tag:blogger.com,1999:blog-29372540227048113782024-03-19T15:36:02.619+11:00Learning to be buddiesBlogging about young children's behaviour:
Strategies that work for parents and teachers of children with special needsAmandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.comBlogger162125tag:blogger.com,1999:blog-2937254022704811378.post-86080529016777542642012-04-30T11:08:00.000+10:002012-04-30T14:11:08.493+10:00Parenting Children with Autism<span style="color: blue; font-size: x-large;"><strong>A Survey</strong></span><br />
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<span style="font-family: "Arial Narrow", "sans-serif"; font-size: 10pt; mso-fareast-language: EN-US;">For April Autism Awareness month in 2010 I invited parents to share their stories on my blog.<span style="mso-spacerun: yes;"> </span>13 parents told me about 19 children.<span style="mso-spacerun: yes;"> As my unfortunately belated contribution to April Autism Awareness (my excuse being a 3 month old bub :)) I thought I would share with you a collation of common responses.</span></span></div>
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<span style="font-family: "Arial Narrow", "sans-serif"; mso-fareast-language: EN-US;"><span style="mso-spacerun: yes;"><span style="color: blue;">Strengths</span></span></span></h3>
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<span style="font-family: "Arial Narrow", "sans-serif"; font-size: 10pt; mso-fareast-language: EN-US;"><span style="mso-spacerun: yes;">When asked what their children loved, the top 5 responses were:</span></span></div>
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1. Technology such as computer and playstation games<br />
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2. TV or cartoon characters such as Superheroes, Thomas the tank Engine and Scooby Doo.<br />
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3. Their family<br />
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4. Gross motor activities like climbing and swimming.<br />
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5. Numbers – counting, arithmatic and reading them.<br />
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When asked what their children were good at, the top 5 responses were:<br />
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1. Using technology<br />
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2. Reading<br />
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3. Numbers (counting, arithmetic)<br />
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4. Gross motor activities<br />
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5. Affection (cuddling, kissing family)<br />
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When asked to recount a special moment, the most common response was about hearing their child say “I love you”. Others told of achievements such as a good report from school, a first invitation to a play date, first words and a successful holiday.<br />
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<span style="color: blue;">Difficulties</span></h3>
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When asked what their child struggled with, the top 5 responses were: <br />
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1. Social skills - such as taking turns, joining in games with others, reading body language and understanding others’ perspectives.<br />
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2. Speech and/or language.<br />
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3. Noisy and busy environments.<br />
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4. Change, transitions and new experiences.<br />
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5. Running away or showing no fear of danger.<br />
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<span style="color: blue;">The Challenge of Parenting a child with ASD</span></h3>
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Another question I asked parents was about the things they themselves struggled with whilst parenting their child or children who have ASDs. The most common response was that they struggled with the attitudes of strangers towards their children. They talked about the lack of understanding of their children’s needs, especially with regards to behaviour. <br />
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For example, several parents wrote about outings “going pear shaped” as their child had a meltdown whilst trying to cope with a new environment. They received comments from strangers – and sometimes friends and family – suggesting that the child was simply being naughty and stronger discipline was needed.<br />
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Another common theme was the difficulty in balancing the needs of multiple children in the family when one or more of those children have an ASD. One parent explained that they felt bad that their “quieter” child often did not receive as much attention as their other child whose overt behaviour needed more immediate and constant attention.<br />
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The other top 3 responses to this question included the difficulties in finding funding and services, seeing their child struggle with or be sent home from school, and coping with aggression and/or meltdowns.<br />
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</form>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-66984536863293934002011-05-17T15:20:00.000+10:002011-05-17T15:20:12.657+10:00Surviving difficult behaviour<div style="text-align: justify;"></div><div style="text-align: justify;">Since bringing up the issue of dealing with aggressive behaviour I have heard a range of comments from parents, teachers and teachers in training. </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">Some of the concerns for beginning teachers revolved around the fear of whether they could deal with difficult behaviour in the classroom. Both parents and teachers have asked the question, “How can I make sure I support the child displaying the aggressive behaviour whilst still protecting the other children around them?” Other concerns revolve around the issue of the stress and potential harm to themselves.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"><span style="color: red; font-family: Arial, Helvetica, sans-serif; font-size: large;">The challenge of dealing with ongoing challenging behaviour</span></div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">If we are not careful, the challenge of dealing with ongoing aggressive or difficult behaviour can affect our own mental health. Parents and teachers can become anxious, stressed, tired or even “burnt-out”.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"><span style="color: red; font-size: large;">The Therapeutic Teacher</span></div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">Abrams (2005) wrote an article called Becoming a Therapeutic Teacher for Students with Emotional and Behavioural Disorders. While he is talking about teachers, it is possible that the ideas expressed in this article could be helpful for parents as well.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">Abrams discusses research and principles of working with children who have aggressive or challenging behaviour with the aim of balancing the need to manage teacher stress whilst providing adequate support for the students. He argues that the two go hand in hand.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">If we can set up an environment that helps prevent the escalation of behaviour, then both the students and the teachers are likely to benefit.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"><strong><span style="color: red;">Empathy</span></strong></div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">One of the key characteristics of a therapeutic teacher is the ability to see beyond the behaviour and focus on the whole child. That is, instead of punishing a child for outbursts or tantrums, the teacher first thinks about the triggers, or the emotion behind the outbursts.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">This approach helps us recognise the function of the behaviour (as discussed in the last post), and thus helps us to change or reduce the incidences of the behaviour. It helps us be proactive instead of reactive. Which, in the end, takes much less emotional energy and is much more rewarding – for both the adult and the child.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">It also helps us listen and respect children more. It helps us see the child as someone with interests, strengths, needs, abilities… not just an “aggressive child”. As Abrams says, “Therapeutic teachers show respect for each student’s dignity, even when the student engages in antisocial behaviour.” p41</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"><strong><span style="color: red;">Consistency and routine</span></strong></div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">One of the most important tools in dealing with behaviour which benefits both adult and child is consistency and routine. Again, this is about preventing difficult behaviour as much as dealing with difficult incidents when they occur.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">This can be something as simple as designing a few positive rules, rewards and consequences that the students have had a hand in designing. Reinforcing these calmly, consistently, positively and supportively can have a significant influence on the interactions within a classroom or home.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">Routines, or a set sequence of activities throughout the day, can also be very helpful. Children with anxiety issues, difficulty adjusting to change or new experiences will benefit from set routines. These can be represented in a written or pictorial routine displayed and with which the child can interact. For example, putting a sticker next to a completed task. Or removing a picture from a sequence of pictures stuck on a surface using Velcro. This helps them feel in control, and makes the environment predictable and safe – and can be a good basis for rewards.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"><strong><span style="color: red;">Organisation and confidence</span></strong></div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">But, importantly, the success of our strategies not only relies on our respect for our students or an understanding of their needs. It also requires organisation, confidence and a willingness to continually learn.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">This means that if something doesn’t work, we don’t feel guilty or beat ourselves up. It is about approaching each day as a fresh start, for both ourselves and our children, and learning from past experiences.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"><strong><span style="color: red;">Being realistic – yet hopeful</span></strong></div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">One of the things that does seem contradictory in Abram’s discussion is his assertion that we need to be realistic while remaining hopeful and optimistic. As discussed in a previous post, it is often a difficult thing to find the balance between high expectations and what we can realistically expect. This is especially difficult when it comes to behaviour.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">But if we take one step at a time, one moment at a time, we are more likely to be able to celebrate the small steps without being overwhelmed by the difficult times.</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"><strong><span style="color: red;">Managing stress</span></strong></div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">I particularly enjoyed Abrams’ recommendations about stress management. Perhaps we should make it a checklist:</div><div style="text-align: justify;"></div><div> </div><ol><li><div style="text-align: justify;">Am I realistic about what behaviour I might encounter tomorrow?</div></li>
<li><div style="text-align: justify;">Am I approaching tomorrow with a positive attitude?</div></li>
<li><div style="text-align: justify;">Have I set priorities and scheduled my time?</div></li>
<li><div style="text-align: justify;">Am I eating well?</div></li>
<li><div style="text-align: justify;">Am I exercising?</div></li>
<li><div style="text-align: justify;">Am I having enough rest?</div></li>
<li><div style="text-align: justify;">Do I have a hobby?</div></li>
<li><div style="text-align: justify;">Am I flexible and adaptable?</div></li>
<li><div style="text-align: justify;">Am I keeping my sense of humour?</div></li>
<li><div style="text-align: justify;">Am I giving myself permission to feel tired/angry/sad/other?</div></li>
<li><div style="text-align: justify;">Have I debriefed with a friend/colleague/partner/parent?</div></li>
<li><div style="text-align: justify;">Have I come up with ways to deal with the cause of my emotion?</div></li>
<li><div style="text-align: justify;">Am I recognising and accepting things I can’t change?</div></li>
<li><div style="text-align: justify;">Do I realise that I am not superwoman/superman? </div></li>
</ol><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;">I don’t think I could check all the boxes, but it does help a little to know what to aim for…</div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"></div><div> </div><div style="text-align: justify;"><span style="font-size: x-small;">Reference:</span></div><div style="text-align: justify;"><span style="font-size: x-small;"></span></div><div><span style="font-size: x-small;"> </span></div><div style="text-align: justify;"><span style="font-size: x-small;">Abrams, B.J. (2005). Becoming a Therapeutic Teacher for Students with Emotional and Behavioural Disorders. Teaching Exceptional Children, 38(2), p40. </span></div><div style="text-align: justify;"></div><div> </div>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com1tag:blogger.com,1999:blog-2937254022704811378.post-80787056265083359052011-03-17T13:58:00.000+11:002011-03-17T13:58:15.662+11:00Dealing with the anxiety of going back to school<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;">One of the issues that causes anxiety for children with a wide range of behavioural, emotional or developmental difficulties as they return to school after a break include the difficulty of predicting what might happen next. Due to <a href="http://learn2bebuddies.blogspot.com/2010/05/what-is-executive-functioning.html">executive functioning issues</a>, many of these children find it hard to retrieve or apply any previous experiences they may have had if those experiences are not exactly the same (same room, same teacher, same peers etc) or if there has been a break in their routine (eg holidays). It is kind of like waking up to a new environment every day.</div><div style="text-align: justify;"><br />
