Teaming for Tyson

Meggin Funk, Brandy Hoos, & Patricia Sue Bracken Author

04/06/2023 Added

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2023 Conference Presentation

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[00:00:00.330]Brandy Hoos has worked as a district speech
[00:00:02.550]pathologist for Gordon Rushville Public Schools
[00:00:06.040]for eight years and she got her education
[00:00:09.261]at Chadron State College and she also worked
[00:00:10.621]as a classroom teacher for 13 years
[00:00:13.020]before earning her master's
[00:00:14.280]in communication disorders from USD.
[00:00:16.401]And Patty Bracken has worked for four years
[00:00:20.850]as an early childhood special education teacher
[00:00:23.280]for Gordon Rushville as well.
[00:00:24.960]She began her career in social work
[00:00:28.035]with a bachelor's in psychology
[00:00:29.220]and then she worked as a paraprofessional with an SLP
[00:00:31.650]for nine years while working on her education degree
[00:00:34.500]at Chadron.
[00:00:35.490]She's passionate about providing effective teaching
[00:00:37.710]to students with complex needs and AAC implementation
[00:00:41.260]and supporting them is the beautiful Meggin Funk
[00:00:46.109]from the ASD network who is an SLP and BCBA.
[00:00:48.840]Take it away, ladies.
[00:00:51.448]Welcome to all of you.
[00:00:53.820]I'm so glad you chose to come to this session.
[00:00:57.283]We are going to kind of rush through these
[00:00:58.920]'cause we have tons of videos to show you
[00:01:01.320]because what better way to learn than to see videos
[00:01:03.565]and everything being practiced in place.
[00:01:06.125]I'll let you guys go ahead
[00:01:07.890]and read through your objectives.
[00:01:09.784]We're gonna start with showing you and introducing you
[00:01:15.758]to the main character, Tyson,
[00:01:16.591]he's the main member of our team.
[00:01:18.630]He was referred to us when he was 18 months old,
[00:01:22.110]so you'll see that picture up there.
[00:01:24.117]Tyson had a lot of strengths
[00:01:26.040]when we first started working with him.
[00:01:28.058]He did like hugs and cuddling
[00:01:31.410]and he did engage with eye contact.
[00:01:33.900]At that time, he was not yet responding
[00:01:36.330]to his name consistently.
[00:01:38.370]He had a special blankie that he loved
[00:01:40.710]and did not wanna give that thing up for anything.
[00:01:44.370]He loved to spin bottles on the floor.
[00:01:47.861]He was referred to us due to communication.
[00:01:51.420]So previously he had been babbling
[00:01:55.242]and he all of a sudden stopped.
[00:01:56.700]He was still voicing and it sounded like
[00:02:00.540]sometimes he had some word approximations but no true words.
[00:02:05.370]He was also being screened for hearing,
[00:02:08.160]he had tubes put in his ears, all of that.
[00:02:11.370]So we tested him at that time he verified
[00:02:15.060]as a student with a developmental delay
[00:02:17.180]and he received services in all areas.
[00:02:20.970]Personal, social, adaptive, cognition, communication,
[00:02:25.620]gross and fine motor.
[00:02:28.230]So the next picture you'll see is a picture of Tyson now
[00:02:32.760]and I am very happy to say that he has met
[00:02:35.490]all of those things that we worked on,
[00:02:37.402]and is even surpassing them to this day.
[00:02:40.500]So here's a timeline of Tyson's history.
[00:02:44.190]So he was first referred to us in the birth three program.
[00:02:47.522]We began working with him in the home with his family
[00:02:51.840]at that time they were also undergoing
[00:02:53.859]a lot of hearing checks, some of that kind of thing.
[00:02:57.960]At that time, he's always loved technology
[00:03:03.180]and that's something important to note.
[00:03:05.910]He would take his mom's phone, look at pictures,
[00:03:08.339]scroll through pictures, that kind of thing.
[00:03:11.490]But when it came to pictures in a book,
[00:03:13.920]he wouldn't take the time to look through,
[00:03:15.470]he just flipped the pages.
[00:03:18.240]He started preschool at Little Lambs.
[00:03:21.054]At that time, we had him doing some isolated
[00:03:25.016]finger pointing, which was wonderful.
[00:03:28.050]He was able to make choices at that time
[00:03:30.930]and we implemented an object schedule with him.
[00:03:33.892]During that time too, he also started responding
[00:03:37.757]to his name, turning his head
[00:03:39.720]and looking at you consistently.
[00:03:41.820]And he also started to become engaged
[00:03:44.280]or he didn't play with peers per se,
[00:03:47.976]but he loved to be around his peers.
[00:03:50.595]History, we were still trying because he was humming
[00:03:52.995]and exhibiting some voicing,
[00:03:56.536]we were still really trying to get that vocal output.
[00:04:00.478]We were also trying to do some sign language stuff
[00:04:04.770]at that time and that just was very hard for him
[00:04:07.950]because his fine motor skills have been always
[00:04:10.260]been truly tricky for him.
[00:04:13.380]He was around 18 months old,
[00:04:17.914]probably a little bit younger than two
[00:04:20.730]when we realized that he needed extra support
[00:04:23.340]just in general, not hitting milestones and stuff like that.
[00:04:27.194]So we got him in services right about that time.
[00:04:30.780]But it was probably,
[00:04:33.053]gosh he started preschool when he was three
[00:04:36.060]and then it was kind of just,
[00:04:38.250]if it just kind of evolved from there, I guess.
[00:04:40.717]We kind of probably suspected it earlier, you know,
[00:04:45.510]just because I mean had a year goes by
[00:04:48.840]and he would make really unique noises with his mouth,
[00:04:53.280]like ones that I don't even know that he makes now
[00:04:55.560]and he was a baby, you know,
[00:04:57.374]so we didn't mimic the noises but like yeah
[00:05:00.200]and then those kind of stopped happening
[00:05:03.139]and then it just came more of like the stemming noise
[00:05:07.050]that he makes now.
[00:05:14.797]At first I was a little bit hesitant
[00:05:16.296]just because he has always had such a love for technology
[00:05:20.880]and he loves to be on our phones and make slideshow
[00:05:22.637]out of our photo albums and stuff like that
[00:05:26.880]that I didn't want for it to become a crutch.
[00:05:30.180]I guess I wasn't as well researched
[00:05:32.880]in what it was and what it could do.
[00:05:34.980]And so I kind of pushed back on the idea for,
[00:05:38.461]I would say probably almost a year I would think
[00:05:42.660]before I was like, okay, it's time.
[00:05:51.240]Honestly a conversation in the donut shop
[00:05:53.190]with another parent that said that their son used it
[00:05:56.875]or something similar.
[00:05:59.250]I don't know if it's the exact same thing that Tyson uses,
[00:06:01.890]but it was something along those lines
[00:06:04.740]and she said that he started making strides
[00:06:07.470]once he got that.
[00:06:08.460]And so that's when I was like, okay,
[00:06:11.116]maybe it's time to give it a go.
[00:06:19.237]Well I think you started it at school more so
[00:06:22.800]than we did it at home before.
[00:06:24.941]And then I feel like we used it the most
[00:06:29.550]and started incorporating it the most
[00:06:31.260]when everything shut down in 2020
[00:06:33.300]because we had just started introducing it, you know,
[00:06:35.970]the little bits and pieces and that's when
[00:06:37.997]they shut down the schools.
[00:06:41.250]And so we would do Zoom sessions
[00:06:42.990]and that's how we really learned more hands-on I think,
[00:06:46.440]than if we would've not had schools shut down.
[00:06:49.410]We learned a lot more about how the device works
[00:06:52.410]by doing all those Zoom sessions
[00:06:54.180]and learning how to communicate with them through that
[00:06:56.310]and just seeing so many things open up through that.
[00:06:58.620]So I think that's probably where it all really began
[00:07:02.461]to flourish was all the Zoom sessions every day.
[00:07:08.873]I noticed he doesn't like,
[00:07:09.960]he used to like pull us if he wanted something,
[00:07:12.270]he'd literally grab our hand, like pull us to the fridge,
[00:07:15.120]pull us to the snack cabinet or something like that.
[00:07:17.067]You know, he doesn't do that anymore.
[00:07:18.900]He'll just go, "I'm hungry."
[00:07:21.090]So.
[00:07:22.020]On his device?
[00:07:23.560]Yeah.
[00:07:24.856]Awesome.
[00:07:30.099]I think we always knew how smart he was,
[00:07:32.259]but it was always harder, you know,
[00:07:36.499]to communicate 'cause we weren't sure
[00:07:38.317]like what he was grasping
[00:07:39.720]or if it was just him being stubborn.
[00:07:43.779]So maybe just to trust my,
[00:07:45.336]not necessarily trust my instincts 'cause my instincts
[00:07:47.731]were pushing back against a communication device.
[00:07:49.720]But maybe just be more open to the idea
[00:07:51.016]rather than being so worried about him
[00:07:51.849]being labeled by having to use a communication device
[00:07:54.717]because of how much it's changed everything.
[00:08:06.540]I would say it's really easy
[00:08:10.230]and when you're around him all the time,
[00:08:12.280]you get really comfortable with like their non-verbal cues
[00:08:17.581]and what they want and the way they're acting.
[00:08:19.443]So it's really easy to, you just know your child,
[00:08:20.941]you know what they want a lot of times.
[00:08:21.780]And so to have them not use their device,
[00:08:23.760]like still extremely guilty of doing that.
[00:08:27.725]And then the other thing is
[00:08:30.240]just don't do everything for 'em.
[00:08:32.220]Like even not related to the communication device,
[00:08:35.460]but it's very easy to,
[00:08:37.320]it's much quicker to put issues on if we do it.
[00:08:41.550]I mean there's just all sorts of things that
[00:08:44.445]time we're also busy and like rushing around
[00:08:46.080]and you catch yourself like doing all these things for 'em
[00:08:48.660]when that's not helping 'em,
[00:08:51.420]take some extra time, start earlier
[00:08:54.300]so they learn to do it themselves and stick to it.
[00:08:56.824]We're still guilty.
[00:08:58.440]It's still very guilty.
[00:08:59.843]We do things for him and we catch ourselves.
[00:09:00.780]Yeah.
[00:09:02.560]Because I'm probably the worst one, but-
[00:09:03.741]That's true, you are.
[00:09:05.190]And Patty does it all the time.
[00:09:07.177]Does she still carry his backpack?
[00:09:09.570]No, I don't still carry his backpack.
[00:09:18.780]Because it's changed the way other people
[00:09:20.580]have communicated with him because it's easy
[00:09:23.070]to kind of talk maybe down to him,
[00:09:26.980]like you're really trying to talk to somebody
[00:09:28.590]that doesn't understand or like bringing it down a level
[00:09:32.160]to like you're talking to almost
[00:09:33.420]like a toddler or an infant.
