Active Learning Study Group - December 2015 This video is posted online with the following chapter markers: Chapter 1. Intro & LiveBinder Link Chapter 2. Video Observation Chapter 3. Social & Emotional Assessment Description of graphical content is included between Description Start and Description End. Transcript Start Chapter 1. Intro & LiveBinder Link [ Slide start: ] Description Start: Title: Texas School for the Blind & Visually Impaired Outreach Programs Content: Active Learning Study Group December 1, 2015 Facilitated by Kate Hurst, Statewide Staff Development Coordinator hurstk@tsbvi.edu Matt Schultz, Deafblind Consultant schultzm@tsbvi.edu Description End: [ Slide end: ] Kate: Good afternoon. Welcome to our Active Learning Study Group for December. I'm Kate Hurst with the TSBVI Outreach Program, and I have...two great colleagues here with me. On my left is Matt Schultz, who many of you now from all the ones we've done before. And Charlotte Cushman, who is our partner in crime on the new Active Learning Space website. Charlotte works with Perkins, and happened to be in town, so I said, Charlotte come over, join us here. I'm really happy to have you here today and we're going to get started. But I'd like to pull up the two polls right now, and if I can get all of you to please...vote. The first poll asks: How many fields were you able to complete? And the options are: None, Social Perception, Emotional Perception, or more than these two fields. And if you would vote on that poll, I would really appreciate it. Our second poll says: Were you able to videotape your student? And this is a yes/no question, so if you wouldn't mind voting on that. So great! We have a few that were able to at least do...one, I suspect some of you, two, of the fields, and some of you were actually able to get some videotaping done, so I'm glad for that. Matt: We know how that can be difficult sometimes. Kate: It can be tricky. Matt: Kudos to you that did it. Kate: Schedules and sick children and everything, that is so true. I'm hoping that some of our staff from Penrickton Center will be joining us. I know that they are in the midst of a big fund raising activity this afternoon, and so...it may be a while ‑‑ Oh, Pattys on. Patty. Hello, Patty! Glad you're here. Patty, who is with you, if you wouldn't mind? [ Slide start: ] Description Start: Title: Special Guests from Penrickton Center for Blind Children Content: left-side photo: Patty Obrzut, Assistant Director, Penrickton Center for the Blind right-side graphic: Penrickton Center for the Blind Logo Description End: Patty: Hi, Kate, it's Patty and Jessica, our Occupational therapist. Kate: Hi Jessica. Good to hear your voice -- or to know you're out there, and Patty, always good to have you here. Patty: Thank you. [ Slide end: ] Kate: Okay. So we have wonderful guests here today. And Patty, we're going to try to... make good use of your time. I know you have a lot going on. So we'll just jump right in and get started. [ Slide start: ] Description Start: Title: LIveBinder Reference: http://www.livebinders.com/edit/index/1781034?tabid=6b8f8bd0-10f7-fa99-8868- 51a13eb5863b# Description End: I wanted to first...mention the LiveBinder. I'm hoping all of you were able to get to the LiveBinder and to view the videos that we uploaded of Kamryn, because you will need to be able to access information from that binder over time. [ Slide end: ] And one of the things that I wanted you to be able to look at in the binder, today, was the videos of Kamryn, of course, and then also...I'm trying to start a list of questions. And I expect we're going to come up with some questions today, and if you could go to the blue questions tab ‑‑ I think it's the fourth one, from the left. [ Screen start: ] Description Start: Screen shot of LiveBinder link Description End: Yeah. And this is where you can put questions. The question that I put up was one that I wasn't sure about, and we'll get Patty to answer it later on. But I'm trying to collect this information, so people can go back and be reminded of what the answers are. [ Screen end: ] Chapter 2. Video Observation Okay. Well, we're going to get started, and if I could -- first we're going to take a look at some short clips that we...captured of our student Kamryn, and...let me just say that we went out and filmed for about an hour and a half, and so, this was a long time of engaging this child, and keeping her occupied. And so I'm going to show you the ones that she did together with adults, because that was how we did that; instead of having her play by herself, first, we started out with adults. And by the time she got to playing by herself, I think we had just worn her out, to some degree; though she's still very active. But let's take a look at that first one with her interacting with a number of adults. [ Video start: ] Description Start Description End [Audio description] As the video begins you will see Kamryn seated on my lap on a resonance board. There are toys that surround us, and her teaching assistant, Joanne speaks to her in Spanish. Each time she talks to Kamryn, Kamryn looks and smiles at Johanne. [Video] Johanne: Kami! Baby girl! What are you doing? Do you feel better? Huh? ¿Te sientes mejor? Huh? ¿Te sientes mejor? [voices in background] ¡Kami! ¿Como estas? ¿Como estas? ¿Estas jugando, verdad? ¿Estas jugando? ¡Si, verdad! ¡Yo quiero mucho! ¿Quien te quiere? [Audio description] Now we see Kamryn and Toni on the resonance board together. Kamryn...has a set of cups and saucers stack on top of each other. And she takes them apart...pulling the saucer away, and then trying to lift the cup. She has some trouble...grasping it. But she moves the cup around, and is able to grasp the handle, and then moves it away, to the left, on the resonance board. Now we see her leaning back in Toni's lap. Toni shakes bells on her ankle, her left ankle. Kamryn's very relaxed and smiling. Toni lifts her right leg and...slips another string of bells over her tennis shoe, and then shakes Kamryn's leg for her. Kamryn smiles. Then Kamryn shakes her own leg. Kamryn picks up her left leg and shakes it up and down. The...bells come off of her right leg, again, and so Toni puts them on. All the time, Kamryn is smiling. Kamryn crosses her right leg over her left, giggling. Kamryn's tapping the resonance board -- then she lifts both of her legs up...above her head and rocks back and forth, giggling. Now we'll see Kamryn with me. When it opens, Karmyn is in front of me. There is a gold cookie tin, that I've filled with different types of key chains. I'm holding one... and another, in front of her and her hand, her left hand is resting on my hand, as I score and swing the keychain with the ornaments back and forth. She looks very intently into the cookie tin. Grabs it with her left and dumps is off of her lap. Now we see Kamryn laying on her stomach, on a resonance board. There's a number of toys around her, but I start a vibrating tooth brush, and it comes over and begins to just bump her gently on the nose. She then tips her head to one side and covers the tooth brush with one ear. Then she raises up on her elbows...turns the other ear to the resonance board, lays on