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Webinar Series 2012-2013: Modifications in an Early

Childhood Classroom Nov. 27, 2012

Presenter: Lindy McDaniel Early Childhood Educator

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Welcome to TASN/ATBS Webinar •  Thanks for joining this web class! •  You will receive a certificate of attendance

for being a live participant. •  If you are watching this recorded, there are

study questions you may submit to earn a certificate of attendance.

•  This PowerPoint and coordinating documents (if applicable) will be available on our website (www.KansasASD.com) under Training On Demand, with the archived Webinar.

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Webinar Technology •  If you have never attended an Adobe Connect meeting

before: •  YOU WILL NOT NEED A MICROPHONE!!! IF YOU HAVE QUESTIONS

DURING THE PRESENTATION, TYPE YOUR QUESTIONS IN THE CHAT BOX.

   

Using Adobe Connect

What your screen will look like when you first log on:

Chat Box to Type in Questions you may have

Volume Zoom

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How to Zoom in on Screen and Adjust Speaker Volume

Study Questions •  1. Please share 3 modifications presented in the

Webinar and tell how you could incorporate a similar modification in your practice.

•  2. Send your answers to jhouser@kumc.edu or kthomas3@kumc.edu

Modifications and Accommodations in an Early Childhood Classroom

Lindy McDaniel Early Childhood Special Education Teacher Roosevelt Elementary- USD 489 Hays, KS

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Early Childhood. . . is Where it’s At!

It is the time when children learn learning to learn skills that they will

use for the rest of their live.

Video Clip of Before Learning to Learn Skills

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Video Clip of Teaching Learning to Learn Skills

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Teaching the Concept of First/Then

First-Then Marker Boards with All Done Magnets

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• To teach this concept we often do a very brief non-preferred activity followed by a preferred activity to help the child see success.

• To make it concrete, in the beginning

we will use objects to show where and what they are being asked to do EXAMPLE: “First put in (showing a coin they need to put in), then marble game (showing a marble) .

Individual Schedules Definition: a visual/concrete

method used to tell a child

which activities will make up

their day and the order in

which they will occur

Purpose: to teach flexibility; top to bottom

and left to right progression; aid in transitions;

provide predictability; establish a routine;

teach concepts of first/then and finished;

and to accommodate receptive language deficits

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1-Object Schedule 2- One Cue Picture Schedule 3- First/Then Picture

Schedule

4- Picture Wall Schedule 5- Icon Wall Schedule 6- Text and Small Picture Clipboard Schedule 7

One Student’s Visual Schedule. . . That Made a World of Difference!

Complete Schedule

Close up of a few lines of the schedule

Communication Prompt to request a break

Prompts to participate appropriately

Work Systems

• Definition: a systematic method of presenting information in a way that is understood by learners so they can make sense of it to be productive and successful.

• Purpose: to visually answer 4 key questions: – How much work?

– What work?

– When is the work finished?

– What comes next?

-SI KISN 2011

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Watch a Circle Time Work System at Work

Individual Circle Time Work Systems

Low Level

High Level

Middle Level

**This is the letter of the week page. Each page is color coded to match the Smart Board pages. Other pages included: attendance, rules for the day, shape of the week, number of the week, and check in with yourself.

Accommodations for Circle Time

Movement Worksystem (Layered Grouping)

Object Worksystem

Work area to incorporate reverse training

Circle Time Work System for Other Times in the Day

Step By Step Circle Time Drawers

Accommodations for the Work System

Individual Wait My Turn Stick

Individual worksystem

Work System for Art Small Groups

First/Then Drawer System

First- Structured Art Lesson for the Day ( In this picture make an elephant).

Then- Art Choices for the Week (In this picture playdough or smelly markers)

TIP- A good resource for step by step Art activities is Climbing Art Obstacles in Autism

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Work Systems for Literacy Small Groups

Library Work System- First listen to the story for the day, Then-pick a book of your choice.

Closer look at the system

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Accommodations for the Literacy System

Book work tasks: They are interactive, have a clear visual ending, and keep student attention.

Work Systems for Playtime

TIP 1: You can use the work systems set up for art and literacy small groups during play time with one or two children at a time as a direct instruction teaching time for learning play skills. TIP2: You can take the baby, and block work systems to the direct instruction table to teach play skills in a more controlled one on one setting if needed. TIP 3: If you have students who avoid the pretend play center or block area, etc. add items of interest to those areas to lure them in.

Block Knock Down Feed the baby, Set the table, etc

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Work Systems for Self Help Routines

Flag Salute Visual Work System

Putting Your Belongings Away Visual Work System

Washing Your Hands Visual Work System

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Work Systems for Functional Errands

Sensory Errands

Special Deliveries

Attendance Sheets 20

If there is a chaotic moment in your classroom (or with a specific student), the routine needs to be retaught or a new work system needs to be put in place.

- Philosophy from the work of Dr. Becky Bailey and Conscious Discipline

Work Systems for Snack Time

Snack Helpers

TIP-Everyone likes to contribute and feel important. By creating helper jobs students can be helpers which builds confidence and self esteem and helps staff prepare for certain activities.

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5 Minutes After Teaching the Snack Work System

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Visual Modification: Showing when areas are off limits.

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Other Visual Modifications to Build Success

Visual reminder to take one or two paper towels only when drying hands

A stop bucket over faucet to remind students it is not time to wash their hands and they may not play in the water

A sensory bookbag with visual reminders (a star to prompt which strap to put on first and two handprints to prompt were to position their hands while caring it)

A stop rope to remind students that the pretend play center is closed.

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Use quick prompts and visuals to support and teach these skills. Visuals prompts are easier to fade as the ultimate goal is for students to complete work independently.

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Teaching a Specific Learning to Learn Skill through a Lesson

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Teaching a Skill One on One to Later use Whole Group

Social Story for ways to calm

Token System

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Teaching a Communication Systems. . .

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Typically developing

children have

multiple ways

to communicate

a message.

*Children with

ASD may have

only one way to

communicate

multiple

messages

-SI KISN 2011

Tantrum

Want

something

Indicates

pain

Wants

something

else

Need help

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A Fun New Way to Teach Social Communication and Play Skills

It is a series of student friendly social stories that work on skills like, greeting others, listening in group, and raising your hand in group. It provides three levels to respond to each social situation.

Think Outside the Box. . .

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After Motivation was in Place

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For more resources and ideas visit my blog. We add a post at least once a week!

http://considerateclassroom.blogspot.com

Thank you for your time!

Any questions, or comments. . .

Resources

Bailey, B.A. (2000). Conscious discipline. Loving Guidance: Oviedo, FL.

KISN- Summer Institute Training and Handouts,

June 2010. Loden Talmage, K. (2007). Climbing art obstacles in

autism. www.tasksgallore.com

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