ALCOT Part 2

Robert Pennington Author

03/16/2021 Added

38 Plays

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ALCOT Part 2

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[00:00:03.440]All right, so let's pick up where we left off.
[00:00:05.750]And now we're going to talk a little bit
[00:00:07.030]about those instructional supports area of outcome.
[00:00:11.070]So the idea here is
[00:00:11.903]that teaching is more than lecturing, right?
[00:00:13.700]So we can't be teaching if students aren't learning.
[00:00:17.120]Really, we're just presenting.
[00:00:18.890]So this section covers support
[00:00:20.510]that will help you get there
[00:00:21.670]and help you monitor progress
[00:00:25.080]and make sure
[00:00:25.913]that you're implementing instruction consistently.
[00:00:28.490]So we're seeing things like lesson planning,
[00:00:30.520]systemic construction plans,
[00:00:32.450]making sure all staff are engaged in instruction,
[00:00:35.150]and we're graphing data and making decisions.
[00:00:38.510]So when we talk about lesson plans, right,
[00:00:40.450]so we're gonna be looking for things like making sure
[00:00:43.213]that all the critical component.
[00:00:45.040]So how we present instruction,
[00:00:47.470]how we help a child respond,
[00:00:49.000]so maybe prompting strategies in there,
[00:00:51.190]then how we respond
[00:00:52.080]to student performance should all be described,.
[00:00:54.790]These are all important elements
[00:00:56.040]and we want to make sure they're consistent
[00:00:58.060]because if two different people, a paraprofessional
[00:01:00.510]and a teacher,
[00:01:01.343]two paraprofessionals are implementing them
[00:01:03.090]in different ways
[00:01:04.310]students' responding will differ.
[00:01:06.170]That's not only based on their acquisition,
[00:01:08.030]or their progress.
[00:01:08.870]It's based on the fact
[00:01:10.020]that we're implementing strategies inconsistently.
[00:01:15.100]So this is systematic instruction plan.
[00:01:16.930]You've probably seen multiple versions of these,
[00:01:18.940]but we'd like for teachers to have some plans
[00:01:21.380]for some of their objectives,
[00:01:22.440]especially those kind
[00:01:24.040]of more discrete teaching activities.
[00:01:28.180]Well this kind of usually has an objective,
[00:01:29.910]some sort of description
[00:01:30.920]of how things will be presented.
[00:01:32.560]So and this example looks like
[00:01:34.370]it's a match the sample kind of activity, a matching.
[00:01:36.550]So we're indicating that there's three choices laid out,
[00:01:41.550]three comparisons.
[00:01:44.110]This is important, again,
[00:01:45.210]to make sure we're consistent in our instruction.
[00:01:47.860]There's teaching procedures, prompting procedures,
[00:01:50.120]and then in this we actually have some strategies
[00:01:52.840]to facilitate generalization.
[00:01:55.690]This is usually the place where teachers fall down,
[00:01:58.060]or when we were doing assessments,
[00:01:59.920]we don't see a lot of these.
[00:02:01.760]Early on, it's hard to develop these,
[00:02:03.720]it takes a lot of planning
[00:02:04.880]but as your career develops,
[00:02:07.260]you keep building these,
[00:02:08.380]and then you kind of have your own saved cash, right?
[00:02:11.680]And so you pull one out, you know,
[00:02:13.753]your student is learning new manding skill,
[00:02:17.210]a requesting skill, or a matching skill,
[00:02:19.580]you've already got a plan,
[00:02:20.450]you might need to tweak it for a particular student.
[00:02:23.350]This can be shared with paraprofessionals,
[00:02:24.870]can even be shared with parents at home,
[00:02:26.790]you might want to change the wording a little bit,
[00:02:28.603]make it a little bit more recipe, like, easy to follow
[00:02:32.120]but again, it makes sure
[00:02:32.953]that we can promote consistency
[00:02:34.510]across our programming.
[00:02:36.950]And then we're looking
[00:02:37.783]for the teachers are actually using data, right?
[00:02:40.220]So this is again, where people often because of time,
[00:02:44.340]fall down in this area.
[00:02:45.590]So the idea is that they've got...
[00:02:47.820]So they're looking they're graphing data,
[00:02:49.310]and they're actually looking at it
[00:02:50.460]and they're using some sort
[00:02:51.590]of database decision making rules.
[00:02:54.030]I like the old Diane Browder,
[00:02:56.510]which I think she might have taken from herring,
[00:02:58.550]one of three two five.
[00:03:00.850]Collect data at least three times a week,
[00:03:03.040]look at it twice a week
[00:03:04.820]and then if there's not a 5% change,
[00:03:07.930]reevaluate your teaching procedures, right?
[00:03:10.200]It's kind of basic and there are other things
[00:03:11.143]that we can look at.
[00:03:12.290]There's a lot of classic patterns of data,
[00:03:17.530]that we use to tell us where to go next,
[00:03:21.610]you know, data, quick, decrease
[00:03:24.770]and responding on teaching skill.
[00:03:26.200]It's often related to motivation.
[00:03:28.470]But anyway, these are things
[00:03:29.500]that we encourage teachers to be able to talk about,
[00:03:32.160]when we're trying to figure out
[00:03:34.130]where they are in their program,
[00:03:35.330]and we want them to use.
[00:03:37.920]So let's take a second again, take a breather,
[00:03:41.600]and know where you are.
[00:03:44.080]What area that, which one of these areas do you think
[00:03:46.770]or multiple areas that you might need some assistance?
[00:03:50.240]Lesson plans used to guide instruction.
[00:03:52.630]Again, not full undergraduate program,
[00:03:55.290]six page lesson plans, but do you have in a place
[00:03:58.530]where your staff can see plans written out
[00:04:01.560]kind of guiding instruction throughout the day.
[00:04:04.460]Systematic instruction plans for some objectives.
[00:04:07.360]All staff are engaged in instructional activities
[00:04:09.460]when not on break,
[00:04:11.280]data are collected on multiple student objectives.
[00:04:14.120]data are plotted on line graphs
[00:04:16.490]and teachers report the use of aim lines
[00:04:18.440]or database decision making rules.
[00:04:20.630]So just take a second and see where you are.
[00:04:45.910]All right, let's move to the next one.
[00:04:49.360]Now we're talking about instruction.
[00:04:51.980]I like to bring this up.
[00:04:52.813]A couple years ago, a colleague
[00:04:53.730]of mine Dr. Ginebra (indistinct)
[00:04:55.090]we did a study where we just went out
[00:04:56.980]and sent out some coders to classrooms in a district
[00:05:00.930]and we looked at self contained schools,
[00:05:03.040]traditional schools, you know,
[00:05:04.330]just kind of where classrooms were in,
[00:05:07.110]a house and their home schools.
[00:05:08.940]And then we looked at Middle School high
[00:05:11.280]and elementary schools.
[00:05:12.810]And we just coded and we're looking
[00:05:14.040]to optimize respond, feedback.
[00:05:16.600]And here's one set of the data.
[00:05:20.600]And this really showed kind of engagement, right?
[00:05:23.100]And so look at the percent of academic engagement.
[00:05:26.220]So the candy stripe is passive engagement.
[00:05:28.650]Again, kids sitting, being taught at
[00:05:31.980]and not expected to respond.
[00:05:35.360]Active engagement, right,
[00:05:37.940]were the solid gray stripes.
[00:05:39.410]And of course, the what was nice is
[00:05:40.610]there was a small percentage of downtime
[00:05:42.470]in this district, which was awesome.
[00:05:44.140]Same thing with off task.
[00:05:45.900]But the comparison of passive engagement
[00:05:49.350]to down active engagement was a problem, right?
[00:05:54.430]I mean, in some cases, you look at this middle school,
[00:05:57.030]I mean, you're looking at about, you know,
[00:05:59.210]five times more passive engagement.
[00:06:02.860]So the big idea is engagement involves
[00:06:08.130]high quality instructional practices.
[00:06:10.680]And so let's talk about some of those.
[00:06:12.060]So some of the sample items
[00:06:13.210]for this section are no student says for five minutes
[00:06:16.370]without instruction.
[00:06:18.120]And this doesn't mean that, you know,
[00:06:19.290]you may have two adults in your room for 12 kids
[00:06:22.120]or 10. Kids, it doesn't mean that every kid needs
[00:06:24.590]to have teacher interaction.
[00:06:26.490]But some kids are working
[00:06:28.110]on computer assisted instruction,
[00:06:30.960]some kids are learning new skills
[00:06:32.990]within kind of a structured and independent task,
[00:06:36.080]some students are working independently
[00:06:37.760]with guidance and support.
[00:06:39.007]And so the idea is that again,
[00:06:40.320]it doesn't have to be that kind of didactic instruction,
[00:06:43.150]but that kids are not sitting,
[00:06:45.430]missing an opportunity to learn.
[00:06:47.200]I always feel that some
[00:06:49.280]of our kids with special intellectual disabilities,
[00:06:51.293]they're early on,
[00:06:53.000]they're missing so many opportunities to learn.
[00:06:54.960]But as we know, that increases exponentially over time.
[00:06:57.350]So the curriculum that we have
[00:06:59.170]to teach for them is vast
[00:07:01.690]and so we just don't really have any time
[00:07:03.400]to waste during the instructional day.
[00:07:06.370]We need to be teaching as much as possible.
[00:07:09.650]We want to make sure that folks deliver one request,
[00:07:13.440]and then prompt.
[00:07:14.680]So I was observing the question the other day,
[00:07:16.510]and the teacher just kept, what is this,
[00:07:18.830]what is it, what is it, what is it, what is it,
[00:07:21.030]over and over and the kids like trying to get away.
[00:07:23.350]You know, not effective instruction, right?
[00:07:26.920]So there's no way that with that model,
[00:07:29.280]that that student is going to respond in the presence
[00:07:31.340]of that direct direction
[00:07:33.710]and it makes it more evasive
[00:07:35.657]and it teaches the student they don't have to respond.
[00:07:38.340]If we don't immediately deliver the target directive,
[00:07:42.390]we don't immediately deliver a prompt, right,
[00:07:44.930]they don't make that connection,
[00:07:46.320]like, oh, I've got to respond, you know.
[00:07:47.810]And then of course, we rely on reinforcement.
[00:07:49.640]So we start getting some skill acquisition there.
[00:07:54.320]Age appropriate materials.
[00:07:55.590]We're looking
[00:07:56.710]for preference assessments being conducted,
[00:07:57.950]and that there's a broad curriculum
[00:07:59.240]that we're teaching all the necessary components.
