RoutinesStudyGroup_09262017 This video is posted online with the following chapter markers: Chapter 1. What is an Instructional Routine? Chapter 2. Why Use Instructional Routines? Chapter 3. Gathering Information for a Routine Chapter 4. Case Study & Discussion Chapter 5. Future Study Groups Description of graphical content is included between Description Start and Description End. Transcript Start [Music] Fade up from black. Animation: Text for TSBVI transform into braille cells for TSBVI. [Music face out] Fade to black. Chapter 1. What is an Instructional Routine? [ Slide start: ] Description Start: Title: Activity Routines Study Group Content: Meeting One: Planning a Routine September 26th, 2017 2:30pm-3:30pm Facilitated by Sara Kitchen, TSBVI VI Education Consultant kitchens@tsbvi.edu Scott Baltisberger, TSBVI VI Education Consultant baltisbergers@tsbvi.edu Developed for Texas School for the Blind & Visually Impaired Outreach Programs right-side graphic: TSBVI logo Description End: Sara: Hi, everyone. Welcome to our first Routines Study Group. We're happy to have everyone here with us today. So the first thing that we're going to do is let's look at our agenda. And we're going to basically talk about these five things. [ Slide start: ] Description Start: Title: Agenda Content: ● What is an instructional routine? ● Why use instructional routines? ● Gathering information ● Student video and brainstorming ● Planning for our next session Description End: What is an instructional routine? And why do we want to use them? We're going to talk about how do we gather information for-- and what kind of information we want to gather for the routine. And then we're going to look at a video of a student engaged in a routine. It's going to be the very first time they've tried this routine. It's a new student in a new classroom setting. And we'll have some time to talk that over. And then we're going to have a little time at the very end to plan what we want to do next time we get‑together. So-- so-- [ Slide start: ] Description Start: Title: Life is Made of Routines Content: The things you have to do... The things you like to do... Description End: Scott: Let's talk about-- let's just talk a little bit about what we mean by routines. So a life is made of routines. And, you know, if you look in the dictionary, the Miriam Webster describes it as a sequence of actions regularly followed. Sometimes that kind of have the sense of something boring and repetitive and not much fun. Sara: Mundane, routine. Scott: Brush your teeth, get ready to work. We talked about this a little bit and about the idea that really most things you do have some sort of routine to them. You know, even if you are like planning a dinner party with your friends, there's a certain set of steps that you go through in order to get ready for that. And having the routine down kind of makes you a little better at it. And there's a reason for that and that's something called cognitive load. [ Slide start: ] Description Start: Title: Cognitive Load Content: center photo: Young woman holding her hands to her head with an expression that she is overwhelmed. Description End: So cognitive load has to do with the amount of information you have in your working memory. And if-- the more you have, the more things that are in your kind of like your current memory, the harder it is to remember them. So this-- this picture we're looking at hyped us is someone who has maybe had too much cognitive load right now and is not able to concentrate on what they need to. So what happens with the routines, the routines kind of put a lot of things on auto pilot. You learn them very, very thoroughly and well and sort of enables you to go on auto pilot to some extent and attend to other parts of the action. I always think of when I was learning how to drive when I was a teenager and I had to learn how to shift and how to turn and how to move the clutch and also had to learn how to keep the car in the middle of the road, I had to look out for kids and other cars. It was just very, very overwhelming to me. Just seemed like I could never learn to do that. But after decades of driving, it's become a routine to me and I don't typically have the same challenges that I had back then. Sara: Probably a lot less accident prone, we hope. [ Slide start: ] Description Start: Title: What is an Instructional Routine? Content: 1. Beginning and end steps are clear 2. Sequence is simple and predictable 3. Student has multiple opportunities to respond 4. Interactions are reciprocal and balanced with adult and child turns Description End: Scott: Well ... we hope. Okay. So why don't we look at what the-- what is an instructional routine. When we are talking about routines in the classroom setting, we are talking about instructional routines. These are the characteristics. We got this from Linda Hagood's book. Sara: Right, there's a reference to that book in your resources at the end of your handout. Scott: Okay. So what is an instructional routine? First of all the beginning and end steps are very clear, to both the teacher and the student. So when you signal for it, when you signal the routine, you should immediately begin the routine. That's one thing that sometimes can be a problem. People will give a signal for the routine, then they might wait around too long or they might go off and do something else. So in the beginning and end need to be very, very clear. Sara: Yeah. Especially when children are beginning to build that association. You want those associations to-- they are fragile at first. So you want to make sure that they are very, very well established before you, you know, go off and let the child, you know, do the next step on their own. They have to-- you know, to be taken right into it so that's-- so that's-- you give the signal and then the child knows, oh, yeah, last time we did that, that meant this. That still means that, so I'm going to start to build that association. Scott: In that same sense, you know, the sequence, the entire sequence of steps should be very simple and predictable to the student. [ Slide end: ] Sara: Right. If they know what's coming next, they would be more likely to start helping and start maybe just to-- you know, if there's behavior or