You Have to Build the Plane as You Fly It!: Core Components of an Evidence Based Behavior Support Program Part 2 Functional Skills

Kaye Otten, PhD, BCBA, Author

12/14/2021 Added

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Functional Skills

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[00:00:00.106](camera shutter closing)
[00:00:02.620]If you are a teacher working with students
[00:00:04.460]with significant language delays,
[00:00:07.280]but who are verbal, students who are low cognitively,
[00:00:12.450]curriculum is delivered individually
[00:00:15.080]or in a very small group,
[00:00:16.950]and tied to alternate curriculum standards.
[00:00:20.150]Very heavy resource support, multi-cat classrooms,
[00:00:23.560]or ACP classrooms.
[00:00:25.900]Today, we will be sharing some social skills topics
[00:00:28.640]we focus on, and reinforcements
[00:00:31.010]you can use in your classrooms.
[00:00:33.660]As you all know, these two topics can be talked about
[00:00:36.930]for hours, we will try our best to have you walk away today
[00:00:41.950]with some ideas that you can try in your classrooms.
[00:00:47.270]I am Kristen McKearney.
[00:00:48.830]And I am Steph Kopecky.
[00:00:50.760]We are currently Level Three placement teachers
[00:00:53.630]at Brook Valley South,
[00:00:55.500]we have currently been resource teachers as well.
[00:01:00.970]Why social skills instruction?
[00:01:03.180]All environments are social, as we know.
[00:01:06.690]If a student learns incidentally,
[00:01:09.610]he or she would already have learned these skills.
[00:01:13.080]Obviously that's not the case
[00:01:14.690]for our students in special education.
[00:01:17.650]It provides strategies to present
[00:01:20.100]and replace problem behaviors.
[00:01:22.770]Social skills instruction teaches students
[00:01:26.150]appropriate interpersonal communication skills,
[00:01:29.730]self-discipline, and problem solving skills.
[00:01:34.450]Poor social behavioral skills correlate highly
[00:01:38.860]with low academic achievement, which is why
[00:01:41.960]it is extremely important to make sure that all classrooms
[00:01:45.950]in all schools have built in social skills instruction
[00:01:49.410]for all students.
[00:01:56.600]social skills instruction
[00:01:58.270]should be taught daily.
[00:02:01.290]We currently teach it during morning meeting,
[00:02:04.130]SHARK group, which is our current social skills group,
[00:02:06.940]and during circle time.
[00:02:09.040]Opportunities to practice social skills,
[00:02:12.310]they are taught all day long.
[00:02:13.790]They're easy to squeeze in during transition times,
[00:02:16.300]recess, breaks, or lunch.
[00:02:19.150]A set of social skills time
[00:02:20.740]is definitely necessary for all students
[00:02:22.690]with any behavioral disorders to participate in.
[00:02:25.930]A recommendation would be every day
[00:02:27.980]for at least 20 to 30 minutes,
[00:02:30.140]or a minimum of three days a week for 20 to 30 minutes.
[00:02:39.800]These topics can be taught in any order.
[00:02:41.930]However, we have found that they flow nicely
[00:02:44.790]when taught in this order.
[00:02:46.510]We know you have heard of many of these topics
[00:02:49.130]and use them in your classroom.
[00:02:51.020]We will be sharing different ways
[00:02:53.380]we have taught and reinforced,
[00:02:55.230]and practiced these topics in our classroom setting.
[00:02:58.640]Please know that we take a lot of time
[00:03:00.690]on each one of these skills and topics.
[00:03:03.380]These six topics build off of each other, and will be taught
[00:03:06.860]the first semester of school, if not longer.
[00:03:09.680]We always start our school year
[00:03:10.910]with an Expected and Unexpected Behaviors.
[00:03:13.430]We move into Zones of Regulation, Little Deal/Big Deal,
[00:03:17.040]Breathing and Meditation, Size of Reaction,
[00:03:20.010]and then Listen to my Body.