[00:09:36.720]But that's changed a lot I think even with like-
[00:09:39.300]I talked to him just like he's an eight year old.
[00:09:41.420]But with I, you know, with our extended families,
[00:09:44.160]like they're learning, "Oh okay,
[00:09:46.058]he does know what I'm saying."
[00:09:48.060]So it's helped within that part of our lives too
[00:09:50.760]because they're able to at least,
[00:09:53.220]or to also continue to work with him
[00:09:56.490]and know that oh he knows what's going on.
[00:10:05.400]You and Dylan went somewhere and Tyson was like
[00:10:10.162]really, really, remember I texted you about it?
[00:10:13.907]Yeah.
[00:10:14.904]He was like acting really funny and like really weird
[00:10:16.560]and I'm like, what's going on?
[00:10:19.064]I mean it's not uncommon for Jill and Dylan to go somewhere,
[00:10:21.542]but I'm like, "What's wrong?
[00:10:23.850]Tell me, go tell me what's wrong."
[00:10:25.410]He ran right up to his machine and said, "I feel sad."
[00:10:28.410]After he said it, it was way better too.
[00:10:31.770]So because he got it out.
[00:10:33.090]Yeah like I think, you know like without me just going,
[00:10:35.670]what's wrong? I mean are you hungry?
[00:10:37.257]Are you sick? Are you, you know, you're just sitting there
[00:10:40.227]guessing and guessing and guessing.
[00:10:41.747]He's just like, "No I'm just sad."
[00:10:42.945]Like this is it.
[00:10:43.800]And then like after that.
[00:10:46.323]He was asleep I think, what, 20 seconds later?
[00:10:48.163]Then I cranked on Planet Earth.
[00:10:50.340]Reliable and yeah, don't sleep, but just that.
[00:11:01.320]I mean it's been really good.
[00:11:02.153]It's always been open and we've always,
[00:11:05.945]it doesn't have to necessarily always be
[00:11:07.050]an in-person type situation's just because
[00:11:09.360]we're all connected through different ways of communication,
[00:11:13.560]whether it's messaging or phone calls or things like that
[00:11:16.260]that I feel like it's nice that I don't have to make
[00:11:19.260]a big production just to sit down and have a meeting.
[00:11:21.240]It's just always right there if I need it.
[00:11:24.570]Yeah, and just second everything she just said,
[00:11:28.142]we avoid in bed talking about how incredibly lucky we are
[00:11:33.720]to have the people to work with Tyson
[00:11:36.150]that do work with him.
[00:11:37.620]Especially you, I know you put way more hours with him
[00:11:40.644]in with him than I have.
[00:11:42.622]Yeah, I couldn't imagine ever leaving this school system
[00:11:47.670]and and having other people work with them.
[00:11:50.730]They don't know 'em the way that you
[00:11:53.364]and the people on the team do.
[00:12:03.480]We are very thankful with Ryan and Jill
[00:12:05.850]and for all the collaboration we've had from them.
[00:12:08.760]I'm not gonna go through this slide in depth
[00:12:11.097]'cause I've already covered a lot of that
[00:12:13.257]but I'm just gonna summarize it really quickly.
[00:12:15.720]So we started working with Tyson in the home
[00:12:18.450]when he was 18 months old.
[00:12:21.256]He then went to a private preschool the next year.
[00:12:23.580]We went and served him within that preschool setting.
[00:12:25.990]During that time he was seeking a lot of medical things
[00:12:29.790]with his family.
[00:12:30.623]He was having hearing checks done,
[00:12:32.777]they were worried about some seizure things
[00:12:35.640]that he was exhibiting.
[00:12:37.320]So we were checking into that.
[00:12:39.454]During that time we continued to kind of push
[00:12:42.300]for verbal output.
[00:12:43.770]We also tried some signing and things like that,
[00:12:46.290]but those fine motor skills were difficult.
[00:12:48.217]When he got into the GES pre-K,
[00:12:51.960]which was an all day preschool,
[00:12:53.156]we really started hitting verbal behavior really hard.
[00:12:57.614]That's when we introduced Tyson,
[00:13:01.110]the team decided it was time for him to start using
[00:13:03.720]an AAC device.
[00:13:05.250]We introduced him to that device at that time
[00:13:08.073]and now he's got his device throughout his day
[00:13:13.320]included in all opportunities.
[00:13:17.476]Trainings, no one training has given us
[00:13:20.610]all the tools we need for Tyson.
[00:13:22.196]We've had a ton of trainings and from those trainings
[00:13:27.150]we have pulled pieces and parts and individualized them
[00:13:30.697]to Tyson and his programming.
[00:13:33.716]It's taken a team,
[00:13:36.537]it started with Tyson and his family and all of us
[00:13:40.894]service providers and our administration
[00:13:43.770]and that team has grown to the secretary,
[00:13:47.250]the counselor, the lunch staff, the community members.
[00:13:52.500]Communication is the key and teaming is key.
[00:13:57.090]When we first started out doing verbal behavior as a team,
[00:14:00.031]we would meet every week.
[00:14:01.854]We would look at his data set skills and targets
[00:14:06.559]that we thought he could meet.
[00:14:08.790]We included his AAC device when we were teaching it
[00:14:11.236]into his VB program.
[00:14:14.550]So instead of doing the Aconex,
[00:14:17.337]he was doing his AAC device.
[00:14:20.574]As he's gotten older, that teaming has changed
[00:14:23.970]because his skill level has changed.
[00:14:26.820]We no longer meet weekly per se,
[00:14:29.730]but a lot of the team talks daily and if there are problems
[00:14:33.990]or if we need to troubleshoot something, people are emailed,
[00:14:37.470]the bigger meeting is held, that kind of thing.
[00:14:40.756]Tyson's parents are also updated and provide us
[00:14:44.700]with a lot of information throughout his learning.
[00:14:48.030]They know what he loves or things that have changed
[00:14:51.240]or if he comes to school not feeling well,
[00:14:53.113]that kind of thing.
[00:14:56.730]So next is the team interview.
[00:14:58.440]This is his classroom teacher this year.
[00:15:08.190]Stormy, can you describe your initial thoughts
[00:15:11.430]when you learned that you would have Tyson
[00:15:14.490]in your classroom?
[00:15:15.990]You knew the student had autism
[00:15:17.850]and that he utilized an AAC device
[00:15:21.956]as his main mode of communication?
[00:15:23.850]Nervousness played a huge part in my initial thoughts.
[00:15:32.905]I asked a lot of questions of Patty, expectations,
[00:15:36.510]you know like what are some of the things that,
[00:15:38.709]I need to be expecting from him
[00:15:41.640]or what are your expectations of myself for him?
[00:15:45.270]And so there were just a lot of different things
[00:15:49.620]that I had to ask in order to get comfortable
[00:15:52.090]knowing and what things that he could do
[00:15:56.528]that he couldn't do and learn as I went.
[00:16:01.890]Yeah, we're on a learning curve ourselves, aren't we.
[00:16:04.500]Patty, are you, would you say that you are kind of the lead
[00:16:08.250]then as far as who is helping to like kind of oversee
[00:16:12.565]the use of the AAC for Tyson and if so,
[00:16:16.740]how did you guys decide that?
[00:16:18.870]Brandy is the speech language pathologist
[00:16:21.570]for the whole entire district and I am the SPED teacher
[00:16:26.250]for mostly just Gordon Elementary.
[00:16:28.149]It just made more sense for our circumstances for me
[00:16:32.267]to be doing most of it
[00:16:35.408]because I had access to him every day.
[00:16:36.930]And I think it's important to remember
[00:16:38.880]that just because we are SLPs does not mean
[00:16:41.728]that we are the only people in our schools
[00:16:45.785]that should be working with students with an AAC device.
[00:16:48.480]It is a a team collaboration.
[00:16:52.950]That's what makes it work is all of that teaming.
[00:16:56.340]He is able to utilize his AAC device across his day.
[00:17:01.170]And so I love that you have really pulled on
[00:17:05.070]everybody's strengths, numerous people
[00:17:07.980]that he comes into contact with, understand
[00:17:10.644]and can help and support him.
[00:17:14.905]What ways do you prepare on a daily basis
[00:17:18.990]to teach him to be able to support Tyson?
[00:17:22.770]Some of the things I do is I get his visual schedule ready
[00:17:26.059]and the verbal behavior,
[00:17:28.920]I graph it and I write his targets.
[00:17:36.743]We choose targets and for his spelling words,
[00:17:38.804]he's doing grade spelling words.
[00:17:42.628]And so I picked six spelling words out of theirs
[00:17:46.751]and then we focus on those during the week.
[00:17:48.270]We go through his classroom book,
[00:17:52.020]he goes back to small group with Stormy
[00:17:54.420]and reads in a small group with his peers.
[00:17:57.030]So we go through his stories and we copy him off
[00:17:59.370]and then highlight words that we know that he
[00:18:01.871]is able to read and able to locate on his device
[00:18:06.780]so that he can participate in that small group time.
[00:18:09.630]We go through the whole week of classroom work
[00:18:12.810]and decide what grade level work we want to modify for him
[00:18:16.969]and how we're gonna modify it and then what we're just,
[00:18:23.369]we're not gonna do and we'll throw in our Edmark there
[00:18:25.710]or you know the Saxon Math we use the Go Worksheets app
[00:18:30.660]that has been amazing to help modify his classroom work
[00:18:35.311]because he doesn't write his fine motor skills are still
[00:18:37.830]not to where he is able to write.
[00:18:40.560]So we can modify the work to where it's just
[00:18:44.010]a drag and drop answer instead of him
[00:18:46.633]having to write the answer.
[00:18:49.033]So how are you guys all staying on the same page?
[00:18:52.372]Like it goes so smoothly
[00:18:53.730]because we all talk to each other.
[00:18:56.610]Is there a skill that Tyson has learned
[00:19:02.610]that you are most proud of.
[00:19:07.033]Imitating?
[00:19:09.113]So when we first started working with him,
[00:19:10.772]imitation was very hard.
[00:19:11.700]Imitation from peers, imitation for adults.
[00:19:15.060]Like we had to specifically teach that
[00:19:18.210]and now it's natural.
[00:19:20.280]He's just got it.
[00:19:22.290]Which has aided his learning immensely.
[00:19:26.460]In the years of having him.
[00:19:29.486]The thing that I'm most proud of is his independence.
[00:19:34.200]He walks into the classroom by himself,
[00:19:36.330]like he doesn't have a para with him.
