People First Language PD Catalogue EdPro Brochure
1. Student A interviews Student B Interview A A A A B B B B 2. Student B interviews Student A 3. Student A shares about Student B 4. Student B shares about Student A Interview
Take one minute and think of a student with whom you work or a son/daughter you support. Write his/her name down on your handouts and picture the person in your mind. As we progress through the session, try to bring the information back to that person and how the content can benefit him/her. How will you use what you learned to support him/her? Activity
The use of a procedure that enables the student to manage behaviors or environmental events previously not under his or her control (Litrownik,1982). Activity
Self Management is not Self Control Self Control Self Control: Covert or private events that an individual applies to situations which cause him or her trouble. Count to 10! Take deep breaths! What else can I do to maintain control??
Teaches or Improves… VOCATIONAL SKILLS ACADEMIC SKILLS SOCIAL SKILLS SELF HELP SKILLS
Again…. Be thinking about the individual whos name you wrote down earlier. What are his/her struggles? Does he/she struggle with academic, social, self-help, or vocational skills, or a combination? Given the areas in which he/she needs help… how will we use self-management to teach those skills?Be thinking about the individual whos name you wrote down earlier. What are his/her struggles? Does he/she struggle with academic, social, self-help, or vocational skills, or a combination? Given the areas in which he/she needs help… how will we use self-management to teach those skills?
1. ANTECEDENT CUE REGULATION 2. SELF MONITORING TWO MAJOR CLASSES
One or more procedures that a student manipulates (typically, physically), BEFORE and/or DURING engaging in an activity or behavior, in order to control or manage his/her behavior or environmental events (e.g., distressful events, unpredictability, order of events, selection of activities, …) ANTECEDENT CUE REGULATION ANTECEDENT CUE REGULATION
How much work do I have to do? What am I going to do now? What am I going to do next? When do I get to take a break? How long do I have to wait? What do I get for working? How long will it take? When do I get it? Predictability
Sarahs ScheduleSarahs Schedule Daily Oral Language(8:00-8:15) Daily Oral Language(8:00-8:15) Reading(8:15-9:30) Reading(8:15-9:30) Math(9:30-10:30) Math(9:30-10:30) Art(10:30-11:15) Art(10:30-11:15) Bathroom and Wash Hands(11:15-11:25) Bathroom and Wash Hands(11:15-11:25) Lunch(11:25-11:55) Lunch(11:25-11:55) Recess(11:55-12:30) Recess(11:55-12:30) Read Aloud(12:30-12:45) Read Aloud(12:30-12:45) Science(12:45-1:45) Science(12:45-1:45) Writing(1:45-2:00) Writing(1:45-2:00) Read My Book(2:00-2:30) Read My Book(2:00-2:30) Pack for Home(2:30-2:40) Pack for Home(2:30-2:40) Bus(2:40) Bus(2:40)
Sams Morning Routine Arrival and Self- Selected Reading
Please help Jason check off each line of his schedule as he completes it with his red marker. Jasons Schedule
Hotel Room Checklist Check clothes rack for 5 pants hangars and 5 shirt hangars. Replace as needed. Check clothes rack for 5 pants hangars and 5 shirt hangars. Replace as needed. Check all drawers for missing items (e.g. phone book, Bible, blanket). Check all drawers for missing items (e.g. phone book, Bible, blanket). Empty all trash cans. Replace cans with new liners. Empty all trash cans. Replace cans with new liners. Remove all dirty linens. Remove all dirty linens. Make bed with clean linens. Make bed with clean linens. Dust all furniture in the room (e.g. tables, lamps, pictures, walls and mirrors). Dust all furniture in the room (e.g. tables, lamps, pictures, walls and mirrors). Vacuum the entire room under tables and around bed. Vacuum the entire room under tables and around bed. Clean entire bathroom (sink, tub, toilet, and mirror). Clean entire bathroom (sink, tub, toilet, and mirror). Call front desk to let them know the room is clean. Call front desk to let them know the room is clean. Turn off all lights before leaving room. Turn off all lights before leaving room.
Pull down your pants 1. Pull down your underwear 2. Stand at or sit on the toilet 3. If you sat on the toilet wipe with paper 4. Pull up your underwear 5. Pull up your pants 6.
