Transcript Group Rules

Best serving our students in this
changing world of technology
L. Lynn Stansberry Brusnahan, Ph.D.
University of St. Thomas
[email protected]
Objective
• Today’s students are technological savvy with
many professing to learn better through
technology.
• This session provides participants with some
simple technology that enhances student’s
comprehension, communication, social skills,
emotional regulation and gives students
options to demonstrate their learning.
2
Post Test
• What is a piece of free technology online that
you can use in the school setting to help students
learn social skills and/or emotional regulation
that you will explore in the next 3 days?
• What are some ways you could use technology
to enhance students’ ability to demonstrate their
learning?
• How will you use technology to introduce new
concepts and enhance comprehension in
students?
3
Technology
– Wordles
– Glogsters
– Animotos
– Voice Threads
– Video Modeling
– Visual Supports
– Ipad/Itouch Apps
4
Communication Spectrum
Non-Verbal
Verbal
•Total lack of the development of spoken language
•Delay in language development
•Individuals with sophisticated vocabulary but
difficulty with the pragmatics of language
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Expressive Challenges
Nonverbal - may communicate w/ behavior
Minimally verbal
Reciprocity Challenges: Initiating, responding,
maintaining, terminating & repairing a
conversation
Answering questions
Interrupting or asking inappropriate questions
Talking about others’ interests
Expressing thoughts and feelings
Sophisticated vocabulary reflecting superior
memory rather than language mastery
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Receptive Challenges
Comprehension
Inferential thinking
Figurative language (literal)
Words with multiple meanings
Humor
Abstract
Sarcasm
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Socialization Spectrum
Aloof
Passive
Active but Odd
Social skills can be taught.
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Socialization Challenges
 Communication
 Recognizing the feelings & thoughts
(perspectives) of others
 Maintaining personal space
 Making or keeping friends
 Joining & being involved in groups
 Maintaining eye contact
 Understanding what is tactful
 Understanding others motives, easily
taken advantage of & bullied
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basket
Sally
Theory of
Mind
It will be much
easier to provide
support if you
understand that
some individuals
experience
perspective taking
challenges.
ball
Ball
box
Ann
Sally put ball in basket
Bye Sally
Ann moved ball from basket to box
Sally is back
Ann is gone
Where will Sally look for the ball?
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Communication Systems
Apps
Simple
Easy Board
Choice Board
Creator
Tap to Talk
Tap Speak
Button/sequence
Tap Speak
Choice
Pictello
Communication Systems
Apps
Complex
ProLoQuo2Go
Expressive
Sono Flex
Verbally
Wordle
Wordle http://www.wordle.net/
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Glogster Online Posters
http://www.glogster.com/
Video: http://www.screencast-o-matic.com/watch/c6Qtn2QDy
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Glogster
• Glogster EDU is a global education platform for the creative
expression of knowledge and skills in the classroom and
beyond.
• Glogster provides technology to create GLOGS - online
multimedia posters - with text, photos, videos, graphics,
sounds, drawings, data attachments and more.
• A Glog is an interactive visual platform in which users create
a “poster or web page” containing multimedia elements
including: text, audio, video, images, graphics, drawings, and
data.
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Animoto Online Videos
http://animoto.com/
Free 30 second videos
Video
http://www.screencast.co
m/t/YWNlNTQxZDc
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Voice Thread Online Conversations
https://voicethread.com
• A VoiceThread is a collaborative, multimedia
slide show that holds images, documents, and
videos and allows people to navigate slides and
leave comments in multiple ways. All with no
software to install.
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Making a Voice Thread
• Just click on the button labeled Sign in or Register at the topright corner of the page.
• Click on the Registration button, fill out the required fields,
and then click the button labeled Register.
• Once you've done this, you will automatically be signed into
your account.
• Click MyVoice at the top of the page to be taken to your
MyVoice page, where you will see some VoiceThread tutorials
to get you started.
• https://voicethread.com/
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VoiceThread Overview
• With VoiceThread, group conversations are collected and
shared in one place from anywhere in the world. All with no
software to install.
• You can create voice threads or leave comments on voice
thread.
– Leave comments in 5 ways - using voice (with a mic or
telephone), text, audio file, or video (via a webcam).
– Share a VoiceThread with friends, students, and colleagues
for them to record comments too.
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Traditional Approach
Direct Teaching
Idiom
Dirty Look
Get Away With
Give someone a
piece of one’s
mind
• Many students with must
Answer Choices
be directly taught many
Angry or displeased look
skills because they do not
OR
learn them without being
Not clean
direct instruction.
Go unpunished (to receive no • Students can develop a
punishment)
clearer understanding
OR
through direct
Travel to somewhere with
instruction, teacher
someone
modeling, and studentExpress one’s opinion frankly,
modeled activities.
and in a severe or angry way
OR
Donate your brain to research
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Traditional Approach
Modeling
• Research suggests children imitate the behavior of others who
are significant to them, especially when reinforced.
• For such learning to occur, individual must be aware of target
behavior and must be capable of imitating.
Example
1. At snack time, a child who does not consistently use a spoon is
seated across from a favorite peer who uses a spoon correctly.
2. An adult serves tiny portions of pudding to each child.
3. The child modeling eating with a spoon is reinforced verbally and
with offers of more pudding following correct use of the spoon.
Direct Teaching & Modeling
via Technology
Video Modeling
• A procedure in which a learner is
shown a videotape of a model
performing a target behavior or
completing a desired task
