Afleveringen
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If you follow me on social media, you can probably tell that I love independent work systems! Social media has made sharing tasks among each other much easier compared to the days before the arrival of Pinterest and Instagram. But it also means you have access to tons of misinformation, and there's a lot of it out there when it comes to independent work systems.
What is an independent work system, though? Today, I'm kicking off a new series of episodes about independent work systems by clearing up those misconceptions, defining what the system is, and discussing what it's truly designed to be.
5:32 - Defining what an independent work system is and the four questions it must answer
8:55 - Why these systems are effective tools for students
9:31 - The critical element that's often left out of independent work systems
10:58 - What the work structure in the system is designed to do for the student
11:42 - A must-have element for a student to complete the work system and the only thing it's designed to teach
Show Notes: http://autismclassroomresources.com/episode113
Resources:
Independent Work Systems WebinarJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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So far, I’ve spent the last few episodes talking about creating a collaborative IEP. So now that that’s done, you have to actually implement the IEP. Start thinking about how to organize your learning environment and incorporate the IEPs for all of your students to meet their individual needs. It takes a well-structured, well-organized classroom design. In this episode, I'm discussing your teaching implementation plan (TIP) for the IEP.
04:10 - What the TIP is and its objective
07:37 - How the TIP serves as a road map for your instruction
09:14 - How using the TIP makes your life easier
Show Notes: http://autismclassroomresources.com/episode80
Resources:
Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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Zijn er afleveringen die ontbreken?
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Creating effective special education teaching materials is more important than you may think, especially for our learners with autism. Students with autism oftentimes focus on details of pictures or learning materials that you may not even notice. Being aware and intentional of the teaching materials you are using is so important in helping them learn the concepts you are trying to teach.
There are certain things to keep in mind in order to create effective special education teaching materials. In this episode, I am sharing six tips for how to develop effective special education teaching materials for your learners with autism.
01:35 - Why you should be using examples that are very different from each other when introducing new concepts
02:08 - The importance of keeping your examples clear and straightforward
02:50 - Why avoiding distracting backgrounds is helpful for students
03:26 - How to avoid material overlap
04:04 - What to avoid when creating materials so students can’t just guess the correct answer
04:49 - When to start working on the generalization of a concept
Show Notes: http://autismclassroomresources.com/episode183
Resources:
3 Tips for Presenting Materials in Discrete Trials: With a FreebieJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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In this episode, I'm talking about the basic principles of behavior. These principles may be a review for some, but I think even behavior pros will find at least a kernel that they can use to help their team understand how behavior works (and how it doesn't).
Sometimes it's unfathomable to those of us who do this all the time why others in the classroom or school just don't seem to get these ideas. To us, they may be basic principles that feel like water and air. But to others, they are the opposite of what they learned about behavior from their parenting, previous classroom teams, previous administrators or just previous experience with students. So I think they bear repeating a bit to make sure we are all on the same track.
Show Notes: https://autismclassroomresources.com/episode6
Resources:
Free Addressing Challenging Behavior WebinarJoin the Autism Classroom Resources Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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When we are considering Extended School Year (ESY) services for our students, collecting and reviewing data is crucial. There are many state and federal regulations about who qualifies for ESY, and data is a key component in determining who needs this additional support and if it's beneficial for the students receiving the services.
Whether you have already determined which students are eligible for ESY and are looking to understand data collection procedures throughout ESY or are still in the process of determining eligibility, ensuring that data is collected properly and that the data moves with the student will help in decision-making moving forward. To help you better understand what goes into data collection procedures for ESY, I am breaking down what ESY is, the importance of consistent data collection, and what tools are helpful for data collection.
01:41 - What Extended School Year (ESY) is
03:17 - The importance of taking data throughout the school year
05:25 - How to take weekly data during ESY
07:46 - Why it is necessary to pass along data from ESY to the student's teacher
Show Notes: http://autismclassroomresources.com/episode218
Resources:
IEP Goals & Objectives Tracking - Data Collection Sheets for Special EdFREE Special Education Training Series: Data - Taking Sample DataFREE Setting Up Systems of Data WebinarJoin the Autism Classroom Resources Free Resource LibraryGet more information about the Special Educator AcademyJoin the Free Facebook GroupIfyou'ree enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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For many of our students, high school graduation is not the end of their educational journey. We certainly have a lot more students who are recognized with autism now who are academically able to go on to secondary education. But how can we begin to help our students prepare for college, and what skills should we focus on? Today, our guest, Dr. Marc Ellison, shares some insight into this and more!
