1. Embedding CLM into Daily Instruction by Jaimie Elizabeth Gatto Salt With Assistance by Ingrid Beck, Karen Taylor, and Judy Hengst

2. What skills are needed for a child to buy lunch in the cafeteria?

3. Reader- read daily menu Observer- what are the choices Problem solver- figure out what to buy and be flexible when desired food isn’t an option Talker- ask for food item and respond to questions Participator- take part in the process of picking out lunch (based on needs) Listener- listen to cafeteria worker CLM helps develop these skills!

4. Competent Learner Model (CLM) 101 Focuses on developing skills that allow an individual to be successful and more independent in all environments Based on the strategies of Applied Behavior Analysis including functional analysis, prompting, fading, shaping, and reinforcing appropriate behaviors The foundations of CLM include the seven repertories, appropriate curriculum, effective teaching strategies, and a structured environment for learning.

5. Repertoires Thorough CLM implementation, students work on increasing their skills through each repertoire. A repertoire is a “dynamic entity consisting of a variety of response forms that are emitted under identifiable conditions” (Tucci, 2006.) The repertoires include Participator, Problem-Solver, Listener, Observer, Talker, Reader, and Writer

6. Goal of Resource Book Embed CLM skills into daily routine This book is designed to help teachers not just in CLM classrooms, but also for teachers working with students with complex learning needs, feel more comfortable with their classroom structure. Part 1 concentrates on embedding CLM skills into the daily schedule. Part 2 looks more closely at leisure/play skills in both non-directed and peer- directed formats.

7. CLM Resource Book Includes… Description of activities List of CLM embedded repertoires Teacher suggestions Full lesson plans with targeted repertoires Suggestions for teaching play skills

8. Part 1: Daily Schedule

9. Calendar

10. Description: This is a component of most morning meetings. Repertoires: (Talker, Listener, Observer, Reader, Problem-Solver, Writer, Participator) Suggestions: 1. Have students hand cards to each other to put on the Morning Meeting board- Participator 2. Copy days, weeks, months, weather from board- Writer, Observer, Participator, Reader 3. Sabotage and hand student the wrong card (Wednesday instead of Friday). See if the student corrects the mistake- Problem Solver, Observer 4. Human Weather Bear- Have the students pick clothing from a bag that the teacher should wear that day- Observer, Problem Solver, Listener, Talker, Participator

11. Attendance

12. Description: Students can take attendance in a variety of ways. In my classroom, there are cards attached with Velcro on our door. The students take turns putting each child’s card and teacher on the “In school” or “Absent” sections of the door. Repertoires: (Talker, Listener, Observer, Reader, Problem- Solver, Participator) Suggestions: 1. Is _____________________ here? Yes or no?

13. Cooking Projects

14. Description: Students take part in cooking healthy and fun snacks in the room. Recipes including ingredient lists and directions are read and followed using visuals if needed. Repertoires: (Talker, Listener, Observer, Reader, Problem- Solver, Participator) Suggestions: This is a good opportunity to make mistakes in the directions process (like putting butter in the bowl without opening it first) to see if the students correct the errors (problem-solver, observer, talker.)

15. Restaurant Day

16. Description: Each June, we hold this special event in the classroom. Throughout the year, the students work on reading from menus, ordering, paying for requested items, and using table etiquette. On Restaurant Day, the teachers take on the role of servers with a mock restaurant held in the classroom. Repertoires: (Talker, Listener, Observer, Reader, Problem- Solver, Writer, Participator) Suggestions: Even though we order plenty of food for the group, this often becomes a lesson on problem-solving if the “restaurant” runs out of the item that you prefer.

17. Grammar- Syllables Writing- Acting out prepositions Reading- Inference Math- Paying for Items using “Dollar Up” Science- Sequencing life cycle of a butterfly Science- Human Weather Bear Social Studies- Differences (based on Martin Luther King Jr. Day) Lesson Plans

18. Part 2: Leisure/Play Skills

19. Play Skills As one of the primary occupations of childhood, play aids in cognitive, social, and emotional development In the early stages of play, teachers can work with students to learn appropriate ways to interact with toys through toy manipulation. Children with ASD tend to gravitate to sedentary play and demonstrate more stereotypic behaviors during the object manipulation.

20. Non-Directed Talker, Listener, Observer, Reader, Problem-Solver, and Participator. Begin with pairing. A choice board can be presented with various play options. Reinforcement should be presented using the appropriate schedule for the child. Teach play skills systematically 1. Identify reinforcing items 2. Develop task analysis to sequence skills 3. Teach skills using prompt hierarchy and only necessary materials 4. Fade prompts as needed 5. Work toward generalization

21. Peer-directed (Can incorporate all repertoires) Can start with neutral toys and children sitting together and sharing materials Peer models- reverse inclusion Build game time into schedule Have students work on creating a project together

22. Benefits of Project Students- As teachers incorporate these ideas into their classroom, the students will benefit from the continued practice with the CLM repertoires as evidenced by the Competent Learner Model Assessment (CLRA.) Teachers- Educators get new ideas, consider the structure of their classroom, and reflect on how to incorporate the CLM repertoires into the daily routine. Personal- I now consider repertoires being targeted and restructured leisure time in my classroom.

23. Summary With a focus on teaching functional life skills and generalization, it is important to look at the various CLM repertoires and determine how they can be embedded into the daily routine of the classroom. Even though this book is focused on the here and now, CLM ultimately is helping to prepare learners for the future. By fostering these skills, children can work toward gaining independence and developing social skills needed for employment, daily living, and general success in society.

24. Thank you!