if there's anxiety, that consistency can help them to-- to focus more on the activity and not their anxiety so that, you know, if it's-- if it's very clear and predictable, then they can-- come along with you and be with you instead of being distracted. Scott: Correct. Yes. Then there's that aspect of the cognitive load, too. [ Slide start: ] repeat previous slide I think the other-- the interesting thing about, you know, No. 3, the student has multiple responsibilities to respond. I think that's very, very important point when looking at instructional routines because it's not just a matter of sort of steering a student through an activity. You want them to be engaged throughout the activity. [ Slide end: ] Sara: Right. It's not about getting the product, the final product. It's not about getting done. It's about doing something together. It's about the process. Scott: Uh‑huh. Yep. I think that comes into play when you start thinking about the amount of time you spend at it. Again, it's not a matter of, you know, we need to finish this routine in five minutes or we need to finish this routine by then. It's more like: Have you given the student plenty of opportunities to interact and respond. Sara: Right. You know you can think of it more as a conversation where you are, you know, even-- especially at the beginning, when you are just starting. You are exploring this topic together and you have to really see what your partner in doing this activity thinks about each step of the way. You know? So they might want to change the topic a little. You might come right around back to it, you know. But, you know, for a little while you change the topic and you talk about something else like we're going to talk about this for a little while. Then we'll go get the water and [indiscernible]. Something like that. [ Slide start: ] repeat previous slide Scott: Those interactions are like No. 4 said, reciprocal and balanced, so there's plenty of turns for everybody to interact. There's three more, if we look on the next slide. [ Slide start: ] Description Start: Title: What is an Instructional Routine? Content: 5. Objects and actions are used to cue responses rather than verbal or tactual prompts 6. Simple student responses are targeted 7. Features are consistent Description End: No. 5, objects and actions are used to cue responses rather than verbal or tactual prompts. So this gets into that whole idea of, like, prop dependency. And so by using-- if you are using your voice or an object, you know, the things that are sort of built into the routine rather than sort of these verbal prompts or these touch prompts, and giving them plenty of time to respond. That time may be, depending on the student, could be significantly longer than-- than would be-- you would find with a tip-- than you would typically think for a typically developing student. That's very important to do. Sara: Well, it also signals to the child, you know, I-- I'm expecting that you're going to do something now. And I'm, you know, I'm excited about what you are going to do. So the ball is in your court, you know. So you take whatever they've got, especially at first. But that's a real skill, I think. I've heard of it being called expectant waiting. Where like-- Scott: Uh‑huh. Sara: You know, you're connecting. If you are doing it non‑visually your body is going to be, you know, communicating that to them. Scott: Right. Yeah. And that does get into that idea of, like, really being present in the moment with the student and really looking for what responses they might be showing. Particularly in the beginning when you don't know a student very well and you don't know what their response patterns are like, you have to be really sort of mindful and present and be ready for those small responses. And so this-- this simple student responses are targeted. Sara: Yeah. I think this is partially just modeling clear communications, you know. You are looking for the student to do a particular thing. And that's part of that, that's probably part of your IEP. You know, if it's not-- using two objects together or it's-- it's using an object functionally or it's responding by handing somebody something, and there can be more than one thing, of course. But you are looking for particular responses and that's how you know whether it's, you know, whether-- how close you are getting to that successful completion of the routine and how to grow the routine. Scott: So you want to break it down into steps like things like the student is reaching for something or is picking something up or is moving toward the next area of the routine. Sara: Right. You are doing that through the objects that you have and the actions that you have presented. So that they already know those things are there so that you don't necessarily have to prompt it or by putting things in close proximity to them, so it's easy for them to perform and be successful. Scott: Yeah. And finally, the features of the routine are consistent. So they are presented the same time every time. And that means that the materials you use, the place that you're at, the vocabulary that you use, the people that are involved in the activity, but-- but I think the-- what was the term that you said? They should be consistent, but they shouldn't be static. So it's not to say they don't-- they wouldn't morph over time or they wouldn't develop over time. [ Slide end: ] Sara: But not right at first when you are still developing the routine. I mean, you know, you are always developing the routine together. And the student will signal to you when they're ready for the next thing by taking over more-- [Talking in background]. Sara: I think somebody needs to mute. All guests have been muted. You can unmute your line by pressing star 6. [ Laughter ]. Sara: I forgot what I was saying completely. Scott: You were-- we were talking about all features of the routine being consistent and how they-- how the routinely change over time, but particularly in the beginning you don't want to go and change too much of it. You are going to change small, small increments of it. Sara: Right. If it's not working, you would change it. Then later on, if it's working so well that you don't need that much support for the student anymore, then you