[00:03:25.850]Starting the year learning the terms,
[00:03:29.217]"expected" and "unexpected", is necessary in our classroom.
[00:03:33.600]These terms are used multiple times a day, every day.
[00:03:38.510]You can find these terms in the Superflex curriculum,
[00:03:41.470]and there's also plenty of visuals
[00:03:43.720]on the Jill Kuzma website for free.
[00:03:46.480]This is just a great way to start every school year.
[00:03:49.800]We connect all behaviors that we observe
[00:03:53.040]to either expected or unexpected,
[00:03:56.420]which is then connected to their daily goal card.
[00:03:59.370]So that the kids in our classroom are hearing
[00:04:01.750]and learning these words throughout the day
[00:04:05.800]and throughout the school year.
[00:04:09.220]This is the bulletin board we use in our classroom
[00:04:12.350]when we are explicitly teaching
[00:04:16.270]expected and unexpected behaviors.
[00:04:18.210]You can see there are three areas
[00:04:20.540]that we break our board into.
[00:04:22.320]Adult interaction, peer interaction,
[00:04:25.170]and classroom behaviors.
[00:04:28.120]And then in each of those columns,
[00:04:29.670]we have expected and unexpected behaviors.
[00:04:32.880]A lotta times, teachers and adults assume
[00:04:35.640]that kids just know what these terms mean,
[00:04:38.590]but it's important to take the time to teach them.
[00:04:41.310]Even as simple as teaching them
[00:04:43.250]the difference between an adult and a peer,
[00:04:45.690]is important at the beginning of the year.
[00:04:48.340]Adding visuals on your board is important,
[00:04:51.640]and those can be added throughout the lesson, and then
[00:04:53.970]as well as throughout the school year when things happen.
[00:04:57.570]We also use this board when we're doing role-play,
[00:05:00.960]real life situations, and teach each term explicitly.
[00:05:05.480]The color coding helps support our daily goal cards
[00:05:08.940]with our students, and you can color code it
[00:05:11.260]based on what the needs are in your classroom as well.
[00:05:16.640]This is a fun I-spy bulletin board.
[00:05:19.040]We call it, "I Spy Social Detective."
[00:05:21.480]We use this bulletin board to teach multiple skills,
[00:05:24.300]but one is expected and unexpected behavior.
[00:05:27.620]A simple game of I-soy using different clues for items,
[00:05:30.710]or pictures they spy that are expected or unexpected.
[00:05:34.660]You can add pictures of items as needed and throughout
[00:05:37.460]the year for different curriculum ideas or subjects,
[00:05:40.920]as well as different social skill subjects that we teach.
[00:05:49.060]Zones of regulation is not new to any of us
[00:05:51.530]in the special education world,
[00:05:55.476]it can be and should be used in any setting.
[00:05:58.320]I mean, we just start with recognizing the colors
[00:06:00.350]and emotions, and we tie it to the zone.
[00:06:03.350]We use zones when students are in a good place,
[00:06:05.990]calm in the classroom, and also use zones
[00:06:08.320]when a student is struggling to have them recognize
[00:06:10.380]their emotions, and tie it to a zone at that time.
[00:06:14.940]One thing with zones is visuals, visuals, visuals.
[00:06:21.310]These are the different ways
[00:06:22.320]that you can incorporate the zones of regulation
[00:06:25.660]into your classroom easily and quickly.
[00:06:28.030]The first on the top left
[00:06:29.310]is just our morning meeting message,
[00:06:30.900]this is projected onto our whiteboard every morning.
[00:06:34.580]Each of our students has their name on a magnet clip,
[00:06:39.150]and they attach their name to what zone they're feeling
[00:06:42.730]in that moment when they enter our classroom.
[00:06:44.910]This is a great way for the teachers to just quick look,
[00:06:48.200]see where each student is at as they walk into our morning,
[00:06:52.810]and then we can check in with students from there.
