Garner-Hayfield Q & A

1. Ventura Garner-HayfieldQ & A Learning Supports Communication Supports

2. Opening Activity: Hearts and Tarts

3. Question: How do you support receptive communication?

4. Understanding Directions • Students on the spectrum may appear erratic in their ability to follow directions. • some of these students are performing a rote response pattern; not based on total comprehension of the message • sometimes understanding may be cued by recognition of a single word, or by gestures and nonverbal environmental cues • The ability to understand a direction depends on: • the direction being clear and not too complicated • the direction being presented at a speaking rate and loudness level to facilitate comprehension • the person with ASD recognizing the words and meaning conveyed by them • the person knowing how to translate the meaning of the message into the expected response

5. Eye Contact? When, where, with whom and whether to insist on eye contact remains controversial. Often the cue “Look at me” results in more of a staring glaze than as a communicative exchange. Guiding individuals in focusing and engaging in specific tasks related to the activity (academic or social) is often more effective than trying to obtain attention through eye contact.

6. Reaction Box: Should We Insist on Eye Contact?

7. Question: How do we know what the student wants?

8. Talking to Others • Need to understand how intentional the child’s daily communication is. • Does the child EVER deliberately signal a message to others? • Do the adults/other children predominately need to observe/make a guess at what the student w/ASD wants? • Is there any pattern to the types of messages that are intentional vs. non-intentional?

10. Repetitive Questioning • Possible reasons include: • difficulty knowing how to initiate or maintain a conversation • lack of other strategies for gaining attention in a positive way • need for information • need for reassurance • need to escape a situation that is boring or unpleasant • need to avoid transitioning to a new setting/situation • desire to be social • fascination with predictable answers • desire to demonstrate knowledge/competency by content of questions

11. Repetitive Questioning • Possible strategies include: • augmentative communication materials • options include communication boards or card sets • a topic notebook to suggest other subjects for discussion • have a scripted format; provide visual/verbal cues to remind use • set a limit on the number of repetitive questions or the amount of time for the interaction; share this plan with the student. • let the person know when you will be free to talk on a different topic and have it built into the schedule. • reverse the question to see if the person already knows the answer • use a checklist (especially if questions reflect anxiety about the schedule • write answer on paper as the question is answered the first time

12. Question: How do we implement a work system in the classroom?

13. Work System • A work system answers 4 questions: • What work? • How much work? • When am I finished? • What do I do/get when I’m finished?

15. Developing Tasks • Visual Organization • the way materials are spaced, sequenced • Visual Clarity • highlighting important information • Visual Instructions • visually telling what to do/in what sequence

24. Jigsaw Article: • Making Meaning; Strategies for Literacy Learning

25. Question: What can we do in our classrooms to help support learning?

26. “As a rule…” 1. Go visual. 2. Scaffold instruction with strengths in mind. 3. Declutter the environment. 4. Be predictable. 5. Find things to like and appreciate.

27. 1. Go Visual… • If there is only one thing you change in your classroom, this is the one to make. • Make sure the schedule for the day is “written” (with words and/or pictures) and posted. For some students, the “general” classroom schedule is not enough; many need their own schedule to interact with individually • Visually highlight critical information (i.e. key words in the directions, break apart multi-step directions with white space, etc.)

28. 2. Scaffold… • Give directions with a check sheet attached. • “make a list” • Help connect “the details” when forming “the big picture”. • Graphic organizers can visually support thinking and comprehension. • Set aside time for passions; use passion areas to teach new skills.

29. 3. Declutter… Make the physical classroom look calm. Simplifiy space; organize materials. Declutter worksheets/assignments using blank space. Break assignments into smaller “chunks”; perhaps put on colored paper. Be aware of/reduce classroom noise.

30. 4. Be Predictable… • Have a routine and stick to it. • morning routine (check-in, etc.) • Prime for changes. • Priming (or pre-practice) has been documented as an effective classroom intervention. • Consists of previewing information or activities that a child is likely to have difficulties with before the child actually engages in that activity. • A “change in routine” card can be used to specifically prepare the student for a change.

31. 5. Find Something to Like… Value the student; enjoy their unique characteristics. Cultivate high interest areas into potential job-related skills.

32. WrapUp: Talking Sticks