might change that. And then-- and change-- some of your-- some of your targeted responses of the students are going to be different, too, over time. Scott: Yeah. If they are showing mastery, you might-- Sara: Right, yeah. Scott: Have more-- expect more, you know, increase the expectations on them. Sara: Right. You know the routine is itself just a vehicle. It's a tool for teaching, you know. A routine, any sort of routine can teach any sort of skill pretty much. You know, within a lot of the things that we teach our students. There's the social skills and then there's the, you know, the reading and writing and using objects or using tactile symbols or pictures or Braille or print to signal or, you know, any of those things that can be used, can be used within-- making a smoothie, you know, you can follow the directions this way, another way. You can just follow one direction or, you know, it's-- it's endless. Endless amount of things that can be targeted. So I think of a routine as a teaching tool for anything. Scott: Yeah, yeah pretty much. Like we said in the beginning, everything is a routine. Life is made of routines. Sara: Ahh. I mean, yay. Routines! Chapter 2. Why Use Instructional Routines? [ Slide start: ] Description Start: Title: Why Use Instructional Routines? Content: FOR THE STUDENT they provide: • Predictability • Consistency • Anticipation • Practice Description End: Scott: So why do we use instructional routines, what do they provide? We will talk about what they provide for the student and also what they provide for teachers. For the student we talk about they provide predictability, consistency, anticipation and practice. [ Slide end: ] Sara: I think that practice is a real. We have talked about everything in here, but I think that practice is a real important thing to visit and revisit because, you know, like when Scott was talking about how he learned how to drive, you know, he had to practice a lot of times before he could drink a cup of coffee while driving or, you know, make sure to put his shoes on and not run off the road at the same time. Maybe you shouldn't do that. But, you know, there are all kinds of-- I keep thinking about those people giggling getting really happy. Scott: Students can have a very difficult time, students with multiple impairments, visual impairments can have a particularly hard time understanding what the expectations of them are in the classroom. There's a concurrent lack of success that occurs-- Sara: If you don't know what's expected of you, you don't know when you have done it. Scott: You don't know if you are doing the right thing or not. Sara: You don't get feedback like that. Scott: All of these parts of the routine, predictability, consistency, the ability to anticipate what's going on, so-- so-- so that's-- those are what they provide for the student. Let's talk a little bit about what they provide for the teacher. [ Slide start: ] Description Start: Title: Why Use Instructional Routines? Content: FOR THE TEACHER they provide: • Increased classroom structure • More meaningful assessment and intervention • Decreased behavior issues Description End: Sara: Yeah, I mean is-- I think-- pretty much all that you do. Oh, Patrick and Kayla want to know where they can find developmentally appropriate communication assessments for students who have limited communication. You know, I think-- I think that I would look at the communication matrix, what else pops to mind as far as communication. Well, there's a book that whole entire book with the resources-- let's look in the resources and see if we have a lot of communication assessments. Linda Hagood has a lot in her book. [Slide end:] Scott: They are in the very back. Sara: I must have printed the wrong handout. Scott: I think you did. There's Linda Hagood's book. Communication guide for teaching students with visual and multiple impairments. Communication Matrix is a good one. I think the Functional Scheme is good for kids. There's really-- there's-- Sara: There's a lot of them. There's one for-- more-- more by Charity Rowland and Phillip Schweigert that's called A Tangible Symbol Systems, that's also got some really good stuff in it. For non‑traditional communicators. And-- and you-- the sensory learning kit is also really great for looking at communication. Scott: We actually did a whole webinar on that last year. Sara: It might even be recorded. Scott: I'm pretty sure it is, yeah. So if you want to look in-- in look-- look in the library of webinars and we did a whole series on assessments for students who are at developmentally early stages. Sara: Every Move Counts. Every move. How could we forget, Every Move Counts. Of course. I hope that helps y'all. Scott: Yeah, feel free to give us a call or send us an email, we can talk about it some more, too. We are always excited to talk about this topic. [ Slide start: ] repeat previous slide So we were going to talk about what they provide for the teacher. Let's, I mean, they are very, very helpful for students. But I like to also point out they are very, very helpful for teachers because it can be very challenging to work with these students and teachers sometimes when I go into classrooms, they are sort flummoxed, they can be-- it's very challenging. One of the things that it does, provides more of an increased classroom structure because, you know-- you know, a program can be a real challenge. How do you make it more meaningful for these students. I mean, typically what other students of that age may be doing is not real meaningful for that kid and trying to kind of stick them in and walk them through the same activity. Like I say, if you have a students in a third grade classroom but developmentally they are much lower than that, more of a sensory motor level. [ Slide end: ] They're not going to really enjoy a lot of what those other students are doing, won't be really meaningful for them. But if you can develop a routine that is, it will be more-- you will have a structure for that student. Sara: And that student will be engaged. Scott: And your classroom will have more structure because they are not engaged you start to run into problems. [ Slide start: ] repeat previous slide Which is No. 3 on here, which is the decreased behavior issues. I