[00:06:56.200]The second picture is an example of one of our charts we use
[00:07:01.190]to help problem solve when students
[00:07:03.100]are feeling big emotions.
[00:07:04.530]So if they're feeling like they're in the blue or the yellow
[00:07:07.160]or the red zone, they can pull out their chart,
[00:07:09.630]and they can see what tools help them.
[00:07:13.150]Each student does this one-on-one with the teacher
[00:07:15.960]at the beginning of the year,
[00:07:17.000]and it can be changed as needed throughout the school year.
[00:07:21.430]The bottom left bulletin board
[00:07:23.900]is a great bulletin board idea
[00:07:27.100]for a whole school or a classroom.
[00:07:30.080]We took each adult in our building,
[00:07:33.230]had a Bitmoji made for each zone color.
[00:07:36.450]This is a great way for students to just see the variety
[00:07:39.300]of different emotions that can be in each color of zone.
[00:07:45.290]In the middle there, you can see the popsicle sticks
[00:07:47.370]with the color circles, this is a great way for students
[00:07:50.400]to check in what zone they are.
[00:07:51.890]They can do this at their desk,
[00:07:54.030]or in closing circle, or morning meeting.
[00:07:57.700]You can also use these during instruction time,
[00:08:01.200]by watching different video clips
[00:08:03.790]or reenacting real-life situations.
[00:08:07.070]Or even looking at a picture book
[00:08:09.290]and the students can hold up what zone they might feel
[00:08:12.640]the character or the picture or the video is showing.
[00:08:17.890]And then finally on the right, these are just good,
[00:08:21.320]quick visuals to put in your badges as teachers,
[00:08:24.860]and making sure every adult in the building has one.
[00:08:27.640]So if they see a student
[00:08:29.230]that's struggling around the school,
[00:08:31.110]they can stop and connect to the color zone that they feel,
[00:08:34.220]and what tool they might need to feel better.
[00:08:42.570]Big Deal/Little Deal.
[00:08:44.290]A little deal is something that can solve a problem,
[00:08:47.063]a student can solve a problem by themselves.
[00:08:49.070]It can take less than an hour to solve, usually seconds,
[00:08:53.380]maybe a few minutes.
[00:08:54.960]You can move on with your day and not be upset,
[00:08:58.060]and there is less than three people involved.
[00:09:00.660]Big deals are someone is hurt, it could be dangerous,
[00:09:03.670]and it is an emergency.
[00:09:05.880]These are terms that can be used to teach size of problem.
[00:09:09.470]This is basic terms, but can be very difficult to understand
[00:09:12.720]for lower functioning students.
[00:09:14.840]This is a number one issue we see in our students,
[00:09:19.160]they can't recognize if something is a problem,
[00:09:22.080]and what the reaction is in that moment.
[00:09:28.280]These are posters that we have made
[00:09:30.490]to teach Big Deal/Little Deal,
[00:09:33.130]we start with just a blank poster board.
[00:09:35.070]We use visuals that connect to our students,
[00:09:37.990]their needs and our classroom structure.
[00:09:40.920]As you can see, we have some pictures of iPads.
[00:09:43.500]Oh, spilled milk, a broken pencil, on Little Deal,
[00:09:47.350]some emergency situations for Big Deal.
[00:09:51.440]This particular lesson took about three weeks
[00:09:54.170]of 20 minutes a day social skills lessons.
[00:09:56.960]We then added, after we added our pictures,
[00:09:59.110]we added index cards and wrote down scenarios
[00:10:02.100]that are actually happening in our classroom
[00:10:04.720]during different lessons that we would see.
[00:10:07.180]We would have students be the teacher
[00:10:10.710]in different scenarios, and have the students
[00:10:12.490]tell if it was a big deal or a little deal.
[00:10:20.570]After kind of learning Little Deal/Big Deal,
[00:10:22.880]and practicing some of those sides of problems,
[00:10:25.390]we move into learning a little bit more
[00:10:27.410]about breathing and meditation.