[00:08:05.200]So again, we want to make sure that,
[00:08:07.620]one staff and students should be engaged
[00:08:10.300]in instruction related activities,
[00:08:12.370]students should be able to request breaks,
[00:08:14.830]engage in movement,
[00:08:15.870]have access to a range of stimulating activities,
[00:08:18.880]but avoid the downtime trap.
[00:08:22.490]So when I'm looking at classrooms,
[00:08:24.180]things that I worry about are when kids are,
[00:08:26.900]you know, spending a long period of time
[00:08:28.250]in sensory rooms or sensory areas?
[00:08:30.930]Sure, it's there for kids that have behaviors
[00:08:35.270]that are automatically reinforced,
[00:08:37.460]is there a potential use
[00:08:39.840]for sensory stimulation activities?
[00:08:42.620]Of course,
[00:08:44.210]but my experience is that folks will have these areas,
[00:08:48.810]the students will go to those areas,
[00:08:51.280]and there's not any requirements placed on that,
[00:08:53.720]which also reduces the requirements for the teacher.
[00:08:58.240]Oftentimes, they may not be engaged
[00:08:59.620]in problem behavior,
[00:09:00.500]which, again, is a removal of versa from the teacher
[00:09:03.620]and over time, the length of time
[00:09:05.370]and those little sections grows and grows and grows.
[00:09:08.570]And, again, we're not teaching.
[00:09:10.540]So that's what's really important for us to consider.
[00:09:12.980]I think, also time, especially your walk into classrooms,
[00:09:16.880]and teachers will have their free time, right,
[00:09:21.650]button Fridays still,
[00:09:23.090]which I can't believe it's still a thing,
[00:09:24.177]but that happens, or we're teaching major skills,
[00:09:27.210]and the kids are sitting on a couch watching television.
[00:09:30.670]They don't need that time, right?
[00:09:32.500]They need to be taught how to access leisure skills.
[00:09:35.480]So we certainly we want them to engage in some responses
[00:09:43.100]to help them access leisure skills
[00:09:44.730]and maybe contact those leisure skills briefly,
[00:09:47.400]but we don't need long periods of time of the day
[00:09:49.360]when they're, again, not engaged
[00:09:51.300]in some sort of direct instruction.
[00:09:54.020]And then I feel oftentimes the overuse of nerve centers
[00:09:57.360]and task boxes.
[00:09:58.980]Again, I think that they play an important role
[00:10:02.170]in classroom running.
[00:10:04.550]I think that oftentimes,
[00:10:06.330]there's just not enough adults in the room
[00:10:09.610]to provide intensive support.
[00:10:10.900]So we've got to find things for students
[00:10:12.350]to do independently.
[00:10:14.120]But oftentimes,
[00:10:16.410]you're seeing the same manila folders,
[00:10:19.250]laminated, the kids are doing every day,
[00:10:21.660]same kind of matching app,
[00:10:23.490]how many times is a kid have to practice his skill
[00:10:27.840]to maintain matching.
[00:10:30.730]So again, we've got to use these
[00:10:33.230]but we have to sometimes do better
[00:10:34.850]and making sure we are using them
[00:10:37.240]in ways that actually teach new skills,
[00:10:39.360]or making sure we're mixing the boxes up
[00:10:42.080]so kids aren't just doing the same task over
[00:10:44.350]and over again.
[00:10:47.620]You might observe the effective use
[00:10:49.130]of good small group instruction in these classrooms
[00:10:51.930]which promote engagement, right,
[00:10:53.590]because ratios are down a little bit.
[00:10:56.090]You'll see paraprofessional,
[00:10:57.040]sometimes leading small groups.
[00:10:58.970]Again, you'll see high quality independent learning path,
[00:11:01.880]things like computer assisted instruction.
[00:11:03.930]If you saw my writing talk,
[00:11:05.220]we talk a little bit about copy cover compare tasks
[00:11:07.500]where kids are actually using instructional materials
[00:11:12.530]as their own prompt.
[00:11:13.620]Somebody doesn't have to come in there,
[00:11:14.930]but they're acquiring new skills
[00:11:16.110]as they engage in the task.
[00:11:20.690]We're looking for meaningful opportunities to respond.
[00:11:23.520]So this means that there's a high probability of success.
[00:11:27.120]So students aren't students
[00:11:28.610]that already struggle, are not failing the majority
[00:11:32.310]of opportunities, right,
[00:11:33.600]they're not providing multiple options
[00:11:36.270]where they can't be successful.
[00:11:38.920]So we're seeing affective response prompting
[00:11:41.370]to get there.
[00:11:42.440]So again, it's giving opportunity for student to respond.
[00:11:46.550]They can't do it independently, initially
[00:11:49.570]We're in there quicker with a prompt
[00:11:50.890]so they can perform the task,
[00:11:52.420]reap the benefits of completing that task
[00:11:55.220]and that's admitting that behavior
[00:11:56.947]and making sure they're successful.
[00:11:59.160]We want to make sure that frequent access
[00:12:00.500]to reinforcers.
[00:12:02.040]There's a broad curriculum, right?
[00:12:03.570]So we're teaching communication skills,
[00:12:05.910]access to the curriculum, adaptive skill.
[00:12:08.350]So all those things that we have the program for
[00:12:11.290]within an hour, I should see them all mixed.
[00:12:13.980]Within, you know,
[00:12:14.880]there was a 30 minute math instruction.
[00:12:16.920]Well, I should see opportunities for kids
[00:12:18.440]to make requests, hey, I need a protractor,
[00:12:21.930]I earned this, can I get my reinforcer?
[00:12:24.380]I should see teachers teaching vocabulary.
[00:12:27.050]I should teach teachers teaching,
[00:12:29.510]good work grouping skill, or working in a group skills,
[00:12:33.210]all those things can be embedded.
[00:12:35.170]And finally, making sure that teachers are thinking
[00:12:37.360]about generalization.
[00:12:38.570]Said a great professor, was televised
[00:12:42.930]by John Schuster, Belva Collins.
[00:12:45.420]John used to always say,
[00:12:48.390]don't teach kids to a box, right?
[00:12:50.810]And so and that's what we do in our classrooms.
[00:12:52.470]We teach kids to respond
[00:12:53.820]under tightly controlled conditions
[00:12:55.590]but we don't think about generalizing.
[00:12:57.810]Our kids are never going to be independent
[00:13:01.040]in those natural environments.
[00:13:02.730]So that means that we think about making sure
[00:13:05.890]that we're rotating materials.
[00:13:07.440]So again, we're not teaching kids to respond,
[00:13:10.150]label an animal when it's one single picture
[00:13:12.250]of animal, right?
[00:13:13.540]We're teaching them to label multiple animals,
[00:13:15.400]multiple cloth items,
[00:13:16.580]we're teaching them to respond to their peers
[00:13:18.970]under multiple circumstances,
[00:13:20.740]not two kids across from each other at desk, hi, hi.
[00:13:25.190]That's not how the real life works, right?
[00:13:27.210]Usually it's hi as people are walking past.
[00:13:30.780]We're programming common stimuli, right?
[00:13:33.560]So we're not using play money
[00:13:35.030]and things that aren't actually out
[00:13:37.150]in the natural environment.
[00:13:38.000]We're teaching kids respond to real life stimuli.
[00:13:41.080]So all those things are really basic,
[00:13:42.440]but they're often missed within our programming,
[00:13:45.120]just because of our time and planning.
[00:13:48.240]So I want you to take a second now,
[00:13:50.610]and I want you to look,
[00:13:51.790]I'll give you just a little bit longer
[00:13:53.320]because there's more items here
[00:13:54.350]but mark down, where are you.
[00:13:57.400]No, students sits for more than five minutes
[00:13:59.050]without instruction,
[00:14:00.570]no staff seek attention responses
[00:14:02.410]before delivering or excuse me,
[00:14:04.190]staff seek attention responses
[00:14:05.820]before delivering instruction.
[00:14:07.620]So watching staff teaching, do they say look,
[00:14:10.130]are they missing trials,
[00:14:11.510]because the student is not engaged,
[00:14:13.730]staff generally delivers the same directive only once
[00:14:16.340]and then use prompts or feedback
[00:14:17.690]to ensure a correct response,
[00:14:19.770]staff deliver consistent feedback during instruction,
[00:14:22.800]all instruction materials are age appropriate,
[00:14:24.740]staff use preference assessments,
[00:14:28.150]instruction occurs in at least two other skill domains
[00:14:31.630]besides academic.
[00:14:32.910]So yes, you are teaching academic skills,
[00:14:34.900]but are you also teaching these other important skills?
[00:14:38.300]Staff teach academic skills aligned
[00:14:39.790]with general education curriculum,
[00:14:42.000]and staff use methods to promote generalization.
[00:14:44.850]So just take a minute, think where you are,
[00:14:47.410]think where your staff is, and then we'll come back.
[00:15:09.960]Take a drink of water.
[00:15:22.200]Alright, let's go the next section.
[00:15:25.010]Okay, so communication, right?
[00:15:28.170]Probably one of the most important areas for me.
[00:15:30.090]It's something that I'm on a soapbox on probably
[00:15:34.140]at least every other day.
[00:15:35.890]So the big idea here is
[00:15:37.160]that communication instruction
[00:15:38.390]should be priority number one.
[00:15:40.690]If kids cannot communicate,
[00:15:42.490]they're going to engage in higher rates
[00:15:43.700]of problem behavior,
[00:15:44.840]they're not going to be able to participate effectively
[00:15:46.640]in academic instruction, they're going
[00:15:48.820]to have weaknesses developing relationships,
[00:15:51.110]employability, I mean, just every aspect of life.
[00:15:54.610]Communication.
[00:15:55.470]The need for communication, intersects, right?
[00:15:59.060]So we should see a robust representation on IP.
[00:16:01.960]If you're working with kids with autism,
[00:16:03.370]and it's not an IP, then that's a problem, right?
[00:16:06.240]Because one of the core features
[00:16:08.310]or components of eligibility is some impairment,
[00:16:12.820]or the need for supports the area of communication
[00:16:15.990]and social skills, targets immediately functional
[00:16:19.590]and more complex skills.
[00:16:21.150]So we're looking at very basic skills,
[00:16:24.800]but also that we're looking at,
[00:16:26.750]we're moving beyond that.
[00:16:28.010]So we're moving beyond just making requests
[00:16:31.170]but how do we get to individuals
[00:16:32.970]where they're actually engaging in interactions
[00:16:35.100]with their peers.
