Fillable CDA Credential - Preschool, Part 2 (#31683)

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CDA Credential - Preschool, Part 2 (#31683)
Advancing children's physical and intellectual development
Pr
esenters: Kimberly Norris, BS, MEd; Angela Hanscom, MOT, OTR/L; Amy Schlessman, BS, MPT, DPT, DHS;
Carol Flexer, PhD, CCC-A; LSLS Cert. AVT; Tonya Hayes, MEd, SLP-A; Michelle Lange, BS, OTR/L, ABDA, ATP/
SMS; Amanda Schwartz, PhD; Liz Moore, MEd
How to use this handout:
This course handout accompanies Preschool, Part 2, one of twelve courses, that together comprise
continued’s Preschool CDA Credential coursework. The Preschool, Part 2 handout compiles handouts
from the 10 course modules into a single interactive document. Please follow the guidelines below.
§ Click on the title of the course module to quickly navigate to the associated handout.
§ Expand or collapse the bookmarks on the left side pane to navigate to main sect ions.
§ Look for the icon below a slide to enlarge key images.
§ Click on icon to return to List of Course Handouts
§ Watch for knowledge check slides within the slide handouts to practice for the exam.
§ Preview the exam questions before beginning the coursework.
§ Once you’ve viewed all 10 course modules, review the Next Steps to complete Preschool, Part 2.
If you would like to print handouts specific to one of the ten modules, please use the interactive
navigation to print only the desired pages.
1
CDA Credential - Preschool, Part 2 (#31683)
Course Title
Presenter
1
Visual Supports
Kimberly Norris, BS, MEd
2
The Decline of Play Outdoors in Children - And the Rise in Sensory Issues
Angela Hanscom, MOT,
OTR/L
3
Recycle Bin Boogie: Move and Learn with Recyclables!
Amy Schlessman, BS, MPT,
DPT, DHS
4
How to Grow a Young Child's Reading Brain
Carol Flexer, PhD, CCC-A
5
Sign Language for Late Talkers and Children with Special Needs
Tonya Hayes, MEd, SLP-A
6
Indoor Rainy Day, Snowy Day Fun
Amy Schlessman, BS, MPT,
DPT, DHS
7
Providing Independent Play and Participation for Young Children with
Physical Impairments
Michelle Lange, BS, OTR/L,
ABDA, ATP/SMS
8
Collaboration to Support Children with Special Needs
Amanda Schwartz, PhD
9
Increasing Motivation and Participation of Young Children
Amy Schlessman, BS, MPT,
DPT, DHS
10
Circle Time Success
Liz Moore, MEd
2
Preschool, Part 2 Exam Preview:
Question 1: What can increase when using visual supports for children with ASD?
A: Understanding, cooperation, and communication
B: Communication, meltdowns, and anxiety
C: Understanding, communication, and anxiety
D: Comprehension, communication, and frustration
Question 2: Why is nature the ultimate sensory experience?
A: It engages all the senses
B: It is always calm
C: Kids can do whatever they want
D: It has lots of noises
Question 3: Children should get a minimum of how many minutes of physical activity each day?
A: 15 minutes
B: 60 minutes
C: 45 minutes
D: 30 minutes
Question 4: Why is reading aloud to infants, toddlers and young children extremely important?
A: Exposure to storybooks is the biggest factor in a preschooler's vocabulary.
B: More parent-child conversations occur during read-alouds than during any other activity.
C: Children who receive read-alouds show gains of more than twice as many new words.
D: All of the above
Question 5: Signing encourages which of the following?
A: Larger vocabulary and increased listening skills
B: Joint attention, eye contact, and turn-taking
C: Problem-solving and increased memory
D: Increased movement and sharing
3
Preschool, Part 2 Exam Preview (continued):
Question 6: According to Fedewa and Soyeon, what type of exercise had the greatest effect on academic achievement
and cognitive outcomes?
A: Muscle strengthening
B: Bone strengthening
C: Aerobic
D: None of the above
Question 7: Which of the following is a teacher's role in creating an inclusive classroom?
A: Engage children with disabilities in all classroom activities
B: Move children with disabilities to specific areas of the classroom
C: Provide a space outside the classroom for the therapist to work with the child
D: Refer parents to the therapists for any questions about their child
Question 8: Praise is a form of positive reinforcement that combines which of the following?
A: Attention with a tangible reward
B: Attention with a positive verbal statement
C: A tangible reward with a positive verbal statement
D: None of the above
Question 9: Which of the following should be done when reinforcing students?
A: Use behavior-specific praise and tell the student exactly what he did
B: Tell them what they did wrong
C: Wait until the end of circle to use reinforcement
D: Only provide it one time
Question 10: How can you entice students to join circle time?
A: Use a highly motivating item/activity
B: Use boring materials
C: Do the same tasks each circle time
D: Have a slow pace
4
Visual Supports
Kimberly Norris, BS, MEd
5
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
What can increase when using visual supports for
children with ASD?
A. Understanding, cooperation, and communication
B. Communication, meltdowns, and anxiety
C. Understanding, communication, and anxiety
D. Comprehension, communication, and frustration
Visual Supports
Kimberly Norris, M.Ed.
Learner Outcomes
§
Explain the role of visual supports in the early
childhood classroom.
§
List three types of visual supports.
§
Explain how to design visual supports for the
early childhood classroom.
Think about a time you were lost
at night on an unfamiliar highway.
1. How did you feel?
2. How did you act?
3. What did you look for?
6
Visual Supports
Lost at night on an
unfamiliar highway
1. How did you
feel?
2. How did
you act?
3. What did you
look for?
§ Anxious
§ Scared
§ Frustrated
§ Panicked
§ Fretful
§ Couldn’t act
due to fear
§ Signs
§ Help
§ Familiar
landmarks
What are Visual Supports?
§ Things that we SEE to enhance the
communication process
§ Objects
§ Photographs
§ Drawings
§ Written Words
§ Schedules
§ Lists
Common Visual Supports
Adults use Visual Supports all the time!
§ Maps
§ Charts
§ Calendars
§ Watches
§ To-do Lists
§ Road Signs
§ Body Language
§ Organizational Apps
7
Visual Supports
Why use Visual Supports with ASD?
Visual processors
§
See object
§
Information travels to brain
§
Brain interprets and
prompts response
§
Nerve impulses to motor
response
Visual Processing
What did you see?
The word “Green”
Red font
Large letters
Calibri font
ALL CAPS
Why use Visual Supports with ASD?
§ Visual processors
§ Slow language
processors
§ Timed exercise
8
Visual Supports
“Give me the blue car”
Visual Supports for ASD
§ Reduces
§ Anxiety
§ Fearfulness
§ Meltdowns
§ Increases
§ Cooperation
§ Understanding
§ Communication
Role of Visual Supports
§
Help children anticipate the order of events
§
Help increase independence
§
Identify changes in their regular schedule
§
Aid with transition from one activity to the next
§
Cue the child to what is expected
§
Help organize the environment
Why use visuals with children
who have ASD?
§ Time with a visible message
§ Specific and consistent
§ Establishes predictability
§ Framework for encountering change
§ Visual processors
9
Visual Supports
Tips for Using Visuals
§
Use as ‘part of the day’
§
Accessible
§
Durable
§
Easy to use
§
Relevant
§
Up-to-date information
Types of V i s u a l s – Real Objects
Types of Visuals – Photographs
Types of V i s u a l s – Line Drawings
10
Visual Supports
ENLARGE
Types of V i suals – Words
Toilet
Toilet
Action Photos
Line Up
“Making it part of the day”
§
Organization of the room (boundaries)
§
Schedule/Order of Events
§
Transition cues
§
Routines step-by-step (task analysis)
§
Rules for room
§
Giving choices
§
Social narratives
Visual Guidance
and Boundaries
§ Highlight environmental
boundaries
§ Define a child’s personal
boundary
11
Visual Supports
ENLARGE
ENLARGE
ENLARGE
Environmental Boundaries
Center
choices:
Note that the
blue strips are
the same size
as the craft
sticks with
the children’s
names.
Visual Schedule
• Visual representations of the activities in the
person’s day presented in sequence to bring
order and security and to communicate changes
with minimal stress.
Visual Schedule Tips
§ Use photographs or line
drawings.
§ Depict the major activities or
steps of an activity.
§ You may take the visual off the
schedule when the activity is
completed and put it in a
“DONE” folder or container.
Schedule/Order of Events
Use activity schedule,
scripted stories, visual
schedules, or scripts to
provide child with
information on when
access to desired object,
event, interaction, or
activity will occur.
12
Visual Supports
ENLARGE
ENLARGE
ENLARGE
ENLARGE
Now/Next
Now Next
Timers
§ Transitioning
§ Staying on task
§ Tol erating no n -preferred activities
§ Promoting independence
By No machine-readable author provided.
Lumos3 assumed (based on copyright
claim s). [GFDL
(http://www.gnu.org/copyleft/fdl.html
) or
CC-BY- SA-3.0
(
http://creativecommons.org/licenses/by-
sa/3.0/)
], via Wikimedia Co mmons
Photo by Kimberly Norris
Transition Cues
§ Picture to show what is
expected
§
An example of a cue card
is shown at right.
§
Note that the children are
standing in line with no
visual distraction that
might be present in a
photograph.
Task Analysis (Routines)
§ Step-by-step guide in pictures
§ Organize processes
§ Reminder to follow each step sequentially
13
Visual Supports
ENLARGE
Get Soap
Lather Hands
Turn on Water
Wet Hands
Rinse Hands Get Towel Dry Hands on Towel Turn off Water
Rules
§ Pair simple rules with visuals
Prevention: Offer Choices
§
Choice can be offered using photographs,
visuals, or actual objects.
§
Choices should represent options of desirable
activities or materials.
Offering Choices
When used as a behavior prevention strategy,
choices must be offered explicitly and personally
to the child.
14
Visual Supports
ENLARGE
ENLARGE
ENLARGE
G
B
Y
R
Behavioral Timeline
Why Use Visuals?
§
Visual strategies help individuals in many ways.
§ We use visual strategies to help us communicate
information TO individuals.
§ Visual tools help students organize their thinking.
§ Visual supports are used to give choices or communicate
rules.
§ One of the most important uses for visual strategies is to
give information such as what is happening, what is not
happening, what is changing, etc.
Questions
norriskimberlyd@gmail.com
Knowledge Check
What can increase when using visual supports for
children with ASD?
A. Understanding, cooperation, and communication
B. Communication, meltdowns, and anxiety
C. Understanding, communication, and anxiety
D. Comprehension, communication, and frustration
15
Visual Supports
Return to Course Module Listing
ENLARGE
The Decline of Play Outdoors in Children –
And the Rise in Sensory Issues
Angela Hanscom, MOT, OTR/L
16
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
Why is nature the ultimate sensory experience?
A. It engages all the senses
B. It is always calm
C. Kids can do whatever they want
D. It has lots of noises
The Decline of Play Outdoors
in Children –
By Angela Hanscom, MOT, OTR/L
And the Rise in
Sensory Issues
2
Learning Outcomes
After this course, participants will be able to:
§
Identify developmental changes between this
generation and past generations.
§
Describe the underlying reasons for the increase
in sensory, motor, and social issues.
§
Name ways to foster healthy sensory and motor
development, creativity, and independence with
outdoor play in all environmental settings.
3
Rise of Sensory & Motor Issues
§ Decreased attention
§ Fidgeting
§ Decreased strength
§ Poor posture
§ Decreased stamina
§ Frail
§ Falling
§ Endless colds
§ Increased aggression
§ Trouble reading
§ Emotional
§ Rise in anxiety
§ Children not playing
4
17
Decline of Play Outdoors
The Big Divide
§
Less prepared than ever before
§
Yes we are expecting MORE
§
Increased coding
§
Increased children getting reading services, etc.
5
Two Major Changes
§ Increase technology
§ Decrease time outdoors*
§ Children spend a lot
of time at school
§ Advocates for
outdoor play
§ Carry-over to home
environments
6
I’m here to tell you….
To do everything in your power
to get kids outdoors!
7
The Vestibular System
§ Feeds into the limbic system – center for
emotions
§ Turns brain on to pay attention
§ Why kids fidget
§ We are saying, “don’t spin,” “get down from that
tree,” “be careful”
§ Kids are becoming more and more unsafe
8
18
Decline of Play Outdoors
Right and Surprisingly Wrong Ways
to Get Kids Moving
§
Bouncy balls, fidgets, and movement discs
§
Not enough movement
§
Not fully engaging the senses
§
Outdoors offers both
9
The Right Kind of Movement
§ Effects of Daily Restrictions on Children
§ Always in an upright position
§ Don’t just run (running groups)
§ Spin, go upside down, roll, climb
§ Develop the vestibular system
10
The Proprioceptive System
§
Tag
§
Kids of the past vs. today
11
Nature is the Ultimate Sensory
Experience
§ Engages all the senses
§ Man-Made vs. Nature
12
19
Decline of Play Outdoors
13
14
Nature is Therapeutic
§
Fosters listening
§
Improves visual skills
§
Enhances the sense of touch
§
Going barefoot
§
Playing in the dark
15
Recess
§ Remember?
16
20
Decline of Play Outdoors
ENLARGE
ENLARGE
Ways to Enhance the Play
Experience
§
Adults step back
§
Extend the time
§
Fewer rules
§
Loose parts
§
Free to get dirty
17
Importance of Free Play
18
Questions?
Angela.Hanscom@timbernook.com
19
Knowledge Check
Why is nature the ultimate sensory experience?
A. It engages all the senses
B. It is always calm
C. Kids can do whatever they want
D. It has lots of noises
21
Decline of Play Outdoors
Return to Course Module Listing
ENLARGE
Recycle Bin Boogie:
Move and Learn with Recyclables!
Amy Schlessman, BS, MPT, DPT, DHS
22
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
Childr
en should get a minimum of how many minutes
of physical activity each day?
A. 15 minutes
B. 60 minutes
C. 45 minutes
D. 30 minutes
Recycle Bin Boogie:
Move and Learn with
Recyclables!
Amy M Schlessman, DPT, DHS
Learning Outcomes
§ Describe at least three benefits of physical activity for
children and adolescents.
§ List at least three general exercise principles for children
and adolescents.
§ Identify the link between physical activity and learning
(including recent research) for children and adolescents.
§ Describe at least three creative physical activities that
combine academic concepts and recyclables for use in
early childhood settings.
Recycling
Definition:
§ To re u se
§ To pro c e s s ( i t e m s s u c h a s m e t a l , p l a stic s , p a pe r, a n d
glass) in order to regain material for human use
23
Recycle Bin Boogie
Recycling and the School Connection
§ Learn to care for the Earth
§ Learn about environmentally friendly activities (i.e.
recycling)
§ Academic Link:
§ Introduce the importance of recycling through
activities that enhance cognitive development
§ Sorting, relationships, classification
Youth and Environmental Action
§ A study of the perspectives of 12 young
environmental leaders on their formative influences
§ Parents
§ Experiences outdoors in childhood
§ Friends
§ Role models
§ Teach er s
§ Youth groups
§ Conferences or gatherings
(Arnold, Cohen, Warner 2009)
A Call to Action: Engage Our Youth
§ Urgent action to engage young children as agents of
change for the environment
§ Moving education from learning about the environment to
education for the environment
§ Call for more research on young children as agents of
change
Davis J. 2009
Combining Recycling and
Physical Activity
24
Recycle Bin Boogie
Benefits of Physical Activity
§ Improves:
§ Participation in activities
§ Sense of well-being
§ Academic readiness
§ Increases and maintains:
§ Heart and lung efficiency
§ Strength, flexibility, mobility, and coordination
§ Bone structure and strength
http://www.cdc.gov/physicalactivity/everyone/health/index.html
Benefits of Physical Activity
§ Helps control:
§ Weight
§ Decreases:
§ Risks of many chronic diseases (i.e. heart disease,
diabetes)
§ Anxiety, depression
Exercise Principles for Children
60 minutes or more of physical activity each day.
§ 3 types:
§ Aerobic activity
§ Muscle strengthening
§ Bone strengthening
http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
Exercise Principles for Children
Aerobic activity:
§ Moderate-intensity aerobic activity: DAILY
§ Brisk walking
§ Active recreation (hiking, skateboarding)
§ Bicycle riding
§ Vigorous-intensity activity: at least 3 days per week
§ Active games involving running and chasing, such as tag
§ Jumping rope
§ Martial arts, such as karate
§ Running
§ Sports (basketball, swimming, gymnastics)
http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
25
Recycle Bin Boogie
Exercise Principles for Children
§ Muscle strengthening activities: at least 3 days per week
as part of the 60 or more minutes.
§ Games such as tug of war
§ Modified push-ups (with knees on the floor)
§ Resistance exercises using body weight or resistance
bands
§ Rope or tree climbing
§ Sit-ups
§ Swinging on playground equipment/bars
§ Gymnastics
http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
Exercise Principles for Children
§ Bone strengthening activities : at least 3 days per week
as part of the 60 or more minutes.
§ Games such as hop-scotch
§ Hopping, skipping, jumping
§ Jumping rope
§ Running
§ Sports such as gymnastics, basketball, volleyball,
tennis
http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
Are Our Children
Getting Enough
Physical Activity?
NO!
26
Recycle Bin Boogie
Staggering Facts
§ Obesity is increasing rapidly in the United States,
affecting children, adolescents, and adults of all races,
ethnicities, and income levels.
§ Obese children have a 70% chance of being overweight
or obese as adults—facing higher risks for many
diseases, such as heart disease, diabetes, stroke, and
several types of cancers.
Centers For Disease Control, "Make a Difference at Your School" (2013). Chronic Disease.
Staggering Facts
§ The costs of treating obesity-related diseases are
staggering and rising rapidly.
§ In 2004, direct and indirect health costs associated with
obesity were $98 billion.
Centers For Disease Control, "Make a Difference at Your School" (2013). Chronic Disease.
Staggering Facts
§ Tod a y m a n y c h i l d re n a re i na c tiv e a n d
unfit.
§ In the past three decades, childhood
obesity has nearly tripled.
§ Ages 2-19: 17% are obese.
Facts
Contributing factors to obesity and overweight:
§ Increases in sedentary lifestyles
§ Decreases in physical education
§ An inactive lifestyle cultivates a slower metabolism and
increases body fat
27
Recycle Bin Boogie
Lack of Physical Activity
Tele v i s i o n an d m e d i a
§ Children 8-18 years of age spend an average of 7.5 hrs a
day using entertainment media (TV, computers, video
games, cell phones, movies).
Rideout VJ, Foehr UG, Roberts DF. Generation of M2 Media in the Lives of 8-18 Year
Olds. A Kaiser Family Foundation Study; 2010
§ 83% children from 6 months to less than 6 years of age
view TV or videos about 1 hour and 57 minutes a day.
Rideout V & Hamil E. (2006). The Media Family: Electronic Media in the Lives of Infants,
To d dle rs, P re sc h oo le r s , a nd T he i r P a re n t s . M en lo P a r k , C A: T h e H en ry J . K ai s er F a m il y
Foundation; 2006.
A Call for Action
Recommendations of the National Center for Chronic
Disease Prevention and Health Promotion:
§ Children and adolescents need motivating opportunities
to increase physical activity levels through programs in
the home, at school, and in the community.
