TRANSCRIPT - Emily Leeper - Proactive Strategies >>Donna: Good afternoon, everyone. We are waiting for everybody to get inside and then we will get started. Alrighty, as everyone's coming in to get settled, we're gonna go ahead and get started. Good afternoon everybody and welcome to our second February T time of 2024. Our topic today is proactive behavior strategies. Emily Leeper, welcome Emily. And before we start, we're going to keep our goal in mind is to build a community of practice for technology and to support our students and each other. In the spirit of the goal, we're going to record this session. And by registering, you give us permission to post. Now with our webinar. It's not so much your voice and image anymore, but. There was always a possibility that we'll say your name out loud. All right. So I'm going to hand this over to Emily. >>Emily: Okay, let me get my screen shared here. Okay, so passed on a set. I'm Emily Leeper. I'm a consultant and outreach programs at TSB. And today our topic is. Proactive behavior strategies and how they relate to tech. Oh, let's see. I gotta. Get myself over. There you go. So you think about technology and behavior support. It's it's going to be low and low tech. And to think about what are the main pieces of that low-tech approach for behavior. Proactive strategies and one of the key components is you. As the teacher or the adult working with that student. The next level is routines and then calendars. So we'll be talking a little bit more in depth about those. So the you part of it and actually all of it builds on communication, which is really key for Managing challenging behaviors and students and for preventing those challenging behaviors as well. So we think about communication, why is it important? And don't be shy to put something in the chat. And if you think about what do you get out of communicating? And there's a lot that we get out of communicating. We get our needs, Matt. You make connections with other people around you. You establish a sense of belonging, you establish a sense of safety. If you're able to successfully communicate with other people. And then what happens when you can't communicate? And that can be pretty anxiety provoking. They think about going say to a foreign country. Where you don't speak that language and most people there don't speak your language. You know, that can be a bit huge challenge for you and you may feel like I can't do this. One of my best examples as my husband and I were in Thailand a long time ago. And we were going to take a train from one city to another and my husband goes with his phrase book. To purchase tickets. For the train and he comes back out and says and a surprise voice. Tickets are much less expensive than I thought they were, but we have to get on the train in 5Â min. It's leaving by the way. So we get over the train and discover that we have third class seats. On a third class train, which means it's gonna stop in every single little small town and take 2Â h longer. Then the train we intended on. So that resulted in frustration. Irritation, my irritation with him. And it made us feel anxious like we weren't our whole plans for throwing off because we weren't going to arrive in that city. At the time that we had expected to. So for our students who are having difficulty communicating. I've seen the same thing. That frustration. That anxiousness that distress over their ability to not get their needs met and to not be able to connect with those people around them. >>Donna: Emily, Tommy chimed in with it lets everyone know what's to be expected. Exactly, right. So if something happens that you don't expect, you know how that makes us feel, same for our students. And yeah, communication is really key for that. And then to remember the communication is developmental. So no baby sits up and start speaking in complete sentences. So we understand that our knowledge of child development that There is a predictable sequence of skills. And also that ability to have something to communicate about. Relies on experiences. That that person has in our environment. And another key component is interaction with other people. So when you think about A young child who is just beginning to I was at the stage by the typically sighted, typically developing young child who is at the stage where they want to build the point to something around them to draw the adults attention and to interact with them with that shared communication about that thing that's happening in the environment. So that is experience based and it's based on that interaction with another person. So a student with sensory impairment. That may be more difficult. But first, the stages of communication to think about are that very beginning is the bonding and co regulation stage. Which means that when a child, a young child, an adult connect. That. Adult tends to mimic what the child is doing, the sounds that they're making and reflecting back that child's emotional state. So they are regulating each other. They are connected and that co-regulation is essential for later self-regulation. So that's the ties of behavior. So that relationship is really important. In order to get to that point where that that. Individual is better able to manage their their own. Emotions and their reactions to what's happening around them. So when you're thinking about building communication, the next level would be routines. And then above that is symbolic communication. So we'll talk a little bit more about. Those levels of symbolic communication and the importance of routines. Oh, sensory impairment. As. Many of you know, will definitely impact communication because It can create a feeling of isolation for a student who's not able to monitor who's around them