[00:16:37.120]All staff are responsive
[00:16:38.470]So all staff recognize communication attempts.
[00:16:41.180]So kids, when they first learn
[00:16:42.520]to communicate staff aren't ignoring them
[00:16:44.380]and putting them on extinction.
[00:16:46.030]Right, we want to make sure
[00:16:46.900]there's lots of opportunities throughout the day.
[00:16:48.890]All staff are responsive, right?
[00:16:51.740]And then and peers too that we're training peers
[00:16:53.900]to be responsive.
[00:16:55.230]And then the classroom team drives instruction.
[00:16:57.480]So that's really important, right?
[00:16:58.760]So it's not just left the speech pathologist
[00:17:00.670]that comes in 30 hours of, excuse me,
[00:17:02.790]30 minutes a week.
[00:17:04.090]There's a whole team approach, interdisciplinary,
[00:17:06.100]all the necessary team members are there,
[00:17:07.740]and we're doing all day long.
[00:17:11.060]I think this is really important.
[00:17:12.240]I mean, a lot of our SLPs, again,
[00:17:14.230]don't have a lot of direct contact with our individual.
[00:17:18.500]Sometimes their mechanics, right,
[00:17:19.810]they come in and tell us what to do
[00:17:22.820]but they're not going to be the primary implementer,
[00:17:25.130]because our students should be communicating
[00:17:27.230]all day long and so we're talking about teachers
[00:17:29.890]of record, family members,
[00:17:32.140]all those folks should be the ones driving instructions,
[00:17:34.940]with support from our speech pathologists.
[00:17:36.850]And some of our speech pathologists, like teachers,
[00:17:39.220]just like behavior analysts
[00:17:40.570]may not have extensive training
[00:17:42.170]providing communication supports for students
[00:17:44.120]with the most complex needs.
[00:17:45.880]So again, it's going to require, you know,
[00:17:48.200]the proverbial village to get it done.
[00:17:52.520]And at this, you know,
[00:17:53.353]if you think about it, think about who's there.
[00:17:55.320]Again, our speech pathologists,
[00:17:56.640]if we just took an average kind of percentage time,
[00:17:59.160]they may see the kid 4% of their time,
[00:18:02.030]whereas the teachers, about 40%
[00:18:04.370]and the majority of time is spent with family members.
[00:18:06.460]So just making sure all those folks are supported.
[00:18:10.340]Communication kind of generally involves thinking
[00:18:12.680]about these areas.
[00:18:13.940]So environmental arrangement,
[00:18:15.630]and when necessary, appropriate the AAC,
[00:18:18.540]augmentative alternative communication.
[00:18:20.710]Some application of evidence based practice
[00:18:23.040]with this for teaching, right?
[00:18:25.190]So sometimes we confuse those.
[00:18:27.500]People have like a core language board
[00:18:29.910]and they think that's the intervention
[00:18:31.290]but no, there's a practice to get in there.
[00:18:33.940]There's a prompting mechanism to get kids to use that.
[00:18:36.750]And so just putting some device
[00:18:38.730]or some communication board
[00:18:40.780]on a kid's desk, is not going to be enough in most cases.
[00:18:44.520]And then we're thinking about making sure
[00:18:45.960]that people respond, right,
[00:18:47.420]to those communication attempts,
[00:18:49.040]and also making sure
[00:18:50.420]that we are providing enough dosage.
[00:18:52.670]So five trials a day, you know,
[00:18:54.920]during snack time
[00:18:55.830]for goldfish is not going to get it, right?
[00:18:58.110]We're really looking at making sure
[00:18:59.840]that individuals are communicating all day long
[00:19:02.197]and have opportunities to do so.
[00:19:07.580]We also want to make sure that a good program,
[00:19:09.750]right, is building a functional repertoire.
[00:19:12.230]So that means we're moving
[00:19:13.600]away from very controlled presentations of stimuli,
[00:19:17.800]and we're trying to naturalistic settings.
[00:19:20.040]So certainly, you were doing
[00:19:21.440]some intensive discrete trial,
[00:19:23.370]one on one systematic instruction right there
[00:19:26.290]to build skills, but quickly,
[00:19:28.030]we're moving to natural environments.
[00:19:30.210]We're getting kids to identify things
[00:19:32.010]away from picture cards on the table,
[00:19:34.270]and more out into the community.
[00:19:36.360]We're making sure we're training
[00:19:37.460]across partners so that kids don't learn
[00:19:39.810]to interact with just one person, right,
[00:19:42.500]and when possible, we're involving peers
[00:19:44.890]in that early instruction.
[00:19:46.040]So kids understand that oh,
[00:19:47.430]when I interact with a peer,
[00:19:49.400]I can also receive reinforcement for a peer listener.
[00:19:54.620]We want to make sure it's
[00:19:55.453]under a range of teaching conditions.
[00:19:57.660]So good, good programming is kids should learn
[00:20:00.720]to ask for things when they're present,
[00:20:03.270]but also when they're not present, right?
[00:20:05.060]They should be under the control of, you know,
[00:20:07.620]from a technical ABA world,
[00:20:09.210]we're talking about motivating operation,
[00:20:10.680]but that means the state of deprivation.
[00:20:13.110]I don't sit around and wait for somebody to go, Rob,
[00:20:15.130]what do you want?
[00:20:16.590]That would be really annoying.
[00:20:18.020]Usually, if I need something,
[00:20:19.130]I'm like, hey, can I ask for this.
[00:20:21.520]And I might know what's available
[00:20:22.850]and have some other information
[00:20:24.020]but that's really where we need to get kids to be
[00:20:27.230]instead of just waiting for somebody
[00:20:28.610]to give them a directive.
[00:20:30.910]And then you want to target a logical curriculum.
[00:20:33.440]And of course, a lot of our educators,
[00:20:35.500]we may not, I didn't have enough coursework
[00:20:40.360]to accurately determine a curriculum
[00:20:44.550]for communication.
[00:20:45.383]So I like to use some of the curriculum out there,
[00:20:47.940]the curricula that are out there.
[00:20:48.930]So in my program, teachers use the VB-MAP,
[00:20:52.320]We used to do the Abel's, VB-MAP,
[00:20:54.460]and there are a myriad of tools available,
[00:20:58.240]but those can support you
[00:20:59.450]and kind of assessing where your student is
[00:21:01.740]and figuring them out
[00:21:02.780]because oftentimes,
[00:21:03.613]our more standardized assessments are larger things
[00:21:05.490]that assessments that we do to get
[00:21:07.270]to meet eligibility may not give us information
[00:21:09.620]about how a student responds in a given context.
[00:21:15.230]And finally, we want to make sure
[00:21:16.063]that folks are implementing evidence based practices,
[00:21:18.550]right, so nurses practially,
[00:21:20.660]a lot of strong evidence packs, discrete trial training,
[00:21:24.370]natural environment teaching.
[00:21:26.260]And with that comes over a million strategies,
[00:21:28.890]incidental teaching, man model,
[00:21:32.150]pivotal response training.
[00:21:34.610]So we're looking for the application
[00:21:36.060]of those types of practices.
[00:21:38.120]So let's take a minute now and evaluate ourselves,
[00:21:40.420]we're just gonna assess where we are.
[00:21:42.700]One students IPs contains
[00:21:44.540]social communication objectives.
[00:21:47.320]Two all students have
[00:21:48.810]a functional communication system.
[00:21:51.950]Three,
[00:21:53.060]students have access
[00:21:54.070]to communication supports at all times.
[00:21:56.240]and that's really important.
[00:21:58.390]Staff teacher raise the environment
[00:21:59.880]to facilitate peer interaction
[00:22:02.270]and all students participate in activities
[00:22:03.930]with peers without disabilities.
[00:22:14.420]So again, I hope you have your handy notebook,
[00:22:18.180]I hope you're doing great in all of these areas.
[00:22:21.520]It's okay if you're not
[00:22:22.620]because this is where we want to be right.
[00:22:27.730]Nebraska and other regional areas may be different
[00:22:31.010]In the areas to which I've worked, this is a sore spot.
[00:22:36.720]Again, lots of kids sitting there
[00:22:38.300]without opportunities to engage,
[00:22:41.180]because they don't have
[00:22:42.190]strong communication supports.
[00:22:48.810]Alright, let's switch gears.
[00:22:51.300]Let's talk about our next section.
[00:22:53.690]So we've got two more sections left.
[00:22:55.170]So one section is related to behavior management.
[00:22:59.330]And so we're talking about behavior
[00:23:00.417]and again, you can imagine
[00:23:02.540]as somebody that is a behavior analyst,
[00:23:07.050]loves behavior, a small doable section that's usable,
[00:23:11.630]it was tough not having a whole page in itself
[00:23:14.220]in terms of behavior management.
[00:23:17.570]But the idea here is the environment...
[00:23:19.340]Is the environment gently reinforcing important behaviors.
[00:23:23.100]And is there a systematic approach
[00:23:24.730]to treatment of problem behavior?
[00:23:28.920]Do you just deal with problem behaviors, right?
[00:23:35.310]Or do you?
[00:23:37.000]Are you proactive in making sure that we have strong plans,
[00:23:40.550]people are implementing supports around these students
[00:23:43.350]to reduce the likelihood that you're going to have
[00:23:47.178]to react to problem behaviors?
[00:23:50.610]Some of the sample items are do we see choice making,
[00:23:54.520]use of reinforcers, right,
[00:23:56.828]are we avoiding restraint and aversive procedures
[00:23:59.270]when possible,
[00:24:01.060]do our procedures promote dignity?
[00:24:04.280]Let's talk about this a little bit more in depth.
[00:24:07.170]So one, we're looking for a functional approach
[00:24:09.330]to problem behavior.
[00:24:11.330]So we're systematically seeking a purpose
[00:24:15.220]that the problem behavior serves
[00:24:16.610]instead of considering it as a characteristic
[00:24:18.550]of a particular learner disability.
[00:24:21.030]So kids don't behave because they have autism,
[00:24:23.390]or kids don't behave because they're EBD,
[00:24:26.020]emotional behavior disorder, right?
[00:24:27.870]Kids behave because it works for them.
[00:24:30.670]I think it's really important for us
[00:24:32.070]because when we attribute particular behaviors to students,
[00:24:38.590]as a part of you know, some diagnosis or eligibility,
[00:24:42.420]we can't fix that, right?
[00:24:44.610]Suddenly we start making assumptions around,
[00:24:46.590]oh, well, it's neurologically a wound in them.
[00:24:49.810]And that's not the case.
[00:24:51.070]People behave and use particular behaviors,
[00:24:54.097]because those particular behaviors work.
