TRANSCRIPT - When and How to Incorporate Switches with Active Learning

Go ahead and start the recording real quick. Thank you. Alright, welcome everyone. We've got a few people coming in here. The last second, all as well. And it looks like everyone has their name. Listed in the participant list. Thank you. That's for our attendance purposes. And I am so excited for today's session. We have Stacy Chambers and Greta Graham here. With us for when and how to. Incorporate switches into active learning. And I'm gonna do some of our. Normal business stuff here and then we will get started. If I can turn. The page here. There we go. So in T time. And I forgot to say welcome to T time. My name is Donna Clemens and I am your moderator host for weekly tech tea time. Our goal for tech T time is to build our community of practice for technology and allow us to support each other as we are teaching our students. In the spirit of that goal, T time is an interactive session. Where you're encouraged to. Converse and participate. Be advised that this session will be recorded and posted on our website for later viewing. In our professional development. Okay. Library here at TSBBI. By registering for this session, you're granting us permission to publish the contents of this. Yeah. Recording, which could include your image or audio as the registrant. Well, I The computer went all crazy there. Okay. So our session norms, feel free to ask questions as directed by the presentee. Hmm. I think we're holding questions till the end. You can also, drop them in chat and we will address them all at the end of the session. Please remember to say your name when we're speaking so that we know who is speaking. The zoom is not always reliable on getting us to you. And if you have any questions that you don't want to speak again, drop it into that chat window. And this is tech T time when and how to incorporate switches with active learning with Stacey and Greta and I'm going to stop my share and hand it over to them. Thank you, Donna. So much. Thanks for inviting us and letting us join today. We're excited to talk about a topic that we both just absolutely love and a topic that we both just absolutely love and letting us join today. We're excited to talk about a topic that we both just absolutely love and love sharing about. So thanks so much. Go in for us. I'm Stacey Chambers. I am an itinerant TBI in Kapell, Texas, and I'm here with Greta Graham. Okay. She is our assistive technology specialist in Kapell as well. And we both started working with Millie Smith. Okay. Back in 2,014 and hopefully you're familiar with Millie's work she is. The guru for our students with visual and multiple impairments. Thank you. And we brought her into our district for training. We wanted some more strategies about how to work with students with physical and cognitive disabilities. At that time, we ended up partnering with her on a research study where we were measuring the impact of instructional routines for students with severe physical and cognitive impairments. And we published that research in the Journal of Visual impairments and blindness in 2,020. And we also published an article in The Closing the Gap Magazine. And that one specifically focused on how to use routines to teach switch use for students in this population. Since then, I've been able to help Milly with an update to the sensory learning kit through the American Printing House for the Blind. And I have my copy here. It's sensing and learning. It's available now on Quota Funds. Sensing and learning is an approach that is specifically geared towards students in the sensory motor stage of cognitive development. Okay. A lot of our students in active learning are in this stage of development. The approach really challenges teachers to understand where our students are cognitively. So that we can plan their instruction in a sequential way to work on those developmental foundational skills that they need to be able to progress and do the things that we that we all hope they will be able to do. So in this session, we are going to look at that sensing and learning approach, that developmental approach and think about when and how we can introduce a switch. So that it will have the most impact. We want these switches to have meaning. We want them to have value for our students for the long run. So we're going to look at some ways we can do that. The sensory motor stage, all of this work is based off of the research of Jean Piaget and this is still the gold standard for how we understand cognitive development. The sensory motor stage is that earliest stage of development, 0 to 2 years old. And we know that any student of any chronological age can be functioning at this stage of cognitive development. This stage is when students are learning to engage with objects, with people, with actions. They're using all of their senses to get information about the world around them. And we know that so many of our active learning students have a lot of barriers to that. They may have sensory barriers, vision, hearing loss. They may have physical barriers. They may not be able to crawl or walk across the room to explore. Or they may have limited use of their arms or hands to reach out and engage with objects. And they may have medical barriers. Seesures, other things going on internally that really impact their ability to engage and be alert and attendant for instruction. So as teachers, we really need to think about that and find ways to be able to teach them these foundational skills that they need in order to continue to make progress. So