the tooth brush, feeling it vibrate. [vibrating sounds on wood] And she tips her whole body up and looks at me and smiles. We're still on the resonance board. This time I take a magnetic bowl that has a very heavy...metal chain inside it. And...drop it onto the resonance board. Then I put a metal slinky in the metal bowl, and begin to shake it up and down...getting nearer to collapse, as I reach the bowl. Kamryn stares at it, as I pause. Then she touches the bowl and the slinky with her hand, trying to pick it up. So, I repeat the action again, bouncing the slinky down until it's collapsed back into the bowl. [Kamryn vocalizing] Once again, she touches the bowl. I repeat the action again, and a nice turn taking, back and forth. Now we're still on the resonance board...and I've turned off the vibrating toothbrush, and Kamryn picks it up with her left hand, taps it to her nose and to her mouth, by holding the...head of the toothbrush and tapping the base where the vibrator is, on her lips and nose. Here we see Kamryn on her tummy. She watches as I pull a...musical triangle out and begin to tap it. She's still holding onto the toothbrush. Now she's wiggling her bottom up and down. [ Video end: ] Okay. You know, I tell you, every time I watch that video, I see something else and it makes me want to change how I scored her. [ Laughter ] Because there's always a little bit more. You know, it's like ‑‑ I think in one of the...the scoring areas...it said initiates...or tries to initiate a game. And I don't know if she actually tried to initiate one, though I think she did with Toni, with that leg thing, because they've done that before. I think that her response was like, "Okay, I know this game. Let's get going." And Toni was kind of chatting Kate: with me, and so, you know, didn't ‑‑ missed that cue, but it was....that was a...a good one there. And just a lot of things, that I noticed, that I hadn't noticed before. And so, I have to say to you guys...you know, it's painful to see yourself on video. I know! I understand. But it really is an invaluable tool for, you know, being able to see what a student is doing. It really is. Matt: You're just going to miss stuff in realtime. Kate: You can't. You cannot. You just can't do it any other way. Charlotte: And even though you've seen this, obviously, many times already, you're still seeing things ‑‑ Kate: I'm still seeing things. Charlotte: It's incredible. Kate: I'm still seeing things. Charlotte: Yeah. Yeah. Kate: Okay let's go ahead and look at the second one, and this is where...she is on the floor, playing by herself. We've leaving her alone. She's been at this a very long time, but you'll still see quite a lot activity from her. [ Video start: ] Description Start Description End [Audio Description] Kamyrn...begins this session on a resonance board, playing by herself, with toys that she's been exploring with her teacher and with me, prior to the session. She's a little bit tired, but she still seems to enjoy playing. Kamryn is lying on the resonance board with toys around her. She's tapping it with her hands and banging with her feet. She's smiling and grinning...moving her body around quite a lot, both feet and arms. She's waving her arms and tapping her knees together. Now she's raising and lowering her bottom onto the resonance board. Stretching legs out. [beads rattling] Now she finds the pink beads. The pink beads are a favorite toy of hers. She likes that color and she also likes ‑‑ She holds the beads in her right hand and shakes them, listening to the sound and...looking at them. Her left leg crosses over her right and is suspended in the air about six inches off the board. Kamryn also uses her vision very well. She continues to tap the pink beads. [beads rattling] During this time her other hand is not in use. One of the things we noticed about Kamryn, is that just when she's ready to take a break, she will roll towards her tummy. [beads rattling] [giggling] Kamryn giggles. Wiggles her body. Takes a break. Legs and arms are moving. Left and right arms mirroring each other. [beads rattling] Right arm moving, left arm still. Then it begins to move. Now, Kamryn...Kamryn's hand...left hand comes in contact with other green beads, and other objects, at times. She doesn't...stop and pick anything up with that hand, though she is very capable of doing that. [beads rattling] Kamryn continues to play with the beads. I thinks she's going to try to pick up that heavy chain. She's picking it up with her right hand. I think it's heavy for her, but then she discovers her favorite beads and begins playing with them. [beads rattling] During this time, her left arm is across her face. Now she appears to be sucking on her finger, perhaps. [beads rattling] On her back...moving her right hand, left knee crossed over right. Taking a little break. Moving...over onto her side, back to her back. She explores the slinky a little bit, again. No great interest in it. Some of this could be due to fatigue. She's bean out there for quite a long time. And Kamryn's hand and arms go in her mouth. She takes a break. [Kamryn vocalizing] She begins to vocalize. Now she begins to vocalize, and at first, what is just random play, and doing a "Wa-wa" game that she's done with her teacher and her aides, before, over time seems to be used for another purpose, especially when she spots one of her people. [Loud vocalizing] [Kate: Wa, wa, wa, wa.] Watch what she does when I come up. She rolls over on her side, and turns away from me and she continues to vocalize. [Loud vocalizing] [Kamryn vocalizing] She rolls over and spots someone coming towards her. [Kamryn vocalizing] Once again, one of her people are coming. She definitely recognizes her. [ Video end: ] Chapter 3. Social & Emotional Assessment Kate: Okay, so once again, lots of stuff in there...that we're going to be able to use. Let me start out with ‑‑ I know we've got Liz who has no cell phone, so she can't share with us too much, but Deanna and Stephen, you guys now Kamryn pretty well. Do you think that this pretty typical of her behavior...when y'all have seen her in interactions and also on her own? And if you just press star 6, we can hear you share. You can speak. Matt: Deanna writes that Stephen says, "Yes." Kate: All right. That's fine. That's fine. And, Liz, if you wouldn't mind sharing what you know about her vision... Charlotte: Looks like she's taping something. Kate: Yeah. I have -- I know that she has...one eye that has been enucleated. And I know that we're still -- I know that Liz is trying to get a handle on what her vision is in her other eye. Liz says, "Yes, it is. She started to come out of her shell just after Christmas last year. Okay. Great. Great. And I know this is starting into the second year with the current teacher, Toni, and with the aides, Tammy and Joanne that are there, so she really is very comfortable with them. Okay. She looked relaxed. Oh, yeah, she did. But there was a marked difference in the way she -- she was with them, versus me. It was -- that was really very...interesting to me. So let's start in, first, and take a look at the social perception milestones. [ Slide start: ] Description Start: Title: Social