Here is a great article from 2005 that speaks to the issue of dependence, (as well as other concerns), "Be Careful What you Wish for: Five Reasons to be Concerned About the Assignment of Individual Paraprofessionals." https://t.co/nQ4QYpPqYf#ATchat
A-1 Depends on the school, the teacher, and the para. Some support staff do a great job of coaching, and some over prompt without providing wait time. #ATchat
A1 - depends. Seems as kids get older some adults in their life default to prompting them for Everything! The better we are doing at getting AAC in their hands early the less prompt dependency we see. #ATChat
A1: I donāt see too much dependence in my district and donāt allow my self to promote dependence in my role. Supports at max at beffinifnof year and decrease as needed throughout. #ATChat
A1 Cont: great example of support is allowing kindergartener with speech delays to make to H sound to show that he needs help rather than us at the entire word help #atchat
A-1 Depends on the school, the teacher, and the para. Some support staff do a great job of coaching, and some over prompt without providing wait time. #ATchat
I think itās just like people. Thereās differences and approaches, however I think that the more training and encouragement available the more likelihood that thereās an understanding of whatās helpful and what is restrictive #ATchat
I was planning on heckling @mmatp at one of his sessions at #ATIA19...it's nice to see that I will be attending the same pre-conference with another heckling mindset. ha ha #ATchat We should not sit together.
Itās important to spread the word that we should be presuming competence in all aspects of our students. And use a prompt hierarchy as opposed to telling them what is expected. #ATchat
I think itās just like people. Thereās differences and approaches, however I think that the more training and encouragement available the more likelihood that thereās an understanding of whatās helpful and what is restrictive #ATchat
I donāt think itās purposeful, more of an issue of wanting a student to be successful, but not understanding that real success means independence. #atchat
I will extend this one further and say we need to make sure both we and other therapists presume competence in the comm partners of our students. We need to make sure we have our biases set aside #atchat
Interesting reading the responses. When I first started working in schools as an OT, I noticed that much of the support promoted dependence. It's what motivated me toward technology as I saw back in 1990 how tech promoted independence. #ATchat
This is when training opportunities is so beneficial. We all think that if we aren't doing anything with/for a student than we aren't working- when actually that is exactly what we should be doing. Ss deserve the opportunity to FAIL & succeed by themselves #ATchat
Again, discussing prompt hierarchy, but also perhaps providing a snapshot of what the future might be like for those who are prompt dependent. Statistics for employment and higher education are not promising for many who are. #ATchat
A2: Lack of executive functioning skills. If we step back & take the time to teach those skills, the need for prompting will decrease & independence with increase #ATchat
I agree. I may be naive, but most Iāve worked with have good intentions but may need to come to the understanding that thereās a real possibility the students could do more themselves. #ATChat
I see that too. But how about what is happening in Learning Centers at the Middle and High school levels? There is dependence in that setting as well. Have we taught learning helplessness along the way? #ATchat
Agreed. Thereās nothing worse than Seeing an adult support individual holding the hand of a highschooler and walking them down the hall like a toddler. Thatās why those checkins are vital. #ATchat
A2 Being able to troubleshoot their own tech and being able to identify problems and work towards solving them. Lack of ability to advocate for their own learning. #ATchat
I think it is also critical the PD training is offered in a non-critical, supportive environment where the providers are encouraged to ask questions and share. #atchat
A2 I think it often comes from not knowing when to start taking scaffolds away. Just like on a building, scaffolds are in place until the structure (e.g. student) can be steady without the support #atchat
A2: Intentional or not, adults doing for and/or responding for their Ss is an obstacle to the independence trajectory. Adult self awareness and belief in Ss potential is essential to diminish this influence. #ATchat
I agree. Aligning presumed competence, HIGH expectations and impeccable wait time can completely & positively change a Ss on many levels. We have to "try" new strategies, etc for at least 30 days before we even begin to believe that. #ATchat
Excellent! When I was practicing as an OT I always built those in as well as had my students (when they could participate) in the action plan for dismissal. #ATchat
I agree. Aligning presumed competence, HIGH expectations and impeccable wait time can completely & positively change a Ss on many levels. We have to "try" new strategies, etc for at least 30 days before we even begin to believe that. #ATchat
Excellent point! We also need to look at overall expectations in the classroom and whether curriculum assumes competence and teachers model not just teach executive function skills. #ATchat
A3: Humanize the process of the adult learning self awareness; join them; model; point out your error AND your self corrections. Also point out student success with independence. Satisfy the āthe proof is in the puddingā mindsets. #ATchat
A3 - Data collection can be key. You have baseline, implement something new (tech/strategy/approach) and assess difference in student performance, including increased independence, student response student engagement, time on task, etc. #ATchat