[00:24:58.190]So I like to remind people that behavior is what we do,
[00:25:00.630]it's not who we are.
[00:25:02.270]So people are not aggressive, they're not biters, runners,
[00:25:05.080]oppositional, screamers, deviants, compliance.
[00:25:08.660]We may label them that way as a result of patterns
[00:25:11.200]of their behavior
[00:25:12.390]but the issue is that people behave in a few behaviors
[00:25:15.730]at excessively higher low rates.
[00:25:18.870]And dependent on those behaviors,
[00:25:21.110]usually, that's how they get labeled these ways.
[00:25:23.410]I also think it's really disrespectful
[00:25:24.800]when we're kids Oh, he's a biter, he's a runner.
[00:25:27.120]And I've done that early in my career
[00:25:28.900]and I've tried to shake myself out of it,
[00:25:30.123]because I think the way that we talk about kids
[00:25:33.443]really impacts the way that we intervene with them.
[00:25:39.260]So we want to make sure one that we develop climate
[00:25:41.580]that supports appropriate behavior,
[00:25:43.090]so high rates of reinforcement for responding.
[00:25:46.020]So we see, again, we're looking at classrooms
[00:25:48.510]where teachers are heavily engaged in positive feedback,
[00:25:51.343]they're using additional reinforcers, when necessary,
[00:25:55.790]maybe they're starting with edibles,
[00:25:58.020]they've got token systems.
[00:25:59.740]Again, at some point,
[00:26:00.750]some of our kids don't respond initially
[00:26:02.510]to positive feedback.
[00:26:04.950]We're using pairings so folks
[00:26:07.107]or our students know that when this person is around, right,
[00:26:10.403]they're going to access reinforcers.
[00:26:12.640]That's often observable and the students, you know,
[00:26:14.753]come to work, come to work, they're on it
[00:26:16.927]'cause they know that, hey, during this time,
[00:26:18.780]I'm gonna get lots of support my teacher,
[00:26:20.920]and I'm going to get reinforcers.
[00:26:22.850]And then we're seeing the use of differential reinforcement.
[00:26:25.580]So attending less, not ignoring
[00:26:28.510]because that's really hard to do in a school setting,
[00:26:30.070]but attending less than those were disruptive behaviors,
[00:26:32.900]and spend a lot of time focusing our attention and efforts
[00:26:37.140]and reinforcers on those behaviors
[00:26:39.480]that we would like to see in use in the classroom.
[00:26:43.570]We also want to makes sure
[00:26:44.500]that everyone's promoting dignity, right?
[00:26:46.010]We're not talking about students in their presence.
[00:26:48.610]When possible, we're using first person first language
[00:26:52.050]and describe it, and again, avoid describing students
[00:26:54.650]by their behaviors.
[00:26:57.010]We avoid the use of threats and insults
[00:26:59.648]and it still happens.
[00:27:01.210]Recently, I saw a teacher working with a student
[00:27:09.100]that has significant physical disability.
[00:27:11.600]And this individual
[00:27:14.190]did not have a current communication system
[00:27:17.650]and was still trying to get this person,
[00:27:21.050]trying to get the teachers attention.
[00:27:22.230]So he'd reach over to grab her
[00:27:25.540]and finally, she just said, you stop that.
[00:27:27.420]I'm going to put you in the corner with your brakes on.
[00:27:30.970]So, you know, it wasn't the smartest move
[00:27:33.010]for that individual
[00:27:33.843]but the fact is that those things still happen, right,
[00:27:36.450]and that we use this coercion over students.
[00:27:38.980]And so we want something
[00:27:42.933]that we don't want to see happening
[00:27:44.770]that we try to shift teachers away from using those.
[00:27:47.320]Again, it kind of speaks to our respect
[00:27:49.120]for the kids we're working with
[00:27:50.700]and it can be a very poisonous environment
[00:27:52.390]when we're using a lot of those threats.
[00:27:54.070]Oftentimes, we're using mouth threats.
[00:27:55.870]They render our interventions kind of be effective.
[00:27:58.370]If you don't do this, this is going to happen.
[00:28:00.600]No, if we;re going to implement a procedure,
[00:28:04.480]we told them up front what the rules are.
[00:28:06.480]When they break it done, right?
[00:28:08.440]We're not threatening to do something.
[00:28:11.310]We want to apply firm contingencies.
[00:28:14.480]We also want to limit the use
[00:28:15.670]of punishment based procedures.
[00:28:17.550]And I love taking a few minutes just
[00:28:18.930]to do this is like sure punishment works.
[00:28:22.440]If I was with you today,
[00:28:24.410]and I walked up to one of you
[00:28:25.610]and yelled at you said put out your pencil,
[00:28:27.310]you would probably do it,
[00:28:28.890]it's (indistinct) stop writing.
[00:28:30.890]Because, you know, people respond,
[00:28:34.610]oftentimes very quickly to punishment.
[00:28:36.930]Some people do, right,
[00:28:37.930]if it's applied in certain ways.
[00:28:39.660]The challenge is this,
[00:28:42.200]it has some side effects, right?
[00:28:44.630]So often, when we punish our students,
[00:28:46.850]we take something away,
[00:28:47.970]we put them in timeout,
[00:28:49.350]we verbally reprimand them, they get upset
[00:28:53.330]and they escalate.
[00:28:54.610]And then we you know, later,
[00:28:56.480]after the kid is on the floor,
[00:28:58.000]run out the building has disrupted the classroom,
[00:29:00.830]you know, we talk about how the student escalated
[00:29:02.707]but the fact is, we escalated that student, right?
[00:29:07.560]Sometimes that involves escape and avoidance.
[00:29:09.760]So individuals will go out,
[00:29:11.830]they will engage in problem behavior, right?
[00:29:15.280]They get punished for
[00:29:16.230]and then they just learned where they can engage
[00:29:18.040]in problem behavior, who to avoid when engaging
[00:29:20.310]in that problem behavior.
[00:29:21.800]Students want to work with us, right?
[00:29:23.870]We come to work no, right
[00:29:25.503]because in the past, there's a probability
[00:29:27.880]that we're going to punish them.
[00:29:28.930]So suddenly, we are conditioned
[00:29:30.390]that they don't want to be involved in our contact
[00:29:34.987]and we see behavioral contrast.
[00:29:36.600]So we may punish in one setting
[00:29:37.653]and see an increase in another setting.
[00:29:40.960]Sometimes, our students learn
[00:29:43.530]that they're not sure why they were punished.
[00:29:46.010]So as a result, they just stop responding
[00:29:48.760]like I can't win, right?
[00:29:50.270]They just kind of give up.
[00:29:52.970]And we also see this place
[00:29:56.370]where kids will sometimes engage in,
[00:30:00.050]or where adults get caught in this trap, excuse me.
[00:30:02.730]So I punish you,
[00:30:04.950]it works for, you know, instantaneously stop it, right?
[00:30:09.390]The kid stops for a minute, right?
[00:30:11.370]And then we're not aware of this
[00:30:14.580]but because it works so quickly for us,
[00:30:16.200]we get caught in this trap
[00:30:17.310]where we're constantly using punishment.
[00:30:19.440]Again, the behavior still is occurring over time.
[00:30:21.770]Heck, we might even be accidentally reinforcing
[00:30:23.960]the behavior.
[00:30:24.793]So there is this thing called post reinforcement pros.
[00:30:27.230]So when somebody gets what they want,
[00:30:29.910]usually there's a brief cessation of behavior
[00:30:31.940]or delivered a reinforcer.
[00:30:33.100]So for example, an individual is engaging
[00:30:35.680]in talk outs, right and you say, Mr. Johnson, stop it.
[00:30:41.410]They'll stop for a minute,
[00:30:42.243]you think you've corrected that, but really,
[00:30:44.030]what you've done is you've delivered them a reinforcer.
[00:30:46.080]So there is a brief pause
[00:30:47.120]but then pops right back up again.
[00:30:48.830]But the point is, is we can get caught in these traps,
[00:30:51.200]we're delivering punishers,
[00:30:52.560]we're constantly learning reprimands,
[00:30:54.800]and we're not even sure how we got there,
[00:30:57.150]but it becomes a pattern in our behavior.
[00:30:59.180]And then finally, for some of our students, again,
[00:31:02.640]with some of and this is associated
[00:31:04.210]with that kind of learned helplessness.
[00:31:05.470]Some of our students with very few skill repertoires,
[00:31:08.440]the contact punishers, you might see decreases in that
[00:31:10.890]and the use of other skills.
[00:31:13.197]And so again, I'm not sure why I was punished
[00:31:16.840]and so therefore, around this person,
[00:31:18.860]I'm gonna respond less.
[00:31:21.140]So again, punishment can be effective.
[00:31:23.147]It's just a thing, we're all contact punishers, right?
[00:31:26.130]If you shake a hornet's nest and get stung,
[00:31:28.670]you probably won't do that, again.
[00:31:29.503]It's a part of our natural world,
[00:31:31.110]but we program it, it has lots of potential side effects,
[00:31:34.593]and I think some of these are even more caustic
[00:31:37.240]to our students with severe disabilities, right,
[00:31:39.630]because they may not understand all the rules,
[00:31:42.750]they may not have other kind of self regulation tools
[00:31:47.700]to kind of work them through
[00:31:48.920]what just happened to them in terms of punishment.
[00:31:50.850]So we want to make sure when possible,
[00:31:53.990]we're protecting kids from these procedures.
[00:31:57.190]You know, most districts, I know, as a behavior analyst,
[00:31:59.470]I've got some restrictions
[00:32:02.380]on using punishment procedures,
[00:32:04.090]but these are, again, the moral of the story is that
[00:32:06.640]these are things that we use lightly.
[00:32:08.570]We're not going to implement them
[00:32:09.490]without a strong support plan,
[00:32:11.220]we're not going to implement them
[00:32:12.280]without data suggesting
[00:32:14.090]that all these other things have been attempted,
[00:32:16.500]we're not going to use them for a long period of time.
[00:32:19.030]All these things need to kind of go into planning.
[00:32:24.140]Finally, we want to make sure
[00:32:24.973]that we're promoting dignity.
[00:32:26.510]So we're gonna make sure kids have choices,
[00:32:28.880]opportunities to take risks
[00:32:30.660]and we also want to treat them like little people, right?
[00:32:35.310]Not infants and so I will still go into classrooms
[00:32:39.790]where kids are sitting on their teachers laps.
[00:32:42.530]You just don't want to be creepy.
[00:32:44.070]That's the moral of the story, right.