A Call for Action
§ Reversing the obesity epidemic needs a well-coordinated
approach to reach children where they live, learn, and
play.
§ Schools have an important role.
Centers For Disease Control, "Make a Difference at Your School" (2013). Chronic Disease.
A Call for Action
§ Working with other public, voluntary, and private sector
organizations,
schools can play a CRITICAL ROLE in
reshaping social and physical environments
and providing
information, tools, and practical strategies to help
students adopt healthy active lifestyle.
§ Research shows that well-designed, well-implemented
school programs can effectively promote physical activity
and healthy eating.
Centers For Disease Control, "Make a Difference at Your School" (2013). Chronic Disease.
28
Recycle Bin Boogie
Why Combine Learning
with Physical Activity?
The link between physical activity and learning
Recent Research
§ A meta-analysis of 59 studies from 1947 to 2009
§ Physical activity has a significant and positive effect
on academic achievement and cognitive outcomes
§ Aerobic exercise had the greatest effect
Fedewa and Soyeon 2011
§ Systematic review of 28 studies (most between 2010-
2015):
§ Effectiveness of school-based physical activity
interventions on academic achievement, especially
cognitive performance
Mura et al 2015
Recent Research
§ More studies:
§ Participation in physical activity: associated with
increased academic achievement
Castelli et al 2007; Chomitz et al 2009; Coe et al 2006; Roberts et al 2010, Singh et al
2012, Pontifex et al 2013, Lees and Hopkins 2013, Becker et al 2014, Ardoy et al 2014,
Esteban-Cornejo et al 2015.
§ Classroom-based high-intensity interval activity
improves off-task behavior
Ma et al 2014
Recent Research
Participation in physical activity:
1) Increased school achievement
2) Better cognitive control and memory task
performance
3) More adaptive and efficient brain function
Chaddock, Voss, Kramer 2012; Chaddock, Pontifex, Hillman 2011
29
Recycle Bin Boogie
Recent Research
§ Perceived barriers and facilitators to physical activity for
children with special needs: parent perceptions
§ Systematic review:
§ 14 articles met the inclusion criteria
Shields, Synnot, Barr 2012.
Recent Research
Perceived barriers and facilitators to physical activity for
children with special needs: parent perceptions
§ Facilitators:
§ Child's desire to be active
§ Practicing skills
§ Involvement of peers
§ Family support
§ Accessible facilities
§ Proximity/location
§ Quality opportunities
§ Skilled staff
Shields, Synnot, Barr 2012.
Recent Research
Perceived barriers and facilitators to physical activity for
children with special needs: parent perceptions
§ Barriers:
§ Lack of knowledge and skills
§ Child's preferences
§ Fear
§ Parental behavior
§ Negative attitudes to disability
§ Inadequate facilities
§ Lack of transport
§ Lack of programs/staff capacity
§ Cost
Shields, Synnot, Barr 2012.
Recent Research
§ The role of schools in children’s physical activity
participation: staff perceptions
§ Focus groups in 12 elementary schools in Midwest
§ Physical activity was important
§ Staff aware of benefits of physical activity, however
noticed eliminating recess was often used as a
punishment for misbehavior
Huberty, Dinkel, Coleman 2012.
30
Recycle Bin Boogie
Recent Research
§ The role of schools in children’s physical activity participation:
staff perceptions
§ Barriers to incorporating more physical activity into school:
§ Lack of time due to increasing academic demands
§ Peer pressure not to be active
§ Lack of space
§ Lack of equipment
§ Staff felt that their encouragement of or active participation
in physical activity with children resulted in more activity
Huberty, Dinkel, Coleman 2012.
Recent Research
§ The role of schools in children’s physical activity
participation: staff perceptions
§ School-based physical activity promotion and physical
activity opportunities hold great promise for increasing
physical activity in children
§ Training staff regarding physical activity ben efits and
research is needed to maximize efforts to increase
physical activity for children
Huberty, Dinkel, Coleman 2012
Today: Practical Strategies
§ Implementing physical activity in the classroom:
§ Strategies that involve:
§ Minimal planning time
§ Minimal space
§ Minimal equipment
§ Minimal expense
Safety is a Priority
§ Not all exercise is suitable for everyone. These activities are not
intended as a substitute for the specific advice of a physician or a
physical therapist. Consulting with a physician or physical therapist
prior to beginning any exercise program is recommended.
§ Amy Schlessman and Life Fuel (Kid Dynamics LLC) are not
responsible for any injury that may occur during any activity as
recommended in this course.
§ Adult supervision is recommended for all activities in this course.
The adult(s) supervising each activity are responsible for determining
the skill level and appropriateness of each activity for each child. The
adult(s) supervising each activity are also responsible for adapting
each activity according to the individual needs of the child(ren).
§ Children need to be reminded of safety rules before and during all
activities in this course.
31
Recycle Bin Boogie
Materials
CONTAINERS
§ 2-liter bottles
§ Drink and water bottles (all sizes)
§ Yogur t c ont ai ner s
§ Small plastic tubs and lids (margarine, cottage cheese, sour cream, etc.)
§ Large plastic containers and lids (whipped cream, sherbet, ice cream, etc.)
§ Milk cartons
§ Coffee cans (plastic and metal)
§ Bottle caps (milk, sports drinks)
PAPER
§ Solid color paper (brown paper grocery bags or construction paper)
§ Scrap paper
§ Newspaper
Materials
CYLINDERS
§ Mailing tubes
§ Wrapping paper tubes
§ Paper towel tubes
§ Toi l et pa pe r tu be s
§ Cylindrical containers (oatmeal container, potato chip tube, etc.)
CUBES & RECTANGLES
§ Printer paper boxes
§ Shoe boxes
§ Tissue boxes (cube-shaped and rectangular)
§ Cardboard jewelry boxes
§ Food boxes (cereal, tea, fruit snacks, granola bars, etc.)
§ Pizza box (clean, no grease)
§ Too th pa st e bo xe s ( sma ll an d l ar ge )
Get Organized: Plan Ahead
§ Gather large boxes to collect recyclable items
§ Parent/Community involvement:
§ Send home/post a list of desired recyclable and reusable
items
§ Include item suggestions and remind parents/community
members to wash/rinse recyclable items as needed
Getting Started
32
Recycle Bin Boogie
Recycling 101
§ Materials: 3 labeled boxes; 3 items for each student (i.e.
plastic, paper, metal, cardboard)
§ Describe how and why it is important to recycle
§ Describe the types of materials that are recyclable
§ Explain and demonstrate sorting of the materials into
each box
§ Motor: perform a physical activity while traveling to the
recycle boxes (i.e. on the way to the boxes: walk on a
line, tiptoe, side step; on the way back to their seat:
jump, hop, crab crawl)
Recycling 101
Number and Number Sense
1. Count to 10
2. One-to-one correspondence
3. Determine “how many” in sets of 5 or fewer objects
4. Construct 2 sets of objects, each containing same
number of objects
5. Compare sets of equal, more, & fewer; use language of
comparison
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Recycling 101
Measurement:
§ Begin to use terms to compare the attributes of objects
Recycling 101
Measurement:
§ Order a set of objects according to size, weight or length
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Recycling 101
§ Data collection
§ Gather, sort, and compare
objects by similarities and
differences
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Muscles & Sets
§ Construct sets with more or fewer objects than a given
set
§ Motor: lift, carry, & squat to place
What A Combo!!!
§ Join 2 sets of objects to
make 1 large set
§ Use: yogurt containers &
small snack items, large
boxes, chip cans
Great Graphs
§ Place information or objects in a floor or table graph
according to one attribute (i.e. size, color, shape)
Patterning
§ Identify, copy, extend, and create simple patterns or
sequences of sounds, shapes, and motions
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Lovely Lids
§
Equally distribute a set of objects into 2 or more
smaller sets (e.g., shares 6 yogurt cups or crackers
with 3 friends equally)
Simon Says
§ Materials: medium size box/container (1 for each student), 3
smaller items (i.e. shoe box, bacon bits container, bottle
cap, yogurt container)
§ Spatial relationships
§ Demonstrate and begin to use the language of the relative
position of objects in the environment and play situations
(e.g., up, down, over, under, top, bottom, inside, outside, in
front, behind, between, next to, right side up, and upside
down).
§ Step over the box, place bottle cap between your knees,
place items inside the box, place your hand next to your
box
Coin Hokey Pokey
§ Students place “coins” or recycle items at their feet
§ Sort and classify objects by one or more attributes (e.g.,
size, shape)
Coin Hokey Pokey
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Number Hokey Pokey
§ Materials: plastic containers with different recycle
numbers inside the recycle symbol (i.e. 1, 2, 5, 6)
§ Students place “coins” at their feet
§ Indicator: Number and number sense
§ 10. Identify and name numerals 0-9.
Cereal Recall
§ Materials: empty cereal boxes (8), construction paper, glue, 2
copies of photos or pictures
§ Cut out the two largest sides of the cereal boxes
§ Glue construction paper to the printed side of the cut-outs
§ Glue picture to the construction paper side of each cut-out
§ Place the cut-outs on the floor in rows (construction paper
side down)
§ Students take turns turning over 2 cut-outs at a time,
attempting to find the matches
Cereal Recall
Geometry and spatial
sense:
§ Match identical two-and
three-dimensional objects
found in the environment
in play situations (e.g. 2
squares of same size, 2
stop signs)
Motor:
§ Walk on a line
§ Repetitions of squatting
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Monkey See, Monkey Do It!
Materials: yarn (18 inches), empty toilet paper rolls (2-4 per
student), paper, paint, glue
§ Prep:
§ Cut toilet paper rolls into 3 smaller rolls
§ Write numbers 0-9 on rolls
§ Create a necklace with the rolls and yarn
§ Students stand in a circle and turn music on
§ Each student takes a turn standing in the middle of the
circle. While in the circle, the student makes up a dance or
series of movements and the rest of the class imitates the
movements.
Monkey See, Monkey Do It!
§ Represent quantity using
invented forms (e.g., child’s
marks to represent a
quantity of objects)
§ Write numerical
representations or
numerals in meaningful
context
§ Identify and name
numerals 0-9
§ Compare & order whole
numbers up to 5
§ Motor:
§ Jump, hop, dance, touch
toes, run in place, wave
hands above head, wiggle
Match It Up!
§ Materials: 5’ x 8’ non skid mat; colored tape; matching
pairs of 12-16 recyclable/reusable items
§ Prep: Use tape to make the mat into a grid
§ Class surrounds mat, place 1 of each pair in the mat
squares, distribute the other items, take turns matching
§ Motor:
§ Squat
§ Walk on a line
§ Obstacle course (balance and coordination)
Match It Up!
§ Match identical
2-& 3-
dimensional
objects found in
the environment
in play (e.g., 2
squares of same
size, 2 stop
signs)
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How Long?
§ Materials: recycle items (4 types, 5-10 of each type),
colored tape, and ribbon
§ Use measurement techniques and tools: Measure length
and volume (capacity) using nonstandard units of
measure
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How Does it Move?
§ Materials: various recycle items, 2-3 large boxes
§ Physical sciences:
§ Explore & identify parts and wholes of familiar objects (put
lids with containers)
§ Sort familiar objects by one or more property
§ Explore ways of moving objects in different ways (e.g.,
pushing, pulling, kicking, rolling, throwing, dropping)
Giant Shape Sorter
§ Materials: large box, recyclable items of various shapes (i.e.
rectangles, circles, ovals, square- shampoo bottle, facial tissue
box, cereal bar box)
§ Prior to class, adult cuts out shapes on all sides of box to
correspond with recyclable items collected
§ Place in the block/puzzle area and/or perform as a group activity
§ Expansion activity: students decorate the box
§ Motor:
§ Squat
§ Tip toe reach
§ Side bend
§ Cooperate to dump large box and repeat activity
Giant Shape Sorter
§ Geometry and spatial sense:
§ Identify, name, create and describe common 2
dimensional shapes
§ Identify, name and describe 3-D objects using child’s own
vocabulary (e.g., sphere – “ball,” cube – “box,” cylinder –
“can” or “tube,” and cone –“ice cream cone”)
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You Can Cones
§ Materials: 2-liter bottles, large coffee cans, milk cartons,
colored tape
§ Place containers 3 feet apart in a line, use tape on the
floor for visual direction
§ TIPS:
§ Weigh down container with water, beans, pebbles,
sand, etc.
§ Have students help fill the containers
You Ca n C o n e s
You Can Cones
Math: measurement
1.
Use terms to compare attributes of objects
2.
Order a set of objects according to size,
weight, or length
3.
Measure volume using nonstandard units of
measure
You Can Cones
Physical sciences
1. Explore and compare materials with different sensory
experiences
2. Sort familiar objects by one or more property
3. Demonstrate understanding of motion related words
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PICASSO PIZZA
§ Materials: pizza box, paint, paper, small balls (golf, wiffle,
marbles)
§ Place paper, then paint, then the small balls in the pizza
box
§ Close the lid
§ Work together to move the balls around in the box
§ Open the box and view the art work
Motor:
§ Shake it standing up
§ Pass it kneeling
§ Carry while knee
walking
§ Tilt it squatting down
§ Slide it on the floor
PICASSO PIZZA
Forces and motion:
§ Demonstrate understanding of motion related words
(e.g., up, down, fast, slow, rolling, jumping, backward,
forward)
Doing scientific inquiry:
§ Predict what will happen next based on previous
experiences
§ Begin to make comparisons between objects or
organisms based on their characteristics
XX
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Box Car Races
§ Materials: 2 medium size boxes (i.e. shoe box, large facial
tissue box, diaper box), construction paper, glue, 2 egg
cartons, 24 twist top plastic bottle caps
§ Decorate boxes
§ Divide the students into two teams
§ Place the egg cartons 5-8 feet from the box cars
§ Have a relay race: transport the bottle caps to the egg
carton in the box car
§ First team to fill their egg carton wins
Box Car Races
§ Use Patterns, Relations,
and Functions
§ Sort, order, and classify
objects by one attribute
(e.g, size, color, shape)
§ Prediction: is it faster to
push the box with your
hands or nose?
§ Motor:
§ Move the box car by:
§ Crawling to push the box
with various body parts:
hands, foot, elbow, ear,
nose
§ Running, walking, walk on
a line
§ 2 students carry box
together
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v
aMAZE-ing
Materials: yogurt cups, small boxes, drink caps, fruit
cups, pizza box, 1 golf ball
§ Glue yogurt cups, small boxes, drink caps, and fruit
cups inside the pizza box
§ Cut a small opening on two opposite sides of the
box
§ Place the golf ball at one opening
§ Work together to move the ball through the maze to
the other opening by tipping and tilting the box
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Recycle Bin Boogie
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aMAZE-ing
Geometry and Spatial
Sense
§
Identify, name, and
describe three
dimensional objects
using the child’s own
vocabulary
Motor:
§ Work the ball through the
maze while standing up,
kneeling, half kneeling,
squatting, on all 4s
Homemade Musical Instruments
§
Materials (examples): margarine tub drum, bottle cap
tambourine, mailing tube rain maker, plastic bottle
shakers
§
http://familyfun.go.com/arts-and-
crafts/specialfeature/musical_instruments/
§
http://www.create-kids-crafts.com/homemade-
musical-instruments.html
§
Energy:
explore musical instruments and objects and
manipulate one’s own voice to recognize changes in
quality of sound
Sink or Float?
§ Materials: various recyclable and reusable items,
container for water
§ Scientific Inquiry:
1. Predict what will happen next based on previous
experiences
2. Record or represent and communicate observations
and findings through variety of methods
3. Participate in simple, spontaneous scientific
explorations with others (e.g. digging to bottom of
sandbox, testing materials that sink or float)
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Save Those Boxes!
§ Materials: several large box (i.e. printer paper size box,
shoe box, etc.)
§ Have students decorate boxes (optional)
§ Design patterns cards for students to follow (i.e. red,
blue, red)
§ Stack up for graph making
§ Step 1: stack in A-B-A pattern
§ Step 2: graph audience eye by stacking blocks in
towers
Save Those Boxes!
§ Use patterns, relations & functions
§ Identify, copy, extend, and create simple patterns or
sequences of sounds, shapes, and motions in the
context of daily activities and play
§ Data collection and statistical methods:
1. Place info or objects in floor or table graph according to
one attribute
2. Select category or categories that have most or fewest
objects in floor or table graph
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Recycle Bin Boogie
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§
Animal zoo/cages- toy
animals in small boxes
or plastic fruit
containers
§ Variation: Animals
train: place in small
boxes connected;
applesauce or
pudding containers
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Empowered!
Amy M Schlessman, DPT, DHS
Facebook: Life Fuel (Kid Dynamics LLC)
lifefuelseminars@gmail.com
schlessmanamy@gmail.com
Knowledge Check
Children should get a minimum of how many minutes
of physical activity each day?
A. 15 minutes
B. 60 minutes
C. 45 minutes
D. 30 minutes
51
Recycle Bin Boogie
Return to Course Module Listing
ENLARGE
How to Grow a Young Child's
Reading Brain
Carol Flexer, PhD, CCC-A; LSLS Cert. AVT
52
Return to Course Module Listing
Knowledge Check
After completing this course, you will be able to answer the following question:
Why is reading aloud to infants, toddlers and young children extremely
important?
A. Exposure to storybooks is the biggest factor in a preschooler’s
vocabulary.
B. More parent-child conversations occur during read-alouds than
during any other activity.
C. Children who receive read-alouds show gains of more than twice
as many new words.
D. All of the above
How to Grow a
Young Child’s
Reading Brain
Carol Flexer, PhD, CCC-A; LSLS Cert. AVT
Distinguished Professor Emeritus, Audiology
Northeast Ohio AuD Consortium (NOAC), and
The University of Akron
www.carolflexer.com
Competing Interests
§ I have no competing interests to report.
3
Learning Objectives
§ Describe the auditory/neurological basis of
literacy, beginning in infancy.
§ Explain why and how to read aloud to infants,
toddlers, and young children.
§ Describe practical auditory strategies for
developing foundational phonological awareness
skills in toddlers and preschoolers.
4
53
A Young Child's Reading Brain
Literacy is based on hearing and
knowledge
§ In fact, in today’s world, the word literacy can have an
even broader meaning than simply reading and writing.
§ Literacy can include being good in math, having
technology skills and being able to solve problems.
§ High levels of literacy are needed to do well in school
and in a job, and will open doors for life-long career
flexibility and success.
§ Bottom line: Literacy is tied to knowledge - word/sound
knowledge and world knowledge.
5
The Challenge: Preparing Children for
the 21st Century
§ The job market now demands higher minimum
verbal and math skills to find employment than it
does to go to college.
§ Children must read well to do well.
The achievement gap in reading is created
BEFORE the first day of Kindergarten.
6
What is the Big Picture?
§ Begin at the beginning.
§ Connect the dots between hearing, brain
plasticity, listening, talking and literacy
development.
7
Here is a Design of
Human Beings
8
54
A Young Child's Reading Brain
.
Hearing
Spoken Language
Reading and Writing
Academic Competence
Professional flexibility
Independent function, work, and
community contributions
9
Hearing is a first-order event for spoken
language, reading, and learning!
