A-LIST Spotlight: Carla Bryant, Speech and Language Pathologist in Miamisburg City Schools

We are very excited to be featuring Carla Bryant this month to share some of her expertise as a Speech and Language Pathologist from Miamisburg City Schools. Carla has shared some wonderful strategies for functional communication, vocabulary development, and behavioral supports in today's A-LIST Spotlight.

Visual Supports for Small Group
Carla shared, "Simply created out of necessity during covid, but have kept the structure of my groups the same ever since. I would not put myself in the “tech savvy” category. So basically, if I can do this, anyone can! The slides became a very structured and predictable way to present groups to my students. It also helped me in not having to plan something different every single week. I create 2 groups (k-2; 3-5); however, the theme is the same for both groups. Once a “theme” is established, the only slides that change are the story and special activity. We sing the same song every week to greet, talk about how we are feeling for the day, then based on the theme, we have signing time, a story, and a special activity (typically a craft). If we are lucky enough to have time left over, someone gets to pick the movement song to finish the group. I also created a binder for the students to follow along and/or provide a way for my nonverbal kiddos to respond."

 



Individualized Supports for Students
Carla shared, "A student who had significant communication delays and a significant visual impairment came onto my caseload recently. Through research, I came across this 3D tactile communication system geared for students with significant disabilities (those not using speech, sign language, or symbols to communicate). They provide files that can be printed of the symbols you want to target. The files given are for 36 words in the Universal Core vocabulary. The symbols are three-dimensional (3D) symbols that are printed with a different shape, texture and color to indicate the word category. Each symbol includes a unique raised element, the printed word and braille to make the individual word. More information can be found here: https://www.project-core.com/ about-project-core/"

"I created a few object schedule pieces for a student who had increased anxiety about transitioning between environments and activities. The objects provided a symbol-based communication system for him. The objects chosen were considered to be enjoyable and rewarding for him. The object symbols provided him with predictability in his transitioning to the next activity, gave him the ability to make choices, which decreased his anxiety and allowed him to know what was happening next in his routine."

Core Boards
Carla shared, "I recently added a large poster board to a classroom of nonverbal students. A poster is very visible and allows for AAC to be constantly available for all students to use throughout the day. It also allows for the teacher to model when presenting to the class during groups and/or special activities. The core boards are also on the students desks for easy accessibility. Benefits of having a poster core board are: you can use with students that do not yet have their own AAC system, you can model on these communication boards when the AAC user doesn’t want you to use their AAC, and the student can use the board when their AAC device is not charged, broken or unavailable."

Whole class core board for modeling:

"Don't Leave Home Without Them!" Visual Supports

Carla shared these as her "Don't leave home without them" visuals! They provide structure and predictability for all students. They are used in a variety of settings (therapy, classroom, & home) with all ages of students, preschool through adulthood. Visuals allow for less auditory (which can be super difficult because we all like to talk) and provide a sequence of events for the student to be able to recognize and understand. When the ACT team is out to observe, it is evident that these tools are used consistently and effectively!

Carla is a great advocate for our favorite strategies so we are always happy when she is part of the team! She works hard to teach her students functional communication skills and collaborates with the educational team to be sure these skills can transfer across settings. Thanks for all you do, Carla!

Regulation Rendezvous: Tips for Implementing Sensory Breaks

Sensory breaks are a great support for meeting the regulation needs of students! In today's Around Town Round Up our team Occupational Therapist, Lynn DeMange shares some of her top tips for implementing sensory breaks.

When to use Sensory Breaks:

• Use Sensory Breaks when the data indicates Sensory is the function of behavior or when Sensory testing indicates the need for sensory breaks

• Not sure if you should try Sensory Breaks? Check out this chart to see if it describes the student you are trying to support!

When to schedule Sensory Breaks?

• Best approach - Proactively scheduled
• Don’t wait until the student is showing signs of escalation or is in a meltdown or crisis, you’ve waited too long!
• You need to proactively implement Sensory Breaks to help the student maintain regulation across the school day.

• Should not be contingent upon behavior or work completion. Sensory breaks should be viewed as important as time spent on academics. Promoting and maintaining self-regulation throughout the school day provides the student the opportunity to focus and learn.

• Generally speaking, all students may benefit from one sensory break in the morning and one in the afternoon.
• However, this needs to be individualized based on data the team collects when sensory breaks are taken.
• Frequency and duration may be increased based on individual student needs.

How do I know if the Sensory Break was effective?

• Participation in sensory breaks should result in students feeling/appearing calmer and more regulated.
• There should be targeted supports being used during sensory breaks that are intended for each student taking a sensory break.
• Keep data! Track the schedule, frequency and duration of Sensory Breaks. Note what supports or equipment is being used – was it helpful, why or why not? Analyzing the data you keep will help determine changes that may need to be made to the student’s Sensory Break schedule.

Examples of Sensory Break locations:

Classroom:

Example of a calming area within a classroom where students had alternative seating options, fidgets, preferred books, etc
Nikki Timmerman
Kleptz ELC, Northmont

Example of a “pacing path” in a classroom for students who needed more of an active motor movement break. This student is carrying a weighted ball for additional heavy work during her break.
Brantwood Elementary, Mad River

Hallway:

Example of a clearly defined hallway exercise routine for students to complete before returning back to class.
JFK Elementary, Kettering

Example of “locker shopping” while taking a purposeful walk in the hallway. Then the student had to unload his purchases and bag them up!
Heidi Horner
Miami County ESC

Separate Location:

Sometimes having an assigned job or duty is a great way to embed sensory input while being helpful at school.

Lots of districts are developing exercise-based options for sensory breaks which is another example of a great active motor option while also educating students about types of equipment, how to use them, and how it impacts their body.

Kelly Moberly
Learning Center-East, MCESC

Wayne High School, Huber Heights

Sensory Rooms:
Sometimes pairing an active motor sensory break with a purposeful activity helps slow students down and helps them get the input they need to help calm and organize their nervous systems!

Katie Mlod
Mad River ECC- Mad River

Calming sensory rooms can be a great option for escaping the sensory-rich environment of the classroom and have the opportunity to take a break in a quiet, dimly lit location with a variety of supports such as alternative seating options, calming music, lighting options, weighted supports, fidgets, etc.

Beavertown Elementary, Kettering

Smith Elementary, Oakwood

 

Interested in implementing Sensory Breaks but just don’t know where to start?

• Consult the Occupational Therapy staff in your building – they’re a wealth of information and will be able to help direct you to the supports you may need to help support your students!