mean, that's one thing that I noticed when I had a classroom, I started teaching and I had a classroom of multi‑handicapped students, the more I use routines, the more my routines got consistent and in place, behavior just really, really dropped quite a bit. [ Slide end: ] Sara: Right, because students were experiencing success. They were engaged in something that was interesting to them. And they knew what was expected of them. And they-- they felt comfortable in that environment. Scott: Our interactions were more positive because we were sort of like learning together and building these routines, all interactions were more-- on more of a positive note rather than myself and, you know, the other staff trying to put out fires. Trying to control the situation. Sara: Oh, boy that's no fun. Scott: No, control is difficult. And the number of-- we also want to talk a little bit about the-- if you can throw the other slide back up there, no, not that one. That one! That's the one that I want. [ Slide start: ] repeat previous slide So when you have a routine, sometimes it's hard to assess these students, whether they are making any progress. And if you have a routine, if you have got your routine in place and you are looking at what the child is doing in that routine, it gives you sort of a-- of a framework to look at and you can tell, well, if they are making progress or not. So really it does help you to do, to think about-- to have a routine to be able to say, okay, the student is doing this-- participating in this way to this degree at this time and how that changes over time. Sara: Right, right. Let's look at this Maya Angelou quote. [ Slide start: ] Description Start: Title: The Importance of Having Fun Together Content: “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 Description End: "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." So that's a really, really important part of our considerations with teaching within routines. A lot of our kids are really at-- they are really in need of a lot of stability and security still in their life. They are not really moving out on their own so much yet. Emotionally that-- a lot of support is needed. And so-- so the bonds that you have with your students are really important. So the first thing before you even worry that much about too much structure is the bonding. And it's, you know, that's the first part of the routine. You get‑together, you do this routine together and you're having fun together. [ Slide end: ] Also, if you establish that positive relationship, this person, your student, is going to be a lot more likely to want to participate with anything that you ask them to do, because you're fun. You signal fun to them. And so that is a really important consideration and it takes time. And it's so important. Scott: I agree. I think for those students that are at a sensory motor pre-operational level, that that sort of the bonding and learning to be secure and trust other people and trust their place in the world, I think in some ways that's their primary learning need at that time. Sara: Yeah. Scott: If you don't build that, if that's what everything else-- Sara: You're not going to get very far, yeah. Scott: You will have a lot of problems. I like that idea, the other thing that you said the other day was: When you do this, when you focus on having fun together, having positive relationships, that your presence no longer signals demand. Because I think, you know, I've seen those students that I hadn't developed that bond with, and, you know, the minute that I come in the room, the minute that I get near them, they are thinking this guy is going to ask me to do something. Sara: Go away. Scott: We don't have a routine, I don't know what he's going to ask me to do, but it's very possible I'm not going to feel successful at it. Sara: So no thanks. Scott: No thanks. Sara: Yeah. Another thing when we talked about, you know, having objects and actions be a signal earlier, a really important thing I think to consider is to have your voice be a reward. Not a demand. That's another way that you can be a rewarding person to be around. So oftentimes you can change a prompt into a reward by, you know, just saying, "Oh, you picked it up, you picked up the cup." "Yay." You know? And have that be a vehicle for positivity and bonding. And that's-- that's so important. Because if we signal a demand, you know, it's that way with everybody. Scott: It is. Sara: I'm sure there are people that, you know, that you see, Scott, and you see them and you go, "Oh, no, they're going to make me do something. You know, they're going to ask something of me." Scott: Yeah, sure. Sara: There are other people who are fun and they're going to be fun to be around and they're not just going to ask you to do something for them. And who are you going to be more likely to not hide from? [ Laughter ]. Yeah. It's-- this is just a human thing. So I-- it's not specific to our kids. But it's something that we have to consider. If we're going to be successful, we've got to consider this. Scott: Uh‑huh, very important part, very, very important part about working with this population of students. Chapter 3. Gathering Information for a Routine Sara: That kind of leads right into the next area of gathering information. [ Slide start: ] Description Start: Title: Likes / Dislikes Content: left-side photo: Crawling infant smiling right-side photo: Wrinkled, older man frowning Description End: Scott: Yeah. So, you know, there's something that we've all got likes and we've all got dislikes. This is kind of the way we react to that. It's a really good way if we start to talk about how to gather information, you know, what do you want to make a routine out of? [ Slide end: ] What should we do, what kind of routine would this-- would be helpful with this child? And I think that's what we have to look at is this likes and dislikes. The routinely have more potential for success if the student is enjoying it. Is having fun doing it. And, you know, the thing about likes and dislikes, about their preferences, you know, it could be a preference in the sense of-- they like to play with-- they like to play with a ball. They like to bounce a ball. So you could make a routine around bouncing