Increasing Engagement = Success

Transcription

1 Increasing Engagement = Success This year all my new workshops focus on engagement and participation to increase success for all. This newsletter will have a similar theme; whether at home or school, encouraging the child to engage and participate is important. Famous Psychologist Professor Skinner identified five main obstacles to learning: Skinner s Obstacles to Learning Strategies for Success in this Newsletter 1 Fear of failure. 11 Tips to Encourage Independence (pg2) Why Making Mistakes is Frustrating (pg4) Select the Right Time and Place (pg10) 2 Lack of directions. Different Types of Prompts (pg 10) 3 Lack of clarity in the direction. 12 Tips to Keep on Task (pg2) 4 Positive reinforcement is not used Rewards (pg4) enough. 5 Task is not broken down into small enough steps. Small Steps of Success (pg4) Make Learning Fun (pg10) Dr Wendy Lawson, an adult with ASD, in her recent talk provided some fantastic insights into what engages and motivates her, she appealed to educators and families to Help me access the world we all live in, don t keep me restrained in mine. Read Wendy s Ten Top Tips to Increase Engagement (see page 3). --- NEW: Teacher Assistants Big Blue Book A companion guide to the best seller Teacher Assistants Big Red Book of Ideas. This new book is full of 100s of NEW ideas to try. Since writing The Teacher Assistants Big Red Book Anna and I have so many new strategies and this book addresses many new areas not covered in the original book. There is no overlap from the Red Book just ALL new strategies and ideas. This book aims to be a timesaver for school and home, so you can just pick it up and read lots of great ideas. I know many parents and teachers have found the Red Book an invaluable tool, and this book I am sure will be useful to a range of people apart from Teacher Assistants. The Teacher Assistants Big Blue Book is full of 100s of new ideas to try! Including: 12 New Top Tips to Keeping on Task Supporting Completion of Tasks in Set Time Finding NEW Motivators and Using Reward Systems Creating a 50 / 50 Behaviour Programme The Power of Preventative Breaks Adapting Activities/Tests and Exams for Success 8 Ideas to Writing and Editing Social Stories Using Technology to Support Learning 10 Questions to Ask When You See a Behaviour Issue 24, May 2011 INSIDE THIS ISSUE Goals 2 Tips to Encourage Independence 2 Tips to Keeping on Task 2 Dr Wendy Lawson s Insights 3 Literalness 3 Why Making Mistakes is Frustrating 4 Task Analysis 4 Rewards 4 Online Learning 9 FaHCSIA Funding 9 Different Types of Prompts 10 Making Learning Fun 10 Teaching Situations 10 Telling your child about their diagnosis 11 New Resources Resources 5-7 Order Form New Books See page 8 to order Only ONE copy of my Newsletter is sent to each address so please remember to share it with others when you have finished. If you wish to have additional copies sent please dearne@suelarkey.com Sue Larkey Autism Consultant Making it a success with Sue Larkey Term 2 / 2011 P F

2 AUTISM SPECTRUM DISORDERS: Strategies for home and school 2 Goals At this time of year it will be becoming clearer what goals you want to achieve. Before you set any goals for children with an ASD (no matter what age) it is very important to consider the following: What are they doing NOW? What is the GOAL? What STRATEGIES need to be in place to SUPPORT change? Those of you who have attended my sessions in the past, will recall that it is very important you have a range of strategies to help you achieve your goals as not every strategy works for every child and strategies wear out. 11 Top Tips to Encourage Independence 1. Give them space and time to have a go. 2. Do not constantly correct them, allow them to make mistakes. 3. Gradually remove prompts. 4. Accept that some days they will need more help, than other days. 5. Create consistent rules between home and school. Such as carrying their own school bag. 6. Many students can become overly reliant on teacher assistant so DON T shadow. 7. Get the students to identify areas of difficulty for themselves. 8. Build up independence slowly. 9. Build self esteem. 10. Have strategies in place for help. 11. REWARD having a go! Below I have listed some very brief examples to get you started: Example 1 NOW: At preschool Sarah runs away when it is time to go inside. GOAL: For Sarah to move inside when asked. STRATEGIES: Sarah loves a Dora Puzzle, so we are going to use this as a motivator to go inside. Key strategies will be to have the puzzle out at table ready for her, move her inside before everyone else, introduce a photo of Dora Puzzle. Example 2 NOW: Stephen spends 10 minutes getting ready to start work activities ruling up the page, finding a sharp pencil, opening his book, etc. GOAL: For Stephen to start a work activity and not get stuck on organisation. STRATEGIES: Pencil already sharpened, page already ruled up, book open to page ready to start work, etc. Example 3 NOW: In journal writing on Monday mornings Jack can t decide what to write about. GOAL: For Jack to complete recount activities for journal writing. STRATEGIES: Jack s family to take photos of an activity on weekend and select topic ready for send in to prompt journal writing. Excerpt from Teacher Assistants Big Blue Book of Ideas page New Top Tips to Keeping on Task Ideas to Try: Use these 12 tips to support completion of tasks in the set time. 1. Take time to observe the student and environment to identify the barriers to completing tasks. 