A few times in the past I have posted about the success of using a "Upset because/You can help me by" set up on a communication device, book or in a separate binder.
(Link to the first post and the second.)
The "Upset because/You can help me by" framework was something the SLP and I created at my old job to assist a student and have since used with many, many students. The general principal is that when a student with communication challenges becomes upset (angry, sad, irritated, frustrated or any other version of upset) a staff member cues the individual to use the framework to identify the feeling, the cause of the feeling ("I don't know why" and "I am a teenager!" are both acceptable) and how a staff member can assist in easing the situation.
This booklet is also available on Adapted Learning.
Currently this framework is being used in my classroom, yet again, with a student to ease in periodic distress. This morning myself and the other adults in the room were quite convinced of the power of this method when an AAC user, whom was just introduced to a page set using this method, was able to go from vocalizing in distress to communicating "sadness" because of a "schedule change" and requesting "explaination". Once the staff member responsible for the confusion (that would be me, oops) apologized and promised to make sure to communicate better next time the student pressed, "Sweet!"
The power of simple communication never fails to blow my mind.
All behavior is communication.
Showing posts with label teaching positive behaviors. Show all posts
Showing posts with label teaching positive behaviors. Show all posts
Monday, September 21, 2009
Friday, November 7, 2008
Possibility
Today one of my students, who has been in my class for about ten weeks, starting using an AMDI Tech/Speak, not only that but the student started using it well, very well. This kiddo is a shining example that the right classroom, with the right supports and the right behavioral intervention can lead to unbelievable possibility.
The student has never had a consistent communicative intervention, various low and moderate technology interventions have been tried and abandoned. Prestigious communication clinics contradict themselves twice a year on what to do next. The last recommendation was for a key chain based picture card system, yet this student needs the least possible movement in technology she uses. She needs for it to stay still no matter how often attempts are made to move it or throw it. The ability to move something is so distracting for the student that a pull off Velcro symbol system, a communication book system or a key chain system would be a set up for failure. This student loves movement from cars to bikes to a gait trainer. This student loves to be in movement by walking, throwing, grabbing, and just wiggling. Appropriate positive behavior supports, use of teaching technique like seductive removal and movement could be a reward and not a distraction. In short, we make it so things don't move, so that when she moves if is a positive thing, not a negative thing.
Thus we started with a static display communication board mounted permanently on the tray of the wheelchair and the table. Minimal teaching, with use of the prompt hierarchy and plenty of positive reinforcement lead to success. Then I decided to spend several hours restoring an old, abandoned Tech/Speak that has a tendency to play messages even if no one was to
uching it. The Tech/Speak was long out of warranty and required hours of re-soldering wires and careful cleaning of the inside and outside of the device. Thankfully it worked and the device was restored to full usefulness. Overlays were created based on the student's static display boards (the Tech/Speak in the picture is from a link to Monroe Public Schools, not my classroom) and previous successful icon training. The Tech/Speak was mounted to the wheelchair tray to make it unmoveable (using straps and my all-time favorite assistive technology hardward store clamps).Finally, today, the student was able to access the Tech/Speak effectively, essentially the first time it was presented. Greetings, comments, responses, refusals, inquires - all no problem for this student with the "new" Tech/Speak.
That's what happens when a TEAM of people, from teacher to paraprofessional to SLP see the possibility in students instead of the problems.
Friday, August 8, 2008
I'm upset because... You can help me by...
As has been posted here before the team in our classroom at school has an extremely effective technique we used to address many negative behaviors. It is based on the idea that all behavior is communication. We teach our students to state how they feel, why, and what staff or peers can do to help them. Most of the students use high tech AAC for this, but this summer this lower tech AAC binder was created for one student and then changed in small ways and duplicated for other students. I will post to the Yahoo Boardmaker Group if anyone want to be able to change it in Boarmaker or download from Slideshare as a PDF to use as is.
Wednesday, January 30, 2008
Thursday, November 8, 2007
If a child...
“If a child does not know how to read,
we teach.
If a child does not know how to swim,
we teach.
If a child does not know how to multiply,
we teach.
If a child does not know how to drive,
we teach.
If a child does not know how to behave,
we teach?…punish?
Why can't we finish the last sentence as automatically as we do the others?”
John Herner (NASDSE President), 1998
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