§ As human beings, we are neurologically programmed to
extract patterns from the speech sounds we hear for the
processing of spoken language, reading and academic
competencies.
§ The auditory centers of the brain are critical to this
process – a fact confirmed by brain mapping and by
observations of real-world performance.
10
§ Think of hearing as the Velcro to which other
skills such as attention, spoken language,
reading, and academic competencies are
attached.
§ Children must repeatedly hear the details of
phonemes in order to understand the subtle
aspects of language. These subtle linguistic
aspects are first learned in infancy and extend all
the way through high school.
11
Well – What is Hearing?
§ Hearing can be defined as “brain perception of auditory
information.”
§ Hearing is a first-order event for the development of language –
spoken communication, literacy skills, and social-emotional
connections.
§ Anytime the word “hearing” is used, think “
auditory brain
development
” using 1 billion neurons with a quadrillion synaptic
connections!
§ Acoustic accessibility of intelligible spoken language is essential
for brain growth.
§ There are no “earlids” – the brain is available for auditory
information 24/7.
§ Signal-to-Noise Ratio (SNR) is the key to hearing intelligible
auditory information – speech must be 10 times louder than
background sounds.
12
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A Young Child's Reading Brain
ENLARGE
The Ear is the “Doorway” to the Brain for
Sound – Spoken Language/Information –
Tal ki ng – Reading
§ “Hearing” occurs in the brain!
§ The sense organs are portals to the brain for
environmental information.
13
What is Language?
§
Language is an organized system of
communication used to share information.
§ It consists of sounds, words and grammar used
to express inner thoughts and emotions.
§ Language includes facial expressions, gestures,
and body movements.
14
It’s All About The Brain
§ Hearing is not about the ears; it’s about the
brain.
§ The meaning of sound/auditory information
occurs in the brain, not in the ear.
15
When Does Literacy
Development Actually Start?
16
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A Young Child's Reading Brain
Early Literacy Development –
Janet Werker at UBC, Dev. Psy. 2007
§ Infants acquire native languages by listening, and start
life being prepared to speak.
§ At birth, infants prefer their mother’s speech, and songs
and stories heard before birth.
§ In the first 6 months, babies can discriminate many
speech sounds, but by the end of the 1st year, there is a
functional reorganization to language- specific
phonemes.
§ This reorganization improves and tunes the phonetic
categories required for their language, and attenuates
those distinctions not required.
17
Early Literacy Development –
Janet Werker at UBC, Dev. Psy. 2007
§ Infants use their phonetic categories to
bootstrap learning new words.
§ Phonetic distinctions guide new word learning at
17 months.
§ Listening experience in infancy is critical for
adequate language development.
§ Phonetic categories > phonological processes >
lexical-semantic use > reading and higher order
language use.
18
Neurocircuitry Related to Reading
§ Reading is probably the most complex task humans
perform using the most parts of the brain.
§ Speech is biologically programmed using specific parts
of the brain; children learn to speak naturally.
§ Reading is not natural; it requires explicit instruction in
the code. We are not “hard-wired” for reading; we need
to create the wiring.
§ The brain has not evolved to have “built-in” specialized
regions for reading; we need to create the regions.
§ Therefore, reading is an exercise in brain plasticity.
19
Neurocircuitry Related to Reading
§ Literacy retrains and re-wires all aspects of language.
§ To read, th e ch il d’s br a i n ha s to connec t p ho n o l og y (the
key) with semantics and orthography; multimodal
integration. A good reader never bypasses phonology.
§ Skilled readers can read words fast; approximately 150-
200 msec.
§ Poor readers are slow, labored & error prone, taking
about 2000 msec to code a single word.
20
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A Young Child's Reading Brain
Listening is the Foundation of Reading
§ It takes approximately 20,000 hours of listening to
speech before a child’s brain has clear mental referents
for each of the speech sounds.
§ This ability is necessary to enjoy rhyming and to develop
phonological awareness skills.
§ Reading is parasitic on listening.
§ Listening can be thought of as applying meaning to
sound, allowing the brain to organize, establish
vocabulary, develop receptive and expressive language,
and indeed listening is where hearing meets brain.
21
Read Aloud to Infants and
Young Children –
A Listening Task
Why is reading aloud extremely important?
22
Why Read Aloud?
§ Exposure (listening) to storybooks is the biggest factor in a
preschooler’s vocabulary.
§ More parent-child conversations occur during read-alouds than
during any other activity.
§ Children who receive read-alouds show gains of more than twice as
many new words.
§ Reading aloud to children before age 6 effects language, literacy
and reading development.
§ Think about reading aloud as a conversation, not as a task to be
completed.
§ The goal is to be reading chapter books to a child by the time the
child is 4 years old.
§ You c a n n e v e r re a d too muc h !
23
Tip: Name the Characters in the Books
§ For infants, finding books that name different
characters may lead to higher-quality shared
book reading experiences and result in more
learning and brain development benefits.
§ It’s possible that books that include named
characters result in more talking by the parent.
24
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A Young Child's Reading Brain
Read, Read, Read!
But, Surprising, Unfortunate Findings…
• Overall, only 20% of
parents read to their
children daily.
• In both poverty and
university-level families,
fathers read to children
15% of time while
mothers read 76% of
time.
25
Tips for Reading Aloud…
§ Read aloud to your child—it’s never too early to
begin and never too late to start.
§ Continue to read aloud after your child learns to
read alone—best to read to child slightly above
their own reading level.
§ Read aloud every day, even several times a day
§ Establish a regular time to read.
26
Tips for Reading Aloud…
§ Show enthusiasm about what you are reading.
§ Choose a story, poem, news story to grab the
child’s interest.
§ Cut the session short if interest lags.
§ Link the story to life and other books.
§ Ask the child to predict the outcome through the
reading of the story.
27
Tips for Reading Aloud…
§ Start with picture books, build to storybooks and
novels
§ Vary the length and subject matter of your readings
§ Go on a “book walk” prior to reading the book
ü Point out the title, author, illustrator
ü Tal k about fr o n t /b ac k of book
ü Discuss illustration on cover
ü Predict what the story will be about based on the
title and illustration on cover
28
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A Young Child's Reading Brain
Reading in the NICU: https://www.youtube.com/watch?v=iAnr8ndWLa4
and
http://healthhub.brighamandwomens.org/tag/brigham-baby-
academy#sthash.N0sWy8jI.pX7hqaMM.dpbs
29
Video by Brigham and Women's Hospital. Used with permission.
Research has identified 5 areas that
need to be addressed to develop and
enhance literacy:
§ Phonemic/phonological Awareness
§ Phonics (Decoding)
§ Reading Fluency (automaticity in recognizing words),
§ Vocabulary (word meaning)
§ Comprehension (background knowledge, prediction,
imagery, asking questions, compare and contrast,
metacognitive awareness)
30
More Reading Issues
§ To rea d, c hi l d re n m us t ha ve p h o n em ic
awareness – knowledge of the sound structure
of words for coding.
§ Children also need vocabulary, language and
background knowledge in order to comprehend
what they read.
31
The Key is – Teac h So unds
§ Phonological awareness is the insight that words are
made up of individual sounds, or phonemes.
§ Phonological awareness refers to the ability to segment
and manipulate the sounds of oral language.
§ It is not the same as phonics, which involves knowing
how written letters relate to spoken sounds.
§ Activities that develop phonological awareness in
children provide practice with rhyme and with beginning
sounds and syllables.
32
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A Young Child's Reading Brain
More: Teac h So u nds
§ Phonological awareness is not just phonics.
§ Phonological awareness is auditory and does
not involve words in print.
§ Phonological awareness is not a curriculum.
§ Research has shown that a child’s awareness of
the sounds of spoken words is a strong
predictor of his or her later success in learning to
read.”
33
More: Tea ch S ou n ds !
§ This link between phonological awareness and
literacy development is very relevant. Early
interventionists must evaluate phonological
awareness skills in children, and provide
enriched, early intervention to support its
development.
§ Mother-ese, rhyming, and singing teach children
sounds, and how to hear and understand
sounds – not letters.
§ The key is, teach the sound first.
34
Start Teaching Sounds Early!
§ Excellent interventions are available to boost literacy, but early
intervention is key.
§ If oral/spoken language problems resolve by 5.5 years-old,
literacy development proceeds smoothly—but if not, literacy
problems could be anticipated.
§ Classroom intervention studies show that simple remediation
strategies are shockingly effective: a few extra hours of weekly
phonics instruction in preschool, pre-K, kindergarten, and
first grade can bring up to 92% of struggling readers in line
with their peers.
§ Reading impairment has a strong genetic component. Up to
50% of children with a familial risk of dyslexia (parent or
sibling) will eventually receive a dyslexia diagnosis.
35
How to Teach Sounds
§ The term ‘phonological awareness’ does not describe just one skill,
rather it encompasses a whole list of important skills. The following are
all important parts of phonemic awareness and should be taught early:
§ Sound Word Discrimination
§ (Tells whether words or sounds are the same or different) cat/cat=
same cat/car= different
§ (Identifies which word is different) sun, fun, sun = fun is different
§ (Tells difference between single phonemes) Which one is different?
/s/ /s/ /k/ ?
§ Blending
§ (orally blends onset-rimes) What word is this? m-ilk
§ (orally blends syllables) What word is this? mon-key
§ (orally blends 2 or 3 phonemes into one word) What word am I
trying to say? /m/ /o/ /p/?
36
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A Young Child's Reading Brain
How to Teach Sounds
§ Segmentation
§ (initial sound isolation): What is the first sound in
mop?
§ (final sound isolation): What is the last sound in mop?
§ Rhyming
§ (Identifying rhyming words) Do “cat” and “mat”
rhyme?
§ (Produces a rhyming word) Tell me what word
rhymes with nose?
37
How to Teach Phonological Awareness
§ The best way to teach phonological awareness
to young children is through fun books, games,
and songs in addition to a wide variety of hands-
on activities.
§ Te a c h er s an d p are n t s c a n e n co ur a g e p la y wi th
spoken language as part of their overall literacy
programs.
§ Nursery rhymes, songs, poems, and read-
alouds that manipulate sounds are all effective
methods to develop phonemic awareness.
38
Good Books to Facilitate
Phonological Awareness
§ Jesse Bear, What Will you Wear? By Nancy White Carlstrom
§ Silly Sally By Audrey Wood
§ Is Your Mamma a Llama? By Deborah Guarino
§ Polar Bear, Polar Bear, What Do you Hear? By Bill Martin, Jr.
§ Time for Bed By Mem Fox
§ Chicka Chicka Boom Boom By Bill Martin, Jr.
§ Sheep in a Jeep By Nancy E. Shaw
§ In The Tall, Tall Grass By Denise Fleming
§ Miss Mary Mack By Mary Ann Hoberman and Nadine Bernard
Westcott
§ Good Night Moon By Margaret Wise Brown
39
What else can we do?
§ Tal k c o ns ta nt ly w it h t h e c h i ld a b o u t w h at t h e
child is thinking as well as about what the child is
doing …….Conversations
§ Create experiences and talk about them
§ Use complex language, explain it, and link it to
the experiences
§ Read aloud with the child on a daily basis, using
books that are at least slightly beyond where the
child is linguistically
40
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A Young Child's Reading Brain
More Tips…..
§ Use synonyms and antonyms and point them out
(compare and contrast)
§ Show curiosity: ask questions and show the child how to
find answers
§ Play word games and board games
§ Tel l joke s – (joke app)
§ Sing, dance, and play musical instruments
§ Organize information
§ Don’t forget the language of mathematics See
www.janemadell.com for more
41
Another Tip: Build the Child’s
Auditory Feedback Loop –
Children need to listen to
themselves
§ To rea d al o u d, w e ne e d to d ev e l o p t h e c h i ld ’s
“Auditory Feedback Loop.”
§
Children need to pay attention to how they
sound to themselves.
42
Have the Family make Experience Books,
paper or apps – a wonderful conversational tool
43
Resources
44
63
A Young Child's Reading Brain
ENLARGE
Imagination Library
§ https://imaginationlibrary.com
§ Dolly Parton’s Imagination Library is a book gifting
program that mails free, high-quality books to children
from birth until they begin school, no matter their family’s
income. Click the link above to explore.
45
Too ls f or S ch o ols a nd
The Listening Room
§ https://www.advancedbionics.com/content/advancedbi
onics/us/en/home/support/tools-for-schools.html
§ https://thelisteningroom.com/
§ Tool s fo r Tod dl er s an d Too l s for Sc h o o l s pr o v i de s up p o r t
and resources to grow with your child. Help your child
get a head start. Click the links above to explore.
46
Supporting Success for Children with
Hearing Loss – Karen Anderson
§ http://successforkidswithhearingloss.com/
§ Teache r To ol s is des i gn ed to s up p o r t al l as p e c ts o f
instruction by addressing underlying skills and word
knowledge that support all curriculum content. There are
articles related to current topics and trends, sections on
developing instructional skills, student self-advocacy,
self-concept and a forum for discussion of current issues
and concerns. A Teacher Tools membership includes
materials such as worksheets and activities appropriate
for all school age levels and an extensive information
resource library.
47
Hearing First
§ https://hearingfirst.org/
§ This website offers many ideas for the
advancement of pre-literacy skills. Their
suggestions are helpful and appropriate for all
children, not only for children with hearing loss.
48
64
A Young Child's Reading Brain
THANK YOU FOR LISTENING
49
Carol Flexer, PhD, CCC-A; LSLS Cert. AVT
Distinguished Professor Emeritus, Audiology
Northeast Ohio AuD Consortium (NOAC), and
The University of Akron
www.carolflexer.com
General References
§ Cole, E., & Flexer, C. (2016). Children with Hearing Loss: Developing
Listening and Talking, Birth to Six, 3rd ed. San Diego: Plural
Publishing.
§ Dehaene S. (2009). Reading in the Brain: The Science and Evolution
of a Human Invention. New York: Penguin.
§ One World Literacy Foundation:
http://www.oneworldliteracyfoundation.org/index.php/why-support-
owl/iliteracy-statisctics.html
§ Robertson, L. (2014). Literacy and Deafness: Listening and Spoken
Language. San Diego: Plural Publishing.
§ TOPEL – Te st of P r e s c h o ol E ar l y Li t er ac y (norm-referenced ages 3-6
years)
50
Knowledge Check
Why is reading aloud to infants, toddlers and young children extremely
important?
A. Exposure to storybooks is the biggest factor in a preschooler’s
vocabulary.
B. More parent-child conversations occur during read-alouds than
during any other activity.
C. Children who receive read-alouds show gains of more than twice
as many new words.
D. All of the above
65
A Young Child's Reading Brain
Return to Course Module Listing
Sign Language for Late Talkers
and Children with Special Needs
Tonya Hayes, MEd, SLP-A
66
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
Signing encourages which of the following
:
A. Larger vocabulary and increased listening skills
B. Joint attention, eye contact, and turn-taking
C. Problem-solving and increased memory
D. Increased movement and sharing
Sign Language for Late
Talkers & Children with Special
Needs
Tonya R. Hayes
Speech Therapist with Sprout Pediatrics
2
Learning Outcomes
▪
After this course, participants will be able to identify
at least 3 benefits of teaching late talkers and
children with special needs to use signs.
▪
After this course, participants will be able to explain
why signing is helpful in encouraging expressive
language in children with communication challenges.
▪
After this course, participants will be able to identify a
number of signs for basic functional words.
3
Signing with Babies
▪ When babies can sit up independently, they are
ready to begin learning to sign.
▪ It encourages imitation of actions which is a
foundational skill to imitating speech later.
▪ Both hemispheres of the baby’s brain are being
activated so the neural network of the brain is
growing.
▪ Babies and parents are less frustrated.
4
67
Sign Language
16-month-old
Lainey Kate Signs
5
Benefits of Signing with Toddlers
▪ Toddlers speak at a normal or faster rate.
▪ Toddlers are confident.
▪ The child/parent or child/caregiver relationship is
emotionally growing and positive.
▪ Toddlers have a larger vocabulary.
▪ Toddlers begin making connections to objects and
movements which later translates into literacy
connections.
▪ Foundational brain development is being laid for a life-
long learner.
6
Lainey Kate
signs “more”
7
Let’s Learn Alphabet Signs
▪ Many signs build from letters of the alphabet.
▪ People who are deaf and hard of hearing often will
finger spell their name when meeting you for the first
time.
▪ As we sign, we are encouraging fine motor skills that
can later help children with writing and self-help skills.
8
68
Sign Language
Signing the
Manual Alphabet
9
Two-year-old boy with Autism
Using Signs to Learn Colors
10
How Does Signing Help Late
Talkers?
▪
Late talkers often lack motor planning skills, so this
imitation of actions is key to getting the brain
connections going.
▪
Highly motivating foods, toys or objects will
encourage them to sign.
▪
Signing encourages joint attention, eye contact, turn
taking and ultimately, they begin to see the
connection of signing to getting a desired item.
▪
Eventually they drop the sign and use words.
11
Seven Simple Tidbits to Remember
When Signing!
▪ Talk as you sign.
▪ Sign often!
▪ Functional words are always learned first.
▪ Make eye contact.
▪ Be patient.
▪ Look for sign approximations.
▪ Add signs as they begin using signs.
12
69
Sign Language
Let’s Learn Color Words
13
Use literature as a way
to sign with a child.
14
Top Functional Signs &
Incorporating Signs into
Read Alouds
15
7-Year-Old Girl with Down
Syndrome Uses Sign Language
16
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Sign Language
ENLARGE
Grab Bag
17
Thank You
Tonya R. Hayes
Speech Therapist with Sprout Pediatrics
tonya.hayes@gmail.
com
18
Resources & References
▪ Seal, B. (2010). About baby signing. The ASHA Leader.
https://doi.org/10.1044/leader.FTR5.15132010.np
▪ https://www.babysignlanguage.com/?v=7516fd43adaa
▪ https://www.speechandlanguagekids.com/sign-
language-flash-cards/
▪ Kubler, A. (2005). My first signs: American sign language.
England: Child’s Play International.
19
Knowledge Check
Signing encourages which of the following:
A. Larger vocabulary and increased listening skills
B. Joint attention, eye contact, and turn-taking
C. Problem-solving and increased memory
D. Increased movement and sharing
71
Sign Language
Return to Course Module Listing
Indoor Rainy Day, Snowy Day Fun
Amy Schlessman, BS, MPT, DPT, DHS
72
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
According to Fedewa and Soyeon, what type of
exercise had the greatest effect on academic
achievement and cognitive outcomes
?
A. Muscle strengthening
B. Bone strengthening
C. Aerobic
D. None of the above
Indoor Rainy Day,
Snowy Day Fun
Amy M Schlessman, DPT, DHS
Learning Outcomes
§ Describe at least three benefits of physical activity
for children.
§ List at least three general exercise principles for
children.
§ Identify the link between physical activity and
learning (including recent research) for children.
§ Outline at least four creative, practical indoor
physical activities for implementation into a variety of
early childhood settings.
Important
§ *** Not all exercise is suitable for everyone. This
seminar is not intended as a substitute for the
specific advice of a physician or a physical
therapist. Consulting with a physician or physical
therapist prior to beginning any exercise program is
recommended.