Sigafoos, O’Reilly, & de la Cruz, 2007
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Observational Learning Process
Four pivotal factors that need to occur:
1. Attention- viewer identifies with model
2. Retention-retain images seen
3. Reproduction-reproduce actions
within own repertoire
4. Motivation – reason to imitate actions
From “Video Modeling: Why does it work for
children with autism?” by Corbett & Abdullah, 2005
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Types of Video Modeling
Description
Basic Video Modeling
Involves recording someone besides the
learner engaging in the target behavior or skill
(i.e. models). The video is then viewed by the
learner at a later time.
Video Self-Modeling
Is used to record the learner displaying the
target skill or behavior and is reviewed later.
Point-of-View Video Modeling Is when the target behavior or skill is recorded
from the perspective of the learner.
Video Prompting
Involves breaking the behavior skill into steps
and recording each step with incorporated
pauses during which the learner may attempt
the step before viewing subsequent steps.
Can be done with the learner or someone else
modeling.
Video Modeling
• Target skill you wish to teach.
• Determine type of video modeling
– Do you want to show target skill from learner’s
point of view or from a third person?
– If video modeling, who will be the model?
– If video self-modeling, how will you prepare
learner?
•
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Make Video
• Preparation
– Make a script by breaking the task down into steps
(i.e., task analysis) or modeling the desired
behaviors.
– Sometimes, video can be recorded in real time
(e.g., recording a student passing through a
cafeteria line) and little preparation is necessary.
• Record
• Edit (Do voice over as necessary)
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Task Analysis
1. Segment target skill into more manageable
components:
– Complete skill and record each step or
– Observe another person (in real time or via video)
complete the activity and
– Record the steps
2. Confirm that each component consists of a discrete
or single skill.
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Download You Tube Videos
http://www.zamzar.com/url/
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Using Video to Teach Emotions
Transporters (Simon Baron-Cohen)
Episodes introduce
emotions like happiness,
anger, fear, kindness &
pride
The project uses narrated cartoon videos to help teach
facial expressions and emotions.
http://www.thetransporters.com/watchep1.html
http://www.transporters.tv/watchep1.html
Teaching Social Competence
through Videos
Pixar Short Clips (Boundin Video, For the
Birds Video)
Example from
“Fitting In and Having Fun”
Making Friends
http://www.autismshop.com/fittingin2/index.html
Video modeling is an Evidence Based Practice
Communication Strategy
Visuals Supports
What did Matthew do this weekend?
Church
Swim
Movies
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Visuals Help Verbal Communication
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Visuals Help Receptive Communication
If I
didn’t
see it,
you
didn’t
say it.
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Visuals Help with
Multi-Step Directions
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Visuals Help with Schedules & Routines
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Visuals
Help with
Change.
Change can
be hard
so…
visualize it!
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Visuals Help with Transitions
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Hidden Curriculum
Unwritten social rules and expectations of behavior that we all
seem to know, but were never taught.
No one explains these things, yet students adjust their behavior
according to expectations, knowing what the consequences
are likely to be, and are prepared to make those choices
seemingly without effort.
Also the hidden curriculum differs by age, gender etc…
Most kids seem to know that…
• it’s not a great idea to tell the joke that was funny in the locker room to
a teacher
• it’s not a smart idea to argue with a policeman – even if he is wrong
Video Examples:
• Sheldon and Penny on Big Bang Theory
• Ross and Rachel’s Kiss on Friends
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Social Stories
Descriptive Sentence:
Describes situation and desired response.(answers:
who, where, what and why)
Perspective
Sentence:
Describes
internal state of
person or
reactions,
feelings, moods
of others in a
given situation.
.
Sometimes children
enjoy having their
picture taken and
their parents like to
look at their picture.
Descriptive
Sentence:
Describes what
others will do.
The photographer
will tell me to sit on
the chair and to
smile when it is time
for my picture to be
taken.
On Monday at 10:30 the 3rd grade class will
go to the gym and have their picture taken.
Directive
Sentences:
Perspective
Sentences:
Worded
positively to
direct desired
response by
individual.
Describes a
commonly shared
value or opinion.
I will try to smile & stay
calm when I get my
picture taken.
This will make my
parents happy.
Most people like
getting their picture
taken.
The most common mistake in writing a
social story is writing too few descriptive
types of sentences and too many directive
types of sentences
Social Story Pointers
by Carol Gray (originator of social stories)
•
Story should answer “Wh” questions
– Who
– What
– Where
– When
– Why
– How
– Story should use positive language
– “I will try to walk in the hall.” Instead of “I will not
run in the hall”
What else is important to include in writing a
social narrative?
• Use visual and concrete language.
• Use vocabulary appropriate for individual’s ability.
• Avoid using terms such as “always” or “never”
instead use “usually” or “sometimes.”
• Write flexibility into the events of the story to
address possible variations that may occur in the
target situation.
Use Technology
Social Stories
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Behavior Management

Proactive Strategies
Use
of Social Stories/ Video Modeling
You Tube
Model Me
Going Places
Morning Routines
http://modelmekids.com/community-socialskills-autism.html
Behavior Management

Proactive Strategies
Scheduling
First Then Visual Schedule
Click n’ Talk
Pocket Picture Planner
Use Your Handwriting
Behavior Management

Proactive Strategies
Timers
Egg Timer
ihourglass
SimplestTimer
Behavior Management

Proactive Strategies
Calming
Pocket Pond
Spawn Lite
Breathing Zone
Me Moves
http://www.thinkingmoves.com/
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