in the environment. Who's coming into a location and who's left that location? So their ability to interact with another person is limited because of their sensory impairment. And then there may be difficult with eye contact and shared attention, which are important, especially for young children in developing communication and understanding what's happening around them. So the sensory impairment can also lead to. Misinterpreted signals, meaning. If you think for, for a student with cortical vision impairment, they may not be able to. Create meaning out of what they say. What they see or You know, a student who's only getting part of the information, which would be missing information. That also creates difficulty with anticipating what's happening next. And so I think the comment was about expectation, knowing what's what's going to happen next. So those are all issues that contribute to. Distress for a student or anxiety for frustration. And all of that impacts communication and as well as behavior. So, for bonding and co-regulation, we have an image of mother and a child baby snuggled together both smiling so that is What that body and co regulation could look like. That's what that's about. So if you're coming into a situation with a student. One of the things that you want to keep in mind is how you interact with the student. What do you represent? So you're wanting to establish a sense of safety and connection. With yourself and that student. Coming in and being the person of demand who always has their agenda at the top of their mind. And put that. Student on guard, make them hyper vigilant about you. I think there we all have people in our lives who we see them. Walking down the hall and we really want to turn around and go the other way. Because that person represents something to you that It's negative. Doesn't make you feel so great. There's other people you see coming down the hall and you are waving and smiling and you just can't wait to get closer to them to have an interaction. So when you're beginning to work with a student. Who has these communication difficulties who may be having. Challenging behaviors. You want to think about how you present to them. Which is making yourself calm, sent to yourself so that you're able to reflect back to them to co-regulate the emotions and the actions that they are. Displaying So that means sitting close to the child. So they know that you are present and attending to them. And then think about imitating what the child's doing in the child's affect. So if you walk into a child, you sit next to them and they are clapping. Singing, acting, excited. Then do the same clap. Say I see you're excited. This was great. Whatever happened, you was making you excited. Or, sad or frustrated. And you wanna think about. Imitating that child actions as well. So if they are banging something on the desk against their hand, do the same thing with them because that's what we do with infants and younger children. You do those things with them. So they show you something and they shake it and you say, oh, I see you're shaking it and then you might shake something too. To gain that interaction and that connection with them. And you want to think about using the child's language or vocalizations. To be present with them and you're doing and saying the same things. So if that student says, blah, blah, blah, blah, blah, then we reflect that back to them. That's just sort of a natural thing that adults do. So that's just sort of a natural thing that adults do. So that's just sort of a natural thing that adults do. So that it's important to do that with your students as well. And then pay attention to the child that says I'm done with this. So again, removing that demand. From yourself to saying this is gonna follow the child's lead if I get that signal that they're done, then we're done. This play period is done. So all of this sounds like play and it is play and because that's how kids learn and it's important. An important piece of creating that sense of safety for that student. Because without that feeling of safety, learning becomes dip more difficult and those behaviors that that's challenging negative behaviors are more likely to increase. So here a couple of. Really nice videos. Showing showing that. Adults making those connections with students. Yes, amazing job this morning. Hey, Emma. that's what's the, yeah, I'm going to watch them run. Let's continue everyone watch them ride This is in the other going to watch them ride Business in the I'm gonna Hey, yeah, Lena, you'll be here later. She'll make biscuits with Christian. Let's see if I can get that. I have to move this shared more out of my way. So there you see this adult connect to truly connected with that student understanding what that students wanting to communicate and then reflecting that back. So that's student feels safe and connected. I mean, that's pretty clear that they have that relationship established. Then we have fun, pumpkin one. Oh Above, Oh my gosh! That's an example of that playing with a student. You're creating the connection. That student was clearly enjoying that. That connection with the with the adult. >>Donna: Emily, I adore both of these examples and we can use this in with tech as well. When we're playing back and forth and you know all of our Directed, you know, like switch use, for example. Doesn't necessarily have to be. Purposeful all at once. We can, we can play with it a little bit. Get interactive, get joy around it so that it's not another chore that we have to do. And so I think. Tying into those same type of techniques. When we're introducing TACK or when we're communicating with our kiddos about what we have new with this new toy. Or this new device. Is a wonderful, wonderful