§ *** Life Fuel (Kid Dynamics LLC) and Amy
Schlessman are not responsible for any injury that
may occur during exercise as recommended in this
seminar.
73
Indoor Fun
What are the
benefits of physical activity?
Benefits of Physical Activity
§ Control weight
§ Reduce risk of cardiovascular diseases
§ Reduce risk for type 2 diabetes
§ Reduce risk of some cancers
§ Strengthen bones and muscles
§ Improve mental health and mood
§ Improve ability to do daily activities
§ Improve chances of living longer
§
http://www.cdc.gov/physicalactivity/everyone/health/index.html
How much physical activity do
children need?
Exercise principles
for children
Exercise Principles for Children
§ Released in 2008, the Physical Activity Guidelines
for Americans
(PAG) is the first-ever publication of
national guidelines for physical activity.
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Indoor Fun
Exercise Principles for Children
Children and adolescents:
§ 60 minutes or more of physical activity each day.
§ 3 types:
§
Aerobic activity
§
Muscle strengthening
§
Bone strengthening
§ http://www.cdc.gov/physicalactivity/everyone/gu
idelines/children.html
Exercise Principles for Children
§ Aerobic activity: Should make up most of child's 60
or more minutes of physical activity each day
§ Moderate-intensity: DAILY
§
Brisk walking
§
Active recreation (hiking, skateboarding)
§
Bicycle riding
§ Vigorous-intensity activity: at least 3 days per week
§
Active games involving running and chasing, such as tag
§
Jumping rope
§
Martial arts, such as karate
§
Running
§
Sports (basketball, swimming, gymnastics)
§
http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
Moderate vs. Vigorous - Intensity?
§ 2 strategies to assist individuals in understanding
the difference
:
§ Example 1: Visual analog scale: On a scale of 0 to
10, sitting is 0 and highest level of activity is a 10,
moderate-intensity activity is a 5 or 6.
§
Moderate-intensity activity makes heart beat faster
than normal, breathe harder than normal
§ Vigorous-intensity activity: level 7 or 8, heart beats
much faster than normal, breathe much harder than
normal.
§
http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
Exercise Principles for Children
§ Muscle strengthening activities: at least 3 days per
week as part of the 60 or more minutes
§ Games such as tug of war
§ Modified push-ups (with knees on the floor)
§ Resistance exercises using body weight or resistance
bands
§ Rope or tree climbing
§ Sit-ups
§ Swinging on playground equipment/bars
§ Gymnastics
§
http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
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Indoor Fun
Exercise Principles for Children
§ Bone strengthening activities: at least 3 days per
week as part of the 60 or more minutes
§ Games such as hop-scotch
§ Hopping, skipping, jumping
§ Jumping rope
§ Running
§ Sports such as gymnastics, basketball, volleyball,
tennis
§
http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
Are Our Children Getting
Enough Physical Activity?
No!
Obesity Rates Among U.S. Children
§ Data from the National Health and Nutrition
Examination Survey
§ Approximately 17% (or 12.5 million) of children and
adolescents aged 2—19 years are obese.
§ Since 1980, obesity prevalence among children and
adolescents has almost tripled.
§ 1 of 7 low-income, preschool-aged children is obese.
§
http://www.cdc.gov/obesity/childhood
Consequences of Childhood Obesity?
§ Breathing problems, i.e. sleep apnea and asthma
§ Joint problems and musculoskeletal discomfort
§ High blood pressure and high cholesterol
§ Increased risk of impaired glucose tolerance, insulin
resistance and type 2 diabetes
§ Greater risk of social and psychological problems,
such as discrimination and poor self-esteem, which
can continue into adulthood
§ http://www.cdc.gov/obesity/childhood/basics.html
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Indoor Fun
Exercise Deficit Disorder
§ A term used to describe a condition characterized
by reduced levels of physical activity that are
inconsistent with current public health
recommendations.
§ Lack of Physical Activity:
§ Home
§ School
§ Community
§
Faigenbaum et al. Responding to Exercise Deficit Disorder in Youth: Integrating Wellness Care into
Pediatric Physical Therapy.
Pediatr Phys Ther. 2013 Spring; 25(1): 2–6.
Lack of Physical Activity
§ 74% of children (ages 5-10) get less than 60
minutes of daily exercise (YMCA of the USA
survey of 1600 parents)
§ http://children.webmd.com/news/20110414/
most-young-kids-dont-get-enough-exercise
Lack of Physical Activity:
Schools
§ Lack of daily, quality physical activity in all schools
§ Decreases in PE class time and recess
§
http://www.cdc.gov/obesity/childhood/problem.html
Lack of Physical Activity: Community
§ No safe and appealing place, in many communities,
to play or be active
§ Difficulty to travel to park
§ No safe routes for walking to school/playground
§ 50% of US children do NOT have a park, community
center, and sidewalk in their neighborhood
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Indoor Fun
Lack of Physical Activity:
Tele v is io n a n d M e di a
Tele v isio n a n d m e d ia :
§ - 83% children from 6 months to less than 6 years of
age view TV or videos about 1 hour and 57 minutes
a day
Influence of Television and Media
Viewing
§ Are contributing factor to childhood obesity
because
:
§ Tak e s a w a y f rom t i m e s p e nt in ph y s i c a l ac t iv itie s
§ Leads to increased energy intake through snacking
and eating meals in front of the TV
§ Influence children to make unhealthy food choices
through exposure to food ads
§
http://www.cdc.gov/obesity/childhood/problem.html
Exercise-Deficient Children
§ Needs: to be identified and treated early in life
§ Recommended Treatment?
§ Developmentally appropriate exercise
§ Supportive environment
§ Integrative approach: linking health care
professionals, school administrators, community
leaders, etc. to promote daily physical activity
Myer et al 2013 Exercise deficit disorder in youth: a paradigm shift toward disease prevention and comprehensive care.
Strategies and Solutions
§ American Academy of Pediatrics: no more than 1 to
2 hours of quality programming per day whether at
home, school or child care
§ Daily physical activity: 60 minutes
§ Increasing physical activity levels through programs
in the home, at school, and in the community
§ http://www.cdc.gov/obesity/childhood/solutions.html
§ http://www.healthypeople.gov/2020/default.aspx
§
Davis MM, Gance-Cleveland B, Hassink S , et al. Recommendations for
prevention of childhood obesity. Pediatrics. 2007;120:S229-S253
78
Indoor Fun
Why Combine Learning
with Physical Activity?
The link between physical activity
and learning
Movement and Learning Research
§ Growing body of research that indicates a positive
link between physical activity and learning
Recent Research
§ A meta-analysis of 59 studies from 1947 to 2009
§ Physical activity has a significant and positive effect
on academic achievement and cognitive outcomes
§ Aerobic exercise had the greatest effect Fedewa and
Soyeon 2011
§ More studies:
Castelli et al 2007; Chomitz et al 2009; Coe et al 2006;
Roberts et al 2010
§ Participation in physical activity: associated with
increased academic achievement
Recent Research
Participation in physical activity:
1) Increased school achievement
2) Better cognitive control and memory task
performance
3) More adaptive and efficient brain function
§
Chaddock, Voss, Kramer 2012; Chaddock, Pontifex, Hillman 2011
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Indoor Fun
Recent Research: Preschoolers
§ Relationship of aerobic fitness and motor skills with
memory and attention
§ 245 ethnically diverse preschoolers
§ Aerobic fitness and motor skills were related to
better memory and attention
§
BMC Pediatr. 2011 May 11;11:34.
Link Between Physical Activity and
Learning
§ Recent studies have shown:
§ Physical activity has a positive effect on academic
performance
§ Addition of physical education to school day results
in small but positive gains in academic performance
http://www .fitness.gov/enewsletter/fall2008/featurearticle.html
Link Between Physical Activity and
Learning
§ Recent studies have shown:
§ Improvements in cardiovascular fitness, strength,
levels of arousal and attention in the classroom &
overall academic grades improved for all grade levels
http://www.fitness.gov/enew sletter/fall2008/featurearticle.html
Link Between Physical Activity and
Learning
§ Recent studies have shown:
§ Positive associations between physical activity and
cognitive function, particularly for executive function
http://www.fitness.gov/enewsletter/fa ll20 0 8 /fe a tu re a rtic le .h tml
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Indoor Fun
Implementing Creative,
Practical Indoor Physical
Activities
Practical Strategies
§ Strategies that involve:
§ Minimal planning
§ Minimal space
§ Minimal equipment
§ Minimal expense
***Important Note ***
All activities discussed today
need to be performed with
adult supervision.
Quick and Easy Examples
§ Musical chairs (everyone wins version)
§ Name recognition
§ Matching
§
States to region i.e. Midwest - social studies
§
Clothing to season - size
§
Find your name - language arts
§ Vary the actions: Jump, march vs. walk
§
Following directions (hands on head)
§ Music stops: squat next to chair or kneel in front of
chair versus sit in chair - spatial awareness
81
Indoor Fun
Quick and Easy Examples
§ Charades
§ Characters in a book (language arts)
§ Animals (science)
§ Places (social studies)
§ Weather (science)
§ Weight (heavy/light) - math
§ Sink/float- science
§ Size (would fit in X) - math
Quick and Easy Examples
§ Obstacle courses
§ Hula hoops
§ Ball toss into containers
§ Bean bags
§ Tape o n f lo o r
§ Cones
§ Wrapping paper tubes (over, under)
§ i.e. pick up ball, tiptoe on line, toss ball into bucket,
crawl through tunnel
Quick and Easy Examples
Quick and Easy Examples
Photo by Lukas from Pexels
82
Indoor Fun
ENLARGE
ENLARGE
ENLARGE
Quick and Easy Examples
Quick and Easy Examples
§ Exercise Books - pictures of students
§ Exercise videos - with students
§ Scavenger hunts
§ Maps
§ Team work/problem solving
Quick and Easy Examples
Image from pixabay
Quick and Easy Examples
§ Activity stations in hall or classroom:
§
Physical activity for academic readiness
§ Hallway walks: social studies and math (maps,
distance, time)
§ Music: stop and go (dance, hop, arm circles)
83
Indoor Fun
ENLARGE
Quick and Easy Examples
§ Floor grids and wall grids (think Twister)
Quick and Easy Examples
Quick and Easy Examples
§ Action Dice (one with numbers, other actions -
touch toes 3 times)
§ Shadow dancing
§ Homemade musical instruments/weights
§ Power Tower (2 students form tower)
Quick and Easy Examples
Photo by Markus Spiske temporausch.com from Pexels
84
Indoor Fun
ENLARGE
ENLARGE
§ Stacking Towers (2 students form tower)
Quick and Easy Examples
Image by bluebudgie from pixabay
Image by presenter
§ Hopscotch
Quick and Easy Examples
Image by pcdazero from pixabay
§ Going on a Bear Hunt style actions
Quick and Easy Examples
§ Parachute
Quick and Easy Examples
Photo by elfpreschool from pixabay
85
Indoor Fun
ENLARGE
ENLARGE
Quick and Easy Examples
§ Set up student challenges (chart success)
§
Fine motor
§ Math
§ Graphs, tally, charts, addition
§ Examples: jump chart, minutes X performed
each day, distance walked
§ Dances in line (whole class connected)
§ 2 lines (student moves down middle)
§ - in standing; sitting
Quick and Easy Examples
§ Ball pass (over head, under legs)
§ - in standing; sitting
§ Ta k e i t v e r t i c a l
Quick and Easy Examples
Image by bluebudgie from pixabay
Quick and Easy Examples
§ Coin Hunt - how much do you find? (less stress:
velcro on money and velcro wrist band or board for
each child)
§ National Lost Penny Day (Feb 12)
§ Hot or cold: (cold: squat, jump: hot)
§ Puzzle hunt: find pieces to assemble puzzle
§ Limbo (various ways to go under) - decorate with
streamers
§ Pin the tail on the X (students make the game) -with
and without blind fold
86
Indoor Fun
ENLARGE
Calendar of Physical Activities
§ Opposite day: January 25
§ Up/down, stop/go, fast/slow, day/night
§ http://www.holidayinsights.com/everyday.htm
§ Set up a restaurant: menu, servers, table settings
§ January: National Soup Month
§ Letter writing: 2nd Week in January - Letter Writing
Week
§ Letter formation: giant roll paper, art easel,
playdough, blocks, recyclables
§ Write and deliver letters
Calendar of Physical Activities
§ January 6 Bean Day:
§ Relay races, sensory table, arts/crafts, “coin” toss,
sort
§ January 10 Houseplant Appreciation Day:
§ Indoor gardening
§ Science, math, record observations
§ January 14 Dress Up Your Pet Day: dress up
stuffed animal & have parade or dog show
§ January 15 National Hat Day: decorate and have
parade (Book - Caps for Sale)
Calendar of Physical Activities
§ January 19 National Popcorn Day:
§ Snack, jump/hop, parachute, sensory table
§ January 21 Squirrel Appreciation Day:
§ Anywhere a squirrel can go - spatial concepts
§ January 23 National Handwriting Day:
§ “Art show” hang/display examples
§ January 23 Measure Your Feet Day-
§ Measure/compare; measure length of carpet with
Amy’s feet; trace/cut out, follow the foot prints
Calendar of Physical Activities
§ January 29 National Puzzle Day:
§ Action puzzles: Action on back of puzzle piece, pick
piece, do action, connect with puzzle
§ Floor puzzles
§ Make your own (buy blank or make your own)
§ Magnetic puzzles (on lockers/cabinets)
§ Puzzle-a-thon
§ January 31 Backward Day:
§ Walk
§ Pass ball overhead
§ Animal walks
§ Bowling
Image by skitterphoto from pixabay
87
Indoor Fun
Calendar of Physical Activities
February:
§ 5: National Weatherman’s Day
§ Season, clothing
§ 7: Send a Card to a Friend Day
§ 17: Random Acts of Kindness Day
§ 20: Love Your Pet Day
§ 22: Walking the Dog Day
§ 24: National Tortilla Chip Day
§ 26: Carnival Day
§ 27: Polar Bear Day
Calendar Events March
Music in Our Schools Month
§ Week 2: National Bubble Week
§ 2: Old Stuff Day: relay race, sort, obstacle course
§ 12: Plant a Flower Day
§ 14: Learn about Butterflies Day
§ 20: International Earth Day
§ 26: Make up Your Own Holiday Day
§ 30: Take a Walk in the Park Day
Calendar Events April
Lawn and Garden Month
§
Week 2: Read a Road Map Week
§
Week 3: Garden Week
§
2: Children’s Book Day
§
4: Walk Around Things Day
§
8: Draw a Picture of a Bird Day
§
10: Golfers Day
§
14: Look Up at the Sky Day
§
14: Reach as High as You
Can Day
§
18: International Jugglers Day
§
22: US Earth Day
§
27: Arbor Day
Calendar Events May
National Bike Month
National Photograph Month
§ 4: Bird Day
§ 4: Space Day
§ 5: Cinco de Mayo
§ 7: National Tourism Day
§ 13: Frog Jumping Day
§ 14: Dance Like a Chicken Day
§ 18: International Museum Day
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Indoor Fun
Calendar Events September
§ 15: Make a Hat Day
§ 16: Collect Rocks Day
§ 16: National Playdough Day
§ 19: International Talk Like a Pirate Day
§ 21: Miniature Golf Day
Indoor-a-thons
§ Record time or number or trials
§ Compete against yourself or another class
§
Jump-a-thon (up, forward, over rope)
§
Walk-a-thon
§
Hopscotch-a-thon
§
Slide-a-thon
§
Bowl-a-thon
§
Build a tower a-thon
§
Dance-a-thon
§
Paint-a-thon
§
Water table-a-thon
§
Obstacle course-a-thon
§
Slimy Ooey Gooy-a-thon (stations of slime, playdough, flubber)
Physical Activities
Large Indoor Spaces
Large Indoor Spaces
§ Kickball
§ Green Light, Red Light
§ Cornhole
§ Hopscotch
§ Scavenger Hunts
§ Make and include maps or use photo of area for hunt
§ Make book of items found
89
Indoor Fun
Large Indoor Spaces
§ Quick and Easy Examples:
§ Coin Hunt - how much do you find?
§ Hot or cold: cold: squat, jump: hot
§ Puzzle hunt: find pieces to assemble puzzle
§ Jump rope
Large Indoor Spaces
§ Nature Hunt
§ Collect and weigh findings (who had heaviest)
§ Gardening
§ Small area
§ Container garden
Treasure Hunt
§ Bury large, fake coins in a sensory table/boxes
§ Have children dig up treasure
§ Limit the number each child can get
§ To a d d a ch a l l e n g e , c rea te a t reas u re m a p w i th c l u e s
that will lead the children to the treasure
Large Indoor Spaces
§ Sidewalk chalk games? Use painters tape!
§ Giant game board
§ Tw is te r
§ Hopscotch
§ Musical circles
§ Tic tac toe
§ Walk the letters
90
Indoor Fun
Large Indoor Spaces
§ Miniature golf
§ Homemade with shoe boxes
§ Make a sun dial
http://fun.familyeducation.com/activity/crafts/
39477.html?detoured=1
§ Rosy Rover (safe version of Red Rover)
§ Rosy rover rosy rover we ask X to bear crawl over
§
Don’t run through hand, go under
§
Join that side
Large Indoor Spaces
§ Four square
§ Duck, duck, goose (or turtle, turtle, dog)
§ Recycle bowling (try various size and shape balls)
§ Students set up: measure & pour bean or rice into
containers, weigh containers
Red Light, Green Light
§
One person is designated as “it” and plays the part of the stop light.
The other kids line up about 20 feet away from “it.” Facing away
from the other kids, “it” calls out “Green light!” The other kids move
toward “it.” “It” then calls out “Red light!” and turns around quickly.
Any of the kids who are caught moving must go back to the start
line. Play continues until someone reaches and tags “it.” That person
then becomes “it.” The trick to winning this game is to move
smoothly so that you can freeze instantly until you are within reach of
“it.”
§
Variations: When playing with children of different ages, you may
want to designate two start lines, the closer one being for the
smaller kids. In one variation of this game, "it" may call out "yellow
light," when means that the players can continue to move but must
move slowly.
§
http://grandparents.about.com/od/projectsactivities/qt/Red_Light.htm
Large Indoor Spaces
Silly Statues
More entertaining than competitive:
§
Ages: all ages
§
How to Play: Everyone moves around fast until caller yells freeze;
first person to break the freeze is out.
§
Entertainment Value: Seeing the strange positions that players end
up in and watching them try to hold those positions.
§
Variations
Another version uses teams of two.
The pair moves together. At “go" they
move fast and at “stop” they freeze
together, trying to hold their position
longer than their opponents.
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Indoor Fun
Mr. X, What time is it?
§ Children line up on line, ask caller Mr. or Miss X what
time is it?
§ Caller answer 3 o’clock (jump 3 times forward)
§ First person to caller wins
Ball Call
§ Adult tosses ball and calls number, child with that
number catches ball
Instructions:
§
Players form a circle around one player who stands in the center
with a ball. Each player in the circle is assigned a number. The
player in the center throws the ball high into the air and calls out
a number of one of the players. The player who was assigned
that number must run into the circle to try and catch the ball. If
the player does not catch the ball, they return to the circle to
resume play. But, if they do catch the ball they become the new
ball tosser, and their number is reassigned to the previous ball
tosser.