2. Adapt tasks before the activity. 3. Encourage Responses (whether right or wrong, do not constantly correct). 4. Plan to have text books out, and examples to show them. 5. Organisation. For example: have pencil sharp and ready, page ruled up, book opened to correct page etc. 6. Give a preventative break during the task. 7. Limit choices. 8. Create a quiet area for them to work (collaborative tables have limitations). 9. Highlight the easy parts first, so they don t get stuck on difficult parts etc. 10. Review environmental factors. 11. Reduce frustration. 12. Ensure clear instructions. Great new resource full of practical ideas Excerpt from Teacher Assistants Big Blue Book of Ideas page Teacher Assistants Big Blue Book of Ideas: By Sue Larkey and Anna Tullemans Companion to the Teacher Assistants Big Red Book of Ideas. Hundreds of new strategies to try. Social skills: playgrounds, friendships, building self esteem, bullying. In the classroom: getting on task, adapting tasks and exams, building independence. Managing anxiety and behaviour. CODE B44 $45 (incl P & H)

3 AUTISM SPECTRUM DISORDERS: Strategies for home and school 3 Resources by Dr Wendy Lawson Dr Wendy Lawson s Insights Dr Wendy Lawson, who has ASD, provided some amazing insights into living with ASD at the workshops in Melbourne and Geelong last term. Wendy is an absolute inspiration, she was labelled un-teachable as a child yet last year was awarded her PhD. Wendy explains with the correct supports in place what can be achieved. One of my favourite quotes of Wendy s is I get there I just take a little longer than most of you! Understanding and Working with Autism DVD By Dr Wendy Lawson 70 minutes of a live presentation. CODE D06 $50 The key concept of Wendy s presentation is that ASD is a DIFFERENT way of seeing things not a dysfunction. She calls it a diff-ability not a disability. Wendy Lawson s Top 10 Tips to Encourage Engagement and Participation 1. Firstly please accept my difference. 2. Please use my special interests to motivate and engage: my strengths are motivated by my interest. 3. Find appropriate mediums that facilitate my interest (computers, visuals etc). 4. Show me what s expected, then I have less need to fight for control. 5. Use accessible language. For example: signing, pictures/objects, visual timetables. 6. Let me know what is happening because if I don t know what s coming next I cope by resisting change. 7. Social stories, role play, colour coding, diary s all work for me and help my learning. 8. Be careful how you use words, my literalness can mean I misunderstand you. 9. The modern world uses IT. Computers are enabling for so many of us, they cross the borders between us and can help build connections. Literalness Wendy spent a lot of time explaining how LITERAL she is and how confusing this can be for her. One of my favourite moments was when she told how people would say You can t have something she already had; she actually thought people were lying as she already had the object! Another example Wendy used was when teachers would say Can you sit down and she would think YES, but I don t want to! Our language can confuse students. Just this term I was visiting a classroom and a teacher said to a student who was working well You are on fire he responded call the fire brigade! If you know students who need support to understand what people mean, What did you say? What do you mean? is a fantastic book for home and school. Life Behind Glass By Dr Wendy Lawson Wendy s autobiography one of her earliest books. CODE B28 $35 Understanding and Working with the Spectrum of Autism By Dr Wendy Lawson Includes great practical strategies for teaching children with ASD. CODE B29 $35 The Passionate Mind: How People with Autism Learn By Dr Wendy Lawson Wendy sets forward the theory of Single Attention and Associated Cognition in Autism which explains how people with autism learn. CODE B40 $50 Keep an eye out for future workshops with the amazing Wendy Lawson at An illustrated guide to understanding literalness What did you say? What do you mean?: By Jude Welton Children with autism or Asperger Syndrome (AS) have difficulty understanding figurative language because they use and comprehend language literally and expect words to mean exactly what they say. This can often lead to misunderstandings at home and in the classroom. Jude Welton looks at a hundred of the most common figures of speech in this visual workbook designed as a springboard for family and classroom discussions. Each figure of speech is accompanied by an illustration showing its literal meaning, which will help ASD children recognise and learn to enjoy metaphors and figurative language. CODE B45 $30 (incl P & H)

