independence in assistive technology cindy cavanagh, ccc-slp, atp teresa wyant, ccc-slp, atp...

Independence in Independence in Assistive TechnologyAssistive Technology

Cindy Cavanagh, CCC-SLP, ATP Cindy Cavanagh, CCC-SLP, ATP Teresa Wyant, CCC-SLP, Teresa Wyant, CCC-SLP, ATPATP

[email protected]@aea9.k12.ia.us [email protected]@aea9.k12.ia.us

Some general considerationsSome general considerations

Whatever your title, consider Whatever your title, consider yourselves the facilitators of yourselves the facilitators of learning. learning.

Roles and relationships between Roles and relationships between teachers and teacher’s aides vary.teachers and teacher’s aides vary.

Our job at the end of the day is to Our job at the end of the day is to know that we created environments know that we created environments in which students have had the in which students have had the greatest opportunities to act greatest opportunities to act independently in their environments.independently in their environments.

Review of the packetReview of the packet

1.1. You, the You, the peoplepeople, in the student’s , in the student’s environment - a reflectionenvironment - a reflection

2.2. What does “student What does “student independenceindependence” ” mean to you?mean to you?

3.3. Project the Project the goalgoal

4.4. Making the case for Making the case for independent independent experiencesexperiences

5.5. Some thoughts on Some thoughts on general general independenceindependence

Review of the packet – cont.Review of the packet – cont.

6.6. The order of events – a timelineThe order of events – a timeline

7.7. AT and the order of events – another AT and the order of events – another timelinetimeline

8.8. Things that must be trueThings that must be true

9.9. Facilitator behaviors and skills Facilitator behaviors and skills a.a. Determine if the student has the skill or not.Determine if the student has the skill or not.

b.b. If he has the skill, why doesn’t he use it?If he has the skill, why doesn’t he use it?

c.c. If he has the skill and doesn’t use it, what can If he has the skill and doesn’t use it, what can I do?I do?

10.10. Student Skill issuesStudent Skill issues

11.11. Followup planFollowup plan

1. The People in the Student’s 1. The People in the Student’s EnvironmentEnvironment

Each person has specific roles.Each person has specific roles.We can all create an environment We can all create an environment

rich in independent experiences.rich in independent experiences.The role of facilitating independent The role of facilitating independent

experiences can belong to anyone.experiences can belong to anyone.Teams will benefit from acting from a Teams will benefit from acting from a

common base of knowledge and common base of knowledge and beliefs regarding independence.beliefs regarding independence.

1. (cont.) Reflection1. (cont.) Reflection

Complete the first three columns in Complete the first three columns in the reflection.the reflection.

Mark your first response.Mark your first response.The reflection is for your own The reflection is for your own

personal use only. personal use only. Keep the reflection page for Keep the reflection page for

completion of the fourth column at completion of the fourth column at the end of the session. the end of the session.

2. Independence – the word2. Independence – the word

What does the word, What does the word, independenceindependence, , mean mean to you?to you?

Record your synonyms for the word and Record your synonyms for the word and share those with your team. share those with your team.

Record your thoughts or feelings when you Record your thoughts or feelings when you hear the word and share those with your hear the word and share those with your team. team.

As a team, develop a definition for the As a team, develop a definition for the word, word, independence.independence.

As a team, list five things that one of your As a team, list five things that one of your student does independently according to student does independently according to your definition of “independence.” your definition of “independence.”

3. The Goal: When we have 3. The Goal: When we have done our job well, the child will done our job well, the child will

think in one of these ways:think in one of these ways:

““Wheeeeee! I can do it myself!”Wheeeeee! I can do it myself!”

OROR““Get your hands off me! I can do it Get your hands off me! I can do it

myself!”myself!”Complete the speech bubbles with Complete the speech bubbles with

words you might say when you did words you might say when you did something yourself. something yourself.

4. These things are true about 4. These things are true about Independent ExperiencesIndependent Experiences

Students learn from experience.Students learn from experience. If the student has experiences, that If the student has experiences, that

student can learn. student can learn. If a student does NOT have experiences, If a student does NOT have experiences,

that students cannot learn.that students cannot learn. If someone else has the experience, THAT If someone else has the experience, THAT

PERSON may learn, but the student does PERSON may learn, but the student does not.not.

If the student has the experience, that If the student has the experience, that student can learn.student can learn.

I want a door prize. Demonstrate that point, please.

5.5. General Independence: General Independence:

A few reasons why students A few reasons why students should do it themselvesshould do it themselves

Reasons:Reasons: Doing it Doing it forfor students creates passivity. students creates passivity. Doing it alone builds competence and high Doing it alone builds competence and high

personal expectations.personal expectations. Unnatural prompts creates a continued need for Unnatural prompts creates a continued need for

unnatural prompts.unnatural prompts. Doing things independently can be more dignified.Doing things independently can be more dignified. It is more age appropriate to do things without It is more age appropriate to do things without

assistance.assistance. Learning can occur when the student does things Learning can occur when the student does things

independently.independently. Independent opportunities are opportunities for Independent opportunities are opportunities for

assessment.assessment. Success breeds success and increased Success breeds success and increased

independence breeds more natural interactions in independence breeds more natural interactions in the environment.the environment.

