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(9) » 4. TipsScenarioSolutionStepsTips Organisation ~-Cooking Duration: 80 mins Goal: Cooking Length (step/minutes): 9 Level (1-3): 2 Number of slides: 6 Institution: LSBU Author: Name: Joe Mintz Contact: mintzjh@lsbu.ac.uk Note: 1 Scenario Organisation: Cooking Scenario 1: How to Make Scones Mark gets very anxious when undertaking new tasks and sometimes having people supervise him can cause more anxiety as he doesn’t like being watched. The HANDS tool could be used to help Mark to remember the steps needed in making scones, reducing the ”thinking load” required and thus help him be less anxious. It also means Mark can have help without feeling that he is being watched.

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(9) » 4. TipsScenarioSolutionStepsTips Organisation ~-Cooking Duration: 80 mins Goal: Cooking Length (step/minutes): 9 Level (1-3): 2 Number of slides: 6 Institution: LSBU Author: Name: Joe Mintz Contact: mintzjh@lsbu.ac.uk Note: 2 Solution Cooking – “Thinking Support” and Managing Anxiety Solution: Step by Step PT for making Scones 1.Pedagogical consideration: Think about the appropriateness of this scenario for your student. Talk it through with them first. Images may often be better than text, but not for every child. 2.Think about when this approach may be better than other methods (e.g. Where the child doesn’t respond well to close supervision as this makes him anxious) 3.Think, when planning the use of the intervention, about the medium-term goal. Do you want the child to get to the stage of making scones by themselves? 4.Think about home-school. Will the intervention be used in the school kitchen, or at home, or both! 5.Operation on CoMe: Create a PT that the child can access, guiding them through step-by-step on getting ready for making scones 6.Operation on CoMe: Create a reward for completing their scones (although an even better reward might be eating the scones!) Duration: 1 hour planning /preparation and + 20 minutes on CoMe.

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(9) » 4. TipsScenarioSolutionStepsTips Organisation ~-Cooking Duration: 80 mins Goal: Cooking Length (step/minutes): 9 Level (1-3): 2 Number of slides: 6 Institution: LSBU Author: Name: Joe Mintz Contact: mintzjh@lsbu.ac.uk Note: Steps (Create a PT 1 – 8): 1.Click on the PT icon next to your students profile 2.Click add a new story: 3. Give your PT template a name ”Making Scones” and allocate a reward by either selecting ”reward” you have already created or adding new rewards. Add the story 4. Click ’manage story steps’ icon: and add steps 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(9) » 4. TipsScenarioSolutionStepsTips Organisation ~-Cooking Duration: 80 mins Goal: Cooking Length (step/minutes): 9 Level (1-3): 2 Number of slides: 6 Institution: LSBU Author: Name: Joe Mintz Contact: mintzjh@lsbu.ac.uk Note: 4 5. Now you can add the description of your first step in the story and upload a picture: 6. Consider carefully which text/picture layout you will use – which will suit the child best? 7. Click on ‘Add step’:

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(9) » 4. TipsScenarioSolutionStepsTips Organisation ~-Cooking Duration: 80 mins Goal: Cooking Length (step/minutes): 9 Level (1-3): 2 Number of slides: 6 Institution: LSBU Author: Name: Joe Mintz Contact: mintzjh@lsbu.ac.uk Note: 5 8. Click on the green icon next to your first story step and you will be able to repeat steps 5 and 6 for adding as many story steps as you wish. 9. Once you have created your finished story board you can click on the ‘Add as Template’ button in the top left corner of the screen in order to share the story or use it again.

6. 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 Organisation ~-Cooking Duration: 80 mins Goal: Cooking Length (step/minutes): 9 Level (1-3): 2 Number of slides: 6 Institution: LSBU Author: Name: Joe Mintz Contact: mintzjh@lsbu.ac.uk Note: 6 Tips Tips: 1.What is an appropriate support on the phone for one child may not be appropriate for another child. 2.Inform other teachers what does and doesn’t work on one of the networks: school meetings, moodle or facebook group. 3.You may find, in some cases, with PTs such as ”Making Scones”, that the child only uses the PT a few times and then decides they can do it independently without HANDS. You may even find that the process of working with you on planning what steps to put on HANDS means that they become more confident about working on the task independently. This can still be regarded as a good outcome! 4.Some children may take time to get used to using HANDS and may find it a support for the task only after a period of use. They may need to practice going through the PT on HANDS first (perhaps a few times) before starting cooking. The level of ”offline” input that you may need to provide will also vary – you know the child best – use your judgement. Some children may find that the PT doesn’t help them. 5.Evaluate your efforts using report function on CoMe – especially where the PT has been very successful or didn’t work well – can you make suggestions as to what it was about the child that meant that it worked well for them or didn’t work well.

7. 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 Organisation ~-Cooking Duration: 80 mins Goal: Cooking Length (step/minutes): 9 Level (1-3): 2 Number of slides: 6 Institution: LSBU Author: Name: Joe Mintz Contact: mintzjh@lsbu.ac.uk Note: 7 4.It may help to go to the following related tunnels: Tunnel 2 – the metatunnel Independence training Health and hygiene Shopping How to work with rewards