Classroom Support

• Key ideas• Super heroes• Shared vision

Key Ideas

My Left Foot – dream the impossibleIMDB

Awakenings – challenge assumptionsIMDB

Autism is a World – Sue Rubin – it takes a village

Wretches and Jabberers YouTube – power of communication

Journey Into Speech – typing vs speech

Key Principles

Least Dangerous Assumption Principle – “when we cannot be sure, because we have too little information, we should base our efforts on assumptions, which if wrong, will have the least dangerous effect on outcomes.” Donnellan, A. & Leary, M. (2006) Movement Differences and Diversity in Autism/Mental Retardation.

Presume Competence: “Assume that a child has intellectual ability, provide opportunities to be exposed to learning, assume the child wants to learn and assert him or herself in the world.”

Intelligence?

Tests to measure intelligence are designed to be taken by people who:speak, attend, move easily and well, inhibit

unwanted movements, are motivated to

demonstrate competence

A child whose development has been impeded by a defect is not merely a child less developed than his peers. Rather he has developed differently. Lev. S Vygotsky

Sue Rubin

My mission in life is to convince all psychologists that the entire notion of mental retardation is wrong. The brain is very complex and damage in various parts can make a person appear retarded when he is not. I am a good example of such a person.

Tito MukhopadhyayAuthor of ‘Beyond the Silence’ by age 12

James Franco Reads a Poem by TitoHis mother had taught him to do actions with some nursery rhymes, which the boy loved to do.

If anybody wonders how a dumb mute boy could learn anything, I shall tell that anybody could learn anything if one has an interest. More the interest, faster is the ability to learn.

Automatic movement patterns are vastly overrated. More than helping me get through the day they are

the enemy. Or I just developed some bad ones like untying my shoelaces, which is only helpful once a day usually but I get a hold of my lace I

just automatically pull. The next thing you know I’m in the clutches of a full blown fiddle.

I did/do have some compulsions that started when I was very young like the water fountain I make

with my hand. I like how it feels on my hand and how it looks and I will probably always do it.

If my emotions are under control so is my voice. Emotions unexpressed are stronger plus I am

very sensitive. I must feel things more intensely because I do bite over the smallest

thing. I am pleased when my body matches my emotions. It doesn’t happen that often, almost

never when sad. Happiness sometimes explodes out in laughter and jumping.

Frustration, anger, disappointment becomes biting and the occasional wry smile is about

the limit of the bodily expression of my feelings. Pathetic.

MovementDonnellan & Leary (2006)

• Continuing• Switching• Starting/initiating• Combining• Stopping• Executing

• Perceptions• Thoughts• Emotions• Speech • Actions• Postures

• Voluntary vs. automatic movements

• Idea-Plan-Execute

Central tenet of the theory

• The vast incongruity between their outer behavior and their inner state.

• Sensory and movement differences can mask competence and make unintentional behavior sometimes appear to be intentional

(Donnellan and Leary, 1995)

Physical Support

• Placement of physical support – (hand, wrist, forearm, elbow)

• Placement of display• Positioning of Marcus

& you• Size of display• Ability to point

• Resistance• Rhythm • Eye gaze• Fading• Provide minimum

support necessary

Communication Support

Input • Auditory• Visual• Language demand• Organization of

display

Output• Organization• Display• Expectation

Emotional Support

• Flight or fight• Security• Confidence• Trust - give control to

individual

• Perspective• Anxiety • Behavior plan

Getting Started Adapted from Martha Leary

• Provide an explanation

• Explain your belief in competence

• Explain supported communication

• Show a desire to learn

• Explain expectations when teaching a skill

• Monitor what you say

• Practice sharing information without demanding indicators of attention

• Begin each instructional task with a sincere expression of confidence in ability

• Summarize aspects of success after a task and express confidence for the next time

• Read something you think may be of interest to the person without requiring them to sit and listen

• Expand literacy development skills

Practice

• There must be opportunity to practice

• Practice vs. Communication

• Time

• Place

• Material

Curriculum

• Set work

• Language Arts

• Reading

• Math

• Classroom Curriculum

Modifications

• What are helpful modifications?

• Taking short cuts

• Maintaining the “thinking process”

Staffing

• What is 1:1 from a child’s point of view?

• Developing a number of communication partners

• Staff training

Equipment

• Paper vs. display of output

• High tech vs. low tech

• Letter board vs. Picture board displays

• Visual, auditory, …

• Word Prediction

• Using a cell phone

Data Collection

• You are looking for BENEFIT

• Note movement patterns e.g., low tone

• Identify the level of support

• Identify the output display/symbols

• Identify the input processed

• Monitor Marcus’s mood, energy

• No-risk, or low-risk practice

• Build confidence: limit opportunities to fail

• Ongoing feedback on performance

• Information given by multiple modalities

• Age appropriate, personally relevant content

• Extensive time to respond to questions

Recommended Good Practices

Predictable Questions

• Present a object/picture to label

• Describe a structured, but past experience

• Respond to questions about a read passage

• Other

Data CollectionInclude independent communication

Describe level of support

Describe display

Describe additional cues (model, gesture, visual, verbal)

Goal Review

• Communication

• Expressive Language

• Participation in curriculum

• Initiation

• Independence

• Verbal Language

Fading and Independence

• Decrease the physical• Increase the

communication• Decrease the

emotional/behavioral

0

10

20

30

40

50

60

70

80

Once you can successfully support the person

• Move around the placement

• Decrease the amount of resistance

• “Pick up your arm”

• “Move your hand”

• Only give more support when necessary

Increasing Communication

• Conversation

• Self Expression

• Open ended Questions

• Less Predictable

• Predictable work

Decreasing Emotional Support• Cognitive Communication can decrease

Behavior• The person needs to be confident and ready• Increase opportunity for communication• Think about the motor and sensory system

needs• Respect• Trust

What am I going to do on Monday??