[00:32:46.210]Again, we're not going to,
[00:32:47.500]it's not appropriate to be overly hugging our folks
[00:32:50.390]just because they have intellectual disabilities.
[00:32:52.690]We want to make sure that they are responding
[00:32:57.150]like their peers would respond.
[00:32:58.920]Sure, it's okay to get,
[00:33:00.200]I'm known as the Mr. Professional side hug.
[00:33:02.960]Yep, but we want to make sure kids are set up
[00:33:08.700]for success in terms of interactions.
[00:33:12.710]Now, I'll never forget one time in my 20s,
[00:33:15.890]I had a party, and I had, at that time,
[00:33:18.470]some of my middle school students had graduated
[00:33:20.410]from high school, this is late 20s.
[00:33:24.012]And I had a party with a bunch of my friends over
[00:33:25.880]and I invited some of those students,
[00:33:28.226]I assumed that my friends
[00:33:31.370]you know, I kind of grew up in like a music scene.
[00:33:33.550]So my friends were, you know, supposed to be weird,
[00:33:37.260]and into different things.
[00:33:38.490]And so I thought it'd be totally accepting of kids
[00:33:40.970]that had intellectual disabilities or autism.
[00:33:45.362]And what was very interesting to me is
[00:33:49.330]how uncomfortable many of them were
[00:33:51.210]with the affection of my students,
[00:33:53.600]and certainly then we could say
[00:33:54.433]that's a problem on their apart.
[00:33:56.410]But the fact is,
[00:33:57.300]is that a lot of people are really,
[00:33:59.390]a lot of good people are really uncomfortable
[00:34:01.250]when grown ups or people come up and hug them.
[00:34:04.260]And so again, we want to make sure
[00:34:05.713]that we're teaching our folks appropriate skills
[00:34:09.200]and modeling those appropriate interactions for them.
[00:34:13.160]Alright, so let's take a second, score where you are.
[00:34:30.790]Staff provides multiple opportunities to make choices.
[00:34:33.210]Staff provide preferred stimuli
[00:34:35.210]or praise ball appropriate behavior.
[00:34:37.270]Staff refrain from using frequent negative feedback.
[00:34:40.400]BIPs or behavior support plans are written
[00:34:42.530]for persistent challenging behaviors.
[00:34:44.960]Staff avoid the use of restraint
[00:34:47.050]or seclusion based procedures,
[00:34:48.167]and we do have some parameters
[00:34:49.490]in the scoring guide for that.
[00:34:51.530]And staff student interactions promote dignity.
[00:35:02.250]Okay, we've got one more section.
[00:35:07.570]So this is really about communication with staff.
[00:35:10.430]So staff interactions, right?
[00:35:11.970]So the big idea here is
[00:35:13.240]that collaborative environment support affective programing.
[00:35:15.950]And we're going to see items
[00:35:16.950]around regular communication related service,
[00:35:19.620]members and family, guidance for support staff
[00:35:22.470]and just an overall positive climate
[00:35:25.070]in relation to Kleagle interactions.
[00:35:30.140]So again, one of the most challenging parts
[00:35:31.530]of teaching in special education settings is
[00:35:33.350]the requirement to interact with a range of professionals
[00:35:35.410]and family members.
[00:35:36.710]They all have different backgrounds in different roles.
[00:35:39.130]I don't and again, I mentioned earlier,
[00:35:40.670]I don't think we do a good job preparing
[00:35:42.550]our young teachers to do this.
[00:35:44.680]You want to consider the frequency and reciprocity,
[00:35:49.120]excuse me, reciprocity of interactions,
[00:35:52.430]the utility of interactions
[00:35:53.780]and a realistic expectations.
[00:35:56.480]So how often do we interact with parents?
[00:35:58.630]Is it too much?
[00:35:59.463]Is it not enough?
[00:36:00.800]Same thing with our related service professionals.
[00:36:03.290]And how useful is it?
[00:36:04.610]So again, the point is,
[00:36:06.880]if I am interacting with parents everyday,
[00:36:09.990]sending them notes, right,
[00:36:11.840]but there's not really a lot of useful information
[00:36:13.890]in there.
[00:36:14.723]Is that a good use of our time?
[00:36:16.770]Or is a lot of great things happen in your classroom,
[00:36:20.260]right, but we're not sharing frequently enough.
[00:36:22.500]These are all important considerations.
[00:36:24.270]And it's probably going to be individualized based
[00:36:26.070]on your program and the folks that you work with.
[00:36:30.150]So one of the things I think is really important
[00:36:32.770]for us to consider is how we work
[00:36:34.920]with our TAs our teaching assistants,
[00:36:37.800]our paraprofessionals.
[00:36:40.240]Do our actions reflect respect for them, right?
[00:36:43.680]What expectations have we set for them?
[00:36:45.780]So the way we interact with them,
[00:36:48.380]do we listen, are we responsive to their feedback,
[00:36:50.760]are they a part of the teaching team?
[00:36:54.090]Have we told them what to do?
[00:36:55.960]So do we get frustrated when they're not engaged,
[00:36:57.960]but we really haven't given them good directions, right?
[00:37:00.760]So what do you think about some roles
[00:37:03.070]that sometimes our paraprofessionals end up in
[00:37:05.337]and these are not inappropriate,
[00:37:07.090]these are inappropriate roles.
[00:37:09.040]So sometimes we've hired paraprofessionals,
[00:37:11.260]and we've kind of used them as the bouncers.
[00:37:13.970]And I see that a lot.
[00:37:14.960]You've got some hard kids,
[00:37:16.177]and that director of special education will say,
[00:37:19.100]we're so excited, we got Mr. Johnson, he's six foot five,
[00:37:22.270]and you know, it'll be great.
[00:37:25.010]So the idea is that, yeah, paraprofessionals can assist
[00:37:27.390]in behavior change programs,
[00:37:29.160]but we don't use them to intimidate students,
[00:37:31.430]or assume or kind of serve as a human shield
[00:37:33.990]to protect the teacher.
[00:37:35.540]One, because sometimes our paraprofessionals
[00:37:39.770]they fit really well into that role.
[00:37:42.570]And they're not necessarily,
[00:37:44.610]they don't necessarily
[00:37:46.360]become effective interventionist, right?
[00:37:48.750]They're just like I'm there, I'm on it
[00:37:50.900]instead of actually thinking about supporting
[00:37:53.460]that student by changing the environment
[00:37:55.580]to reduce the opportunities to engage in behavior,
[00:37:58.820]or some of those antecedents
[00:37:59.653]that may evoke problem behavior,
[00:38:01.550]a respond to court differentially to appropriate behavior.
[00:38:05.310]Again, we don't want to make somebody
[00:38:07.280]the bouncer in our classroom.
[00:38:09.720]The help, you know, through cleaning, though,
[00:38:12.040]cleaning it up is certainly an important responsibility.
[00:38:15.645]The paraprofessionals not our mama, right?
[00:38:18.506]So that when I was teaching,
[00:38:20.310]I always made a point to yes,
[00:38:21.900]I would share responsibilities.
[00:38:24.080]And so sometimes it would be, you know,
[00:38:26.120]changing diapers,
[00:38:26.960]sometimes I would be changing diapers,
[00:38:28.740]usually, it happened throughout the day.
[00:38:30.440]So we all put our weight together.
[00:38:32.470]So again, I think that's really important
[00:38:34.650]to think about paraprofessionals
[00:38:36.980]not as the help not as our cleanup assistance,
[00:38:40.720]but to have a role actually
[00:38:42.770]in producing behavior change for students
[00:38:45.230]and skill acquisition.
[00:38:47.890]They're not the teacher surrogate.
[00:38:49.860]And I've seen this before too.
[00:38:51.280]Teachers that have faced
[00:38:53.130]with challenges kind of cash out
[00:38:54.720]and hand over responsibility to the paraprofessional,
[00:38:58.350]though we have some wonderful paraprofessionals
[00:39:00.710]with high levels of expertise.
[00:39:02.730]I was in Africa a couple of years ago
[00:39:05.503]and all their paraprofessionals had master's degrees,
[00:39:09.000]these wonderful, talented Ethiopian people
[00:39:11.260]that were just like, hardcore knew
[00:39:13.770]what they were doing.
[00:39:15.210]But we have to remember that there is a teacher
[00:39:18.160]of record paraprofessionals usually,
[00:39:20.930]their pay is not commensurate with teacher.
[00:39:22.590]So all those extra hours of plan support,
[00:39:25.560]that's not really on them.
[00:39:27.140]And so we want to make sure
[00:39:27.973]that we're not shifting our responsibility away
[00:39:30.620]and it's okay to share some duties,
[00:39:32.670]but it should be on your supervision of the educator.
[00:39:36.530]And then finally, the babysitter, right?
[00:39:39.340]A paraprofessional should be actively engaged
[00:39:41.280]in supervising children.
[00:39:42.940]Their job is not to just kind of watch over children.
[00:39:47.058]We expect more from them
[00:39:48.573]because we expect more from our students.
[00:39:51.820]So let's see where you are on this one.
[00:39:54.560]Staff communicate weekly with raid service staff,
[00:39:57.390]staff established methods for communication
[00:39:59.110]with students families,
[00:40:00.723]paraprofessionals are given plans prior to the system
[00:40:02.600]with instruction.
[00:40:03.920]And staff student interactions are generally pleasant
[00:40:06.440]and reflect positivity, or responsivity.
[00:40:20.730]Take a sip of water.
[00:40:32.710]All right, we're getting close now to
[00:40:34.890]what do we do about with all these data.
[00:40:38.340]So once we've kind of looked at our program,
[00:40:41.930]and here's a copy of that paper,
[00:40:43.210]if you're interested in this paper,
[00:40:44.700]it's got a version of Alcott, when we call it the K-COT,
[00:40:49.200]the Kentucky classroom observation tool.
[00:40:51.580]And so if you don't have in your library,
[00:40:55.000]this might be easier.
[00:40:55.920]It has a checklist in the back
[00:40:57.100]that has some of the similar items to the Alcott.
[00:41:01.270]So feel free to check this out.
[00:41:03.320]But what I asked for folks now as we kind of engage
[00:41:05.780]in this process of how do we change our own behavior?
[00:41:09.440]And so the first thing is I consider
[00:41:11.640]that is I ask teachers to consider the IEP process.
[00:41:15.310]Why we look at our whole program,
[00:41:16.940]certainly you can't go in and fix a dress all at once,
[00:41:21.240]10 to 16 items.