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</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: left;"><span style="color: #660000; font-size: large;"><strong>The Comfort of Routine</strong></span></div><div style="text-align: justify;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY76lIKL_fSzUtQ1BcSTDbVLmUbqZXWhdOzbgX2VadOdZYApRRlOjAZU139ZhQN1NSGRMPf4pHKr8rVTQcw2Rr9rYaQwDGybJfkQmSQncfonwPbt_1L9BnLDt0taq-HdaCVum5JjQfCb8/s1600/finished.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>I don't know about you, but I am a bit of a "home-body". I like going on holidays, but by the time the second week rolls around I start missing familiar things. My bed. My kitchen. My books. My routines. </div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Imagine if you could never go home. I know that would cause me great anxiety. There is comfort in routines. It is the comfort of knowing what to expect. Constantly dealing with "surprises" is emotionally wearing. And this is multiply true for <a href="http://learn2bebuddies.blogspot.com/2010/05/importance-of-routine.html">children who struggle with flexible thinking</a>. For these children, and <a href="http://learn2bebuddies.blogspot.com/2010/05/executive-function-and-planning.html">children who struggle with self-regulation</a>, the lack of predictability can lead to frustration and anxiety as they struggle to identify and follow expectations (Swanson, 2005).</div><div style="text-align: justify;"><br />
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</div><div style="text-align: left;"><span style="color: #660000; font-size: large;"><strong>Managing Anxiety with Routines and Organisational Strategies</strong></span></div><div style="text-align: justify;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXZr4eOmnWC25xFQZilVuZy1sIXFLGSo2oAt_A2KyvfQZ_VAJcjWOlI8sQKXtaMG5QVY65frNZSvVCuBqpaalcQybzuNL4PwmvN8XWY2u124jnTP0Wn7AwDzcApE-lz6rr95MJiOWGzcg/s1600/start.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="195" r6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXZr4eOmnWC25xFQZilVuZy1sIXFLGSo2oAt_A2KyvfQZ_VAJcjWOlI8sQKXtaMG5QVY65frNZSvVCuBqpaalcQybzuNL4PwmvN8XWY2u124jnTP0Wn7AwDzcApE-lz6rr95MJiOWGzcg/s200/start.jpg" width="200" /></a> </div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;">Lytle and Todd (2009) highlight how routines are an important factor in helping to manage the stress of children with Autism Spectrum Disorder. Anderson et al. (2008) go further and discuss how organisation techniques taught to older students can have an impact on the academic performance of students with behaviour disorders. Swanson (2005) provides a comprehensive list of ways that we can help children recognise routines and feel in control by being organised. Below are the key strategies we could use, both at home and at school:</div><ol><li><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><span style="color: #990000;"><strong>Organise the environment:</strong></span> Make sure you remove clutter, have clear boundaries for where you do certain activities, and have set spaces where equipment is kept.</div></li>
<li><div style="text-align: justify;"><strong><span style="color: #990000;">Use visual or written schedules:</span></strong> Calendars help children predict what is coming up, especially if you cross off each day as it passes. Visual schedules for the day's routine, as well as a schedule for an activity, will help children be more confident in what they need to do. When it is holidays, count down on the calendar to when school starts again. Keep as much of the "school routine" at home as possible, or (as one parent suggested) start the routine a couple of weeks before school goes back.</div></li>
<li><div style="text-align: justify;"><strong><span style="color: #990000;">Clearly identify start and finish points:</span></strong> Use clocks, sounds, verbal and visual warnings to help children count up to starting points and count down to finishing. This applies to individual activities, a session or a new school term.</div></li>
<li><div style="text-align: justify;"><span style="color: #990000;"><strong>Be organised:</strong></span> Use containers, checklists, flow-charts to help children be organised and know what is coming up next.</div></li>
<li><div style="text-align: justify;"><strong><span style="color: #990000;">Have rules:</span></strong> Display rules that clearly set out your expectations - but don't have too many. Avoid "don't" rules, but use statements that tell children what they should be doing.</div></li>
<li><div style="text-align: justify;"><strong><span style="color: #990000;">Use photos:</span></strong> Prepare children for important people they will meet or interact with through photos. You might also use video of new settings, people and/or activities.</div></li>
</ol><div style="text-align: justify;">Hopefully some of these techniques will help your child deal with the anxiety of going to school. The techniques will be most effective when they are used at home and at school, so it is important that parents and teachers share what they are doing with each other.</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">Next time I will talk about using relaxation techniques....</div><div style="text-align: justify;"><br />
</div><div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY76lIKL_fSzUtQ1BcSTDbVLmUbqZXWhdOzbgX2VadOdZYApRRlOjAZU139ZhQN1NSGRMPf4pHKr8rVTQcw2Rr9rYaQwDGybJfkQmSQncfonwPbt_1L9BnLDt0taq-HdaCVum5JjQfCb8/s1600/finished.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" r6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY76lIKL_fSzUtQ1BcSTDbVLmUbqZXWhdOzbgX2VadOdZYApRRlOjAZU139ZhQN1NSGRMPf4pHKr8rVTQcw2Rr9rYaQwDGybJfkQmSQncfonwPbt_1L9BnLDt0taq-HdaCVum5JjQfCb8/s200/finished.jpg" width="181" /></a></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;">...</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><br />
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</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><span style="font-size: x-small;"><strong>References</strong></span></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><span style="font-size: x-small;">Anderson, D.H., Munk, J.H., Young, K.R., Conley, L., Caldarell, P. (2008). Teaching Organisational Skills to Promote Academic Achievement in Behaviourally Challenged Students. <em>Teaching Exceptional Children</em>, 40(4), p6.</span></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><span style="font-size: x-small;">Lytle, R & Todd, T. (2009). Stress and the Student with Autism Spectrum Disorders: Strategies for Stress reduction and Enhanced Learning. <em>Teaching Exceptional Children</em>, 41(4), p36.</span></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: justify;"><span style="font-size: x-small;">Swanson, T.C. (2005). 20 Ways to Provide Structure for Children with Learning and Behaviour Problems. <em>Intervention in School and Clinic</em>, 40(3), p182.</span></div><div style="text-align: justify;"><span style="clear: right; cssfloat: right; float: right; font-size: x-small; margin-bottom: 1em; margin-left: 1em;"></span></div>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-18457826012050216992011-03-14T15:46:00.012+11:002011-03-14T18:47:39.503+11:00Parent stories: Different types of anxietySo... I found after my last post that comments on my <a href="http://www.facebook.com/pages/Learn-to-be-Buddies/106412397893">Facebook page </a>indicate that if your child struggles to re-adjust to school after the holidays, you are not alone. One parent said that they had to help the children re-adjust every school holidays - not just after the long summer break.<br /><br />There were also some strategies suggested by families to help their children adjust. They included:<br /><ul><li>Playing schools during the school holidays.</li><li>Starting the school routine a few weeks prior to school going back.</li><li>Relaxation therapy prior to and at school - such as deep pressure therapy.</li></ul><p>Different things will work for different children/youth. But it helps to understand the type of anxiety your child is feeling.</p><p><br /><br /><break></p><p><span style="font-size:130%;color:#330099;"><strong>Environmental Anxiety</strong></span></p><br /><break><p>This is the label I have given to behaviour that comes out due to anxiety in a specific event. For example, something may happen in the classroom, at school or at home that may cause an immediate reaction. Parents of children with Autism Spectrum Disorders often talk about a child screaming or shutting down, chewing clothing, biting others, running away and/or hiding when something occurs to distress them. </p><br /><br /><p><break></p><p><span style="font-size:130%;color:#330099;"><strong>Anxiety due to an ongoing activity or trigger</strong></span></p><br /><break><p>Other behaviours show that the anxiety is due to a repeated event. These behaviours may include moodiness, nightmares, wetting the bed, the need to cling to someone and so on. This usually indicates that there is an ongoing activity that is causing the child anxiety.</p><p><br /><br /><break></p><p><span style="font-size:130%;color:#330099;"><strong>Anxiety Disorders</strong></span></p><br /><break><p><span style="color:#000000;">If a child is showing signs</span> of constant, ongoing anxiety over a period of 6 months or more, it may be time to consult with a psychologist. <a href="http://www.therapytestingva.com/2011/01/the-types-of-childhood-anxiety-and-their-symptoms/">Kanakos (2011</a>) provides a brief overview of different types of anxiety disorders. These will need to be dealt with differently than the more transient anxieties mentioned above.</p><p></p><p></p><p></p>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com1tag:blogger.com,1999:blog-2937254022704811378.post-59950744247851778702011-03-09T12:17:00.005+11:002011-03-09T12:58:27.393+11:00Ask Amanda - Dealing with anxiety<em><strong><span style="font-size:180%;color:#993399;">Q:</span></strong></em><br /><em>I wanted to put a vote in for the <a href="http://learn2bebuddies.blogspot.com/search/label/ask%20amanda">"Ask Amanda" days </a>- this occurred to me last night as I tossed and turned trying to work out how to help my daughter deal with anxiety. She has just started Year 1 and has had a number of wee accidents at school (none over the break) and she wakes up every night and insists on sleeping in our bed - both these behaviours have started with the new term hence I think they may be about her anxiety...would love any advice/tips or simply stories of similar experience...</em><br /><em></em><br /><span style="font-size:180%;color:#993399;"><strong>A:</strong></span><br /><br /><span style="font-size:130%;color:#cc66cc;"><strong>Imagine this...</strong></span><br /><br />You have just been invited to a new friend's home for dinner. It will be the first time you have been there.<br /><br /><br /><span style="font-size:130%;color:#cc33cc;"><strong>Getting there</strong></span><br /><strong><span style="font-size:130%;color:#cc33cc;"></span></strong><br />First, you double check that you have the address right and you are given a description of the place. You might even get someone to drive you past just so you are confident you can get there.<br /><br />Then you consult Google maps and get a set of written directions, a map and a street view of the place. You are getting even more confident.<br /><br />On the night you have butterflies in your tummy, but that is expected. Another friend who knows the way offers to come with you. So now you barely worry at all.<br /><br />With a little anxiety, you get in the car. But because you have someone you trust with you, and you have a written road map, and pictures representing the place, you manage to get there and enjoy the evening - and get home!<br /><br /><br /><span style="font-size:130%;color:#cc33cc;"><strong>A break</strong></span><br /><br />But then you don't get invited there for a while. Until one day, a few weeks down the track, you get invited again. Because you have been there before, you don't really worry. You just set off....<br /><br /><br /><span style="font-size:130%;color:#cc33cc;"><strong>Getting there again</strong></span><br /><br />But last time you were driving at dusk, so now all the landmarks look different.<br /><br />And while you thought you could remember all the turns, it turns out that you don't... and you forgot to bring the maps and instructions. And this time you are giving a lift to someone who "sort of" knows the way, but you don't know them well enough to trust them.<br /><br />You do get there. But by the time you get there you are so anxious it is hard to relax and enjoy the company - all you can think of is having to drive home again.<br /><br />But you don't really want to tell anyone because you feel like you <em>should </em>know what to do because you know you have done it before.<br /><br /><br /><span style="font-size:130%;color:#cc33cc;"><strong>The analogy</strong></span><br /><strong><span style="font-size:130%;color:#cc33cc;"></span></strong><br />No, this isn't just a random story :). It is an analogy of how a child may feel as they transition back to school after the school holidays...<br /><br />"Landmarks" change, "supports" are different or fewer. And the expectations are different. For children with developmental disabilities, add to this a difficulty with problem-solving and analysing your environment, and it is no wonder that the transition back to school after the holidays is a very anxious time.<br /><br /><br /><strong><span style="font-size:130%;color:#cc33cc;">So what can we do?</span></strong><br /><strong><span style="font-size:130%;color:#cc33cc;"></span></strong><br />I will take a little time this month to talk about what can be done. But if anyone reading this blog has a story or some advice to offer, please post a comment here.<br /><br /><br /><br /><div align="center">****</div>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-8644038690560294492011-02-18T11:42:00.005+11:002011-02-18T12:46:45.630+11:00Learn2bebuddies in 2011I know it is a bit late to be talking about New Years, but for me it feels like the year has only just begun as I wind down from wedding plans, the wedding and honeymoon. I don't know what it has brought for you, but for me 2011 has seen me gain a husband, a new extended family and a new home. All this has meant that Learn to be Buddies has been very quiet for a while.<br /><br />But now it is time to get back into things... so I thought I would share a few things that will be happening this year.<br /><br /><br /><strong><span style="font-size:130%;color:#6600cc;">Autism Awareness Month</span></strong><br /><br />Hopefully you will all be aware of Autism Awareness Month, which happens in April. Last year I interviewed a series of parents, who told their children's stories here to help build awareness. I also wrote a series of posts on Autism. You can browse last year's posts on <a href="http://learn2bebuddies.blogspot.com/2010_04_01_archive.html">this link</a>. I hope to do something similar this year, so <a href="http://www.learn2bebuddies.com.au/newsletter/?p=subscribe&id=2">sign up to our newsletter</a>, "like" our <a href="http://www.facebook.com/profile.php?id=1602375584#!/pages/Learn-to-be-Buddies/106412397893">Facebook Fanpage </a>or follow this blog if you want to be involved.<br /><br /><a href="http://www.learn2bebuddies.com.au/">Learn to be Buddies</a> will also be a sponsor of <strong><em>Autism Rainbow Day</em></strong> on the 1st of April. To find out about what happened on Rainbow Day last year, visit the <a href="http://www.rainbowlandautismservices.com/index.html">Rainbowland Autism Services </a>website. You also can follow what is happening on the day through <a href="http://www.facebook.com/profile.php?id=1602375584#!/event.php?eid=138155332906210">Facebook</a>.<br /><br /><br /><span style="font-size:130%;color:#6600cc;"><strong>Workshops and conferences</strong></span><br /><br />Last year we began running <a href="http://www.learn2bebuddies.com.au/pages/visits.html">workshops for parents and teachers</a>, as well as activity days and book readings for <a href="http://www.learn2bebuddies.com.au/pages/visits.html">schools and preschools</a>. The primary theme for these workshops was bullying. You can find out more, and purchase notes from these workshops, on <a href="http://learn2bebuddies.com.au/">our website</a>.