[00:19:38.689]He walks into the classroom, he puts his stuff up,
[00:19:40.590]he gets his folder out,
[00:19:41.520]he does what all the other kids do
[00:19:43.650]and he does it independently and it's taken us a long time
[00:19:46.890]to get there,
[00:19:48.390]but I think that's like the most important thing.
[00:19:50.970]He grabs his little sign off his visual schedule
[00:19:59.131]and he transitions down to my room for resource support
[00:20:03.227]with Lori in the morning and then he takes it to speech
[00:20:06.491]and he goes independently clear across the school for that
[00:20:08.368]and just independence and advocating for himself.
[00:20:10.171]We encourage him to ask for help and encourage him
[00:20:11.969]to get people's attention just like every other student
[00:20:14.820]in the class does.
[00:20:16.050]His flexibility too is amazing.
[00:20:20.070]To be able to go between all of us and his peers.
[00:20:23.547]We're all asking him things differently,
[00:20:27.540]we're all expecting and doing things
[00:20:29.550]just a little differently and he is doing a great job
[00:20:33.240]for every one of us, no matter where he's at.
[00:20:43.410]We sit and we'll chat and sometimes I use an AAC
[00:20:47.310]and also and then he does and we'll say,
[00:20:50.557]"Good morning, how are you?"
[00:20:52.320]And then he'll say, "Good morning Ms. Lori."
[00:20:54.540]and chat about who brought him to school,
[00:20:58.020]what he had for breakfast.
[00:20:59.820]I'll grab the other device and just have a conversation
[00:21:03.090]with him back and forth just using the device
[00:21:05.520]and like not verbalize for a whole entire half an hour.
[00:21:16.830]Even when we're going through Edmark,
[00:21:18.330]if he, I'm like, "It's okay read this sentence,
[00:21:22.244]what does this say?"
[00:21:24.427]And he's not really motivated to do it.
[00:21:25.710]A lot of times all it takes is,
[00:21:27.217]"Okay I'll read the first one."
[00:21:28.650]So I use his device and I do the first sentence
[00:21:30.849]and then he'll do the rest.
[00:21:33.180]And even with his peers, his peers love to use his device
[00:21:37.380]and he and because of course they think it's so cool.
[00:21:40.530]So when we're having any group activities,
[00:21:43.050]you know that's more relaxed and fun,
[00:21:44.886]we can put him in a group and Tyson is totally fine
[00:21:48.420]with his peer answering on his device as well
[00:21:50.790]and they think it's awesome
[00:21:52.986]and then he's more willing to participate.
[00:21:55.470]So I think it, I mean but it makes perfect sense.
[00:21:59.190]Why would you wanna be the only one to be speaking this way?
[00:22:02.940]It's more and then that kids really do understand
[00:22:06.570]how much work it takes for him to communicate
[00:22:08.970]and I think that helps them to be more patient with him
[00:22:11.500]and have easier wait time
[00:22:15.182]because they realize that it takes him a lot more steps
[00:22:18.222]to say something than it does them.
[00:22:21.150]So that's been really beneficial too
[00:22:23.130]is just having everybody use his device.
[00:22:26.280]Do you have the luxury of as team lead
[00:22:29.790]getting to have the conversations with home?
[00:22:32.880]Could you share a time when there was a big win
[00:22:37.050]that was shared from home?
[00:22:38.940]When it was Covid and I always usually Zoomed with Jill,
[00:22:43.350]Tyson's mom because she had to be there to provide him
[00:22:48.942]with the reinforcement when we were working on things.
[00:22:50.860]But she was busy so his dad got on
[00:22:52.566]and then Tyson had to go to the bathroom
[00:22:55.890]so we had some time to just sit and visit
[00:22:58.187]and he said, "You know Patty, you would not believe it.
[00:23:01.410]Like this is the been the first time
[00:23:06.689]that I've been able to like truly play with my son.
[00:23:10.705]Like I can ask him questions and you know,
[00:23:11.787]even if it's just labeling colors
[00:23:12.907]or numbers or saying hi, he's like,
[00:23:15.780]it's the first time that I'm able to really feel like
[00:23:18.510]I'm communicating with my son."
[00:23:20.400]And of course I cried.
[00:23:22.320]That was just absolutely amazing to think of the impact
[00:23:25.147]that that's made for them at home.
[00:23:29.467]You are at the end of the third quarter now
[00:23:32.507]and so describe how things have gone this year for you.
[00:23:37.105]They have gone really well.
[00:23:39.930]I would have to say that my confidence level
[00:23:42.529]in having Tyson at the beginning I was like I said nervous,
[00:23:46.705]I depended a lot on Lori and Patty being in the classroom
[00:23:51.720]and kind of teaching me as I went.
[00:23:53.970]Throughout the year I have learned
[00:23:56.850]how to use the AAC device.
[00:24:01.080]Tyson has also shown me some ways of doing things.
[00:24:05.100]So I mean if Lori's gonna be gone or if Patty
[00:24:08.722]is gonna be gone, it's okay.
[00:24:12.000]If there's one thing that you could share
[00:24:14.430]that he has taught you so far this year, what would that be?
[00:24:21.089]Well personally he's taught me how to be patient
[00:24:25.249]but also determination.
[00:24:28.740]I think that I was more determined to figure out a way
[00:24:33.120]that he could communicate with me as well as his peers.
[00:24:38.730]Tyson has learned to communicate with them as well.
[00:24:43.560]He doesn't look, you know, always to his teachers
[00:24:49.680]but he sometimes he will look to his peers
[00:24:52.800]and tell his peers what he needs
[00:24:55.726]and I think that is, that's huge.
[00:25:06.210]So when we first started working with him,
[00:25:10.129]like food was the motivation and things that lit up
[00:25:12.660]but there was never really like a smile
[00:25:15.926]or a giggle or a laugh, you know,
[00:25:19.740]you knew he liked it 'cause he wanted to come with you
[00:25:22.650]and he would lead you and that kind of thing.
[00:25:25.530]But now he truly giggles.
[00:25:28.560]So just today you know,
[00:25:30.810]we're working away and he gets his reward
[00:25:33.870]and is playing the song and I sillily start dancing
[00:25:36.870]and he just all out starts laughing, you know,
[00:25:39.488]and smiling like his engagement
[00:25:44.100]and just his ability to express emotions now is huge.
[00:25:47.007]The spontaneous communication when he uses his device
[00:25:48.390]and then he turns and looks at you
[00:25:55.787]like he's really understanding
[00:25:57.090]that it's a back and forth communication.
[00:25:59.446]I love that.
[00:26:01.770]I love that I can just picture his face every time.
[00:26:04.869]Well I can't thank you enough all of you
[00:26:07.410]for teaming for Tyson.
[00:26:09.007]It's gonna be fun to continue to watch his progress
[00:26:12.360]through the years.
[00:26:14.070]Just to clarify,
[00:26:15.030]Tyson is a second grader right now,
[00:26:16.950]so that was his second grade teacher.
[00:26:19.890]So we started out by looking at evidence-based practices
[00:26:24.270]and we tried to divide them up for you
[00:26:26.400]and have videos for each one.
[00:26:28.050]And as we started to do that, we found they all intertwined.
[00:26:31.043]I mean everything goes together
[00:26:33.889]and all of those practices go hand in hand with each other.
[00:26:39.480]So then we moved on into the progression of reinforcement.
[00:26:42.780]Motivation is huge and has been huge
[00:26:46.290]throughout Tyson's programming.
[00:26:48.690]That is what motivated him to do the things
[00:26:52.170]we were asking of him to do
[00:26:55.085]and it has constantly changed and evolved.
[00:26:57.510]So when we first went into the home
[00:27:00.769]and started working with him, it was his blankie
[00:27:02.987]and he was not given that thing up.
[00:27:05.220]So we would gradually start playing games with him
[00:27:08.323]and playing with the blankie and getting that engagement
[00:27:10.789]and making it fun.
[00:27:13.800]We had the things that were fun for him,
[00:27:16.950]which made him want to be with us and want to do the things
[00:27:21.000]we were asking him to do.
[00:27:23.190]In preschool he started to enjoy being around
[00:27:26.400]the other kids.
[00:27:27.270]There was a specific puzzle that we used
[00:27:30.510]that was in his preschool classroom.
[00:27:32.850]So we would pull that in and engage him in that way
[00:27:35.910]and pull in other kids and work on matching.
[00:27:38.926]In kindergarten, he was engaged by a see 'n say
[00:27:44.040]and videos of other kids doing things.
[00:27:46.320]Tyson has always loved to scroll through pictures
[00:27:49.440]and re-watch videos in certain sections of videos.
[00:27:52.950]In first grade it was the food.
[00:27:56.430]Food has always kind of been a motivator for him.
[00:27:59.640]And when I say food I feel like I need to clarify something.
[00:28:02.646]So fruit snacks, he's always loved fruit snacks,
[00:28:07.590]that's been a consistent motivator.
[00:28:09.750]We take one fruit snack and cut it into six pieces.
[00:28:13.547]So when we are working with him,
[00:28:16.800]he may just get that one fruit snack
[00:28:19.969]and it's cut up six times.
[00:28:22.680]He's not getting a lot of food during those sessions.
[00:28:25.890]A whole bag may last a week or more, a little bag.
[00:28:29.123]And now that he's in second grade, things with peers.
[00:28:34.350]So he loves social interaction right now
[00:28:37.560]and other kids applauding him and interacting with him.
[00:28:42.107]But just knowing motivation is constantly changing
[00:28:45.570]and evolving.
[00:28:46.740]Doing those preference assessments are a big deal.
[00:28:53.520]We chose LAMP for Tyson because LAMP was an app
[00:28:58.980]that relied more on motor memory
[00:29:00.753]and it also had, it built on it itself.
[00:29:05.670]With Tyson it took him a little longer to develop
[00:29:09.090]certain skills or to gain understanding of certain skills.
[00:29:12.300]He was really good at matching
[00:29:14.009]but motor imitation things took him longer.
[00:29:18.000]So we really liked the LAMP app for him
[00:29:21.691]because it was muscle memory.
[00:29:25.170]Once he knew where one thing was,
[00:29:27.390]it opened him up to a whole nother world of things.
[00:29:31.574]So, and then when we first started teaching him,
[00:29:36.090]we had to once again look at the things
[00:29:38.100]he was motivated for.
[00:29:40.140]So he was very motivated for playing with the toy
[00:29:43.680]that lit up and made sounds and eating a fruit snack.
[00:29:47.640]And he was also good at making choices.
[00:29:49.710]So when we were running his VB session,
[00:29:53.851]we would hold up the two choices in our hand,
[00:29:54.727]"Tyson, which one do you want?"
[00:29:56.730]And he would reach for one
[00:29:58.860]and at first just modeled on his device, "Oh you want play?"
[00:30:02.520]And we would hit play and then give it to him.