[00:10:29.470]Breathing is when you breathe deeply,
[00:10:31.510]it sends a message to your brain to calm down and relax.
[00:10:35.190]Meditation is a set of techniques that are for your mind
[00:10:38.510]and body to find more awareness and focus your attention.
[00:10:43.260]We spend a lot of time with our students
[00:10:45.480]practicing these two things, especially the breathing.
[00:10:50.250]We assume everyone knows the correct way to breathe.
[00:10:53.340]However, when students or adults even are worked up
[00:10:57.050]or feeling anxious or angry,
[00:11:00.130]and they're not able to take a deep breath,
[00:11:02.310]it can affect how long it takes them to calm down.
[00:11:05.130]So we really take the time to practice taking deep breaths
[00:11:08.990]up through their nose and out their mouth daily.
[00:11:13.150]This is also a really good thing to do
[00:11:15.640]when they're in a good place.
[00:11:17.350]So when they're in the green zone or blue zone
[00:11:19.127]and they're calm and they're in the classroom,
[00:11:21.040]participating, "Let's practice taking some deep breaths,"
[00:11:23.700]and there's lots of different ways
[00:11:24.780]that you can practice in a fun way.
[00:11:27.430]And then we do a daily meditation.
[00:11:29.130]We choose to do that after recess every day,
[00:11:31.780]because our students get a little bit more squirmy
[00:11:35.567]and off task after recess.
[00:11:39.640]So it's just a great way,
[00:11:40.580]we all go to our designated spots
[00:11:42.640]and then we listen to a quick meditation, nothing too long.
[00:11:46.820]And it's just a way for them to kind of practice
[00:11:48.790]those deep breaths and calm their body.
[00:11:54.040]Here are some different websites and apps
[00:11:56.080]that we use for meditation.
[00:11:58.320]You can register for a Smiling Minds account, this is free.
[00:12:03.140]These are great quick meditations for all ages,
[00:12:07.100]including adults.
[00:12:08.520]The Calm app is free for teachers, you can download that.
[00:12:11.900]Those are a little bit longer meditations,
[00:12:13.850]but you can find some good ones in there as well.
[00:12:16.540]And then Cosmic Kids has plenty of different yogas,
[00:12:19.800]but they also do quick meditations that the kids like.
[00:12:25.920]Also just look on YouTube, there's plenty out there.
[00:12:29.340]Different books we use when we're practicing mindfulness
[00:12:33.050]and breathing, are listed off to the right there,
[00:12:36.380]if you wanna write any of those down.
[00:12:37.780]Those are just really fun,
[00:12:38.960]interactive books to kind of teach, you know,
[00:12:41.700]what is mindfulness, how do we calm our bodies,
[00:12:44.500]and how do we use our breath to help us throughout the day?
[00:12:51.100]We then move into Size of Reaction.
[00:12:53.280]Size of reaction is, what is your body and mind doing
[00:12:55.800]when a problem happens?
[00:12:57.340]Does it match what the problem was?
[00:12:59.540]And if it doesn't, what should the reaction have been?
[00:13:04.340]We size up problem needs to follow big deal and little deal.
[00:13:09.530]Teaching reactions to problems can be difficult.
[00:13:12.730]The best way we have found is to use examples again,
[00:13:16.070]that happened in our classroom and demonstrate
[00:13:18.920]what the students' reaction is
[00:13:20.410]to a problem that they may have had.
[00:13:22.900]We always practice as a group
[00:13:24.600]what their reactions should have been.
[00:13:36.850]This is one of the bulletin boards that we like to have,
[00:13:38.850]we have this up in our classroom, it's called Sink or Swim,
[00:13:41.420]it goes along with our SHARK group.
[00:13:43.520]The concept is that your reaction is going to help you sink
[00:13:47.110]to the bottom or swim to the top.
[00:13:49.560]All the ocean animals that you see up top,
[00:13:52.940]they have a coping strategy that is taught to our students,
[00:13:56.150]to help them swim.