Perception Milestones Content: 0-3 months: Smiles and waves arms when seeing or hearing familiar people 3-6 months: Enjoys having an adult play with him/her 6-9 months: Makes contact with adults 9-12 months: Anxious when trusted provider is not present 12-15 months: Shows interest in other learners 15-18 months: Moves close to another learner, observes intensively 18-24 months: Protests if his/her activity is disrupted 24-30 months: Steals the toy another learner is playing with 30-36 months: Plays parallel to other learners 36-42 months: Invites the adult to play rough-and-tumble 42-28 months: Helps with laying the table Our student had X in the “Yes” column for 0-3 months: Smiles and waves arms when seeing or hearing familiar people 3-6 months: Enjoys having an adult play with him/her 6-9 months: Makes contact with adults 9-12 months: Anxious when trusted provider is not present 12-15 months: Shows interest in other learners 15-18 months: Moves close to another learner, observes intensively Our student had X in the “No” column for 18-24 months: Protests if his/her activity is disrupted 24-30 months: Steals the toy another learner is playing with 30-36 months: Plays parallel to other learners 36-42 months: Invites the adult to play rough-and-tumble 42-28 months: Helps with laying the table Description End: When I was looking at this...I went through and...started out...marking yes, yes, yes, pretty-pretty easily, and got all the way up to the 15 to 18 months, and then, I began to get "Nos." [ Slide end: ] [ Slide start: ] Close-up of previous slide And where I -- where it shifted is...when I came to the one that says, "Protests if activity is disrupted." And this is something that I didn't know ‑‑ just truly didn't know -- from her, but in the time that I was with her, if I shifted to another activity, she didn't seem to get too distressed. So I guess this is a question for Liz, Deanna and Stephen. [ Slide end: ] You know, do you think that's true or do you think she would protest if her activity was disrupted? Charlotte: There's a little bit of new information in the chat box also...from Deanna and Sara, looks like. Do you want some of that? Kate: Yeah, go ahead and read it. Charlotte: So Deanna says, "She can also stand at a table with both forearms, weight‑bearing with contact guard support. Kate: That's good. Charlotte: Sara says, "Cool." I think we all think that's pretty cool. And...Liz says that Kamryn has ONH with enucleation with the right eye. Kate: Right. Charlotte: And Deanna says, "Not usually." So I'm sure what... Kate: I think she's meaning when she doesn't a protest. Charlotte: Oh, yeah. Right. Right. Right. Kate: In answer to that question. So, what that meant for me, is that I...went to the 15 to 18 months to begin first, but I kind of backed up, because there-there was a lot I didn't know. So let's take a look -- and this was the 9 to 12 months. [ Slide start: ] Description Start: Title: Our Student Content: Social Perception Level: 9-12 months K037 Tries to get the adult to play with him - Yes K038 Can become anxious if the trusted provider is not present - Don't Know K039 Comprehends severa of the mother's facial expressions - Don't Know K040 Comprehends several of the ways in which the mother uses her voice - Don't Know Description End: I just wasn't really sure...where she was. There was just so much I didn't know. I...said -- I said for sure that she tries to get the adult to play with-with her. She definitely did with Toni...and even with me, I think her attempts, you know, to try to keep a game going, was indicative of her enjoyment in engaging with an adult. I didn't know if she became anxious if a trusted provider was not present. They were not right with us, and she was fine, but again, she was in a room and they were in a room. [ Slide end: ] So I'm going to ask you guys that know her best, what do you think? How would you ‑‑ how would you respond to that for her? Matt: Sara writes that she thinks...it looked like Kamryn was anxious when the trusted provider didn't respond to her vocalizationson the video. Deanna says she may protest if she is requested to do something she doesn't like to do. Kate: Okay. Okay. Matt: Liz says that she has her preferred people to work with. Kate: Overall, I felt like she wasn't that anxious when...when somebody -- a trusted provider wasn't right there with her, but again, because we were in a situation where she was familiar with the environment, with the other people around, I think that might have made a difference. [ Slide start: ] Repeat previous slide I also don't -- couldn't guess on, comprehends several of her mother's facial expressions. Partly because I don't know how much she's actually able to see. And this is something we have not been able to...find time for the parents to find time to sit down with us to get some of this information. So it's probably a guess at this point. [ Slide end: ] Matt: There were a couple of instances, Kate, not in the video looked at today, but I was present when the video was done, where I saw her look up to your face to get information. And-and she was a few feet away from you, is all, but that does tell me that she's interested in some information that comes from a person's face. Kate: Well, and she definitely paid attention to Joanne's face, too, when she was talking to her in...Spanish. Charlotte: Spanish. Kate: She would look up and really seem to...tune into that. Deanna says she has a social smile, and I think that that's probably true. And she also says, Deanna says that, she thinks that Kamryn will make vocalizations when she wants the preferred person's attention. I think that's absolutely true. We saw that at the very end when she was by herself and she called out to Toni, so I think that's-that's true. [ Slide start: ] Repeat previous slide Okay. And then comprehends...several of the ways in which the mother uses her voice. I didn't know about that, but I'm sort of guessing that in the school that she maybe responds to sort of a scolding voice or a happy voice. What would y'all say? [ Slide end: ] Charlotte: Well, I was interested in how drawn she was to the Spanish also. So I wondered -- I don't know if her mother only speaks Spanish at home Kate: No. No. [multiple voices] She only speaks English. Charlotte: Oh, that's funny. Kate: So, I think she just finds it interesting. Yeah. Yeah. Charlotte: So that...kind of suggests something. Kate: Either that, or she really likes Joanne, because Joanne always does that and maybe ‑‑ Charlotte: It's their routine. Matt: Well, even the way she was talking, there's a lot of inflection in her voice, there was lot of emotion. It was a very playful tone, and she seemed to be responding to that. Kate: So, Deanna says she seems to notice the Spanish versus English, and smiles more with Spanish change of tone and rhythm -- so just what you're saying. And...Liz says the staff in the room are fantastic and understand what her different vocalizations mean. Yeah. So, I think we're still, kinda -- on these -- pretty much the "don't know" column was mostly right. I think we can talk with Toni, and maybe get with the parents, and be able to nail those down. [ Slide start: ] Description Start: Title: Our Student Content: Social Perception Level: 12-15 months K049: Shows interest in other learners - Yes K050: Imitates the adult’s activity - Yes K051: Waves to say good-bye - Don’t Know K052: Wants to share his experiences with the adult – Yes Description End: But if you go on to the next level, you'll see I had a number of "Yeses" there, so I sort of felt like, that...that, you know, I was on the right path, beginning where I began. I checked, yes, she shows interest in other learners. She definitely was interested in me. She was interested in Toni...what we were doing. What you didn't see is, there was another little girl in the room who came up, and she kind of noticed her. I can't say she was really excited about it. Do you remember if Toni said she showed an interest in the other students? I couldn't quite remember on that. [ Slide end: ] Matt: Kate, from what I remember, it happens in small bits, kind of. And maybe increasingly, I think. Yeah. Yeah. I suspect that that's true. Charlotte: One question I had about that was whether, when we're looking at learners, are we including adults in that? Kate: Well, I did, and, Patty, that's a question for you guys. When we're talking about learners, is that any learner or is it ‑‑ Matt: Peers. Kate: Peers? [ Slide start: ] Description Start: Title: Special Guests from Penrickton Center for Blind Children Content: left-side photo: Patty Obrzut, Assistant Director, Penrickton Center for the Blind right-side graphic: Penrickton Center for the Blind Logo Description End: Patty: Sorry, I was unmuting myself. So you were asking are learners, other learners, other children or other adults or both? Kate: Or both, yes. Patty: I mean, I would consider them both...but I do have a question for you guys while we're talking about this. Where you have, you know, "Imitates the adult's activity," which is the second...question under the five‑month, and you have "yes," can I ask you a question about it? Kate: Yes, you sure can. Patty: Okay. In the videos, when we're watching it, do you really think she's interested in what the...the adult is doing, and wants to imitate the activity. Or is she curious what you're doing, so then she's active herself, which is a good thing, but I question whether or not she's imitating you guys, or if she's just playing with the activity after you've introduced it. [ Slide end: ] Kate: Well, and...and that is a really good question, because I went back and forth on that...and really struggled with it. Where I came down, and I don't know if I'm correct in this, is, when we were doing the slinky...she seemed to want to try to get it, and do something with it. Now, her grip is not great, so I didn't know if that was a problem. And then with the...vocalizing, the classroom teachers reported that she really likes to imitate back and forth on that. Now, does she initiate it? That's the thing. I didn't see her initiating a...turn‑taking game or initiating, necessarily; except possibly with Toni, because of the bell thing, Because they do things with those bells a lot with her, where they take turns shaking them. So...I didn't know which side to come down on that one. [ Slide start: ] Repeat previous slide Patty: See, just as -- cause I don't know her -- I don't know her, we've never seen her before, but in watching the video, it seems like she definitely is a social kid, like she's aware of everybody, but when you look at her activity, I didn't think she was imitating you. I thought she was curious about the slinky, and she reached for it, because you started an activity and offering. She went to play with it, but in no way was she imitating you; she was just curious and wanted to play on her own. So...I wouldn't ‑‑ and that's just from me watching a video. I don't know that it's true or not. But that's ‑‑ the little details in this assessment are so important, because if she's truly not initiating or imitating, then she needs -- it's something that she would need to work on...because it's different ‑‑ it's different than just -- grasping an object doesn't mean that she was imitating...an adult. I'm trying to remember if it's imitate ‑‑ yeah, cause the question is, imitates the adult's activity. Kate: Uh-huh. Patty: And I would ‑‑ I'm not sure she was trying to imitate you as much as she was just curious about what the slinky was. [ Slide end: ] Kate: And...and I think, as you talk about it, that you are probably very right...Again ‑‑ Matt: Kamryn's team members have kind of chimed in there, and they're echoing that you're saying Patty, that they think she's curious, maybe not yet imitating...Deanna says maybe that's emerging, and Liz concurs. [ Slide start: ] Repeat previous slide Patty: Yeah. see that what I would think and it would -- that's -- that's one of those important little details, cause if somebody rates her a little too high, then they're going to play [Indiscernible] -- she seems like a kid where everyone can fake her out socially, and all of a sudden everyone is trying to make her happyyy, and she's a social little butterfly, but when you look at what her fine motor and gross motor skills are, she needs so much work, that she can trick them into thinking she's a little higher than what she was at. [ Slide end: ] Kate: Okay. Charlotte: So is this a place where we would mark in the Learning has Begun column, then? [ Slide start: ] Description Start: Title: Our Student Content: Social Perception Level: 12-15 months K049: Shows interest in other learners - Yes K050: Imitates the adult’s activity - Yes K051: Waves to say good-bye - Don’t Know K052: Wants to share his experiences with the adult – Yes Description End: Kate: Well, that's what I was going to ask, would we put no, and then learning has begun, or...or don't know, and learning has begun? How would you mark that, Patty? Patty: I mean, if it were -- if it were me and I just met her for the first time, I would be saying no, because I didn't see it. But if I was with a team of people, and they said, "No, I think she's" ‑‑ it might be learning has begun. [ Slide end: ] But I wouldn't say, yes, because yes to me has to be, yep, absolutely, she's got that, and I don't see that in that video. Kate: Great. Great. Okay. So let's look at the rest of these. [ Slide start: ] Repeat previous slide Waves to say goodbye. I had no notion about that. I sort of suspected she didn't, though. What does the team think? Matt: Deanna is typing. Says she has not seen it. Kate: Hasn't seen it. Okay. Yeah. So I think with that one, it would be a no. Matt: Liz says no. Okay. And then last one says, "Wants to share his experiences with the adult." I put a yes, but now that I think about it, I don't know if that's true. [ Slide end: ] Because the experiences that she shared, that I saw her share during the time we played together, were more the adults ‑‑ again, the adult initiating, so I don't know that it was her coming up with something really and sharing. The only time that I thought maybe was with the vibrating toothbrush. She played with that for an incredibly long time, and...took a lot of breaks, and really looked up at me..., and I even had another toothbrush out. Unfortunately, I