the sensory motor stage can be broken down into 3 skilled development zones. Attention zone, exploration zone, and function zone. And we're going to talk a little bit more about these and where in this range, we can have the most impact with using switches. Understanding these zones really helps us as teachers because this really helps us pinpoint where our students are and what the next skills they need to learn. The first zone is called attention level. And this is the ability to be able to concentrate on a person, an object, or an action. When I think about a student at the attention level. These are the students that love to look at the things that we're showing them. Okay. They're a alert, they're engaged, they're attentive. To what we're bringing them, we can tell their attentive because they're either looking at the objects or we can tell their listening, they're responding with smiles, with with movement and so we know that they are engaged. Sometimes we have students who really struggle with this attention. They're more in an extended state. They're fussy agitated, sleep or drowsy. And so we're working on these attention level skills. We're really trying to build these, teach these and strengthen these. So when I think about switches at the attention level, Personally, I feel that they're not going to be that effective because at this level we are really working on just that engagement with the object itself. And with us, we want to really focus on presenting objects and engaging with that object. And that join attention together. We're going to focus on things the student loves. We're gonna set up the environment to get the best success possible with you know, hopefully the conditions of what's going on around us. We're going to use all of those important visual accommodations positioning, we're really working to strengthen and build that attention level and hope that we can build and strengthen that for learning. So I'd like to show an example. I'd like to introduce you to a student of mine, Arna. She was part of our research study and she's also kind of the star of the new sensing and learning book. I love showing her videos because she is a student who has some pretty significant physical needs and so she's just a great example of how we moved through the different skills within the sensory motor stage. And so the first video I'm going to show you is when we first started working with her and got a baseline of her present level and we determined that she was at this attention level zone. So I just want to give a video to show kind of what this looks like and see if this is something that you relate to with some of your students. She's working in a homebound setting with her teacher. Establishing baseline. Attention level. Arna's homebound teacher, Mallory Duncan, engages Arna in a familiar lotion activity. Arna sits in her wheelchair. While Miss Mallory applies lotion to her fingers and hands. Arna demonstrates attention by visually fixating on his peep red times. And by becoming still while lotion is applied. Okay. Okay. Oh my gosh. She demonstrates that she is happening by smiling and vocalizing. Okay, so she is pretty textbook attention level. You see that she is engaged with her teacher. She's happy about what's going on. She's awake. She's alert. She is enjoying the lotion and she's showing us that. And so this is really, really great to know about Arnold so that we know what skills we can build on. So that leads us to the next. Level, which is the expiration level. And once we have that attention established, this is when we begin to see that exploration coming to play. This is when students begin to show us that they are initiating exploration with people and objects around them in their environment. They may be moving towards something that they want to explore more of. They're using maybe their hands in different ways to squeeze or grass or bang or shake different objects to get kind of those sensory potentials out of them. And these are really important skills for our students to develop because it's teaching them about objects and it's teaching them how their body interacts with those objects. And these are really, really foundational skills that students at this stage need to learn. Part of our job is teachers for these students who don't initially do this on their own, we can teach those skills through routines where we are modeling these different exploratory skills. We can visually model how to use objects in different ways. We can tactically model how to interact with these objects in different ways. And these are all really, really important skills. Again, establishing that foundation. For our students. And we know by their exploration that they are learning about objects and they're learning about their body in relation to it. And so one of the most important skills that they're learning at this level is cause and effect. And this is really, really important because we want to teach them that their body can make something happen. By interacting with that object. So it might begin, a little bit by accident by exploring and then they realize. Wow, this is something that is kind of cool. I want to do that again and I can make that happen. And this is really, really, really critical. And we know how important this is through all of the things we know about active learning, all this, these great resources we have, Emily Smith and Lily Nielsen. We have our little rooms, our residence boards, any opportunities that we can provide our students. To get their hands on real objects, real materials to