4 AUTISM SPECTRUM DISORDERS: Strategies for home and school 4 Why Making Mistakes is Frustrating! A key part of increasing participation and engagement is getting students to have a go BUT..have you ever noticed making mistakes is particularly frustrating for students with an ASD? This is because people with ASD often have difficulty with cognitive flexibility in other words they have a one track mind, their thinking tends to be rigid and not adapt to failure or change. One of the characteristics associated with this inflexibility is being less able to learn from mistakes. Parents and teachers report that the child continues to persevere with an activity, having a mental block and not changing their strategies even if they are not working. An often heard phrase is He doesn t like making mistakes or he doesn t learn from consequences (Tony Attwood, Asperger s Syndrome: A Guide for Parents and Professionals, page 117). When we are trying to engage children or encourage them to participate this inflexible thinking can be a barrier to learning. The challenges of inflexible thinking are students can make the same mistakes over and over, can t see an alternative option or opinion, or get frustrated when corrected as they believe they are correct. There are a range of strategies we can use to support understanding and therefore encourage trying new activities or having a go. Strategies to support Break activities into small achievable steps (see opposite). Use Social Stories to support understanding (i.e. in Developing Social Skills book It is okay to make mistakes page 72). Model making mistakes and how to correct. Tell what to do, not what not to do. Use positive phrases rather than negative. For example: Put your hand up vs don t call out. Using range of prompts to support learning (see pg 10) Reward having a go (see opposite). One of the key strategies in supporting learning is breaking tasks down into small achievable activities. Examples When teaching turn taking you might start with one partner not a large group. When writing a story you might break down into beginning, middle, and end. When introducing a Schedule you might start with morning rather than whole day Small steps of success are better than giant leaps of failure Setting students up for success with small achievable tasks will help engagement and build confidence. For more ideas see Adapting Activities for Success in Teacher Assistants Blue Book of Ideas (page 36). Task Analysis Task Analysis is breaking tasks into micro-steps. For example a task like picking up a pencil can be broken down into: 1. Scanning the table for the pencil. 2. Finding the pencil amongst other objects on table. 3. Moving your hands towards the pencil. 4. Picking up the pencil without knocking over other objects (many kids have difficulty with spatial perception; this is part of their sensory processing difficulties). 5. Reposition your fingers to correct grip. As you can see there are many steps to this task that need to be taught and often different supports required for each step. Rewards Why use rewards? To help reinforce positive behaviours To teach appropriate behaviour o in social situations o in the classroom Because consequences rarely work for students with ASD They encourage learning They are positive and used in the correct way will enhance a child s self esteem Supplement rewards with Social stories Visuals Things to remember about rewards Design a reward that is attractive to the child Rewards can include stars for practicing something they find hard Use charts to mark the passage of time and stars earned Stars can be earned for a variety of reasons: o Positive decision making o Acts of independence o Correct expression of emotions o Calm behaviour The tasks need to be small and achievable Both the reward and task need to be very clear. Remember these students are literal so if you say neat work and they make a mistake they may have a meltdown because they believe they are going to miss out on the reward Most students need small task and small reward. Once the child has developed success and confidence then you can extend the time on task before the reward Rewards wear out so you will need a range of rewards. More ideas on using rewards and how to identify rewards and motivators pages of Teacher Assistants Big Blue Book of Ideas.

