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(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration:ongoing Goal: Self Awareness Length (step/minutes): 9 Level (1-3):1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: Note:Use this tunnel when thinking about broader issues in integrating HANDS into your teaching practice. You can then move onto level 2 tunnels. 1 Scenario Scenario 1: Child’s Self Awareness Hugo has been trying to set up strategies for a student who is disorganised on his way to and from school. The student’s mother would greatly appreciate it if her son could help out in the morning and pack his own school bag, remember to brush his teeth, wash his face and get dressed. The teacher and parent have agreed about how to set this up on HANDS and the teacher has done so. However, the student does not see this as something he has difficulty with and fails to see why he should have to use the phone to do so. He is unmotivated and as a result rejects using the phone to learn about getting organised in the morning.

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(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration:ongoing Goal: Self Awareness Length (step/minutes): 9 Level (1-3):1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: Note:Use this tunnel when thinking about broader issues in integrating HANDS into your teaching practice. You can then move onto level 2 tunnels. 2 Solution Solution: Child’s self awareness 1.Why is self awareness important? Results from the evaluation of Prototype 1 have shown that a child needs to recognise and associate with the following: A.That the scenario that you are trying to help them with really is something they find difficult or something that they need to work on. B.That the solution that you are offering them really is necessary and the best approach for them in helping them to deal with it. 2.If they do not agree with you then it is unlikely that they will feel any ownership of the scenarios on the phone, any responsibility towards enacting them and any motivation in using the phone. 3.If the child is complicit and actively involved in the scenarios that are designed and put onto the phone for them then it is more likely to improve their emotional wellbeing and sense of accomplishment in achieving the tasks. 4.If the thing you want the child to do is really important and they are resisting, then the type of reward you give them is even more important. Duration: Ongoing

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(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration:ongoing Goal: Self Awareness Length (step/minutes): 9 Level (1-3):1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: Note:Use this tunnel when thinking about broader issues in integrating HANDS into your teaching practice. You can then move onto level 2 tunnels. Steps: What should you do when using HANDS? 1.Set clear expectations for the child and try to move them toward thinking about independence in certain domains rather than reliance. 2.Talk with the child about what they want put on the phone. 3.Make real and achieveable goals – not too hard and not too easy. 4.Allow the child to have an ongoing role – if they think the goals are too difficult then adapt them. If they think they would like different goals work together to change them. 5.Be open to changing the goals so they don’t become static or boring for the child. 6.Allocate reward points, but make the goal something concrete to encourage ongoing usage – eg. A trip somewhere, some freetime at school to choose an activity they like, etc. Make sure you keep up to date with the reward points so you know where they are up to and how close they are to achieving their target. 7.Talk to other professionals who know the child and to the child’s parents for their advice. You will all need to agree on a strategy that is appropriate and all support it. 8.Use the report system on CoMe to see if the child is actually using the functions on the phone, which ones they are using and how often. 9.Customise the phone to show them that it is theirs to ’own’ and to motivate them in using it. 3 Steps

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(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration:ongoing Goal: Self Awareness Length (step/minutes): 9 Level (1-3):1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: Note:Use this tunnel when thinking about broader issues in integrating HANDS into your teaching practice. You can then move onto level 2 tunnels. 4.Go to the following tunnels for additional help or linked ideas: Why HANDS – meta tunnel Independence training Improving collaboration Evaluate your teaching strategies Opportunity for customisation HANDS – start here How to work with rewards continue » 4 Steps

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(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration:ongoing Goal: Self Awareness Length (step/minutes): 9 Level (1-3):1 Number of slides: 5 Institution: LSBU Author: Name: Corinne Branch Contact: Note:Use this tunnel when thinking about broader issues in integrating HANDS into your teaching practice. You can then move onto level 2 tunnels. 5 Tips 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 wrong kind of language could turn a child off using the phone. Be creative and flexible – don’t keep it static! Tell other teachers what does and doesn’t work on one of the networks: school meetings, moodle or facebook group. Overview of tunnels on ”Why HANDS?”(tunnellink)Why HANDS?”