[00:13:57.660]All of the little black rocks that you see at the bottom
[00:14:00.680]are things that happen in our classroom.
[00:14:03.040]Possibly hitting somebody, throwing a chair,
[00:14:05.630]not completing your work,
[00:14:07.700]those kinds of things that will help you sink to the bottom.
[00:14:10.760]So we always wanna teach them how to swim.
[00:14:14.060]The next board is, we used this last year
[00:14:17.500]to practice size of problem and reactions.
[00:14:20.380]We decided against using it this year,
[00:14:22.040]the concept was just a little too much for our students,
[00:14:24.880]having five different five, six different reactions.
[00:14:28.070]Glitch, little, medium, big, gigantic, emergency.
[00:14:32.270]Little Deal/Big Deal sat better with our students,
[00:14:35.350]but this is absolutely a good way to teach students
[00:14:37.890]that are maybe a little bit higher functioning.
[00:14:40.440]They can kinda understand when more people get involved,
[00:14:43.910]the bigger the reaction possibly could be,
[00:14:48.160]or the problem probably could be.
[00:14:50.110]That X, that box at the bottom, the X,
[00:14:52.800]is a reaction that we would put that should not happen
[00:14:55.510]regardless of what the problem was.
[00:14:57.620]Even if it's an emergency and your house is on fire,
[00:15:00.140]we shouldn't be throwing things in,
[00:15:02.890]those kinds of examples is what we put down there.
[00:15:08.480]Then we would move into Listen to My Body.
[00:15:13.080]So this part of the year,
[00:15:15.750]we're really focusing on, how does my body feel?
[00:15:19.710]Does my face get red and hot when I'm upset?
[00:15:23.210]How does my stomach feel?
[00:15:24.710]What do my muscles do?
[00:15:26.100]What do my hands do?
[00:15:27.750]We really go through all the body parts
[00:15:30.030]and attach feelings to each.
[00:15:32.080]This is probably the hardest thing for students
[00:15:35.720]in special education, especially students
[00:15:38.370]who are on the autism spectrum to understand.
[00:15:42.370]You know, a lot of times they're very good at saying,
[00:15:44.457]"I feel sad," or, "I feel angry," but they have no idea
[00:15:48.700]what their body's doing in those moments,
[00:15:52.910]and how it's not allowing them to calm down.
[00:15:55.290]So we really spend a lotta time with visuals and using
[00:15:59.730]their own bodies and then helping them kind of describe,
[00:16:03.220]so it's easier and more explicit for them to understand.
[00:16:09.540]One idea you could do is you could
[00:16:11.400]just have a frame of a body.
[00:16:13.930]You can use this body to label the different parts,
[00:16:16.600]and maybe they could color or draw pictures
[00:16:19.070]or attach the feelings that their part of their body
[00:16:24.470]feels in those moments of distress.
[00:16:28.710]And then also demonstrating it when they're in a place
[00:16:31.960]of happiness or calmness.
[00:16:34.410]These are two great books that you can use
[00:16:36.930]when you're teaching Listen to My Body.
[00:16:40.200]One of them is "I Can Handle It",
[00:16:42.180]and the other one is "Listening To My Body".
[00:16:50.790]Any classroom without reinforcements
[00:16:52.610]would not be a functioning classroom,
[00:16:54.750]especially a special education classroom.
[00:16:57.920]We want to frequently give reinforcements,
[00:17:00.890]individualize them with group, tangible and intangible.
[00:17:05.700]Make sure there's visuals.
[00:17:06.960]Visuals, visuals, visuals.
[00:17:09.100]If then, short tasks with quick reinforcement,
[00:17:12.370]frequent opportunities for reinforcement,
[00:17:14.730]and reinforcements can be tied to a classroom level system.
[00:17:18.960]One of the things that we really make sure that we do
[00:17:21.580]is that the reinforcement is tied to our level system,
[00:17:25.260]as well as it's individualized to each student.
[00:17:31.340]These are some reinforcements that we use in our classroom.
