1. Teaching Independence Strategies for supervising, prompting, and teaching school skills within the classroom setting Cathy Jensen TTSD Behavior support Team

2. Overview 1.Why inclusion? 2.Supervision 3.Prompting 4.Curriculum Adaptations and Modifications 5.Teaching Independent Skills 6.Including Yourself

3. 1. Why Inclusion?

4. Access to the curriculum: Students are included in mainstream activities for… Access to the mainstream curriculum Exposure to the mainstream curriculum Access to appropriate instruction Opportunities to practice and generalize skills learned in small group or 1:1 settings.

5. Social Behavior Skills: Sharing materials Asking to play / sustaining play Using manners Coping with teasing / bullying Appropriate conversation skills Taking turns Following the rules of games

6. Academic Behavior Skills: Raising hand / turn taking in discussion Listening to instructions Asking for help Completing assignments Turning in assignments Organizing materials Following classroom routines Transitioning appropriately to the next activity

7. Emotional Behavior Skills Identifying difficult feelings (fear, frustration, anxiety, sadness, disappointment) Understanding triggers Using calming strategies

8. To Consider: All students have the right to participate in mainstream activities. If we remove a student from participating with their peers, we must explain why. (nonparticipation justification.) At the same time, it is appropriate to consider the benefit of participation in each activity. (Is this a learning opportunity?)

9. Questions to consider: What parts of the day is this student included? What are the student’s academic goals during this time? What social relationships can I encourage? What academic behavior skills does this student need in order to access the curriculum independently? What emotional behavior goals am I teaching and reinforcing during this time?

10. 2. Supervision

11. As students increase their independence, the level of supervision should decrease. Students who require intensive supervision should also have behavior and academic goals that help them increase their independence and decrease the level of supervision needed. Levels of supervision:

12. Awareness: Students who are able to participate in an activity independently need only awareness. The adult responsible: –In classrooms – teacher –Recess / Cafeteria - Duty The adult may follow up later to ensure that the student’s behavior is appropriate.

13. Examples of Awareness: Students participating in mainstream class activities Students playing at recess Students transitioning between activities Students participating in skill-groups without additional adult support

14. Out of Area: The adult is in the next room or nearby, but out of visual range. The adult is still able to check on the student visually, either through a window, or by stepping into the room. Out of area supervision is often used when a student is usually independent during a particular activity, but may occasionally need additional support.

15. Examples: Supervising kids playing in the backyard. Teachers monitoring a neighboring classroom or group to provide back- up behavioral support.

16. Visual In Area: The adult is able to see the student at all times, but may be seated at the back of the room or assisting other students. The adult may provide prompts, reinforcement, and behavioral feedback when needed.

17. Constant Arms’ Reach: Student requires adult nearby in order to give prompts, physical assists, and reinforcement. When used: The student has safety issues that may require immediate intervention. The student needs frequent behavioral feedback The student is learning a new routine or academic skill The student needs an adult to assist with adaptive materials

18. Questions to consider: What levels of supervision does my student need? Does this vary in different settings? If my student needs arms-length supervision, is this because the student has safety needs or is it because the student requires frequent prompts and feedback? How can I decrease the level of prompting to increase the independence of my student?

19. 3. Prompting

20. The goal is to move your student toward the same level of independence as other students in the classroom. Whenever possible, the first prompt should come from the classroom teacher.

21. Prompt Hierarchy: From most to least independent: –Independent –Gesture / Visual –Indirect Verbal –Direct Verbal –Touch Prompt –Physical Assistance

22. Prompt Hierarchy: Independent (no prompt) –Student completes daily routines with the level of intervention that is typical for his age level. –The student may use technology such as a list, picture system, or cue card, and still be considered independent.

23. Gesture / Visual Students who have difficulty with language will find gestures and visuals much easier to process. Gestures and visuals allow for minimal disruption to the learning of other students. Most students find that it’s hard to argue with a gesture.