a ball that you might be working on communication skills within that or some other things. Or you might make a routine around say brushing your teeth that somehow would involve a ball in it maybe. You know, incorporate a routine, I'm not sure, I'm just kind of winging it here. But what I am saying is you would take that thing that they like and use that within the routine. Sara: Or if it's a certain sensory experience that they like. If the ball, if it's one of those big balls and they're sitting on the big ball, they like the bouncing part of it, then you could do activities with the ball, bouncing on the ball, like brushing your teeth, you know. So that could be another way to think about it. Scott: Or it could be that, you know, as soon as the activity, you start the activity of bouncing on the ball or bouncing on the ball occurs at the end of it or is it-- you know, so somehow using those things because it built into the routine, so the child will start to associate this routine with the bouncing on the ball. Anticipate it. Sara: And those things that they like are oftentimes what we refer to as their topics, those are their interests. If you think about that, if you are interested in what they're interested in, that's another channel for you to bond with them. And, you know, for-- for a kid who likes to, you know-- likes the ball, you know, if they are interested in the ball, they are like balls are cool, man, you know, and then somebody else is interested in the ball and they like the ball, too. Then you can develop this, you know, rapport around we're both interested in this topic and, you know, we're the cool kids because we like the cool things. Scott: Yeah. Sara: Yeah. So you are more likely to have an in‑road if you choose a topic that's interesting. Scott: In the video that we'll watch today, you will see the teacher doing a lot of that with this student. Sara: Oh, yeah. Scott: As well as what might work, consider what probably won't work. Think of those things that are going to cause a the child to stress. Sara: Don't have that be the first step. Don't have that be the first step. Scott: Let's move away from that. What a child likes to do reveals a lot about their emotional developmental level. Again this goes into kind of the assessment part of it. [ Slide start: ] Description Start: Title: Gathering Information to Create an Instructional Routine Content: • What might work? What probably won't work? • What a child likes to do reveals much about their emotional developmental level • Pay attention to the small details: what actions and objects do they employ during free time? Description End: Because really your emotional level, a lot of times these students have-- have spikes and splinters when you look at their developmental levels. But really the kind of where they are functioning at is going to be determined by the emotional developmental level. Sara: Like a child may be able to hold a pencil. But if you leave them to their own devices they just bang on stuff or just, you know, that's bang on stuff is where they are emotionally. Fine motor‑wise, they can do all of these things, but that's not their interest. Scott: Uh‑huh, correct. So look at the small details and look at what they do in their free time. See when they choose to do something, look at what they are doing. And we have a form we call the likes/dislikes form. We can share that now. Sara: That's on your-- there it is. Scott: There-- Sara: And now everyone can see it. [ Computer screen start: ] Scott: So there it is. This is likes/dislikes inventory. Really, all it is, it's got a table with the things they like and a table with the things they dislike. And these could be, you know, don't hold back, you know, sometimes it could be people that the child likes, it could be sensors experiences, could be receptive type activities, objects, specific objects. Really anything that they seem drawn to or repelled by. So this-- this is a really good place to start when you are setting up your routine. You know, there's more information, too, on the next page. So there's more information about their sensory channels. So you can develop the routine around that. What area they're going to be most receptive to or able to use the best. Sara: Yeah. I mean some people are visual learners, some people are tactile learners. It doesn't really necessarily coincide with what is their-- what sense works the best. It's whatever makes sense to that person. And-- and, yeah. So-- Scott: Right, right. When you look at the learning media assessment, some of this information may or may not be on there. But they still remain important learning avenues within the routine. So you can come up with certain themes that you work on. You know, look at possible topics that you can use within that routine to develop communication. Activities that you might find that are avert, that child will not like. Any other modifications, choice making opportunities. Think about if the child doesn't have-- if the child has difficulty traveling, walking, they don't like to walk, you could say, perhaps you would, you know, arrange the activities so that they wouldn't have to do a lot of travel within it. Or if they like to walk, if they are a runner, they like to move around a lot, taking that into account. Including a lot of movement for them. Sara: Or if you really want them to walk, and you put something really motivating, you know, a little bit further away and then a little bit further away, you know, than-- then they are walking to that thing because it's so great. And they don't even think about it. They don't even think about the fact that they're walking. It just I want that thing. Scott: I want that thing, I'm going to get it. Sara: Yeah. Scott: Okay. So some other information about gathering information to create functional routines. Sara: Some of the assessment information like what y'all were asking about. Scott: Uh‑huh. Let's look at that. Let's look at the next slide. [ Slide start: ] Description Start: Title: Gathering Information to Create an Instructional Routine Content: • Assessment information (Gross and fine motor, speech and communication) • Adaptations • Proactive Behavior Considerations Description End: Oh, okay. Okay. So-- So yeah. Looking