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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal:Appropriate use of the phone to support social skills Length (step/minutes): 6 Level (1-3): 1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: branchc@lsbu.ac.uk Note: 1 Scenario Scenario 1: Social Skills are used EVERYWHERE. So is HANDS! Carl has been learning about how to behave appropriately in a social situation at school in his Personal, Social and Health Education lessons. With teachers guidance and prompting he has learnt how to make friendships, greet strangers and play appropriately with friends. This coming weekend his mum and dad are taking him to a social gathering with friends and family, which includes some people he knows but also others that he has never met. He feels comfortable being able to use the social skills he has learnt at school, but nervous about being able to transfer them appropriately outside of school without the support of his teachers. The HANDS tool could be used to help him to generalise and transfer these skills into new situations and in turn make him feel more confident about how and when to use them outside of the school environment.

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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal:Appropriate use of the phone to support social skills Length (step/minutes): 6 Level (1-3): 1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: branchc@lsbu.ac.uk Note: 2 Solution Solution 1: Social skills are used EVERYWHERE – so is HANDS 1. Why should HANDS be used? HANDS is a cognitive support system which is on a mobile phone – it can be picked up and transported anywhere with the child, unlike their teacher! Furthermore, social skills should be practiced and transfered to real life situations. There may be instances where the child is independent of adult help or simply does not want adult help and in which the child may be more motivated to use a ’cool’ mobile phone which does not make them stand out from the crowd or draw attention to themselves. 2. Thinking about using HANDS in the most appropriate social situation: HANDS can be used to support discrete learning of social skills at school in which the teacher can model, prompt and guide the student in their learning. However, social skills are also used at home, with friends outside of school, in groups and clubs and in town. You will need to think about whether the social situation is appropriate for the child and how well they can cope with using the phone to help them rather than an adult. 3. Thinking about using HANDS to support the appropriate social skill: Is it something the child can do already? If it is not then they will probably need to be taught it discretely first. Is it something that they feel comfortable doing independently? You may need to do some trial runs with them first and reduce the amount of intervention from support. Is it something that is appropriate to the child? From your knowledge, colleagues knowledge and parents knowledge of the child you should be able to judge if the skill is something that they are already able to do without support or if it is something that they would benefit from learning. Set it at the right cognitive level for the individual child and allow them to develop their learning with it. Do not be scared of altering the difficulty of the skill.

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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal:Appropriate use of the phone to support social skills Length (step/minutes): 6 Level (1-3): 1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: branchc@lsbu.ac.uk Note: Steps: How could HANDS support social skills outside of school? 1.Use the Personal Trainer (PT) to allow the child to access the skills they have learnt at school anytime and anywhere they want to. You could be creative and make up videos for the PT. 2. Put the social event in the calendar (HIPD) so they are prepared for it and prompt them to think about their social behaviour. 3.Connect the PT to the event in the diary (HIPD) so that they can associate the skills that they have learnt with practicing or using them at the social event. 4.Collaborate with others to check accuracy and relevancy of the social skills and social events outside of school. 5.Go through what you have put on the phone with the child and help them to practice it first. 6.Keep it up-to-date, fun and relevant for the child – you will need to assess that it is not too easy or difficult for them and keep checking on this. continue » 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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal:Appropriate use of the phone to support social skills Length (step/minutes): 6 Level (1-3): 1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: branchc@lsbu.ac.uk Note: 4.Go to the following tunnels for additional help on setting up support on the phone: Why HANDS – (tunnellink)Why HANDS – Knowing what to say to the bus driver(tunnellink)Knowing what to say to the bus driver Independence training(tunnellink)Independence training How to work with motivation(tunnellink)How to work with motivation continue » 4 Steps

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(6) » 4. TipsScenarioSolutionStepsTips Content description: Duration: Ongoing Goal:Appropriate use of the phone to support social skills Length (step/minutes): 6 Level (1-3): 1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: branchc@lsbu.ac.uk Note: 5 Tips What is an appropriate support on the phone for one child may not be appropriate for another child. Think carefully about the language you use on the phone in authoring your scenarios to the child. The child may eventually use it independently so it needs to be something they can understand fully. Be creative and flexible. If your scenario doesn’t work don’t worry. Try again and tell other teachers what does and doesn’t work on one of the networks: school meetings, moodle or facebook group. Go to the overview of tunnels on ”Why HANDS?”(tunnellink)Why HANDS?”