§
Variation: ball in a cup, must transfer ball to new player; or
clothespin to clothespin transfer
Relay Races
§ Various number of times
§ Transport balls or nature items
§ Walk, run, hook arms with partner, carry items in a
container with a partner
§ Container ideas: plastic cup, plate, or bowl, sand
bucket
§ Various ways to win:
§
First team to fill their container wins
§
Team wi th mo st i tems i n c on tai ne r wi ns
§
Team to f in i sh in q uick es t t im e
Egg Relay Race (use plastic eggs)
§ 2 teams:
§ With plastic egg on spoon, carry to container 20 feet
away
§ Alternatives: carry items found in nature -rock,
mulch chip; kid shovel instead of spoon; on plastic
plate with 2 children carrying plate together
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Indoor Fun
Alphabet Relay
§ Formation:4 relay lines
§ Equipment: Cut out and laminate 4 sets of the
ABC's
§ Instructions: On the word go, the first person in the
line runs out to a group of letters and finds the "A".
They bring that letter back to their group. Then the
next person runs out and find the "B". The game
continues until all the letters are found.
§ Goal(s):phonemic awareness, identify letters
§ Variation: teacher calls out letter to find
Cup to Cup
§
Each player is given a plastic cup and players form into 2 teams.
Each team sits in a line, side by side, facing the other team.
§
A collection of small items are placed at the end of each team, next
to the first player. These small items might include erasers, magnets,
coins, wrapped candy; these should be things that are small enough
to fit inside the plastic cups.
§
Object: which team can pass each item down the line from cup-to-
cup the quickest. Each item must be passed one at a time, and the
next item can only be picked up once the first item has reached the
end of the line. No hands can touch the objects, expect for the 1st
player who has to pick up new items, and if an item is dropped and
needs to be put back into the cup – although for older kids, no
hands at all might be an added challenge!
§
Variations: stand up, use plastic bowls, 2 handed versus one
handed, pass with clothespins
Great Shapes
§ Class holds hands and forms shapes
§ Variations:
§ In small groups, students hold hands and form
shapes
§ Assign a few students to be tracers and draw shape
around students with sidewalk chalk, then compare
sizes of shapes
Large Indoor Spaces:
A-Thon Days
§ Have an “A-thon”
§ Record time or number or trials
§ Compete against yourself or another class
§
Jump-a-thon (up, forward, over rope)
§
Walk-a-thon
§
Hopscotch-a-thon
§
Slide-a-thon
§
Bowl-a-thon
§
Dance-a-thon
§
Paint-a-thon
§
Water table-a-thon
§
Obstacle course-a-thon
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Indoor Fun
Additional Resources
Songs and Videos
§ Download songs and lyrics
§ http://www.colormehealthy.com/songs-and-lyrics/
§ You Tube: Videos posted by:
§ harrykindergarten (188 videos)
§
Counting by 2, 5, 10, to 100
§
Alphabet workout
§
Add, subtract
§
Colors
§ KidsTV 123 (105 videos)
§
Phonics Song 3
Songs and Videos
§ Dr. Jean: Lettercise: https://youtu.be/D2IwConeNUI
§ Greg and Steve: Listen and Move
https://youtu.be/j24_xH5uvdA
§ Jim Gill: List of dances https://youtu.be/XdAaoC1I-Co
§ Dr. Jean: Too ty Ta: https://youtu.be/PXvh08Mnork
§ Dr Jean
§ Jack Hartman (on You Tube too)
§ Physical ED
Songs and Videos
§ Music and Movement in the Classroom
§ You Tube (Harry Kindergarten, Simple Songs)
§ Greg and Steve: Animal Actions
§ Greg and Steve: The Freeze
§ Greg and Steve: I’m Going on a Bear Hunt
§ Greg and Steve: Brown bear brown bear
§ Cosmic Kids Yoga:
https://youtu.be/v9W8iV4AJYQ
94
Indoor Fun
Scavenger Hunt
§ http://www.scavenger-hunt-
guru.com/outdoor-activities-for-kids.html
Great resource
§ http://www.eatsmartmovemorenc.com/
§ REVIEW THIS!
§ Programs and tools for change
§ Success stories
Brain Breaks
§ A Physical Activity Idea Book
for Elementary Classroom Teachers (electronic)
§ Michigan
§ PK-6
References
1. Centers for Disease Control and Prevention (CDCP). Overweight and Obesity Trends. Available
at: http://www.cdc.gov/nccdphp/dnpa/obesity/trend/index.htm Accessed July 23, 2008.
2. The Obesity Society. Childhood Overweight. Available at:
http://www.obesity.org/information/childhood_overweight.asp. Accessed July 23
, 2008.
3. Keys A, Fidanza F, K ar vo ne n M J, e t a l . In di c e s of re la ti ve w ei gh t an d o be s i ty. J Chronic Dis.
1972;25:329-343.
4. Lowry R, Wechsler H, Galuska DA, Fulton JE, Kann L. Television viewing and its associations
with overweight, sedentary lifestyle, and insufficient consumption of fruits and vegetables among
US high school students: differences by race, ethnicity, and gender. J Sch Health. 2002;72:413-
421.
5. National Center for Chronic Disease Prevention and Health Promotion. Healthy Youth! Physical
Activity Promoting Better Health. Available at:
http://www.cdc.gov/HealthyYouth/physicalactivity/promoting_health/
. Accessed February 3,
2008.
6. Datar A, Sturm R, Magnabosco JL. Childhood overweight and academic performance:
national study of kindergartners and first-graders. Obes Res. 2004;12:58-68.
7. Tar a s H, Potts-Datema W. Obesity and student performance at school. J Sch Health.
2005;75:291-295.
8. Dwyer T, Coonan WE, Leitch DR, et al. An investigation of the effects of daily physical activity
on the health of primary school students in South Australia. Int J Epidemiol. 1983;12:308-313.
95
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References
9. McKenzie TL, Stone EJ, Feldman HA, et al. Effects of the CATCH physical education
intervention: teacher type and lesson location. Am J Prev Med. 2001;21:101-109.
10. Burke V, Milligan RA, Thompson C, et al. A controlled trial of health promotion programs in
11-year-olds using physical activity enrichment for higher risk children. J Pediatr.
1998;132:840-847.
11. Condon, B. A controlled trial of health promotion programs in 11-year-olds using physical
activity enrichment for higher risk children. Pediatr Phys Ther. 2002;14:113-115.
12. Caballero B, Clay T, Davis SM, et al. Pathways: a school based, randomized controlled
trial for the prevention of obesity in American Indian schoolchildren. Am J Clin Nutr.
2003;78:1030-1038.
13. Sahota P, Rudolf MC, Dixey R, Hill AJ, Barth JH, Cade J. Randomised controlled trial of
primary school based intervention to reduce risk factors for obesity. BMJ. 2001;323:1029-
1032.
14. Gortmaker SL, Peterson K, Wiecha J, et al. Reducing obesity via a school based
interdisciplinary intervention among youth: Planet Health. Arch Pediatr Adolesc Med.
1999;153:409-418.
15. Harrell JS, Gansky SA, McMurray RG, Bangdiwala SI, Frauman AC, Bradley CB. School
based interventions improve heart health in children with multiple cardiovascular
disease risk factors. Pediatrics. 1998;102:371-380.
16. Donnelly JE, Jacobsen DJ, Whatley JE, et al. Nutrition and physical activity
program to attenuate obesity and promote physical and metabolic fitness in
elementary school children. Obes Res . 1996;4:229-243.
17. Harrell JS, McMurray RG, Bangdiwala SI, Frauman AC, Gansky SA, Bradley
CB. Effects of a school based intervention to reduce cardiovascular disease risk
factors in elementary school children: the cardiovascular health in children (CHIC)
study. J Pediatr. 1996;128:797-805.
18. Tomporowski PD, Davis CL, Miller PH, et al. Exercise and children’s intelligence,
cognition, and academic achievement. Educ
Psychol Review. 2008;20:111-131.
19. Sibley
BA, Etnier JL. The relationship between physical activity and cognition in
children: a meta-analysis. Pediatr Exerc Sci. 2003;15:243-56.
20. Coe DP, Pivarnik JM, Womack CJ, et al
.
Effect of physical education and
activity levels on academic achievement in children
.
Med Sci Sports Exerc.
2006;38:1515-1519.
21. Caterino MC, Polak ED. Effects of two types of activity on the performance of
second, third, and fourth grade students on a test of concentration. Percept Mot
Skills. 1999;89:245-248.
References
22. Mahar, M T, Murphy, SK, Rowe DA. Effects of a classroom based program on physical activity
and on-task behavior. Med Sci Sports Exerc. 2006;38:2086-2094.
23. Bower JK, Hales DP, Tate DF, et al. The childcare environment and children’s physical activity
.
Am J of
Prev Med. 2008;34:23-29.
24. Hannon JC, Brown BB. Increasing preschoolers' physical activity intensities: An activity-friendly
preschool playground intervention. Prev Med. 2008;46
:532-536.
25. Davis MM, Gance-Cleveland B, Hassink S , et al. Recommendations for prevention of childhood
obesity. Pediatrics. 2007;120:S229-S253.
26. Fitzgibbon ML, Stolley MR, Schiffer L, et al. Two-year follow-up results for Hip-Hop to Health Jr.:
A randomized controlled trial for overweight prevention in preschool minority children. J Pediatr.
2005;146:618-625.
27. Fitzgibbon ML, Stolley MR, Schiffer L, et al. Hip-Hop to Health Jr. for Latino preschool children.
Obesity. 2006;14:1616-1625.
28. Eliakim A
, Nemet D, Balakirski Y, et al. The effects of nutritional-physical activity school-based
intervention on fatness and fitness in preschool children. J
Pediatr Endocrinol Metab. 2007; 20:711-
718.
29. Timmons BW, Naylor PJ, Pfeiffer KA. Physical activity for preschool children- how much and
how? Appl. Physiol. Nutr. Metab. 2007;32:S122-S134.
30. Center for Disease Control and Prevention. How much physical activity do children need?
Available at: http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
. Accessed:
January 29, 2009.
References
31. American Physical Therapy Association (APTA). Education Strategic Plan.
Available at:
http://www.apta.org/AM/Template.cfm?Section=Education&TEMPLATE=/CM/
ContentDisplay.cfm&CONTENTID=50216
. Accessed: September 22, 2008.
32. Dietz WH, Gortmaker SL. Preventing obesity in children and adolescents.
.
Annu Rev Public Health.. 2001;22:337-353.
33. Energizers for Elementary School. Available at:
http://www.eatsmartmovemorenc.com/Energizers/Elementary.html
.
Accessed: January 31, 2012.
34. Nature Grounds. Available at: http://www.naturegrounds.org/
. Accessed:
January 31, 2012.
35. Playcore. Available at: http://playcore.com/
. Accessed: January 31, 2012.
36. The Robert Wood Johnson Center to Prevent Childhood Obesity. Available
at: http://www.rwjf.org/childhoodobesity/?cid=xdr_rco_001
. Accessed:
January 31, 2012.
References
96
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37. Energizers for the Classroom. Available at: www.ecu.edu/cs-
hhp/exss/upload/
Energizers
_for_Grades_K_2.pdf. Accessed: January 31, 2012.
38. Color Me Healthy. Available at: http://www.colormehealthy.com/
. Accessed:
January 31, 2012.
39. Brain Breaks. Available at: http://www.emc.cmich.edu/BrainBreaks/
. Accessed:
January 31, 2012.
40. Fit Kids. Available at: http://fitkidsnc.com/
. Accessed: January 31, 2012.
41. See Learn Do. Available at: http://www.fitkidsnc.com/SeeLearnDo.aspx
.
Accessed: January 31, 2012.
42. Drive to Fitness. Available at: http://www.drive2fitness.org/
. Accessed: January
31, 2012.
43. PE Central. Available at: http://www.pecentral.org/
. Accessed: January 31, 2012.
44. PE Central Adaptive Physical Education. Available at:
http://www.pecentral.org/adapted/adaptedmenu.html
. Accessed: January 31, 2012.
45. Achievable Concepts. Available at: http://www.achievableconcepts.com.au/
.
Accessed: January 31, 2012.
References
46. American Association for Physical Activity and Recreation. Available
at: http://www.aahperd.org/aapar/
. Accessed: January 31, 2012.
47. Adapted Physical Education National Standards. Available at:
http://www.apens.org/
. Accessed: January 31, 2012.
48. The National Center on Physical Activity and Disability. Available at:
http://www.ncpad.org/
. Accessed: January 31, 2012.
49. National Consortium of Physical Education and Recreation for
Individuals with Disabilities. http://www.ncperid.org/
. Accessed: January
31, 2012.
50. Palaestra: Forum of Sport, Physical Education & Recreation For
Those With Disabilities. Available at: http://www.palaestra.com/
.
Accessed: January 31, 2012.
51. Project Inspire. Available at: http://www.twu.edu/inspire/
. Accessed:
January 31, 2012.
References
52. Jacobs, G. Play, projects, and preschool standards : nurturing
children's sense of wonder and joy in learning. Corwin Press, 2007.
53. Pica, R. Jump into literacy : active learning for preschool children.
Gryphon House, 2007.
54. Stewart, S. I can do it! : kids with physical challenges. Mason Crest
Publishers, 2010.
55. Eichstaedt, C. Physical activity for individuals with mental retardation:
infancy through adulthood. Human Kinetics Books, 1992.
56. Action for Healthy Kids. Available at:
http://www.actionforhealthykids.org/school-programs/. Accessed: January
31, 2012.
57. Kidnetic. Avaialable at: http://www.kidnetic.com/
. Accessed: January
31, 2012.
58. BAM! Body and Mind (CDC). Available at: http://www.bam.gov/
.
Accessed: January 31, 2012.
References
Knowledge Check
According to Fedewa and Soyeon, what type of exercise
had the greatest effect on academic achievement and
cognitive outcomes
?
A. Muscle strengthening
B. Bone strengthening
C. Aerobic
D. None of the above
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Indoor Fun
Return to Course Module Listing
Providing Independent Play and Participation for
Young Children with Physical Impairments
Michelle Lange, BS, OTR/L, ABDA, ATP/SMS
98
Return to Course Module Listing
Providing Independent Play
and Participation for Young
Children with Physical
Impairments
Michelle L. Lange, OTR/L, ABDA, ATP/SMS
Learning Outcomes
After this course, participants will be able to:
§ Describe the interrelationship of play and overall
development.
§ Describe how battery operated and electrical devices can
be adapted for switch control.
§ List several computer and app options to provide
independent play.
What we are covering today:
§ The importance of play
§ Easy to access toys
§ Basic Electronic Aids to Daily Living (EADLs)
§ Battery operated toys and other devices
§ Simple electrical toys and other devices
§ Simple Infrared (IR) toys and other devices
§ Computers
§ Desktop applications
§ Mobile devices – apps
The Importance of Play
§ Play is far more than recreation
§ Play is:
§ Participation
§ Socialization
§ Key to development skills
§ Motor
§ Sensory
§ Visual
§ Auditory
§ Tac ti l e, ve s ti bu l ar, e t c.
§ Cognitive
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Providing Independent Play - Physical Impairments
The Importance of Play
§ Children’s play may appear random.
§ These multi-sensory experiences are directly linked to all
areas of development.
§ This builds a foundation for future learning.
The Importance of Play
§ Opportunities to play are reduced for children with
limitations in:
§ Motor skills
§ Sensory abilities
§ Cognitive abilities
Toys
§ Toys h a v e ch a n g e d a lot ov e r
the years.
§ Many toys are challenging to
play with.
§ Some are easier:
§ To m a n ipu l a t e ( f i n e m o t o r)
§ For children with sensory
deficits
Toy R e so urc es
§ Lekotek
§ www.lekotek.org
§ Be creative!
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Providing Independent Play - Physical Impairments
When Being Creative Isn’t Enough
§ Some children cannot manipulate even “easy to play
with” toys.
§ Assistive technology can bridge the gap.
Basic EADLs
§
Basic Electronic Aids to Daily Living
provide alternative
access to:
§ Battery operated devices
§ i.e. a toy
§ Simple electrical devices
§ i.e. a fan
§ Or provide limited control of an infrared receiving device
§ i.e. television “channel up” command
§ Handout
AbleNet PowerLink
Access
§
Access is almost always by switch
AbleNet Jellybean
Goals
§ To pro vid e i n d e p e n d e n t p lay
§ To de v e lop c o gn i t i v e s kills thro u g h this pla y
§ Psychosocial development
§ To pre pa re fo r fu t u re a s s i s t i v e te c h no l o g y u s e
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Providing Independent Play - Physical Impairments
ENLARGE
ENLARGE
How does it work?
§ Direct connection
§ Intermittent control
§ Battery-operated devices
§ Electrical devices
§ Infrared (IR) receiving devices
Direct Connection
§ Battery-operated devices only
§ Battery interrupter or pre-adapted
§ Switch
§ Requires sustained switch contact
§ Good for preparing for power mobility
AbleNet
Pre-Adapted Device
§
Direct connection via pre-adapted device
AbleNet
Intermittent Control
§ Latch
§ One activation = on
§ Second activation = off
§ Timed seconds
§ Timed minutes
§ Requires intermittent, rather than sustained, switch
activation
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Providing Independent Play - Physical Impairments
ENLARGE
ENLARGE
Intermittent Control
§ Good for developing scanning skills
§ Anticipation
§ Waiting
§ Accurate activation
§ Timing
Intermittent Control – Battery Devices
§ AbleNet Big Beamer and Jelly Beamer
§ 1-60 seconds
§ 1-60 minutes
§ Latch
§ Direct
§ Great for moving toys
AbleNet
Intermittent Control – Battery Devices
§ AbleNet Mini Beamer Transmitter and Receiver
§ Wireless
§ Proximity sensor
§ Auditory and visual feedback
§ Rechargeable
§ 1-60 seconds
§ 1-60 minutes
§ Latch
§ Direct
AbleNet
Mini Beamer Video
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Providing Independent Play - Physical Impairments
ENLARGE
ENLARGE
Intermittent Control – Battery Devices
§ Adaptivation LinkSwitch
§ Works in direct, latched, timed seconds, and timed
minutes modes
§ Can use with 1-2 switches to control 1-2 devices
Adaptivation
Intermittent Control – Battery Devices
§ Enabling Devices Switch Modifier
§ Works in direct, latched or timed seconds modes
§ 1 switch, 1 device
Enabling Devices
Intermittent Control – Battery Devices
§ Inclusive TLC
§ Simply Works it-Control and it-Control Pro
§ Both offer direct, latch and timed control
§ Can be “paired” with up to 3 BT switches
§ 1 standard switch jack (2 on Pro version)
Inclusive TLC
Intermittent Control – Battery Devices
§ RJ Cooper Digital Switch Timer
§ Works in direct and timed seconds mode
§ 1 switch, 1 device
§ Will control digital devices!
