43
WHY WOULD ZIGGY WANT TO DO THAT? ENGAGING THE SIGNIFICANTLY DELAYED LEARNER Maureen Green and Betty Henry California School for the Blind CTEBVI, March 21, 2015
| Date post: | 23-Dec-2015 |
| Category: |
Documents |
| Upload: | avice-perry |
| View: | 213 times |
| Download: | 0 times |
WHY WOULD ZIGGY WANT TO DO THAT?ENGAGING THE SIGNIFICANTLY DELAYED LEARNER
Maureen Green and Betty HenryCalifornia School for the Blind
CTEBVI, March 21, 2015
WHO IS ZIGGY?
PRIMARY FOCUS OF THIS WORKSHOPSCHOOL-AGE STUDENTS WHO HAVE COGNITIVE SKILLS
AT THE 6 – 24 MONTH LEVEL
SEQUENCE:
• What is motivation?• Characteristics of the Ziggy child• What doesn’t work?• What stands a better chance of
working?
WHAT IS MOTIVATION?
MO
TIV
ATIO
N
“I SEE, THEREFORE I WANT”
WHY THIS IS IMPORTANT
WHY THIS IS IMPORTANT
CHARACTERISTICS OF THE ZIGGY CHILD
• Comprehension
• Motivation
• Intent
WHERE DO WE START?
Behavior, at first, is accidental
CO
MP
REH
EN
SIO
N
Developmental stages
Accidents happen
Focus on internal sensation
Awareness of external sensation
Beginning response
BEHAVIOR HAS MEANING
Pinch Bite Bruise others Chew on Clothing Screech Throw objects Push materials away Lift, topple, and push away furniture
INTEN
T
Click icon to add picture
INTENTIONAL COMMUNICATION
Associational vs. Conceptual Language Use
Wouldyoulikeyoursippycup?
COGNITION:WHAT DOES BEHAVIOR TELL US
Pushed a chair Screwed a jar top (“turn it”) Moved cane when it encountered an obstacle Pulled a door handle Reached down to sit on a beanbag Recognized that a low voice meant concern
or correction Responded to short, clear, positive phrases
(hands down, give me five, time to work)
IMITATION
How important is the ability to imitate?
Imitation starts with the adult imitating the child; not the child imitating the adult.
ATTENTION & FOCUSWHAT BEHAVIOR TELLS US
Persisted for as long as 10 minutes with physical activity (walking, climbing stairs, reaching for a bar on the play structure)
Passive or resistant to all counting, pattern, or shapes tasks (“work time”)
Processing time increased with each additional object presented during “work time”
Ten second break between presentations seemed to help
LANGUAGE:WHAT DOES IT TELL US?
Receptive languageExpressive language
SOCIAL INTERACTION
Awareness Recognition of voices Orientation to voices Approach to adults Approach to peers Differentiated approach to others Joint Attention Turn taking/Reciprocal social interaction Initiate requests
ATTACHMENTWHAT DOES BEHAVIOR TELL US?
Did not seek or resist close proximity with caretakers
Did not seek reassurance Did not seek help For safety, was never on his own
DAILY LIVING SKILLS
Toileting Hand washing Eating Dressing Personal Organization
MOTIVATIONWHAT DOES THE BEHAVIOR TELL US?
Enjoyed:
Activities that engage muscles (walking, climbing stairs, swinging, balancing, carrying objects)
Rocking, shaking his head, vocalizing Ringing and listening to bells (not drums) Vibration Listening to music, except rejected drum
sounds
Tolerated: Headphones to listen to music
REINFORCEMENT
Positive Negative
MOTIVATION: WHAT IS IT LIKE FOR ZIGGY?
The harder I try, the more I will get done
I have control over what happens to me
The world should make sense; when it doesn’t, something may be wrong
Thinking is hard work, but worth it.
Seek Protest
Escape (maybe) Avoid (maybe)
“Average” child Ziggy
ZIGGY’S MOTIVATION
Behavior Goal: Use 3 functional communication responses to decrease aggressive behavior (screaming, scratching, and biting).
WHAT DOESN’T WORK (FOR ZIGGY)?
WHAT DOESN’T WORK:
CHOICE
IS THIS ZIGGY?
I study spelling so I can get a good grade on a spelling test.
Intrinsic Motivation Extrinsic Motivation
I study spelling because I want to learn to spell and write.
GUIDING & PROMPTING
GOALS & OBJECTIVES
Goals should be:
Measurable AND Achievable
WHAT WILL WORK?
Use routines as a base for comprehension Identify and exploit any preferred behaviors
WHAT STANDS A BETTER CHANCE?
HOW CAN YOU INCREASE DESIRE?
ZIGGY’S MOTIVATION
Vision Goal: Ziggy will explore objects with his hands.
HOW TO MOVE FORWARD
Create Meaning
USE
ENGAGEMENT TO SUPPORT
LEARNING
“Why would Ziggy want to do this?”
HOW CAN YOU SUPPORT DEVELOPMENT?
Task Analysis
Environmental Engineering
ADDITIONAL THINGS TO CONSIDER
Medical conditionsLevels of arousalProcessing timeNeed for breaksGood days, bad daysRole of self-soothingReinforcementExpect it to take time
WHAT IS SUCCESS FOR A CHILD WHO IS BLIND?
Get dressed Have a friend Take a shower, even if it takes an hour Pour milk Play a game Help out at home
Start a multinational business
POSSIBLE LONG TERM GOALS
Live independently in a group home
Assist with self-care
Participate in a day-program
Get along with others
Making Toast
PARENTS & TEACHERS:IMPORTANT PARTNERS!
Parent
Focus on 1 child
Life commitment
Lives with the result of goals
Teacher
Group focusMay miss
changeWrites goals
BEHAVIOR HAS MEANING
How do you feel?
What do you like?
What do you want?
What do you do?
What can you do?
Use this information as a base for shaping behavior
IMAGINE THE CHILD’S WORLD
Find the meaning in the behavior!