[00:30:05.788]So, and then in this video you will see,
[00:30:10.890]so in this session he's already learned the icons,
[00:30:13.750]play and eat.
[00:30:17.220]In the very first video Patty models for him
[00:30:20.790]'cause he's learning want.
[00:30:22.800]So we want him to say, "Want play" when he makes his choice.
[00:30:30.526]Okay, do you want to eat or do you wanna play?
[00:30:32.651]Play.
[00:30:33.711]Okay, tell me want play.
[00:30:34.828]Want, play.
[00:30:36.150]Okay, here you go.
[00:30:41.510]In the second video
[00:30:42.343]he's able to do it independently.
[00:30:45.484]Good job.
[00:30:46.980]Thank you for getting the book.
[00:30:48.907]Very good.
[00:30:50.747]Okay, what do you want?
[00:30:56.865]Want.
[00:30:58.822]Want, eat.
[00:31:06.090]Okay, get the book.
[00:31:08.910]I think before I pass it over
[00:31:11.959]'cause one of our slides got skipped.
[00:31:14.267]So at certain times during the day as well,
[00:31:17.040]we would give him every icon on his device
[00:31:21.000]and he would get to choose or what we would call, babble
[00:31:25.710]as he played with those icons.
[00:31:28.230]The reason for, and sometimes it would get really annoying
[00:31:30.810]'cause he'd go
[00:31:32.335]play, play, play, play, play, play.
[00:31:34.194]You know, several times in a row.
[00:31:37.012]But it's good to allow kids those opportunities
[00:31:38.550]at certain times because they pick up
[00:31:41.250]on some of that language without being taught it,
[00:31:44.790]in these sessions we have taught it.
[00:31:48.900]So it didn't take us very long.
[00:31:50.430]Is this working?
[00:31:51.510]It didn't take us very long to open the full vocabulary
[00:31:54.300]to Tyson just because he was so good
[00:31:56.511]with those isolated icons.
[00:31:59.670]So by the time he was in kindergarten,
[00:32:01.290]he had the full vocabulary,
[00:32:02.910]which is 84 icons on the first page and then,
[00:32:05.880]it goes into different pages.
[00:32:07.597]This video right here is taken when he was in first grade
[00:32:11.847]and we were working through
[00:32:14.034]the preschool life skills program.
[00:32:16.855]I'm sure you guys have heard that,
[00:32:18.054]some of you have heard of that.
[00:32:19.392]And so we had been teaching him to ask for help.
[00:32:20.820]Because Tyson was so used to working one-on-one
[00:32:23.389]and like you know you have those kids
[00:32:26.250]like they don't really ever have to get anybody's attention,
[00:32:28.440]because mom's always knowing where he's at
[00:32:30.750]and what he's doing.
[00:32:31.583]And so we had to actually teach him
[00:32:34.590]how to get somebody's attention appropriately
[00:32:36.477]and how to ask for help
[00:32:38.430]and all these social skills, we started by teaching them
[00:32:40.775]within the resource room and then after he had that mastered
[00:32:45.300]we would move out into the general education classroom
[00:32:47.835]and teach it there.
[00:32:49.440]So this is a video of him asking,
[00:32:51.550]getting my attention and asking for help
[00:32:53.730]because I have to put in the passcode on the iPad
[00:32:56.670]before he can play his favorite game.
[00:33:05.575]Yes.
[00:33:11.874]Help, help.
[00:33:14.114]Okay.
[00:33:24.535]Help.
[00:33:25.533]Yes.
[00:33:29.037]Help, help.
[00:33:30.935]Okay,
[00:33:33.570]So this video is taken when he was in kindergarten
[00:33:36.810]and we were working on body parts
[00:33:38.615]just while make learning fun, right?
[00:33:40.237]So I had a back massager and Tyson was really,
[00:33:45.954]he enjoys to have it put on his body, right?
[00:33:47.370]Massaged around.
[00:33:49.837]And so since it was a new skill,
[00:33:51.450]I prompted him first, which you'll see in the video.
[00:33:54.000]And then after he was prompted the first time
[00:33:56.610]he started independently requesting to have different areas
[00:33:59.314]of his, you know, body touched.
[00:34:03.810]So one thing about this is he's not only learning
[00:34:06.870]the motor plan for specific body parts,
[00:34:09.074]but all of the body parts are under the core vocabulary word
[00:34:12.178]off on the first page.
[00:34:14.520]So he's incidentally learning the other, you know,
[00:34:17.517]where the other body parts are.
[00:34:20.717]If he wants to talk about a body part,
[00:34:21.550]he knows what icon to go to on the first page.
[00:34:25.350]Okay, do you want me to touch your head?
[00:34:27.497]Tell me, touch head.
[00:34:29.358]Touch.
[00:34:36.697]Face.
[00:34:37.700]Your face?
[00:34:38.937](both laughing)
[00:34:47.160]So one thing I've learned is
[00:34:49.170]sometimes we need to capture motivation
[00:34:51.780]and we need to find out what it is that's worth
[00:34:54.180]our students time to take the effort to request that.
[00:34:57.720]So we had walked to the office one day
[00:34:59.610]to get something off the printer or something
[00:35:02.895]and the fifth grade class was practicing
[00:35:04.681]for some music program that they had
[00:35:06.390]and Tyson heard it,
[00:35:07.560]well he loves music so I go,
[00:35:09.380]alright this is a great learning opportunity,
[00:35:11.820]we're gonna teach the word, "watch" on your device.
[00:35:15.360]So we go over to there and I said, Tyson,
[00:35:18.874]you know, what do you wanna do?
[00:35:20.760]And I model, "watch" one time on the device
[00:35:21.960]and then we go in and he gets to watch them,
[00:35:25.140]he dances around and has a great time,
[00:35:27.090]he gets to watch 'em practice for 20 to 30 seconds
[00:35:29.820]and then I say, "All right Tyson, it's time to go.
[00:35:32.415]We're all done."
[00:35:33.401]Go out in the hallway, shut the door behind me stop
[00:35:34.770]because I know he's gonna wanna turn around again
[00:35:37.290]and go back in.
[00:35:38.160]So he stops, "Tyson, what do you want?"
[00:35:40.650]And he says, "Watch again." and we go back in.
[00:35:43.260]So I was able to get, you know, a lot of trials,
[00:35:46.140]a lot of repetitions out of just a short amount of time.
[00:35:49.110]'Cause he continued to be, that's scary.
[00:35:53.490]He continued to be motivated to want to go back and watch.
[00:35:56.940]So from this I was able to start teaching other things.
[00:35:59.820]He wanted to watch music.
[00:36:01.410]So then we'd go in the music room
[00:36:02.910]for a couple of seconds and come back out.
[00:36:05.520]He wants to watch cars drive by on the road
[00:36:07.890]so then he can say, "Watch cars." and he gets to do that.
[00:36:10.890]So it's just being able to find those opportunities
[00:36:13.460]to get our kids to want, you know,
[00:36:16.290]want something enough to where they're willing
[00:36:19.775]to use their device and all that work it takes to get it.
[00:36:21.916]What do you want?
[00:36:25.177]What do you want, Tyson?
[00:36:49.598]So Patty, I would just say
[00:36:51.400]Patty's wonderful at having his device on him at all times.
[00:36:53.730]It's in the hallway with him, it's in
[00:36:56.260]and so that's how she can be so fantastic
[00:36:59.197]at capturing that motivation.
[00:37:02.580]Yeah, he doesn't go without it.
[00:37:04.438]We actually have two devices because one of 'em,
[00:37:07.417]the battery isn't the best on it.
[00:37:10.517]So we have, we've got it figured out to where
[00:37:11.518]at lunch his devices get switched out
[00:37:13.276]and then his one that goes home
[00:37:14.841]gets charged through the afternoon
[00:37:15.838]and then we switch it out again
[00:37:16.671]before he goes to the afterschool program.
[00:37:18.240]So we always know that we're gonna have a device
[00:37:20.520]that's gonna have battery
[00:37:21.960]and he's gonna be able to communicate when he needs to.
[00:37:23.838]This video is Tyson practicing saying his name.
[00:37:29.850]So we had to obviously add his name to his device,
[00:37:33.180]which we put underneath "I" on the core vocabulary page.
[00:37:35.799]So what you see on the pictures there is the core
[00:37:38.520]vocabulary page with "I" circled
[00:37:40.800]and then that transitions into the secondary page
[00:37:43.110]where we have his name on there.
[00:37:45.840]So that's just him practicing the motor plan for his name.
[00:37:50.400]Find your name now tell me your name,
[00:37:53.130]where's your name on there?
[00:37:57.276]I. Tyson
[00:38:00.155]Yes, very good.
[00:38:04.119]Your name, now tell me your name.
[00:38:07.920]So this video goes along with that.
[00:38:10.080]If you know your name you need to know
[00:38:11.520]how to spell your name, right.
[00:38:13.140]So this is Tyson practicing going to the spelling page
[00:38:16.260]from the core vocabulary page again you see it
[00:38:20.367]and I circled it,
[00:38:21.720]which takes you into the spelling page
[00:38:24.180]where he types his name out, spells his name.
[00:38:27.390]A very important thing on this page
[00:38:30.158]that everybody needs to know if you're gonna be having
[00:38:31.500]a kiddo with LAMP is the word finder.
[00:38:34.530]It's like a lifesaver for anybody, everybody on the team.
[00:38:37.097]You can go to the word finder and type in a word
[00:38:40.830]and it'll highlight the motor plan for you on the device.
[00:38:44.460]So like when he's in the classroom
[00:38:47.100]and he is wanting to participate
[00:38:48.840]or his teacher wants him to participate,
[00:38:50.760]he might not know where the answer is on his device
[00:38:53.220]but his teacher can go over and type it in the word finder
[00:38:55.038]and then push find and back off.
[00:38:59.100]And Tyson knows to go and follow that motor plan
[00:39:02.820]through the word finder to be able to answer.
[00:39:04.650]So it helps him to participate at grade level activities
[00:39:07.577]even if he doesn't know,
[00:39:09.150]you know exactly what the answer is.
[00:39:12.260]And then he is engaged in his learning, right?
[00:39:17.818]T Y S O N.
[00:39:26.820]Tyson.
[00:39:28.100]Good job, very good.
[00:39:34.382]Oh sweet Covid with masks, that was really great.
[00:39:35.730]This is a video of us walking down the hallway
[00:39:40.110]and Tyson's practicing giving directions
[00:39:42.690]and taking directions and at first he's prompted,
[00:39:45.615]to respond to continue the activity.
[00:39:49.440]But then by the end of this 10 minute session,
[00:39:51.450]he's doing it independently.
[00:39:53.130]And you'll see in the first part of the video
[00:39:54.570]that he's using the two devices interchangeably.