at gross and fine motor, speech and communication. You know, they do have formal, you know, somebody hopefully has done those assessments on the student and that can be real helpful to have. If you can get your, you know, occupational therapist, physical therapist, speech and communication people involved, that can be very helpful. [ Slide end: ] Sara: All right. Because a routine should-- it has the opportunity to practice skills from-- from every-- every area that the child needs to work on. In a fun way. So-- so yeah. Somebody can come in and observe the routines, oh, right here they can use, you know, an adapted spoon or here I would like you to, you know, walk in a particular way to this area. Or whatever, you know, it is that they-- that their area of expertise is, they could target those skills and then teach the teacher or teach it themselves sometimes and learn from each other. [ Slide start: ] repeat previous slide Scott: Uh‑huh, yeah. And so adaptations, accommodations should be identified to be put into place. You know, what do they use, what type of symbol system, if they are using a symbol system, what is the level of that, what types of symbols are they. Sara: Uh‑huh. Scott: You know, what's a realistic amount of time for the student to be engaged in the activity. Sara: Right. Scott: If you've asking them to stay on an activity and-- Sara: It's too long. Scott: It will not work. Sara: That's successful. You want to end the routine before the student is ready to run or even before that. Scott: Yeah, yeah. Thinking about, you know, where, you know, where the materials will be set up. Again, the way we were talking about it earlier, what's the most accessible way to set this routine up. Sara: You want the child to be able to reach all of the materials that they are asked to. If they are having trouble walking, they shouldn't have to go walk over here to get something. It should be easy for them, especially right at first. Scott: Oh, yeah. The easier that you can make it the better. finally proactive behavior considerations when you are working with those kids. Sara: Yeah. [ Slide end: ] Scott: You want to try, we really want to stress you want to try to avoid any type of-- of power struggle, any type of negative situation as much as possible from occurring. I mean, as much as you accommodate this student the better. And build those positive interactions, those bonds. And then slowly start to increase the demands or the level of demand that you are asking for the child. And if you have done that, they will be more amenable to that. Sara: Uh‑huh, yes, absolutely. Scott: So, you know, thinking about-- thinking about is the student, how do they react to touch, what kind of touch might set them off. Sara: How close can you be or how far do you need to be? Scott: How many people can be around. Sara: How much noise. Scott: Are there other students that might upset this or-- Sara: Or engage. Scott: Or engage. Yeah. So motivation plays a huge role and so the more we can-- the more that routine can be fun and enjoyable, and not have these sort of breakdowns that can occur through behavior, the more successful the routine will be overtime. Sara: Yeah, yeah. Chapter 4. Case Study & Discussion Scott: Okay. [ Slide start: ] Description Start: Title: Luciana Content: Six years old CHARGE Syndrome No vision Teacher: Elizabeth Description End: Sara: I think it's time for us to watch a video and when y'all are watching this video, just kind of think about the things that we've talked about and we'll have some time to talk about it afterwards. It's about 15 minutes, right? Scott: Close to 15 minutes. Sara: It's heavily edited. Scott: Yeah, this routine-- Sara: Lasted a really long time. 45 minutes or so? Scott: 45-- yeah, it was over 40 minutes. But we're not going to show that to you all now. We're going to do-- we edited it down to 15 minutes. But we do have time signatures in there so you can see like how much time that this teacher is spending getting this student through the activity. Sara: Yeah. She is, I mean, you know, very experienced teacher. And she is basically showing us what we do want to do when we're starting a routine with a student. Scott: Yeah. But this is the very first time they've done it, so we can look at it-- Sara: Not as structured as it might be sometimes. Scott: Oh, yeah. There could be a lot of things that could be done to structure it more, maybe add more complexity to it depending on how things more. Let's look at it. This is Luciana. And if you guys have ideas, let us know, we will share them with the teacher. Scott: This is Luciana, a students here at TSBVI, she's six years old, she has CHARGE syndrome. No vision. Her teacher is Elizabeth, but in this particular clip we're going to see her working with. Sara: Deanna. Scott: Deanna, so let's watch. Luciana. They are doing a foot bath routine. [ Video start: ] [Indiscernible]. Luciana, hi, high sweetheart, it's Deanna. It's Deanna. Hi! Xylophone. Put it back there. [Making noises back and forth]. [Five minutes pass] All done. [indiscernible] You guys need a bigger finish basket. Put these things away. Agua, agua. Agua. We will have a foot bath. [Two minutes pass] [indiscernible]. Up, up, up. Me, too. Water. There's the water. Let's bring it over here. [40 seconds pass] Do you want to turn on another light? You have a cough. Okay, sweet girl. Sit right there. I'm going to take my shoes off. My shoes. Right there. There we are. How about you? Do you want to get your shoes? Let me get your shoes. We're going to take it off. Off. [One minute passes] Okay. Let's see. Luciana. Water. And then-- okay. Wash your feet. With these. And then-- [Indiscernible]. Lotion. [Indiscernible]. Lotion. What do you think of lotion? Ymmm. Lotion. And then-- way over here, we will be finished. That one. See. Lotion. Okay. Let's get the water. Foot bath. Foot bath. Foot bath. See. That's where the water is. Do you want to get something for her hair to pull it back? Or let it dangle? That's your foot bath. It's for your feet. Yeah, it's for your feet. See, see! It's for your feet. Do you want to sit up here? [One minute passes] How about if you get up here? Oh, muy bien, Lucy, that's water on your feet! Yes. That's water for your feet. Foot