MY U.P.S. JOB Load boxes onto cart Take cart to truck Load boxes onto truck Clock in Obtain cart Check with supervisor Tell supervisor 7
Auditory Prompting System 1.Get off bus. 2.Walk with 5 th grader to 2 nd grade classroom. 3.Take off backpack. 4.Take off coat and hang it up. 5.Unpack backpack. a.give note to teacher if I have one. b.put lunch in cubicle. c.put reading book in desk. 6.Choose a book from the book basket. 7.Choose a place to read- (at desk, in reading corner, in the big chair). 8.Read with desk mate until teacher calls us. Example: Completing Sams Morning routine
Completing Sams Morning Routine (Auditory Prompting Example) PromptWait time Good morning Sam! Are you ready to get off the bus and go to your class? Lets go. 15 seconds Walk down aisle of the bus and down stairs. 30 seconds Now, locate your 5 th grade buddy and tell him good morning. 30 seconds Walk with 5 th grade buddy to your 2 nd grade classroom. 120 seconds Enter room and take off your backpack and lay it on the floor in front of your cubicle. 15 seconds Now, take off your coat and hang it in your cubicle. 15 seconds Unzip your backpack and unpack it. You may need to give a note to your teacher, a book to put in your desk and/or put your lunch in your cubicle. 90 seconds Now, go to the book basket and choose a book you would like to read. 60 seconds Choose as place to read- at your desk, in the reading corner or in the big chair. 15 seconds Read with your desk mate until the teacher calls you. 5 minutes Great job Sam! You are really learning your morning routine!
Cleaning an office (Audio Prompting Example) PromptWait time Hi _________. Are you ready to work? Then get the trash bag and bring it to station #1. 45 seconds Remove the chairs from the station. 30 seconds Great, now remove garbage bag from first trash can. 60 seconds Now, remove garbage bag from second trash can 60 seconds Good, now get a new trash bag. 20 seconds Open the trash bag. 30 seconds Put bag in trashcan. 15 seconds Great, now get another bag and open it. 30 seconds Put bag on second trashcan. 15 seconds Now, put the cans on top of the desk. 20 seconds Ok, now get the vacuum from the office. 60 seconds Uncoil the cord. 120 seconds Plug the cord into an outlet. 30 seconds Turn on the vacuum and you are ready to vacuum. 15 seconds Vacuum under the table. 120 seconds Be sure to vacuum all the way to the wall. 60 seconds You are doing a great job. 60 seconds
Coming to Class with Needed Materials Name_________________________________ Week of__________________ Do I have Monday Tuesday Wednesday Thursday Friday my pencil my notebook my textbook paper to write on
1. What would make sense? 2. Does ____ make sense? 3. Would ____ fit here? 4. Look at the picture? You said ______. Does that make sense? 5. Think about what is happening in the story. You said ______. Does that make? 6. What do you think it could be? Bens Reading Helper
Planets MercuryMy VenusVery EarthExcellent MarsMother JupiterJust SaturnSent UranusUs NeptuneNine PlutoPizzas My very excellent mother just sent us nine pizzas
Math (Order of Operations) Pretty Please, My Dear Aunt Sally owersowers arenthesesarentheses ultiplyultiply ivideivide ndnd ubtractubtract 2 2(4+7) x 8 - (22+4).. 9 = ??????
Choose a topic Determine your audience Find out about, select and order your information Appropriate forms 1.Form Your Intentions 2.Composing and Drafting Get your thoughts down on paper Revise as you go 3.Correcting and Publishing Publish Proofread 4.Outcomes Share audience response The Writing Process
PROBLEM??? & (THINK)
STAYING OUT OF FIGHTS 1. & COUNT TO TEN 2. Decide What The Problem Is 3. I Could... Think about Your Choices 4. Act On Your Best Choice
Responding to Teasing THINK ABOUT YOUR CHOICES Ignore It In a Friendly Way; Say How You Feel Give The Person a Reason To Stop & Count Act on Your Best Choice
1 STOP! Before you do anything.Take 2 deep breaths. 2 THINK!! What just happened ? What was going on? What was said? What was done? Who said it? Who did it? Were there any rules broken? Which one(s)? What were the expectations? 3 How do you feel? embarrassed angry frustrated relieved happy sad worried alone confused confident disgusted frightened enraged ashamed cautious smug depressed overwhelmed lonely jealous bored surprised anxious shy
Why do you feel what you are feeling? Because …. I failed I was left out I was accused of something I didnt do. Nobody likes me Someone teased me Im not needed Im not smart I was doing something I shouldnt have I looked stupid in front of my peers OTHER 4 5 Was what was said or done reasonable?? Would I say/do the same thing if I were in ______ s place? How would I feel if he/she said or did that to me??? 6 What could I do? What are all my choices or options? What are the pros and cons of each as it relates to how it affects peers, teachers, me How do the choices affect others ability to do what they are supposed to do?
What do I want to happen as a result of my choice? please the teacher? make the teacher mad? get my job done? be by myself? get someones attention? make a peer or friend mad? please a peer or friend? hurt someone? make someone laugh? tease someone? other? 7 8 Choose an Option! 9 Evaluate your Choice Was it successful? Did it get the results you wanted?
Jessicas Mad/Angry Cards Jessicas 1 2 deep breaths THINK!! 3 How do you feel? HAPPY MAD SAD SCARED 4 WHY? 5 What could I do? Wait Share Talk Say Please Walk Away.. 6 CHOOSE Great Job Jessica! Jessica!