24. Useful gestural prompts: Point (sit down, start here, do this one, draw one like this, your turn) Head shake / frown Smile, nod Thumbs up Stop Open book Show the student a visual

25. Visual prompts: –Visual schedules –First / then card –5 Point Scale / Color Strip –Stop sign or sticker to show when to stop –Marking points on a pointcard –Lists –Stickies –Timeout flip charts –Visual routines

26. Direct and Indirect Verbal Prompts: Teaching students to be thinkers.

27. Indirect Verbal Prompt Indirect Verbal Prompts help teach students to become thinkers. “What do you need to do first?” “What comes next?” “What materials do you need for this assignment?”

28. Direct Verbal Prompt: The adult gives explicit instructions: –“Put your paper in your binder.” –“Hang up your coat.” –“Walk quietly in the hallway.”

29. Direct Verbal Prompt Direct verbal prompts are used when teaching a new routine, academic skill, or behavior. If the direct verbal prompt is not faded, the student will learn to wait for the prompt before responding. Direct verbal prompts teach students to be responders.

30. Sneaky ways to make direct verbal prompts less direct: Give the prompt to the entire class or group: –“Don’t forget to write your name on your paper first.” Give a praise as a reminder of what to do: –“I love it when I hear kids saying please and thank-you. Good job, Johnny.”

31. Touch prompt Examples: –Using a light touch to get the student started. –Hand-over-hand Touch prompts should be part of the student’s teaching or behavior protocol. Be extremely cautious when using touch prompts with students who have emotional or behavioral difficulties, particularly if they have had abuse.

32. Physical Assistance Should only be used as directed by the student’s IEP and/or behavior plan. Note: staff who have not been trained in the student’s behavior plan should not provide physical assistance. Examples: –Physical escort –Lifts / transfers

33. Prompting Academic Tasks Beginning tasks: Use a gesture to prompt the student to listen to directions. Check for understanding. –“What did your teacher tell you to do?” –“Let’s read the directions.” –“What are you going to write first?” –“Tell me about what you are going to write.” Use a point prompt to direct the student to begin.

34. Middle: Help students assess difficulty: “Do you think this will be easy or hard?” Encourage students to ask for help: “Raise your hand if you get stuck.” Use a visual to help make a plan Stickies, checklists, stop sign Give praise for task persistence. “Sorry to interrupt, but I wanted to let you know you’re doing a good job.”

35. Finishing: Remind students to check their work. “Check to see if you are finished.” “Is there anything you missed?” Encourage students to evaluate the task. “Was this as hard/easy as you thought it would be?” Help students evaluate their performance. “How do you think you did?” Prompt the transition if necessary. “What do you need to do now?” “What can you do while you’re waiting for the next thing?”

36. 4. Curriculum Adaptations and Modifications

37. Adaptations and modifications allow the student to access the curriculum. Classroom teachers are responsible for knowing and providing the adaptations and modifications that are required by the IEP.

38. Adaptation: An adaptation allows students access to the task without changing the nature of the task itself. The learning outcome should be the same. Examples: Technology such as keyboards Visuals such as schedules, cue cards, etc. Devices such as glasses, hearing aids, etc.

39. Modification: A modification changes the task so that the student can participate. The learning outcome may be different than other students.

40. Common Adaptations: –Size/quantity –Time –Level of prompting –Input –Output –Participation

41. Size/quantity: Size: Change the size of the paper Reduce the number of items that are presented to the student. Reduce the number of items the student must complete. Important: Consider the level of difficulty. The focus is on mastery rather than work completion.

42. Time: Increase or decrease the amount of time allotted for a particular activity. Provide more breaks during work sessions. Change the order in while activities must be completed. Increase the amount of instruction devoted to a particular topic.

43. Level of prompting: Increase prompts for directions, steps in a task, or organization of materials.

44. Input: Change the modality of instruction using visual aids or hands- on activities. Output: Change the requirements for output. Written tasks can be typed. Tests can be dictated by the student.

45. Participation: Vary the way the student participates. –Answers to discussion questions can be prepared ahead. –Students may assist with materials or visual aids. –Students may complete some tasks in groups. –Students may have the opportunity to give presentations to a smaller group.