[00:39:57.321]I wanted to model for him on one
[00:40:00.521]and kind of have a back and forth communication with him
[00:40:01.710]since we were going down the hallway.
[00:40:03.480]And at first he wanted to use the device I was using,
[00:40:05.970]which is fine, so I would let him,
[00:40:07.920]but by the time we got down the hall and around the corner,
[00:40:10.740]he was using his device to request or to tell me to stop
[00:40:14.250]and go and I was using my device to do it.
[00:40:16.530]So it's just another way to keep him engaged
[00:40:18.960]in these practice in the motor plans
[00:40:20.820]and following and giving directions.
[00:40:28.268]Hello.
[00:40:29.352]Hello.
[00:40:30.961]What do you wanna do?
[00:40:32.441]Go.
[00:40:38.229]Come on.
[00:40:45.545]Tyson.
[00:40:48.287]What do you wanna do?
[00:40:50.486]Go.
[00:40:51.576]You wanna use this one?
[00:41:07.569]Very nice, good job.
[00:41:08.539]Your homework is on the table, bud.
[00:41:14.719]Wanna go fast?
[00:41:15.796]Go fast.
[00:41:17.051]Fast.
[00:41:21.660]Go.
[00:41:29.885]Ready, we're gonna.
[00:41:38.157]Tyson, get me leg up.
[00:41:40.533]Jump.
[00:41:42.349]Jump.
[00:41:47.066]Tyson, what are we doing?
[00:41:51.521]Hey, what are we doing?
[00:42:04.907]Okay, ready?
[00:42:15.230]Fast.
[00:42:16.063]Okay, this way.
[00:42:20.488]Stop.
[00:42:28.440]Here is another video that we took
[00:42:30.202]when we were going through
[00:42:32.540]the preschool life skills program.
[00:42:34.200]And this video you'll see that he's going up
[00:42:35.921]to the para, my para and saying her name,
[00:42:39.060]tapping her on the shoulder to get her attention
[00:42:40.959]and then asking for the iPad.
[00:42:42.998]Again, we taught it in the resource first room first
[00:42:45.780]and then transitioned it out into the classroom.
[00:42:48.690]And then after that we even moved it into,
[00:42:50.500]I would say, "Oh this student,
[00:42:53.500]kid in his class they have your device
[00:42:55.830]so when you get done with this you can go ask them for it."
[00:42:57.957]So that way he started understanding
[00:43:00.480]that he could not only ask adults to gain access to things,
[00:43:04.440]but he also could ask his peers
[00:43:06.120]and just get used to practicing their names
[00:43:07.999]and addressing them as well as the adults in his life, so.
[00:43:45.681]Ipad, please.
[00:43:47.420]iPad please.
[00:43:48.253]There you go.
[00:43:55.260]This goes more with our social skills
[00:43:57.540]and this you'll see that we're teaching Tyson the phrase,
[00:44:00.367]"What do you want to play?"
[00:44:02.982]And I always write it down on a note card
[00:44:04.440]he was very good with to get to where he can just read it
[00:44:08.310]as a prompt as opposed to going into the classroom
[00:44:11.010]and saying, "Okay, say what do you wanna play."
[00:44:13.650]when we go in I can just remind him with the card
[00:44:15.900]and then he can ask his peers.
[00:44:17.250]So we had done this to so that he could go into, you know,
[00:44:22.260]get used to asking his peers to interact with him.
[00:44:25.036]And that is what you see on this video.
[00:44:29.100]Say, what do you want to play?
[00:44:33.357]What.
[00:44:37.041]What.
[00:44:38.038]Do you.
[00:44:41.314]Do we.
[00:44:43.460]Remember Miss Alison found a cheat.
[00:44:46.182]What do you.
[00:44:52.754]Do you.
[00:44:53.757]Want to play.
[00:44:55.920]Want.
[00:44:59.462]Want.
[00:45:03.897]To.
[00:45:07.398]Play.
[00:45:09.740]Play.
[00:45:11.638]What do you want to play?
[00:45:13.175]What do you want to play?
[00:45:16.801]On that, I don't know if you guys heard me say
[00:45:17.880]there's a cheat if any of you use LAMP,
[00:45:19.950]have you found the cheats in them that
[00:45:22.502]where you can say a couple of words at one time
[00:45:24.721]with less hits?
[00:45:25.554]They're programmed in there.
[00:45:26.880]So this next video we're going through VB
[00:45:31.500]when Tyson was in kindergarten
[00:45:33.600]and when we first started with him,
[00:45:35.521]we would have to give him a reward, like after every task
[00:45:39.450]we would have to give him that reinforcement.
[00:45:41.880]And by the time that he got into kindergarten
[00:45:44.220]we were really able to get through a lot of tasks
[00:45:48.196]before he required that reward.
[00:45:50.820]And you'll see in here that he's identifying letters
[00:45:53.250]and numbers and we try to make sure that his program
[00:45:56.060]looks to where he's teaching,
[00:45:58.710]he's learning the same thing that his peers
[00:46:00.990]are in the classroom, right?
[00:46:02.490]And he'll listen to that.
[00:46:03.510]But then he also gets more instruction, you know,
[00:46:05.878]on his like individualized but,
[00:46:10.710]so he's going through VB and following directions
[00:46:13.320]to pull and clap and having a great time.
[00:46:18.900]N now.
[00:46:20.780]N, N, N.
[00:46:23.782]What letter, Tyson?
[00:46:30.194]This is uppercase.
[00:46:31.622]Yep.
[00:46:37.862]N now.
[00:46:39.041]N, N, N.
[00:46:40.902]What letter is that?
[00:46:44.673]what letter placement.
[00:46:48.579]This is uppercase, yep.
[00:46:58.538]F.
[00:46:59.537]Good job, That is F, Tyson.
[00:47:01.893]What is that doing in there?
[00:47:04.830]Tyson, clap.
[00:47:07.937]Clap.
[00:47:09.020](clapping)
[00:47:10.417]Good job, clapping.
[00:47:11.681]Very nice.
[00:47:13.260]What letter is this?
[00:47:18.737]Yep, good job.
[00:47:19.570]What letter?
[00:47:22.774]A.
[00:47:23.798]A, that is an A, fantastic.
[00:47:26.657]If you guys noticed on that.
[00:47:29.850]Sorry, Brandy didn't mean to interrupt,
[00:47:31.537]when he put, he would push in multiple times
[00:47:34.860]and he does like to do that a lot.
[00:47:36.476]And just to note I didn't like address it,
[00:47:39.840]I just kind of let it go on by,
[00:47:41.734]because he does do that.
[00:47:44.031]You know, we don't tell him, "Stop like knock it off."
[00:47:45.540]or take his device away or any of those things.
[00:47:47.532]Just go on and he typically goes on.
[00:47:51.960]So in these next slides
[00:47:53.070]we're gonna go on talk about his day.
[00:47:55.230]So he receives differentiated instruction
[00:47:58.710]throughout his day.
[00:48:00.330]As you can see on the slide,
[00:48:02.280]he is at different levels in different areas.
[00:48:05.460]That doesn't mean that he is out of the classroom all day
[00:48:08.910]or that even a para is in his classroom all day.
[00:48:11.932]He transitions independently,
[00:48:14.670]right when he comes into the morning,
[00:48:16.410]he goes to his classroom, he transitions to Patty's room
[00:48:20.640]to do a little morning work,
[00:48:22.680]he transitions to speech independently, all of those things.
[00:48:25.473]He is also in his classroom for spelling independently
[00:48:30.854]as well as a foundation's time.
[00:48:34.050]And even when a parent is in his classroom with him
[00:48:37.530]at other times that doesn't mean
[00:48:39.810]they are working with him specifically.
[00:48:41.654]They are in there in case he needs them,
[00:48:44.880]but they are also walking around the room working
[00:48:47.370]with other students.
[00:48:50.310]Visual support.
[00:48:51.180]So this is something that's been a progression
[00:48:53.490]that we've provided for Tyson throughout the time
[00:48:55.770]that we've worked with him.
[00:48:57.930]When he was in that private preschool,
[00:48:59.880]he transitioned with an object schedule.
[00:49:02.550]So he had literally a soap dish and would take it with him
[00:49:06.750]to the bathroom and that's how he connected,
[00:49:09.210]it was bathroom time.
[00:49:11.250]Once he started the preschool at the school setting,
[00:49:15.090]we tried transitioning with pictures in kindergarten
[00:49:17.692]and first grade we had a schedule in a folder
[00:49:22.511]and we would move icons as he did them throughout the day.
[00:49:27.300]But none of those things he exhibited
[00:49:29.400]independence specifically.
[00:49:31.620]They all required an adult support or queuing
[00:49:34.790]to go ahead and move his icon.
[00:49:39.132]But now that he's in second grade,
[00:49:44.310]it's like it just clicked all that work paid off,
[00:49:45.452]we didn't give up.
[00:49:47.253]Now he has a visual schedule in his classroom.
[00:49:48.513]He takes the icon that he needs
[00:49:49.830]and he transitions completely on his own.
[00:49:58.380]So in the morning everybody's tired, right?
[00:50:00.692]And nobody wants to do anything.
[00:50:02.670]So we try to do a lot of fun things
[00:50:04.620]to get Tyson like pumped up for the day,
[00:50:06.870]get ourselves pumped up for the day,
[00:50:08.610]as well as provided him with multiple opportunities
[00:50:11.460]to communicate and use his device.
[00:50:13.500]So this is a lovely little example here
[00:50:15.990]of some of our morning work
[00:50:18.812]because who doesn't love to sing Banana Fanna, right?
[00:50:21.233]So we're doing Banana Fanna
[00:50:23.607]and Tyson gets to pick the different names that we sing.
[00:50:28.934]And so through that he's practicing the motor plan
[00:50:31.494]for the names of different people in his life
[00:50:33.974]and he's obviously staying super engaged.
[00:50:35.790]He's using eye contact, back and forth communication
[00:50:39.330]and just getting, have a good time
[00:50:42.732]and getting ready to pumped up
[00:50:44.230]to go for a whole day of school.
[00:50:49.894]Ms. Johnson.
[00:50:51.927]Johnson Johnson, Bobohnson.
[00:50:53.680]Banana fanna Fofohnson, me my momohnson, Johnson.
[00:51:02.812]Hey, two more, two more, then we're done.
[00:51:06.150]What'd you say?
[00:51:07.709]Mrs. Perkins.
[00:51:08.706]Perkins, Perkins BoBerkins.
[00:51:11.270]Banana fanna FoFerkins.
[00:51:13.449]Me my mo Merkins, Perkins.
[00:51:16.273]One word, last one.