5 AUTISM SPECTRUM DISORDERS: Strategies for home and school 5 Online Learning FaHCSIA Funding Next term I m hoping to have free e-books and online learning available. More information will be available later this term but if you want to be a part of this you MUST be signed up for my E-Zine. If you aren t, go to to sign up. Facebook/Twitter Please join me on Facebook and Twitter for workshop dates, quick tips and lots of practical strategies. YouTube This is a GREAT way to watch me give ideas, strategies and show you resources and discuss a range of topics. The quickest way to access is to go my website, click on Video and Links. Here are just some of the clips you can now view: 10 Essential Strategies (great to show at staff meetings) How to teach children to manage anger Dysgraphia Sensory Tools Ten things your student with autism wishes you knew I m adding to these all the time so stay tuned. Don t forget there are lots of FREE tips sheets to download on my website. Families with FaHCSIA funding can now use part of their funds to purchase resources as up to 35 per cent of a child s early intervention funding may be used to purchase resources, to a maximum of $2,100 per financial year, or $4,200 in total. I offer a wide range of books and resources designed for young children with Autism Spectrum Disorder and we ve assembled a specific list that may be eligible for funding under the HCWA package if supported by your service provider as being integral to your child s therapy. They can be purchased individually if you wish, but under the HCWA initiative they are available as a package for a total of just $300 (GST incl). HCWA Early Intervention Package: The Early Years Teach Me to Play CD Practical Sensory Programmes Pics for PECS CD Practical Communication Programmes Tips for Toileting 20cm Time Timer $300 including postage ALL of the above items can be purchased INDIVIDUALLY but save $$ when you purchase as a bundle!! For more information talk to your Early Intervention Panel Provider or more information can be found on my website - just click the FaHCSIA link. NEW Sensory Products --- Desk Buddy Multi Textured Tactile Chewable Ruler If your child constantly fidgets in his or her desk, or at home while doing homework, the Desk Buddy Sensory Bar is for them. A team of occupational therapists, school teachers, and product engineers combined efforts to create this product for use both at home and in the classroom. For children who are constantly looking for different textures to touch or "fidget" with, the Desk Buddy is both practical and socially acceptable in a school setting. It is simply a ruler sitting on their desk. The desk buddy is constructed from an FDA approved material so it s even safe to chew on if the need were to arise. Completely dishwasher safe, and naturally bacteria resistant. CODE ST27 $12 (plus P & H) Cut up to create great sensory tools Chew Stixx Pencil Toppers and Shape Toppers (Train and Star) Do you know kids who chew the ends of pens or pencils? These great new pencil toppers are designed to be chewed! NO MORE yucky pens and pencils. If your child bites, chews, or grinds, give them something safe to chew on. It increases attention, lowers anxiety levels, and has been proven to improve concentration skills in children constantly seeking sensory input. Comes either in Shape or Textured. TEXTURED PACK OF 2 CODE ST25 $12 (plus P & H) SHAPES PACK OF 2 CODE ST26 $12 (plus P & H)

6 AUTISM SPECTRUM DISORDERS: Strategies for home and school 6 Different Types of Prompts To increase engagement and participation you might need to use prompts. There are several different ways in which the adult can prompt the child. Which one the adult uses will depend on the child s ability to do the task. Physical Prompts If the child has no idea what he is to do the adult might take the child s hand and do the task with him. As the child begins to understand what he is to do, the adult needs to fade this prompt, by first reducing the amount of movement the adult is doing and then not holding the child s hand at all. To re-initiate the same task the adult might need to prompt the child by placing the child s hand on the toy if the child is not engaging with the toy. Visual Prompts Adults can also prompt children by demonstrating or modeling the task to the child so that he can see what he is expected to do, e.g. by drawing a circle and then giving the pen to the child. Sometimes gesturing or pointing may be enough of a prompt for a child to start the required task. Select