Transcript Body Awareness through Movement and Music (BAMM) for

Agenda
Deborah Cady: Music and learning for
children with MIVI
Tracy Hallak: Movement and learning about
body awareness
Vicki DePountis: The BAMM – Activity-Based
Routine
Body Awareness
through Movement and Music:
TSBVI yoga routines
Developing an App to support Activity based
movement routine
Specifically for itinerant vision specialist
Professionals who work in the field with
students
Act – one or more simple movements
synchronized to music.
Playlist – Series of Acts selected for a particular
student.
BAMMboo – our blue friend.
Demo Lesson
Please pair up – roll play a student and O&M
specialist
Note any questions, comments, feedback,
criticism, concerns...
Tracy will come over if you have questions
about the lesson
Characteristics of Students
With MIVI Indicates:
May or may not like socialization
May or may not have tactile defensiveness
May be attracted to certain colors
May engage in stimming behaviors
Respond to music
A variety mobility limitations
Have difficulty with change
Features in BAMM
that Promote Learning
Video modeling
Bold blocks of color
Opportunities for visual, tactual, auditory
choice making
With or without lyrics
Tempo adjustments
Sitting or standing versions
Integrate communication system
Lyrics that emphasize movements
and body parts
Features in BAMM
that Facilitate Teaching
Customizable student playlists with choice of
images
Portable
Transferable
Object symbol images
Touch screen start/stop
With or without lyrics
Expandable
Projectable
References
Structured Learning and Routines:
Iovannone, R., Dunlap, G., Huber, H., and Kincaid, D. (2003). Effective educational practices for students with
autism. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165.
Sasso, G., Melloy, K., & Kavale, K. (1990 ). Generalization, maintenance, and behavioral co-variation associated
with social skills training through structured learn- ing. Behavioral Disorders, 16(1), 9-22.
Watson, L., Lord, C., Schaffer, B., and Schopler, E. (1989). Teaching Spontaneous Communication to Autistic and
Developmentally Handicapped Children. New York: Irvington Press
Video Modeling:
D’Ateno, P., Mangialpanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to
a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5-11.
Franzone, E., & Collet-Klingenberg, L. (2008). Overview of video modeling. Madison, WI: The National
Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.
Nikopoulos, C.K., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism.
Journal of Applied Behavior Analysis, 37(1), 93-96.
Sigafoos, J., O’Reilly, M., & de la Cruz, B. (2007). How to use video modeling and video prompting. Austin, TX:
Pro-Ed.
References
Movement:
Lang, R., Koegel, L. K., Ashbaugh, K., Regester, A., Ence, W., and Smith, W. (2010). Physical exercise and
individuals with autism spectrum disorders: a systematic review. Research in Autism Spectrum Disabilities. 4,
565–576.
Jansiewics, E. M., Goldberg, M. C., Newschaffer, C. J., Denekla, M. B., Landa, R., & Mostoffsky, S. H. (2006).
Motor signs distinguish children with high functioning autism and Asperger’s syndrome from controls. Journal
of Autism and Developmental Disorders, 36, 613–621.
Matson, M. L., Matson, J. L., and Beighley, J.S. (2011). Comorbidity of physical and motor problems in children
with autism. Research in Developmental Disabilities, 32, 2304-2308.
Pogrund, R., Sewell, D., Anderson, H., Calaci, L., Cowart, M.F., Gonzalez, C., Marsh, R.A., & Roberson-Smith, B.,
(2012) TAPS Orientation and mobility curriculum. TSBVI
Music:
Gold, C., Voracek, M., & Wigram, T. (2004). Effects of music therapy for children and adolescents with
psychopathology: A meta-analysis. Journal of Child Psychology and Psychiatry, 45(6), 1054-1063.
Lim, H.A. and Draper, E. (2011). The effects of music therapy incorporated with applied behavior analysis verbal
behavior approach for children with autism spectrum disorder. Journal of Music Therapy, 48(4), 532-550.