learn, explore, and figure out what their body can do to make it happen. I often see at times the introduction of a switch at this zone as as a way to kind of work on those cause and effect skills. And It might be an unpopular opinion, but with this developmental approach. I would really, really proposed that we hold off on that early introduction of Switch. We want to wait until our student has firmly established their own body to object interaction. Before we put a switch in between their body and that object. We can teach those skills with the actual object first. To really establish that firm foundation. As well as teach them ways that they can continue to learn about those objects. I know that it can be really particularly tricky when we have students with those really, really involved physical needs and we have limited opportunity to kind of teaching those skills. They have really limited physical ability to be able to reach out and make things happen. And so that's when we have to think really creatively of how can we show them. How can we teach them this body to object cause and effect understanding with that limited mobility? Example I'm going to show in a minute is a great way to do that. We found something that she was really, really motivated by, which was the sound of bells, and we creatively positioned her and the bells to utilize the movement she did have to teach her that she can make something happen with her body. So I'm gonna show Arna's example of a Bell's routine that we did with her. We will pull up here in a minute. I'm looking a little slow. One of the things that we do when we make a routine, we think about the skills that we want them to learn and for Arnett in her case. It was the movement of Arna Learn's direct body, object cause and effect by moving her body to ring bells. While Arna lies in supine on a wedge. Ms. Mallory tells Arna that it is time for her mood bells routine by presenting bells in the now container using sound movement and high visual contrast accommodations. The bell bracelet has orange fabric attached to it to make it a more attractive visual target. Ms. Mallory uses elbow support to help Arna reach for and touch the bells. So she can integrate visual and tactual information while reading her calendar. Okay. Okay. Get ready. The bell is on your hand. Thank you. In phase one of the routine, Ms. Mallory places the bells on Arna's hands, knees, feet, and head. She labels each body part. And tactically models movement to make the bells ring. And, No. That was on your foot. Move foot. That was on your foot. No, but. That was on your name. Your name. It's a happy squeal, I promise. Move. Hi Aaron, it's your turn. In the second phase of this routine. Ms. Mallory places the bells on each body part. And gives on an ample time to move them herself in order to make the bells ring. If I The bounds on your hand. Move hands. Good. The. Move forward. Good. Okay, There. Okay. $20 on your foot. Yes. Hello. After 12 s with no movement. Is Mallory gives Arna a verbal and physical prompt? No foot. After waiting an additional 12 s. She provides Arna with physical assistance for movement. I'm gonna help you move, but. Ms. Mallory moves the bells to Arna's other foot. But the bowels are on your foot. No foot. Ms. Mallory uses concise verbal instructions. And remains quiet during wait time so that Arnold can focus her attention on her movement. Well, Ms. Mallory is exposing on it to basic body parts vocabulary. The main goal of the routine is for Arna to learn the cause and effect. Relationship between moving her body and hearing the bells ring. Okay, I'm gonna pause it there. So hopefully you can see how we utilize something that Arna really loves the sound of the bells and we designed a routine around it specifically geared towards the new skill that we wanted to teach her. She was attentive and alert with the lotion routine, but we wanted to teach her. That her body could make something happen with the bells. Learn that cause and effect relationship. So this was a whole group effort with our team, our PT, our OT, our SLP, our homebound teacher, TBI, we and, our assistive technology, we all work together to really script out all of these steps to really look at how could she use her body in any way and we weren't sure if there were certain body parts that would get a bigger response or not, but we were so happy to see with consistent daily instruction with this routine, we did start to see significant progress as you can see here she did learn to move her body to make the bells ring. And so I feel like There are times where we hesitate with students that are have difficulty with their movement and we want to Enter the switch into the equation just to make things easier. And more efficient. I would encourage you to hesitate a little bit more and try some different ways to see if you can get them to use their body to engage with actual objects first. And firmly established that cause and effect relationship between their body and an object before introducing Switch as a tool. And so I'm gonna talk about the next level and this is the level where I think that we can get the biggest impact, meaning and purpose for use of our switches. So we talked about attention level. Our students are able to maintain that attention on an object. Then we begin to teach them that they can explore, that their body can can produce an effect on an object. Now we can enter into the function level and this is zone 3 and this is when students begin to show us that they understand what an object is actually used for. So if we If we show