3/5/2019 SEL Through School, Family, Parent Behavior Training Series Tear Free Routines: Practical Strategies to Help with Home Community Partnerships Routines and Homework Time J~ NSSEO AM IT A HEALTH Wednesday , February 27 , 201 9 5: 15 -7: 0 0pm PERC Presented by: Kristyn Bair , NSSEO Kate Sherry, NSSEO Maria Bellantuono, AMITA Health Autism Spectrum and Developmental Disorders Resource Center (ASDDRC) and NSSEO Parent Advisory Committee Member Pamela Radford, NSSEO 2 Agenda NSSEO Website www.nsseo.org ,i NSSEO 5:15pm Dinner, Table Discussions & Norttiwest Suburbe S1 E • .. "ro "' zation ~S> YEARS Introductions 1 :Hi .J::-551,++ +· 1+' ¥· 1 5 'igjJ Bl:11 5:30 Begin Presentation - Tell Me Your Plan Parent Education Resource Cente ~ ( P. ER C) - Block and Box - Organizing Materials y;.-:.~ - Get Ready, Do, Done Tht PERC IS open for pe.renlS and caregivers 10 ICCMS resources meet, netWOA and !um in an ll"lfomlll S8tMg Parents can lea.m ~ and devlk>p the toots 6:45 Evaluation and Next Steps needed 10 help support their Chld achtlv~ g,oelS in tianeliorW'lg 4 Today’s Big Ideas What is Executive Functioning My Plan/Goal Go to the library 1. Becoming a future thinker 2. Flexible thinking- Same but different 3. Plan backwards to work forwards Concepts and Materials adapted from:: 360 Thinking Cognitive Connections, LLC | www.efpratice.com Sarah Ward, M.S., CC/SLP & Kristen Jacobsen, M.S., CCC/SLP 6 1
3/5/2019 EF Skills Across the Age Span Impulse Control Executive function skills begin with impulse control 3-4 Year Olds 5-7 Year Olds Ages 8-11 Ages 12-14 High School ● This is the ability to delay gratification to see into the future Co ● Complete 2-3 Run errands, Safely baby- Independentl ● ● ● ● mp step errands including sit younger y organize This is a learned skill! let ● Tidy bedroom those sibilings leisure ● e independently involving Use of system Establish ● ● si Initiate and time delay. of organizing long-term goal ● mp perform ● Keep track of school work and make le simple chores belongings at ● Plan and carry plans for err Inhibit home out long-term meeting that ● an behaviors: Use Inhibit projects goal ● ds appropriate temper Follow ● ● Cl language, raise tantrums complex ea hand in class and bad school ns manners schedule 7 & 8 pu Signs of Executive Functioning Issues What is My Child’s Executive Age? Starts task and gets Children and adults with ADHD are on Loses track of time distracted and is often still “in the middle of average 30% behind in their executive age. something”. Has frequent ○ This includes their ability to regulate their emotions, Wants to invite tantrums over kids over but things that seem body, impulses, social awareness, and general never gets fairly minor and around to manageable maturity. scheduling it 9 10 n,.,. ·~ .,,, .,,, When and where will plan what you will wear ,.,,. ,.,,. """""""' ,.,,. ,.,,. """' """""""' """ .. ... ,. tomorrow? • I'S» 2 6G.7 .... 1 + + 2G.7 2 • "' ., I'S I() 25" IG.G.7 .. rrn "' " + IO G.7 2G. ., , .... 7 + G.7 rt 27 ,. .... " "' 0. 26 "'"7 • " "' a.G.7 U) .. U) I() <,,<,7 '"' '° 7TI I+ U)G.7 lJ "· e a u .. l+ G.7 ' Executive Age of Individuals with ADHD: Sarah Forbes 2107 www.graceunderpressure.blog 11 2
3/5/2019 Role/Order of Working Memory in Executive Verbal Working Memory Function Skills “I have science, spanish, math and a poster” Verbal Working Memory Self Talk/Stated Intentions “I don’t have much” Nonverbal I will, I am going to, Maybe, Working Memory I could 13 14 Big Idea #1 Becoming a Future Thinker 360 Thinking Cognitive Connections, LLP Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP 15 16 Future Thinking Executive Function skills involve looking into the future. ● Ability to make an image in the future (What does “done” look like?). ● It includes the ability to imagine yourself in that future (What will I look Tell Me Your Plan like with that done?) ● It must also include seeing your own movement in that future (This is imagining the “do” as part of the future) ● And it includes the emotion associated with it (I might dislike the doing of it, but I can also imagine the satisfaction in creating what I can now only imagine). 17 18 3