46. Modified Curriculum: The curriculum is modified so that the student can participate or be exposed to the curriculum, but the learning outcomes are different. Parallel Curriculum: The student uses an alternate curriculum that covers the same subject area. Alternate Curriculum: The student is given an alternate learning activity during that time period. Modifications:

47. Easy worksheet modifications: Write your name here. Circle the /a/ sound in red. Circle the /b/ sound in blue. Circle the word “the” (or other sight word). Count them and write the number here. Write a word that goes with this picture.

48. 5. Teaching Independent Behavior Skills

49. 5. Behavior Teaching Most SpEd students, regardless of their disability, will need some explicit instruction in academic behavior skills.

50. Think about the different settings in your school. What are the behavioral expectations in these settings? Classroom: Large Group Instruction Independent Seat Work Circle Time Small Group Instruction Free Time Cafeteria Playground Hallways Bathroom

51. Routines: Every classroom has a number of routines that students must follow. What are the rules and expectations for each of these routines in the classroom where you are assigned? –Arrival –Bathroom –Getting a drink –Participating in group discussion –Working independently –Getting ready to go to lunch –Lining up

52. –Sitting quietly during the lesson –Asking for help, making requests, and gaining attention appropriately –Staying in the appropriate area –Beginning work and turning in work when finished Behavior skills for direct instruction:

53. Sitting quietly during the lesson: Use a cue card to remind student of the expectation. Give praise for sitting (verbal, gesture, or point card) Give the student a break after sitting for a designated length of time. Gradually increase the amount of time that the student sits and listens.

54. Asking for help, making requests, and gaining attention appropriately: This is taught first by requiring the student to raise his hand and wait quietly whenever he has a request or wants adult attention. The student must also be sitting in his expected area. Give reminders: “If you have a question or want to make a comment, raise your hand.” Require other students in the class to get your attention in the same way. Don’t forget to praise students for raising their hand. –Teaching this skill will also help reduce talking out, interrupting, or getting out of seat.

55. 7 Strategies for Teaching Behavior: 1.Pre-teach: “In one minute it will be time to line up. I want everyone to practice walking all the way from their desk to their place in line.” 2.Review the rules: “Who can tell me the rules for playing with the balls at recess?” 3.Give positive reinforcement for approximations: “Good job hanging up your coat. Don’t forget to sign in for lunch next.” 4.Give correction: “I noticed that some people are shouting out the answers. It’s important to raise your hand so that everyone can have a turn.”

56. 5.Coach: “You look like you want to play that game. Why don’t you say to Mary, ‘Can I play too?’” 6. Intervene in conflicts by suggesting a strategy: “I notice that kids are arguing over who goes first. What’s a fair way to decide?” “If you don’t like the way they are playing that game, you can try to talk it over or choose a different game.” 7.Never stop giving frequent, positive feedback when you see kids doing the right thing.

57. 6. Push in Protocol

58. Things to know: Specially designed instruction does not have to be provided by the special ed staff. Often, the best way to support students is to support the entire classroom, allowing the classroom teacher to accommodate children with special needs. Classroom teachers are responsible for implementing the IEP. Special Ed staff help with the implementation, and in many cases they provide the specially designed instruction. But, classroom teachers must be aware of the IEP and implement all required accommodations and modifications.

59. What to do: 1.Always be on time. –If you are late, enter the classroom as quietly as possible 2.Pay attention to the lesson. –We are responsible for helping ALL students in the classroom.

60. 3. Move, Monitor, and Make contact (Active Supervision) –This is the most important element of support. Don’t sit and wait for a “blow out” for a kid to fail. Monitor who has their hand up and go to them. Meet new kids and help them learn! We are all teachers!

61. 4. Follow the Teacher’s Lead: –Respect the noise and culture of the classroom. –Offer to help implement the lesson. –Sometimes the teacher and learning specialist may give you conflicting instructions. Assist with resolving the conflict by communicating clearly with everyone.

62. 5. Stay until the end. –If you are scheduled until 10:30, stay until 10:30. If you are scheduled for recess, stay the entire recess. –If the students you are assigned to are doing well, reinforce them! If they are not, correct them. Take time to reinforce other students who are doing well. –We are all teachers. We can help teach kids to do the right thing. We don’t wait for mistakes or failures, we teach!