them a hair brush and they're in the exploration stage, they're going to take that hairbrush and they're probably going to bang it on the table or rub the bristles on their hand or put it in their mouth to explore. That is really good exploration work. As they begin to enter into the function level, we begin to see or we begin to be able to teach them that that hairbrush actually has a purpose and it can be used for a specific outcome. And again, we can teach these skills through an instructional routine. And a switch is a wonderful tool. That we can begin to use. At the function level. And I just have here a few points about the switches and how they can be used as a tool in this zone. We have an adaptive switch and this requires an understanding of a 3 way relationship, right? We have our body. The switch and then the object. So allowing them to activate the switch at this functional level shows us that they understand that their body can activate the switch and then that third thing, the object, something is going to happen there. And so we're looking for What are we seeing the student activate the switch and then look towards the object or respond towards the object expecting that they know something is going to happen. In regard to the object that they're activating. And so again, just to reiterate, we need to make sure that they have an understanding of the 2 way body to object cause and effect first. So then we have success with that three-way relationship with the switch. And Greta is going to hop in now to kind of walk us through the. Introduction of that switch and how we can do so effectively. Thank you, Stacy. Yeah, so just to recap the, and adapt the switch, that would be the tool that enhanced this access to a device or function for a person with access to a device or function for a person with a disability. And we've kind of reiterated this over and over because we really do think it's important that we, you just need to really establish the cause and effect skills before introducing the adaptive switches doing so too early. They're not really gonna have understanding of what that switch is going to do. And, you know, they may, just, focus, on, the, switch, itself, instead, of, the, object, that, so some sample activities, to work on those cause and effect skills. Would be to use the, like a simple battery oper, operated toy, not switch activated. This would be more direct contact with the toy to make it make sounds or light up, vibrate, move. Actually pressing this iPad screen to produce the visual display or sounds. You know, they have some of those apps with the you know, with the black and white visual displays and then it plays music. If they're actually touching the screen and it makes the sound that that is more of a cause and effect versus you know a tool to cause the iPad to do what it does like a switch or something. So on the next slide. So again, the learner is gonna have to learn that relationship between the switch, the tool and the objects it activates. You want to keep looking for some of those signs. Of understanding that and Stacey had mentioned this earlier that it's the learners can activate the switch one time and Stacey had mentioned this earlier, the it's the learners going to activate the switch one time and then shift the attention to the object. That's being activated. You do also want to look out for signs that indicate, you know, the lack of understanding and that would be just. You know, if they repeatedly activate the switch just to hear the clicking sound made by the switch. Or if you're using switches that, you know, are not like a pressure switch with sound, they're gonna be more of the. Switches that don't require touch, maybe a proximity switch. Then you could look and see does the learner attend to the object after the switch is activated and they're not doing that, then you kind of want to step back and revisit. Kind of looking at that cause and effect, exploration level again and and really strengthening that. And then the next sign. So, at the sensory motor stage, when we're using switches, it's going to be more of a single function, just turning things on and off. We're not looking to, you know, do scanning like in a communication device. It's basic kind of basic functions. And so you really like with Arnett, you need to find a response mode. So that's the part of the body that's gonna be The most reliable where they have the most control for activation and that can be really challenging sometimes and like you saw with Ana. That was also a bit challenging and I was kind of called in. During that time and was able to talk with the occupational therapists and physical therapists and we kind of like had to figure out what, which body part is going to be the most effective for accessing this switch and the most efficiently. And again, that response mode efficiency that can depend very depending on the position and you might even need to use different switches. So depending on the task. So, you know, don't be limited to looking at just, seated in the wheelchair. Maybe they do better if they're prone on a wedge or, you know, laying on, on their back kind of elevated. And different types of chairs. So you just really, again, we're talking about, you know, working with teams and that's why we have our physical therapist and occupational therapist that can help with that positioning and really strengthen some of those and really try to find a response mode that's gonna be. The most efficient for them. So now let's look and like I said this is when I was called in and we had to you know