<br /><br />A few bookings have been made for 2011, but there are available days if you think you would like for me to run a workshop for you or your school. Fill in our<a href="http://www.learn2bebuddies.com.au/desktop/form.html"> inquiry form </a>with an expression of interest, or <a href="http://www.learn2bebuddies.com.au/pages/contactus.html">contact us </a>via email.<br /><br /><br /><strong><span style="font-size:130%;color:#6600cc;">Blogging</span></strong><br /><br />I will get back into writing blogs about behavioural issues and practical strategies in March. While many of the behaviours addressed will be relevant to children with Autism, the posts will be relevant to parents and teachers of children with other diagnoses as well. The posts may also help parents/teachers of children with no diagnoses as they support their children in the challenges they face in the classroom and in social interaction.<br /><br />However, I want to make sure that I am writing on topics that my readers are interested in or need information about. So is there anything that you are struggling with at the moment? Or a topic you want to know more about? <strong><em>Please ask a question or suggest a topic</em></strong> here or privately through our <a href="http://www.learn2bebuddies.com.au/desktop/form.html">enquiry form</a>.<br /><br />Just note that I am not the final authority on Autism or behavioural issues, nor am I a trained medical practitioner. I am a special education teacher and researcher. I will help you find reliable information. however, any information I provide here should not replace consultation or therapy with relevant, trained professionals.<br /><br /><br /><span style="font-size:130%;color:#6600cc;"><strong>Learn to be Buddies Resources</strong></span><br /><br />We will be getting back to developing more Learn to be Buddies resources this year. We were not able to publish <a href="http://www.learn2bebuddies.com.au/pages/whydontyoushare.html"><em>Why Don't You Share?</em></a> last year as planned, so this is the first goal for 2011. We will also be developing a new series of DVDs, resources, games and a book based on a story addressing the issue of following instructions.<br /><br />We will also get back into publishing further information sheets. These will be made available in our<a href="http://www.learn2bebuddies.com.au/pages/estore.html"> online store</a>, or <a href="http://www.learn2bebuddies.com.au/pages/freeinformationsheets.html">for free on our website </a>as we find <a href="http://www.learn2bebuddies.com.au/pages/becomeasponsor.html">sponsors</a>.<br /><br /><br /><strong><span style="font-size:130%;color:#6600cc;">Newsletters</span></strong><br /><br />We will begin getting the monthly Learn to be Buddies newsletters out again beginning in March. These will keep you up to date with events, information, blog themes, products and competitions to win our resources. You can subscribe to our newsletter on <a href="http://www.learn2bebuddies.com.au/newsletter/?p=subscribe&id=2">our website</a>.<br /><br />I am looking forward to getting back into this important work again....Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com3tag:blogger.com,1999:blog-2937254022704811378.post-70230397739464023382011-01-19T08:48:00.002+11:002011-01-19T08:51:57.725+11:00Helping Children Problem-solve<div style="text-align: center; font-style: italic;">This is a frequently visited post from July 2009 focusing on issues to do with resilience. New posts will return after my wedding in February.... <br /></div><br />An important factor in the ability to “bounce back” in difficult circumstances is the ability to use effective problem-solving strategies. There are many factors that can effect how a child approaches a problem.<br /><br /><span style="color: rgb(153, 0, 0);font-size:130%;" ><strong><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw1chx2QrGKyRimzrlgdahDEvJxJY4_54aQh5Vlb5rN0iXbVW4fhyl2KeSETrAcxGPKgj0K6-V1aCQmJpZTJyj0gJJaHhCbPTwvtCfTykSYPdtugcyzk9Q_ERyvJVt7Or1jQyb1r1zkmk/s1600-h/think+bubble.JPG"><img style="margin: 0px 10px 10px 0px; width: 161px; float: left; height: 116px;" id="BLOGGER_PHOTO_ID_5360735168113804242" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw1chx2QrGKyRimzrlgdahDEvJxJY4_54aQh5Vlb5rN0iXbVW4fhyl2KeSETrAcxGPKgj0K6-V1aCQmJpZTJyj0gJJaHhCbPTwvtCfTykSYPdtugcyzk9Q_ERyvJVt7Or1jQyb1r1zkmk/s200/think+bubble.JPG" border="0" /></a>The cognitive problem-solving process</strong></span><br /><br />Problem-solving happens in our heads. We either consciously or unconsciously work through the issue. Some of us do it very rapidly, others take longer. The bigger the problem, or the bigger the problem seems, the longer it may take.<br /><br />However, successful problem-solving usually involves self-talk. And it usually goes something like this:<br />1. Whoa! I’m feeling really angry/upset/frustrated/etc!<br />2. I better take a deep breath and relax!<br />3. I am angry/upset/frustrated/etc because….<br />4. But I am good at… or I think I may need some help with …<br />5. What I could do is…, but if I do that … will happen. Can I live with that?<br />6. Yep, I can live with that. Here goes…<br />7. Well, that didn’t work…. but that worked well… I might do …. next time<br />8. But I did a good job just having a go!<br /><br />An unsuccessful problem-solving event may go something like this:<br />1. Aaaaaaaaaaaaaaaaaaaaaaaaaaaah!<br /><br />Or:<br />1. I’m feeling really angry/upset/frustrated/etc!<br />2. I better take a deep breath and relax!<br />3. I am angry/upset/frustrated/etc because….<br />4. But I am no good at anything. I need help. I can’t do anything …<br /><br /><span style="color: rgb(153, 0, 0);font-size:130%;" ><strong>Skills and strategies to help with problem-solving</strong></span><br /><br /><span style="color: rgb(204, 0, 0);"><em>Step One: Identifying your emotions<br /></em></span>When a child is on the edge of a melt-down or explosion it is not a time to be trying to discuss what is happening.<br /><br />Anxiety or any other strong emotion can interfere with the cognitive processes that are involved in the problem-solving. Children may not be calm enough to find the words they need. Or they may not be able identify or express with words exactly how they are feeling. Or they may feel that words are inadequate.<br /><br />One strategy that is used is a <em><span style="color: rgb(255, 0, 0);">feeling’s thermometer</span></em>. There are many versions out there, but follow these links to find a few I like:<br /><a href="http://www.cognitivetherapyforkids.com/Resources/thermometer.pdf">http://www.cognitivetherapyforkids.com/Resources/thermometer.pdf</a><br /><a href="http://www.embracethefuture.org.au/kids/index.htm?feelings2.asp">http://www.embracethefuture.org.au/kids/index.htm?feelings2.asp</a><br /><a href="http://www.eshwinning.durham.sch.uk/ecm.htm">http://www.eshwinning.durham.sch.uk/ecm.htm</a><br /><a href="http://www.smelena.com/article_emotion_management.php">http://www.smelena.com/article_emotion_management.php</a><br /><br />Or find Paul Stallard’s book, <em><strong>Think Good Feel Good</strong></em>. Chapter 10 has a great thermometer.<br /><br />But I would prefer to use one that has some strategies for the child. This means it is not just about identifying emotions, but about managing them as well. This is my version:<br /><br /><br /><img style="text-align: center; margin: 0px auto 10px; width: 302px; display: block; height: 320px;" id="BLOGGER_PHOTO_ID_5360735378309343794" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtq-lhtL_QStHM5FKJFpVAWODB8LKLO1FomIhuq0klCSrouD43dCQ6ifiPaz2mqEM8_n2pnPzHOyK_CTg1wWzFhtJ5uMD-qDx7QQci1x-rlCB_VfpX-FOv6GR5umXrEF3HiQuUDU-Y8aU/s320/Feelings+thermometer+flat.jpg" border="0" /><br /><strong><span style="color: rgb(204, 0, 0);">Step two: Controlling your emotions<br /></span></strong>I talked about the <a href="http://learn2bebuddies.blogspot.com/2009/07/ask-amanda.html"><strong><em>Stop, Think, Do</em></strong> program by Lindy Petersen in a previous post</a>. This can be a very effective tool in helping children relax and more effectively work through the problem-solving process.<br /><br /><br /><br /><p><span style="font-style: italic;">More coming soon….</span><br /><br /><br /><span style="font-size:85%;"><span style="color: rgb(153, 0, 0);">References and resources to follow up:<br /></span><br />Alabama Federation Council for Exceptional Children (nd). Tips for Teachers: Managing Students' Behaviours: Fostering Independent Learners through Self-management Strategies. Online at:<br /></span><a href="http://www.afcec.org/tipsforteachers/tips_c5.html"><span style="font-size:85%;">http://www.afcec.org/tipsforteachers/tips_c5.html</span></a><span style="font-size:85%;"><br /><br />Barrett, P. (2005). Friends for life. Queensland: Australian Academic Press<br />Find out more at </span><a href="http://www.kidsmatter.edu.au/programs-guide/friends"><span style="font-size:85%;">http://www.kidsmatter.edu.au/programs-guide/friends</span></a><span style="font-size:85%;"><br /><br />Stallard, P. (2002). Think Good- Feel Good. John Wiley & Sons: Australia</span></p>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-83968481992514799182011-01-11T18:30:00.002+11:002011-01-11T18:34:05.104+11:00An old favourite...<div style="font-style: italic; text-align: justify;">This post is a re-post from October. It is one of the most popular posts at the moment on my blog. The reason I am re-posting is because I have no time to write new ones as I prepare for my upcoming wedding. <br /><br />If you have read it before, I hope you find something new. If you haven't read it before, I hope it has something for you....<br /></div><br /><br /><div style="font-weight: bold; color: rgb(51, 51, 255);"><span style="font-size:130%;">Functional Reading</span></div><br /><div> </div>When supporting children who have literacy difficulties, especially if they are older and moving into high school, we should challenge ourselves to think differently about teaching literacy. Instead of focusing primarily on teaching literacy for literacy's sake, we should focus on teaching literacy skills that will help the child or youth learn and succeed in any literacy-based task that they come across - in the classroom and outside the classroom.<br /><div><br />This is called functional literacy (Mercer & Mercer, 2001).<br /><br /><br /><span style="font-weight: bold; color: rgb(51, 51, 255);font-size:130%;" >Why we read</span><br /></div><br />Reading is usually done for a purpose. You may read to entertain yourself, to find out information or to find out how to make something. Knowing this purpose is an important first step in reading. This means that the emotional experience of reading is usually defined by the reader's ability to achieve that purpose.<br /><br />So if you sit down in a restaurant and pick up the menu for the purpose of ordering your meal, and you find you can't read it due to unfamiliar words or poor presentation, you are likely to find it a very frustrating experience - and one which you will not be in a hurry to repeat.<br /><br /><br /><span style="font-weight: bold; color: rgb(51, 51, 255);font-size:130%;" >Choosing and adapting texts</span><br /><br />To ensure that we don't put children or youth into the position of feeling this frustration, and doing everything they can to avoid the reading experience, we need to make sure they know why they are reading and that they can achieve this purpose. As <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Dyck</span> and <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Pemberton</span> (2002) suggest, when giving a student a text to read - whether it is a novel, a text book or anything else they will need to read on their own in order to succeed with a task - the first thing we should ask ourselves is whether the student can read the text with enough speed and understanding to use it. We should be aiming to ensure that they have an equal opportunity to achieve in the task they have been given.<br /><br />To get a sense of whether the student will be able to read the text, you could do one of two things:<br /><ol><li>Circle every word you think they may find difficult. If this indicates that they cannot read the majority of the text without your help, then you need to adapt the text.</li><li>Get them to read a small section of the text. Again, if this indicates that they cannot read the majority of the text without your help, then you need to adapt the text. </li></ol><br /><br /><span style="color: rgb(51, 51, 255);font-size:130%;" ><span style="font-weight: bold;">Ways we can adapt any tasks involving reading and writing</span></span><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Dyck</span> and <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Pemberton</span> (2002) discuss a range of ways we can adapt literacy tasks. These are discussed below:<br /><ol><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Using alternative texts: </span>Support groups such as <a href="http://www.speldnsw.org.au/"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">SPELD</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_7">NSW</span></a> can help provide information and catalogues of books that are <span class="blsp-spelling-corrected" id="SPELLING_ERROR_8">described</span> as "high interest, low ability." These books are written with simpler language, and use age appropriate images and content especially for older primary school students.<br /></li><li><span style="color: rgb(51, 102, 255); font-weight: bold;">By-passing reading:</span> In some cases it is more important for students to be able to learn content and display their knowledge than struggling to read and/or write. For this reason, students with significant literacy difficulties are eligible for readers and scribes in formal exam situations. By-passing reading in class can be done through buddy reading, using audio books and text to speech technology which is becoming more and more freely available in schools.</li><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Decreasing reading:</span> In other cases students can achieve the purpose of a task through the reduction of reading/writing demands. For example, copying notes off the board can be one of the most demoralising and meaningless experiences for a student struggling with literacy. Instead, the student could have a fill-in-the-blank worksheet which helps them become familiar with key terms. Using mind maps, cartoon strips and a whole range of other <a href="http://learn2bebuddies.blogspot.com/2009/11/graphic-organisers-example-of-least.html">advanced organisers</a> can also be of great help for a student to learn rather than struggle through trying to read.</li><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Supporting reading:</span> The use of glossaries, personal dictionaries, notes in margins, colour-coding, images, diagrams and so on are great ways to help struggling readers focus on the key points of a text and achieve the purpose of an activity rather than being bogged down in decoding words on a page.</li><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Organise reading:</span> Organising the information on the page differently can help students who <span class="blsp-spelling-corrected" id="SPELLING_ERROR_9">are struggling</span> to read. For example, using dot points instead of lengthy paragraphs. Enlarging the font, using numbering or a flow chart to clarify a sequence, and adding any images will help the student again focus on the content of the text.