the Right Time and Place to Teach Teaching Situations Finding the right moment to teach is just like taking a photo. If you are one second late it can be an awful photo eyes shut, funny face. Select the correct moment and it is perfect! When teaching look for those perfect moment to teach. This will ensure great outcomes and everyone has fun, which will also mean the child will want to repeat!! Excerpt from Practical Communication Programmes page 32. Verbal Prompts Make sure you keep your instructions succinct; come, sit, book rather than come on Fred, it is time to read a book about the bears. Environmental Prompts This can be having activities set up ready so the environment tells the child what is expected. Examples of environmental prompts are chairs in a circle, or a special mat on the floor, or a puzzle at a table, food at the table. All of these indicate what is happening without words Communication is not just about words, communication is a tool for interacting Making Learning FUN FUN FUN! Whatever your aim for the student, it is important to make activities fun and to make them appeal to the child/student. The key is to make learning FUN so the child wants to repeat, repeat, more, more, more. Ideas to Try Choose the time of day when your child is most happy and relaxed to focus on activities. STOP the activity while the child is still having fun, before the child has had enough. Make the activities quick and fun and move onto another quick and fun activity. Quick activity, quick reward rather than LONG activity and reward miles away (i.e. 15 minutes work, 5 minutes favourite activity, 15 minutes work, 5 minutes favourite activity). Add on one more part each time, slowly extending! 100s of great strategies to increase communication Practical Communication Programmes: By Jo Adkins and Sue Larkey Communication is the biggest area of skill deficits in nearly all children on the autism spectrum whether it is little to no verbalisation, social skills or simply understanding the spoken language. This book offers hundreds of ideas and strategies to improve communication skills including picture exchange, teaching literacy skills, and emotions. It includes activities and resources you can photocopy. CODE B19 $45 (incl P & H)

7 AUTISM SPECTRUM DISORDERS: Strategies for home and school 7 Should you tell your child about their diagnosis? I regularly get asked whether students should be told they have Autism, Aspergers, ADHD, etc. I believe telling children about their ASD helps them understand and actually increases their participation and engagement. Many parents before diagnosis experience criticism that their parenting skills are the cause of their children s unusual behaviour. Often when the child is finally diagnosed the parents experience enormous relief that they are not the cause rather there is an explanation called Autism/Asperger/ADHD, etc. Parents talk about no longer feeling like a bad parent or failures, rather they feel empowered to access strategies and understanding. I would suggest that in the same way parents feel relief, so to do children with ASD and ADHD once they understand their diagnosis. In fact feedback from adults and kids about knowing their diagnosis is they too experience enormous relief. Dr. Stephen Shore: Should you tell your child about his/her autism diagnosis? This fantastic post on YouTube is great to watch. Dr Stephen Shore (who himself was diagnosed as a child with Atypical Development with strong autistic tendencies). To view it go to and type in should you tell your child about his/her autism diagnosis. Dr Stephen Shore believes not telling kids can have a negative effect on self esteem as they already notice their differences they just don t know what it is! He answers a range of questions including: When to tell?, Will they use as an excuse? How to explain to siblings? Dr Stephen Shore gives a 4 Step Approach which I have summarised below: Of course, some people may disagree with this view, because they believe labeling can be used inappropriately. While this can be true HOW the diagnosis is explained, may go a long way to addressing this legitimate concern. The Dr. Stephen Shore YouTube video Should you tell your child? not only answers concerns of parents and schools, but also gives an easy 4 step approach to sharing diagnosis For more information download my free Tip Sheet Promote Understanding in the Classroom from Step Approach 1. Talk about strengths and challenges. 2. Lining up strengths and challenges and seeing how strength can accommodate challenge. 