set up So the setup we found most efficiently was for her to use her head. So we, attached the switch with a clamp and what you see in the picture there is that lock line so that's a flexible tubing that enables you to kind of you know position the switch easily. So our head movement in this position was the most efficient. And I know her team did a really good job of not just, placing the switch. They had her, you know, look at the switch. When they were attaching it. It wasn't just plopped into place. So you really have to, you know, make sure there's context. And the iPad we put that in our visual field and of course Stacy. Helped us with, you know, where it's gonna, where is that gonna be the best for her? So again, what you see is the iPad holder with a, the arm that's clamped onto a table. So let's take a look at what she does. Level routine. Arna learns means and Are using a switch as a tool to activate music on the iPad? Alright, Ana. It's time for iPad. Arna begins the routine by reading the object symbol or iPad in the now container. Ms. Mallory presents this symbol in Arna's left to central and right visual quadrants with direct lighting to obtain visual shift and fixation. Having mastered the skill of using her body to create a desired effect. Listening to Bell's ring. Arna learns to use a switch as a tool to create a desired effect. Playing music on her iPad. Ms. Mallory attaches a clamp and head switch to Arna's wheelchair tray. To make the iPad accessible to Arna. The now container provided context and meaning to the materials and sounds required for setup. Arnold watches black and white designs moving to music on the iPad. After time seconds, it stops. The ding prompts Ana to continue. Ms. Mallory gives on a time to think and act. After about 30 s. Arna looks to Miss Mallory and vocalizes. Miss Mallory knows that Arna is laughing in her own unique way. . So RNA activates it again. Good job. I know, are you finished? All done. Arna activates it a third time. Okay. Okay, you can do a couple more. Good job. Alright, we're all finished now, Arna. Ipad is done. To complete the routine, Miss Mallory will present the finished container and iPad and look for visual thick Station and I'm gonna fast forward a little bit to her next where we expand this to a book routine. Where she's going to change the pages in a book. Let's see. After thinking for more than 30 s with determination, Arna looks again to Miss Mallory. And then turns the page. Yeah. Which was also very polite. Almost finished. Oh, You have your camera. Arna looks to her teacher and vocalizes again. Is it funny? Fast page. Yeah. Arna yawns, vocalizes, and turns the last page. Suddenly, Ruth, who became a . Yay! The end. Good job reading Rufus. Arna demonstrated the cognitive skill of means ends. Are using your switch as a tool to turn pages of her book. She demonstrated understanding of the function of the iPad for reading sequential pages. By laughing and smiling in anticipation of hearing favorite pages read aloud. Okay. Okay. I'm very pregnant. That's picture. We can switch to the next step. Alright. Thanks. So we just included just a couple of sample routines because I know that's always kind of the hardest part and and what we really want to stress here is is that the switch you should be embedded in routine. It needs to be functional for them and it needs to have like a purpose. And you know. Kind of a long term plan in mind by starting, you know, with the. With the attention level and then an exploration and then moving on and you can combine. You know, different activities that they've. Met, you know, they've mastered the exploration. Well, let's add on and how can we use that, you know, in the new routine expand on that and incorporate a switch. To maybe you know have make something else. Add something to the routine where it does something. So we, included just a couple because that's kind of the hardest part is how do we do that? Just to kind of give you an idea and it gives you an outline, a little bit of a template to to look at how do how do we do this and so there's some good ideas here. Finding that switch site and maybe really easy, you know, if you have a learner that is mobile and can use all body parts that's not even going to be an issue. But then somebody like Arna, you really gonna have to get try to find that reliable switch site. And work with that. So that's. I don't know Stacy, have you had anything else? I can. On this one. I'll just describe it a little bit. We have this one's the vibrating pink palette pink pillow routine if you're familiar with that bright neon pink pillow that came in the sensory learning kit. It's a great one to use with this switch. And it can be really a great visual. And then obviously the tactile and then you can incorporate. This switch is used as well for this student. She was already showing us that she could engage with objects and do that cause and effect. And, and so we tried to incorporate something that would be pretty engaging and fun for her while teaching her how to use that pillow actually as a tool. And so what we did is we used that as our object symbol and I'll just kind of roll through. The steps of this routine that She, would then use various objects. We put them on the pink pillow and then she would activate the switch to vibrate the pillow and make something happen. So we had bells on the pillow and so. She can activate the switch to make the bells. Jingle and ring. We also had shaving cream and we had put her hand in there as well. And so by activating the switch, it would make the shaving