didn't check it out ahead of time, and the battery was dead, so I couldn't really play back and forth with her, with that. But that was the only time I really thought, you know, I was seeing it. So, again, I think I probably marked this one wrong. Charlotte: And that's another one that seems really open to interpretation. Kate: Yeah. Yeah. Charlotte: Because with the bells, with Toni, it seems like she was really enjoying it. Kate: Yeah. Charlotte: But it's hard to know, does that mean she wanted to share the experience, or she was responding to an adult's ‑‑ it's hard to know how to mark that. Kate: Yeah. But I think...maybe we will put a no on that one for now. Charlotte: There's some people on her team who are marking. Matt: Deanna says, she may not want to share the experience, but wants the attention of the adult. Kate: And that makes be a difference. That really does. [multiple voices] And then Liz says I don't think she's sharing. Yeah. Yeah. So we've got a no. So I'll make corrections to that one. I just stole your pen, Matt, I want you to fix that. So I went on to the 15 to 18 months, and...again, we probably should have stopped. Patty, tell me if I'm wrong, if we had gotten nos on ‑‑ let me go back and look real quick ‑‑ on most of those ‑‑ we had one yes on that ‑‑ do you -- should we go on to the next level, even with one yes, or does it matter, if you just go on, to kind of get a feel for things? [ Slide start: ] Description Start: Title: Special Guests from Penrickton Center for Blind Children Content: left-side photo: Patty Obrzut, Assistant Director, Penrickton Center for the Blind right-side graphic: Penrickton Center for the Blind Logo Description End: I mean if you have time, and you don't care, you can always go on to the next level, especially if you're not sure. If you get all solid nos, you really don't need to go on. And I would say with the first one, shows interest in the other learners, I would -- I would give her a learning has begun, based on what I watched. I wouldn't give her a yes. I think she was interested in the activity. I don't know that she was interested in the other learners. Do you know what I'm saying? Kate: Yeah. Yeah. Charlotte: Uh‑huh. Patty: So I'm not quite sure she's there, but again, I'm watching a two‑minute snippet of a video and you guys know her better. This kind of discussion is what's good, because you have it and you start questioning -- because if that one is a learning as begun, to me I see her at a 12 to 15‑month level, or even a little earlier than that, and if you keep going ‑‑ I mean, you could try the next one and see what happens. [ Slide end: ] Kate: Okay. Charlotte: I'm also curious about the performs in favorable conditions and performs spontaneously. So, to me, I guess that suggests that, yes, would be when it's happening spontaneously and consistently and not just ‑‑ Kate: That all things were good. Charlotte: Yeah. So...but I defer to Patty on that as the expert. [ Slide start: ] Repeat previous slide Patty: Well -- the way we complete it is, we kind of ‑‑ performs spontaneously and yes to us are pretty much the same thing. Charlotte: Okay. Patty: When we say yes, we mean they do it without anyone asking them to do it, prompting them to do it, they just want to do it. Even when they were doing the bells on her legs, I didn't really get the impression she was doing it ‑‑ I don't know how to say it ‑‑ it was kind of like something she knew, and, yes, she can do it, but I'm not quite sure she was ‑‑ I don't know, Jessica, is there a good word? [indiscernible] Kate: Trying to engage to an adult? Patty: Yeah. There was -- there was a lot of, like performing for social reasons, not because she was doing the activity because she wanted to do the activity, but almost like, I'm going to try to make people happy, or this is what I'm supposed to do, as opposed to I'm playing and having a good time. And so I am worried that some of this is a yes, because she's thinking she's supposed to do it, versus, I'm just doing it for the fun of it. [ Slide end: ] I do think that sometimes she would do the bells, because that's something that has repeatedly gotten the engagement of other adults with her. And it's the one thing that everybody said, "Oh, she loves her bells," and I've seen her, she does love those bells. And so it's kind of like, that's the one thing that she, for sure, knows how to do very competently, and always works for her in terms of engaging somebody else. Charlotte: Uh‑huh. Kate: So ‑‑ yeah. Matt: Kate, Deanna has written in the pod...in the chat pod, that they're thinking no on all 15 to 18 months. Kate: Okay. All right. All right. So I went way afield on that one. That's why it's important to know your student and talk to people who have an understanding. Okay. I went on up, just to see, and the further up I went, even I was really solidly sure I was getting nos to...to those questions. There was ‑‑ I was trying to think if this one ‑‑ if I had any particular questions. Let me ask other people that are listening, that have done ‑‑ that were able to do the social perception. Did y'all have questions on other levels, or as you've heard Patty chatting, right now, do you have questions about, well, maybe I'm...doing this one wrong, or assigning it ‑‑ the answer incorrectly, because I was thinking one thing, and I'm kind of off base with it? Okay. So let me just say for those of you that haven't done the social perception, yet. As you go through it and you have questions, then, I think that's real important for you to share them. You can send them to me by e‑mail and I'll put them up in the LiveBinder or you can put them in the LiveBinder. [ Slide start: ] Description Start: Title: Our Student Content: Social Perception Level: 18-24 months K073: Observes other learner’s play intensely - Yes K074: Reacts spontaneously to own name – Don’t Know K075: Helps the adult with tidying up of the toys - No K076: Protests if his activity is disrupted - No K077: Demonstrates his own will in the presence of the adult – Don’t Know Description End: Charlotte: I actually have a question, Kate. I'm looking at the 18 to 24 months, with "Demonstrates his own will in the presence of the adult." I think I need some clarification on what that means, because, could you say that when she picks up the pink beads, [laughing] she's demonstrating her will that she wants to look at the pink beads. But what does that really mean to demonstrate the will? And it kind of always has to be in the presence of the adult, otherwise it's kind of the bear in the forest; right? Kate: Well, I guess. Charlotte: So, I'd love some clarification of that one. Kate: Well, Patty, why don't you jump out there for us, because you're the expert and I'd rather take your time than mine on that one. [ Slide end: ] [ Slide start: ] Description Start: Title: Special Guests from Penrickton Center for Blind Children Content: left-side photo: Patty Obrzut, Assistant Director, Penrickton Center for the Blind right-side graphic: Penrickton Center for the Blind Logo Description End: Patty: I mean, in general, I just think of that one ‑‑ when you have a typical two‑year‑old or 18 month old, you're going to, I