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HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

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Presentation on theme: "HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?"— Presentation transcript:

1 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Social rules Managing difficult tasks and anger

2 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Scenario John’s problem: when a tasks is too difficult for him, he is shouting. He is very angry in this case.

3 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Solution 1.Pedagogical consideration: Accurate definition of the behavioural problem. Choosing the relevant behavioural goal and methods (the behaviour rule is just one element of the solution of the problem). 2.Analysing the influence to be expected, planning the practical work. 3.Sharing the plan with the family and the colleagues (why, when and how to use it). 4.Accurate definition of the behavioural rule: complexity of the language, lengths of the behavioural rule and the phrases to use. Very important, that the text have to be appropriate for the child. 5.Planning the form of the rule: it would be e.g. written language, written words with pictures, photos, etc. 6.Planning individual reward. 7.Operation on CoMe: Create a PT with rule. 8.Operation on CoMe: Create an appointment on HIPD 9.Operation on CoMe: Create a reward for getting if the child was successful. 10.Pedagogical work: Practice with the child. Duration: 30 minutes on CoMe (the time of practicing depends on the child)

4 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Steps Click on PT icon next to your students profile and add a name.

5 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Add a reward

6 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Click manage story steps’ icon, and add steps

7 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Add the description

8 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Add the picture and the layout of the step

9 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Add the PT to the right HIPD item

10 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps() » 4. TipsScenarioSolutionStepsTips Content description: Duration: 50 minutes Goal: To give an example on how HANDS can be used in temper management. Length (minutes/step): 5 minutes Level (1-3): Which pedagogical challenges? Number of slides: 10 Institution: Autism Foundation Author: Name: Patricia Öszi and Orsolya Bauer Contact: oszitamasne@gmail.com Tips The reward is always individualised, not necessarily presented on the phone. We can help the self-monitoring: he/she can check own behaviour. Always use positive sentences (avoid „no”, „not to do”). See the overview of tunnels ”Which pedagogical challenges can be solved better or more efficient?” Which pedagogical challenges can be solved better or more efficient? References: T. Attwood Asperger’s Syndrome a Guide for Parents and Professionals 1998 JKP UK J. Clements –E. Zarkowska: Behavioural Concerns and Autism Spectrum Disorders 2000 JKP UK

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HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

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HANDS The individual childs needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
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HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?
HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

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