§ Electronic power button
RJ Cooper
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Providing Independent Play - Physical Impairments
ENLARGE
ENLARGE
ENLARGE
ENLARGE
Intermittent Control of Electrical
Devices
§ Same advantages of battery operated devices
§ And more…
§ No batteries!
§ Increased variety of devices
§ May be more appropriate for teens and adults
Intermittent Control of Electrical
Devices
§ Will only work if electrical device turns on and off when
plugged in or out of an outlet
§ Not electrical switches
§ i.e. fan vs. CD Player
Electrical Devices
§ Blenders
§ Food processors
§ Fans
§ Coffee pot
§ Paper shredder
§ Lamp
§ Waterpik
§ Wave machine
§ Lighted mirror
§ Heating pad
§ Heating pad/vibrating
§ Stereos (mechanical
buttons)
§ Hair dryer
§ Foot massagers
(water)
§ Popcorn makers
Intermittent Control – Electrical Devices
§ AbleNet PowerLink4
§ Six modes of control
§ Direct
§ Latch
§ Timed seconds
§ Timed minutes
§ Two s wi tc h
§ Both switches must be held to activate
§ Count
§ Data collection
§ Controls two appliances
§ Independent of each other
AbleNet
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Providing Independent Play - Physical Impairments
ENLARGE
Power Link Video
Intermittent Control – Electrical Devices
§ AbleNet Jelly Beamer Transmitter
§ Wireless control
§ Easy to assign
§ No separate receiver needed
§ 30 feet transmission range,
not line of sight
§ Up to 8 Jelly Beamers can be
used at a time to operate a
device – great for a group
activity
AbleNet
Intermittent Control
§ 1-switch single-appliance unit
§ Enabling devices
§ Direct or latch mode
§ 1 switch
§ 1 appliance
Enabling Devices
Intermittent Control
§ Basic appliance controls
§ Enabling devices
§ Latch control of up to 4 appliances
§ 8 buttons, direct access
Enabling Devices
106
Providing Independent Play - Physical Impairments
ENLARGE
ENLARGE
ENLARGE
Basic EADLs
§ Simple infrared control
§ Home audiovisual (AV) systems are quite
complex
§ More than one remote may be required
§ TV: power and volume
§ Cable: channels
§ Some basic systems cannot learn and send
signals from more than one remote
Basic EADLs
§ Simple infrared (IR) control
§ Some TV and cable remote
controls send both IR and radio
frequency (RF) signals
§ EADLs cannot learn the RF signals
and so cannot control those
functions
IR Devices
§ Infrared receiving devices
§ TV
§ Power On/Off
§ Channel Up/Down
§ Volume Up/Down
§ Mute
§ DVD
§ CD
§ MP3
AbleNet
§ Relax
§ Learning IR
§ 8 functions
§ Can learn functions from
more than one remote (i.e. TV
and cable)
§ Scanning or direct
AbleNet
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Providing Independent Play - Physical Impairments
ENLARGE
Enabling Devices
§ TV remote
§ Direct or 5 switches
§ One for each function
§ IR commands are pre-stored. This device may not be
able to control all functions if TV and Cable signals are
required.
TV Remote
Control
TV Remote
Module
Enabling Devices
RJ Cooper
§ TV remote
§ Direct large buttons or switch
§ Power and volume buttons control the TV
§ Channel buttons control cable box
RJ Cooper
Switch Adapted Electrical Devices
§ Some electrical devices that are difficult to control
through these basic EADLs have been directly adapted
for switch control.
§ Music
§ DVD players
§ Cameras
§ More
CDs
§ Basic EADLs cannot control a CD player
§ Switch adapted CD Players provide limited control
§ Enabling devices
§ Many product options
Enabling Devices
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Providing Independent Play - Physical Impairments
ENLARGE
ENLARGE
ENLARGE
MP3 Files
§ Several companies make large button or switch adapted
MP3 players
§ Enabling devices
Enabling devices
MP3 Files
§ Several companies make large button or switch adapted
MP3 players
§ RJ Cooper
Bluetooth music box pairs
with smart phones and
tablets
big buttons or optional
switches
RJ Cooper
DVD Players
§ RJ Cooper
§ Switch adapted portable DVD
Player
RJ Cooper
Cameras
§ Switch adapted digital cameras
§ Enabling devices
Enabling devices
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Providing Independent Play - Physical Impairments
ENLARGE
ENLARGE
ENLARGE
ENLARGE
Joke Time!
§ RJ Cooper SpongeBob Jokemaster
§ Joking is a part of kid’s playtime!
§ Switch accessible (1-2 switches)
§ Next joke
§ Repeat
RJ Cooper
Computer Software
§ Lots of children’s software programs available
§ Some designed for children with special needs
§ Some are more readily accessible
§ Apps are available to control devices in the environment,
but primarily through wireless networks
§ Complicated, high visual and cognitive requirements
What About Tablets?
More Apps
§ Of course, there are many apps that are designed for
children for:
§ Play
§ Education
§ Cause and effect
§ Switch skill development
§ Some are easy to access
§ Most can be accessed by switches
§ Some are specifically designed for switch use
Helpkidzlearn
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Providing Independent Play - Physical Impairments
ENLARGE
To ys a n d Mob ile D ev ic e s
§ Toy s a n d the a p p s tha t ru n t h e m
§ Smartphones and tablets
§ Examples:
§ Dream Cheeky’s iLaunch Thunder
§ Desk Pets CarBot Fast & Furious
Micro Robotic RaceCar
§ Rover 2.0 Spy Tank
§ Sphero 2.0
§ AR.Drone 2.0
Toys a n d M ob ile D evic es
§ The challenge:
§ Access to the app!
To ys a n d M ob ile D ev ic e s
§ Toy s a n d ap p s t h a t inte r a c t
§ Not very accessible
§ Mattel Apptivity series
Case Study
§ Mackenzie
§ Age 4
§ Cerebral palsy
§ No independent play
§ Non-ambulatory
§ Non-verbal
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Providing Independent Play - Physical Impairments
Common Questions
§ Equipment
§ How do I get equipment to try with the children I am
working with?
§ Contact the manufacturers about equipment loans
§ Much of this equipment is low cost
§ Consider putting some items in the budget for next year!
Common Questions
§ Funding
§ I work with a child who could use some of this equipment.
Can I get funding?
§ Many state Medicaid programs and insurance plans will
cover this equipment with the right documentation.
§ Justifications – the goals we have discussed
§ Funding typically needs to go through a supplier who
can do the billing.
§ Many families save up or wait for birthdays and holidays to
purchase items.
§ Grandma doesn’t have to buy another sweater for
Christmas!
Common Questions
§ Resources
§ How do I learn how to use this stuff? Seriously, is this
hard to set-up when that box shows up?
§ The manufacturers have great instructions and phone
support.
§ It may take a little work, but this technology is fairly
straight forward and easy to learn.
Common Questions
§ A client I work with has been using Basic EADLs, but
stopped making progress or won’t use the technology
any longer. What can I do?
§ It is important to vary the activities/toys to keep the
child’s interest.
§ If the child is bored with the battery-operated toys you
have, switch to making milkshakes with a blender and
PowerLink.
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Providing Independent Play - Physical Impairments
Tak e H o m e M es sa ge:
§ Basic EADLs can be used with young children to:
§ Provide independent play
§ Increase cognitive skills
§ Increase psychosocial skills
§ Prepare young children for future AT use
References:
§ Gardner-Neblett, N., Holochwost, S. J., Gallagher, K. C., Iruka, I. U.,
Odom, S. L., & Pungello, E. P. (2016). Guided versus Independent
Play: Which Better Sustains Attention among Infants and
Tod dl er s? . Society for Research on Educational Effectiveness.
§ Campbell, S. B., Leezenbaum, N. B., Mahoney, A. S., Moore, E. L., &
Brownell, C. A. (2016). Pretend play and social engagement in
toddlers at high and low genetic risk for autism spectrum
disorder. Journal of autism and developmental disorders, 46(7),
2305-2316.
§ Ziviani, J., Darlington, Y., Feeney, R., Rodger, S., & Watter, P. (2014).
Early intervention services of children with physical disabilities:
Complexity of child and family needs. Australian occupational
therapy journal, 61(2), 67-75.
Contact Information
§ Michelle Lange
§ MichelleLange1@outlook.com
§ www.atilange.com
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Providing Independent Play - Physical Impairments
Return to Course Module Listing
Collaboration to Support Children
with Special Needs
Amanda Schwartz, PhD
114
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
Which of the following is a teacher's role in
creating an inclusive classroom
?
A. Engage children with disabilities in all classroom
activities
B. Move children with disabilities to specific areas of
the classroom
C. Provide a space outside the classroom for the
therapist to work with the child
D. Refer parents to the therapists for any questions
about their child
Collaboration to Support
Children with Special Needs
Partnering with special educators and related
service providers in your classroom
Amanda Schwartz, PhD
2
Learning Outcomes
After this course, participants will be able to:
§
Describe the three key elements of inclusion.
§
Identify the team members who support children
with disabilities.
§
Define their role in providing an inclusive
classroom.
§
Select strategies to work better with special
education partners.
3
Inclusion as a Goal
Preschool
Requirements
IDEA Sec. 300.114(a)(2)
“ Each public agency must ensure that—
(i)
To t h e m ax im u m ex t en t ap p rop ri a t e,
children with disabilities, including children
in public or private institutions or other
care facilities, are educated with children
who are nondisabled; and
(ii)
Special classes, separate schooling, or
other removal of children with disabilities
from the regular educational environment
occurs only if the nature or severity of the
disability is such that education in regular
classes with the use of supplementary
aids and services cannot be achieved
satisfactorily.”
Infant/Toddler
Requirements
IDEA Sec. 303.126
“Each system must include policies and
procedures to ensure, consistent with
§§303.13(a)(8) (early intervention services),
303.26 (natural environments), and
303.344(d)(1)(ii) (content of an IFSP), that
early intervention services for infants and
toddlers with disabilities are provided—
(a)
To t h e m ax im u m ex t en t ap p rop ri a t e, i n
natural environments; and
(b)
In settings other than the natural
environment that are most appropriate, as
determined by the parent and the IFSP
Tea m , on ly w h en e ar l y i nt e r v en t io n s er v i ce s
cannot be achieved satisfactorily in a natural
environment.
4
115
Collaboration to Support Special Needs
Policy Statement on
Inclusion of Children
with Disabilities in Early
Childhood Programs
U.S. Department of
Health and
Human Services
U.S. Department of
Education
September 14, 2015
http://www2.ed.gov/polic
y/speced/guid/earlylearni
ng/joint-statement-full-
text.pdf
5
What is Inclusion?
Access
Participation
Supports
6
Is it
inclusion?
§
Access
§
Participation
§
Supports
7
Is it
inclusion?
§ Access: Is she in a group with same-aged
peers who are typically developing?
§ Participation: Is she engaged in a lesson with
her classmates?
§ Supports: Does the teacher have what she
needs to be sure her learning is supported?
8
116
Collaboration to Support Special Needs
ENLARGE
Is it
inclusion?
§
Access
§
Participation
§
Supports
9
Is it
inclusion?
§ Access: Is she able to be with same-aged peers
who are typically developing?
§ Participation: Are their interactions encouraged?
§ Supports: Does their teacher have the supports
needed to intentionally build opportunities for
learning with same age peers?
10
A Team Approach:
Preschool Requirements
IDEA Sec. 300.321(a)
The IEP Team for each child with a disability includes—
§ The parents of the child
§ At least
one regular education teacher
§ At least one special education teacher/provider
§ A representative of the public agency with special education,
general education, and resource knowledge
§ An individual who can interpret and apply evaluation results
§ Other individuals, including related services personnel as
appropriate and
§ Whenever appropriate, the child with a disability.
11
A Team Approach:
Infant/Toddler Requirements
IDEA Sec. 303.343(a)(1)
Each initial meeting and each annual IFSP Team meeting to
evaluate the IFSP must include the following participants:
§ The parent or parents of the child
§ Other family members, as requested by the parent
§
An advocate or person outside of the family
, if the parent
requests
§ The IFSP service coordinator
§ The evaluator(s) and
people conducting assessment
§ As appropriate, persons who will be providing early
intervention services
12
117
Collaboration to Support Special Needs
Who might be on the Team?
Child
You
The Family
Special
Educator
Speech
Therapist
Physical
Therapist
Occupational
Therapist
Social
Worker
Mental
Health
Provider
Health
Provider
13
Ladder of
Inference
http://www.mindtools.com/pages/article/new
TMC_91.htm
Beliefs
Conclusions
Actions
Assumptions
Interpreted Reality
Selected Reality
Reality and Facts
14
A Team Approach
§
Co-teach
§
Observe, model, and share strategies
§
Work with an Inclusion Coordinator
§
Ask for time to coordinate and collaborate with
partners
§
See if your program has formal agreements with
community partners
15
What is your role?
16
118
Collaboration to Support Special Needs
ENLARGE
Tea che r
Roles
§ Assess and partner with families to refer
children with developmental concerns
§ Engage children with disabilities in all
classroom activities
§ Create space for specialists in plans and your
room
§ Identify and share strategies for
individualization
§ Consult with specialists to problem solve
§ Coordinate with partners to communicate with
families
17
DEC
Recommended
Practices
https://divisionearlychildhood.egnyte.com/dl/
NRAghl7roM
18
Scenario
§
Find a way to understand each others needs.
§
Describe your expectations and adjust them as
you get to know each other.
§
Use communication strategies that work for both
of you and don’t duplicate effort.
§
Make sure you are having the same or supportive
conversations with the family.
19
Collaboration Strategies for
Tea c he rs
§ Create a welcoming environment
§ Formalize collaborations
§ Participate in meetings
§ Communicate clearly
§ Ask for support
20
119
Collaboration to Support Special Needs
What is a “Welcoming Environment”
for Partners?
§
Space in the classroom environment
21
What is a ”Welcoming Environment”
for Partners?
§ Space in the classroom environment
§ Time for planning
22
What is a ”Welcoming Environment”
for Partners?
§
Space in the classroom environment
§
Time for planning
§
Communication, including active listening
23
What is a ”Welcoming Environment”
for Partners?
§ Space in the classroom environment
§ Time for planning
§ Communication, including active listening
§ Access to information
24
120
Collaboration to Support Special Needs
What is a ”Welcoming Environment”
for Partners?
§
Space in the classroom environment
§
Time for planning
§
Communication, including active listening
§
Access to information
§
Space in the classroom
routines and schedule
25
Ways to Formalize Collaborations
§ Create a contract
§ Explore expertise
§ Clarify expectations
§ Define roles and responsibilities
§ Create collaboration time and describe its
purpose
§ Set times for check-ins
26
Participate in Meetings
§
Child Study/Evaluation
§
Individual Family Service Plan/Individualized
Education Plan (IFSP/IEP)
§
Re-evaluation
§
Transition
27
How to prepare for meetings:
Detail
Detail recommendations
Identify
Identify questions to ask
Share
Share child products
Organize
Organize assessment data
Talk
Talk wit h parents and partners
28
121
Collaboration to Support Special Needs
ENLARGE
Communicate Clearly
29
Family Educational Rights and
Privacy Act (FERPA)
“Schools must have written permission from the
parent or eligible student in order to release any
information from a student’s education record”
– U.S. Department of Education
Exceptions exist when appropriate…
30
Partner Communication Methods
§
Weekly activity log
§
Direct emails
§
Shared filing systems
§
Online shared file servers (Dropbox, Sharepoint,
Onedrive, etc.)
§
“Standing meetings”
§
On-the-spot communication
31
What can you share without consent?
Lesson plans?
32
122
Collaboration to Support Special Needs
Ye s
§
Lesson plans
No
What can you share without consent?
33
What can you share without consent?
Child records?
34
Ye s
§
Lesson plans
No
§
Child records
What can you share without consent?
35
How can you share without consent?
Social Media?
36
123
Collaboration to Support Special Needs
Ye s
No
How can you share without consent?
§
Social Media
37
How can you share without consent?
Direct Communication?
38
Ye s
No
How can you share without
consent?
§
Social Media
§
Direct Communication
39
Who can you share with without
consent?
Special education partners
working with the child?
40
124
Collaboration to Support Special Needs
Ye s
Special education
partners working with
the child
No
Who can you share with without
consent?
41
Who can you share with without
consent?
Mental health consultant/
staff unfamiliar with the
child/family?
42
Ye s
Special education
partners working
with the child
No
Mental health
consultant/staff
unfamiliar with the
child/family
Who can you share without
consent?
43
Ask for support
Access
Participation
Supports
44
125
Collaboration to Support Special Needs
Supports available
§
Reflective supervision with administrators
§
Consultation with mental health and special
education consultants
§
Professional development courses
§
Mentor/coaches
§
Peer supports and professional study groups
45
Pulling It All Together:
§ Inclusion requires collaboration and support.
§ Working with others requires planned, intentional
strategies.
§ Making the effort to build relationships can lead
to better instruction and optimal experiences for
children, families, and you!
46
“Mutual caring relationships require
kindness and patience, tolerance,
optimism, joy in the other's
achievements, confidence in oneself,
and the ability to give without undue
thought of gain.”
- Fred Rogers
47
Questions?
a_l_schwartz@yahoo.com
48
126
Collaboration to Support Special Needs
References
§ U.S. Congress. (2004) The Individuals With Disabilities Education Act. Washington,
DC: Author.
§ U.S. Department of Health and Human Services & U.S. Department of Education.
(2015). Policy Statement on Inclusion of Children with Disabilities in Early Childhood
Programs. Washington, DC: Author.
§ Division of Early Childhood, Council for Exceptional Children & National Association for
the Education of Young Children. (2009) Position Statement on Early Childhood
Inclusion. Missoula, MT; Washington, DC: Authors.
§ Mind Tools Content Team. (n.d.) The Ladder of Inference. How to Avoid Jumping to
Conclusions. London, U.K.: Author. Available at:
https://www.mindtools.com/pages/article/newTMC_91.htm
§ Division of Early Childhood, Council for Exceptional Children. (2016). DEC
Recommended Practices with Examples. Retrieved from
https://divisionearlychildhood.egnyte.com/dl/NRAghl7roM
§ U.S. Department of Education. (n.d.) Family Educational Rights and Privacy Act
(FERPA). Washington, DC: Author.
49
Knowledge Check
Which of the following is a teacher's role in creating an
inclusive classroom
?
A. Engage children with disabilities in all classroom
activities
B. Move children with disabilities to specific areas of the
classroom
C. Provide a space outside the classroom for the
therapist to work with the child
D. Refer parents to the therapists for any questions
about their child
127
Collaboration to Support Special Needs
Return to Course Module Listing
Increasing Motivation and Participation
of Young Children
Amy Schlessman, BS, MPT, DPT, DHS
128
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
Praise is a form of positive reinforcement that
combines which of the following
?
A. Attention with a tangible reward
B. Attention with a positive verbal statement
C. A tangible reward with a positive verbal statement
D. None of the above
Increasing Motivation
and Participation of
Young Children
Amy M Schlessman, DPT, DHS
2
Learning Outcomes
After this course, participants will be able to:
§
Describe the difference between extrinsic motivation
and intrinsic motivation.
§
Describe effective praise.
