual
Jamie Minnish
Prass Elementary, Kettering

Helper turn visual
Jessica Burns
Vandalia Preschool, Vandalia

Priming for Voice Volume

Modulating voice volume can be another challenge for some of our students (and really all students at times!). Visual supports can be used in this area along with explicit instruction of what the visuals represent. During class times, refer to the voice volume visuals to prime students of what their volume should be when working independently or as part of a group. Or prime students before entering the hallway or during safety drills. 

Colored voice volume scale
Baker Middle School, Fairborn

PAX voice volume with visual cues
Taylor Ruef
Stevenson Elementary, Mad River

Voice volume push light cues
Kelsey Keen
Tri-Village Elementary, Tri-Village

Voice volume scale
Jackie Vollmer
Driscoll Elementary, Centerville

Priming for Changes

Change is hard! Especially for individuals with autism who strive with predictability and may have a fear of the unknown events that may occur when a change happens. Ease anxiety through using visual supports to provide a predictable way to prime for unpredictable changes. Pair the visual with an explanation of what to expect as a result of the change. 

Change visual
Jennifer Schmidt
Beavercreek High School, Beavercreek

Change card
Jessica Stewart
Trotwood ELC, Trotwood

Post-it note change reminder on schedule
Angela Crum
Parkwood Elementary, Beavercreek

Fire drill board visual
Shanon Vance
Valley Forge Elementary, Huber Heights

Once you increase the amount of priming for expectations you use in your classroom, we think you will be surprised how it not only benefits your students with executive functioning differences but your class as a whole!

Around Town Round Up: Token Economies

Token economies are a popular positive behavior support in many of the classrooms we coach. They increase positive behaviors because they provide a way to immediately reward desirable behavior. Typically, students are able to trade in tokens for activities or tangible rewards of their choosing at a designated time each day or week. Today we rounded up some of the token economies we have seen across the Miami Valley in our Around Town Round Up. 

Token Economies using Money

One of the most popular ways to implement a token economy is to use money as the tokens to symbolize "paying" the student for good behaviors or work completion. This also provides repetitive practice with counting coins. 

Jamie Minnish
Prass Elementary, Kettering

Stevenson Elementary, Mad River

Sarah Janosik
Tipp High School, Tipp City

Token Economies using Tickets

Tickets are another common token economy that we see in school-wide PBIS systems and classroom systems. Tickets can be generic to reward any behavior or may be labeled to reward specific behaviors. 

Allysson Leapley
Tipp High School, Tipp City

Elisha Volp
Northridge Elementary, Northeastern

Token Economies using Tokens

Super Duper Publications have these great Token Towers. We love how this teacher individualized student behavior goals by using a visual cue of how many tokens they need. 

Tabitha Eaton
Main Elementary, Beavercreek

Token Economies using Visuals

For some students, the tangible token is not always necessary. Using visuals such as stamps, stickers, check marks, or tallies can be a great way to visually show them they have received reinforcement. 

Shanon Vance
Valley Forge Elementary, Huber Heights

Ann-Marie Small
Driscoll Elementary, Centerville

For additional ideas on incorporating positive reinforcement in the classroom, don't miss our previous blog posts:

Reinforcement Systems

More Reinforcement Systems

Reinforcement for Task Completion

Tips for Incorporating Reinforcement

Schedule-Based Reinforcement Plans