connection we can make. >>Emily: Right, and I'm glad that you said the word joy because that's really important. You know, that's, we all like to have fun. With the things that we're doing. So that leads us to. The play, the play, slide. So thinking about the process, that process is more important than the product. It's not play. And that's a quote from Dr. Stewart Brown who founded the Play Institute's great website to check out and wrote the book Play. We have a video from him. He has some really great things to say about play and something to keep in mind when you're working with students. >>Donna: And Brenda just made, or Belinda just made a wonderful comment and yes, scribbling is fun on a Braille device or a keyboard. Or with an adaptive pencil. Or with a communication device and even. Scribbling and playing those developmental games that we would with. Any kiddo of that age. >>Emily: Yes, thank you for that, Belinda. And here is. Dr. Brent. You have an And this image is for humans the beginning point of play. When that mother and infant lock eyes and the infant's old enough to have a social smile. What happens spontaneously is the eruption of joy on the part of the mother and she begins to babble and coo and smile and so does the baby. If we've got them wired up with an electroencephalogram. The right brain of each of them. Becomes attuned. So that the joyful emergence of this earliest of play scenes and the physiology of that is something we're beginning to get a handle on. And I'd like you to think that every every bit of more complex play builds on this base for us humans. And so now I'm going to take you through sort of a way of looking at play, but it's never just singly. One thing. We're going to look at body play. Which is a spontaneous desire to, get ourselves out of gravity. This is a mountain goat. If you're having a bad day, try this. Jump up and down, wiggle around, you're going to feel better. And you may feel like this character who is also just doing it for its own sake. It doesn't have a particular purpose and that's what's great about play. If its purpose is more important. Than the act of doing it is probably not play. And there's a whole other type of play which is object play and this Japanese macaque is made a snowball. And here she's going to roll down a hill. And they don't throw it at each other, but this is a fundamental part of being playful. The human hand in manipulation of objects. Is the hand in search of a brain. The brain is in search of a hand and play as a medium. By which those 2 are linked in the best. Oh, I cut him off slightly, but, the image in there when you said this character was a child getting ready to jump into a huge pile of leaves. So there's no purpose in that. Is just for fun. Just like, the, the, side's crippling to fun in all different ways that. That our students can scroll. So now about routines. And what good is a routine? Why do we need those? So routines are basis for communication as well. Yeah, if you think about our own selves, our own lives, we have routines throughout our day. We have a morning routine that probably looks like Slap that alarm, get out of bed, take a shower, get dressed. Eat breakfast. Grab your backpack and out the door. And it's probably gonna be about that same way. Every morning, every day that you Cool. But if your routine is thrown off. You forgot to go to the store and buy more milk so you can't have your favorite breakfast. You know, you can end up grumpy from that. You misplaced your keys and you have to spend 5Â min looking for them, throws off your home line. So we have. Routines for our week. We have routines in our month. Activities that we know and expect are gonna happen on a certain day in time or a certain time during the day. So the definition of a routine is a repeatable series of events that provide a predictable structure to Wednesday. And there's an image of a calendar box that's, divided into 4 segments. And each one this is looks like a hygiene routine has an object that represents that part of that routine. So have a toothbrush. A face cloth, a cup. And a bar of soap. So that may be the order. Probably the order that the student is. Participating in that hygiene routine. So when you think about building routines for a student, you don't have to jump immediately to the hygiene routine. You want to think about what's fun for that student? What the child likes? What sort of things have you been? Noticing that the child likes to do that you've been what type of interaction you're having. So, you know, maybe the thing that really makes that brings that child joy during the day is to go outside and sleep. So you could say maybe we're gonna start teaching the routines, building on communication with that student by creating a go to recess for team. So child leaves the classroom, there is something that represents. Going to the playground maybe touching the gate. That they travelling to travel through to get to the playground. Something that represents for them the swing. The slide and then coming back. So that routine you would want to. Have occur in the same order every time you go out to recess. Because that brings joy to the student. And you'll get further along with. Establishing that communication through the routine. >>Donna: I love that you said we can have routines outside of the expected hygiene bathroom eating. Those things that we usually are go to. In that we can build a routine around fun. >>Emily: Well, I think that's gonna be mostly right. That's most successful for you as well. >>Donna: That is like awesome. >>Emily: For the student because you can have their attention. And they're going to want to communicate to you about It's time for recess. I want to go swing. As opposed