1. S PEECH T HERAPIST R OLE AT W ORK S ITES & IN THE C OMMUNITY A CREA M C I NTOSH M ILA K HODZHAYEVA Y OLANDA P EREZ M ELISSA Y ORK

2. W ORKSITES / C OMMUNITY T RIPS P 79M Modell’s ABC Daycare Goodwill LifeSpire Autism Speaks Metropolitan Hospital COOP-TECH Target Deals Library Post Office Restaurants Supermarket

3. Importance of Speech Language Therapists at Work Site and in the Community We target student’s speech and language goals in the real world (natural generalization of skills) We support our students communication needs at work and in community (provide symbols, program devices) We promote peer-to-peer interaction in the community (through sabotage, modeling, scaffolding, etc.) We teach appropriate social interactions and behaviors in a real world setting

4. Speech and Language Goals/ Common Core Learning Standards asking/answering questions commenting/describing turn-taking topic maintenance vocabulary (circular, order form, aisle, sales associate, register, shopping cart) Sequencing problem solving summarizing and drawing conclusions use of AAC in the community

5. Planning and Collaboration with Classroom Teachers prepare our students for work create adapted books create differentiated worksheets program communication devices create communication boards sentence strips

6. Community Trips: DEALS/TARGET

7. Student’s Tasks: Taking orders from teachers in the school/ filling out order forms Collecting money from teachers Shopping for items for the teachers Delivering items to teachers with receipt and change

10. Planning and Collaborating with Teacher Create adapted books, differentiated worksheets (related to CCLS and curriculum), work journals Lessons on appropriate vs. inappropriate behavior Role play (practice asking/answering questions, problem solving skills) Jeopardy Games

11. Tyrone 18 year old male, non-verbal student uses mini iPad with Proloquo2go to communicate Goal: In one year, Tyrone will maintain interactions for 3 or more turns by accessing a voice output device in 4/5 trials during classroom and community activities interact with salesperson and clerk

12. Isabella 20 year old female, verbal student with Autism. Goal: In one year, Isamal will maintain interactions for 3 or more turns in 4/5 trials during classroom and community activities. Leads and direct peers through shopping trip, asks and answers questions.

13. Challenges/ Solutions promoting student independence time management Safety behavior management

14. Modells & Goodwill Worksites Modells 12:1:1 bilingual class Ages 19-21 Goodwill 6:1:1 students Ages 13-15

16. Student’s responsibilities at worksites: Modells: Working in a storage room putting alarm items to shoes, clothing items, and accessories. Every student has a different role and they rotate roles to allow everyone to have an opportunities to complete each task. Goodwill: Working on the floor to remove clothes from hangers by tag colors and place into plastic bags to be sent out. 4 students complete same task while 1 student collects hangers.

17. Walkiris Nonverbal Goals: Initiate and maintain interaction. Greeting. Tapping the arm or shoulder of communication partner who is facing away. Asking questions. Making comments.

18. Christopher In one year, Christopher will expand his language skills to communicate with others in his daily environment interacting with peers and adults, making requests, commenting, and responding to "wh" questions in 4 out of 5 trials. Create a First/Then Board to help the student understand the expectations at work. (First work Then Rest on chair). Create sentence strips for making requests from his adults/peers for help ( collecting hangers, holding bag for him to put clothing away) Students are allowed to look at books and DVDs at the store once they are ready to leave, Christopher will comment on which items he likes/doesn’t like through the use of visual symbols. Gotcha Bucks are only given to students when they return from worksite if they cooperated and completed their work appropriately.

19. Evaluating/Reinforcing What We Learned: Role play/model scenarios. Watch videos of students at worksite. Completing self-evaluation worksheets. Complete writing tasks. Distribute Gotcha Bucks (PBIS model).

20. Challenges Making session less teacher focused and more student focused by stepping away and letting students help one another. Don’t only focus on completing the work but also integrate peer-to-peer communication. Some roles require more interaction than others. Making sure everyone understands their roles and responsibilities.

21. Conclusion Overall goal is for students to be independent and self sufficient in the community Generalization of communication skills throughout various environments Promoting self esteem by working and earning money and developing assisted daily living skills