Body Awareness through Movement and Music (BAMM) for students with multiple impairments including visual impairments (MIVI) Deborah Cady, M.Ed.,TVI, COMS Vicki DePountis, Ed.D., TVI, COMS Tracy Hallak, M.Ed., TVI, COMS Stephen F. Austin State University

Agenda Deborah Cady: Music and learning for children with MIVI Tracy Hallak: Movement and learning about body awareness Vicki DePountis: The BAMM – Activity-Based Routine

Body Awareness through Movement and Music: TSBVI yoga routines Developing an App to support Activity based movement routine Specifically for itinerant vision specialist Professionals who work in the field with students Act – one or more simple movements synchronized to music. Playlist – Series of Acts selected for a particular student. BAMMboo – our blue friend.

Demo Lesson Please pair up – roll play a student and O&M specialist Note any questions, comments, feedback, criticism, concerns... Tracy will come over if you have questions about the lesson

Characteristics of Students With MIVI Indicates: May or may not like socialization May or may not have tactile defensiveness May be attracted to certain colors May engage in stimming behaviors Respond to music A variety mobility limitations Have difficulty with change

Features in BAMM that Promote Learning Video modeling Bold blocks of color Opportunities for visual, tactual, auditory choice making With or without lyrics Tempo adjustments Sitting or standing versions Integrate communication system Lyrics that emphasize movements and body parts

Features in BAMM that Facilitate Teaching Customizable student playlists with choice of images Portable Transferable Object symbol images Touch screen start/stop With or without lyrics Expandable Projectable

References Structured Learning and Routines: Iovannone, R., Dunlap, G., Huber, H., and Kincaid, D. (2003). Effective educational practices for students with autism. Focus on Autism and Other Developmental Disabilities, 18(3), Sasso, G., Melloy, K., & Kavale, K. (1990 ). Generalization, maintenance, and behavioral co-variation associated with social skills training through structured learn- ing. Behavioral Disorders, 16(1), Watson, L., Lord, C., Schaffer, B., and Schopler, E. (1989). Teaching Spontaneous Communication to Autistic and Developmentally Handicapped Children. New York: Irvington Press Video Modeling: D’Ateno, P., Mangialpanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), Franzone, E., & Collet-Klingenberg, L. (2008). Overview of video modeling. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Nikopoulos, C.K., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37(1), Sigafoos, J., O’Reilly, M., & de la Cruz, B. (2007). How to use video modeling and video prompting. Austin, TX: Pro-Ed..

References Movement: Lang, R., Koegel, L. K., Ashbaugh, K., Regester, A., Ence, W., and Smith, W. (2010). Physical exercise and individuals with autism spectrum disorders: a systematic review. Research in Autism Spectrum Disabilities. 4, 565–576. Jansiewics, E. M., Goldberg, M. C., Newschaffer, C. J., Denekla, M. B., Landa, R., & Mostoffsky, S. H. (2006). Motor signs distinguish children with high functioning autism and Asperger’s syndrome from controls. Journal of Autism and Developmental Disorders, 36, 613–621. Matson, M. L., Matson, J. L., and Beighley, J.S. (2011). Comorbidity of physical and motor problems in children with autism. Research in Developmental Disabilities, 32, Pogrund, R., Sewell, D., Anderson, H., Calaci, L., Cowart, M.F., Gonzalez, C., Marsh, R.A., & Roberson-Smith, B., (2012) TAPS Orientation and mobility curriculum. TSBVI Music: Gold, C., Voracek, M., & Wigram, T. (2004). Effects of music therapy for children and adolescents with psychopathology: A meta-analysis. Journal of Child Psychology and Psychiatry, 45(6), Lim, H.A. and Draper, E. (2011). The effects of music therapy incorporated with applied behavior analysis verbal behavior approach for children with autism spectrum disorder. Journal of Music Therapy, 48(4),