Inclusive Attention
Give an example of how we proactively plan breaks into tasks or programing, instead waiting until the participant needs a break.
Daily schedule: planning breaks throughout the day, including visuals for activities and breaks.
Announcing when breaks start and end. Also telling participants that breaks will happen after an activity.
Timers for activities and breaks.
Providing options for what participants can do on a break.
Allowing participants to complete a part of the task and take a break, instead of the whole thing.
You notice that JOHO has repeatedly expressed disinterest in his nutrition goal. What should you do?
a. keep pushing the goal, because PDD needs the stats.
b. Respect JOHO's choices and support him in finding a new goal.
b. Respect JOHO's choices and support him in finding a new goal.
Which example shows staff incorporating participant interests into their learning.
a. Beth creating personalized Disney villain visuals and cutouts to support ROMA in communicating her frustrations in more respectful ways.
b. Asking DALA what Buddy is going to help him spray and wipe the counters.
Both!
What is an appropriate way to demonstrate street safety to participants.
a. Go to a round about and challenge participants to run through the street.
b. Model safe and unsafe practices during a learning module at the centre.
c. Actively practicing street safety in community with participants.
d. Staff practice street safety for participants (Not allowing participants the opportunity to try).
b. Model safe and unsafe practices during a learning module at the centre.
c. Actively practicing street safety in community with participants.
Processing time connects to inclusive attention by recognizing that everyone demonstrates attention uniquely. Which example shows this best?
A. LOSM came to quest and suggested an activity for schedule building.
B. You are explaining a change of schedule to PAWI and ask for his input. You wait for PAWI's response before making a decision on the schedule.
C. COMO was dysregulated by an incident on the LRT and you wait until you get back to the centre to debrief with him about it.
Both B and C!
MAHO has started touching strangers on the train. This is a NEW behaviour. What should Clea do?
a. Take ABC to recognize patterns.
b. Ignore it.
c. Praise it.
a. Take ABC to recognize patterns.
MAWA is listening to music on the TV, OLBA takes the remote and changes the video mid-song. You notice MAWA's facial expressions and body language suggest, hurt or frustration. What should you do?
a. Ignore it.
b. Tell him that's life.
c. Empower MAWA to steal the remote back.
d. Support MAWA in advocating for himself, by suggesting that he says "No thank you OLBA, I was using the TV."
d. Support MAWA in advocating for himself, by suggesting that he says "No thank you OLBA, I was using the TV."
Natural routines provide predictable, meaningful moments where autistic people can learn, communicate and build skills in real life contexts.
How do we do this at quest?
Schedule Building
Daily Schedules
Daily, Weekly, Monthly chores.
Providing options for an activity before the activity happens. (Ex: Rec Centre - Swim or Gym?).
Little and often connects to inclusive attention because people differ in how they sustain focus and process information. Which example best shows this?
A. Making TYVE sit through all of schedule building with no bathroom break and no snacks
B. Setting TYVE up for success with snack and allowing him to float in and out of schedule building.
B. Setting TYVE up for success with a snack and allowing him to float in and out of schedule building!
When we are writing daily notes what should we do?
a. Use objective language, focusing on participant voice.
b. input your own opinions, assumptions and biases about participant choices and behaviours.
c. both
a. Use objective language, focusing on participant voice.
a. MAHO following the daily schedule as planned.
b. TYVE advocating and choosing to bus to the Pool, knowing it may result in less time in the pool.
c. BLSI chose to spend $80 on groceries and now has to change her plans to spend less at activities throughout the week.
b. TYVE advocating and choosing to bus to the Pool, knowing it may result in less time in the pool.
c. BLSI chose to spend $80 on groceries and now has to change her plans to spend less at activities throughout the week.
To create meaningful learning opportunities we should mitigate risks, not eliminate them.
a. Supporting EMAL in putting the knife down while he stims in the kitchen, when cutting he peppers.
b. Taking the knife away from EMAL and cutting his peppers for him.
a. Supporting EMAL in putting the knife down while he stims in the kitchen, when cutting he peppers.
Should you prioritize DALA's scripting about videos on the computer or eye contact throughout goal planning?
DALA's scripting :)
You are working with a new participant you haven't worked with before... how should you set yourself up for success?
Read important documents (At a glances, safety plans) BUT don't let the data completely influence your perceptions of the participant, let them form their own identity (give them space to be themselves).
Motivation is often sparked by interest, curiosity and connection...
a. Using MAHO's interest in Zumba to build a goal about it.
b. Supporting LOSM in learning about salmonella because he doesn't want to get sick.
c. COMO scripts about wanting to move out, supporting him in learning about renting and budgeting.
d. all of the above.
d. all of the above.
Which of the following are good examples of applying skills learned at quest, to life outside of quest?
a. STQU and his family developing a chore list at home that is similar to the one at quest.
b. Not sharing a new skill developed with family during an ISP.
c. ABKO creating a weekly planner for herself at home after finding the Quest weekly schedule helpful.
d. Not sharing that OLBA made a strawberry smoothie for the first time :(
a. STQU and his family developing a chore list at home that is similar to the one at quest.
c. ABKO creating a weekly planner for herself at home after finding the Quest weekly schedule helpful.
Learning modules support participants to feel like they are a part of their own learning. Which does not belong?
- Car and transit safety through role modeling.
- Lecture style, teacher-centered learning.
- Fire safety D&D
- Practicing skills and using them in the community
Lecture-style, teacher centered learning.
Why is Data collection important in quest?
- Accumulated experience and knowledge in participants.
- Helps in developing support plans.
- Helps us recognize what the participants next steps are.
Lucias noticed BLSI was playing Darts at topshots. He noticed that she already had a good understanding of the game. He asked her if she was interested in Math. She is! Lucias took the opportunity to show BLSI how to play a full game of darts properly. What aspects of this scenario show Lucias is creating empowering opportunities?
- He joined BLSI in the activity!
- Recognized her interests (darts, numbers and math).
- Embedded a learning opportunity within a preferred activity!
We think Quest could do a better job at including learning opportunities about accessing healthcare. What are some ways we can include this in programming?
Let's discuss!