[00:41:23.700]Usually, we recommend you look
[00:41:25.390]at that the Alcott, you discuss it with your team,
[00:41:29.470]you say, okay, what are a few items we can hit now.
[00:41:32.400]Then we take those items, right,
[00:41:35.720]we prioritize them, we develop goals, objectives,
[00:41:39.700]and then we start to change
[00:41:41.540]and meet those objectives.
[00:41:43.940]So developing targets, again,
[00:41:46.620]remember, you can't target everything.
[00:41:48.550]So you'll want to select things
[00:41:49.383]that are going to have the most impact.
[00:41:51.980]And maybe you look at those things
[00:41:53.793]that are going to put you in contact
[00:41:55.380]with natural reinforcers.
[00:41:56.710]So simple things that are going
[00:42:00.060]to get you more engaged with your students.
[00:42:03.270]So for instance,
[00:42:04.150]if you have a student that is not communicating,
[00:42:07.370]I've worked with teachers,
[00:42:09.000]taught them some simple picture exchange
[00:42:11.110]and before you know it, students are engaging
[00:42:14.110]and you see the teacher just loving it,
[00:42:15.690]because like the first time
[00:42:16.750]they see their students actually participated,
[00:42:18.890]actually making requests.
[00:42:21.240]So really thinking about selecting targets
[00:42:24.300]that are going to be reinforcing to the team.
[00:42:28.070]You want to look for target that might win,
[00:42:31.270]right in this area.
[00:42:32.103]If we improved this area,
[00:42:33.050]we're gonna see effects across multiple areas
[00:42:35.370]and multiple students, right?
[00:42:37.160]So if I change my classroom
[00:42:40.770]to make it more safe, well,
[00:42:41.930]that's gonna affect all the students in the classroom.
[00:42:44.890]If I increase my communication programming
[00:42:47.700]for students, well, then you're gonna see increases
[00:42:51.500]and maybe a reduction in problem behavior,
[00:42:53.970]increased academic engagements,
[00:42:55.740]kids that now have a way to respond.
[00:42:57.420]So what targets basically will get you more bang
[00:43:00.010]for the buck.
[00:43:01.150]And then finally, we're going to ask ourselves,
[00:43:03.230]have I overlooked in the areas that are really related
[00:43:05.340]to student safety,
[00:43:06.430]or increase a student's personal dignity.
[00:43:08.530]To me, those should be kind of priorities there,
[00:43:10.740]student safety, overall culture,
[00:43:13.700]and then we start getting more into the weeds.
[00:43:17.000]So let's look at this example here.
[00:43:19.090]So on this alkine, it might be small,
[00:43:21.270]if you're looking at a small laptop,
[00:43:23.780]which you'll notice this teacher has a lot
[00:43:25.430]of areas evidence.
[00:43:27.760]Behavior management looks pretty good,
[00:43:30.110]their instructional supports a lot of progress in that area
[00:43:32.760]but it looks to me like the area
[00:43:33.870]that they're falling down the most
[00:43:35.160]and have the most difficulties is
[00:43:36.840]communication instruction.
[00:43:38.277]And so we see not evidence,
[00:43:40.970]not all students have communication systems,
[00:43:43.540]communication instruction isn't observed multiple times
[00:43:45.910]throughout the day,
[00:43:47.130]students don't have their devices at all time.
[00:43:49.520]So how do we get started?
[00:43:50.620]So maybe from this, we would sit down with our team
[00:43:52.170]and we'd say, you know what,
[00:43:54.010]let's write the goal that all students will have
[00:43:55.700]a functional communication system
[00:43:57.627]and use it to make requests.
[00:43:59.870]Simple one, right?
[00:44:02.410]Interesting tidbit,
[00:44:05.180]I used at the University of Louisville,
[00:44:07.110]I would always have students,
[00:44:08.190]our undergraduate students,
[00:44:09.460]pull out a note card and give it an index card
[00:44:11.420]and I had to write a commitment.
[00:44:13.670]All students would be able to request
[00:44:15.950]and protest in their classroom.
[00:44:18.250]Basic skill, right?
[00:44:21.380]And recently, a teacher reached out to me
[00:44:23.560]from many years ago
[00:44:24.480]and showed me her wrinkled up index card
[00:44:27.070]that was in a thumbtack, right, on on her wall,
[00:44:30.690]and she says I just want you to know
[00:44:31.810]I've never forgotten this.
[00:44:33.540]But it's such an important goal because again,
[00:44:35.140]when kids can request we see decreases
[00:44:38.660]in problem behavior,
[00:44:39.730]we see more interactions
[00:44:41.210]because they understand the relation
[00:44:42.790]between a speaker and a listener.
[00:44:45.350]So maybe we write this really simple, broad goal.
[00:44:48.510]And then,
[00:44:50.520]right and then we look at some
[00:44:54.130]and you might select some other types of goals.
[00:44:55.940]So other examples of goals might be
[00:44:57.450]all students will have access to instruction
[00:44:59.780]alongside peers without disabilities
[00:45:01.290]in general education settings,
[00:45:03.130]all staff will reduce the use of reprimands
[00:45:04.890]during daily instructional activities by 75%,
[00:45:08.650]no student will sit for more than 10 minutes
[00:45:10.190]without instruction,
[00:45:11.750]our teachers will provide increased guides,
[00:45:13.530]the paraprofessional by providing plans,
[00:45:15.310]directions and feedback.
[00:45:16.860]So these are all kind of broad,
[00:45:18.040]but there are some steps that we can,
[00:45:20.220]some objectives, we can write to meet these goals
[00:45:23.130]and some steps we can enact to meet those objectives.
[00:45:28.110]So I want you to think
[00:45:28.943]for a second based on your identified area of need,
[00:45:32.030]what might be a goal for you.
[00:45:33.730]And I know we don't have a lot of time
[00:45:35.390]but I want to give you just a minute,
[00:45:36.690]just to kind of check off.
[00:45:38.480]I think this is something I'd like to work on,
[00:45:40.500]this could be a goal for me.
[00:46:00.719]You got something?
[00:46:03.440]This is where we would share
[00:46:06.480]if we weren't in this virtual environment
[00:46:11.320]but I want you to hang on this
[00:46:12.430]and don't worry about if it's not perfect.
[00:46:14.040]Again, I just wanted to kind of sketch something out.
[00:46:17.680]Let's talk about next.
[00:46:18.700]Now based on that goal,
[00:46:19.860]what we're going to do is we're going to develop
[00:46:21.000]an objective or two, so maybe two objectives
[00:46:23.530]to meet that goal.
[00:46:24.410]So maybe, if we're interested in communication, right,
[00:46:28.020]maybe the teacher will use the VB-MAP
[00:46:30.970]to assess beginning communication skills
[00:46:32.880]for not all non-vocal students.
[00:46:34.780]So we're gonna kind of figure out where they are.
[00:46:36.450]What's nice about the VB map is
[00:46:37.780]it shows you some areas,
[00:46:41.720]it gives you some information also
[00:46:43.190]in terms of selecting response topographies,
[00:46:45.710]because some kids are not going
[00:46:46.543]to be vocal communicators early on.
[00:46:48.220]So it gives us data around matching skills,
[00:46:51.430]which can be important
[00:46:52.270]for those using the speech generating devices,
[00:46:55.002]fine motor imitation, which would be important
[00:46:57.810]if we decide to use sign language.
[00:47:00.730]Also tell us a little about the early vocal behavior.
[00:47:02.890]So do they have some vocal imitation
[00:47:04.616]that we can consider in terms
[00:47:06.660]of developing vocal repertoires in the students.
[00:47:10.560]Maybe we write an objective,
[00:47:12.500]the teacher will increase the number
[00:47:13.670]of instructional trials are requesting to 100 per day
[00:47:16.310]from Michael, Sam and Missy.
[00:47:17.670]So these are very specific,
[00:47:19.340]really, kids should be communicating all day.
[00:47:21.010]But moving from five,
[00:47:22.580]maybe a reasonable goal is 100 trials
[00:47:24.860]instead of the five that are happening
[00:47:27.260]for goldfish, right, during snack time.
[00:47:31.070]Maybe if we're looking
[00:47:31.903]at starting some literacy program,
[00:47:33.280]the teacher will assess student A, B, and C
[00:47:35.310]and then start them
[00:47:36.143]in the early literacy skill builders curriculum.
[00:47:40.040]Or maybe teacher will provide activity matrices
[00:47:42.040]to paraprofessionals depicting the responsibilities
[00:47:44.390]at the beginning of each day.
[00:47:46.510]So these are all objectives, right,
[00:47:48.490]they'll help us get to larger goals.
[00:47:53.130]So I know this is really quick
[00:47:55.010]and I know objectives are hard to write,
[00:47:56.520]but I'm wondering if you could take a second
[00:47:58.070]and say, all right, just write a couple of words
[00:48:00.500]that might lead you towards an objective
[00:48:03.000]to meet in that broader goal.
[00:48:22.120]All right, fantastic.
[00:48:24.970]And if you're watching this pre-recorded,
[00:48:26.730]I would encourage you, on demand,
[00:48:29.220]I would encourage you to stop,
[00:48:31.000]spend some time thinking about it, and then move on.
[00:48:34.760]And then finally, you're going to want to document this.
[00:48:36.870]And so documenting is very important,
[00:48:39.703]because one, the whole team can kind of get around,
[00:48:42.107]you can work together to craft out a plan, right,
[00:48:46.960]and make sure that the steps are reasonable.
[00:48:48.890]So in this example,
[00:48:50.160]student will assess current students repertoire, right
[00:48:52.740]as our short term objective
[00:48:53.940]and identify an appropriate form of AAC to teach.
[00:48:57.500]So step one, we're just gonna do that,
[00:48:59.250]we're gonna get the assessment materials.
[00:49:01.280]Step two, we're going to administer it to these students.
[00:49:03.930]We have dates, we have what materials we'll need.
[00:49:06.160]Step three, we're going to meet with parents
[00:49:07.760]and speech pathologists to review the result.
[00:49:09.550]So again, the first stop is just do it
[00:49:12.600]during the assessment and we have three steps
[00:49:14.780]to kind of help us get there.
[00:49:16.530]And then we start building our instruction.
[00:49:18.670]And we have three steps to get us there.
[00:49:20.220]So again, the idea is that you want
[00:49:21.660]to develop enough steps,
[00:49:23.560]so that you break down the task
[00:49:25.020]into reasonable chunks
[00:49:26.830]so that you can actually measure your progress.
[00:49:28.730]Like, huh, I got that finished.