</li><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Guided reading:</span> Reading a text together is a good way of helping a student focus on meaning. This can be done at home, or through small group reading in class. It could also involve choral reading, where everyone in a class reads along with the teacher.<br /></li></ol><br /><div> </div><span style="font-size:85%;">References:</span><br /> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-size:85%;"><span class="blsp-spelling-error" id="SPELLING_ERROR_15"><span class="blsp-spelling-error" id="SPELLING_ERROR_10">Dyck</span></span>, N. & <span class="blsp-spelling-error" id="SPELLING_ERROR_16"><span class="blsp-spelling-error" id="SPELLING_ERROR_11">Pemberton</span></span>, J.B. (2002). A model for making decisions about text adaptations. Intervention in School and Clinic, 38(1), pp28-35.</span></span></p><p class="MsoNormal"><span style="font-size:85%;"><span style="" lang="EN-US">Mercer, C.D., Mercer, A.R.<span style=""> </span>(2001).<span style=""> </span><i style="">Teaching Students with Learning Problems.</i> </span><span style="" lang="EN-US">Ohio</span><span style="" lang="EN-US">: Prentice Hall.</span></span></p>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-12519597426318817332010-11-29T11:31:00.001+11:002010-11-29T11:34:14.000+11:00Enjoying Christmas... even with food allergies<span style="font-style: italic;">One of the memories associated with the excitement of Christmas in my childhood was the food. Special food that we wouldn't get all year round.</span><br /><br />Savoury snacks like <span class="blsp-spelling-error" id="SPELLING_ERROR_0">frankfurts</span> dipped in tomato sauce. A whole bunch of meats and salads, or a baked dinner. Lollies. Soft drink. Cakes. Chocolates. All varieties of deserts.<br /><br />So when I was diagnosed with a chronic health condition that meant refined sugar, yeast, dairy, and more recently gluten needed to be eliminated from my diet. Christmas was somehow not quite the same. Being excluded from sharing the communal meal, or enjoying the annual indulgence of certain treats, can be a very isolating experience. And if special dietary needs are not considered, it can also make you feel a little ignored...<br /><br />But, thankfully, over the years my family have adjusted. My mother and I have also discovered different recipes... like the sugar-free fruit cake, sugar-free carob and most recently I have been able to adapt a recipe for pumpkin pie, using the juice from boiled dates to sweeten it.<br /><br /><br /><span style="font-size:180%;"><span style="font-weight: bold; color: rgb(153, 0, 0);">Children with special needs and <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Christma</span></span></span><span style="font-size:180%;"><span style="font-weight: bold; color: rgb(153, 0, 0);">s treats...</span></span><br /><br />Children with special needs may have special dietary needs, physical issues or sensory sensitivities that may interfere with there ability to join in the Christmas feasting. If we want our Christmas Day to be truly inclusive, we need to make sure we find out if this is the case and what we can do about it.<br /><br /><br /><span style="font-weight: bold; color: rgb(153, 0, 0);font-size:130%;" >Special dietary needs</span><br /><br />Some children with Autism or <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Aspergers</span> benefit from or require a gluten-free diet due to their digestive tract issues. The wrong foods can influence mood as well as cause stomach aches, constipation or diarrhoea.<br /><br />The behaviour of some children with <span class="blsp-spelling-error" id="SPELLING_ERROR_3">ADHD</span> can be influenced by the amount of sugar and/or preservatives that they consume.<br /><br />These are only some of the more common issues children with diverse needs and their families might face at the Christmas meal. Some things we can do is ensure that we have a number of gluten, dairy and sugar-free options that look and taste appetising available on Christmas day.<br /><br />This, importantly, should include sugar-free and additive-free drinks. Carefully reading labels on fruit juice bottles is important as many brands add sugar and preservatives. Another treat is to freeze fruit juice as ice blocks. I found <a href="http://www.nudie.com.au/"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Nudie</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Crushies</span></a> best for this as they are thicker and more like the smooth consistency of ice cream when frozen.<br /><br />If you need recipes, the <a href="http://glutenfreegoddess.blogspot.com/2007/11/gluten-free-dairy-free-holiday-tips.html">Gluten-free Goddess</a> has some great suggestions.<br /><br />My most favourite, well-stained cook book is called <a href="http://browseinside.harpercollins.com.au/index.aspx?isbn13=9780722540220">"Cooking Without" by Babara Cousins</a>.<br /><br />Alternately, I have found some good snacks in the <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Naytura</span> food isle in <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Woolworths</span>... <a href="http://www.orgran.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_8">Orgran</span></a> being a great brand for gluten-free products.<br /><br /><br /><span style="font-size:130%;"><span style="font-weight: bold; color: rgb(153, 0, 0);">Physical considerations</span></span><br /><br />For some children with disabilities there are other physical factors that you will need to consider.<br /><br />First, some children may not be able to successfully manipulate a knife and fork due to fine motor difficulties. One of the ways to deal with this is to have a range of easily manipulated, finger-foods available.<br /><br />Other children may have difficulties with chewing or swallowing, and so having soft foods available will also be helpful.<br /><br /><div style="text-align: center;">Crushed rice+egg cups filled with salsa:<br />Gluten, sugar, dairy, preservative free, fun finger-food<br />You can fill the rice cups with anything you (or your child) like<br /></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfpFInk4zZRiqYEDG9UzSAQ_M-7FjnqLZ7kMXlaisspdyVaNAj-LrQnL4pnocjMW-1JYbnRTG-p572DZ8htVua-Xiiu8mtRV_ckcHfI8WSklv_Q_Z9u00KEsTv3NOPDodq3ck6QKB7s4Y/s1600-h/PC240025+edit.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 292px; height: 284px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfpFInk4zZRiqYEDG9UzSAQ_M-7FjnqLZ7kMXlaisspdyVaNAj-LrQnL4pnocjMW-1JYbnRTG-p572DZ8htVua-Xiiu8mtRV_ckcHfI8WSklv_Q_Z9u00KEsTv3NOPDodq3ck6QKB7s4Y/s400/PC240025+edit.jpg" alt="" id="BLOGGER_PHOTO_ID_5415339053005370130" border="0" /></a><br /><br /><span style="font-size:130%;"><span style="font-weight: bold; color: rgb(153, 0, 0);">Sensory sensitivities and preferences</span></span><br /><br />We also need to take into consideration the sensory sensitivities and set preferences of children with diverse needs.<br /><br />For some children, certain textures, aromas or colours will trigger a gag reflex or a meltdown.<br /><br />Other children will have very specific food preferences... and will struggle to eat anything outside these preferences.<br /><br />It is important not to see this as a behavioural issue. That is, we need to be careful not to think of a child with Autism who is having a melt-down because something green was put on their plate as being "naughty". Understand their specific needs and "go with the flow"...<br /><br /><br /><span style="font-style: italic;">This is just scratching the surface, I know.... so if anyone else has advice, or recipe suggestions, please share...</span><br /><br /><br />.Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-65311558253910438712010-11-24T11:04:00.004+11:002010-11-24T11:07:26.451+11:00As we head into Christmas<blockquote>The count-down to Christmas has begun. <br />All the lights are starting to be hung. <br />Everywhere gatherings are beginning. <br />So here's some things to get you thinking...</blockquote><br /><br />Present-giving is such a huge part of Christmas. I remember vividly the excitement that caused sleeplessness on Christmas Eve - then the joy of finding the present at the end of the bed in the morning... Much torn wrapping later, and the day was full of new toys, food and fun.<br /><br />But present-giving can also cause tension. Trying to please everyone, trying to display pleasure at inappropriate gifts, arguments over money spent, offence at gifts returned.... we all want to avoid these things.<br /><br /><br /><span style="font-weight: bold; color: rgb(153, 0, 0);font-size:180%;" >Gift-giving and children with disabilties</span><br /><br />I recently listened to parents of children with disabilities discuss the difficulties of presents at Christmas-time. I thought it would be good to use this blog to help build awareness of the issues that we need to consider when giving gifts to children who have special needs.<br /><br /><span style="font-size:130%;"><span style="font-weight: bold; color: rgb(153, 0, 0);">Some things you need to consider:</span></span><br /><br /><ul><li><span style="font-style: italic; color: rgb(102, 0, 0); font-weight: bold;">Narrow interests:</span> One thing it is important to realise is that some children with disabilities have quite narrow interests. For example, a child with autism may only use items that have Thomas the Tank engine on them.<br /></li></ul><ul><li><span style="font-weight: bold; font-style: italic; color: rgb(102, 0, 0);">Developmental appropriateness:</span> You need to consider the developmental appropriateness of a toy - not just its age appropriateness. For example, some children who have vision impairments use their sense of taste to continue exploring their environment long after their peers have stopped mouthing toys. This means that toys with small detachable parts that might be age appropriate will not be developmentally appropriate for the child as they could be a choking hazard. Other aspects that need to be considered are the child's intellectual, gross motor and fine motor skills. Children with disabilities such as Down Syndrome or Autism may find it more difficult to hold pencils, pick up small items and play with things that involve threading, constructing and significant muscle control in the fingers. Others may find it difficult to balance and use the gross motor skills involved in riding bikes or climbing. And others may find the cognitive challenge of some games such as puzzles, board games, card games and craft activities, beyond their cognitive ability.<br /></li></ul><ul><li><span style="font-weight: bold; font-style: italic; color: rgb(102, 0, 0);">Sensory sensitivities:</span> Some children with disabilities are very sensitive to certain textures, sounds and even colours. Toys that do not align with their sensitivities will not be used, and may even cause them some distress.</li></ul><br /><span style="color: rgb(102, 0, 0); font-weight: bold;font-size:130%;" >So how can you make sure you purchase an appropriate gift?</span><br /><br />The easiest way is to ask parents. They will be able to tell you about the child's abilities, interests and favourite toys. And don't be offended if they give you a list of specific things or places to shop for their children.<br /><br /><br /><span style="font-size:130%;"><span style="color: rgb(153, 0, 0); font-weight: bold;">Here are two sites that were recommended by parents:</span></span><br /><br /><div style="text-align: center;"><a href="http://www.specialneedstoys.com.au/shop/">http://www.specialneedstoys.com.au/shop/</a><br /></div><br />This Australian site provides a range of toys suitable for children with Autism Spectrum Disorders, Communiation and Sensory Processing Disorders, ADHD, Physical Disabilities and Cognitive and Learning Delays. They have toys priced from under $5 to over $100.<br /><br />The toys include a whole range of things, from puzzles to computer-based games.<br /><br /><br /><div style="text-align: center;"><a href="http://www.amazon.com/gp/bestsellers/toys-and-games/1243735011?ie=UTF8&ref_=pd_ts_pg_1&pg=1&linkCode=shr&camp=213733&creative=393193&tag=autismspectrd-20">http://www.amazon.com</a><br /></div><br />Another parent recommended this Amazon search entitled "Bestsellers in special needs multi-sensory toys."<br /><br /><br /><div style="text-align: center;"><a href="https://www.spectronicsinoz.com/">Spectronicsinoz</a> also has a range of games, though they are more expensive and generally educational. Here are some examples of their games:<br /><br /><a href="https://www.spectronicsinoz.com/product/spot-on-games">Spot on Games</a><br /><a href="https://www.spectronicsinoz.com/product/3-games-in-1">Card Games</a><br /><a href="https://www.spectronicsinoz.com/product/switch-friendly-games">Switch-friendly computer games</a> for children with physical disabilities<br />More computer games called <a href="https://www.spectronicsinoz.com/product/playwithme">Play with me</a><br /></div><br /><br /><br />All the best for your Christmas shopping :) ... and may your Christmas be full of fun.Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com1tag:blogger.com,1999:blog-2937254022704811378.post-51317798464404335692010-10-26T10:39:00.006+11:002010-10-28T14:16:37.738+11:00Helping struggling readers experience success<div style="font-style: italic; text-align: justify;">In the last post I mentioned an article by <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Dyck</span> and <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Pemberton</span> (2002) that provides a good discussion of the different ways you can adapt texts so that children with literacy difficulties can more successfully interact with them. In this post I want to outline some of those key strategies.</div><div style="text-align: justify;"><br /></div><div> </div><br /><div style="font-weight: bold; color: rgb(51, 51, 255);"><span style="font-size:130%;">Functional Reading</span></div><br /><div> </div>When supporting children who have literacy difficulties, especially if they are older and moving into high school, we should challenge ourselves to think differently about teaching literacy. Instead of focusing primarily on teaching literacy for literacy's sake, we should focus on teaching literacy skills that will help the child or youth learn and succeed in any literacy-based task that they come across - in the classroom and outside the classroom.<br /><div><br />This is called functional literacy (Mercer & Mercer, 2001).<br /><br /><br /><span style="font-weight: bold; color: rgb(51, 51, 255);font-size:130%;" >Why we read</span><br /></div><br />Reading is usually done for a purpose. You may read to entertain yourself, to find out information or to find out how to make something. Knowing this purpose is an important first step in reading. This means that the emotional experience of reading is usually defined by the reader's ability to achieve that purpose.<br /><br />So if you sit down in a restaurant and pick up the menu for the purpose of ordering your meal, and you find you can't read it due to unfamiliar words or poor presentation, you are likely to find it a very frustrating experience - and one which you will not be in a hurry to repeat.