[00:17:34.040]At the top, you will see our SHARK bucks.
[00:17:36.960]Those get handed out each day throughout the day
[00:17:41.070]for expected behaviors we see in our students,
[00:17:43.540]as well as it's connected to the end of the day checkout.
[00:17:46.550]That next picture is our checkout system.
[00:17:48.580]If you're on green,
[00:17:49.440]you get in the treasure box and get money.
[00:17:51.620]If you're on blue, you don't get the treasure box,
[00:17:54.630]but you still get money.
[00:17:55.700]And if you're on yellow,
[00:17:57.090]you do not get the treasure box and you get no money,
[00:18:00.620]hopefully the next day will be better.
[00:18:03.120]That next picture with the palm tree,
[00:18:04.570]is just our little break area,
[00:18:06.050]we make sure students have a place to go for their breaks.
[00:18:09.760]We also tie our breaks into our level system.
[00:18:12.700]If the students are on level one,
[00:18:14.970]then they get a daily break that they get to choose.
[00:18:18.220]If they're on level two, they get a daily break,
[00:18:21.150]but it's teacher choice, usually a break box or a book.
[00:18:24.180]If they are in level three, it is still teacher choice,
[00:18:26.760]it's pretty minimal,
[00:18:27.690]and they use the safe room to take that break.
[00:18:30.790]That last picture right there
[00:18:32.050]is a picture of a canister of little sharks.
[00:18:35.360]If the student did not go to the safe room that day,
[00:18:37.470]they get a little shark in the canister.
[00:18:39.520]This is a classroom reward system that we're using.
[00:18:44.100]So if the classroom altogether gets up to one spot,
[00:18:47.290]they're working for donuts,
[00:18:48.370]and then the next they're working for pizza.
[00:18:50.600]Right now, we decided to change it up a little bit,
[00:18:52.640]and they are now working for pajamas and a game day.
[00:18:56.930]In the middle column, you can see,
[00:18:59.021]first there's an If Then chart, this can be used
[00:19:01.590]for many different reasons, but also for reinforcements.
[00:19:05.840]They can use this with visuals, or you can write words
[00:19:09.340]depending on the level of your student.
[00:19:11.440]Next to that, you'll see a work chart,
[00:19:14.360]token board is something else that they can be called,
[00:19:16.980]it's just made on Boardmaker.
[00:19:19.450]Each incentive to get something done would then end
[00:19:22.530]with the end result of getting M&M's, or an iPad time,
[00:19:26.400]or preferred task for that student.
[00:19:29.930]Having a student have their own break box has been
[00:19:33.750]really helpful, where they can choose different fidgets
[00:19:36.680]and different things that they like.
[00:19:38.920]Everyone's break box looks a little different.
[00:19:41.110]This is a good incentive for them, reinforcement,
[00:19:43.900]but also a good tool for when they need a break
[00:19:46.290]or when they need to calm down.
[00:19:49.290]And then on to the right, this is just our daily...
[00:19:53.070]Also with their daily checkout, if they haven't gone
[00:19:55.750]to the safe room that day, they earn a sticker.
[00:19:57.426]When they fill up their chart, they earn something big,
[00:19:59.970]like a lot of SHARK bucks, a candy bar, things like that.
[00:20:03.820]So just one more thing at checkout that kind of reinforces
[00:20:06.880]their positive, expected behaviors that day.
[00:20:11.470]The next two pictures
[00:20:12.303]are just of our SHARK store.
[00:20:13.510]This is just showing the door,
[00:20:15.370]and then inside, the toys that we have.
[00:20:19.630]They get to shop every Monday for about 20 minutes,
[00:20:22.267]and they get to use the SHARK bucks
[00:20:23.740]that they've earned throughout the weeks.
[00:20:25.630]They can save their money if they want to for bigger items.
[00:20:28.880]The next one is a reinforcement board,
[00:20:30.590]these are just things that the students can pick to work for
[00:20:34.220]during individualized instruction, like reading math.
