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HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?

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Presentation on theme: "HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how?"— Presentation transcript:

1 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations 1 Scenario Preparing for difficult situations Scenario 1: Knowing what to say to the bus driver Charles has been learning how to get the bus at school with his teacher. He would now like to be able to get the bus independently to and from school everyday. However, he feels nervous about approaching the bus driver and knowing what to say to them. The HANDS tool could be used to help him to know what to say to the bus driver and in turn make him feel more confident when doing so.

2 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations 2 Solution Preparing for difficult situations Solution: Knowing what to say to the bus driver 1.Pedagogical consideration: Think about the appropriateness of this scenario for your student. Talk it through with them first. Think about the language you use on the phone to support your student. 2.Pedagogical consideration: Collaborate with parents to find out what time your student gets the bus. 3.Operation on CoMe: Create an intervention to prompt the child to look at their PT on ”what to say to the bus driver” 4.Operation on CoMe: Create a PT that the child can access guiding them through step- by-step on ”what to say to the bus driver”. You could even take photos with the child of the scenario. 5.Operation on CoMe: Create a reward for getting the bus independently and set goals with the child. 6.Pedagogical work: Practice with the child. Duration: 1 hour practicing and taking photos + 30 minutes on CoMe.

3 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations Steps (Create a PT 1 – 8): 1.Click on the PT icon next to your students profile 2.Click add a new story: 3. Give your PT template a name and allocate reward points by either selecting reward points you have already created or adding new reward points. Add the story 4. Click ’manage story steps’ icon: and add steps 3 Steps

4 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations 4 5. Now you can add the description of your first step in the story and upload a picture: 6. Click on add step:

5 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations 5 7. Click on the green icon next to your first story step and you will be able to repeat the steps 7 and 8 for adding as many story steps as you wish. 8. Once you have created your finished story board you can click on the Add as Template button in the top left corner of the screen in order to share the story or use it again. You have now completed your PT. You will next need to create an intervention.

6 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations 6 Steps (Intervention:1 – 11): 1.Click on the interventions tab within HIPD: 2. To add a new intervention: click on add intervention at the bottom of the screen 4. Give your ’shell’ intervention a name (something like ’travelling independently’) and allocate start and end dates. 5. If you want the prompt to make a sound make sure you tick the speaker icons. 6. Save your intervention.

7 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations 7. Click on the Add Prompt icon next to your intervention 8. Decide if you want a ’question’ prompt (such as: Have you thought about what to say to the bus driver?) or a string prompt (such as: Look at your PT for knowing what to say to the bus driver) and fill in the message 7 Steps

8 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations 8 9. Click on the PT drop down list and select the PT that you have created so it appears after the child is prompted on the phone. 10. You will need to create two separate prompts for the morning and the evening.

9 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations If you selected a closed question prompt you can now add your answers by clicking on the intervention to view your prompt question and then on the manage answers icon: 12. Add your answers in the text box and click the green button:

10 HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(20) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 1 1/2 hours Goal:Preparing for difficult situations Length (step/minutes): 20 Level (1-3): 2 Number of slides: 10 Institution: LSBU Author: Name: Corinne Branch uk Note: You can adapt this scenario for similar situations 10 Tips Tips: 1.What is an appropriate support on the phone for one child may not be appropriate for another child. 2.Inform other teachers what does and doesn’t work on one of the networks: school meetings, moodle or facebook group. 3.Question prompts are useful as you can assess how the child is progressing and it is more interactive for the child. However the Open question format requires greater ICT and writing skills as the child will have to type in their answer to the question you have posed using the keyboard on the phone. 4.Evaluate your efforts using report function on CoMe. 5.It may help to go to the following related tunnels: Tunnel 2 – the metatunnel Independence training Social skills are used everywhere – so is Hands Walking home from school alone


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