§
List at least 3 strategies to enhance motivation.
§
List at least 3 benefits to participation.
3
USING MOTIVATION
4
129
Increasing Motivation and Participation
What is Motivation?
§
Internal and external factors that stimulate desire and
energy in people to be continually interested and
committed to a subject, role, job, or to make an
effort to attain a goal.
www.businessdictionary.com
5
4 Indicators of Motivational Level
1.
Persistence
2.
Choice of challenge
3. Amount of
dependency on adults
4.
Emotion
http://www.naspcenter.org/parents/earlychildmotiv_ho.html
6
What motivates children?
7
Characteristics of
Motivation in Children
§ Intrinsic motivation
§ Extrinsic motivation
http://www.naspcenter.org/parents/earlychildmotiv_ho.html
8
130
Increasing Motivation and Participation
Characteristics of Motivation in
Children
§ What is
extrinsic motivation
???
§
Children engage in activities because adults tell them
to, or in an effort to please.
9
http://www.naspcenter.org/parents /
earlychildmotiv_ho.html
Characteristics of Motivation in
Children
§ Extrinsic motivation
§ The reward comes from outside the child.
§ Reward MUST be provided by someone else, AND
has to be continually given for child to remain
motivated enough to continue the activity.
§ **More difficult for a child to sustain extrinsically
motivated activity because of
reliance upon some
outside force
.
10
http://www.naspcenter.org/parents/
earlychildmotiv_ho.html
Characteristics of Motivation in
Children
§ What is
intrinsic motivation
???
§ Children do many things simply because they want to do
them.
§ Selecting a certain shirt or shoes to wear is the result of
“intrinsic motivation.”
11
Characteristics of Motivation in
Children
§ Intrinsic motivation
§ Child makes her OWN CHOICE and achieves
satisfaction from BOTH the act of choosing and from
the opportunity to play with the toy or wear the shirt
12
http://www.naspcenter.org/parents/
earlychildmotiv_ho.html
131
Increasing Motivation and Participation
Characteristics of Motivation in
Children
§ Intrinsic motivation
§ **SELF SUSTAINING: Since the activity is generating
the motivation, it is mostly self-sustaining for as long
as the child wants to continue the activity.
13
http://www.naspcenter.org/parents /
earlychildmotiv_ho.html
What is More Rewarding?
intrinsically motivated activity > extrinsically
§ Thus….
§ A child is more likely to learn and retain information when
she is intrinsically motivated - when she believes she is
pleasing herself.
14
http://www.naspcenter.org/parents/
earlychildmotiv_ho.html
What is More Rewarding?
intrinsically motivated activity > extrinsically
§
Adults can build on this sense of confidence by
guiding the child's play
and activities while still giving
the child a range of options
.
§ This unstructured play is an essential element of the
child's motivation, learning, and development
.
15
http://www.naspcenter.org/parents /
earlychildmotiv_ho.html
Intrinsically Motivated = Know
Self/World
§ “Little children love to play and to learn. They are
active, curious, and eager to engage their
environments, and when they do they learn. When
people are playing and learning in this eager and
willing way, they are intrinsically motivated.
Throughout life, when they are in their healthiest
states, they are active and interested, and the
intrinsically motivated behaviors that result help them
acquire knowledge about themselves and their
world.”
Deci and Ryan 2010
16
132
Increasing Motivation and Participation
Early Childhood Key for Intrinsic
Motivation
§
Young children have intrinsic ally initiated curiosity to
learn, called mastery motivation.
§
Patterns of motivation begin at an early age.
§
Early childhood years are KEY for establishing
intrinsic motivational orientations which will last a
lifetime.
§
Early child care can be instrumental in strengthening
children's motivation.
§ Carlton and Winsler, 1998
17
Intrinsic Motivation, Academic
Success
§ Encouraging children's intrinsic motivation can help
them to achieve academic success.
§ To he lp s t ud en t s (w it h a nd w it h ou t l e a r n in g
disabilities) develop academic intrinsic motivation, it
is essential to define the factors that affect
motivation.
§ What motivates THAT particular student?
§ Dev 1997
18
Intrinsic Motivation Varies Across
School Subjects
§
425 children from Grades 1-3
§
Self‐reported different levels of intrinsic motivation
across school subjects
§
Sum up: important to differentiate among types of
school motivation towards specific school subjects in
the early elementary years
§ Guay et al 2010
19
Practical Application
§ CAN increase student motivation by:
§ Allowing self-selection
§ Providing access to a variety
§ Actively involving students in sharing with other children
§ Identifying the personal interests of students
§ How?
§ Edmunds and Bauserman 2006
20
133
Increasing Motivation and Participation
Practical Application
§
How do we identify the personal interests of children?
§
Interest Inventory
§ Self assessment tool
§ Assesses an individual's likes and dislikes for a variety
of activities and/or objects
https://www.thebalancecareers.com/interest-invent ories-526168
21
Child Interest Inventory
§ All about me
§ Short answer
§ Circle the response (yes/no, thumbs up/down, happy
face/sad face)
§ Previous teacher; pass on to next teacher
§ Parent input
22
Interest Inventory
§
Search:
§ “Child Interest Inventory”
§ “Student Interest Survey”
§
Examples:
§ If I were teacher for the day
§ My perfect day at school/if I were in charge
§ Favorites (food, books, music, animal, games, etc.)
§
Start of year; mid year; situation dependent
Let’s LOOK!
23
Struggling, Unmotivated
24
134
Increasing Motivation and Participation
Struggling, Unmotivated (Mariotti)
§
Consider
: level of independence, instructional
level/type, frustration level
§
Administer an
interest inventory
at the beginning
§ Interview child, parent, teacher, therapist
§ Very young, limited cognition: observation, thumbs up/down,
happy face/sad face
§ Instrument readers may need to have the survey
questions read aloud to them.
§
Data collection - file each child’s inventory
25
Example: “My Way”
§ 10 year old with learning disability, bright but not been
doing well in school
§ His profile indicated his preferred method of learning:
§ Audio-visual, computer, artistic work
§ Current school work: written and oral work
§ *Preferred method of learning and school work did not
mesh MAY be one important reason he was not doing
well in school.
(Kettle, Renzulli, Rizza)
26
Using Motivation
Image on Pixabay
Image
on Pixabay
27
Big Idea
§
Children…..
§ Learn from everything they do
§ Are naturally curious
§ Want to explore and discover
§ If their explorations bring pleasure or success, they
will want to learn more
28
135
Increasing Motivation and Participation
Motivation: A KEY to Learning
§
A key factor in successful learning at all ages is a
learner's motivation.
§
Thus…..the ability to facilitate student motivation is
central
to successful teaching, particularly when
children aren't inherently interested in learning.
McInerney 2000
29
So….How Do We
Intrinsically Enhance
Motivation?
30
Enhancing Motivation: 7 Strategies
1. Provide a developmentally appropriate environment.
2. Allow the child sufficient time when working to allow for
persistence.
3. Allow the child to be as independent as possible.
4. Provide many opportunities for the child and the adult to
explore together
and interact directly.
5. Give the child an acceptable challenge.
6. Give the child opportunities to evaluate her own
accomplishments.
7. Do not use excessive rewards.
http://www.naspcenter.org/parents/earlychildmotiv_ho.html
31
Rewards - No Negative Effects on
Motivation
§ Rewards are not harmful to motivation to perform a
task.
§ Rewards given for low-interest tasks enhance
intrinsic motivation.
§ Rewards do not have negative effects on intrinsic
motivation.
Cameron, Banko, Pierce 2001
32
136
Increasing Motivation and Participation
Motivation Enhances Motor Skill
Learning
Haiback 2011
§
Learning environment: MUST be structured with
motivation in mind
§
Motivation influences: activity initiation (by child) and
persistence
§
Self-motivation: an important dimension in the
forethought phase of self-regulation
§
Role of adults: help child enhance and maintain
participation in physical activity
33
Motivation Enhances Motor Skill Learning
§ Nine factors
increasing intrinsic motivation
:
1. Promote achievement
2. Promote a mastery climate
3. Provide positive feedback
4. Provide choice
5. Promote goal setting
6. Use competition wisely
7. Provide a rationale for activities
8. Promote social interactions
9. Use rewards wisely
34
Haiback 2011
Non-Tang ib le R ew a rd s,
Motivators/Positive Reinforcers
and Effective Praise
35
Praising Effectively: Definitions
§ Praise is a form of positive reinforcement that
combines attention with a positive verbal statement.
§ Positive reinforcement is when an event (usually a
pleasant one) occurs immediately following a
behavior and as a result, the behavior occurs more
often in the future.
https://learn.devereux.org/nd/guides/qs-Praise.html
36
137
Increasing Motivation and Participation
Praising Effectively
§
Advantages of using praise
§ Strengthens (positively reinforces) behavior
§ Builds self-esteem
§ Promotes relationship development
§ Leads to a more positive environment
https://learn.devereux.org/nd/guides/qs-Praise.html
37
Praise: When?
§ Individual’s behavior matches the expectations
§ Reinforce a behavior you would like to see more
§ Whenever there’s a small improvement in behavior
https://learn.devereux.org/nd/guides/qs-Praise.html
38
Praise: How?
§
Praising effectively includes: 4:1 ratio of Behavior
Specific Praise and Non-Specific Praise
§ Goal: Praise a child 4 times for every negative or
corrective statement given.
§
Praise bank analogy: praise is a bank account (i.e.
more praise in, better the relationship; more you
take out (negative or corrective statements) lessen
relationship)
https://learn.devereux.org/nd/guides/qs-Praise.html
39
4:1 ratio: Behavior Specific
Praise and Non-Specific Praise
Behavior Specific Praise
§ A positive statement
intended to reinforce the
desired behavior of an
individual that
acknowledges the
individual by name,
specifically
describes/identifies the
individual’s behavior, and
incorporates a term of
praise.
Non-Specific Praise
§ A positive statement
intended to reinforce the
desired behavior of an
individual that does not
include all of the elements
and steps of Behavior
Specific Praise.
40
https://learn.devereux.org / nd/guides/q s -Praise.html
138
Increasing Motivation and Participation
4:1 ratio: Behavior Specific
Praise and Non-Specific Praise
Behavior Specific Praise
§ “Amy, nice work - you cleaned
up your area!"
§ "Way to go. You’re usi ng yo ur
words, Amy."
§ "Great job waiting your
turn." (while standing near
and looking at Amy)
§ "Good matching." (while
teaching/interacting with Amy
in 1:1)
Non-Specific Praise
§ “Amy, your area is cleaned up – it
looks nice.”
§ “Thanks for using your words,
Amy.”
§ “Amy, good job not being
disruptive.”
§ “Great job.”
§ “Thanks.”
§ “Awesome.”
§ “That’s nice.”
§ “Good work.”
41
https://learn.devereux.org/n d/guides/qs-Praise.html
Behavior Specific Praise
§ Includes the child’s name so he/she knows he/she is
being praised
§ Describes the individual’s positive behavior while
embedding a term of praise:
Good job, Great job, That’s awesome, Way to go,
Wel l done, Fantasti c work, Outstanding effort, Wow, That’s the way!, You did it!. Etc.
§ Is not disruptive
§ Is convincing
§ Is varied
42
https://learn.devereux.org / nd/guides/q s -Praise.html
Effective Praise Considerations
§
Shaping praise to increase its effectiveness
(Wright)
§ Use description, be specific
§ Praise effort, not ability
§ Helps children notice the connection between effort and
improved performance
§ Cater praise to a student’s level (age/grade) and
preferences
43
Effective Praise Considerations
• Needs to be perceived as sincere
• Praise is
beneficial to motivation
when it:
• Encourages performance attributions
• Promotes independence
• Enhances skill without an overreliance on social
comparisons
• Conveys achievable standards and expectations
(Henderlong et al 2002)
44
139
Increasing Motivation and Participation
Benefits of Encouraging Kids
§
Using the right encouraging words can:
§ Improve kids’ self-esteem
§ People with high self-esteem are found to be happier and
mentally healthier, whereas those with low self-esteem tend
to be psychologically distressed and perhaps even
depressed
§ Increase intrinsic motivation to achieve
§ Enhance perseverance
https://www.parentingforbrain.com/words-of-encouragement-for-kids/
45
Encourage Like This, Not That
Like This
§ You’ re bri l li ant for solving that
problem!
§ That’s awesome!
§ What a smart girl!
§ You are such a g reat puzz le -
solver!
§ You are so go od, l ike your
brother.
https://www.parentingforbrain.com/
words-of-encouragement-for-kids/
Not That
§ You came up with a very go od
answer for the last question.
§ I like the way you are using
different colors on the birthday
card.
§ I can see that you worked very
hard on this.
§ You are good at trying different
ways to solve a hard puzzle.
§ You are good at pl aying t hi s
game.
46
Praise Positively Affected Behaviors
§ Markelz and Taylor 2016
§
Suggests teacher praise positively affected attending
behaviors with increases in on-task behaviors and
decreases in disruptive behaviors
47
Tea c he rs P os itiv ity /R esp on s iv ity
§ Pratt, Lipscomb, and McClelland. 2016
§
Results: Children with low compliance at age 3 tend
to demonstrate stronger cooperation skills by
kindergarten when they experience more
positivity/responsivity from early childhood
educators.
§ Helping young children who enter preschool
struggling with behavioral aspects of self-regulation
(i.e. compliance) is key to improving these skills
through positive and responsive caregiving.
48
140
Increasing Motivation and Participation
What Kinds of Rewards
to Use?
“We don’t work for free”
49
Extrinsic Rewards and Intrinsic
Motivation in Education
§ Results: tangible rewards have a substantial
undermining effect
(Deci, Koestner, Ryan 2001)
50
Practical Application
§
Motivators/Positive Reinforcers AND Non-Tang i b l e
Rewards
51
Jackpot!
Ideas for Classroom Rewards
§ Play academic computer games
§ Read a book of his/her choice
§ Read a story aloud to younger children
§ Read aloud to the class
§ Select a class learning activity from a list of choices
§ Be timekeeper for an activity: announce a 5-minute warning
near end of activity and announce when activity is over
§ Listen to music
52
https://www.interventionce ntral.org/b ehavioral-
interv e nt io n s/re w a rds /ja ck p o t-id ea s -classroom-rewa rds
141
Increasing Motivation and Participation
Jackpot! Ideas for Classroom Rewards
§ Help a special teacher (e.g., art, music, gym)
§ Take a no te t o t he ma in o ff ic e
§ Receive a "good job" note from the teacher
§ Receive a coupon to be redeemed at a later time for a preferred
activity
§ Select a class fun activity from a list of choices
§ Be allowed to sit, stand, lie down anywhere in classroom during story
time/independent seat work
§ Be given a 'raffle ticket’ to place in fishbowl for prize drawings
§ Be permitted to sit in a reserved section of the lunchroom
§ Be sent to recess 2 minutes earlier than the rest of the class
53
https://www.interventioncentral.org/behavioral-inter vention s /rewards/jack p o t-idea s -classroo m -rewards
Jackpot! Ideas for Classroom Rewards
§ Draw a prize from the class 'prize box'
§ Earn behavior-points/tokens to be redeemed for prizes or
privileges
§ Have first choice in selecting work materials (ex: crayons,
paper) and/or seating assignments
§ Have lunch in the classroom with the teacher
§ Select the pizza toppings for a class pizza party
§ Sit near the teacher
§ Take t h e lea d p o sitio n i n l i n e
§ Be selected by teacher to do a fun activity with a peer
54
https://www.interventionce ntral.org/b ehavioral-inter ve n tio n s /rew a rd s/ ja ck p ot-id e a s-classroom-rewards
Jackpot! Ideas for Classroom Rewards
§ Play a game with a friend
§ Play non-academic computer games
§ Select fun activity from "Activity Shelf" (stocked with play
materials, games)
§ Spend time (with appropriate supervision) on the Internet
at recreational sites
§ Watch part or all of a video (preselected by teacher and
cleared with student's parent)
§ Work on a jigsaw or other puzzle
§ Write or draw on blackboard/whiteboard/easel paper
55
https://www.interventioncentral.o rg/beh avioral-interv e nt io n s/ rew a rds /ja ck p o t-id e a s-classroom-rewards
ENHANCING
PARTICIPATION
56
142
Increasing Motivation and Participation
Nature of Participation (Law 2002)
§
Typ es :
§ Formal (sports, music lessons, youth group)
§ Informal (play, hang out with friends, reading)
§
Meaningful participation has a
positive influence on
health and quality of life
§
Participation:
vital
part of human condition and
experience
§ Lead to life satisfaction and sense of competence
§ Essential for psychological, emotional, & skill
development
57
Nature of Participation (Law 2002)
§ Studies of high risk children found participation in
extracurricular activities
decreases incidence of
behavioral and emotional difficulties.
§ Activity participation (children) leads to decreased
numbers of school dropouts, improved engagement
in school, and more effective social relationships
with
peers.
58
Nature of Participation (Law 2002)
§
Longitudinal survey, 23,000 randomly selected
children 4 to 15 years (Statistics Canada, 2001)
§ 87% participated in extracurricular activities.
§ Those who participated then stopped were 3x more
likely to have lower self esteem, have difficulty making
friends, smoke, and perform poorly in reading and
math. (Statistics Canada, 1999)
59
Nature of Participation (Law 2002)
§ The Evidence:
§ Participation… enhances life quality
§ Lack of participation….leads to poor health and
quality of life
60
143
Increasing Motivation and Participation
How Do We Increase Participation:
Let the Child Choose
§
Let the child choose the sequences of the tasks
§ Research says…..
§ Adults choose tasks, student picks the order…increases child
participation
Kern & Clemens 2007
Kern et al 2001
Ramsey et al 2010
61
For Meaningful Participation
§ Feeling of choice or control over the activity
§ Supportive environment to facilitate attention to the
activity
§ Focus on the task, not the long-term consequences
§ Sense of challenge from the activity
§ Sense of mastery
62
BOTTOM LINE
§
The context in which they learn skills
§
Do tasks and activities
§
Develop friends
§
Find satisfaction
§
***Participation is extremely important for a child’s
development.