<br /><br /><br /><span style="font-weight: bold; color: rgb(51, 51, 255);font-size:130%;" >Choosing and adapting texts</span><br /><br />To ensure that we don't put children or youth into the position of feeling this frustration, and doing everything they can to avoid the reading experience, we need to make sure they know why they are reading and that they can achieve this purpose. As <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Dyck</span> and <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Pemberton</span> (2002) suggest, when giving a student a text to read - whether it is a novel, a text book or anything else they will need to read on their own in order to succeed with a task - the first thing we should ask ourselves is whether the student can read the text with enough speed and understanding to use it. We should be aiming to ensure that they have an equal opportunity to achieve in the task they have been given.<br /><br />To get a sense of whether the student will be able to read the text, you could do one of two things:<br /><ol><li>Circle every word you think they may find difficult. If this indicates that they cannot read the majority of the text without your help, then you need to adapt the text.</li><li>Get them to read a small section of the text. Again, if this indicates that they cannot read the majority of the text without your help, then you need to adapt the text. </li></ol><br /><br /><span style="color: rgb(51, 51, 255);font-size:130%;" ><span style="font-weight: bold;">Ways we can adapt any tasks involving reading and writing</span></span><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Dyck</span> and <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Pemberton</span> (2002) discuss a range of ways we can adapt literacy tasks. These are discussed below:<br /><ol><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Using alternative texts: </span>Support groups such as <a href="http://www.speldnsw.org.au/"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">SPELD</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_7">NSW</span></a> can help provide information and catalogues of books that are <span class="blsp-spelling-corrected" id="SPELLING_ERROR_8">described</span> as "high interest, low ability." These books are written with simpler language, and use age appropriate images and content especially for older primary school students. <br /></li><li><span style="color: rgb(51, 102, 255); font-weight: bold;">By-passing reading:</span> In some cases it is more important for students to be able to learn content and display their knowledge than struggling to read and/or write. For this reason, students with significant literacy difficulties are eligible for readers and scribes in formal exam situations. By-passing reading in class can be done through buddy reading, using audio books and text to speech technology which is becoming more and more freely available in schools.</li><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Decreasing reading:</span> In other cases students can achieve the purpose of a task through the reduction of reading/writing demands. For example, copying notes off the board can be one of the most demoralising and meaningless experiences for a student struggling with literacy. Instead, the student could have a fill-in-the-blank worksheet which helps them become familiar with key terms. Using mind maps, cartoon strips and a whole range of other <a href="http://learn2bebuddies.blogspot.com/2009/11/graphic-organisers-example-of-least.html">advanced organisers</a> can also be of great help for a student to learn rather than struggle through trying to read.</li><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Supporting reading:</span> The use of glossaries, personal dictionaries, notes in margins, colour-coding, images, diagrams and so on are great ways to help struggling readers focus on the key points of a text and achieve the purpose of an activity rather than being bogged down in decoding words on a page.</li><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Organise reading:</span> Organising the information on the page differently can help students who <span class="blsp-spelling-corrected" id="SPELLING_ERROR_9">are struggling</span> to read. For example, using dot points instead of lengthy paragraphs. Enlarging the font, using numbering or a flow chart to clarify a sequence, and adding any images will help the student again focus on the content of the text.</li><li><span style="font-weight: bold; color: rgb(51, 102, 255);">Guided reading:</span> Reading a text together is a good way of helping a student focus on meaning. This can be done at home, or through small group reading in class. It could also involve choral reading, where everyone in a class reads along with the teacher.<br /></li></ol><br /><div> </div><span style="font-size:85%;">References:</span><br /><span style="font-size:85%;"></span><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id="ieooui"></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--> <p class="MsoNormal"><span style="font-size:85%;"><span style="font-size: 85%;"><span class="blsp-spelling-error" id="SPELLING_ERROR_15"><span class="blsp-spelling-error" id="SPELLING_ERROR_10">Dyck</span></span>, N. & <span class="blsp-spelling-error" id="SPELLING_ERROR_16"><span class="blsp-spelling-error" id="SPELLING_ERROR_11">Pemberton</span></span>, J.B. (2002). A model for making decisions about text adaptations. Intervention in School and Clinic, 38(1), pp28-35.</span></span></p><p class="MsoNormal"><span style="font-size:85%;"><span style="font-size: 85%;"></span><span style="" lang="EN-US">Mercer, C.D., Mercer, A.R.<span style=""> </span>(2001).<span style=""> </span><i style="">Teaching Students with Learning Problems.</i> </span><span style="" lang="EN-US">Ohio</span><span style="" lang="EN-US">: Prentice Hall.</span></span></p>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-13212612036803528632010-10-19T11:31:00.009+11:002010-10-19T12:12:37.776+11:00Addressing the emotional scars left by reading failureSo how can we address <span style="font-style: italic;">"the emotional scars of <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">frustration</span>, shame and depression that can result from a lack of identification and appropriate support for young people" </span> (Long, <span class="blsp-spelling-error" id="SPELLING_ERROR_1">MacBlain</span> & <span class="blsp-spelling-error" id="SPELLING_ERROR_2">MacBlain</span>, 2007, p125)?<br /><br />Long <span class="blsp-spelling-error" id="SPELLING_ERROR_3">et</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_4">al</span> discuss a case study where a secondary student (Matthew) with long-standing literacy difficulties was supported, both academically and emotionally, in their academic context. Here are some of the strategies that worked for him:<br /><br /><span style="font-weight: bold; color: rgb(153, 51, 153);">1. Bypass strategies</span>: <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Dyck</span> and <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Pemberton</span> (2002) provide a great discussion of key strategies that ensure a student can work towards the outcomes set in the curriculum without being disadvantaged by their difficulty with literacy. Some of these strategies include presenting information in different ways (flow charts, images, video) or using supports such as readers (text to speech technology, or a peer reader). I will discuss these further in a future post.<br /><span style="font-weight: bold; color: rgb(153, 51, 153);"><br />2. Empowerment strategies</span>: Long <span class="blsp-spelling-error" id="SPELLING_ERROR_7">et</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_8">al</span>. discuss the importance of helping Matthew identify his learning style. This turned out to be visual, which is common for students with learning disabilities such as dyslexia. The next step was teaching him to independently identify and use a range of strategies, such as <a href="http://learn2bebuddies.blogspot.com/2009/11/graphic-organisers-example-of-least.html">graphic organisers</a>, to assist in any literacy based task.<br /><span style="font-weight: bold; color: rgb(153, 51, 153);"><br />3. Staff training:</span> Empathy from a teacher was identified as a key element of success in addressing the emotional scars of literacy difficulties. Teachers who understand the difficulties these students face, and who are flexible in their teaching approach because of this understanding, can have a significant influence in the healing process. When training staff, it is important that ALL staff be trained in understanding literacy difficulties and conditions such as dyslexia and <span class="blsp-spelling-error" id="SPELLING_ERROR_9">dysgraphia</span>, especially in a high school context. This means that the student feels supported across subjects and years, not just on one teacher's class.<br /><span style="font-weight: bold; color: rgb(153, 51, 153);"><br />4. A whole school approach</span>: Again, for consistency of support, Long <span class="blsp-spelling-error" id="SPELLING_ERROR_10">et</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_11">al</span>. identify the importance of a whole school policy when supporting children with significant literacy difficulties. They identified that the policy included specifications that:<ul><li>The student not be asked to read aloud in class</li><li>The student not be required to complete dictation tasks </li><li>That to avoid copying copious notes off the board the student <span class="blsp-spelling-corrected" id="SPELLING_ERROR_12">be expected</span> only to copy a summary of key points or be provided with a handout in advance of the lesson.</li><li>The student use a personal dictionary in which to record subject-specific words, to be provided to him at the beginning of each topic.</li><li>That teachers increase the use of summaries, mind maps, diagrams and <span class="blsp-spelling-corrected" id="SPELLING_ERROR_13">charts</span>.</li><li>That teachers would, wherever possible, mark Matthew's work in his presence and emphasise learning rather than marks.</li><li>That each department would identify a "collective belief system regarding dyslexia and how each might support students... who were experiencing anxiety caused by failure."</li></ul><span style="font-weight: bold; color: rgb(153, 51, 153);">5. Mentoring: </span>Having a weekly, one-on-one session with a teacher mentor (not necessarily a specialist trained teacher) allowed Matthew to ask any questions he considered too embarrassing or humiliating to ask in the more public setting of the classroom. This mentor also helped him with organisation (<span class="blsp-spelling-error" id="SPELLING_ERROR_14">eg</span>. colour coding books and folders according to subjects) and time management.<br /><span style="font-weight: bold; color: rgb(153, 51, 153);"><br />6. Explicit instruction on study skills</span>: This was made available to any student within the school.<br /><br /><span style="font-weight: bold; color: rgb(153, 51, 153);">7. Collaboration with parents:</span> Matthew, his parents and the school worked together to set realistic goals, processes to achieve these goals and a rewards system for recognition of success. This allowed Matthew to feel successful as he made improvements, rather than always feeling like a failure because he wasn't "keeping up" or demonstrating the same skills as his peers.<br /><br /><span style="font-size: 85%;"><br /><br />References<br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_15">Dyck</span>, N. & <span class="blsp-spelling-error" id="SPELLING_ERROR_16">Pemberton</span>, J.B. (2002). A model for making decisions about text adaptations. Intervention in School and Clinic, 38(1), pp28-35.<br /><br />Long, L., <span class="blsp-spelling-error" id="SPELLING_ERROR_16"><span class="blsp-spelling-error" id="SPELLING_ERROR_17">MacBlain</span></span>, S. and <span class="blsp-spelling-error" id="SPELLING_ERROR_17"><span class="blsp-spelling-error" id="SPELLING_ERROR_18">MacBlain</span></span>, M. (2007). Supporting Students with Dyslexia at the Secondary Level: An Emotional Model of Literacy. <span style="font-style: italic;">Journal of Adolescent & Adult Literacy</span>, 51(2), pp. 124-134.</span>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-35385889999228619932010-10-11T21:41:00.017+11:002010-10-12T14:01:47.841+11:00Literacy difficulties, self-esteem and behaviourLiteracy difficulties can be devastating for a child's <a href="http://learn2bebuddies.blogspot.com/2009/07/self-esteem-problem-solving-and.html">self-efficacy</a> in the context of any activity relating to reading and writing. Because so much of our lives - study, work and general life activities - involve literacy, people who struggle in this area can be at great risk of issues such as anxiety, depression, anger and generally poor self-esteem (<a href="http://www.ldonline.org/article/Social_and_Emotional_Problems_Related_to_Dyslexia">Ryan, 2004</a>). This applies to children diagnosed with dyslexia, <span class="blsp-spelling-error" id="SPELLING_ERROR_0">dysgraphia</span>... or those with no diagnosis at all.<br /><br /><br /><span style="font-weight: bold; color: rgb(0, 153, 0);font-size:130%;" >The Gap between Ability and Performance</span><br /><blockquote>"...students with dyslexia internalize feelings of failure as a result of their dyslexia and not as a result of their lack of effort or commitment." (Long, <span class="blsp-spelling-error" id="SPELLING_ERROR_1">MacBlain</span> & <span class="blsp-spelling-error" id="SPELLING_ERROR_2">MacBlain</span>, 2007 p181)<br /></blockquote>There is nothing more frustrating than knowing something and not being able to follow it through. This is why we value freedom so much... it means that we can fulfill our potential, that the effort we put into things leads to the results we expect.<br /><br />If we want to run a marathon, and we train hard and have a good sense of our abilities as a marathon runner, then we will have reasonable expectations of ourselves. And so long as we don't get injured, we probably will live up to those expectations.<br /><br />Frustration, anger and even depression can come out of repeatedly unmet expectations.<br /><br /><br /><span style="font-weight: bold; color: rgb(0, 153, 0);font-size:130%;" >What Shapes our Expectations</span><span style="font-weight: bold;font-size:130%;" ><span style="color: rgb(0, 153, 0);">?</span></span><br /><br />When thinking about literacy and learning, we need to think about expectations of families and teachers as well as the child themselves (Ryan, 2004). Expectations about a child's potential performance at school or in literacy tasks are shaped by many things.<br /><br />A<span style="font-weight: bold; color: rgb(51, 204, 0);"> <span style="color: rgb(0, 102, 0);">family</span></span>'s expectations of a child's literacy performance may come from their communication, story-telling and reasoning ability. For example, I worked with one family whose child would entertain them for hours with highly engaging, convoluted stories. The frustration for that family was that when the child was asked to write down their stories, they wrote very short passages of sometimes meaningless text.<br /><br />A <span style="color: rgb(0, 102, 0); font-weight: bold;">teacher</span>'s expectations may be shaped by what they see in class. For example, the child mentioned above was very entertaining and articulate in class. However, his lack of task completion was mainly put down to the fact that he was "the class clown" and was not motivated to concentrate on individual, written tasks.