Health consequences of feeding
-Inadequate energy
-Malnourishment
-Weight loss
-Failure to thrive
-Can lead to more serious health concerns
Factors Affecting Mealtime Performance
Child related - factors affecting eating originate from the individual; internal factors/preferences
Physical Environment - factors affecting eating originate in the stimuli embedded in the surroundings
Social Environment - factors affecting eating origin
Intervention Techniques for Feeding
Modify positioning
Modify foods
Modify utensils
Modify feeding schedules
Modify positioning
Neutral head position
Midline orientation
Neck elongation
Symmetrical trunk elongation
Pelvic stability
Hips, knees, ankles ideally at 90 degrees
Modify feeding schedules
Some students may need to eat more frequently throughout the day to ensure proper nutrition
Two main types of motor therapy
OT - fine motor
PT - gross motor
Occupational therapists
Focus on fine motor, visual-motor, and sensory processing skills needed for basic activity of daily living
Physical therapists
Focus on gross motor skills and large muscles
Examples include:
Positioning
Sitting
Transitional movement such as sitting to standing
Walking with or without assistive devices (e.g., walkers, crutches) and orthoses (braces) or prostheses (artificial limbs
When transferring and handling...
-Try to involved the student as much as possible
-Tell the student that you are going to move them
-Collaborate and use OT and PT to prevent injury to the student or yourself
3 key tips to remember for transferring a student
Head is up
Bottom/butt is in
Shuffle (don't twist)
ESCORTS
E: Elect a leader
S: Strong side
C: Carry across shortest distance
O: Only give as much assistance as needed
R: Report expectations to individual
T: Tell them where they are going
S: Safety belt
Social Skills
Interpersonal behavior with specific operational responses to adapt to the environment through verbal and nonverbal communication
-socially acceptable behaviors that enable a person to engage in effective interactions with others
Social Skills continues
Rules for interaction
Behaviors that predict important social outcomes
A vehicle for cognitive and language skills
Examples of Social Skills
Greeting
Eye Contact
Starting, continuing, and ending conversations
Listening to others
Asking questions
Smiling
Problem solving
Sharing games, toys, etc.
When children do not have adequate social skills, it puts them at risk for
Isolation from peers and family
Emotional and behavioral problems
Academic underachievement
Teaching Social Skills
Direct and planned instruction that is designed to increase social competence of students with peers and adults.
1. Set a goal
2. Teach
Model- Practice- Prompt
Reinforce
3. Generalize
Set a Goal
Skills need to be identified and defined in goals and objectives
Social Skill goals do not differ from academic goals
Measurable and objective
Teach
Video Modeling
Peer Model
Role- Playing
Demonstration
Games
Social Story
Generalize
With different people
In new environments/situations
For a variety of topics
Leisure
Free time, use of free time for enjoyment
Characteristics of Leisure Curriculum
Chronological, age-appropriate activities
Interaction with nondisabled peers
Activities that can be adapted
Opportunities for self-initiation and choice
Variety of activities
Accessible recreation/leisure activities
Elementary Aged Learners
Parallel play
Short activities (i.e. game)
Outdoor and physically active activities (e.g. sports)
Things that are appropriate at all ages work best
Middle and High School
Age appropriate and school appropriate can be different
Technology can help
An open discussion with IEP team members will be most beneficial
Collaboration
Two or more people meeting to share information, expertise, and strategies.
In terms of collaboration, as special education teacher:
Attend department/ grade level / individual meetings
-Bring student IEP summary / goals
--Discuss individual strengths/ weaknesses
--Provide tips for success in each particular setting
collaboration throughout the year!
Frequent communication
Common planning time or frequently scheduled meetings
Co-teaching, when appropriate
Role of the teacher
Team leader
-Managing staff
scheduling
Case manager - IEPs/paperwork
Planning curriculum and instruction
Delivery of instruction
Progress monitoring - data collection
Collaboration with other professionals and families
Role of Paraprofessionals
Vital team member
Confidentiality
Teaching content areas
Praise and appreciation!
Roles, Responsibilities, Expectations
Strategies for collaboration
Early team meetings
Communication
Clear expectations
Frequent 'check-ins'
Consistency
trust the people that you are working with
when and where to give feedback
Creating a team atmosphere
videos
modeling
Keys to Successful Paraeducator Supervision- Team leaders should:
1.Orient new paraeducators to the program, creating personalized job descriptions for each paraeducator.
2. Set a schedule so all members know where they need to be, and when the work needs to be done.
3. Provide plan and direction for the work that needs
Behavior Specialist
-Consultant
-Hands on with students
-Instructional Programming
-Behavior Management
-BIP & FBA
Case Manager
-Ensures services are being delivered and appropriate
-Collaborates with sending/receiving districts (when out of district placement)
-Checks on IEP's and paperwork
-In charge of student files
Impact of Collaboration
-With so many members of a team, it can be difficult!
-With so many different perspectives
Collaboration = communication
-A good collaboration will allow for student progress in a variety of domains.