Dr. Marc Ellison is the executive director of the West Virginia Autism Training Center, located at Marshall University in Huntington, West Virginia. Dr. Ellison has worked for almost 40 years to provide support to individuals diagnosed with autism, their families, educators, and caregivers. Dr. Ellison came to Marshall University full-time to lead the college support program, which was the first of its kind in the nation.
In this episode, Dr. Marc Ellison shares when to start preparing for college, the challenges students with ASD face in the college setting, what helps students succeed in college, and the importance of community.
04:41 - When to begin planning for the college transition
07:50 - What challenges students with ASD face in the college setting
15:00 - The skills and factors that have helped students with ASD succeed at Marshall University
18:42 - How he has created a community for students with autism on campus and the benefits of creating this community
23:59 - The importance of teachers anticipating student needs and having difficult conversations when needed
Show Notes: http://autismclassroomresources.com/episode217
Resources:
Benchmarks of Successful College SupportsAcademic and Campus Accommodations That Foster Success Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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There are many things that we need to think about when writing IEP goals. We need to look at the present level of performance, curriculum goals, and parent input. However, there are other things we should consider when we write IEP goals, regardless of when we write them during the school year.
When considering what a student’s goals should be, there are questions we should be asking. There, of course, are the standard questions - Is your goal measurable? Is it clear? And is it related to the present level of performance? But there are 5 additional questions I think are key to writing better goals for your students. In this episode, I am diving into what these 5 questions are and how asking them before writing a goal will make your life easier throughout the year.
03:10 - Why it’s important to ask if a goal has been written before
05:42 - What an enabling goal is
07:05 - The importance of looking at what skills a student will need in their next environment
08:45 - Why you should be considering how you will teach the skill
12:45 - How to write goals that allow you to accurately track and measure them
Show Notes: http://autismclassroomresources.com/episode216
Resources:
Writing Enabling Goals for IEPsHow to Conquer 5 Challenges of Meaningful IEPsJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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There are many unspoken rules and expectations that neurotypical individuals pick up on and learn in their everyday lives. But for some people, understanding these unspoken norms of behavior and social interactions can be difficult. That is why it is incredibly important, especially as special education teachers, that we understand what the hidden curriculum is and how we can help our students be more successful with it. Dr. Brenda Smith Myles, Ph.D., is joining us today to talk all about the hidden curriculum.
Brenda Smith Myles, Ph.D., formerly a professor at the University of Kansas, is the recipient of the Autism Society of America’s Outstanding Professional Award, the Princeton Fellowship Award, The Global and Regional Asperger Syndrome (GRASP) Divine Neurotypical Award, and the American Academy of Pediatrics Autism Champion. Brenda has made over 3000 presentations all over the world and has written more than 300 articles and books on ASD. In addition, she collaborated with the three organization who identified evidenced-based practices in autism. Further, in a survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.
Brenda is sharing some incredible insight on the hidden curriculum meaning, how we can teach it, why it’s beneficial for everyone to be taught it, and how not understanding it can negatively impact our students with autism.
03:21 - The hidden curriculum meaning and what exactly it is
07:56 - How we can teach the hidden curriculum and help our literal learners be successful with it
11:00 - Examples of how not understanding the hidden curriculum can have a negative impact on autistic individuals when interacting with the community
16:06 - How not understanding the environment they're in and how it differs from another environment can affect autistic individuals
21:45 - The challenges experienced by individuals who are unable to observe the environment in a way that allows them to absorb information
Show Notes: http://autismclassroomresources.com/episode215
Resources:
The Hidden Curriculum 25th Anniversary Revised Edition: Understanding Unstated Rules in Social SituationsJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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As special education teachers, we know how important it is to have solid teacher-parent relationships. Strong teacher-parent relationships help us best serve our students by creating a collaborative team approach that helps create a supportive environment for the students both at home and at school. But understanding how we as educators can develop these solid relationships can be challenging. That is why I am so grateful that Kelley Coleman is joining us today to provide us with some incredible insight from a parent’s perspective.
Kelley Coleman is a feature film development executive turned author and advocate for parent caregivers and individuals with disabilities. Her book Everything No One Tells You About Parenting a Disabled Child: Your Guide to the Essential Systems, Services, and Supports draws upon over a decade of experience, including her own experience parenting a child with multiple disabilities. Kelley lives in Los Angeles with her husband, two boys, and her son’s trusty service dog.
In this episode, Kelley shares her experience with ableism and what it means, what parents find important when meeting teachers, and how teachers can help foster a strong teacher-parent relationship.