[00:51:25.233]This next video is Miss Lori
[00:51:26.066]just doing calendar time with him.
[00:51:27.960]She always goes through, you know, the day of the week,
[00:51:31.873]what the month is and shows 'em on a calendar
[00:51:34.332]and they do counting activities
[00:51:35.670]and just everything everybody else does, right?
[00:51:39.014]So here's a video of that.
[00:51:42.360]Okay, here's today, Thursday, March.
[00:51:47.452]What's the date today?
[00:51:51.106]March.
[00:51:56.730]Yes, can you do a comma?
[00:52:00.065]Let's do a comma.
[00:52:01.590]Yeah, Ms. Lori does a comma.
[00:52:04.590]What year is this?
[00:52:16.697]Zero, two.
[00:52:20.733]16th, 2023.
[00:52:22.620]Yes, Thursday
[00:52:24.678]16th, 2023.
[00:52:25.511]March 16th, 2023, good job.
[00:52:30.480]He erased Thursday, March
[00:52:32.550]and she didn't see him do it,
[00:52:34.692]so she's like what? Where did that go?
[00:52:36.495]That was that look there.
[00:52:38.040]So Tyson comes to the speech room
[00:52:41.137]four days a week.
[00:52:43.020]Sometimes it's me he gets to work with
[00:52:45.120]and I have a speech assistant.
[00:52:46.380]So other days it is her.
[00:52:48.660]On this specific day he was working through
[00:52:51.570]his peak program.
[00:52:53.356]In that program he works on receptive
[00:52:56.220]and expressive language, generalization,
[00:52:58.500]learning how to learn, perspective taking,
[00:53:00.480]all of those things.
[00:53:02.130]In this specific session he was working on answering
[00:53:04.678]WH questions,
[00:53:06.810]but before that he had also been required
[00:53:09.010]to associate Paw Patrol or Peppa Pig with a pig.
[00:53:15.270]And when asked that WH question, what is this versus who?
[00:53:24.678]You are right, his name is Rocky.
[00:53:28.320]What is this?
[00:53:32.438]Dog.
[00:53:33.436]You are right, those are dogs.
[00:53:36.210]What is this?
[00:53:45.174]Dog.
[00:53:46.177]You are right, that is a dog.
[00:53:48.390]What is this?
[00:53:51.870]What, Tyson, go back.
[00:53:55.230]What.
[00:53:58.118]Dog.
[00:54:00.716]You're right, that is a dog.
[00:54:04.156]Who is it?
[00:54:06.017]What-
[00:54:09.600]We get loud sometimes.
[00:54:11.455]I get exceptionally exceptionally loud.
[00:54:14.310]Especially when he gets it right the first time
[00:54:17.352]Yeah,
[00:54:18.358]a lot of teachers are like,
[00:54:19.191]"Oh, Tyson's down in Patty's room,
[00:54:20.550]I hear screaming down the hallway."
[00:54:22.976]This next video is Miss Lori practicing
[00:54:26.490]Tyson's spelling words.
[00:54:28.110]As you said earlier,
[00:54:30.257]he gets like six words that picked out of the 20 words
[00:54:32.730]that the rest of the class is doing.
[00:54:34.518]And typically they're working on
[00:54:36.420]a couple of different vowel patterns.
[00:54:38.190]So she writes those vowel patterns up at the top.
[00:54:41.250]So he has a visual so he knows, you know,
[00:54:43.740]I've gotta use one of these.
[00:54:45.240]And she has kind of a systematic way that she teaches them
[00:54:47.878]to where she does it receptively first.
[00:54:51.540]So he picks the words out first or unscrambles the letters
[00:54:56.070]before she starts moving into him doing it expressively.
[00:54:59.820]So this is just an example of practicing spelling words.
[00:55:14.076]What's next?
[00:55:16.860]Yes.
[00:55:21.457]Yes, you already did the OU.
[00:55:27.596]OW.
[00:55:34.956]OW.
[00:55:43.937]This next video is Tyson
[00:55:45.300]taking his spelling test in the classroom and.
[00:55:47.878]Put down Ms.-
[00:55:51.930]In order for him to do that.
[00:55:53.730]She's trying to throw me off.
[00:55:55.620]In order for him to do that,
[00:55:57.174]we just turn his device completely down
[00:56:00.492]and he's still right in the classroom with his peers.
[00:56:04.177]But with that turn down,
[00:56:05.940]he can spell out the words
[00:56:07.260]and then Lori just writes them down, however he spells 'em.
[00:56:13.114]Down.
[00:56:18.417]Down.
[00:56:21.412]Okay, spell down.
[00:56:24.030]Down.
[00:56:27.428]Very good.
[00:56:35.340]Your next word is loud.
[00:56:40.800]That sound was very loud.
[00:56:46.466]That's your word.
[00:56:47.652]Loud.
[00:56:50.940]Loud.
[00:56:56.649]Very good.
[00:56:58.725]Good job.
[00:57:05.700]Tyson does some, works on additional spelling
[00:57:10.020]and math comprehension in the room, like we said.
[00:57:12.590]So this is a video of him practicing counting by tens
[00:57:14.700]using manipulatives.
[00:57:16.271]That's what we try to do with most of his math
[00:57:18.900]is have him use manipulatives.
[00:57:20.520]And we do go through the kindergarten Saxon Math with him.
[00:57:24.570]But we typically take what they're teaching
[00:57:27.000]and convert it into a way
[00:57:28.260]to where he can be more hands on with it.
[00:57:31.350]So here's an example of practicing counting by tens.
[00:57:35.449]Eight, zero.
[00:57:37.770]Say, you gotta say 80.
[00:57:40.212]8, 0 say 80.
[00:57:43.344]80.
[00:57:44.970]There you go, you gotta say it
[00:57:48.788]9, 0 90, 1, 100.
[00:57:56.548]Yay!
[00:57:59.430]We've also used touchpoint math with him
[00:58:02.400]just because again, it kind of makes it
[00:58:04.170]a little bit more manipulative.
[00:58:05.970]So he's done really well with that.
[00:58:08.889]So here's a video of him using touchpoint math
[00:58:11.670]to start adding two digit numbers.
[00:58:14.169]He's gonna rocket it.
[00:58:22.425]You got another star.
[00:58:23.929]Good job.
[00:58:25.200]Okay, ready?
[00:58:27.930]We're gonna add these up.
[00:58:29.220]What number goes down here?
[00:58:34.742]Now remember we're just gonna do the ones position.
[00:58:37.007]Okay, just the ones position.
[00:58:47.704]Yes, seven, good job, Tyson.
[00:58:50.820]Then what do we have to put here?
[00:58:53.129]Because we need this one still, right?
[00:58:55.908]One.
[00:58:56.905]Yes, one.
[00:58:58.025]So 12 plus five equals what?
[00:59:01.289]One, seven.
[00:59:04.103]Yes, good job.
[00:59:06.665]Good job.
[00:59:09.647]All right, awesome.
[00:59:12.308]I love it when he is so proud of himself.
[00:59:14.207]It's so cute.
[00:59:16.044]This was during, I don't know,
[00:59:18.821]math week or some week where we had both
[00:59:19.710]second grade classrooms together and we were doing some
[00:59:22.927]coin flipping probability and then they were graphing it.
[00:59:25.586]So this is a video of when one of his peers
[00:59:30.030]gets to use his device and you'll see that Tyson
[00:59:33.180]is still staying engaged and loving it,
[00:59:35.430]but his peer absolutely loves to get the opportunity
[00:59:38.010]to use his device too.
[00:59:39.330]So it's a win-win for everybody.
[00:59:52.440]Push it.
[00:59:55.826]So that's red.
[01:00:06.031]Okay, ready?
[01:00:07.332]Try and flip it?
[01:00:08.932]Yes.
[01:00:09.929]Okay.
[01:00:10.932]Brantley, spliting.
[01:00:12.327]Look Tyson, what'd you get?
[01:00:13.988]Heads.
[01:00:15.249]Heads is under hoff.
[01:00:20.329]You see it?
[01:00:21.604]Yep and then add S, we do this.
[01:00:24.532]S.
[01:00:31.080]It was pajama day,
[01:00:32.889]Jill doesn't send him like that all the time,
[01:00:35.466]just so you know.
[01:00:36.360]This is a video of Tyson participating
[01:00:38.820]in the Christmas program this year.
[01:00:40.847]It's been the most amazing thing
[01:00:44.700]with getting to have him have parts in the Christmas program
[01:00:48.120]because it's brought awareness to our community.
[01:00:50.640]And like Jill, or like Jill said in the interview, you know,
[01:00:54.030]him being able to use his device
[01:00:56.010]has allowed him to show people like how smart he is
[01:00:59.460]and look at him in a different way.
[01:01:02.190]So I've been able to work with the music teacher
[01:01:04.770]every year to have,
[01:01:06.810]Tyson has a couple lines in the play
[01:01:08.520]and this year he actually opened the play
[01:01:10.380]and closed the play.
[01:01:11.850]And you'll see it's amazing as well
[01:01:14.160]because all of his peers just sit and they're quiet
[01:01:17.070]and they wait and they have the most patience in the world
[01:01:19.972]to, to let him have his part.
[01:01:22.890]So I write it down on index cards and he practices at home
[01:01:28.050]in that first year, he had it memorized,
[01:01:32.372]he had all his lines memorized
[01:01:33.951]and he was saying 'em at random parts of the day.
[01:01:35.833]I'm like, you don't need the index card,
[01:01:37.289]but we'll give it to you anyway.
[01:01:38.292]So here's Tyson in the Christmas party.
[01:02:09.951]Thank you, thank you for being part of our program.
[01:02:13.231](crowd applauding)
[01:02:21.840]If that's not worth doing your job for,
[01:02:23.520]I don't know what is.
[01:02:26.650]In this next video you'll see
[01:02:28.020]I'm modeling how to include Tyson in the foundation skills
[01:02:32.580]when they're teaching foundational skills in the classroom.
[01:02:37.593]Correct-
[01:02:38.609]Is this your first time?
[01:02:39.612](audience laughs)
[01:02:40.711]So I'm modeling for the classroom teacher
[01:02:42.090]on how to include Tyson in the foundational skills
[01:02:44.431]for the classroom, which is what you'll see now.
[01:02:50.040]I'm trying to save time so they don't watch it load.
[01:02:53.572]Are you ready?
[01:02:55.012](student murmuring)
[01:02:57.428]How many syllables does it have?
[01:03:00.600]Three.
[01:03:01.740]Tyson, how many syllables does it have?
[01:03:06.990]Three.
[01:03:08.431]Three, correct.
[01:03:09.264]Ready, the next one is Thunderstorm.
[01:03:11.400]Tyson, how many syllables are in honor?
[01:03:13.695]How many?