don't know, tie their shoe or some kind of activity, and they're like, "No, I want to do it my way, not your way.!" That they insist on, you know, their sock going on a certain way, or their pillow being put a certain way, that they demonstrate that they have an idea about what's supposed to happen, and even though you want it to be done differently, they're telling you "No;" versus, when she was playing with the beads, she was just playing. There was no, "I'm trying to tell you I don't want to do it your way." It was -- she was just playing. And the kids -- they may pull away or they may not want to do it your way, because they -- they aren't paying attention to what you're doing, where this two‑year‑old or 18 month old would see what you want to do, look at it and go, "Nope!" "I want it my way!" [ Laughter ] Charlotte: Right. Right. Yeah. That's a good clarification. Thank you. Patty: Sure. [ Slide end: ] Kate: And you know what's coming up for me, Patty, as I listen to you talk, I think it's that...thing that we always talk about, a kid being an object kid or a person kid, and it's reminding me that a child can be very engaged in an object..., and even in a person, but see them kind of as an object, that they can paunch button and get you to do something. And it's different than...really trying to engage you socially. Charlotte: Uh‑huh. Kate: You know? Where you're ‑‑ where the pay off for them is your attention and feedback, and that they can share something of themselves with you. And do you think that that's kind of a criteria that we have to have in mind when we're going through and thinking about some of this? [ Slide start: ] Repeat previous slide Patty: Yeah. When you made that comment, I thought that was a hundred percent right on the button, Kate. That you have to separate social activity from just object activity. They're two different things. And in the beginning, you know, kids a year old, they're only playing with objects, and they think of you as an object, not a social. You said it perfect. [ Slide end: ] [ Slide start: ] Description Start: Title: Our Student Content: Social Perception Irrespective of level of development N001K Characterized as friendly towards known persons N003K Is especially attached to one person? N010K Sleeps during daytime – sick N011K # hours night sleep? Description End: Kate: I was really not sure on this one. There was so much that I just didn't know about our student, that I truly struggled to try to...respond to this. There were a couple that I thought might be true, but I had not...much way of knowing. I-I felt she was friendly toward knowing people, just from observing her with her teacher aide, and with her teacher, and even with some of the children, she was friendly enough. I wouldn't have characterized her as a child ‑‑ I mean, there are those children who just don't want any part of other people, and I didn't get that sense of her. She was very tolerant of me, and didn't ever, you know...horribly reject me, but -- but I think that, you know, she certainly was a lot warmer towards her familiar people. So...that one I put down. I also thought we could probably say she was especially attached to one person, but I didn't know that for sure. That was something else that was ‑‑ came up. [ Slide end: ] Charlotte: Her team has got a little bit to say about that. So, Liz is saying that she may refuse to do an activity with one professional, and do it with another professional. Kate: Okay, so she has preferred people. Okay. Charlotte: And Deanna says that she is characterized as friendly toward known people, reacts differently toward Toni and company. Kate: Okay. Okay. Great. [ Slide start: ] Repeat previous slide I also...as I went through a lot of these -- some of these I thought were Nos, but I didn't know quite how to respond to that. Do any of you have your functional scheme assessment with you, where you can look down this, and see...if you have any questions about any of that? I thought most of these were fairly self‑explanatory, but just in case, before we move on to that. [ Slide end: ] Charlotte: Stephen is laughing. We want to hear from Stephen, why he's laughing. [ Laughter ] Okay..., just for our curiosity's sake, the one thing I was interested in is, do y'all have any sense of how much she sleeps? Because I know that there have been a couple of times, when I've been there, that people have said she's been real sleepy, and I know sometimes it was due to kind of being sick, but I wondered if that was an issue for her, that she sleeps pretty -- pretty comfortably at night, or if she tends to get her days and nights slipped around. Charlotte: That's a good question, but I was kind of amazed that that went on for an hour and a half. Kate: Oh! [laughing] Charlotte: So I was thinking, wow, I'm surprised she wasn't asleep. Kate: She was very, very active. Charlotte: Yeah. Yeah. Kate: She really was. Sleepy sometimes with allergies. Okay. I know her sleep patterns are off. Okay. So...that's one thing that we've got to ‑‑ need to get a little more information on. [ Slide start: ] Description Start: Title: Emotional Perception Milestones Content: • 0-3 Months: Contacts or responds to contact by clutching the adult’s finger, clothes and hair • 3-6 Months: Can call for the parents by crying, also when nothing is wrong • 6-9 Months: Contacts or responds to contact by pressing him/herself against the adult • 9-12 Months: Contacts or responds to contact by pointing to the adult using a toy • 12-15 Months: Wants to feed the adult • 15-18 Months: Invites the adult to participate in give-and-take game • 18-24 Months: Makes contact by hiding him/herself followed by reappearing with a shocked attitude • 24-30 Months: Makes contact by hiding him/herself followed by reappearing with a shocked attitude • 30-36 Months: Has difficulty in choosing between yes and no, coming and going, milk and juice, etc. • 36-42 Months: Shows great independence, often thinks he/she can do more than his/she is able • 42-48 Months: Repeats activities that cause the adult to laugh Our student had X in the “Yes” column for • 3-6 months: Can call for the parents by crying, also when nothing is wrong • 6-9 months: Contacts or responds to contact by pressing him/herself against the adult Our student had X in the “No” column for • 0-3 months: Contact or responds to contact by clutching the adult’s finger, clothes and hair • 9-12 months: Contacts or responds to contact by pointing to the adult using a toy • 12-15 months: Wants to feed the adult • 15-18 months: Invites the adult to participate in a give-and-take game • 18-24 months: Suggests that the adult may borrow his most precious toy • 24-30 months: Makes contact by hiding him/herself followed by reappearing with a shocked attitude • 30-36 months: Has difficulty in choosing between yes and no, coming and going, milk and juice, etc. • 36-42 months: Shows great independence, often thinks he can do more than he/she is able to • 42-48 months: Repeats activities that cause the adult to laugh Description End: Let's move on to the emotional perception milestones. And what I put down is...I put a yes at the three -- zero to three months, yes at three to six