[00:20:38.020]And there is just a picture of our break box.
[00:20:42.800]This is our WH board, these terms are so important
[00:20:47.100]for us, they're important for our students.
[00:20:49.650]Because a lot of times when we're processing with them
[00:20:53.640]after a behavior has happened,
[00:20:55.480]they have a hard time answering these questions.
[00:20:58.520]Who was involved?
[00:20:59.510]What happened?
[00:21:00.740]When did it happen?
[00:21:01.573]Where did it happen at?
[00:21:02.770]Number one, and why?
[00:21:05.240]Answering these questions involving (inaudible),
[00:21:07.490]they have a really hard time
[00:21:08.980]answering any of these questions.
[00:21:10.900]We teach these consistently, model and practice
[00:21:13.980]with repetition, and we use boards, visual story maps,
[00:21:17.730]WH board, et cetera, to do these.
[00:21:20.600]This bulletin board right here,
[00:21:23.080]is one of our boards that we use.
[00:21:25.100]All of the students bring in different pictures,
[00:21:27.070]we asked parents to send pictures
[00:21:28.730]on who, what, where, when, or...
[00:21:30.510]Yeah, who, what, when and where.
[00:21:33.360]And so you can see some of these pictures,
[00:21:35.650]they are all personalized to our students.
[00:21:37.540]They might miss sibling, or parents, or their dogs,
[00:21:40.780]or their bedroom could be their kitchen,
[00:21:44.310]the outside of their house,
[00:21:45.940]a bike that they ride, their trampoline.
[00:21:48.380]So we discuss those,
[00:21:49.570]all of their pictures that are personalized to them
[00:21:52.340]and where we would put it on the board.
[00:21:54.370]And then we use their pictures to ask them
[00:21:56.740]personalized questions, for them to start understanding
[00:21:59.660]what those WH questions mean.
[00:22:05.210]These are just some further lessons that we've
[00:22:07.870]just really liked that connect to different books.
[00:22:10.960]The first one is the brain.
[00:22:12.980]We love teaching about the brain,
[00:22:15.070]as it connects to mindfulness and all of those things
[00:22:17.900]that we're working on with our students.
[00:22:19.680]Two books that we use in that
[00:22:22.260]are "A Walk in the Rain with a Brain",
[00:22:24.000]and "Your Fantastic Elastic Brain".
[00:22:27.680]To teach size of reaction lessons,
[00:22:30.060]we use "What if Everybody Did?"
[00:22:32.390]or "What if Everybody Did That?".
[00:22:35.650]Those are two similar type books,
[00:22:37.380]but just kind of different levels,
[00:22:39.320]depending on what your classroom looks like.
[00:22:43.010]And they're really funny, interactive books
[00:22:44.860]that the kids kind of, you know,
[00:22:46.430]can giggle with and connect their behaviors to,
[00:22:49.470]and really reflect on what their choices are.
[00:22:53.210]Teaching all things behavior, of course,
[00:22:55.540]Superflex and Social Thinking Books,
[00:22:57.410]those are great tools for every special education classroom,
[00:23:00.280]if you can get your hands on any of those.
[00:23:02.570]And then finally, the mindfulness practice and lessons,
[00:23:05.580]we use the "I Am Human, I Am Peace, I Am Yoga, I Am Love".
[00:23:09.100]Those are such wonderful books for every classroom to have,
[00:23:12.250]and really can focus on those areas of mindfulness.
[00:23:14.980]I think she has a new one out called "I Am Courageous".
[00:23:20.760]We would like to thank you for listening
[00:23:21.930]to our presentation today.
[00:23:23.380]If you have any questions about anything,
[00:23:26.150]please feel free to email us,
[00:23:27.990]our email is on that second page of our slides.
[00:23:32.540]Thank you.

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You Have to Build the Plane as You Fly It!: Core Components of an Evidence Based Behavior Support Program Part 2 Functional Skills

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