[01:03:16.575]Two.
[01:03:17.572]Two, very good.
[01:03:18.975](student clap)
[01:03:22.052]Okay.
[01:03:23.673]So then you'll see the classroom teacher
[01:03:25.749]teaching the same sort of lesson.
[01:03:29.280]Tougher sound.
[01:03:38.700]Next word.
[01:03:41.070]What word?
[01:03:42.495]Mu.
[01:03:43.492]Mu.
[01:03:45.428]How does it sound?
[01:03:46.431]Mu.
[01:03:47.588]Mu.
[01:03:51.603]Music.
[01:03:55.460]How many sounds does music have?
[01:04:00.105]"I" very good.
[01:04:03.603]Clap for syllables.
[01:04:06.042]Two.
[01:04:08.105]How many syllables?
[01:04:09.187]One.
[01:04:10.307]One.
[01:04:11.705]Tyson, how many syllables in broom?
[01:04:13.267]One.
[01:04:14.283]Very good, thank you.
[01:04:15.940](students clapping)
[01:04:17.246]Good job, Tyson.
[01:04:19.886]Our last picture, ready?
[01:04:22.905]This is kangaroo, ready?
[01:04:23.738](students murmuring)
[01:04:26.400]Three.
[01:04:27.964]Three.
[01:04:28.963]How many syllables in kangaroo?
[01:04:30.330]Three.
[01:04:31.163]Great.
[01:04:33.705]On that, I needed a note that
[01:04:36.505]when she first started teaching the foundational skills
[01:04:39.360]at the beginning of the year,
[01:04:40.590]he required handover, hand prompting
[01:04:42.206]to do the hand motions for it.
[01:04:45.360]But as the year has went on,
[01:04:46.860]she's been able to fade that out and so now he can just sit
[01:04:50.700]independently at his desk and participate in all that stuff.
[01:04:57.027]This is a cute little video of Tyson
[01:04:58.860]playing on the playground with one of his classmates
[01:05:01.740]kicking a ball.
[01:05:02.790]And this has been an amazing year as it Tyson
[01:05:05.790]has really started to not only interact with his peers
[01:05:08.809]instead of just watching them on the playground,
[01:05:11.604]but he's like participating with them and you know,
[01:05:15.380]in back and forth games.
[01:05:16.920]So that's a video of that.
[01:05:22.910]Good job.
[01:05:31.980]So as I said, well as I said before,
[01:05:35.400]Tyson does go back to small group
[01:05:37.500]with his classroom teacher.
[01:05:39.510]And when we first started,
[01:05:43.609]I went back and I would model how to prompt him
[01:05:45.965]to read the words that we had highlighted
[01:05:46.890]and how and when to provide reinforcers.
[01:05:49.170]And as the year has gone by,
[01:05:51.480]I don't even go back there anymore,
[01:05:53.250]he goes independently back to small group.
[01:05:55.460]And I work with other students in the classroom
[01:05:58.947]and we have the words highlighted,
[01:06:02.649]so Mrs. Hunter knows that he's able to read 'em
[01:06:06.366]and he participates with his group like everybody else.
[01:06:21.007]Now I see why you did it.
[01:06:21.840]I didn't wanna do it.
[01:06:23.588]I'll just prepared for it next time.
[01:06:26.610]It's unable to play that video.
[01:06:27.990]It's a little bit longer.
[01:06:30.430]It is a little bit longer.
[01:06:31.428]Let's try the next one.
[01:06:33.660]This is doing Edmark in the resource room.
[01:06:39.090]Edmark is a whole word reading program
[01:06:41.400]and it works really well with LAMP
[01:06:43.020]because of, I can be teaching not only the word recognition,
[01:06:46.830]but then where it is on his device at the same time.
[01:06:49.980]So, and I believe in this video you can really see
[01:06:53.730]the motor planning aspect of it
[01:06:55.500]that Brandy was talking about
[01:06:56.670]because when he hits the first hit,
[01:06:58.710]a lot of times his hand is over where the next icon
[01:07:01.740]is going to be before the screen even switches.
[01:07:07.085]C.
[01:07:11.430]Oh, you missed one Tyson.
[01:07:12.510]L.
[01:07:13.890]You missed one.
[01:07:19.662]C.
[01:07:21.044]This one.
[01:07:23.182]My.
[01:07:28.782]Little.
[01:07:36.484]Chicken.
[01:07:41.199]With.
[01:07:42.032]Yep.
[01:07:47.124]The.
[01:07:52.459]Big.
[01:07:58.564]Chicken.
[01:07:59.886]Woo-hoo.
[01:08:02.206]Patty has Tyson in a room.
[01:08:04.324]In the next video you'll see that Tyson
[01:08:08.670]is working through the literacy through LAMP Words for Life,
[01:08:14.627]which is a reading program that
[01:08:18.306]is designed specifically for LAMP.
[01:08:19.524]And so he is identifying phonemes
[01:08:21.240]and looking at sight words, identifying them
[01:08:23.280]and spelling them.
[01:08:25.246]And then he reads a program for Edmark.
[01:08:29.988]Tyson, good job, keep working.
[01:08:34.620]Point to, very good.
[01:08:38.910]Point to.
[01:08:42.442]Good job.
[01:08:45.988]Point to.
[01:08:50.148]Good job.
[01:08:52.004]Point to what?
[01:08:56.228]Good, point to she.
[01:08:57.153]Good job, Tyson.
[01:08:59.220]Okay, now we're gonna start with "if".
[01:09:01.380]Can you spell "if" on your device?
[01:09:03.930]If.
[01:09:07.428]I, F.
[01:09:13.740]Wonderful.
[01:09:17.730]Oh, this is great video.
[01:09:19.560]Tyson, in the classroom, participating with his peers.
[01:09:22.825]As we've said, his class has become one
[01:09:26.070]of his biggest reinforcers and that you will see right here.
[01:09:39.822](students cheering)
[01:09:45.124]So generalization, we can't say it enough.
[01:09:50.220]It's so important that he has his device with him
[01:09:52.920]at all times of day,
[01:09:54.046]all throughout the school and in the community
[01:09:57.390]and with everyone in all settings.
[01:10:00.150]So of course in the circle we have our school team,
[01:10:02.745]but we also have the outside of that family and friends,
[01:10:06.964]doctors, babysitters, grandparents.
[01:10:09.761]This first video shows him working
[01:10:12.750]with the school secretary.
[01:10:14.310]So we had little cards that he had learned
[01:10:17.970]from his VB program that was answering those WH questions.
[01:10:21.090]What is your name? When is your birthday?
[01:10:23.430]So we would take him to different people around the school.
[01:10:27.090]This was with the secretary.
[01:10:28.950]We would show her the card so he didn't hear us say it
[01:10:32.730]and then she would ask him the question and he would answer.
[01:10:38.286]Right there is your iPad.
[01:10:39.545]Hey, when's your birthday, Tyson?
[01:10:42.564]Do that first.
[01:10:49.763]Oh.
[01:10:54.366]July.
[01:11:01.380]30th.
[01:11:03.690]What better video to end
[01:11:05.370]on than with generalization to the home.
[01:11:08.520]This is Tyson practicing reading with mom.
[01:11:11.241]Math, that's it.
[01:11:13.470]I read.
[01:11:21.639]How many?
[01:11:27.924]Four.
[01:11:29.360]Yes, good job.
[01:11:30.300]Let's try again.
[01:11:33.059]Found it.
[01:11:35.070]All right, my turn.
[01:11:42.084]Ready count.
[01:11:43.081]Be the middle one, okay.
[01:11:44.521]Ready?
[01:11:45.561]Ready?
[01:11:51.982]How many?
[01:11:57.098]Six.
[01:11:58.097]Good job.
[01:12:00.921]Also, during Covid.
[01:12:02.698]For us, this journey has been an amazing journey.
[01:12:05.070]It started out as something small
[01:12:07.080]and has grown into something that's huge.
[01:12:10.020]He is able to use so many words and do so many things now
[01:12:12.740]and tell us how he's feeling, what he needs,
[01:12:16.830]get attention, play with peers, all of those things.
[01:12:20.016]It hasn't always been easy.
[01:12:22.858]We've had to overcome some obstacles.
[01:12:24.510]So my advice is stay the course.
[01:12:26.940]Even when a lesson doesn't go as you thought
[01:12:29.340]it was gonna go, stick with it.
[01:12:32.382]Try again, do the lesson a different way.
[01:12:34.590]Motivate differently.
[01:12:35.880]Do whatever you need to do to get that student's attention.
[01:12:38.644]Also, you know, if they hit the same button,
[01:12:43.604]like Patty says, don't remove it, don't take it away.
[01:12:46.980]It's okay.
[01:12:48.359]We tell our kids all the time,
[01:12:50.340]if they start talking in church or in the library,
[01:12:54.127]"Now's not the right time to talk." Or, "Shh."
[01:12:56.980]It's okay to say that to our students
[01:12:58.710]who have an AAC device as well.
[01:13:01.200]It's not time to talk buddy, just wait.
[01:13:03.320]We don't take that device away, we just redirect.
[01:13:10.222]Some advice, we have to overcome those obstacles.
[01:13:13.502]Know your student, know their motivation.
[01:13:15.620]Be flexible.
[01:13:18.703]Understand that your teaching's not always
[01:13:20.644]going to go how you planned.
[01:13:21.720]You might have to teach it the way they learn it.
[01:13:24.900]That's okay.
[01:13:27.460]Find the balance between providing instruction
[01:13:28.920]and being in the classroom.
[01:13:31.422]Pull them in.
[01:13:32.910]Just work with the people in your school.
[01:13:36.960]The people that come in contact with them daily,
[01:13:39.780]those are the people you want supporting you
[01:13:43.020]and helping him as well.
[01:13:45.990]Do you have any questions?
[01:13:48.330]I feel like we provided you with a ton
[01:13:50.130]and went through that very quickly.
[01:13:54.575](audience member talking)
[01:13:59.640]LAMP, it's language acquisition
[01:14:02.340]through motor planning.
[01:14:06.180]Yes.
[01:14:07.700](audience member talking)
[01:14:13.500]So as a school we purchased that program.
[01:14:17.060]We have other students,
[01:14:18.690]so we had tried some other programs as well.
[01:14:22.041]So we've actually used that program
[01:14:25.110]with a few of our other students.
[01:14:26.910]That's the one that that we've found has worked the best
[01:14:30.540]for the students we are serving.
[01:14:32.520]We just found a money saver though
[01:14:33.900]because that program, when you buy it,
[01:14:36.180]you can put it on 10 different devices.
[01:14:38.010]So our school district has only had to purchase one license
[01:14:41.370]and we can have it on up to 10 devices.