cream make her hands move on the shaving cream. Yeah. And so We had that because we wanted to keep it engaging, keep it fun. Use items that she'd already engaged with and exploration and then added in the pink pillow as a tool. And in that switch was what she used to help activate your pillow. And so you could see how we kind of use those steps, scripted them out. This template. Is the sensing and learning template for creating your routine lesson plan? And so it has the places for what the learners should do at each step of the routine, what our accommodations are that can be positioning or visual presentation or prompting or pacing. And then what embedded skill we're working on. So that's where we can indicate if we're working on her. Initiating the activation of the switch, we can look for that in different steps and maybe other steps we're looking for her to engage with the actual object in a certain way. And so even down at the bottom at the end, she's going to use the washcloth to clean off the pillow. And that's another function level. She's showing us that she understands the purpose of a washcloth is to clean it off by initiating that movement. So there's lots of different skills built into. This particular routine and that switch has a real purpose. So I really like that one. And then there was a second one. We can look at and that is a smoothie. Routine. And that's another one where We had a student who was really highly motivated by food. I know we all have students who are and so when possible we can use that. That's pretty As they're really motivating way to engage in with different activities. And so we made a smoothie routine for one of our students who was working on those function level skills. So we had of course the object symbol. For this one we used a scoop and so like a little measuring cup that we were using as a scoop we had frozen fruit and water so those were different objects that we could show her and teach her through the routine. Had a purpose. And then we had the switch with the blender. So after we scooped and poured into the blender, then she could activate the blender with the switch. So she was already showing us that she could engage with those objects in different ways and now we're teaching her that those objects have a purpose and a function. And so this was a great way to do that through engaging with real objects and then also using the switch as a tool to make that blending more efficient. So you guys should have copies to these routines just to kind of look through and see how we wrote those different steps. What kind of accommodations we use, you can see that we are real particular about the words that we say and the pacing and those kinds of things and so all that is really nice to see and then you might be able to copy it and kind of adapt that to your student or think of something similar that might be motivating for them to use as a routine. And Stacey, we also included, the e-book routine with the Rufus story. That's also in there, written up so you all can look at that as well and see how can look at that as well and see how that was facilitated. Yes, and again the whole sensing and learning approach is really strategic in the way that we are establishing their present levels. So we're seeing which zone they're in in the sensory motor stage. We're finding something that they love that's motivating and then we're working as a team to develop a routine that pulls those 2 things together. And, and that's what these routines look like. And we're real strategic about what we want the student to do. And in these function level routines, that's when we see the switch being introduced really strategically. And again, like Greta said, really collaboratively with the positioning of the switch and the student and and the accommodations and prompting all of those things are really well thought out and planned for so that we make sure that we're looking for understanding, we're looking for mastery and we establish what we want that to look like so we know. You know, when we get there. So. And you're not sorry, Stacy. I was just gonna interject and you're not limited. I know we showed for Arna the the mechanical switch worked best, but you're not limited to that. There are lots of different types of switches. So lots of different ways to be able to activate. I mentioned proximity switches one, but that's something where you can, you know, talk to your team member. That are familiar with the different types of switches and just determine what's gonna work best for your learner. Yeah, just so that you know, you're not limited to just that one. Yes, and there are a variety of switches that are available through the American printing house for the blind with quota funds. So those are you know, it's always a great place to start to get a variety of them to bring to the team. To give those things a try and also different objects available through there as well that are really easily switched adapted if you think that they would be motivating for your student who's working on those skills. So hopefully this kind of gives you an idea of. What to look for in your student, to know if they're ready. If they're not, maybe you have some ideas of some things you can work on, whether it be that attention level or exploring the real objects. And then once you begin to see that, then we know some strategies that we can use to introduce those switches in a meaningful and purposeful way. So I'm sure there's some questions out there. We definitely have some time for that. So if there's any questions, just let us