3. Non Judgmental Comparison: Looking at other peoples strengths and challenges and how they use their strengths. 4. Revealing Diagnosis. Explain Scientists and Doctors have done studies, these characteristics have been given a name called Autism / Aspergers. Note: This is actually not telling them something they don t already know. You are giving a framework of understanding Temple Grandin Movie wins 7 Emmy Awards!! I highly recommend viewing the Temple Grandin movie it is just fantastic. Temple Grandin is an amazing woman with autism and this movie on her life is receiving rave reviews all round the world. Great resources to help children understand their ASD Freaks, Geeks and Asperger Syndrome: By Luke Jackson Luke Jackson is 13 years old and has Asperger Syndrome. Drawing from his experiences and gaining information from his teenage brother and sisters, he wrote this enlightening, honest and witty book in an attempt to address difficult topics such as bullying, friendships, when and how to tell others about AS, school problems, dating and relationships and more. CODE B35 $35 (incl P & H) Can I Tell You About Asperger Syndrome: By Jude Welton Meet Adam a young boy with AS. Adam invites young readers to learn about AS from his perspective. He helps children understand the difficulties faced by a child with AS he tells them what AS is, what it feels like to have AS and how they can help children with AS by understanding their differences and appreciating their many talents. Ideally suited for children between 7 and 15. CODE B33 $20 (incl P & H)

8 WORKSHOPS 8 Do you know anyone who may benefit from the following workshops? We have a huge range of people attend our workshops from parents, grandparents, health professionals, speech pathologists, occupational therapists, teachers, teacher assistants, principals, tafe students to student teachers. There is nothing worse than hearing about a workshop after it s been. Unfortunately I will only be visiting most places once this year and some places it will be two years between visits. Term 2 & Workshops New South Wales Albury Kogarah/Sydney Hornsby Newcastle Campbelltown (Tony Attwood) Port Macquarie Victoria Moonee Ponds (Tony Attwood) St Kilda Mon 16 May Tues 17 May Mon 30 May Tue 31 May Wed 8 June Mon 1 August Fri 10 June Thurs 8 September Dr Tony Attwood Tony is an outstanding communicator and brings the quality of compassion and technical background as a clinical psychologist. He is the author of bestselling books on ASD. Sydney: Melbourne: Townsville: Cairns Wed 8 June Fri 10 June Thur 1 Sept Fri 2 Sept Please book early as we have limited places available in 2010 these sessions filled very quickly. You will not be required to pay until closer to workshop. Queensland Townsville (Tony Attwood): Cairns (Tony Attwood): Tasmania Hobart: Launceston: South Australia Adelaide: Port Lincoln: ACT Canberra: Thurs 1 September Fri 2 September Mon 2 May Tues 3 May Tues 28 June Mon 22 August Wed 10 August Early Bird Registration only $150 Book your place NOW and pay closer to the workshop. Call Dearne on , dearne@suelarkey.com, or go to Feedback from previous workshops: Fantastic day I can t wait to try some of the strategies tomorrow!! Wonderful presentation, very useful, have learnt so much. By far the best presenter I have seen in many years! Excellent session, very informative yet fun! My third workshop with Sue and they just keep getting better and better. The strategies are fantastic for all students. The strategies you spoke of were presented in a real way. Thanks for such an enjoyable and practical session. I look forward to hearing more of your ideas in the future. I found your workshop very inspiring. I work in a special unit with 11 autistic kids. I think you described all of them at some time during the day. Limited places available please register ASAP To reserve your place or have a registration form sent to you call Dearne on or go to For more workshop dates and locations visit Sue Larkey Author and Consultant Sue Larkey is uniquely positioned within the education system having both taught as a primary school teacher and special education teacher. Sue has taught students with autism spectrum disorder in the mainstream and at a specialist autism school. She combines this practical experience with extensive research, having completed a masters in special education and currently undertaking a doctorate in education. Many thanks! Making it a success with Sue Larkey Term 1 / 2011 P F