What I want the student to do.

The natural

indicator

The Goody

The Payoff

The GoldThe ___

6. Order of Events

6. (cont.) Order of events6. (cont.) Order of events

Find the timeline cutout and Find the timeline cutout and worksheet in your pages. worksheet in your pages.

Listen to the examples and identify Listen to the examples and identify the clear natural indicator, the the clear natural indicator, the anticipated student behavior and the anticipated student behavior and the reinforcement. reinforcement.


The natural

indicator

The Goody

The Payoff

The GoldThe ___

7.7. AT and order of eventsAT and order of events

At and IndependenceAt and Independence

AT is not the goal.AT is not the goal.The goal is “what we want the The goal is “what we want the

student to do.”student to do.”AT can be introduced to provide a AT can be introduced to provide a

way for the student to do something way for the student to do something or to do something more effectively.or to do something more effectively.

I want a door prize. Demonstrate that point, please.Identify #1, #2, #3 and the ATin each of the following examples. Use your cutouttimeline to help you.


The natural

indicator

The Goody

The Payoff

The GoldThe ___

7. AT and order of events and the appearance of the “Do it! Do it!”

Do it ! Do it!


Using the same examples,insert the “Do it! Do it!” item.

8. Things that must be true 8. Things that must be true before I do it myself.before I do it myself.

I have to want to do it myself.I have to want to do it myself. I have to know how to do it. (candy example)I have to know how to do it. (candy example) I must recognize the natural indicator.I must recognize the natural indicator. I have to have time to understand that I am I have to have time to understand that I am

supposed to do it.supposed to do it. If I use something to do it, that things has to be If I use something to do it, that things has to be

available and working at the time of the natural available and working at the time of the natural indicator.indicator.

I have to be uninterrupted.I have to be uninterrupted. I have to “not get it right” sometimes.I have to “not get it right” sometimes. I need time to assess the situation and see how I I need time to assess the situation and see how I

did.did. I have to have a chance to fix it myself. I have to have a chance to fix it myself. I have to get it right a lot of times.I have to get it right a lot of times. I should be provided with the natural I should be provided with the natural

consequences of doing it myself. consequences of doing it myself.

8. Things that must be true 8. Things that must be true before I do it myself.before I do it myself.

The FamousCandy ExampleGetting candy from the “jar.”

Know the answer to this Know the answer to this question: Does the student question: Does the student

have the skill?have the skill?

I have the skill.I don’t have

the skill.

9. Facilitator Behaviors and 9. Facilitator Behaviors and SkillsSkills

Know which circle is true.Know which circle is true.

You must know this before proceeding toward You must know this before proceeding toward independent behavior.independent behavior.

There is a relationship between acquisition and There is a relationship between acquisition and independence (learn through doing).independence (learn through doing).

If independence does not occur in the presence of If independence does not occur in the presence of an available skill, we can change the environment an available skill, we can change the environment (not the student) to increase independence.(not the student) to increase independence.

I have

the skill.

I don’t have

the skill.

I’m nervous.I’m nervous. I’m not motivated to do it.I’m not motivated to do it. I’m tired, sick or otherwise physically unable.I’m tired, sick or otherwise physically unable. I don’t know that I’m supposed to do it.I don’t know that I’m supposed to do it. I don’t realize that I have the skill to do it myself.I don’t realize that I have the skill to do it myself. I’ve never done it alone.I’ve never done it alone. I’ve never been given enough time to try it by I’ve never been given enough time to try it by

myself.myself. I don’t have the right tools to do it myself.I don’t have the right tools to do it myself. I learned it, but I lost it because I never got to I learned it, but I lost it because I never got to

practice it.practice it. I don’t want to. I don’t want to.

9.9. Facilitator Behaviors and Facilitator Behaviors and SkillsSkills

“If I have the skill, why don’t I “If I have the skill, why don’t I do it?”do it?”

What people say What people say about these students:about these students:

I have the skill.

He just doesn’tWant to.She choosesnot to do it.Yes, but it’sInconsistent.

9.9. Facilitator Behaviors and Facilitator Behaviors and SkillsSkills

““I have the skill.”I have the skill.”

1.1. Identify whether the student can do Identify whether the student can do it himself. If he CAN, then proceed it himself. If he CAN, then proceed to #2.to #2.

2.2. Determine why the student is not Determine why the student is not doing it independently, then doing it independently, then proceed to #3.proceed to #3.