[01:14:44.940]And do keep in mind,
[01:14:46.380]so Tyson's always loved electronics,
[01:14:49.800]so an iPad is very motivating for him
[01:14:52.017]and his LAMP app is on an iPad,
[01:14:53.780]but they are different devices,
[01:14:55.296]so he only communicates with his communication device
[01:14:59.362]and then he can play games on a different device.
[01:15:04.521]And is that true LAMP
[01:15:06.302]is half off next month?
[01:15:07.742]Yeah, I know for sure the 14th
[01:15:10.230]through the something I know that it's half off
[01:15:13.500]for autism awareness in month.
[01:15:16.081]And it's not for everybody.
[01:15:16.950]But that was not the intention of this
[01:15:19.316]to say you need to use this,
[01:15:21.237]but we just wanted you to see how much can be done
[01:15:25.320]for a student to use AAC device,
[01:15:28.040]This team has done a phenomenal job letting him
[01:15:31.560]have his voice at all times of his day.
[01:15:35.220]For him that motor planning
[01:15:37.350]and having that core vocabulary was huge.
[01:15:40.041]Categories were kind of hard and a lot of these other apps,
[01:15:44.400]you go to different categories to find different things
[01:15:47.340]and that was just something that was challenging.
[01:15:50.610]Yes.
[01:15:52.084]You also mentioned Worksheet Plus?
[01:15:53.550]Yes that's Patty's favorite.
[01:15:55.890]Oh actually that was not mine.
[01:15:58.121]That was Cassie and she's not here, but it's an app.
[01:16:01.350]But you have to make sure you get Go Worksheets Plus
[01:16:03.240]and I think it's like $90 or a hundred bucks.
[01:16:06.330]But you can take a picture of a paper, like a worksheet
[01:16:11.670]and then you can edit it so you can,
[01:16:13.680]instead of having to write it,
[01:16:16.382]they could type in the answer right there.
[01:16:18.121]Or like, and they can grab a word and drop and drag it
[01:16:21.330]and match pictures and it's really helped a lot with.
[01:16:27.140](audience member talking)
[01:16:29.524]Nope, I've never heard of that.
[01:16:30.930]I'd be interested though.
[01:16:36.201]Yes.
[01:16:37.240](audience member)
[01:16:38.250]You know, we do, when we first started his programming,
[01:16:42.390]we did verbal behavior 'cause we didn't know,
[01:16:44.670]and we weren't trained in PEAK at that time.
[01:16:47.240]And verbal behavior was very successful for him.
[01:16:50.360]Since then, we've transitioned him to PEAK.
[01:16:54.900]So concepts, vocabulary concepts are difficult.
[01:16:58.564]Same different.
[01:16:59.801]He can identify same, he can identify different,
[01:17:03.900]but when they're intermixed it's tricky.
[01:17:06.930]So now that we've gotten into more of that,
[01:17:09.321]that structured learning, we did transition to PEAK,
[01:17:16.276]but he still does some of his review with VB.
[01:17:18.090]And he does do verbal behavior.
[01:17:19.680]We changed it to where like,
[01:17:20.970]so instead of one target would be, you know, match this,
[01:17:23.902]he has to match like four different things.
[01:17:27.870]So we've just upped it up and we've still tried to keep it
[01:17:31.260]like within academics as well.
[01:17:33.390]So matching coins and matching, you know,
[01:17:35.550]to their value and fractions and stuff.
[01:17:39.480]For us it works, VB is flexible.
[01:17:42.990]PEAK is appropriate.
[01:17:44.880]Yes.
[01:17:46.201](audience member talking)
[01:17:52.357]We did, we trialed some different devices.
[01:17:55.560]We actually tried the one that's out there
[01:17:59.250]being displayed today.
[01:18:00.720]Our other student also has some motor planning type things.
[01:18:06.720]So we had already had-
[01:18:08.660]We tried PEX with the other one
[01:18:11.430]and I don't know,
[01:18:15.124]I don't know a lot about the different programs.
[01:18:16.170]I won't pretend that I do,
[01:18:17.820]but to be able to use the vocabulary builder
[01:18:21.240]and just teach those certain icons at one time,
[01:18:24.142]like our other little guy,
[01:18:26.100]he's three that we've started on it
[01:18:28.320]and he's already differentiating between like
[01:18:32.281]eats and play and we've bumped them into two hits for jump.
[01:18:35.550]So the rest of the icons are just one hit
[01:18:37.827]and then we bumped into two hits to.
[01:18:41.262]New student is three?
[01:18:42.462]Three.
[01:18:45.041]You just really have to know your student well
[01:18:46.620]and try some different things
[01:18:48.240]and see what they're most successful with.
[01:18:50.713]I know what they're motivated for.
[01:18:51.900]I think that's the main thing.
[01:18:54.360]Yes.
[01:18:55.801](audience member talking)
[01:19:03.570]You know, I've been-
[01:19:05.100]Can you repeat that?
[01:19:07.080]Oh, she's asked if it was hard
[01:19:08.670]to start working as a team.
[01:19:10.770]The beauty of us as we've worked together
[01:19:13.680]for nine or 10 years already,
[01:19:16.425]so we kind of had that relationship,
[01:19:20.310]but then like when it moved to the classroom teacher,
[01:19:22.050]I was really nervous
[01:19:23.160]because we got a new reading program this year
[01:19:24.930]and I'm like, I don't really know this teacher that well.
[01:19:26.790]Is she gonna be receptive to me?
[01:19:28.140]Like coming and being like, okay, guess what?
[01:19:29.670]You have this student now you need to do things differently
[01:19:32.130]and I'm gonna show you how to do it.
[01:19:33.720]But we've been able to,
[01:19:35.337]you have to be able to establish a good relationship
[01:19:37.710]with those people and we have a good back and forth
[01:19:39.720]and she'll let me come in and teach a class
[01:19:42.900]so that she can see how I would do it to incorporate him
[01:19:46.800]and then she can give me pointers and I give her,
[01:19:49.380]just being open and being willing to let somebody
[01:19:53.086]tell you that maybe you could do it a little bit differently
[01:19:56.070]and not get offended.
[01:19:57.210]It's all about learning, right?
[01:19:58.740]Don't let pride stand in the way
[01:20:00.210]or think that you are the only one that knows
[01:20:02.640]a good teaching strategy that gen ed teacher
[01:20:05.850]knows great strategies, early childhoods,
[01:20:08.825]bed sped resource, SLPs, OTs, PTs,
[01:20:12.750]it takes a team and everybody has beautiful strengths
[01:20:16.206]and if everybody's willing to work
[01:20:18.120]with those strengths together,
[01:20:21.404]then you get these outcomes like Tyson.
[01:20:23.225]Yeah, that's absolutely true.
[01:20:26.924](audience member talking)
[01:20:35.730]It goes home.
[01:20:39.022]So we keep one at school and then we send it home
[01:20:43.022]with him at night and he is got access to it
[01:20:45.262]while he's at home at all times.
[01:20:46.302]And he has used it to spontaneously communicate
[01:20:47.646]and like his dad said, you know,
[01:20:48.479]he doesn't go drag you to anything anymore.
[01:20:50.250]He'll just say I'm hungry or I want to eat or help.
[01:20:52.343]And so yeah, he utilizes his device at home too.
[01:21:00.606]And that was,
[01:21:01.689]that was not specifically taught in, right.
[01:21:02.522]That was him beginning to understand communication
[01:21:05.209]is wonderful.
[01:21:07.929]I can have my needs met more easily by using this device.
[01:21:09.904]And Patty does a great job too,
[01:21:13.260]communicating with Tyson's mom.
[01:21:15.810]I mean that communication of knowing what he's learned
[01:21:18.690]and what he's worked on and hey, he can do this,
[01:21:21.420]require him to do this now is a big deal.
[01:21:26.905]All the videos that I've taken
[01:21:29.145]is because I take videos and then I send him home
[01:21:30.148]and I share 'em with mom
[01:21:31.246]because our kiddos that are not speaking can't go home
[01:21:33.660]and tell their mom, you know, I learned this today.
[01:21:35.806]So I am always taking videos and sending them home
[01:21:38.624]so that she knows what we're working on at school.
[01:21:43.572]This whole family does.
[01:21:45.310](audience member talking)
[01:21:52.228]Absolutely.
[01:21:53.332]Yep.
[01:21:54.510]And luckily we have Tyson's mom here today too.
[01:21:57.332]Yeah, yeah.
[01:21:58.887]Yep, we did it.
[01:21:59.890]It it is just a signed thing, you know,
[01:22:01.290]that says that you're not gonna steal it
[01:22:02.910]and then you're not gonna break it
[01:22:04.569]and you're not gonna take it outta the state,
[01:22:05.892]move away and keep it.
[01:22:08.190]Yes.
[01:22:09.023](audience member talking)
[01:22:28.131]I don't know if I'd say the word pushed,
[01:22:29.700]maybe persistent.
[01:22:32.520]They just kept bringing it up, you know,
[01:22:34.020]and they kept saying, I know that you're not sure yet,
[01:22:37.710]but we really would like to try this.
[01:22:39.540]And they kept bringing it up and his IEPs
[01:22:41.220]are in conversation.
[01:22:42.660]And so like I said, it was that one conversation
[01:22:44.460]with another mom in the donut shop that was like, okay.
[01:22:46.943]It kind of just triggered it to be like,
[01:22:49.770]maybe it is time to give in.
[01:22:52.106]So they tried for a while, it was me that helped back.
[01:22:55.290]I do think that the team was,
[01:22:57.060]tried to be beautifully respectful,
[01:22:59.252]kept selling her this might be a really good idea.
[01:23:02.126]And I have no clue that it was the mom in the donut shop.
[01:23:05.246]I remember going to the meeting and just saying,
[01:23:08.425]would you give him two weeks?
[01:23:11.529]And she's like, okay.
[01:23:13.129]But, so I don't know who that mom in the donut shop was,
[01:23:14.640]but I'm like, yes, thank goodness that mom.
[01:23:17.470]I think I just remember thinking,
[01:23:19.828]just let us try two weeks.
[01:23:22.530]I think another thing to remember
[01:23:24.030]when you are talking to your parents about it is like,
[01:23:26.880]it doesn't mean that we're gonna stop trying
[01:23:28.380]to get 'em to talk.
[01:23:29.982]Yeah.
[01:23:30.983]We continue to work on vocalizations through VB
[01:23:33.000]and we continue to try to get him to talk.
[01:23:35.524]It doesn't mean we're giving up on verbally speaking
[01:23:39.544]just because we're gonna introduce a device.
[01:23:44.580]So I still think he's just gonna start telling us
[01:23:47.820]how dumb we are one day.
[01:23:48.750]He really lasts time-

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Teaming for Tyson

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