to the thing, the half dues. You know those are probably going to be routine based anyway. When you're thinking about communication, you want to get to the fund, focus on the fund. >>Donna: I love that we can book end those things that we expect. The fun. You know, to get through that hard task. >>Emily: Okay. Right. Right, and so when you are looking at bathroom routines or, you know, hygiene routine, does that student have their favorite cup? >>Donna: And get to that fun. >>Emily: Like use the favorite cup, maybe they love the color, blues their favorite color. So think about those things from the child's perspective and not your own perspective that makes it more fun and interesting. For that student, from their own experiences. So, according to Linda Hayford, the characteristic of our routine include that there is a clear beginning signal. So there's something that is. Easily understood by the student as this is beginning. This routine. That you have a consistent sequence of steps. And you use the same materials, people, location, and language. So. It could look like okay now you're going to do something with a different teacher, a different adult. And that is part of this routine. You're going to do this thing with that person. And you want to allow the students to have as many turns as the adult. To participate in that communication. So, I really thinking about allowing the student an opportunity, maybe giving some wait time for them to respond. To those objects that you're using in the routine rather than just. Let's get through this. So when you're thinking about prompting, if you're starting with a physical hand underhand prompt, You want to keep doing that until it's evident that the student no longer needs that and you could move into a verbal opt. So changing it going back and forth and while you're trying to teach that routine. Thinking about communication that consistency is important. And, maintaining the pacing is important too because as the adults, we may be thinking, well, we have, we're doing this again. We're doing this again. This must be that we're getting a little tired bored with it, right? The kid must be getting bored, but that's not the case because this is super important to them. Are for them as this is their communication and your building. This is how you're building on communication. And no distractions, you know, that's sometimes the hard thing to think about. When you're when you're thinking about a typical classroom setting. Where there's a lot of stuff going on and there are distractions that are happening in that classroom. But think about minimizing the distractions for that student, meaning we're working on our routine. Then don't suddenly bring in something else that doesn't relate to the routine that can clearly put a stop to that communication piece. And the routines also require a clear stop. I clear signal to say this is finished, but now we're moving on to something else. Okay, and so now related to routines is calendars. This is a really complicated calendar. I have no idea what it means. So don't do that. That's way too. But calendars. Or more than just, tracking time. But a quote from Van Dyck is that everyone is entitled to a past present and future. But often our students with sensor impairments are only in the present. They have no way to talk about the past. And no way to then anticipate the future they are in the now. So the calendar systems help to allow those students to communicate. About what they have experienced and what they're going to experience. And the image is a 3 part calendar pox. About a student's routine. Where there's 3 distinct objects that relate to the routine and that students. Day or what's happening. For that student where they can say, this thing is done. We've done with Coming and now we're going to. We're going to eat. >>Donna: And this is our light tech. Yes. It is tech. It is tech, it is tech. >>Emily: This is a light tech. That's yes, it's low tech, but it's really important because you can't get to the high tech. Without this. So, you know, that can establishing that communication is just vital. In order to be able to use something higher tech like a communication device. So that student needs to understand symbolic representation and that's going to begin with objects. Because if you think about the fact that a student with a vision impairment is going to have difficulty getting all the information without putting their hands on it about something. Then objects are the starting point. So those can be in their hands, they can explore them captively, they could look at them up close. Explore the features. Where, they might not be able to do that unless you put it in their hands. So the understanding of an object. Meaning and activity is the basis of your symbolic. Representation. So like from the previous image, understanding that that comb that the student has been handed means, we're gonna comb our hair. Is key to being able to move forward. That so when you know that that's the case and you can move into partial objects. So for example, in your objects for your routine, maybe you're using a milk carton to let this to know what's happening. In the cafeteria. Then when you move into partial objects, you may be using just the top of that milk carton. Rather than the whole thing. So it still has meaning for the student, but you've established first that they understand the object. And the meaning that object has in relation to. The experience. So moving to tactile symbols and pictures much more abstract than objects. So. Again, you need to know in assess if that student understands objects in relation to an experience and then partial objects and then think about moving to tackle symbols and pictures. So some students. May