3.3. Create a situation in which the next Create a situation in which the next most likely thing to occur is that the most likely thing to occur is that the student will do it. student will do it.

To do this:To do this: Create natural consequences that are noticeable.Create natural consequences that are noticeable. Avoid bribes (with unnatural language). Three Avoid bribes (with unnatural language). Three

volunteers can describe a bribe they have offered! volunteers can describe a bribe they have offered! Limit verbal input from the time of the natural Limit verbal input from the time of the natural

indicator to completion.indicator to completion. Avoid physical manipulation of the student’s body.Avoid physical manipulation of the student’s body. Avoid enticements with extraneous language.Avoid enticements with extraneous language. Avoid loud voices to encourage responses.Avoid loud voices to encourage responses. Avoid anything that resembles “punishment.”Avoid anything that resembles “punishment.” Create a safe environment in which to try new things.Create a safe environment in which to try new things. Provide time to recognize the natural indicator, to Provide time to recognize the natural indicator, to

consider a response, to assess the response accuracy, consider a response, to assess the response accuracy, to change the response and to experience the natural to change the response and to experience the natural consequence. consequence.

Establish a strong connection between the behavior Establish a strong connection between the behavior and the natural consequence. and the natural consequence.

10.10.Student Skill IssuesStudent Skill Issues

The student does not have the The student does not have the skill.skill.

What do people say about this What do people say about this student?student?

I do NOT have the skill.

It’s too hard.It’s way abovehim.She’s alwaysgoing to need help.

What people say What people say about these students:about these students:

““I do not have the skill.”I do not have the skill.”

1.1. Identify whether the student can do Identify whether the student can do it himself. If he can’t, then proceed it himself. If he can’t, then proceed to #2.to #2.

2.2. Determine why the student has not Determine why the student has not learned the skill.learned the skill.

3.3. Create a situation in which the next Create a situation in which the next most likely thing to occur is that the most likely thing to occur is that the student will learn the skill. student will learn the skill.

What can I do to facilitate skill What can I do to facilitate skill development?development?

Teach the skills in the natural context in Teach the skills in the natural context in which they will be used.which they will be used.

Consider the skill level and determine Consider the skill level and determine whether it is amenable to progression whether it is amenable to progression along a hierarchy of skill development along a hierarchy of skill development rather than to a progression along a rather than to a progression along a hierarchy of independence development. hierarchy of independence development.

Consider guidelines for modification and Consider guidelines for modification and continuation of skill development continuation of skill development support. support.


If I do something to support skill If I do something to support skill development and it does not help, I development and it does not help, I should not keep doing it …should not keep doing it …

… … and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and keep doing it and …keep doing it and keep doing it and …

Ahhhh


If I do something to support skill If I do something to support skill development and it helps, I should let development and it helps, I should let the student try it alone the next the student try it alone the next time. The student may not need time. The student may not need continued support.continued support.


If I do something to support the skill If I do something to support the skill development and it helps, but the student development and it helps, but the student still cannot do it alone:still cannot do it alone: I can provide the support again, but I should I can provide the support again, but I should

think about how to reduce that support.think about how to reduce that support. I can seamlessly reduce support.I can seamlessly reduce support. I can systematically and continually reduce I can systematically and continually reduce

support.support. I can always provide only the level of support I can always provide only the level of support

that the student needs to learn unless I am that the student needs to learn unless I am assessing or using a nonsupported trial to assessing or using a nonsupported trial to encourage the student to self-assess.encourage the student to self-assess.

I can continually look for opportunities for the I can continually look for opportunities for the student to successfully do it alone. student to successfully do it alone.

11. Followup11. Followup

Complete final column in Reflection. Complete final column in Reflection.

Complete the followup log with a Complete the followup log with a coach or partner from your team or coach or partner from your team or from this workshop. from this workshop.

SummarySummary

Provide good experiences for skill learning Provide good experiences for skill learning and use.and use.

Believe that students should be independent.Believe that students should be independent. Understand the timelines and how we can Understand the timelines and how we can

interfere or support learning.interfere or support learning. Consider the level of support needed and Consider the level of support needed and

how it should be altered for students who how it should be altered for students who have and for students who do not have the have and for students who do not have the skill. skill.

Complete your followup plan.Complete your followup plan.

Time to summarizeTime to summarize

First, a bow from First, a bow from the cast:the cast:

It’s been apleasure, really.

Let’s do itagain, soon.Really.I sense my

days areNumbered

.

One last activityOne last activity

Identify the desired behavior of Identify the desired behavior of participants, the natural indicator participants, the natural indicator and the payoff/Goody in the and the payoff/Goody in the following:following:

Are you ready?Are you ready?

Independence in Independence in Assistive TechnologyAssistive Technology

CTG 2005CTG 2005

independence in assistive technology cindy cavanagh, ccc-slp, atp teresa wyant, ccc-slp, atp...

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