Say to myself, I want this, but I just cant take it 1 Say, It belongs to ____. 2 Think about your choices: a. I could ask to borrow it. b. I could earn money to buy it. c. I could ask the person to trade. d. I could do something else. 3 Act out your best choice. 4 Say, Good for me. I didnt take it! 5
& …. 7. to 8....sorry 9. (wait & cool off) (go to another game) (share & take turns) (talk it out) (make a deal) (walk away) (tell them to stop) (apologize) (ignore it) Coping Strategies
Before I Say it...
Hand Up Mouth Closed Wait Until Teacher Acknowledges Speak Yes? Raise Your Hand to Speak
Thinking of the student/person you identified earlier, think of a behavior he/she needs to learn (academic, social, vocational, self-help). What are the steps you or a typical person go through to do the same skill? Based on the info I just shared with you, design an ACR Antecedent Cue Regulation Strategy for the student to teach him/her the skill. Refer back to examples if needed. What will it look like (format, design…) Pair up and share with a partner. Whole group share. Activity
A PROCEDURE THAT HELPS A STUDENT IDENTIFY A SPECIFIC RESPONSE, DETECT WHETHER THE RESPONSE IN QUESTION HAS OCCURRED AND MAKE SOME RECORD OF THE RESPONSE. self monitoring
ANTECEDENT CUE REGULATION ANTECEDENT CUE REGULATION TYPES ~ Marking a card or a chart upon completing a task. ~Hitting a counter ~Recording the time it takes to complete a task(s) ~Combination
Take Home Checklist Do I need… Math notebook textbook compass ruler protractor handout(s) Spelling spelling list Language Arts textbook workbook Science textbook workbook handout(s) vocabulary book notebook handout(s) Social Studies notebook textbook handout(s) workbook P.E. study guide Other stuff I might need Assignment sheet Crayons Colored pencils Loose leaf paper Date______ EBS book Note for Mom or Dad Permission slip Report card 25 X 80= 2000
SELF MONITORING - SUBTRACTION BILLY: 1. I copied the problem correctly 2. I regrouped when I needed to (top number is bigger than bottom). 3. I borrowed correctly (number crossed out is one bigger) 4. I subtracted all the numbers 5. I subtracted correctly
Casey: 1. I underlined all the top numbers that were smaller than the bottom. 2. I crossed out only the number next to the underlined number and made it one less. 3. I put a 1 beside the underlined number. 4. All the numbers on the top are bigger than the numbers on the bottom.
Writing a Paragraph 1.Did I indent at the beginning? 2.Did I write at least three sentences? 3.Do the subject and the verb agree in each of my sentences? 4.Does my paragraph have a main idea? 5.Do the other sentences support the main idea? 6.Did I capitalize at the beginning of each new sentence? 7.Did I use correct punctuation?
Start here Great job! Keep it upDoing good Good start Halfway there Almost there
HappyWorriedFocused DisappointedConfusedSad FrustratedAngryScared How Do I Feel Today? Date ________________ (check one)
Lunch Box Reminder MondayTuesdayWednesdayThursdayFriday Did I bring my lunch box to Ms. Johnsons class? Total # of times I remembered my lunch.____ Did I bring my lunch box to Ms. Johnsons class? Total # of times I remembered my lunch.____ Did I bring my lunch box to Ms. Johnsons class? Total # of times I remembered my lunch.____ Did I bring my lunch box to Ms. Johnsons class? Total # of times I remembered my lunch.____ Did I bring my lunch box to Ms. Johnsons class? Total # of times I remembered my lunch.____ Ms Johnsons and JRs agreement about him bringing lunch: _________________________________________________________________________________________ Ms Johnsons and JRs agreement about him bringing lunch: _________________________________________________________________________________________
Implementing Self Management Strategies Implementing Self Management Strategies 1. Operationally define target behavior(s) 2. Identify functional and individualized reinforcers 3. Design self management method 4. TEACH the student to use the self management method A. TEACH the student to recognize the target behavior(s) B. TEACH the student the self management method C. REINFORCE the target behavior AND successful self management D. Teach in one context
self monitoring Pair up with someone with whom you have not paired up with before. Between the two of you, identify a skill/behavior you need to teach someone with whom you work/support. Again, think about the steps or process you or a some other person (age similar) go through to so the skill you want to teach. Based on that, in your pairs, design a self- monitoring strategy for the person to teach him or her to engage in a behavior OR decrease a behavior. Pairs share with another pair. Whole group share.
Questions, Thoughts, or Concerns Questions, Thoughts, or Concerns Feedback: Feedback: On an a piece of paper write down 2 things you liked and 1 thing we could do to improve the session and 1 thing you will implement when you go back to school this week.