1. Thoughtful Support Strategies: Simple Literacy Tools and Supports: Children with Complex Support Needs Thoughtful Support Strategies: Assistance or Influence? October 22, 2012 Afternoon Session

2. Thoughtful Supports includes: - Presuming Competence and - Fostering Independence Meet Carly www.carly’svoice.com

3. Presuming Competence Can you think of moments when a student’s accomplishment surprised you? Share with a neighbor. Describe what “competence” means for one of your students.

4. Student Independence What does it mean for your students? Build self-esteem Enhance motivation Develop sense of purpose Foster social acceptance Adults available to more students

5. Cues and Prompts, Shaping and Fading, To Build Competence and Enhance Student Independence

6. Thoughtful Support leads to Student Independence What is student independence? What does it look like in my setting? What is my role in building student independence?

7. Prompting and the Prompt Hierarchy What is a prompt? What is a cue? When would you use prompts? Are there consequences to prompting?

8. Prompt Hierarchy Natural verbal prompts (The adult says "What do you want?") Verbal prompt ("You want the ball. Push ball on your device.") Modeling (The adult makes the sign for ball, the child imitates) Gestural (Point to the symbol, the student selects, signs, etc.) Physical assistance (Gently nudge the hand toward the symbol, item – do not consider this if the child dislikes being touched.) Physical guidance (Physically assist the child to make the sign or select the symbol. Physical guidance is an error-free approach because the child always produces the target skill, although not independently, guaranteeing the child’s success. *Do Not use with children who dislike being touched.) http://k-12.pisd.edu/currinst/sped/at/Prompts.htm http://k-12.pisd.edu/currinst/sped/at/Prompts.htm

9. Strategies to build independence The Natural Cue -- It’s raining outside The Imposed Cue -- What is it doing outside? -- Point to “raining”

10. Using Natural Cues: It’s Raining Outside! Independent Action: Put’s on hood Natural Reinforcer: Stays Dry! Demonstrates behavior independently Connects the natural cue, behavior, and intrinsic reinforcer Prompt Hierarchy: -Draw attention to the natural cues/prompts… -Ask a question about necessary action… -Give an option… -Tell the student what action to take… -Physically guide the student through the process... 1998 LRConsulting OR

11. Using Natural Cues: When A Peer is Present - Independent Action: Student says Hi Natural Reinforcer: Peer Responds!!! Demonstrates behavior independently Connects the natural cue, behavior, and intrinsic reinforcer Prompt Hierarchy: -Draw attention to the natural cues/prompts… -Ask a question about necessary action… -Give an option… -Tell the student what action to take… -Physically guide the student through the process... 1998 LRConsulting OR

12. Strategies to build independence Fading A gradual reduction of cues/prompts and extrinsic (outside) reinforcers as the student demonstrates desired behavior or task

13. Fading activity Think of a student who receives adult support. Define the level of prompting from the prompt hierarchy. Develop a plan to reduce the level of prompt required to complete the task.

14. Strategies to build independence Shaping To teach a behavior or task by providing cues, models, and consequences for steps demonstrated gradually until the final behavior or task is learned Example: Wider-lined paperNarrower-lined paper

15. Task: Read a sentence Reads one word Reinforcement delivered for reading one word Subsequent reinforcement is delivered for reading 2 words Connects the action or behavior with reinforcer Shaping Break the task into smaller steps Model steps Reinforce student for completion of initial, final, or adapted step Gradually add steps, complexity

16. Strategies to build independence Wait Time The amount of time given to the student to respond to a question or complete a task Example: Question (wait 5-10 seconds) No response? Rephrase the question.

17. Wait Time Activity Work in pairs Ask one another to describe picture cards One person simulates students with slow processing by hesitating before responding One person simulates instructor. Practice waiting 5 to 10 seconds. What does it feel like?

18. Meet Lance! How did the team use cueing and fading to move Lance to increased independence? Works for Me! Think of a student with whom you work who relies on prompts Consider which strategy/strategies you will use to move closer to independence

19. Part 2 Thoughtful Support Includes… The Role of Senses/Sensation How is the sensation of touch affected by: – delay in development – sensory overload – cultural guidelines – INPUT OVERLOAD

20. Unwritten messages How do YOU interpret different kinds of touch: –High five –Shoulder tap –Firm grip –Physical guidance –Physical assistance –Rapid onset –Slow onset –Announced –Unannounced

21. Goldilocks and the 3 touches Sometimes touch is too light. Sometimes touch is too … And sometimes touch is just right!

22. Body movement meanings… What is meant by: –Leaning in –Folding arms –Standing up –Moving away

23. Looking for the Light! How do you know what’s going on inside a student’s head? Are they understanding? Look for signs of JOINT ATTENTION Discuss some of your students and how you know that they know…

24. Thoughtful Support Includes… Some students benefit from “Opening Remarks” –Here is my hand –I am going to place my hand under yours –Or maybe just, “Hi Jennifer”, is enough to signal that you are going to approach her space. Some students benefit from “Closing Remarks” –We are finished –Thanks for working so hard

25. Tools to Share Hey, I’m talking here! Pathways to Learning, CAST –Pathways to Reading –Pathways to Writing –Pathways to Presenting

26. References Lifelines, LRConsulting, Katy, TX. Further information is available at www.lrconsulting.com. Fostering Student Independence: How to Develop a Needs Assessment and Fade Plan presented at the Council for Exceptional Children, April 7, 2005 by Janet Hull, Anne Arundel County Public Schools. Dickson, S. V., chard, D. J., & Simmons, D. C. (1993). An integrated reading/writing curriculum: A focus on scaffolding. LD Forum, 18(4), 12-16. Beed, P., Hawkins, E., & Roller, C., (1991). Moving learners toward independence: The power of scaffolded instruction. The Reading Teacher (44) 9, p. 648-655.