3/5/2019 *Start with DONE Tell me Your Plan Things that I could have done better… ● Done this immediately before getting ready for band. Take a picture of your child when they ready. ● Provided him with Future Self Show the picture before they get ready and Talk Card ask them to tell you their plan. ● Checked for use of language such as, “I will” “I can” “When” 19 20 Practice Telling me your plan *Start with Done Nicco is ready to go to school. 21 22 Order of Working Memory Big Idea #2 Ugh...it’s 7:15. I need to go ([0 ~ upstairs and quickly brush my hair and get dressed. My lunch is on 6 0, I\ the kitchen counter. I need to remember to put my book in my Flexible Thinking: Same backpack. If….Then but Different We need to teach some of our kids to think in 23 24 pictures. 4
3/5/2019 Block and Box Body Block and box 1. Take this picture and Block and Box it using your Clothing Block and Box to markers. Increase Processing 2. Put it in plastic sleeve Speed protector Laminate or Put in Plastic 3. With a partner, talk through Sleeve Protector to Keep it Dynamic how this would look the same or different if it was a Materials cold day. Same but Different! Develops Cognitive Flexibility 4. Now imagine how it would be the same or different if you were ready for bed. Footwear 25 26 Block and Box Example 27 28 What would your DONE look like? D Tell a partner your plan for how you would use When would you go over the picture with either Box and Block or your child? What routine? Tell me Your Plan Managing Materials strategy. Where would you put the picture when you are done? Hang it up, keep it on a phone, put it in a binder? Can you see any barriers to making this work? If yes, what could you do? 29 30 5
3/5/2019 Managing Materials Managing Materials: Start with the end in mind- What will it look like? Have Students Use Devices to Create an Album of Materials ● Ask child to take essential items of their back pack out and lay them on the floor ● Then have the child group like items together ● Take a photo of the items ● Laminate and create “backpack” tags so they can ‘match the picture’ 31 32 Managing Materials: Same but Different Managing Materials Place picture in laminated sleeve: Turn and talk…. How would this bag look the ‘same but different’ for the following situations: 1. Practice versus a game 2. A full day tournament Could you use this strategy to help organize any materials? 33 34 Big Idea #3 What is a routine that you would Plan Backwards to Work like your child to have more Forwards independence? 35 36 6
3/5/2019 Get - Get Ready Do Done Ready*Do*Done - I -Black shirt - Get dressed Ge!Re-,ty Oo ""'" -Black dress pants - Fold music stand -Black dress shoes - Pack up practice -Xylophone book and sheet -Mallets music l I 2. DO what steps I need to 1. What will it look like 3. Get Ready: -Drum Sticks - Gather instruments take to be done? How long when it is DONE? What do I need? -Drum pad and put in bag I will each step take? Future/ Sketch picture -Stand -Practice Book -Sheet Music ._._ • Get Done Put on coat and walk to car 37 Video Do Done fJ<IOI- C'" /,, . tJ 39 40 Get Ready Do Done Get Ready Do Done I Try it with a partner Let’s Practice - 71 ----_J LI ___, I I Get Done Get Done 7
3/5/2019 Highlights Tell a Partner Your Plan Using the Personal Notes handout, take a minute to write down •- • thoughts, an important detail, or a time this strategy would be helpful. • -J i 43 44 Parent Education Series Next Steps ● Take a picture of “ Done ” for one activity or routine • Session 1: Get Ready, Do, Done ● Try visualization strategy (“Tell me your plan”) Wednesday, February 27, 2019 ● Box and Block Done Picture • Session 2: Stopping the Homework Battles ● Use Get Ready, Do, Done for an activity or routine Tuesday, March 19, 2019 5:15pm-7:00pm Email us with questions, pictures, or stories after trying one of the strategies: kbair@nsseo.org or ksherry@nsseo.org Bring Your Child 45 Evaluation Parent Education Series Teaching Social Smarts: Overview of Social Thinking Framework Tuesday, April 9, 2019 5:15pm-7:00pm (Dinn er Pr ovided) 47 8
~ 3/5/2019 -· k ngiyabonga d an e :. ~ .:. ~ c n ac "' o -• tH - _,:. ~ an Je - k. le~ekkUr ederim 1 ]II d .. - 6 racrns ~ =- - - - • 1!! ;r1 :1 _an J Y!l 111 "'" : 1 - • - 1 d U ~ . ~ • moc~chak ~ m P . _ d p .,.. JP _. sukriya kop khun krap :E go _ra1bh mail~ a gal 0 rlga O "' f!iit ,..., •. , ..,_. - b grazie a11galo ~ dakuJem - · -•- 1 .. 3 M1 ....... ~- f Mtt•N -i merc1 • -- • MepcM 49 9
Recommend
More recommend