[00:49:30.340]You know, we all these day and age have
[00:49:32.290]a million notebooks
[00:49:33.400]where we just scratch off our checklists
[00:49:35.750]and I get this finish.
[00:49:37.270]There's something reinforcing right,
[00:49:39.160]and being able to scratch off
[00:49:40.910]that you've got to step completed.
[00:49:45.510]Then you want to select some sort
[00:49:46.600]of measurement system.
[00:49:47.700]So in some instances, you might say,
[00:49:50.470]all right, I want to monitor my progress.
[00:49:54.660]What would that look like?
[00:49:55.550]How would I count that?
[00:49:56.580]Sometimes it's dichotomous like a yes or no.
[00:49:58.860]Did you build Visual schedules for your students?
[00:50:02.420]Yes, no.
[00:50:03.770]But you could also turn that into a percent right,
[00:50:06.103]percent of students with a visual support
[00:50:08.170]or a visual schedule or using a visual schedule.
[00:50:10.610]And you can measure progress over time.
[00:50:13.210]So the first week, yeah, I got it made for three,
[00:50:16.620]week two, I got it made for six,
[00:50:18.090]now I've got up to 60%.
[00:50:19.440]So you could measure it that way
[00:50:21.320]but you want to make sure
[00:50:22.163]that we're developing some sort of system
[00:50:24.450]that you apply to yourself
[00:50:25.283]just like you would your students, right,
[00:50:27.360]to be able to capture your progress,
[00:50:29.490]what will look like when a goal is met.
[00:50:31.170]So again, permanent products,
[00:50:33.610]you can collect data from permanent products.
[00:50:35.260]So again, percent of objectives with graph data,
[00:50:38.290]remove visual barrier barriers
[00:50:41.250]from the classroom recently worked in the classroom
[00:50:43.420]where in the middle was a ball pit and all these walls,
[00:50:46.640]and we were having difficulties
[00:50:47.760]with the kids engage in challenging behavior.
[00:50:50.630]And so we just said, let's get rid of that, right,
[00:50:52.640]let's rearrange the classroom
[00:50:54.130]and got rid of all the bears and the teacher can see
[00:50:55.900]what was happening.
[00:50:57.250]Kids can come to instruction
[00:50:58.620]without being confused by the competing ball pit,
[00:51:01.440]they wanted to jump into.
[00:51:04.290]Maybe percent of students
[00:51:05.160]with visual schedules like I said before.
[00:51:07.730]You might look at changes in number, right?
[00:51:09.450]So the rate of positive feedback.
[00:51:11.690]You and your paraprofessional could say,
[00:51:13.520]you know what, we're not giving kids enough feedback.
[00:51:15.380]So let's just probe each other.
[00:51:16.810]Once a day, I'm gonna ask you..
[00:51:21.040]How about this,
[00:51:21.873]you don't even have to tell me when
[00:51:24.170]but I want you on a piece of paper
[00:51:25.830]for 10 minutes to record
[00:51:26.870]how many times I gave kids students positive feedback,
[00:51:29.960]then have them to share it with you.
[00:51:31.490]You get your whole team say guys,
[00:51:32.780]we are not admitting enough of these behaviors.
[00:51:36.880]So let's let's give each other feedback.
[00:51:38.610]Let's kinda have a comp...
[00:51:39.443]You can either have a little competition,
[00:51:42.320]you can graph your data.
[00:51:44.650]But again, this is another way
[00:51:46.420]we can count opportunities
[00:51:48.910]or the number of times that we give feedback,
[00:51:51.260]use prompts, all sorts of things.
[00:51:53.370]Reprimands, and we're trying to decrease our number
[00:51:55.330]of reprimands.
[00:51:56.980]You can also look at percent from this.
[00:51:58.960]So percent of intervals with teacher feedback
[00:52:01.610]or percent of intervals
[00:52:02.980]with paraprofessionals engaged in instruction.
[00:52:05.020]So you can build a tool like this,
[00:52:07.100]you have intervals divided
[00:52:09.240]by one, two, three minutes, right?
[00:52:11.540]And then you just score.
[00:52:12.900]Yep, there was a positive feedback,
[00:52:14.360]there was a model, correct response,
[00:52:16.340]and then you sit and watch for the next interval.
[00:52:18.360]Yep, so again, there's lots of different ways
[00:52:21.010]that we can take data that we apply to children
[00:52:22.910]that we can apply to ourselves.
[00:52:26.910]We can look at changes in duration, right?
[00:52:28.730]The number of minutes or percent of time students,
[00:52:30.770]or paraprofessionals are not engaged in instruction,
[00:52:33.910]or the number of seconds from transitions
[00:52:35.650]in the classroom to instruction.
[00:52:36.990]So oftentimes, we'll see the bell rings, people come in,
[00:52:39.270]and we're spending 15 minutes getting all the kids ready
[00:52:41.290]before we even start instruction,.
[00:52:43.020]Are there ways to maximize our instructional time
[00:52:46.310]by decreasing that latency.
[00:52:49.920]And then, of course, procedural fidelity.
[00:52:51.920]So again, and many of our new resources,
[00:52:55.330]you go to the affirm modules for autism,
[00:52:58.130]these, you can download checklists
[00:53:00.120]that says this is how something should be implemented.
[00:53:02.670]So maybe your goal is training your staff
[00:53:04.810]or you yourself getting better
[00:53:06.390]at implementing something,
[00:53:08.240]your data will be reflected
[00:53:09.670]within adherence to some sort of fidelity checklist
[00:53:12.430]of steps.
[00:53:15.770]So take a second, think about your objective now.
[00:53:19.360]How are you going to collect data on it?
[00:53:21.110]What kind of data would you want?
[00:53:24.710]What are you interested in the frequency?
[00:53:26.600]The percent correct?
[00:53:28.950]What are you looking at?
[00:53:34.940]And I am carefully looking
[00:53:36.170]at our time making sure that I don't go over.
[00:53:44.110]All right.
[00:53:45.690]Let's wrap up today just talking
[00:53:48.390]about a few simple strategies that we can put in place.
[00:53:54.160]One, and again, I'm speaking to teachers mostly here.
[00:53:56.955]There's lots of things we can do in terms of coaching
[00:54:01.550]but we're talking about ourselves, right,
[00:54:04.450]and improving our practice.
[00:54:05.760]The first thing I recommend is get public.
[00:54:08.180]So early on, we talked about potential reinforcers
[00:54:10.040]and one of the strongest reinforcers is feedback
[00:54:15.090]from your colleagues, or escaping negative feedback
[00:54:19.340]from your colleagues.
[00:54:20.173]We really care what people think about us
[00:54:22.100]so when possible give public.
[00:54:23.913]List it down, get the Alcott, you've got your data,
[00:54:26.730]sit down with a team and say, okay,
[00:54:27.910]here's what we need to grow.
[00:54:28.880]Guys, I need to work on this
[00:54:30.740]and I need you to help hold me accountable.
[00:54:33.080]So when you start reporting your progress,
[00:54:36.810]making sure you sit down with a part of the team
[00:54:38.687]and say how are we doing on this?
[00:54:40.210]Here's how I'm doing on this.
[00:54:42.050]And I believe that could serve
[00:54:43.520]as a more powerful reinforcer
[00:54:44.930]to kind of get you on board.
[00:54:46.470]There's a lot of coaching models
[00:54:47.820]that involve these peers,
[00:54:51.210]professionals working together,
[00:54:53.260]the good old Joyce and Showers peer coaching model
[00:54:58.460]involves teachers working together
[00:55:00.050]around a commitment,
[00:55:01.270]and then just kind of observing each other
[00:55:03.220]and giving feedback.
[00:55:04.053]There's not even really formal data collection
[00:55:05.860]in that process, but just to strengthen
[00:55:07.750]those collaborative relationships is important.
[00:55:13.030]You might for yourself you might have
[00:55:14.900]to put some stimulus prompts in place, right?
[00:55:17.300]So this would involve putting supports
[00:55:20.260]to kind of help drive instruction.
[00:55:22.160]So when possible,
[00:55:24.500]you might adopt some scripted curriculum.
[00:55:27.120]So you know, you need a better
[00:55:28.290]and more efficient, affective
[00:55:29.710]in your explicit instructional strategies.
[00:55:32.800]Maybe you use a curriculum
[00:55:34.253]that just tells you what to do.
[00:55:36.350]So again, much easier than have to learn those.
[00:55:39.310]And so of course,
[00:55:40.143]we want you to learn those good instructional practices
[00:55:42.930]and implement those but sometimes just getting started
[00:55:45.480]with a program, having a good scripted program
[00:55:47.580]might help you or curriculum might help you.
[00:55:49.690]Using fidelity checklists.
[00:55:50.980]So we're doing a project now
[00:55:52.410]at University of North Carolina project impact
[00:55:55.010]that involves with my wonderful colleagues
[00:55:57.290]Shani Wakeman, Alicia Saunders and Brett Sorato.
[00:56:01.040]Shani is the PI on the grant.
[00:56:03.530]Essentially, what we're doing is
[00:56:04.363]to develop a lot of materials to support educators
[00:56:06.790]and implementing and supporting comprehension
[00:56:09.080]of students' extensive support needs.
[00:56:12.020]And we have a little system of lease prompts,
[00:56:14.350]kind of checklists for peers
[00:56:15.940]and teachers to follow, right.
[00:56:17.507]And it's been really helpful to have a look back
[00:56:19.480]and say, oh, this is what I need to implement.
[00:56:21.130]So having these extra tools in place
[00:56:23.460]to support teacher behavior can be can be helpful.
[00:56:29.250]Abetting prompts within text.
[00:56:30.460]A couple of years ago, we did a study,
[00:56:32.490]two studies led by my colleague, Jessica Hardy,
[00:56:37.350]where we were comparing the effects
[00:56:40.180]of different types of storybooks on learners.
[00:56:44.600]And we wanted to teach her to be able
[00:56:46.300]to ask questions at particular times.
[00:56:49.150]And so what we did is we actually put prompts
[00:56:52.060]in the materials right there.
[00:56:53.840]And so you can do that yourself.
[00:56:55.140]You're like, you know what,
[00:56:55.973]I need to ask what more questions.
[00:56:58.250]You could put a sticky note, in your book,
[00:57:00.030]as you're reading.
[00:57:02.090]We've seen that, you know, we've seen teachers
[00:57:03.780]on data sheets, for instance,
[00:57:05.010]if you're trying to remember
[00:57:06.470]to deliver reinforcement on a certain schedule,
[00:57:09.620]you'll have your datasheet,
[00:57:10.800]and teachers will highlight the trials,
[00:57:13.450]to which they're supposed
[00:57:14.360]to deliver a specific reinforcement
[00:57:15.961]that would indicate a certain type of schedule.