know. Thank you so much. Definitely, let's get those questions going. I really love Stacey, where do you point out that there is a time and a place and a perfect time in a place. And even though that, you know, this is T time we're talking, T time we're talking about using technology. And the switches are their own technology, but the low tech that we use with our kiddos such as adapting the bell to go around the leg or in the different locations we are still using tech with our kiddos it just looks different Absolutely. If you go in through some of these videos, you'll see some of those, so many of those low tech items. I love the now containers are a great assistive technology tool we can use for their object schedules. And you can see how we adapted some of those with the extra lighting, the positioning equipment. All of those things are so, so important and. That team coming together to kind of problem solve those things that we need to for these students with with those complexity. Needs. That's where, you know, we can kind of come together and and find some different solutions. I know we have burning questions out there. Come on, You can unmute or you can drop it in the chat. Thank you. Usually one of the biggest questions that I get when I present this is, you know, what happens if we're already. Using switches with the student and they're at the attention level or they're you know at the exploration level and and what do we do now? You know, did we ruin everything forever? What should we do? And so just to answer that, if it's something that you're thinking about. I like to look at, you know, what kind of progress are we seeing with those switches? Obviously, if our student is using them effectively, then that's giving us some really good information that we're on the right track. If we're kind of stalling out with this switches and we're seeing them more as The student like Greta said is engaging with the switch as itself an expiration activity or, we're kind of stagnant at that cause and effect relationship with the switch. That's where I might also begin to introduce more of those expiration activities with the real objects. And I never feel like you have to necessarily throw anything out the window, but we can add in and build up those other foundational skills where maybe there's some gaps that we can fill that will help promote more progress. I do see a question from Erica. She says, how do you decide when to move on from exploration to the function zone? And that's a great question. Something that we do with our team when we write a routine and when we have a goal, if we're working on an expiration level goal, for example, for when we were wanting to establish that body to object relationship. We set up a schedule to do that routine really consistently and then our team consulted on how that was going. Say. By observing the routine, taking video and kind of looking back and waiting for when we saw her. Starting to establish. There it is. Yeah. On the Those exploration skills. And once we started to see those movements consistently and we felt like it was well established, that's when we decided, okay, we can probably actually keep this routine, keep working on those exploration skills with the bells, and then also introduce a second routine working on the next step. We always want to make sure that we don't get too stagnant and we continue to move towards new skills that we want to develop. So once we started to See those consistently, then we are ready to work on the function level skills. And I think Donna shared the sensory motor scope and sequence. And that's also from the new book. I put it into a digital form where it shows the different skills in each of the sensory motor zones. And so that shows you some different things you can work on within each zone. To really try to make sure you're building all of those skills. I see some questions. About the PowerPoint. Yes, I'll make sure that Donna has that. And the closing the gap article. Is having issues. I'm not sure Donna if that's a consistent issue or not I know you were able to access. Access it. Greta, there's a question about how we synced the switch to the e-book. Do you remember how we did that? Yes, we use what's called an applicator. Pretorian makes that. And so we, just you know, it's, you connect it via Bluetooth. And then we, we actually put the book, I created it in Go Talk now. So you know each recording you know, one slide I used part of was like one page red and so you just kind of create that and then we added also audit and added an auditory queue for her. That actually said read. I don't know if you could hear that in the video. It actually says read and so then she knows okay it's time for me to read and then she would activate the switch that way. But yeah, it was called the Praetorian Applicator and the Google Talk Now is really good as far as accessibility so you'll be able to, you know, set up the switches real easily using, that. Other than that, you have to just make sure that the apps are switch accessible, especially at this stage, because you're not gonna be, you know, scanning through. You know, all the apps that are on the iPad. So switch accessibility is gonna be important. Greta, the next question says is go talk now an SLP tool. I mean, it can be as a communication, but you know, it can be used for choices. It can be used as an instructional tool. It doesn't necessarily have to be, you know, just for speech therapists. We use it a lot and just because it's so versatile and our district is an iPad. Slides, for free and use them that