very quickly move to the use of tactile symbols and time with the objects or partial objects level. And then Braille in print we can think about as the most abstract. So some students again are able to move there fairly quickly, but it requires some assessment and taking some time to get to know that student. Before you get to that point. So again, you can't get to the high-tech device like a Brownlow touch plus. If the student does not have those prior, those prior skills. >>Donna: Or even to a communication. System. Because those pictures are that hierarchy, the pictures are way higher than that. >>Emily: Right, right. Yeah. >>Donna: That actual object. >>Emily: Exactly. So the calendars. You know, are a way to measure time. And so there's multiple levels. Of calendar systems. The most basic would be the anticipation, which is the now calendar. And that's gonna look like the student receives the object. Symbol for the activity. You do the activity. And then you put that symbol into a finished basket. The baskets. Should be very different from each other. So the student can distinguish, but you said this is the now what's happening that's done and then we have another now of what's happening. That's the anticipation count, that calendar. So the student would still need to be able to understand the objects that are representing those activities and that's the instructional learning piece that would be your bolt if you don't. So the next level would be the routines calendar, where the 2 images we saw previously that had the 3 part 4 parts of our routine. And so that's your the span of your activity saying this activity isn't gonna go on forever. We're doing these 4 things, these steps and then it's finished. Then you go move to part day, morning, afternoon, calendars, a full day. Before you get to weekly and monthly and beyond because those are concept of time, they also reflect communication abilities of that student. So you may need to be It may take a while for a student to move to a full day calendar. And the types of symbols that you use and that full day calendar would again correlate to the students level of understanding. So this is an image of a student who is able to use a 2 week at a time calendar. Who was able to understand pictures. Drawings and interpret faces. Of familiar people. So this, you know. Probably look like a student who has. Sufficient vision. To bring that image up close to their eye and understand what it is. So this is a much more complex. Calendar then an object calendar. Right. So, you're thinking about the communication piece and going back to that as calendars. Are not just about time concepts. But they are supportive of the development of language. You can have conversations about those. You can build vocabulary, which also can improve social skills. And with a student who's able to have conversations with you about their experiences. Who is able to increase their vocabulary because of their experiences and their ability to talk about it, then. That's a proactive approach to reducing challenging behaviors because that student is better able to communicate. So we have examples of a couple of. Types of calendar. And calendars and how they're used and the versus a choice making with a a now then or a now anticipation calendar. Hmm. Hmm. Hottie, is that your restroom symbol? You went to the party. That's finished. No more party. As you. We did some hygiene. Hijean is Yes. What is? What is it? Now is choice time. So I've got 2 choices for you. I show you you can stick this back in your calendar. Hello 2 choices, Maddie. We can do sensory box. Or foot. Chad cha cha Judge, cha. Sensory you want to pull it out? Sensory box, okay Haven, let's do Okay, so that teacher allowed wait time for the student. Gave her a sense of involvement in the decision making. So she was able to work with that student to increase. Give her vocabulary. And allow her opportunity to be in charge of what's happening next in her day to be able to protect her. Choose a prepared activity. So, this next, I love this video about a calendar conversation and this is what the student who is using a more sophisticated calendar. That goes over a greater span of time. He preferred the plan. From on a Wednesday in April, that's definitely different. But yeah, I asked, it's true. I have been from Pandasa. You want to request Aberto Petrasa? Was this asked Laura Wafford. Not on, not from, we'll go to the red oak ballroom and then come back. And that's the same week as Easter. I, you scared them on. Well, months after April. May, we dared to barn. For what? Yes, that? Yes, they will be at the dorm, yes. And to my. Yeah, yes, that, John. Of yes is usually on a Wednesday I think we think it's the seventeenth of men. It would be like a long Wednesday. And then we'll do the, we can eat outside. There's a music. I don't know the DJ is, but they'll be a DJ and they'll be music and dancing and canyonas and gorito contests. And you want to do the greeto contest? Yeah. All right, that sounds good. We'll tell Miss Carolina. Yes. I'm antex Carolina. Okay, she's probably I'll wait till April to text her about She doesn't know yet about fiesta. Will definitely sign up. Absolutely. A What else do we have in me? Mother's Day. Mother's Day, anything else in May? May 20 sixth. And what happens on May 20 sixth. It's on Friday. It is a Friday. That's right. What else happens on May 20 sixth? That's right. One more thing happens on Friday, May 20 sixth. You find a different symbol? Mom, come, brother, Ben. She will ride the van. And before she rides the van, we have to go to. Graduation. Graduation. That's what there's. Yeah, that's the there's graduation right there. And that's yeah, well, where the cap and the gown. And your mom