bath. [One minute passes] What's in here? We will get the brush. The brush. And-- smell. Smell. Bath salt. Smell it. Smell it. Brush. For your footsies. Brush, brush. [ Laughter ]. Brush, brush. Cough. [Indiscernible] Ah, ah, ah. [ Laughter ]. [Imitation activities lasted two minutes] Brush. Brush, brush, brush. Brush, brush, brush. [Cough]. Ah, ah, ah, [Cough] Cough, cough, cough. She sure does like to be imitated. She does. Ah, ah, ah. [3.5 minutes pass] [Indiscernible]. Ah, ah, ah. Ah, ah. Yeah, on your footsie. Ah, ah ah, ah. Legs. Lotion. Ah, ah, ah. Lotion. This one in. No thanks. Ah, ah, ah. We can take the towel off. Yeah. Ah, ah, ah, ah. [Cough]. Should we finish this, lotion? Yeah. Feet. Lotion. [ Laughter ]. Lotion. [ Laughter ]. Do you want to get your socks and shoes. Socks on. [ Laughter ]. Climbing into the sequence box. It's been done. [ Laughter ]. Or climb into Deanna's mouth. [ Laughter ]. Ah, ah, ah, ah. Sock. Your sock. Your sock. Sock. Sock. Sock, sock. [ Laughter ]. You are a mess. [ Laughter ]. Get your sock. Sock. [Five minutes pass] Pitcher. Ah, ah, ah, ah. Daniel, where is her-- there it is. I don't know what's next. I'm sorry, her [indiscernible] will you put it on her desk. You know what's next? I feel like she needs to go to the bathroom. So-- Do you need to finish? Please. Muy bien Luciana. Muy bien. What's that? Finished. Finished. We're going to go to the bathroom. Al bano. [ Video end: ] [ Slide start: ] Description Start: Title: Discussion Content: • Does it have all the components of a good routine? • What might make this activity better? • What other kinds of routines might be effective for this student? Description End: Sara: Cute. All right. So what do you all have-- do you have suggestions or anything that you thought of? Scott: Observations, suggestions. Sara: Observations. Yeah, what did you think about that? You can type into the chat or you can press star 6 on-- Scott: Star 6 on your phone and talk directly. Sara: Yeah. Somebody is typing. It's Patrick and Kayla and Irene. Oh, yeah. So much laughter, Iris says, yes, so fun. Scott: They seem to be having a good time together. They seemed to enjoy that quite a bit. Sara: Really sharing together. Scott: You know a lot of it, the reason for that is because Deanna was following Luciana's interests. Whatever-- they were doing them, a great moment with the teacher Laura says-- Sara: This is-- they haven't met each other very often. You know, this is a very beginning of the school year. And Deanna is not the classroom teacher. She's the support staff. A lot of this bonding happened during this session that you saw. Scott: Yeah. Somebody-- y'all have a lot of comments. [ Laughter ]. Sara: Wait, wait let's go back. Scott: Somebody mentioned it seems this was a regular routine that was done many times. That's actually not the case. This is the first time the two of them had done this routine. Sara: Right. Scott: Again, I think there's a lot to be said. We were talking while we were watching how at the beginning of the routine, it took about-- took about 10 minutes or more for her to get-- for Deanna to get Luciana up and move her over to where the foot bath routine was. When they left, when Deanna said let's go over and do something else, she went immediately. I think it's because they had bonded during that routine. Sara: Like whatever you want to do, it's fun, let's do it. Scott: Yeah, she was all for it. She kept doing that all through the routine, Luciana would want to make that noise or she would want to like hug. She kept-- Deanna kept respecting that or responding to it. Sara: Mara Perez said she would have never thought to do a foot bath as a routine. You know, a foot bath is a really cool sensory experience. Scott: You notice all of the different opportunities to interact, so many parts built into it, with the lotion, bath salts, taking off the shoes, drying the feet. You know, there's just a lot things. Sara: Just that one time you learn so much month before Luciana's interests. Scott: Bill and Rhonda say making it full always help. Patrick and Kayla said we are going to incorporate a spot for the shoes in the classroom. What's that all about? I wonder, like a routine that you are going to have be part of the-- part of the daily routine for all of the kids to have a shoe place, everybody can take off their shoes. A lot of people have that a their house. The spot for shoes is right outside or right inside the door. Which would be fun. Scott: Yeah. Sara: A lot of kids don't like keeping their shoes on. Iris Maxwell says was the "done" basket already stabbed or was that new. Sara: I think it was somewhat new, but they had been using it for a week and a half to show that it's finished. The dish bucket, is that what it was? Scott: Uh‑huh, yeah. Sara: The really cool thing about that was the done basket was really different feeling and it was-- looking for a student who had vision-- than-- they are really different from each other texture‑wise and temperature‑wise and so they would never be confused with one another. Scott: Yeah. Laura says it seems like the student had used daily routines. When she saw the diaper, she made a gesture that she understood what was coming. Yes, very observant of you. Sara: We were actually just talking about that right before we came back on. Like oh, she knows this one. Scott: One thing when I was watching this, this is such a nice routine, it's nice watching the two of them together. Not all students would be as-- Sara: Flexible. Scott: Flexible or open at the beginning of the routine. I think there's-- a good-- a question that kind of arises to me what would I do if this student were not as willing to interact? And the one thing that I think is the routine might not be quite as extended as it would be-- Sara: Right. You would cut it down to just a few steps perhaps. And maybe not have to walk so far. Maybe just bring the whole thing to the student. You know, one or two steps maybe. Scott: Rather than going through the whole thing, maybe have them just, you know-- Sara: Or just play with one toy together. Scott: Uh‑huh. Sara: That's the routine at first, you know. Scott: Yeah, because that's important. At the very beginning they had the whole thing where they played