02:56 - Kelley’s journey and experience parenting a child with multiple disabilities
11:12 - What ableism is and how teachers and parents can be respectful of a child’s privacy in terms of their disability
22:15 - What educators should know about meeting parents for the first time and what is really important to parents
25:05 - How both parents and schools can foster strong, positive teacher-parent relationships
35:05 - Why teachers and parents should be in ongoing communication throughout the school year, not just at IEP meetings
Show Notes: http://autismclassroomresources.com/episode214
Resources:
Visit Kelley’s websiteFollow Kelley on Instagram @hellokelleycolemanAdd Kelley on FacebookJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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Behavior is not a one-way street. There is an interconnectedness between student behavior and teacher behavior, which we can sometimes miss. It is so important that we recognize the impact special education teachers and special education paraprofessionals have on student behaviors to avoid any unintentional reinforcement of challenging behaviors.
In this episode, I’m breaking down the research behind how children’s behavior drives the behavior of adults without the adults realizing it. I share why understanding that behavior has reciprocal impacts is so important, how to ensure we aren’t fading out the demands on a student based on their behavior, and the importance of observing other adults in the classroom.
02:40 - The research behind how student behavior impacts teacher behavior in an educational setting
05:52 - Why being aware that behavior has reciprocal impacts within the classroom helps prevent fading out demands without a plan in place
07:15 - How being aware of the reciprocal behavior cycle can help us stop it
08:04 - Why we must create a team culture where everyone can watch each other’s backs because everyone’s behavior impacts others
Show Notes: http://autismclassroomresources.com/episode213
Resources:
Follow me on TikTokJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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When a student’s challenging behavior is a result of a sensory function, knowing how to address it can be difficult. We want to help our students cope with sensory experiences in an effective and safe way so that their needs are met and they are not harming themselves or others.
Whether students are looking to escape a situation that is causing them sensory distress or if they are seeking internal reinforcement from a sensory experience, we can help students find appropriate replacement behaviors. In this episode, I am sharing ways you can help students request breaks, teach self-regulation strategies, and help students find replacement sensory experiences to reduce challenging behavior.
01:45 - Why teaching students to request a break when the sensory distress is causing them to have a challenging behavior is important
06:23 - Ideas for how to teach self-regulation
10:36 - How to help students when challenging behavior is caused by an internal reinforcer or sensory function
Show Notes: http://autismclassroomresources.com/episode212
Resources:
How to Help Reduce Anxiety in Students Who Don’t Want to Stand OutHow To Help Your Students Manage Anxiety EffectivelyHow to Keep Students’ Anxiety From Overflowing: Identifying Anxious FeelingsThe Incredible 5-Point Scale To Teach Self-Regulation: Review and ToolsGrab the Free Square Breathing VisualGet the Calm Down Toolkit for Self-RegulationCheck out the Teaching Self-Regulation Strategies and Anxiety Coping Skills with Social StoriesJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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There are many myths about behavior that impact the way we talk about and approach challenging behaviors. Many people look to answer whether a student’s challenging behavior is sensory seeking behavior or intentional behavior but there are several issues with focusing solely on that question when it comes to challenging behavior.
As special educators, we have to help our students learn to cope more successfully, regardless of whether the behavior is sensory or behavior-related. In this episode, I am diving into some common myths and misconceptions about the functions of challenging behavior and what we should actually be looking at when determining the function of a behavior.
02:00 - Why asking if the challenging behavior is sensory or behavior is the wrong question to explore
03:49 - How presuming that all challenging behavior that isn’t sensory seeking behavior is willful is incorrect
08:01 - What question you should be asking to determine if the function of the behavior is sensory-related
09:19 - How to assess whether something has an automatic function by looking at if it's happening when there's nothing else going on
10:34 - Ways that escaping a sensory situation may be involved in challenging behaviors and their function
Show Notes: http://autismclassroomresources.com/episode211
Resources:
Watch the Preventing Challenging Behavior WebinarJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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Attention-seeking behavior is a common challenge in classrooms, and addressing it effectively is crucial for the overall learning environment. One possible reason for this attention-seeking behavior is that some of our students do not yet have the effective communication to gain attention in a more appropriate way. For these students, we need to explicitly teach them these communication skills.
When we provide explicit instruction and reinforcement, we can help students acquire the communication skills necessary to seek attention in a positive manner rather than through negative attention-seeking behaviors. In this episode, I am giving a quick overview of choosing which communication form to use, how to provide practice and repetition to help students develop these communication skills, and the importance of providing the appropriate type of attention.