way. And, just try it out. Awesome. Spacey, I apologize. None of the links to the article are now working. So we'll have to problem solve that and I'll make sure it's on the website. Okay. At the end of the session. They for some reason stopped working. Mid hour. But I, I will get those up for everyone. We had a couple more questions. Thank you. I think, Carrie had a question here. How do you work with teachers, families, and other providers to give the child the wait time that they need? Over the years that she has found that there's very challenging skills for us adults to learn. And if you've read that one already, I'm sorry. I was back and forth. No, I think I saw it and and got distracted. So thanks for calling that one out again. And oh my goodness, I totally agree. I think it's definitely the most uncomfortable. For teachers and providers rather than the student. It's hard for us to have those pauses and the to us kind of uncomfortable silences. I love watching Mallory in the videos work with Arna because I think she just doesn't amazing job of being so patient. And kind of perfecting and finding that that fine line between what's too long and not long enough. Was was definitely work from the team. To kind of feel that out and establish it during sort of a travel phase with the routine. We probably tested that. To see how long can we wait before we feel like she's. Maybe forgetting what we're doing or kind of zoning out or falling asleep. And so we it was a little bit of trial and error for us, but we know that especially for for her for some of those students who are doing a whole lot of motor planning to make something happen. You know, jump in too quick and make it happen or start talking and disrupt that process for them. So we definitely prioritize that wait time. And I think that maybe just explaining that to families and and kind of that trial and error may help find. Sometime for you where you can kind of identify we do use videos a lot too just it's nice to be able to look back on later and you can actually see. The time that goes by, and that does help as well just to get some data on timing. Time goes on to see if those wait times. Get smaller and smaller. So being able to have that on video is helpful to, as, as we go on with the routine. And as silly as it sounds, we. In one of my groups we practiced Sitting for the time we needed. To kind of feel that way. And so that we once we were in the lesson, we were like, okay, that's what that weight feels like. And so we feel that way beforehand. So that might be a nice practice activity even to just on your own feel the weight. It's a great. It looks like Victoria has a question is go talk now an SLP tool. Oh, I think Greta already answered that one. I do see. And it's no, not specific to speech therapists. It's a great instructional tool. And the handouts again, yes, you will go over that in a minute. Where to find them. And we had a comment on wait time. Using positive instructive feedback to the adults. When you give X enough time to do it on her own, you help her to feel competent. It helps them understand the why. Great idea. And we also, with those wait times, once we kind of found the time that we were all comfortable with. We actually wrote that in our routine under the accommodations. To say, you know, wait up to. 12 s and then give a verbal prompt or a touch key whatever we wanted that process to look like that we were really specific in. Specifying that as an accommodation so that we all kind of understood that. This is what the student needs, you know, in order to be successful. I love that positive feedback too, that's great. All right, are there any more questions? We're running down to the last little bit here. And let's practice and feel that wait time because, that's uncomfortable. Okay. Okay. Alright, Stacy, if you wouldn't mind stop and share for me, thank you. Right, we're gonna do our wrap ups here. Let me get over into our chat. The links I'm about to share are here or you can get them on the QR code. On your screen. Thank you, Tina. It's very valuable. I can't wait to share with her team and the Stacy and Good. I so appreciate you coming on and sharing with us on T time this week. All of the resources, lessons, more the tea time recording if you missed part of the session, all the handouts, they will be on the on my website which is linked in the chat or you can grab it from this QR code here or any previous T time handout, this link doesn't change. So if you want to grab those handouts, you can grow one from there. They will be on. Monday. Where teaching a class on campus for Jaws this weekend. So I won't be able to get all the handouts and everything up on the website, but it will be up on Monday. So mark your calendar upcoming T times. We have Katie King coming up on November sixteenth with connections in. Active learning. So our academic transition and ECC concepts. The 20 third happy Thanksgiving everyone we will not have a session that week. November thirtieth, Hillary Keys is going to come and talk to us about how to make and how to use active learning technology. And December seventh, Shannon Page is gonna come back and talk to us about picking vocabulary. If you remember she talked to us last week about her, or about, not her, but about the Bliss symbols. And so she's gonna talk to us about how to integrate and pick that vocabulary. Anita Swanson, December fourteenth is coming back to talk to us about AT and music. So excited about that one. And wrapping up our year is Stephanie Walker from APH. She's gonna give us a full on APH update.