together, again for about 10 minutes. Sara: Right, that might just be it for the beginning. The play. Scott: But if you do that playing every day at the same time and kind of the same person, then that does become a routine. Sara: Uh‑huh. All right. Scott: Anything else? Is there anything that you guys would think to change in this or add to this? Chapter 5. Future Study Groups Sara: Yeah. We are-- we are-- Scott, who knew? We're running a little low on time. We want to be able to talk about our next-- our next Study Group. What-- what we would really like to do is-- and-- is-- is use your students to look at them and we can continue to look at Luciana's routine as it evolves over time. [ Slide start: ] Description Start: Title: Future Study Groups: Focus on Your Student Content: • Video of your student engaged in an activity, broken into segments of no more than two minutes each • LIkes/dislikes inventory for the student Description End: But-- but we-- and a cool thing about this is that we're not going to be-- we'll record this particular one, I believe, but we're not going to record the future ones because some of-- sometimes parents don't want their kids to be posted on the internet. We don't want that to be a barrier. Scott: Sometimes a teacher doesn't want to be posted on the internet, either. Sara: Yeah, that's totally understandable. We're having a conversation and an exploration together and we don't want anything to make you feel uncomfortable to-- in order to, you know, hamper your learning. And, you know, we love to see other people's students. That's like the best and-- and have a conversation about what's going on and then-- then come up with ideas about things to try. Scott: Yeah. So what we would-- we're going to do four more of these study groups, if we get people to volunteer. [ Slide start: ] Description Start: Title: Dates for Future Study Groups Content: ● November 28th, 2017 ● January 30th, 2018 ● March 27th, 2018 ● May 22nd, 2018 Description End: What we would like to do is for you guys, somebody to volunteer for next month. To send in, do some-- send us some short video clips of your student engaged in a routine. Sara: It doesn't have to be as long as what we have here. [ Slide start: ] Description Start: Title: Poll Content: • In which session would you like the group to look at video of your student and share ideas? • Please enter a date and email. Scott and Sara will get in touch and help you prepare. Description End: Scott: No. No, but it does need to be about a two‑minute, no more than two‑minute segments, because that just is easier for us to deal with. Sara: On the web, sharing and all of that. Scott: You could do a five‑minute routine or a 10‑minute routine or even a two‑minute routine. Whatever you would like to have a conversation with everyone about. [ Slide end: ] Sara: Let's look at our first poll. This is where you enter information into it. And-- and with those dates in mind, what session would you like to share video of your student? We have four more sessions that are listed on your handout. I believe. Scott: There's one in November 28th, January 30th, March 27th and May 22nd. There they are. [ Slide start: ] Description Start: Title: Dates for Future Study Groups Content: ● November 28th, 2017 ● January 30th, 2018 ● March 27th, 2018 ● May 22nd, 2018 Description End: Sara: yeah. If you can put your email address and your name and which date that you would like in the blank. You can just write the month, either November, January or March or May. You know, think about-- about your time constraints and, you know, or the urgency of need. Like if you have a student where you are really having trouble, you know, let's get those in first. Let's look at those kids early and-- and try to help, you know, with that. Because sometimes kids can be a real puzzle. Scott: Uh‑huh. Sara: We've all had that experience. Should have. Sara: You are not alone in that. Scott: It could be a routine that's working really well. It's could be a really problematic, difficult type of thing. As part of this, also, we would like you to fill out for that student, fill out the likes/dislikes inventory which is in the-- Sara: Handout. [ Slide end: ] Scott: On the handout. That will give you some ideas about where to proceed with your student. You know, you can always, when you are signed up, if you would like some help, you know, looking at the likes/dislikes inventory and talking about that, certainly happy to do that as well. Sara: Have we-- you would have to get approval. When you do sign up, we'll just-- just contact us and we'll send you a media release and have we gone through all of our polls yet? Scott: We have two people signed up so far. We've got Laura is signed up for March. And Brenda is signed up for January. That's great. We do need somebody for November, though. Sara: Yeah. If we don't want to look at anybody in November-- Scott: Oh, look, Iris Maxwell for November! Sara: Such a good Study Group participant. Scott: One more left, there's May 22nd. Sara: We can also decide that one later, because that one is in the future. [ Slide start: ] Description Start: Title: Texas School for the Blind & Visually Impaired Outreach Programs Content: Routines Study Group Meeting One: Planning a Routine September 26, 2017 Thank you for joining us! right-side graphic: TSBVI logo Description End: Scott: Irene says she needs to get approval, yes, you do. Iris says it will be short. That's okay. May, Laura! Sara: All right. When we look at these polls, we will contact you way before-- Scott: We will do that. Sara: Before the Study Group, very soon. Scott: Next week. Sara: For the November one, it will be really soon. We will let you know when we need to-- to have our videos to-- to all gathered together. Because we have to get them ready about-- about three weeks in advance. Scott: Yeah. The more time-- we will work with you guys in making sure that he with get it done. It should be as least amount of-- of adding to your load as possible. Sara: Right, we don't want to make it harder on you. Scott: So we just-- just thanks everybody for joining us and we'll see you next time. [Silence] Fade up from black. Animation: Text for TSBVI transform into braille cells for TSBVI. Fade to black.