03:41 - Things to consider when choosing the communication form you will teach your student to use when seeking attention
06:33 - How to provide practice for a student to gain your attention using a set-up teaching situation
09:15 - How to use a brief overview of what to expect and your knowledge of the student to help prevent behavior problems when working on attention-seeking communication
12:02 - The importance of giving the student attention in whatever way the FBA states
14:23 - Why using “wait cards” can be helpful in helping students understand when you cannot give them attention
Show Notes: http://autismclassroomresources.com/episode210
Resources:
Get the Waiting for Attention & Getting a Teacher’s Attention Social StoryJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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All attention is not equal. We have likely all worked with students who engage in behavior just to get attention, whether it be positive or negative. Even when students are getting what we feel is a lot of attention, they may still engage in attention-seeking behavior because the attention they receive is on our terms, not theirs.
Students often realize that our response to negative behavior is larger and more consistent than our response to positive behavior. This, in turn, reinforces to them that if they want attention, negative behaviors are the way to get it. In this episode, I am breaking down the three advantages negative attention has over positive behavior and ideas of ways you can try to encourage more positive attention-seeking behaviors.
05:56 - How consistency gives negative behavior an advantage over positive behavior
06:51 - Why the magnitude of our response to behaviors matters
07:29 - The impact of learning history on behaviors
09:10 - How increasing the magnitude of our response to positive behaviors can help encourage more positive behavior
13:26 - The importance of consistency in boosting replacement behaviors
Show Notes: http://autismclassroomresources.com/episode209
Resources:
Watch the Preventing Challenging Behavior WebinarGet the Social Stories - Waiting for Attention & Getting a Teacher’s AttentionJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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What do you do when a student asks for something that they cannot have? Oftentimes, when our students request something and they are unable to have it, it can lead to behaviors. There are strategies for behavior we can utilize that can help our students learn that sometimes they cannot have what they ask for.
When we are looking at strategies for behavior, there are some things I would do and things I would not do when a student asks for something they can’t have. We know that we cannot always get what we ask for, but how can we help our students to understand this as well? In this episode, I am sharing my top don’ts for when a student requests something they can’t have, as well as my top 4 strategies to help students understand that something they request may not be available.
05:41 - Why you should not remove their opportunities to make the request using their communication devices
07:23 - When you should give the student what they are asking for
08:21 - The importance of giving students lots of opportunities to practice this skill
10:13 - How to teach a student to wait for something instead of not having it at all
10:48 - Why you should use concrete signs when something isn’t available
Show Notes: http://autismclassroomresources.com/episode208
Resources:
Check out the AAC Communication Boards for Augmentative CommunicationWatch the Preventing Challenging Behavior WebinarJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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Asking for a break is a great replacement behavior for students trying to escape a certain situation. However, not all breaks are going to be effective for every student. Truly understanding the function of a student's behavior and what they are trying to escape from is key to understanding what an effective break would be for that student.
When looking at replacement behavior strategies and determining what your student would benefit from in terms of a break, it is important to remember that a break is not a timeout. There are several factors that go into an effective break for your students and each student is going to have different preferences. In this episode, I am breaking down what to consider when determining break options for your students.
06:12 - The importance of recognizing that a break is not a timeout
10:00 - Why it is not necessary to have a specific area for breaks
11:27 - Examples of how a break may look with or without other people with the student
12:50 - How offering choices can work when students ask for a break
13:54 - Ways that breaks can offer an opportunity for emotional regulation
Show Notes: http://autismclassroomresources.com/episode207
Resources:
Calm Down Tools: Social Stories & Visual Supports for Self-Regulation & BehaviorBehavior Data Sheets - Editable Behavior Tracker MegaPack for Special Ed & RTIJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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Finding replacement behaviors for escape-related behaviors can be a challenge. Oftentimes, when we come across a student struggling with a work, social, or other situation in the classroom and are avoiding it, figuring out how to help them may seem difficult. However, there are some ways we can help students learn replacement behaviors for these situations.
When our students have escape-related behaviors, it’s important that we teach them how to get away from that thing, person, or situation in an appropriate way. This is an important skill for our students to learn both inside the classroom and outside. In this episode, we will be diving into the benefits of teaching replacement behaviors and equipping students with functional communication skills, as well as the research behind it all.