will be there and your family and I will be there. We'll all dress up. I'll put on a shirt with buttons and tuck in my shirt, wear a belt. And you know they'll say your name and say Louise Hernandez. You're a Jerry. Luisa Nanda Sanchez, the next graduate and will walk out on the stage at the auditorium. And remember the hat we were wearing? I will move the tassel from one side of the other and everyone will clap. Good job, Louise. It'll be fun. And then there's a little party in the cafeteria we sit with our family and then after that's all done we'll go pack up. Our stuff and go back home. That's the last day of school. Thank you. Stuff. Pack your stuff. I'll pack your clothes. Will pack your tactile symbol books, will back your year calendar, will pack the poppets, the big poppets in the itty boppies. Yeah, and we, you know, we can send back. Oh, Victor Readers. Okay, if you don't want to go about Victor Readers, that's okay. We can bring raisins too. Okay, I love that video. So there's clear conversation happening between the adult and the student. Who is finding joy and talking about those things that he's looking forward to. And, that adult responded quickly to he and want to talk about Victor Readers. He went straight to raisins. So the teacher just let go of that. Let's focus on what the student wants to talk about. And, you know, that was using a much more sophisticated calendar. Than the previous students with the choice making. But those skills didn't come didn't come overnight. So that was a process and getting him to the point where he could read that calendar and talk about it. Does anyone want to share calendars that they've made for students? Experiences and conversations. Well, I can tell you that I had a student. In sixth grade she had a very memorable birthday party because She didn't have a present given to her. She got to go to toys or us and pick out her own present. And she wanted to talk about that. And we made a book, Tactile Book, about it. With the order of activities that happened with her. She was using tactical symbols. We use those incorporated those in that book and I had to make it for her again a couple of years later because she wanted to read that. Almost every day she read it to herself so read it to somebody else so there was this way that she connected with other people by saying hey there's a special thing that happened to me it was important to me and let me tell you about it. So. She graduated high school with that book. So, but that is a way, to make. To develop that communication and to help reduce. Those challenging behaviors because if she had been. Cut off from doing that or not allowed to refer to her. Great her past calendar, what happened in the past, then that would have been really frustrating to her to not have that opportunity to talk about the things. That had meaning for her. >>Donna: And Belinda says she loves exploring what we've done at the end of the day and I have to agree with that because I loved making little books and having things available that we've collected throughout the day. When we have special outings and we Talk about what we did that day. >>Emily: So that gets us right into our next. Next piece about sharing your story. >>Donna: And I promise we did not plan these transitions. I promise. >>Emily: Yeah. So about sharing your story is about creating experience books which build on routines and calendars. And can support the creation of calendars and the and the creation of routines. To get us our end result of increased communication and. Proactively. Reducing the likelihood of challenging behaviors. So there are different types. Experience books. This one is an experienced box. So it's very, object focused. This one is birthday party, plastic container says birthday party in front and in. And in the box. There are things that you would find at a birthday party, a party hat. Cupcake wrapper, candy wrappers, a goody bag. Birthday candles. So all of those are things that are real objects that the student can talk about in the order that they want. But. Can communicate with that adult where you could. Maybe the student picks up the hat and laughs about it. And you can say yes, that was a silly hat when when you wore that hat. You felt silly. It was funny. Just to your name their feelings and let them express what they wanna express but this is also something a student could interact with on their own as a way to help them relive those. Preferred activities. So enjoyable. Activities that brought them join. And this is an image. An experienced book using objects. This is a story about horses. With some actual horsehair on the first page. The student participated in brushing the horse, so there's a brush. And feeling of brushed hair. And then holding the reins on the horse. So that's a piece of what the student experience. About the rain so it's not creating a rain that we think. It seems like a rain to me. It's what is. Thing that the student actually touched. So it has meaning to them. So again, this is. A way to share that experience with an adult. Someone else in the classroom. It builds communication, but it's also can tie into literacy. And here are examples of. Picture based experience books and these using photographs. The real people and the real objects. That were part of that routine or part of that experience. So to go back to routines. That routine can become an experience book. Because there's more to say about it than just looking at the objects in the routine. So those can be built on to become an experience book. And. I think our last one, yes, so. These experience books. Can become communication and can become a form of literacy for that student. So we all like to write down or record something that happened in the