63
Participation:
The Day to Day Tool Kit
64
144
Increasing Motivation and Participation
Participation Tool Kit: Overview
§ Choices: Visuals/Pictures (line drawing, photos)
§ Websites
§ Recreation/games (sports, backyard, party, board games)
§ Competition
§ Timers
§ Obstacle courses/scavenger hunts
§
Music
§ Tec h n o log y
§ Mystery Motivator/Double Motivator: YouTube video: By
watsoninstitute1917
65
Participation Tool Kit
§
Child’s Choice with Visuals:
§ 1
st
X, then X (adult guided plus child choice)
§ Finished folder or mail box (focuses on effort)
§ 2, 4, 6, 8 choicesà child picks order
§ Have a star (child surprises you and picks activity)
§ Child preferred order
§ Puzzle piece choices (mystery motivator)
§ Choice Board - Bingo (cover all, 4 corners)
§ Tic-tac-toe
66
https://www.neuro-teach.com/home.html
By Maria Sargent (free visuals and resources)
*Permission to share
First Then
67
68
145
Increasing Motivation and Participation
ENLARGE
69
70
71
72
146
Increasing Motivation and Participation
ENLARGE
ENLARGE
ENLARGE
ENLARGE
Participation Tool Kit
§
Timers
§ Time Timer
§ Sand timer
§ Homemade sand timer
73
Participation Tool Kit
§ Games
§ Sports
§ Game Boards
§ Backyard and party games
§ Card Games
§ Action Charts (child can see his/her effort)
§ Jump chart
§ Button chart
§ Walk chart
74
Participation Tool Kit
§
Obstacle Courses
§ Time, number of items, child builds it with you, group
§ Take p i c t u re c hild c a n re b u ild a t h o m e o r n e xt sc h o ol
day
§ Task s t a t i o n s
§
Scavenger Hunts
§ Time, number of items, child build it with you, group
§ Take p i c t u re c hild c a n re b u ild a t h o m e o r n e xt se s s i o n
§ Task s t a t i o n s
75
Participation Tool Kit
§ Music
§ Your fa vorites? ***
§ Technology (video games, computer/websites,
phones)
§ Low tech
§ Your fa vorites? ***
76
147
Increasing Motivation and Participation
Participation Tool Kit
§
Mystery Motivators/Double Motivators
§ Ex.
§
Structured environments
§ Ex. How apply to your setting?
§ Picture examples
77
78
79
80
148
Increasing Motivation and Participation
ENLARGE
ENLARGE
ENLARGE
81
82
https://www.neuro-teach.com/home.html
By Maria Sargent (free visuals and resources)
*Permission to share
83
https://www.neuro-teach.com/home.html
By Maria Sargent (free visuals and resources)
*Permission to share
84
149
Increasing Motivation and Participation
ENLARGE
ENLARGE
ENLARGE
ENLARGE
https://www.neuro-teach.com/home.html
By Maria Sargent (free visuals and resources)
*Permission to share
85
Resources:
§ In the June/July 2011 NAEYC Te a ch in g You ng
Children, “Take a Look! Visual Supports for
Learning,” by Blagojevic, Logue, Bennett-Armistead,
Tay lo r a n d N ea l
§ Visual supports and show how they help all children
to understand rules and expectations, engage in daily
routine, navigate transitions, communicate thoughts,
feelings and needs, and increase independence in
child care routines and activities.
86
Resources:
§
Social Stories: how to create them and gives
examples, ex. transition times
§
http://www.pakeys.org/wp-
content/uploads/2018/01/Using-Social-Stories-
article.pdf
§
Beyond the Journal, Young Children, Sept 2005
87
Resources:
§ PDF and jpg examples of visual supports for
students
§ Indiana Resource Center for Autism, support
students with and without disabilities
§ https://www.iidc.indiana.edu/pages/visualsupports
88
150
Increasing Motivation and Participation
ENLARGE
Resources:
§ Classroom Visuals and Supports
§ Head Start Center for Inclusion
§ Ever-growing library of commonly used pictures and
visual supports to help teach/support all students
§ Ex. Toys, art materials, daily schedule pictures, problem solving
pictures, classroom certificates
§ Visual supports are free, downloadable and available to
use immediately in your classroom
§ http://headstartinclusion.org/classroom-visuals
89
Resources:
§ https://connectability.ca/visuals
-engine/
§
ConnectABILITY visuals engine
§ Helps to build custom visual
supports and sequences for
children. Free. Templates are
available along with images to
insert (and/or you can upload
and insert your own) and a
place to type in a title for the
image.
§ You can print the c ompl et ed
sequence from the web site. It
provides a list of recommended
sizes and different ways visuals
can be used.
§ Includes:
§ Choice Boards
§ Circle Time Boards
§ Labels
§ Rules
§ Schedules
§ Mini Schedules
§ First/Then Board
§ I Want Board
§ Personal Stories
§ Tok en E co no my
90
Resources:
§ https://fitt.fpg.unc.edu/early-learning-activities-visual-
supports
§
F
amily
I
mplemented
T
EACCH for
T
oddlers (FITT):
provides early learning activities and visual supports to
teach toddlers with autism new skills and routines.
§ Visual activities teach how to engage with toys (e.g., blocks, farm
animals) and how to participate in play routines.
§ The photo library provides examples of activities and
visuals created by educators and parents.
91
Resources:
§ Picto-Selector – Free
§ Tool fo r c rea t i n g visu a l s c he d u les w h i c h y o u do w n lo a d t o
either a Windows or Mac computer.
§ Makes creating visual schedules easier by:
§ Fast search options to find the needed pictures
§ Automatic sizes, depending on the number of rows and columns
§ Reuse of earlier created schedules
§ https://www.pictoselector.eu/
92
151
Increasing Motivation and Participation
Resources:
§ Picture Supports for Emergency Drills – Success Box –
Picture card sets for 5 main emergency drills: Fire Drill,
Bus Evacuation Drill, Tornado Drill, Lockdown
Drill and School Evacuation Walk to Another School.
§ Sets can be directly downloaded for printing or they can
serve as examples from which you can create your own
personalized sets.
§ http://scaacn.blogspot.com/2014/09/picture-supports-
for-emergency-drills.html
93
Resources:
§ https://w3.setbc.org/students/Pages/Student-
Resources-Library.aspx
§
resourceSET
-collection of free downloadable visual
supports that can be used in the classroom, at
home, and in the community
§ Searchable database - find a wide range of useful
visual supports for different curriculum areas,
activities, and events
94
Resources:
§
Social stories and comic strip conversations –Social
stories™ and comic strip conversations help people
with autism develop greater social understanding.
You ca n learn how to produce your own.
§
https://www.autism.org.uk/about/strategies/social-
stories-comic-strips.aspx
95
Resources:
§ Teac h e r Too l s : C l a ss room V is u a l s an d S u pp o r t –
§ Supports teachers to include children with disabilities
more naturally in the classroom
§ Print and go with quick and easy explanations
§ Ever-growing library of commonly used pictures and
visual supports include templates that can be
downloaded for immediate use to support children to
learn how to problem solve, follow the daily schedule and
make friends
§ http://headstartinclusion.org/teacher-tools#visual
96
152
Increasing Motivation and Participation
Resources:
§
Tea c h er To o l s : C l a ssro o m V i s u a ls an d S u pp o r t
http://headstartinclusion.org/teacher-tools#visual
§
Search premade:
§
Directions
§
Classroom jobs
§
Emotional regulation
§
Activities
§
Classroom expectations
§
Food
§
Block building ideas
§
Classroom toys & games
§
Friendship kit
§
Build social skills
§
Daily schedule
§
General behavior
§
Circle time
§
Dragon brain
§
Learning centers
§
Classroom art materials
§
Emotions
§
Tran si ti ons
§
Preschool songs
§
Problem solving
97
Resources:
§ Teac h i n g S t r a t e g i e s : U sin g a V is u a l Sc h e du l e [ V ide o ] –
describes how to use a visual schedule to help children
know what to expect throughout the day
§ http://www.easternct.edu/cece/teaching-strategies-
visual-schedule/
98
Resources:
§
https://www.neuro-teach.com/home.html
§
Neuro Teach By Maria Sargent
§ Free resources
§ Visuals
§ Teac hi ng t oo ls o n a va ri ety of t opi cs
99
Summary
§ Support children in relation to what is important and
motivating for them.
100
153
Increasing Motivation and Participation
Thank you!
§
Amy M. Schlessman, PT, DPT, DHS
§
Email: schlessmanamy@gmail.com
§
Facebook: Life Fuel (Kid Dynamics LLC)
101
References
§ Motivating Learning in Young Children. National Mental Health and Education Center.
Available at:
http://www.naspcenter.org/parents/earlychildmotiv_ho.html.
Accessed: March 4, 2019.
§ Deci, Edward L., and Richard M. Ryan. "Intrinsic motivation." The corsini
encyclopedia of psychology (2010): 1-2.
§ Carlton, Martha P., and Adam Winsler. "Fostering intrinsic motivation in early
childhood classrooms." Early Childhood Education Journal 25.3 (1998): 159-
166.
§ Dev, Poonam C. "Intrinsic motivation and academic achievement: What does
their relationship imply for the classroom teacher?." Remedial and special
education 18.1 (1997): 12-19.
§ Ramsey, M. L., Jolivette, K., Patterson, D. P., & Kennedy, C. (2010). Using
choice to increase time on-task, task-completion, and accuracy for students
with emotional/behavior disorders in a residential facility. Education and
Trea t me nt o f C h i ldre n, 33 ( 1) , 1-21.
102
References
§ Guay, Frédéric, et al. "Intrinsic, identified, and controlled types of motivation
for school subjects in young elementary school children." British Journal of
Educational Psychology 80.4 (2010): 711-735.
§ Cameron, Judy, Katherine M. Banko, and W. David Pierce. "Pervasive
negative effects of rewards on intrinsic motivation: The myth continues." The
Behavior Analyst 24.1 (2001): 1-44.
§ 6 Proven Ways To Encourage Kids Effectively. Parenting for Brain. Available
at:
https://www.parentingforbrain.com/words-of-encouragement-for-
kids/
Accessed: March 2, 2019.
§ Haibach P, Reid G, Collier D. Motor Learning and Development. Human
Kinetics. Champaign, Illinois. 2011.
§ Law M. Physical & Occupational Therapy in Pediatrics. Enhancing
Participation. Physical & Occupational Therapy in Pediatrics, 2002, Vol. 22,
No. 1 : Pages 1-3.
103
References
§ Edmunds, Kathryn M.; Bauserman, Kathryn L. What Teachers Can Learn
about Reading Motivation through Conversations with Children
.
Reading
Tea che r, v59 n5 p414-424 Feb 2006
§ Interest Inventory. The Balance Careers. Available at:
https://www.thebalancecareers.com/interest-inventories-526168. Accessed:
March 3, 2019.
§ McInerney DM. Helping kids achieve their best: understanding and using
motivation in the classroom. St. Leonards, N.S.W.: Allen & Unwin, c2000.
§ Henderlong J, Lepper MR. The effects of praise on children's intrinsic
motivation: A review and synthesis. Psychological Bulletin, Vol 128(5), Sep
2002, 774-795.
§ Kettle, Renzulli, and Rizza. My Way: An expression style inventory. Available at:
https://gifted.uconn.edu/wp-content/uploads/sites/961/2015/10/myway.pdf.
Accessed: March 3, 2019
104
154
Increasing Motivation and Participation
References
§ Praising Effectively. Available at: https://learn.devereux.org/nd/guides/qs-
Praise.html
. Accessed: March 3, 2019
§ Wright, Jim. Teacher Praise: An Efficient Tool to Motivate Students. Praise:
What the Research Says. April 2012. Available at:
https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/w
right_using_praise_in_the_classroom_April_2012.pdf
Accessed: March 2,
2019.
§ Using Interest Inventories with Struggling and Unmotivated Readers By Arleen
P. Mariotti. Available at:
http://cw.routledge.com/textbooks/9780415802093/news-updates/Interest-
Inventories.pdf
. Accessed: March 3, 2019
§ Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote
appropriate classroom behavior. Psychology in the Schools, 44, 65-75.
§ Kern, L., Mantagna, M.E., Vorndran, C.M., Bailin, D., & Hilt, A. (2001). Choice of
task sequence to increase engagement and reduce problem behaviors. Journal
of Positive Behavior Interventions, 3, 3-10.
105
References
§ Markelz, Andrew M., and Jonte C. Taylor. "Effects of Teacher Praise on
Attending Behaviors and Academic Achievement of Students with
Emotional and Behavioral Disabilities." Journal of Special Education
Apprenticeship 5.1 (2016): n1.
§ Pratt, Megan E., Shannon T. Lipscomb, and Megan M. McClelland.
"Caregiver Responsiveness During Preschool Supports Cooperation in
Kindergarten: Moderation by Children’s Early Compliance." Early
Education and Development 27.4 (2016): 421-439.
§ Jackpot! Ideas for Classroom Rewards. Intervention Central. Available
at:
https://www.interventioncentral.org/behavioral-
interventions/rewards/jackpot-ideas-classroom-rewards.
Accessed:
March 3, 2019
106
Knowledge Check
Praise is a form of positive reinforcement that combines
which of the following
?
A. Attention with a tangible reward
B. Attention with a positive verbal statement
C. A tangible reward with a positive verbal statement
D. None of the above
155
Increasing Motivation and Participation
Return to Course Module Listing
Circle Time Success
Liz Moore, MEd
156
Return to Course Module Listing
Knowledge Check
After this course you will be able to answer the following question:
Which of the following should be done when
reinforcing students
?
A. Use behavior-specific praise and tell the student
exactly what he did
B. Te ll them what they did wrong
C. Wait until the end of circle to use reinforcement
D. Only provide it one time
Knowledge Check
After this course you will be able to answer the following question:
How can you entice students to join circle time?
A. Use a highly motivating item/activity
B. Use boring materials
C. Do the same tasks each circle time
D. Have a slow pace
Circle Time Success
Liz Moore, M.Ed
Learner Objectives
§ List two goals for students while participating in
circle time
§ List two goals for teachers while leading circle
time
§ Identify two ways teachers can help students
actively participate in circle time
157
Circle Time Success
What is the goal for our students
at circle time?
GOALS
§ Sit and observe
§ Attend to teacher
§ Tolerate n o n -preferred activity
§ Tolerate p r o x i mity of p eers
§ Answer questions
§ Imitate, participate
§ Make choices
What are the teacher’s goals for circle?
Use circle time to:
§ To intro du c e ne w m a t e rial an d t h e m e s
§ To pre -teach ideas
§ To be c rea t i v e a nd h a ve fu n !
Do not use circle to:
§ Tea c h an e n t i re less o n
§ Rely on this group lesson to be the sole
instruction of the day
Important Components
§ Alternating
§ Participation
§ Choose the right materials
§ Provide Supports and Prompts
§ Reinforce, Reinforce, Reinforce!
§ Set the right pace!
Alternate between
§ Resting/Sitting
§ Routine activities
§ Preferred – child
directed
§ Songs
§ High-responding
§ Active/Standing
§ Novel activities
§ Non-preferred –
teacher directed
§ Book/literary tasks
§ Passive listening
158
Circle Time Success
Participation
Get kids invested in participating
§ Each kid gets a turn
§ Variety of opportunity to respond (as an individual
& group)
§ Give them something to do & to hold
Materials
Contextual to the activity-
§ Materials correspond to the context,
the activity, & the ages of the children
in the circle
§ All students have access to materials
Reinforcement
§ Individualized reinforcement for students in order to increase:
§ Responding
§ Participating
§ Enjoyment & Engagement
§
Pair social praise with tangible praise
§ Use behavior specific praise and tell the student what they did
right
§
50% rule
§ Fade away the tangible as child becomes successful at
responding
§ It works best when children are reinforced from the teacher
who gives the instruction
Reinforcers vs. Fidget-Objects
§ We can often give fidget-objects for children to hold
during circle to increase attending and to keep
students present at the circle time
§ We want to give reinforcers to children for active
participation and engagement
§ When the child gets too preoccupied with an object
and won’t meet circle goals, it’s time to switch it up!
159
Circle Time Success
Supports & Prompts
§
Individualized supports-
provide
supports such as visual supports
and/or objects to aide the
student with autism in
responding independently
§ Use
prompts & supports
to
achieve the goal and assist
student to respond
Supports & Prompts
Visual cue:
picture, photo, or a model for student to see what to do
Gesture cue:
point to the correct response or motion towards an area
Direct verbal cue:
Directly TELL them what to do/say
Physical prompt:
hand over hand help them
Using Other Adults in Circle
§ Adults should sit behind children in circle to
prompt when necessary
§ If additional adults are in the circle, they should
be modeling the actions
§ Children should be receiving reinforcement or
praise from adult leading circle
Pacing
§ Quick pacing between
transition activities within the
circle ensures active
engagement and maintains
attention
§ Slower pacing while expecting
responses from students with
disabilities or English as a
second language students to
ensure success
160
Circle Time Success
ENLARGE
ENLARGE
Timing
§ For children under the age of
3, circle should be no longer
than 6-8 minutes
§ For children from the ages of
3 – 3 ½, circle should be no
longer than 8-10 minutes
§ For children from the ages of
3 ½ - 4 and up, circle should
not be longer than 15
minutes
How to Entice Students to Join Circle
§ Allow student to choose a specific
activity/song/book
§ Use bubbles to have students come over to
circle
§ Read their favorite book
§ Sing their favorite song
How to Increase Students’
Time at Circle
If student has a hard time staying at circle
§ Determine how long they can stay at circle
§ Gather preferred items and materials
§ Let student have access to those preferred materials or
focus on those topics during circle time
§ Have student join the last part of circle and leave with
the group
§ Reinforce them for staying longer and longer
Additional Suggestions
§ Difficult keeping hands/body to themselves
§ Provide visual boundaries of where to sit
§ Carpet square
§ Colored masking tape
§ Child is passive during songs, stories, books
because of lack of language
§ Provide objects or felt pieces to go along with story
§
Child has a difficult time with core strength to sit
at circle
§ Provide a cube chair so at similar height with more
stability
161
Circle Time Success
ENLARGE
Case Study
§ Jackson 4 year old who did not participate at
circle, could only sit for 2 minutes and would cry
while at circle
§ Jackson loves the Noggin Goodbye song on
YouTube, bubbles and goldfish cr ackers
Case Study
§ Timed how long he could stay at circle. The
goal was to increase the time to 5 minutes
§ Adults created a list of what activities Jackson
liked and how to incorporate them at circle
time
§ Adults created a visual schedule that
alternated between bubbles, book and a video
of the Noggin Goodbye song
Case Study
1. Blow Bubbles and bring Jackson to circle time
2. Prompt him to sit down
3. Give 1 goldfish for sitting down
4. Read 2 pages of a book
5. Show 30 seconds of Noggin Video
6. Read 3 pages of the book
7. Show 30 seconds of Noggin Video
8. Read the rest of the book
9. Give goldfish
10. Watch the rest of the Noggin Video
11. Let the group leave circle
Summary
§ Circle time is a place for students to learn,
participate and have fun
§ It is not a time to teach an entire lesson
§ Utilizing specific supports and strategies allows
students to engage and participate more
§ Alternating activities
§ Minimizing wait time
§ Highly motivating activities
162
Circle Time Success
Questions?
Contact Liz Moore
liz-moore@ouhsc.edu
Knowledge Check
Which of the following should be done when reinforcing
students?
A. Use behavior-specific praise and tell the student
exactly what he did
B. Tell the m w h a t they d i d w ro n g
C. Wait until the end of circle to use reinforcement
D. Only provide it one time
Knowledge Check
How can you entice students to join circle time?
A. Use a highly motivating item/activity
B. Use boring materials
C. Do the same tasks each circle time
D. Have a slow pace
163
Circle Time Success
Return to Course Module Listing
Congratulations
Now that you have viewed all 10 modules, please take a moment to review the Exam
Questions again. When you are ready, log into your account on continued.com and
click on the ‘Dashboard’ button. You should find CDA Credential - Preschool, Part 2
located in your Pending Courses. Click the ‘Resume’ Button and select the ‘Take
Exam’ option to proceed.
If you have any questions, please call 866-727-1617 or
Contact Us via email for assistance.
164
Return to Course Module Listing
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