[00:57:19.130]And then sometimes you didn't have the timer.
[00:57:21.360]So now that we have watches that vibrates,
[00:57:23.560]the good old motibater,
[00:57:25.370]spelt like a m, o, t, i, b, capital A, I, D, E, R.
[00:57:31.000]Now, the newer version has multiple more buttons
[00:57:33.280]than the old version, but essentially, they vibrate,
[00:57:35.960]they don't make a loud noise,
[00:57:37.040]but they can signal you to engage in behavior.
[00:57:39.180]So I think there was recently a study,
[00:57:40.650]which was pretty cool,
[00:57:42.150]where the haptic timer was there
[00:57:44.810]to help a teacher self monitor
[00:57:46.470]whether or not devices AC devices
[00:57:48.530]within close proximity, proximity to their students.
[00:57:52.370]So all these things can be simple to implement,
[00:57:55.220]if you are having a hard time calling
[00:57:57.150]on students giving reinforcers out praise the students.
[00:58:00.640]But when these haptic devices on
[00:58:02.250]or in your pocket, set a schedule,
[00:58:04.130]and then it habit remind you,
[00:58:06.700]you know, to provide those to admit those responses.
[00:58:11.630]And then finally, practice.
[00:58:13.400]So the final thing, well, actually,
[00:58:15.120]there's two more things I want
[00:58:16.010]to kind of I want to get to today.
[00:58:18.720]So one is making sure that we actually practice skills
[00:58:24.210]that we want to implement.
[00:58:26.430]And so usually when working with other folks,
[00:58:29.130]we do what's called a behavior skills training protocol.
[00:58:32.340]And there's a fantastic paper here.
[00:58:33.940]This is in 2018, Teaching Exceptional Children,
[00:58:36.400]very accessible to educators
[00:58:38.900]that Flo de Janeiro wrote about supporting
[00:58:42.930]and training teachers.
[00:58:46.140]But in this protocol,
[00:58:47.340]usually there's some sort of written directions, right?
[00:58:49.123]There's some modeling,
[00:58:51.060]and then rehearsal at the back.
[00:58:52.570]I know, it's very different if you're watching this,
[00:58:54.490]and you're like, well, who's gonna model for me?
[00:58:56.690]So that might be downloading,
[00:58:58.410]for instance, description, picture exchange
[00:59:01.790]from one of the autism affirm modules, right,
[00:59:04.430]you read in the checklist.
[00:59:06.290]If you need to ask questions,
[00:59:07.560]you're gonna ask colleagues like,
[00:59:09.300]alright, how do I get around this jargon?
[00:59:13.260]Consider it kind of like a recipe
[00:59:14.870]that you're going to implement.
[00:59:17.160]And then when possible,
[00:59:18.500]when you're training someone else,
[00:59:20.070]you're going to provide them opportunity
[00:59:21.090]to ask questions
[00:59:21.950]but again, if you need to ask questions,
[00:59:23.580]you can reach out to people in your district
[00:59:26.550]around questions.
[00:59:29.050]Then you're gonna look for models.
[00:59:30.300]So if you're going to train your paraprofessionals,
[00:59:31.170]you're going to want to model them
[00:59:32.900]but if you're looking for a model, you're going to,
[00:59:35.840]you might search some of their online tools
[00:59:39.070]that are available
[00:59:39.903]and watch somebody else implement it.
[00:59:42.000]What I would recommend though,
[00:59:44.090]is that you one you try to go through a vetted website,
[00:59:48.950]our training protocol, so you can make
[00:59:51.640]that it's implemented accurately,
[00:59:53.460]but you do it in a team.
[00:59:54.500]So you sit down with your paraprofessional,
[00:59:56.560]you sit down with another co-teacher
[00:59:58.420]and you guys learn it together.
[01:00:01.466]The model, then you provide and these models,
[01:00:04.330]if you're going to employ if you're a teacher, educator
[01:00:06.780]or a support person in a district,
[01:00:08.740]you might develop these models, right video models
[01:00:11.390]of these best practices so that you can keep them
[01:00:13.220]in a cache.
[01:00:14.053]And you can kind of send them out to different places,
[01:00:16.670]different communities,
[01:00:17.503]if you can't get there, especially in larger areas
[01:00:19.680]of larger rural districts where you may not be able
[01:00:21.670]to get back for a couple weeks.
[01:00:24.600]But then probably the most important part of this is
[01:00:26.213]that you rehearse it.
[01:00:27.960]So after you've tried it,
[01:00:29.360]you sit down with your colleague, you practice it,
[01:00:32.440]and then you give each other feedback.
[01:00:34.400]And the idea is that instead of saying,
[01:00:35.790]yeah, I know how to do this,
[01:00:36.800]and fumbling around and maybe implementing it,
[01:00:38.960]with partial integrity,
[01:00:42.070]you practice it, get up to high levels of fidelity
[01:00:45.160]before you implement it with students.
[01:00:47.380]And remember, it can be done virtually.
[01:00:48.860]So if you you can reach out to district support person,
[01:00:52.550]have them engaged with you, virtually online,
[01:00:57.130]and do some roleplay that way,
[01:00:58.880]we just were implementing
[01:00:59.940]a study now teaching kids to wear their masks.
[01:01:02.300]And we all sat as students, you know,
[01:01:05.047]and we had the teacher implement
[01:01:06.680]and gave us feedback.
[01:01:07.697]And then we gave her feedback on her performance.
[01:01:10.110]And we're all able to do that in a virtual context.
[01:01:13.865]And the following,
[01:01:14.820]make sure that you're comfortable enough
[01:01:17.342]for this person, and make sure to give them feedback.
[01:01:18.470]So when you practice the skill
[01:01:19.880]that you're going to implement,
[01:01:20.740]the behavior that you're going to implement,
[01:01:23.000]ask for feedback.
[01:01:24.460]And if you're training someone else,
[01:01:25.830]one of your staff members, give them feedback,
[01:01:28.380]I think it's always okay to be empathetic
[01:01:30.270]with an empathetic statement.
[01:01:31.600]Ah, that was hard,
[01:01:32.433]especially if you're going to provide the feedback,
[01:01:34.900]that some corrective feedback
[01:01:36.270]or some gentle criticism,
[01:01:38.820]but you're also going to want to be very accurate,
[01:01:41.470]not say, well, you could have done better
[01:01:42.990]say, hey, what I noticed is that this step was missing.
[01:01:46.600]Let's practice that, again, you got it,
[01:01:48.750]and then give each other feedback that way,
[01:01:50.450]and then I'll always keep it amiable.
[01:01:51.950]Again, I understand this is hard,
[01:01:53.957]you did a great job in these areas.
[01:01:55.550]This is where you need to work.
[01:01:57.380]Do you understand each,
[01:01:58.213]kind of check for understanding.
[01:02:01.950]And then finally, when you're by yourself,
[01:02:04.516]you've got no colleagues, you know,
[01:02:07.020]close by to give you feedback.
[01:02:09.230]you might consider using some
[01:02:10.480]of those powerful self management strategies.
[01:02:12.710]So we already talked about some of those extra,
[01:02:14.480]like vibrating devices and stimulus prompts
[01:02:18.240]but there are some data to suggest
[01:02:20.110]that using self management
[01:02:21.920]in multiple areas can be affective.
[01:02:24.980]And so again, it's going to facilitate,
[01:02:27.760]maintain responding.
[01:02:29.370]So again, if you're have a self management system
[01:02:32.150]in place, some outside district consultant
[01:02:34.710]or something doesn't have to always be there
[01:02:37.230]to support your implementation.
[01:02:39.630]It puts you in the center of the learning process
[01:02:42.190]and if you're coaching someone else,
[01:02:43.440]it kind of puts them in control right of that process.
[01:02:47.470]And you're able to collect data.
[01:02:50.070]So this is for my friends that are out there working
[01:02:52.380]with teachers, sometimes uncomfortable,
[01:02:54.310]you a district may not permit - you to collect data
[01:02:56.570]on teacher performance.
[01:02:57.620]So if they're collecting their own data,
[01:02:58.940]you can just talk to them about how they're doing.
[01:03:02.490]So a couple studies,
[01:03:03.323]I'll just kind of finish up with the day.
[01:03:05.090]So there's been some demonstration
[01:03:06.430]that self management working, right,
[01:03:08.690]so Callous, and Colleagues just taught teachers
[01:03:12.250]to count their own praise statements.
[01:03:14.400]And what they noticed is that they would,
[01:03:16.350]they would set a goal with the teachers,
[01:03:17.844]teachers would count their own
[01:03:19.780]and we saw a huge bump.
[01:03:21.140]So we saw increases by just counting alone.
[01:03:26.210]Those instances of feedback.
[01:03:31.230]Damn Browder, I think I referred this earlier,
[01:03:33.540]1986 in a study where she taught teachers
[01:03:36.043]to look at the graph data,
[01:03:38.540]to look to the right to draw trend lines,
[01:03:41.190]you know, so whether or not the data
[01:03:43.999]or the direction to which the data were going.
[01:03:47.580]And then she taught them to use a checklist
[01:03:50.500]to make decisions about the data.
[01:03:52.800]So again, what does the data tell me?
[01:03:55.830]Did I consider this, did I consider this
[01:03:58.770]and what was fantastic
[01:04:00.100]about this is with minimal interaction
[01:04:02.570]from the researchers, students made progress,
[01:04:05.960]teachers were able to acquire,
[01:04:07.803]were able to effectively graph data
[01:04:10.470]or draw trend lines, excuse me,
[01:04:12.250]and then they were making decisions.
[01:04:14.340]So we saw
[01:04:15.173]and they were making accurate decisions based
[01:04:16.810]on the data.
[01:04:18.010]So lots of cool things to think about
[01:04:19.871]when in terms of applications to yourself, right,
[01:04:25.230]it's the self manage applications of intervention.
[01:04:30.790]And that is it.
[01:04:32.240]So I know I've shared with you a great deal
[01:04:34.520]over these last two hours.
[01:04:36.432]But if you have any follow up questions,
[01:04:38.650]send me an email.
[01:04:39.483]I'd love to talk to you about it.
[01:04:40.687]Tell me what you think works,
[01:04:41.700]what doesn't work if you have other questions.
[01:04:44.330]But again, I'm robert.pennington@uncc.edu
[01:04:47.413]I hope you have a wonderful day.
[01:04:49.070]Thanks.

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