months and yes at six to nine months. And um...the reason I put six to nine months, "Responds to contact by pressing herself against the Adult;" one, she...with Toni, just that slouch...that, really, leaning back in, [ Slide end: ] and -- and though she's just learned to sit up on her own..., there were times when I was playing with her, that she would kind of lean into me, in a way, that felt like she was making contact with me. Charlotte: Uh‑huh. Kate: But I didn't know for sure. What would you guys say? She says, "She does lay into Toni and smile at her, even though she can't sit up on her own. Okay. Charlotte: She can sit up. Kate: Though she can. She loves the human contact. Okay. So I think we're probably right on that one. [ Slide start: ] Repeat previous slide Let's see. "Can call for parents by crying, but also when nothing is wrong." I thought that, again, when she was on the board toward the end, she was ready to get up, and she noticed her teacher, and changed her cry, that "Wa-wa" she was doing, to a definite kind of getting her attention. I thought that was right on. I didn't really know about...clutching the adult's finger, clothes, or hair. I put yes, because I felt she probably did, but do you guys have any sense of that at all? That may be ‑‑ [ Slide end: ] Charlotte: It looks like you put no, huh? Kate: Well ‑‑ yeah. I did. I did. Who knows. Charlotte: [laughing] We're looking at two different things here. [ Slide start: ] Repeat previous slide Kate: Actually, I may have flipped it around. I went back and forth on a lot of this. Charlotte: Well, Liz says she loves the human contact. And Deanna says... Kate: Her grasp is so gross, it is hard to tell. Yeah. Charlotte: Uh-huh. Kate: And Patty, that's a good point there. When you've got a student who is not using their hands and clutching -- able to clutch...do you just kind of skip over that? [ Slide end: ] [ Slide start: ] Description Start: Title: Special Guests from Penrickton Center for Blind Children Content: left-side photo: Patty Obrzut, Assistant Director, Penrickton Center for the Blind right-side graphic: Penrickton Center for the Blind Logo Description End: Patty: Well, one thing you've got to look for is sometimes the clutching and the grasping can be by mouth, not by the hand. So like, kids that are biting and mouthing a lot, it can be that kind of contact. And sometimes, I wanted to say, you can say no to it, because they've actually moved on to another way of contacting, so no is actually not a bad thing, it's showing you ‑‑ it might be something you want to ask people, did they do it a while ago, and now they're not doing it anymore, and you mark was able to do, because it's something they moved off from. Charlotte: Uh‑huh. Patty: But you know, it's just one of those things, you also kind of have to play with somebody over and over again. It's kind of hard to -- really, because you're interpreting all this stuff in one setting with one child. [ Slide end: ] Kate: Yeah. And very little exposure, too. And I guess that that was part of my ‑‑ my thinking, is that...in lieu of being able to talk with her parents, who would have known her when she was younger, and when ‑‑ she's also not eating orally, but there probably was a time that she was, that may have been evident before. And I -- and I guess I had taken the approach of, well, if we got yes on the next higher one, and the next higher one, then I'm assuming she's passed through that. But what you're saying is, go ahead and mark it no, but keep going. Right? [ Slide start: ] Repeat previous slide Patty: Yeah. I would definitely look at it, and especially since you said she doesn't eat by mouth. Sometimes that's a worry, because if you had a child who didn't use their mouth to explore, to experience the sensory input, that that could be a missing area that you actually want to address a little bit, so that they work through it. And especially if their grasp is kind of week, and she can't grab things, and hold onto things, but she could have also moved past it and be at the next level. [ Slide end: ] And...Deanna, who's her OT, says oral exploration is just emerging. So ‑‑ yeah. Okay. So that's good to know. That's good to know. [ Slide start: ] Description Start: Title: Our Student Content: Emotional Perception Level: 9-12 Months E037: Contacts or responds to contact by point to the adult using a toy, as if showing it - No E038: Wants to share his interest with the adult – Don’t Know E039: Refuses contact with persons he does not feel attached to - No E040: Puts his arms around the adults to whom he feels attached - Yes E041: Wants to drink from the adult’s cup – No, not applicable Description End: When I went up to the next level, the nine to twelve‑month, and it says "Contacts or responds to contact by poking the adult using a toy." I saw nothing that even resembled that. That seem very ‑‑ something that was not likely, that she would use a toy in any way. Matt: Yeah. And I think Deanna had written earlier that she might reach for a preferred toy, but she never reaches for a preferred adult. Kate: Yeah. Yeah. Oh, and Liz says that ‑‑ this is kind of going back to her oral motor stuff, is that, in her little room, she'll bring beads to her mouth. [ Slide end: ] And...I did see her bring the toothbrush to her mouth and her nose, which I thought was kind of interesting, because when we were playing with the toothbrush, several times it bumped her on the nose, and she was really kind of intrigued by that, and she'd move her mouth so it would bump her mouth. And I thought it was interesting, when she did get a hold of it and it was turned off, that's where she brought it was to her nose and her mouth. And I hadn't really seen her do that...that much. Charlotte: Uh‑huh. Kate: What about you guys? Also rub a hot plate to mouth. Oh, that rubber pot holder, you said -- the other day, you said, he just started bringing that to her mouth. So we've got to bring her lots of stuff to mouth, I think, take a look at that. Okay. And then the other thing is, wants to feed the adult. I thought she was not feeding so that's not there, and I don't think that level of interaction was there, either. [ Slide start: ] Description Start: Title: Our Student Content: Emotional Perception Level: 6-9 Months • E025: Contacts or responds to contact by pressing him/herself against the adult - Yes • E026: Touches the adult’s face – Don’t Know • E027: Puts a finger in the adult’s eyes and mouth – Don’t Know • E028: Likes to be moved from the arms of one familiar person to another – Don’t Know • E029: Imitates the adult’s movements, e.g. reaches hand towards the switch just after the adults has switched on the light – Yes • E030: Seeing Mom and Dad after their return causes great joy - Yes • E031: Shows joy when recognizing familiar voices – Yes Description End: So, what -- what I did, when when I was doing it -- see how many I got right and wrong on this one. I started at the six to nine months, and I had ‑‑ I put for "Contacts or responds to...adults by pressing in," yes, I did yes on 29, 30, and 31. I had several "I don't knows." We're running out of time, so I'm going to jump on through to a couple more on these. [ Slide end: ] [ Slide start: ] Description Start: Title: Our Student Content: Emotional Perception Level: 9-12 Months E037: Contacts or responds to contact by point to the adult using a toy, as if showing it - No E038: Wants to share his interest with the adult – Don’t Know E039: Refuses contact with persons he does not feel attached to - No E040: Puts his arms around the adults to whom he feels attached - Yes E041: Wants to drink from the adult’s cup – No, not applicable Description End: When I got to the nine to twelve month level...I just had one yes, but I kept going, because I just wanted to see. [ Slide end: ] [ Slide start: ] Description Start: Title: Our Student Content: Emotional Perception Level: 12-15 Months E049: Establishes brief contact with the adult to confirm that their relationship exists independently of other adults - Yes E050: Wants to feed the adult – Don’t Know E051: Laughs and babbles in interaction with the adult - Yes E052: Shows that he considers him/herself as the center or the family – Don’t Know E053: Enjoys adult-learner games such as clapping hands and playing with lips - Yes E054: Understands that familiar people are the same irrespective of their state of mind - Yes Description End: And when I got up to the next one, I put more yeses, but I suspect I was really wrong on some of these items. And there was one at the very bottom that I honestly didn't know what it meant, and, Patty, I'd like you to sort of let me know what you -- what you -- how you interpret this. It says on E-054, "Understands that familiar people are the same, irrespective of their state of mind." I did not know what that meant. [ Laughter ] Patty: Sometimes I have to think about these things, like, in the section that they're in. Charlotte: Uh-huh. With this one, I'm just off the top of my head saying, like sometimes you know people have a stern voice, and they have a happy voice, but you're ‑‑ you're not necessarily understanding that it's a certain person. Do you know what I mean? Like when I walk in the room and they know my voice, they know I play a certain way, but that if I'm angry, that I'm the same person. It's more about, I want to say, starting to say people have emotions, and feelings behind their voice; as opposed to just the voice coming out from them, and recognizing it's still the same person, even though they may be mad -- happy. [ Slide start: ] Description Start: Title: Special Guests from Penrickton Center for Blind Children Content: left-side photo: Patty Obrzut, Assistant Director, Penrickton Center for the Blind right-side graphic: Penrickton Center for the Blind Logo Description End: And I'm not sure ‑‑ I have to think about that one. That's the way I read it. Jessica, is that the way you're reading it? That's the way she's reading it, too. That kids are starting to put emotion with voices, as opposed to just a voice. But I could be wrong and I need to think about that. [Laughing] [ Slide end: ] Kate: Okay. Well, that's good, I mean, getting more feedback is important. Liz says she thinks that she does know this, that she recognizes that emotional response in people. So we're going to keep going back and working on this. Okay. Now, just because we're about to run out of time, I'm going to jump us all the way over...and look at ‑‑ I think it's slide 22, the Assessment Summary, and I have just a quick question on this, Patty. [ Slide start: ] Description Start: Title: Assessment Summary Content: Assessment Summary for Social Perception shows: 100 at 9-12 mo., 75 at 12-15 mo., 66 at 15-18 mo., 60 at 18-24 mo., and 0 at 24-30 mo. Emotional Perception shows: 100 at 6-9 mo., 64 at 9-12 mo., 40 at 12-15 mo., and 0 at 15-18 mo. Description End: What I did is, I took the number of questions, total, and then I divided them into a hundred, and figured out so many points for each one, and then scored them, and gave them a number. Is that how you guys do it? Patty: That's how we do it here. Lilli never had a way of scoring. Like in this section, she would actually come up with where you thought they were functioning, but we like doing the percentage, because it kind of lets you see where you think they're at. [ Slide end: ] [ Slide start: ] Description Start: Title: Special Guests from Penrickton Center for Blind Children Content: left-side photo: Patty Obrzut, Assistant Director, Penrickton Center for the Blind right-side graphic: Penrickton Center for the Blind Logo Description End: But I would say if you answer no to a question, which is something that ‑‑ like you think they've outgrown, we wouldn't count that -- we would count that almost as a yes, because I wouldn't want to ‑‑ we want it to be a good thing, as opposed to a bad thing, so we have to watch that. [ Slide end: ] Kate: Okay. So we -- that's -- that's one of the things we're going to have to do, is go back and look at those and figure out how to add that up, and figure up the scoring on that. [ Slide start: ] Description Start: Title: Assignments for January Content: • Complete 2 more fields in the assessment • Videotape segments in play alone and in interaction with adult if you have not done so • Post or send questions about assessment to Kate Hurst (hurstk@tsbvi.edu) before the January study group Description End: Please try to get a couple more assessments done in January. If you haven't videotaped your student, either alone or with others, please try to do that, and, as we go along, send these questions to me. I think it will make our time together much more meaningful. I got one set of...assessments from a teacher, and so I look forward, if you do one, send in others. I think we're all going to learn, and I suspect ‑‑ I'm glad I just put check marks by things, because I know I'm going to want to go back with the team, now, and let's give her a final score that way. [ Slide end: ] Patty: Hey, Kate. Kate: Yes. [ Slide start: ] Description Start: Title: Special Guests from Penrickton Center for Blind Children Content: left-side photo: Patty Obrzut, Assistant Director, Penrickton Center for the Blind right-side graphic: Penrickton Center for the Blind Logo Description End: Patty: Really quick, I would suggest maybe starting with something like a concrete, like fine motor skill. Just because, when you're first learning the assessment, I think the emotional and social are hardest, because they're interpretive. If you wanted to start with a section that was, like absolutely concrete, can they do this or not, it might help to do one section like that, as well. [ Slide end: ] Kate: Great. And hopefully all of you have that planned. I think we're doing OT‑PT next, with our group. So hopefully when we share that, that will be meaningful. And I'm glad we got our hardest one ‑‑ Matt: Out of the way. [ Laughter ] Kate: out of the way. We can go back and redo it now. [ Slide start: ] Description Start: Title: Thank you for joining us! Content: Active Learning Study Group December 1, 2015 Description End: Thank you all so much, and we look forward to seeing you again. Patty...and crew at Penrickton, once again, thank you so much for your support. We really appreciate it. [ Slide end: ] Charlotte: Thanks, everyone. Matt: Thank you. Charlotte: Bye.