<br /><br />The <span style="color: rgb(0, 102, 0); font-weight: bold;">child</span>'s expectations were shaped by their experience. They knew there was a lot going on in their head... but they were not able to succeed when it came to written literacy tasks. This was starting to lead to thoughts that they were somehow "dumb" or "stupid" or at least very different to their peers (<a href="http://www.ldail.org/esteem.cfm">Lyons, 2005-2010</a>).<br /><br /><br /><span style="font-weight: bold; color: rgb(0, 153, 0);font-size:130%;" >The Danger of Unmet Expectations</span><br /><br />If we look at <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Maslow's</span> hierarchy of needs we recognise the significance of repeatedly unmet expectations.<br /><br /><div style="text-align: center;"><span style="color: rgb(51, 0, 153);font-size:85%;" >Diagram Adapted from <a href="http://eprints.usq.edu.au/6830/4/Gorman_AIHWJ_V34N1_2010_AV.pdf"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Gorman</span>, 2010</a> Table 1</span><br /><br /></div><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://eprints.usq.edu.au/6830/4/Gorman_AIHWJ_V34N1_2010_AV.pdf"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 400px; height: 298px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0USjOGhaJOMqb5daBWbCP5mCYZ8SseKGqTCMWaxGf0rmPODUzhFbl3r0mrUYIHdnyq1o_V8Myc8NDSwj5c8_wdXgfff4GNbaAjzXUwXlmQFpgD3edfI5LadT3URlgO2tgum5xSO0hlK0/s400/Maslow.jpg" alt="" id="BLOGGER_PHOTO_ID_5526977987708463378" border="0" /></a>For a child who is unable to achieve self-esteem through recognition from teachers and/or parents, or through achievement in class, they will find it very difficult to progress to achieve their full potential. This can have a crippling effect on their life in the community and post-school. There is some evidence that literacy issues, unaddressed, can (in the worst case scenarios) even lead to such outcomes as unemployment, poverty, violence and/or imprisonment (Robinson & Dally, 2008).<br /><br />Children whose literacy abilities do not match their learning abilities are also at risk of being trapped in what we call the failure cycle (Robinson & Dally, 2008). This means that as they experience progressively more failure, they are less and less likely to even make an attempt to <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">achieve</span> at school. This can lead to disruptive and avoidance behaviour, and possibly dropping out of school early.<br /><br /><br /><span style="font-weight: bold; color: rgb(0, 153, 0);font-size:130%;" >Some Signs of the Emotional Impact of Literacy Difficulties</span><br /><br />In my experience I have seen a range of behaviours that have primarily signalled a struggle with literacy. These included:<br /><ul><li><span style="font-weight: bold; color: rgb(0, 102, 0);">The Class Clown:</span> Talking, making jokes and generally benign but disruptive behaviour in class that leads to lack of completion of tasks. Much of this behaviour can be either an avoidance or delay tactic and can signal anxiety.</li><li><span style="color: rgb(0, 102, 0); font-weight: bold;">The <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Refuser</span>:</span> Generally refusing to complete tasks, or using avoidance techniques such as trips to the toilet to get out of completing tasks. This can also escalate into "<a href="http://learn2bebuddies.blogspot.com/2010_08_01_archive.html">meltdowns</a>" and more aggressive verbal or physical incidents if the child is pushed to complete the task.</li><li><span style="color: rgb(0, 102, 0); font-weight: bold;">The Delay Technician:</span> This child was very skilled in delaying the task so long that adults or peers would complete the task for them. For example, they would <span class="blsp-spelling-error" id="SPELLING_ERROR_7">uhm</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_8">ahh</span> and repeatedly say "I can't do it" until the "helper" took pity on them (and anyone else waiting for them to finish so the group could move on to the next task) and told them what the word was.<br /></li></ul>These are only some of the behaviours that should ring warning bells for us when supporting children with literacy difficulties. It is important for us not to think of the child as lazy if they are not living up to their potential. We should first examine if it is signalling anxiety, depression, anger and poor self-esteem as a result of expectations that are <span class="blsp-spelling-error" id="SPELLING_ERROR_9">un</span>reachable due to their literacy difficulties (<a href="http://www.ldonline.org/article/Social_and_Emotional_Problems_Related_to_Dyslexia">Ryan, 2004</a>).<br /><br /><br /><span style="color: rgb(0, 153, 0);font-size:130%;" ><span style="font-weight: bold;"><span class="blsp-spelling-error" id="SPELLING_ERROR_10">Wholistic</span> Literacy Support... Addressing the Emotional Child</span></span><br /><br />The upshot of this is that, with any literacy support program, we should be factoring in the emotional and motivational side of reading (Long, <span class="blsp-spelling-error" id="SPELLING_ERROR_11">MacBlain</span> & <span class="blsp-spelling-error" id="SPELLING_ERROR_12">MacBlain</span>, 2007). Just teaching a child phonics or how to use technology will not necessarily undo all the effects of repeated failure in the past. We need to address their need for self-esteem to ensure they can reach their personal potential.<br /><br /><br /><span style="font-size:85%;"><span style="font-weight: bold;">References</span><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_13">Gorman</span>, D. (2010) <span class="blsp-spelling-error" id="SPELLING_ERROR_14">Maslow's</span> hierarchy and social and emotional <span class="blsp-spelling-error" id="SPELLING_ERROR_15">wellbeing</span>. <span style="font-style: italic;">Aboriginal and Islander Health Worker Journal</span>, 33(5), pp. 27-9. Retrieved from <a href="http://eprints.usq.edu.au/6830/4/Gorman_AIHWJ_V34N1_2010_AV.pdf">eprints.usq.edu.au/6830/4/Gorman_AIHWJ_V34N1_2010_AV.pdf</a><br /><br />Long, L., <span class="blsp-spelling-error" id="SPELLING_ERROR_16">MacBlain</span>, S. and <span class="blsp-spelling-error" id="SPELLING_ERROR_17">MacBlain</span>, M. (2007). Supporting Students with Dyslexia at the Secondary Level: An Emotional Model of Literacy. <span style="font-style: italic;">Journal of Adolescent & Adult Literacy</span>, 51(2), pp. 124-134.<br /><br />Lyons, A. (2005-2010). Self-Esteem and Learning Difficulties. Retrieved 12/10/2010 from <a href="http://www.ldail.org/esteem.cfm">www.ldail.org/esteem.cfm<br /></a><br />Robinson, G. and Dally, K. (2005). Understanding literacy and numeracy. In P. Foreman (Ed), Inclusion in Action, pp 246-301. Thomson Learning: Victoria.<br /><br />Ryan, M. (2004). Social and Emotional Problems Related to Dyslexia. Retrieved 12/10/2010 from <a href="http://www.ldonline.org/article/Social_and_Emotional_Problems_Related_to_Dyslexia">www.ldonline.org/article/Social_and_Emotional_Problems_Related_to_Dyslexi</a>a<br /><br /><br /></span>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-30631026795573134122010-09-28T22:16:00.008+10:002010-09-28T22:58:08.094+10:00Dyscalculia<span style="color: rgb(0, 0, 0); font-family: arial;font-size:100%;" ><span style="font-size:130%;"><span style="font-style: italic;">Every day we are faced with mathematical problems.</span></span> We need to read clocks, estimate times and do some <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">arithmetic</span> to make sure we are not late to appointments. We need to measure ingredients and estimate sizes. We need to do quick mental <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">arithmetic</span> when shopping, and read charts to make sure we don't speed. <br /><br /><span style="font-weight: bold; font-style: italic;" class="blsp-spelling-error" id="SPELLING_ERROR_2">Dyscalculia</span><span style="font-weight: bold; font-style: italic;"> is more than being a bit slow</span> to pick up mathematical skills. Or being a bit slow with mental arithmetic because you haven't practiced enough, or have used a calculator too much. <br /><br />Dyscalculia is a life-long learning disability that effects your ability to learn and develop mathematical skills, including those basic skills used in everyday life. <br /><br /><br /><span style="color: rgb(102, 0, 0);font-size:130%;" ><span style="font-weight: bold;">What are the signs?</span></span><br /><br />Some of the signs of <span class="blsp-spelling-error" id="SPELLING_ERROR_3">dyscalculia</span> as listed by <a href="http://www.dyslexia-speld.com/LearningDisabilities/WhatisDyscalculia/tabid/139/language/en-AU/Default.aspx"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">SPELD</span></a> and <a href="http://www.as.wvu.edu/%7Escidis/dyscalcula.html"><span id="SPELLING_ERROR_11" class="blsp-spelling-error"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Eberly</span></span> College of Arts and Sciences, 2008</a><a href="http://www.as.wvu.edu/%7Escidis/dyscalcula.html"></a> include:<br /></span><ul style="color: rgb(0, 0, 0); font-family: arial;"><li class="MsoNormal" style=""><span style="font-size:100%;">Difficulty learning mathematical terms and concepts<br /></span></li><li class="MsoNormal" style=""><span style="font-size:100%;">Difficulty identifying numbers, signs and symbols<br /></span></li><li class="MsoNormal" style=""><span style="font-size:100%;">Difficulty with basic functions such as addition, subtraction, multiplication and division. </span></li><li class="MsoNormal" style=""><span style="font-size:100%;">Difficulty remembering number facts, times tables and formulae. This can also translate into difficulties remembering scores in sport.<br /></span></li><li class="MsoNormal" style=""><span style="font-size:100%;">Difficulty writing down working or an answer to written and numerical maths problems, including reversals, difficulty lining up numbers in correct columns, confusion over directionality and an inability to translate thoughts into symbols.<br /></span></li><li class="MsoNormal" style=""><span style="font-size:100%;">Difficulty reading written Maths problems.</span></li><li class="MsoNormal" style=""><span style="font-size:100%;">Difficulty with reading time and time management.<br /></span></li></ul><span style="color: rgb(0, 0, 0); font-family: arial;font-size:100%;" ><br /><span style="color: rgb(102, 0, 0);font-size:130%;" ><span style="font-weight: bold;">Why?</span></span><br /><br />As for <a href="http://learn2bebuddies.blogspot.com/2010/09/ask-amanda-dysgraphia-and-dyscalculia.html"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">dysgraphia</span>,</a> <span class="blsp-spelling-error" id="SPELLING_ERROR_7">dyscalculia</span> is linked to processing difficulties. <span style="font-weight: bold; color: rgb(153, 51, 0);">Visual processing</span> difficulties lead to reversals and confusion over numbers and symbols. <span style="font-weight: bold; color: rgb(153, 51, 0);">Language processing </span>difficulties lead to struggles with the language associated with maths, which in turn effects the child's ability to learn the mathematical concepts. <span style="color: rgb(153, 51, 0); font-weight: bold;">Sequencing difficulties</span> effect the person's ability to follow through with the logical processes involved in Maths.<br /><br /><br />In the next posts we will look at some ways we can help children who have been diagnosed with dyscalculia and dysgraphia.<br /><br /><br /><span style="font-size:85%;"><span style="font-weight: bold;">References</span><br /><br /></span></span><span style="color: rgb(0, 0, 0); font-family: arial;font-size:85%;" ><span id="SPELLING_ERROR_11" class="blsp-spelling-error"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Eberly</span></span> College of Arts and Sciences (2008). Dyscalculia. </span><span style="color: rgb(0, 0, 0); font-family: arial;font-size:85%;" >Retrieved 28/09 from <a href="http://www.as.wvu.edu/%7Escidis/dyscalcula.html">www.as.wvu.edu/~scidis/dyscalcula.html</a></span><span style="font-size:85%;"><br /></span><span style="color: rgb(0, 0, 0); font-family: arial;font-size:85%;" ><br /></span><span style="color: rgb(0, 0, 0); font-family: arial;font-size:100%;" ><span style="font-size:85%;">SPELD (2008). What is Dyscalculia. Retrieved 28/09 from <a href="http://www.dyslexia-speld.com/LearningDisabilities/WhatisDyscalculia/tabid/139/language/en-AU/Default.aspx">www.dyslexia-speld.com/LearningDisabilities/WhatisDyscalculia/tabid/139/language/en-AU/Default.aspx</a><br /></span><br /><br /></span>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-33916111008998334572010-09-16T14:02:00.010+10:002010-09-28T22:59:09.381+10:00Ask Amanda: Dysgraphia and Dyscalculia<em><span style="font-size:130%;">Not too long ago</span></em> a parent asked me to blog about D<span id="SPELLING_ERROR_0" class="blsp-spelling-error">ysgraphia</span> and D<span id="SPELLING_ERROR_1" class="blsp-spelling-error">yscalculia</span>. They were wondering what these labels meant, and what could be done to help their child.<br /><br /><span id="SPELLING_ERROR_2" class="blsp-spelling-error">Dysgraphia</span> and <span id="SPELLING_ERROR_3" class="blsp-spelling-error">Dyscalculia</span> can be diagnosed alongside Autism Spectrum Disorders and Attention Deficit Disorders. <span id="SPELLING_ERROR_4" class="blsp-spelling-error">Dysgraphia</span> and <span id="SPELLING_ERROR_5" class="blsp-spelling-error">Dyscalculia</span> are neurological disorders that effect the way people learn literacy and numeracy skills (<a href="http://www.ninds.nih.gov/disorders/dysgraphia/dysgraphia.htm"><span id="SPELLING_ERROR_6" class="blsp-spelling-error">NINDS</span>, 2009</a>; <a href="http://www.dyslexia-speld.com/LearningDisabilities/WhatisDyscalculia/tabid/139/language/en-AU/Default.aspx"><span id="SPELLING_ERROR_7" class="blsp-spelling-error">SPELD</span>, 2008</a>).<br /><br /><br /><span style="color: rgb(153, 51, 153);font-size:130%;" ><strong><span id="SPELLING_ERROR_8" class="blsp-spelling-error">Dysgraphia</span></strong></span><br /><br /><span id="SPELLING_ERROR_9" class="blsp-spelling-error">Dysgraphia</span> is demonstrated in a person's significant difficulty with written expression - handwriting, spelling and structuring a piece of written work.<br /><br />Children with <span id="SPELLING_ERROR_10" class="blsp-spelling-error">dysgraphia</span> generally have difficulty with processing and sequencing information (<a href="http://www.as.wvu.edu/%7Escidis/dysgraphia.html"><span id="SPELLING_ERROR_11" class="blsp-spelling-error">Eberly</span> College of Arts and Sciences, 2008</a>). They may also have auditory, language and visual processing difficulties as well.<br /><br /><strong><span style="color: rgb(102, 51, 102);">Information processing difficulties</span></strong> mean that children find it difficult to transfer what they are thinking onto paper. This can be because they find it hard to store the information long enough in their working memory to go through the physical process of writing it letter-by-letter, word-by-word. So what is a complex, creative story in their head, may come out as a jumble of random words and/or sentences on paper.<br /><br /><span style="color: rgb(102, 51, 102);"><strong>Sequencing difficulties</strong></span> mean that they find it hard to use the conventions of writing, like spelling and grammar. Proficient writers are able to spell "automatically" as they remember patterns of letters and shapes of words, thus not having to really pay attention to each individual letter in a word. This frees up a lot of working memory so that they are able to write fluently and focus on making meaning rather than spelling. For children with sequencing difficulties, it means that they will struggle to make meaning because they have to focus to much on each letter.