Attunement
What does the word Attunement mean to you?
True or False, Best Practices for Visual Schedules in our LMSV TK classrooms should be Clip Art, Detailed Drawings or Stock Images depicting general ideas of what the daily schedule may include for students.
FALSE!!!! Our expectation for LMSV TK Classrooms is that we utilize REAL PICTURES to the best of our ability for our Visual Schedules!!! Please contact Chelsea or her team if you need assistance with this!
True or False, Core Boards are used for us as adults to communicate our needs and wants to students only.
FALSE! Core Boards are to be used for RECIPROCOL COMMUNICATION!
True of False, In TK, Expectations are things we teach the first few weeks of school, we keep them posted as a visual reminder for students to refer on their own.
FALSE! In TK we continue to teach and front load expectations all year! This goes beyond just having them posted, the goal is making them meaningful by pairing teaching with common visuals movement, demonstrations as specific language.
True or False, Attunement is important for neurodiverse learners because neurodiverse learners may not express needs in typical ways and traditional "relationship building" might miss sensory or regulation cues. Attunement leads to trust, co-regulation and increased access to learning.
True!
Please share at least 2 things you can do to support students when there is a change in the Schedule
Front load them that the change is coming
Show a visual icon of the change in schedule
Discuss the expectations of the change
Offer supports (headphones, option to bring comfort item etc.)
True or False, Core Boards should only be used with students with limited language skills.
FALSE! Core Boards are a great tool that can be utilized by ALL! English Learners, Students with limited verbal language, students who may be shy, students who are dysregulated may benefit the most, but ALL students can utilize and have access to Core Boards!
Give an example of how you state expectations in advance prior to a new activity or transition.
Prior to every activity or transition, state what is coming and 2-3 expectations with a visual/model and example for each one and do a check for understanding (i.e. "It is time for Circle, the rules for circle are we keep hands and feet to self (model and show visual), and use quiet voices (model and show visual). Give me a thumbs up if you heard our rules")
When we attune is it important to step back and "observe" or "perceive" first? Which one is helpful?
When we "observe" we are pausing to see the child without our own bias or through our own pre conceived notions or "lens".
Please share how your team builds in "check schedule time" into your day. Be specific about how often it happens, who is involved in checking schedule, how you talk about/demonstrate what is "finished" and what is "next" etc.
Be specific about how often it happens, who is involved in checking schedule, how you talk about/demonstrate what is "finished" and what is "next" etc.
*REMINDER* The expectation for each TK class is that Check Schedule time is built into your daily routines---it can be a class job, transition tool etc. but we encourage you to ensure that students are involved so that the schedule is meaningful and a "Student Tool" and not an adult support or decoration.
Share how you have utilized or plan to utilize the Core Board at your site
Access in the classroom, on playground, during small groups, on lanyards, with friends who are earning to use words in lieu of behaviors etc.
An Example of a Tier 2 Individualized Visual Support for Expectations for a student could be a "______, Then Chart" with could have an activity or behavioral expectation visual listed on it with a reinforcer as the "Then" part.
First/Then
Name one difference between Relationship Building and Attunement
Sometimes whole group schedules are not enough for some students, in these cases we can create _______ schedules for students that are personalized to them to support their engagement, help with understanding and be an extra transition tool. This is an add on (Tier 2), not in place of the whole group schedule (Tier 1).
Individual Schedules
Share one Toileting Visual from the supports provided that your team is currently using to support student Toileting Independence
Social Story, Routine Sequence etc.
What 2 strategies you utilize to support successful transitions?
Visual Timers
Transition Warnings
Referencing the Schedule
Transition Items
Power Cards
Share something that is currently working well in your classroom environment that you are proud of?
(i.e. "I have put in to place supports that help facilitate sooth daily routines", "I have set up my materials and furniture so children can access what they need independently", "I have created a learning environment that sparks student interest and invites them to engage in the physical space")
Share an example of a time since our last meet up where you had a moment to practice "Attunement" with a student. What did it look like, feel like and what was the outcome?
Any experience where you got to observe a student's body language and regulation cues, name/validate and follow their lead "you are building with red blocks!" ad are providing co-regulation by by following their lead and being "with" them (limited adult language, being in the moment). Focus is on "tuning in" vs traditional bonding/relationship building.
Please share one change you made in your room's schedule since our last meeting that made it more inclusive and/or interactive?
Did you modify it to use real pictures of your room/school or students? Did you build in "Check Schedule Time?", Turn over what is "Finished"? Make an Individual Schedule?
Share one toileting situation and strategy your team has been able to problem solve at your site so far
using preferred items, timers, choices, songs etc.
What is one way you have made your Expectations ad Transitions for inclusive and Interactive since our last session?
Are you using real pictures in your expectations visuals? Are you stating expectations in advance prior to each transition or change in activity? Do you have Visual Expectations by location? Are you using visual timers? Are you using First/Then visuals for students?
What was one change you made to your classroom environment after our last session that helped better support all of your student's needs?
Possible changes to physical space, materials, supports, routines, organization, systems etc.