-Consistency is key!
-REMAIN STUDENT-FOCUSED
AT Devices
Any item, piece of equipment, or product system...
that is used to increase, maintain, or improve...
-Functional capabilities of individuals with disabilities
Assistive Technology
can be used for
-Academic Tasks
--Reading, Writing, Math
Orientation and Mobility
Organization
Communication
AT Services
Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device
NO Tech: AT Tools
Solutions that make use of procedures, services, and existing conditions in the environment and do not involve the use of special equipment or devices
E.g., pencil grips, color paper, use of a scribe
Low Tech: AT tools
Simple devices that have few mechanical parts and do not require a power source
E.g., adapted spoon/writing implement, eye glasses, Velcro fasteners, slant boards
High Tech: AT Tools
Often computer-based systems that incorporate sophisticated electronics
E.g., speech recognition software, power wheelchairs, eye gaze controlled computers, speech generating devices
Considering AT
-Intended to be a collaborative process in which team members determine whether AT devices or services are needed for the student to access the general education curriculum or meet IEP goals
-Necessitates that the IEP team include (or have access to) some
SETT Framework
S: Student
E: Environment
T: Task
T: Tool
Augmentative and Alternative Communication (AAC)
help them communicate.
Some may use it all of the time -for all communication
-Others may say some words but use AAC for longer sentences or with people they don't know well
--Can support intelligibility
Low Tech Systems: AAC
Examples:
Communication boards
Picture Exchange Communication System (PECS)
Alphabet board
Mid-High Tech Systems: AAC System
Recorded (digitized) or computerized (synthesized) speech
Examples:
Go Talk
Megabee
DynaVox Systems
Voice Output Communication Aides (VOCAs)
iPads
Transition Planning
-clearly define the student's postsecondary outcomes
-by assessing and defining student strengths, needs, and desires
-develop an appropriate plan
-including academic AND functional coursework, community-based instruction (CBI) necessary to meet postsecon
Who - should be involved in transition?
Student
Family
IEP team
Community
Support services
Transition Planning: when
Formal planning begins by high school or age 16
transitions assessments may begin around 8th grade
Transition Planning: what
Assessments - formal and informal
post-secondary outcomes
IEP goals
IEP objectives
Allows students with disabilities and their families to:
set goals for postsecondary life
-determine related transition services
-make necessary agency connections to attai
Transition Planning: Why
Required by law
measurable postsecondary outcomes that are based on transition assessment in the areas of:
-Education
-Employment
-Independent living (i.e., when appropriate)
Where should transition plans take place?
Home
School
Community
formal transition assessment
career aptitude and interest assessments, academic achievement tests, adaptive behavior scales, social skill inventories
informal transition assessment
observations, interviews, curriculum-based assessments, providing opportunities to experience activities and events, grades in school
Education goal:
Where and how is the student going to continue to learn and/or develop skills after graduation
--High school diploma, vocational schools, short-term education or training programs
Employment goal
Where is the student going to work or engage in productive activities after graduation?
-Competitive, supported, or volunteer
-Part-time, full time
Independent Living goal
Where is the student going to live, and how is he or she going to access adult services, participate in the community or have fun after graduation?
Toilet Training
Advantages
-Increase independence
-Increases acceptance by peers
-Reduces caregiving demands (physical & economic)
Teach in natural routines
-Want student to generalize this skill
-Home settings
-School settings
Typical Toilet Training
-Most typical children begin toilet training no earlier than 24 months
-Most are toilet trained by 3 years of age
Timed Toileting
Effective with typically developing children but has not been as effective with children who have severe disabilities
-Child placed on the toilet for a few minutes during times when s/he would usually eliminate
Distributed Practice
-Effective for children with mild disabilities
-Every 30 minutes, caretaker checks if child is wet/dry
-Data used to determine elimination patterns
-Reinforcers selected by child preference
-Child seated on toilet during two most probable times
Reinforcem
Components of an Intensive Program
-arrange the environment
-increase fluid intake
-scheduled toilet time
-may need medical clearance
Desensitization
Fear related to toileting sequence
-Expose gradually and reinforce tolerance of steps
Facilitating Toilet Training
Wearing clothing that is easy to remove
Sitting
-For both males and females
Adaptive seating
Physical Prompting
Toileting in the classroom
-Teacher/ paraprofessional responsibilities
-Adapted equipment
--Diaper changing, handicap accessible changing areas
-Designated changing area
--Gloves, wipes, cleaning supplies, diapers
Adequate support
seizures
Changes in the brains electrical activity
Usually affects how a person appears or acts for a short time
Symptoms may vary, but often include unusual sensations, uncontrollable muscle spasms, and loss of consciousness
Types of Seizures
-generalized tonic clonic
-absence
Generalized Tonic Clonic
convulsions and unconsciousness
absence
brief loss of consciousness
4 C's
Calm (remain calm)
Clear (the area)
Comfort (positioning of person)
Call (911, if it lasts longer than 5 minutes or the person does NOT have epilepsy)