Levels
In order to obtain more robust engagement, we incorporate meaningful activities into our student’s academics. Give 3 examples of how to make learning letters more meaningful for a student who enjoys musical instruments, Disney characters and balloons.
Balloons- write the letter on them and find the one with the correct letter, put little magnetic letters inside the balloon and pop the balloon to get it out.
Disney- use Disney characters to participate in the activity, relate the letter to the name of Disney characters
Musical instruments- relate the letter to the names of instruments, have some instruments available and play the instrument that begins with the letter being learned, write the letter on post it’s and attach it to the instruments, then ply that instrument for a little bit.
Your student enjoys playing with bubbles, give 5 examples of how you can expand on that activity.
Count bubbles, pop bubbles, blow bubbles, hitting bubbles with an object, pictures of bubbles, etc.
Name 3 reasons you might call a code yellow:
support to get back on schedule,
student is having an emotional reaction to something going on around him/her,
loss of engagement during activities,
additional support needed to prepare academic materials,
student begins moving fast or becomes stuck
True or False- All student visuals look the same at Soaring Eagle.
False.
Give 2 examples of how you can modulate pacing through the hallways with your student.
Use rhythm by stomping or clapping, play slow paced music, sing songs, use instruments, use scooter boards, carry something heavy, etc.
Your student enjoys playing with balloons, give 4 examples of how you can expand on that activity.
Put something in them, draw on them, play catch, don’t let the balloon touch the ground, etc.
Name 3 reasons you would call a code red:
yellow interventions are unsuccessful (within 5-10 minutes)
increase in physicality (self or others)
property is being destroyed
running in halls
code is impacting other students
Hitting/Hurting self or others
Destroying Property
Climbing
Fleeing into hallways
Throwing objects
Disrupting other students
Refusal to Return to POD
True or False- When a student is dysregulated, their comprehension tends to decrease.
True.
Give 3 examples of how you can help your student match language to their emotion or intent?
Model using your own language describing how they look/what they’re doing - you’re crying, frowning, smiling, reaching for..., looking at...,etc.
Match their affect using your own affect/body language (ugh! Stomp your feet, hit the bean bag, etc)
Use picture visuals of real people and things to make a match.
Your student enjoys jumping on a trampoline, give 3 examples of how you can expand on that.
Bounce objects on it, jump alongside your student, draw on it with chalk,etc.
Name 2 reasons a code responder would call a code blue:
should only be called by a red responder
blue responders decide whether a student needs to be removed from a room
whether the room should be cleared to ensure the safety of all students and teachers
True or False- When a student knows their schedule you should not use visuals anymore?
False, this can be a security for them.
Give 2 ways in which you can support your student to modulate their impulse when they get an idea and want to flee to it.
Use a whiteboard to write down their idea, have their regulatory supports with you and ready, have pictures of the items/places they typically flee to, use transition objects.
Your student enjoys riding in a wagon, give 2 examples of how you can incorporate academics into this activity.
Count how many laps you are going to take in the wagon, have characters from a story ride in the wagon with your student, etc.
What are 4 proactive strategies you can use during codes?
Do not use language to reason with your student
Call for a responder as soon as you see your student dysregulating
Let the responders do their job
If you are using minimal language, stay in the here and now
Take a break when you need to. We ALL need breaks from time to time.
Try to identify the feelings when your student is emotionally dysregulated
There may be an underlying emotion
Support the feelings
Stay out of the corners of the room!
Keep in mind where you are spatially to the student
Talk about it after. Process, process, process!!!
Reach out for individual processing with mental health or DIR specialist or bring it up in group processing
Name 1 reason why you may have to bring visuals back out for your student?
A change occurs, they are with a sub for the day, comprehension is decreased, change in schedule, field trips, etc.
For any problem that a student might face in their everyday lives (getting into a locked door, opening food packages, deciding what materials to use to clean up a mess, not being able to find the exact marker they want, not wanting to wait, etc.) what are 3 different ways to facilitate independence around problem solving?
Scaffolding around the problem, use visuals, give options, model, write a social story together.
Give 2 reasons why play is important.
Helps the child be able to play representationally and helps them in their social development by playing with others in ways other than physical.
What are the 3 key resources available for additional support around safety?
Processing
Social Workers
DIR Specialists
Name an example of what else you may use a visual for besides their schedule?
During a transition, new student joins the classroom, visual of teacher or support staff change, TA change, etc.
FINAL JEOPARDY: Name 3 Floortime Principles that we use at Soaring Eagle Academy.
Answer can be any of the following: follow the child’s lead, join at the child’s developmental level, build on what is meaningful to the child, treat everything your student does as meaningful/intentional, position yourself in front of the student, process over product, use affect to support/sustain an interaction, monitor rhythm and timing of the interaction (pacing), learn and experience concepts over time, do not interrupt or change the subject as long as the student is in an interaction, open and close circles of communication.