04:36 - When to use Functional Communication Training
09:32 - 3 reasons why it’s beneficial to teach students to request not to do something
12:32 - A look at the different communication forms to use when teaching replacement behaviors
17:55 - Why we must actually teach the selected communication strategy to allow students opportunities to practice requesting their replacement behaviors for escape
22:28 - How to decide what to do if the behavior continues to happen
Show Notes: http://autismclassroomresources.com/episode206
Resources:
Watch the Preventing Challenging Behavior WebinarCalm Down Tools: Social Stories & Visual Supports for Self-Regulation & BehaviorBehavior Data Sheets - Editable Behavior Tracker MegaPack for Special Ed & RTIJoin the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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What happens when we have independent work systems set up for our students, but they aren’t completing them in the allotted independent work time? The whole point of independent work systems is for students to get their work done independently and in a certain amount of time so they can do the thing they want to do. But we all know that that is not always the case.
If your students aren’t completing their work during independent work time, there are some ways you can problem-solve to help them be successful in completing their work system. When I see situations where students are not completing their independent work, I generally ask certain questions to try to figure out what is going on. In this episode, I am sharing 3 questions to ask if a student isn’t completing their work during independent work time and what to try next.
04:54 - How to determine if the student has the right task for independent work time
07:35 - Why having a finished basket is key for many students to finish their work
10:06 - How students must know what to do when they finish their tasks
14:43 - Tips for what to do next if your student is still not finishing their work
Show Notes: http://autismclassroomresources.com/episode205
Resources:
Check out my TpT store for Independent Work ResourcesWatch the Independent Work Systems WebinarGet My Book: Building Independence: How to Create and Use Structured Work Systems - Future Horizons PublishersShop my Book: Building Independence: How to Create and Use Structured Work Systems on Amazon (Affiliate Link)Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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How do we advance independent work systems once our students know how to complete it on their own? The goal of independent work systems is to help students build independence. In order to help our students learn to work independently, it is crucial that we know how to adjust the work system when necessary to bump up the level of independence needed to complete it.
Using independent work systems isn’t meant to be just a way to get students to complete tasks independently within the system. We want students to increase their ability to work independently so they can be more independent in other situations in the classroom, as well as in a work environment as they get older. In this episode, I’m sharing 5 ways that we can change our independent work systems to fit our more independent students and to build their skills as they become more independent.
03:49 - How moving the task boxes away from our students’ tables helps develop independence
07:16 - Why we may want to start leaving materials out of the system
08:43 - How using a “raise your hand” visual can be helpful for students who have a tendency to not do their work carefully
09:21 - Ideas for how to help students become more independent in the work system using lists
09:53 - How to expand the work system and move beyond boxes to help students use them in different environments
Show Notes: http://autismclassroomresources.com/episode204
Resources:
Check out my TpT store for Independent Work ResourcesWatch the Independent Work Systems WebinarUsing Foldables in Structured Work Systems: Advanced Tasks with a Seasonal FreebieWorkbasket Wednesday: Advanced Structured Work SystemsWhy I Don’t Like Drawer Carts for Independent Work SystemsGet My Book: Building Independence: How to Create and Use Structured Work Systems - Future Horizons Publishers Shop my Book: Building Independence: How to Create and Use Structured Work Systems on Amazon (Affiliate Link) Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're...
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We know the goal of independent work systems is to help students build independence. Both the way these work systems are set up and the strategies we use within them are key to helping our students build independence. It is important that we use effective, evidence-based practices within these independent work systems.
When teaching students how to work independently, we must provide the appropriate amount of support to help guide the student toward independence. In this episode, I walk you through 5 strategies for teaching and supporting the systems in your classroom. We’ll discuss the importance of nonverbal prompting, waiting students out, how to get students back on track, why you should fade out your presence, and when to provide reinforcement.
04:49 - Why you should only use nonverbal prompts during independent work
08:20 - Tips to help wait the student out to build independence and initiation
11:23 - An effective way to use a nonverbal prompt to get students back on track
12:17 - The importance of fading out your presence
13:14 - Why you should only be providing reinforcement once all their work is completed
Show Notes: http://autismclassroomresources.com/episode203
Resources:
Check out my TpT store for Independent Work ResourcesWatch the Independent Work Systems WebinarWhat are Prompts? 5 Main Types of Prompts in a Free InfographicGet My Book: Building Independence: How to Create and Use Structured Work Systems - Future Horizons Publishers Shop my Book: Building Independence: How to Create and Use Structured Work Systems on Amazon (Affiliate Link)Join the Autism Classroom Resources' Free Resource Library Get more information about the Special Educator AcademyJoin the Free Facebook GroupIf you're enjoying this podcast, could you please take a quick moment to leave your review on Apple Podcasts? It would mean the world to me and will help spread the word to other special educators. ⭐️⭐️⭐️⭐️⭐️
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