past. We have. Photo albums. We have kept souvenirs or memories, something to remind us of that event. So. We go back and enjoy that. And that is a way that we are reliving those experiences and, feeling. The pleasure of that experience. For our students that can become their means of literacy as well because they're finding memory, their meaning and the objects or symbols used in their books. And so this is another. Fun video. With our young man, you seem reading his yoga book. Clock spare a little slow this time. Oh, One clock climbs, and we need to start to hear ours, runneries slowly, here we go. Take? Let a young good clock Sir. You 3. Good clock. Thanks. After Oh! That was a good yoga song. It was the yoga clock. Can we find the braille on the page? Yoga clock What letter does yoga start with? Why? Why? It's for you, good talk. Yep. And clock starts with scene. Next, sometimes Asu sings. Yeah, Kenny. You're meeting me. Okay, to see Let's see what it's gonna say, Sometimes we do yogini. Sometimes we sing it. No, She she . You know the super fast That's fine our super fast one. Sometimes we see. Very good. Yogi, what's you? Don't doubt I can see what she could try to check. But all that she could. KATT TAK was the bottom of the deep blue. You'll get me to see what she could do. You. Give me what you You'll be able to see tiny That was fast day, Suz. And well there's no more symbol. What does this one say? Oh, what does this one say? Hey, hi! Ready, let's find the word relax. Right here. Relax starts with a letter. Mmm. Realist starts with that leather. Very good. The letter R. What relaxed on do you listen to? So that's an example that student using those symbols that he has learned. And reading the it's actually the routine of his Yoga class or his yoga time period. Set up with those, tackle symbols that he can read again. He's reading with an adult who is reflecting back to him. The emotions that he is having and it's a joyous experience for him. He's having fun. And Donna, I think that's my last slide. Oh no, here, well, this is in the handout too. I sent that to you, Donna, if you. Wanna put that on the chat with just resources. >>Donna: We have. >>Emily: That are, yeah, these are all great resources for thinking about creating. Routines and calendars and building that communication. With students, which is. An important part. Have a dressing, challenging behaviors. And that's my last one that says thank you for joining us. Does anybody have comments? >>Donna: Thank you so much, Emily and anyone with comments or questions can drop those in the chat. I do love a good experience book. Ms. Pelina said thank you. I've made many a good ones and many a bad ones. >>Emily: Great. Yeah. >>Donna: But you don't know how to make them until you work with the Kiddo and make one together and have epic fails. >>Emily: Yes. >>Donna: I've had some, I have had a few. >>Emily: Right, and I like that you said that make it with the student because you wanna think from the students perspective what makes sense to them, especially when you're thinking about objects. What are they actually touching? What are they actually able to see from that scene? Because if you just come up with something that looks good to give you like this, surely this represents, you know, whatever and it has no connection or no meaning for that student, then that's the bad experience book. >>Donna: And thank you, Tommy, said that they enjoyed the tea time. Thank you very much, Emily. >>Emily: Right. >>Donna: And you know, I will say that's my big one with. Choosing not only what goes in an experience book but but with symbols as well If you just pick symbols that mean something to you, do they mean anything to the there have been symbols that we were off the wall had no clue what why the kiddo chose them, but every time they chose them, it meant something and That's what we went with. One of my my students that I worked with. Years ago. Went into my bag one day and he didn't have a symbol for me yet and found a poofy squishy ball. And handed it to me. And I was like, yep, squishy. And I accidentally, you know, it got left in the room and he kept picking that up and bringing it to the teacher and we were trying to figure out what is this big yellow puffy that he keeps bringing over. And apparently he had liked it in my bag. So many times that it now was the big yellow puffy was me. And so he was he was looking for me. Where was I that day so that became my symbol for him was this big dealer puffy. So anyway, side story. I am going to Share here if you don't mind switching off because we are going to talk about save the dates and what's coming up soon. >>Emily: Oh, yeah. >>Donna: Let's see. Here we are. And our upcoming. Items are. We will have no session coming February. 20Â s. That is Texas Focus Week if you haven't already signed up. I hope you have so that we can see you at Texas Focus. February 20 ninth we have Dr. Tina Herzberg, she's in Osta House, Sarah Larkin and Dr. Penny Rosenbloom coming in and talking about their new math. Nimuth code, step-by-step guide, and all the goody-goody goodies that go along with being able to emboss and use our tech. With math. So look forward to that. In March, we are going to be talking deaf blindness and everything that we can wrangle in. And in April, we are doing all things low vision and it will spill over into May. Where we will have low vision and O and M talking about in the driver's seat. Then we will wrap out the year with Rebecca Russell talking to us about mental health trauma in the brain. So we will take. Everything we've learned this month about behavior and brain and we're going to Clip on over to May and wrap up the year with trauma in the brain. Excited about that. April. If you're not