2. Making Connections: Bridging PBIS Programs to Visual and Communication Supports for Students on the Spectrum Monica Addison-Walker and Maureen Meekins

3. Needs of students in the Communication and Learning Support Program Visuals Consistency Sensory stimulation

4. What educators and support staff need to know Students can only work on one rule at a time Weak generalization between settings Attention is not monitored in traditional methods For every step forward there are 1-2 steps back Behavior means something

5. Bridging PBIS to CLS Materials 1.Use the same materials for the entire school 2.Create additional visual supports for students with communication needs in their familiar method (e.g. pictures, photographs, Writing with Symbols, Boardmaker, etc.)

6. PBIS to CLS –Differentiation- some students will need additional visual and/or verbal prompts –Incentives- think about your students’ interests (crafts, computer,, dance, yoga, gym, recess, games, movies)

7. PBIS to CLS –Social stories (title, introduction- clearly state topic, body- describes situation and has conclusion), taught as situation arises Address specific behaviors Changes in routines or situations –songs and scripts- taught during circle time –Standard class supports (visual schedule, timers, self monitoring)

8. Character Education Place adapted materials on the reversed side of the original poster. Caring Responsible Trustworthy Fairness Respectful Citizenship

9. Questions? Contact Maureen Meekins mmeekins@bcps.org Monica Addison-Walker maddisonwalker@cps.org Thank You!