WH WHAT TS A A ROUTINE AN AND Chris WHO NE HO NEEDS ONE ONE? - - PowerPoint PPT Presentation

Chris Montgomery, M,Ed., TVI

WH WHAT’ T’S A A ROUTINE AN AND WHO NE HO NEEDS ONE ONE?

 "When we are listened to, it creates us, makes us unfold and

• expand. Ideas actually begin to grow within us and come to

life."

• Brenda Ueland

 When we feel really listened to, we're more likely to open up and be honest with another person. And when we listen, people are more likely to open up to us,

• too. Communication is active, and reciprocal.
• Lissa Coffey

OPENNESS

 “Jean Piaget, the famous observer of children, found that they do not begin abstract thinking and reasoning until they are seven or eight years old. Piaget suggested that the human brain is not designed to process abstractions until it has a “concrete” knowledge of the body, the world, and its physical forces. Seven or eight years of moving and play are required to give the child a sensory-motor intelligence that can serve as the foundation for intellectual, social, and personal development.” (Jean Ayers, Sensory Integration and the Child, 1995)

PRACTICE, PRACTICE, PRACTICE

“The principle i is s that i in the process of learning ho how t to

• do one
• one t

thi hing ng r really wel well, we we lea earn h how to learn…” …”

THE “META” SKILL

They give structure and meaning to actions and events. Build anticipation for the next step as well as the end of an activity. Routines build memory foundation for other learning.

WHY ARE ROUTINES IMPORTANT?

“A s A seq equence o

• f acti

tions r reg egularly f followed”

• Miriam W

Web ebster er

“A

A rep epea eata table s e ser eries es of even ents that provides des a a predi edicta table s e structu ture t e to one’s s lif life”

• Me

ROUTINES CAN BE DEFINED AS:

• An external structure on which to

hang information and build concepts

• External structure when internal

structure is not intact.

ROUTINES PROVIDE

We e use i e it to to:

 Request  Reject  Socialize  Share information/experience

LANGUAGE

HOW AND WHY WE USE IT

A repetitive structure for conversations Clearly defined roles for initiating and responding Multiple turns and practice Predictable steps for maintaining interaction for more turns

ROUTINES FOR COMMUNICATION

 Three parts of the wHole(istic)

• bonding and interaction
• Routines
• Calendars

 Video

• – Jarvis goes t

to t the Drumstor

• re

ROUTINES AS PART OF A COMMUNICATION SYSTEM

It’s how the rest of us develop concepts Our kids often have holes in their learning!! Lack Pre- Knowledge

INCIDENTAL LEARNING

Easier for us to learn incidentally through

• bservation and

hearing.  Easier for us to establish context for relating concepts and ideas. Motivation……… Likes

• VS. Dislikes

HOW DO WE LEARN IN COMPARISON TO OUR STUDENTS?

Communication Ski Skills b bas ased

THE HE I INSTRUCTIONAL AL FO FOCUS

T WO K KIND NDS O OF ROUTINE NES

ROUTINE THINKING

• TAKING IT TO THE CLASSROOM

Communication Co-Creation vs...... Structure Independence or Interdependence Relationships

FOR THE TEACHER t hey provide:

• Structure
• Focus & Flexibility
• Positive

Interactions (Decreased behavior issues)

Video – “What is a routine?”

• Amanda

WHY USE ROUTI NES-

I N MY CLASSROOM?

Characteristics of a Routine - L. Hagood

• Beginning and end steps are clear
• Sequence is simple and predictable (can be

expanded later)

• Student has multiple opportunities to respond
• Interactions are reciprocal with balanced

adult/child turns

• Objects and actions are used to cue responses

(rather than verbal or tactual prompts)

• Simple student responses are targeted
• Keep features consistent (people, actions, objects,

locations, time)

BUI LDI NG ROUTI NES I N THE CLASSROOM

Etiology Likes/Dislikes Communication Matrix Sensory Learning Kit Infused Skills Assessment See “Likes/Dislikes” handout

GATHE HERING I INFORMATION T TO CREATE A A ROUTINE ( E (ASSESS) ESS)

“I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

• - Maya Angelou

HAVING FUN TOGETHER

• Goals/ objectives
• Fun (for teacher and student!)
• Refine what you already do
• Repeat
• St ruct ure
• Focus
• Write it down
• See “Rout ine form ” handout

GATHERING INFORMATION

21

Determine the sequence Using the sequence box Prompting. . .

RUNNING THE ROUTINE

RAY LIKES/DISLIKES

Is it meaningful to the student? Is it motivating? Can your interaction be expanded to larger concepts? Why are we doing this and what does it mean?

• Video - Ray makes cookies

IS YOUR ROUTINE FUNCTIONAL?

 Taylor -

• What does Taylor like?
• How does his teacher engage him?
• What is the point of this routine?

 Ray –

• What skills are being practiced (aside from IEP objectives)?
• What happens when Ray becomes agitated?
• Ray knows his role and my role.

 Nick –

• What is the larger concept being taught (extra credit)?

THREE GROOMING ROUTINES

What do the 3 video examples have in common? Grooming used as a vehicle for teaching

• ther skills and

concepts.

GROOMING

WE ALL WANT TO LOOK GOOD

Make it Functional Infuse multiple skills. How can you practice these skills in other routines in order to generalize and build concepts?

BEYOND THE IEP OBJECTIVES

Fo For examp mple:

 Does the student communicate within the routine? SLP?  Does the student use fine motor skills? OT?  Does the student use gross motor skills? PT?  Does the student move through space? O&M?  Does the student listen? AI?  Does the student look? VI?

TEA EAMING:

MAN ANY B Y BRAI RAINS NS S STORE M MUCH I INF NFORMATI TION AND AND CAN AN BE USED F FOR R BETTE TTER R PRO ROGRAM RAMMING NG

Keep it consistent It’s OK to focus on relationships Communication……. Motivation

SUMMARY

“Comm mmunic ication” ”

• “A

“A Guide fo for T Teaching Students w s with th V Visual a and Mu Multi tiple Impairments” ts” by Linda Hagood

Available through the TSBVI Curriculum Dept.

http://www.tsbvi.edu/curriculum-a-publications

FURTHER READING

Chris Montgomery, M,Ed., TVI

WH WHAT’ T’S A A ROUTINE AN AND WHO NE HO NEEDS ONE ONE?