Wait time is incredibly important and most adults underestimate the amount of wait time a student needs. It could be 10-20 seconds for someone with motor processing delays--try counting in your head just how long that is! #atchat
Adults get uncomfortable with wait-time. We jump in way too soon. I find if I slow down and observe, the students usually make their own attempt and Iām present enough to learn from their attempt to better support their learning. #ATchat
I worked with a Ss who had the processing time of 2 min 13 seconds when asked a question & for the reply. This COULD have looked like defiance or avoidance of work IF we didn't just wait. #ATchat
#ATchat a3) I've had this most success with PD that is hands on, interactive and engaging. You gotta hook them.additionally showing them what is possible is always a big motivator
I worked with a Ss who had the processing time of 2 min 13 seconds when asked a question & for the reply. This COULD have looked like defiance or avoidance of work IF we didn't just wait. #ATchat
You got that right. I "blah blah blah" one of my students with ASD during a lesson and he ended up tuning me out and asked if I was growing a mustache. #ATchat True story. Having a mustache: NOT a true story. ha ha
In reply to
@hillarygfphdatp, @possbeth, @KarenJan
I literally count in my head! I had one student that once I started taking data, I realized took up to 18 seconds to respond with her AAC device. But when I gave her that time, she could respond appropriately. #atchat
I sometimes see that my high incidence kids do better as time goes on while my low incidence kids regress. I am disappointed at the number of videos shown and the lack of age respectful activities #ATchat
I use guided coaching a lot. Trying to get them to come to the answers/strategies on their own has been very successful, especially in the tough circumstances #atchat
You got that right. I "blah blah blah" one of my students with ASD during a lesson and he ended up tuning me out and asked if I was growing a mustache. #ATchat True story. Having a mustache: NOT a true story. ha ha
In reply to
@hillarygfphdatp, @possbeth, @KarenJan
It did take 1:1 work time with him for sure to figure that out. We all know that in the classroom setting we don't have the ability to wait that long each time so that's when other methods of response with assistive tech was awesome for him. Padlet, etc... #ATchat
That's another great topic - age respectful activities. One of the reasons I love Tarheel Reader so much. It acknowledges there are beginning readers of all ages. #ATchat
In reply to
@JudithSchoonov1, @ksuding, @lrdichiara
I sometimes see that my high incidence kids do better as time goes on while my low incidence kids regress. I am disappointed at the number of videos shown and the lack of age respectful activities #ATchat
So very true. This is a huge area of discussion- also important when working with our older switch-access kids. Not every one of them wants to play with a stuffed animal. #atchat
In reply to
@KarenJan, @JudithSchoonov1, @ksuding, @lrdichiara
On a positive note, I am seeing a lot more authentic and problem based learning situations being set up in classrooms where students are not necessarily on an academic track. They are running coffee carts to learn about finances, sorting lost and found to categorize etc. #ATchat
Yes! I distinctly remember a session at ATIA where Kelly Fonner pointed out the downward data trend was more likely boredom than loss of switch skills. #ATChat
In reply to
@JudithSchoonov1, @cfrost_disteach, @KarenJan, @ksuding, @lrdichiara
A1 there are definitely some. #truth@kcjohnson910 and I have started talking about better supporting teachers and paras on prompting hierarchies and fading #ATchat
A4 - How about we ask the student?Stop having conversations about a studentās education w/o them being a part of it. Just including them in their learning is empowering enough to create a thirst for self-advocacy and independence. For all levels and abilities. #ATchat
Question: Does the following statement seem true?
In order to make all learning accessible to all students, all assignments and materials must be available digitally. Always.
True? False? Thoughts? #ATchat#edtech#edutwitter#spedchat#edchat#inclusiveeducators
Definitely check out Readtopia at #ATIA19. It's an annual subscription for a classroom but age respectful and high quality with multiple levels of content. #ATchat
In reply to
@adaptechcf, @JudithSchoonov1, @ksuding, @lrdichiara, @DonJohnstonInc
A quick plug --learn strategies to support indpendence for writing and notetaking at The Write AT pre-conference at #atiia19. It is not too late to sign up! https://t.co/oELWHmlXg2 Can't wait to see many of you at @atiaorlando! #atchat
Our program consultant and I did an in service on this- went very well but they still need reminders/support as itās counterintuitive for some. #ATChat
In reply to
@jackiegNPSD, @KarenJan, @kcjohnson910
Our district provided it to the autism program, and the MD and ID programs. The downside is itās only as good as the training provided and the expectation that it will be used. #ATchat
In reply to
@cfrost_disteach, @KarenJan, @adaptechcf, @ksuding, @lrdichiara, @DonJohnstonInc
Q2 Consistency is an obstacle to independence. Implementing supports, strategies etc across all settings all day and planning for the release to independence. #ATchat
Thatās unfortunate. With coaching in the right kind of training it is very interactive. It can be used onscreen and in groups. Our related services staff often use it to reinforce taught skills. #ATchat
In reply to
@bcdtech, @cfrost_disteach, @KarenJan, @adaptechcf, @ksuding, @lrdichiara, @DonJohnstonInc
A4 Iāve seen much more student voice and choice as students are in the upper grades, especially secondary. Self advocacy is so important. Iād like to see it become emphasized more in lower grades. All voices all ages matter. #ATchat