<br /><br />The same goes for grammar. Proficient writers most of the time use grammatical patterns without having to actually think about it. But children with sequencing difficulties will struggle to put their ideas on paper as well as follow the conventions of writing.<br /><br />For children with <strong><span style="color: rgb(102, 51, 102);">auditory processing difficulties</span></strong>, they will struggle to use sounds to help check spelling. For children with <span style="color: rgb(102, 51, 102);"><strong>language processing difficulties</strong></span>, who may think in pictures or concepts rather than words, it will be very difficult to translate their ideas into writing. For children with <strong><span style="color: rgb(102, 51, 102);">visual processing difficulties</span></strong>, it would be very difficult for them to use visual cues such as the shape of letters and words.<br /><br /><br /><span style="color: rgb(153, 51, 153);font-size:130%;" ><strong>A Sample</strong></span><br /><br />You can see a sample of writing from a child with <span id="SPELLING_ERROR_12" class="blsp-spelling-error">dysgraphia</span> at <a href="http://dyslexia.learninginfo.org/dysgraphia.htm">http://dyslexia.learninginfo.org/dysgraphia.htm</a><br /><br /><br /><span style="color: rgb(153, 51, 153);"><strong>Next time... </strong></span>I will discuss <span id="SPELLING_ERROR_13" class="blsp-spelling-error">Dyscalculia</span>...<br /><br /><br /><span style="font-size:85%;">Links used in this blog post:</span><br /><span style="font-size:85%;"></span><br /><a href="http://www.as.wvu.edu/%7Escidis/dysgraphia.html"><span style="font-size:85%;">http://www.as.wvu.edu/~scidis/dysgraphia.html</span></a><br /><span style="font-size:85%;"></span><br /><a href="http://www.dyslexia-speld.com/LearningDisabilities/WhatisDysgraphia/tabid/90/language/en-AU/Default.aspx"><span style="font-size:85%;">http://www.dyslexia-speld.com/LearningDisabilities/WhatisDysgraphia/tabid/90/language/en-AU/Default.aspx</span></a><br /><span style="font-size:85%;"></span><br /><a href="http://www.ninds.nih.gov/disorders/dysgraphia/dysgraphia.htm"><span style="font-size:85%;">http://www.ninds.nih.gov/disorders/dysgraphia/dysgraphia.htm</span></a><br /><span style="font-size:85%;"></span><br /><a href="http://dyslexia.learninginfo.org/dysgraphia.htm"><span style="font-size:85%;">http://dyslexia.learninginfo.org/dysgraphia.htm</span></a>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-53321245230375208602010-08-31T21:35:00.004+10:002010-08-31T22:06:09.003+10:00The rage and recovery stages<span style="font-family: arial;font-size:100%;" ><span style="font-size: 85%;">Following on from the previous post, the next two stages in the rage cycle include the rage stage, then the recovery stage (Myles & <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Southwick</span>, 2005).<br /><br /><br /><span style="color: rgb(153, 51, 0);font-size:130%;" ><span style="font-weight: bold;">The Rage Stage</span></span><br /><br />It is at this stage that you will see uncontrolled, explosive behaviour. It could be physical, such as hitting, kicking and self-injurious behaviour. It could be verbal, with screaming and yelling of abuse. It could also be withdrawal, where the child withdraws from contact and any interaction.<br /><br />This is not the moment for trying to teach new skills or redirect the child.<br /><br /><span style="font-size:130%;"><span style="font-weight: bold; color: rgb(153, 51, 0);">What should you do?</span></span><br /><br />Myles and <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Southwick</span> (2005) suggest a range of things including:<br /></span></span><ol style="font-family: arial;"><li><span style="font-size:100%;"><span style="font-weight: bold; color: rgb(153, 51, 0);">Protect: </span>The child, property and others around the child. This could include finding non-harmful ways for the child to release adrenaline such as those suggested in the previous post.</span></li><li><span style="font-size:100%;"><span style="font-weight: bold; color: rgb(153, 51, 0);">Plan: </span>Have an "exit" strategy, one that allows the child to escape from the pressures of the situation without feeling humiliated or <span class="blsp-spelling-error" id="SPELLING_ERROR_2">disempowered</span>. Use this routinely, preferably having discussed it previously in a teachable moment. This should be your crisis management plan.<br /></span></li><li><span style="font-size:100%;"><span style="font-weight: bold; color: rgb(153, 51, 0);">Prompt:</span> With as few words as possible, and very circumspectly, prompt the child towards there safe space (as discussed in the previous post).<br /></span></li><li><span style="font-size:100%;"><span style="font-weight: bold; color: rgb(153, 51, 0);">Prevent a power struggle</span>: Don't argue or respond or try to negotiate. At this stage in the rage cycle the more you say, the more the behaviour is likely to escalate. In my experience, a simple and calmly repeated phrase can help diffuse a child's anger. This could be a simple prompt towards the child's safe space.<br /></span></li><li><span style="font-size:100%;"><span style="font-weight: bold; color: rgb(153, 51, 0);">Timer: </span>Having a timer that provides the child with a visual prompt as to when they should stop can help them find an end to the rage stage.</span> <br /></li></ol><span style="font-family: arial;">As Myles and <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Southwick</span> (2005) state, it is important (and difficult!) to remember not to take the child's behaviour personally.</span><br /><br /><br /><span style="font-weight: bold; color: rgb(153, 51, 0);font-size:130%;" ><span style="font-family: arial;">The Recovery Stage</span></span><br /><br /><span style="font-family: arial;">As with all stages in the rage cycle, every child will act differently at the recovery stage. Some will be so exhausted that they will fall asleep. Others will use withdrawal into fantasy or denial to remove themselves from the incident. Others will be apologetic.</span><br /><span style="font-weight: bold; color: rgb(153, 51, 0);font-size:130%;" ><br /><span style="font-family: arial;">What should you do?</span><br /></span><br /><span style="font-family: arial;">At this stage it is likely that both adult and child are feeling fragile and emotionally drained. It is important that the recovery stage is just that - used for recovery. This stage is also not the time to discuss the incident. Don't place any demands on yourself or the child until you are absolutely sure that the recovery stage is over. </span><br /><br /><span style="font-family: arial;">You could:</span><br /><ol style="font-family: arial;"><li>Rest, and allow the child to sleep.</li><li>Redirect the child into their special area of interest.</li><li>Use relaxation techniques - for example: deep breathing, stretching, blowing bubbles.</li><li>Give the child space if they need it.</li><li>Use familiar structure and routine to help settle the child.</li></ol><span style="font-family: arial;"><br />Once you have both recovered, then you will have teachable moments where you can plan, discuss and use tools like social stories to address the reason why the meltdown happened in the first place.</span><span style="font-size: 85%; font-family: arial;"><span style="font-weight: bold;"><span style="font-weight: bold;"><br /></span><br /><br /><br />References</span><br /><br /><span style="font-size: 85%;">Myles, B.S. and J. <span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Southwick</span></span> (2005). <span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Asperger</span></span> Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns. Autism <span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Asperger</span></span> Publishing Company: Kansas </span></span>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-38540133064717885072010-08-30T19:32:00.005+10:002010-08-30T20:19:33.016+10:00The Rumbling StageWhen dealing with meltdowns, or rage, it is important to recognise when it is possible to negotiate, re-direct or deflect the child's emotion... and when it is time to "ride it out", letting the emotion take its course. If we can catch a child/youth before the emotion takes over their reasoning or thinking power, we are more likely to prevent or minimise the meltdown (Myles and <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Southwick</span>, 2005).<br /><br /><br /><span style="font-weight: bold; color: rgb(153, 51, 0);font-size:130%;" >The Rage Cycle</span><br /><br />According to Myles and <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Southwick</span> (2005) the rage cycle includes three main stages - the rumbling stage, the rage stage, and the recovery stage. They suggest that before and after these stages teachable moments occur. Once the rage cycle starts, the opportunity for the child to learn is gone.<br /><br />At this stage it is about management and, where possible, prevention of escalation.<br /><br /><br /><span style="font-weight: bold; color: rgb(153, 51, 0);font-size:130%;" >The Rumbling Stage</span><br /><br />Parents have often expressed to me the fact that they can tell when a meltdown is coming on. The signs could be categorised into four different categories:<br /><ul><li>Physical signs, including fidgeting, tapping, restlessness, muscle tenseness, grimacing </li><li>Verbal signs, like name calling, threats, grunting, increasing or decreasing volume<br /></li><li>Behavioural signs, like refusals, crying</li></ul><br /><span style="font-size:130%;"><span style="font-weight: bold; color: rgb(153, 51, 0);">What can we do in this stage?</span></span><br /><br />Myles and <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Southwick</span> (2005) identify a range of strategies that could be used in this stage. Some ideas include:<br /><ol><li><span style="font-weight: bold;"><span style="color: rgb(153, 51, 0);">Provide a safe, cool down space:</span> </span> Help the child feel safe by moving to a space that is familiar and away from the triggers of their meltdown.</li><li><span style="color: rgb(153, 51, 0); font-weight: bold;">Provide a physical outlet:</span> Give the child a way to get rid of the excess adrenaline that is flowing as a result of their emotion. This can be anything from squeezing a stress ball, to bouncing on a trampoline, to tearing up paper.</li><li><span style="font-weight: bold; color: rgb(153, 51, 0);">Remain calm and quiet:</span> Don't try to reason with them, remain calm and close-by. Walk with them if necessary. For some children, touch can also be helpful.</li><li><span style="font-weight: bold; color: rgb(153, 51, 0);">Redirect:</span> Using a child's interest it may be possible to redirect their attention and emotion. You might need to help the child re-evaluate their goals.<br /></li><li><span style="font-weight: bold; color: rgb(153, 51, 0);">Use routine: </span>Help the child get back to familiar and safe sequences of events. </li></ol>But the most important thing to remember at this stage is that, as adults, it is important that we remain<span style="font-weight: bold;"> calm</span> and<span style="font-weight: bold;"> flexible</span>, adapting to the needs of the child as the child will not be able to be flexible once they have entered the rage cycle. <br /><br /><br /><span style="font-size:85%;"><span style="font-weight: bold;">References</span><br /><br /><span style="font-size: 85%;">Myles, B.S. and J. <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Southwick</span> (2005). <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Asperger</span> Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns. Autism <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Asperger</span> Publishing Company: Kansas </span></span>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-70590393061889678192010-08-28T18:45:00.009+10:002010-08-28T19:23:17.133+10:00Why are they melting down?<span style="font-style: italic;">Meltdowns are a physical, adrenaline-led response to a range of different emotions and triggers (Lipsky, 2009). These can be anything from anxiety, anger, frustration to sensory overload. An important step in dealing with meltdowns is to understand the reason why they are occurring (Myles & Southwick, 2005).</span><br /><br /><br /><span style="font-weight: bold; color: rgb(153, 51, 0);font-size:130%;" >Functional Behaviour Assessment</span><br /><br />Part of Applied Behaviour Analysis is identifying the function of behaviour. <a href="http://learn2bebuddies.blogspot.com/2009/08/understanding-reasons-behind-difficult.html">In a previous post</a>, four key functions of behaviour were highlighted - to avoid something, get something, sensory-based responses and pain attenuation.<br /><br />Functional behaviour assessments are about recording observations and analysing them to identify why repeated difficult behaviour happens. You can find out more about this in <a href="http://learn2bebuddies.blogspot.com/2009/04/modelling-and-rewards.html">this post </a>or by reading this document from <a href="http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Functional.pdf">www.usu.edu</a>.<br /><br /><br /><span style="font-weight: bold; color: rgb(153, 51, 0);font-size:130%;" >An online tool</span><br /><br /><div style="text-align: center;"><a href="http://www2.monacoassociates.com/masontheweb/index.aspx">http://www2.monacoassociates.com/masontheweb/index.aspx</a><br /></div><br />Parents, teachers and therapists can try this easy-to-complete online tool that can give a quick indication for the possible function of a child's behaviour. You fill out a series of questions online, then you get a table which indicates which of the key functions of behaviour are most likely to be behind your child's behaviour. Below is a sample of what you will see.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhU7ksmLn0hBizyb_uxFvQ8xhqOpRORGqJyGaIDeQm9SbBCTkXLUZUmP5LT1y8vf5hM9Rb4J98ZFXGuXSjo61um0QX28Ql22EC0U37KRWIxYVrij2wpHY20lcZMEzGhSsOyBga1riGUMY/s1600/motivation+assessment.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 400px; height: 379px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhU7ksmLn0hBizyb_uxFvQ8xhqOpRORGqJyGaIDeQm9SbBCTkXLUZUmP5LT1y8vf5hM9Rb4J98ZFXGuXSjo61um0QX28Ql22EC0U37KRWIxYVrij2wpHY20lcZMEzGhSsOyBga1riGUMY/s400/motivation+assessment.jpg" alt="" id="BLOGGER_PHOTO_ID_5510384923714804114" border="0" /></a><span style="font-weight: bold; color: rgb(153, 51, 0);font-size:130%;" >Printable Resources</span><br /><br />If you prefer a more complex, thorough process (especially if you are a teacher) you might want to download the following forms from <a href="http://www.polyxo.com/fba/">polyxo.com</a>:<br /><br /><a href="http://www.polyxo.com/resources/pdf/behavior_observation_forms.pdf">Behaviour Observation Forms</a><br /><a href="http://www.polyxo.com/resources/pdf/functional_behavior_assessment.pdf">Functional Behaviour Assessment Forms</a><br /><br /><br /><br /><span style="font-size: 85%;"><span style="font-weight: bold;">References:</span><br /><span style="font-size:85%;"><br />Lipsky, D. and Richards, W. (2009). Managing Meltdowns: Using the SCARED Calming Technique with Children and Adults with Autism. Jessica Kingsley Publishers.</span></span><span style="font-size:85%;"><br /><br />Myles, B.S. and J. Southwick (2005). Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns. Autism Asperger Publishing Company: Kansas </span>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-7170450559754907422010-08-11T21:15:00.003+10:002010-08-11T21:25:39.336+10:00Ask Amanda: Managing MeltdownsAt the <span style=";font-family:Arial;font-size:100%;" ><a href="http://www.autismsupport.org.au/whats-on.html" _fcksavedurl="http://www.autismsupport.org.au/whats-on.html"><strong>Autism and <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Aspergers</span> Support Group Inc <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Hawkesbury</span></strong></a> meet in July I was asked by a parent about how to manage meltdowns. There is not simple way to answer this question, though other parents did provide some suggestions. Some things that work for other parents and their children include:</span><span style=";font-family:Arial;font-size:100%;" ><br /></span><ul><li><span style=";font-family:Arial;font-size:100%;" >Staying calm</span></li><li><span style=";font-family:Arial;font-size:100%;" >Get down to your child's level and sit with them</span></li><li><span style=";font-family:Arial;font-size:100%;" >Speak reassuringly, assuring them they are not "in trouble"</span></li><li><span style=";font-family:Arial;font-size:100%;" >Hug them tightly or wrap them tightly in a blanket (for some children with </span><a href="http://www.pdd.org/docs/cent/Sensory_Integraton_Dysfunction.pdf"><span style=";font-family:Arial;font-size:100%;" >Sensory Integration</span></a><span style=";font-family:Arial;font-size:100%;" > issues this can be comforting)</span></li></ul>Since that time I have been reading some information on the topic. One book that I have found particularly useful is <span style="font-style: italic; font-weight: bold;">Managing Meltdowns: Using the SCARED Calming <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">Technique</span> with Children and Adults with Autism</span>. It is written by <a href="http://www.autistic-raccoonlady.com/about/"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">Lipsky</span>, who has been diagnosed with high functioning autism herself</a>, and Richards.<br /><br /><a><span style=";font-family:Arial;font-size:100%;" ></span></a><a><span style=";font-family:Arial;font-size:100%;" ></span></a><span style=";font-family:Arial;font-size:100%;" ><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_e0tXSTjsqOom7kpfDL9N-Me2_wRRs3K7ew0RxcpCXq8Anf0hq-X833xTd8Dk9bU5_DiX5djfkiNDrxTd_78OuR45KNw83iCxJskqtcNz6F_SxGnjuBVMP3gZ_qLAdnFkR7uWz6_MWZs/s1600/meltdown.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 236px; height: 260px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_e0tXSTjsqOom7kpfDL9N-Me2_wRRs3K7ew0RxcpCXq8Anf0hq-X833xTd8Dk9bU5_DiX5djfkiNDrxTd_78OuR45KNw83iCxJskqtcNz6F_SxGnjuBVMP3gZ_qLAdnFkR7uWz6_MWZs/s320/meltdown.jpg" alt="" id="BLOGGER_PHOTO_ID_5504109530393723410" border="0" /></a></span><br /><span style="font-weight: bold; color: rgb(153, 0, 0);font-size:130%;" >SCARED stands for...</span><br /><br /><span style="font-weight: bold; color: rgb(204, 0, 0);">Safe</span> - find an environment, or follow the child to an environment where they feel safe.<br /><br /><span style="font-weight: bold; color: rgb(204, 0, 0);">Calm</span> - stay calm, speak calmly, talk in literal language.<br /><br /><span style="font-weight: bold; color: rgb(204, 0, 0);">Affirmation </span>- show that you know what they are afraid of by putting it in words.<br /><br /><span style="font-weight: bold; color: rgb(204, 0, 0);">Routine </span>- work with repetitive, routine behaviours that they may be using to help calm themselves (so long as it does not involve self-harm).<br /><br /><span style="font-weight: bold; color: rgb(204, 0, 0);">Empathy</span> - show you are there to support and help.<br /><br /><span style="font-weight: bold; color: rgb(204, 0, 0);font-size:100%;" >Develop an intervention strategy</span> - make a step-by-step, concrete plan for what to do if a meltdown happens again.<br /><br /><br /><span style="font-weight: bold; color: rgb(153, 0, 0);font-size:130%;" >This month...</span><br /><br />This month I plan to explore these six elements of responding to meltdowns in more depth.<br /><br /><span style="font-size:85%;"><br /><span style="font-weight: bold;">Reference:</span><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Lipsky</span>, D. and Richards, W. (2009). Managing <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">Meltdowns</span>: Using the SCARED Calming Technique with Children and Adults with Autism. Jessica Kingsley Publishers.</span><br /><br /><span style=";font-family:Arial;font-size:100%;" ><br /></span>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com1tag:blogger.com,1999:blog-2937254022704811378.post-22466750347578611482010-07-31T20:30:00.010+10:002010-07-31T21:57:26.845+10:00Helping children stay on track<div style="text-align: justify;"><span style="font-style: italic; color: rgb(0, 102, 0);font-size:130%;" >How do we help children who are constantly going off task? How do we help children who don't think before they act?</span><br /><br /><br /><span style="font-weight: bold; color: rgb(0, 153, 0);font-size:130%;" >Reducing distractions</span><br /><br />One of the most important ways to help children with inhibitory control difficulties stay on task is to reduce the number of things going on in the child's environment.<br /><br />- <span style="color: rgb(0, 102, 0); font-weight: bold;">When learning:</span> In the classroom there are many possible <span class="blsp-spelling-error" id="SPELLING_ERROR_0">distractors</span>. These can include things hung on walls, peers talking, movement around the room or outside a window. One key strategy is to have a seating arrangement that means the child is sitting away from windows, facing the front with no peers between them and the teacher and no distracting wall hangings within their direct line of site. Keep ambient noise low, paying attention to the noise coming from fans, heaters and other students. <br /><br />Having clear, written rules that have been negotiated with your students will also be essential to maintain a distraction-free environment and help children with inhibitory control issues stay in their seat and on-task. You will need to have a display of these rules and frequently refer to them.<br /><br />- <span style="font-weight: bold; color: rgb(0, 102, 0);">When doing homework:</span> It is important that a child with executive functioning difficulties not be expected to complete a task requiring concentration in a room that has many <span class="blsp-spelling-error" id="SPELLING_ERROR_1">distractors</span>. Many of these children benefit from a quiet, clear space away from TVs, toys, computers and other possible <span class="blsp-spelling-error" id="SPELLING_ERROR_2">distractors</span>.<br /><br /><br /><span style="font-weight: bold; color: rgb(0, 153, 0);font-size:130%;" >Expect concentration on only one thing at a time</span><br /><br /><div style="text-align: center;"><object style="background-image: url("http://i4.ytimg.com/vi/CpyFT7a4JbE/hqdefault.jpg");" width="425" height="344"><param name="movie" value="http://www.youtube.com/v/CpyFT7a4JbE&hl=en_US&fs=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><embed src="http://www.youtube.com/v/CpyFT7a4JbE&hl=en_US&fs=1" allowscriptaccess="never" allowfullscreen="true" wmode="transparent" type="application/x-shockwave-flash" width="425" height="344"></embed></object><br /></div><br /><br /><span style="color: rgb(0, 153, 0);font-size:130%;" ><span style="font-weight: bold;">Use Pointers</span></span><br /><br />Reading can be a very difficult task for children who have trouble with their "inhibitory control" because it can effect their concentration. They can lose track of where they are in the text, skipping words or even whole lines. They can be distracted by noises, and find it hard to pick up where they left off. <br /><br />An effective tool is a pointer. This can be anything from a child's finger, to a laser pointer on the board, or a ruler under the line they are reading. Another tool is a little window cut out of a piece of card large enough for the child to only see one or two lines of the text at a time.<br /><br />Using colour-coding can also be useful. You can highlight key words by writing or highlighting them in different colours. You can write/highlight the beginning of each paragraph, sentence or line in a different colour to help children keep track.<br /><br /><br /><span style="color: rgb(0, 153, 0);font-size:130%;" ><span style="font-weight: bold;">Break it down</span></span><br /><br />Big chunks of information, or lots of steps in a task, will be hard for a child to remember if they are struggling to filter out distractions. To address this we should break tasks down so they can focus on one step at a time. The best way to do this is through checklists or graphic organisers (<a href="http://www.bced.gov.bc.ca/specialed/adhd/plan.htm">British <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Columbian</span> Ministry of Education, 2010</a>).<br /><br />You can use visual checklists on <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">Velcro</span> strips where a child can remove a picture and put it in a "finished" box as each step is completed. Some places where you can get free visuals include <a href="http://www.visualaidsforlearning.com/products/index.htm">www.visualaidsforlearning.com</a> and <a href="http://www.do2learn.com/picturecards/printcards/index.htm">www.do2learn.com</a><br /><br />You can use a written checklists for children with good literacy skills, ensuring they can check each step once it has been completed. <br /><br />It could also be beneficial to have relevant rewards for each step that has been completed. For example, a child might get 1 point each time they finish a step, and once they have gathered 10 points they are able to dip into a lucky dip of small items relevant to their interest. Other children will be motivated by merit certificates, and others by time doing a favourite activity.<br /><br />Here are some charts you might be able to use:<br /></div><ul style="text-align: justify;"><li><a href="http://www.do2learn.com/disabilities/FASDtoolbox/images/Desk_Chart.pdf">Desk Chart</a></li><li><a href="http://www.eduplace.com/graphicorganizer/pdf/stepchart_eng.pdf">Step-by-step Chart</a></li><li><a href="http://www.eduplace.com/graphicorganizer/pdf/flow.pdf">Flow Chart</a></li><li><a href="http://www.teachervision.fen.com/tv/printables/botr/botr_052_19-19.pdf">Homework checklist</a> (for older children)</li><li><a href="http://www.educationoasis.com/curriculum/GO/GO_pdf/chain_events_2.pdf">Chain of events</a><br /></li></ul><div style="text-align: justify;"><br /><span style="font-weight: bold; color: rgb(0, 153, 0);font-size:130%;" >Stop, think, do....</span><br /><br />To help children who are struggling to think before they act the steps involved in the Stop, Think, Do program can be used. I have discussed this previously <a href="http://learn2bebuddies.blogspot.com/2009/07/ask-amanda.html">here</a> and <a href="http://learn2bebuddies.wordpress.com/2010/05/21/stop-think-do/">here.</a><br /><br /><br /><span style="font-weight: bold; color: rgb(0, 153, 0);font-size:130%;" >In conclusion...</span><br /><br />Here is a great checklist from the British <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Columbian</span> Ministry of Education that can help teachers working with children who have <span class="blsp-spelling-error" id="SPELLING_ERROR_6">ADHD</span>: <a href="http://www.bced.gov.bc.ca/specialed/adhd/app4.htm">www.bced.gov.bc.ca/specialed/adhd/app4.htm</a> The strategies in this document could be helpful for any child who has executive functioning difficulties.<br /><br /><br /><span style="font-size:85%;"><span style="font-weight: bold;">References</span></span><br /><br /><span style="font-size:85%;"><a href="http://www.bced.gov.bc.ca/specialed/adhd/plan.htm">British <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Columbian</span> Ministry of Education (2010</a>) Teaching Students with Attention-Deficit/Hyperactivity Disorder: Planning for Success at School. Retrieved 31st July, 2010 from <a href="http://www.bced.gov.bc.ca/specialed/adhd/plan.htm">www.bced.gov.bc.ca/specialed/adhd/plan.htm</a></span><!-- GUTTER 1 //--> <!--CTR COLUMN (MAIN BODY) START // --><br /></div>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-26810473826972151592010-07-29T14:00:00.006+10:002010-07-29T14:50:28.613+10:00Executive functioning and self-controlThe final element of executive functioning is "inhibition." This is the function that helps us control our responses to what we see, hear and feel.<br /><br /><br /><span style="font-size:130%;"><span style="font-weight: bold; color: rgb(204, 102, 0);">The <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Tigger</span> Syndrome</span></span><br /><br />Anyone who is a lover of Winnie-the-Pooh by A.A.Milne will know what I am talking about. If you aren't a fan, visit the official <a href="http://disney.go.com/pooh/html/meet/tigger.html">Disney Winnie-the-Pooh and find out a little more about <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Tigger</span></a>. For those who don't know, his hobbies include:<br /><blockquote>"Bouncing, causing mayhem, exaggerating the truth"</blockquote><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://disney.go.com/pooh/html/meet/tigger.html"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbhRBgaykJto_DRis77X3y06aXEubrufbk5VeEwho8sja3Fiz7VlQfiN79QuwGEg23VTvRO2iaZ_0wkD74_1R1YgHaik2HRJtJzelSudjboUwam-DghUURW3eHHZVMJ6SgQ5cDrDJ0mAU/s320/tigger.JPG" alt="" id="BLOGGER_PHOTO_ID_5499178445739074290" border="0" /></a> For those of us who are fans, we also know that <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Tigger</span> isn't a "malignant" character. He never intends to cause harm. He just gets side-tracked, is over-enthusiastic (some would say out of control :)), and has a very fertile imagination.<br /><br /><br /><span style="font-weight: bold; color: rgb(204, 102, 0);font-size:130%;" >Perhaps <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Tigger</span> has executive functioning difficulties....</span><br /><br />Perhaps he forgets to stop and think before he acts. Perhaps his "inhibitory control" is not functioning as it should.<br /><br />As Oates and <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Grayson</span> (2004) state,<br /><blockquote>"If you were unable to inhibit responses to stimuli that do not relate to the task that you have planned to do, then it would probably be impossible to complete it and achieve your goal. You would be drawn from one stimulus to another, in a haphazard fashion, and it would be impossible to undertake any coherently organised action."<br /><br /></blockquote><img src="file:///C:/Temp/moz-screenshot.png" alt="" /><span style="color: rgb(204, 102, 0);font-size:130%;" ><span style="font-weight: bold;">Example: Having a conversation</span></span><br /><br />A conversation with a child who has difficulty with inhibitory control may go something like this...<br /><br /><blockquote>Hi, Billy. That's a great picture you are drawing. Can you tell me about it?<br /><br />Yeah. I am drawing a truck. I saw a truck the other day. It was red. I spilt red jelly all over my mum. She told me I had to clean it up. My room has lots of cupboards. I have a <span class="blsp-spelling-error" id="SPELLING_ERROR_5">nintendo</span>......</blockquote>The original goal of the conversation was lost as the child followed whatever train of thought occurred. This can happen with tasks, where a child gets distracted by sights, sounds, movement and any other irrelevant stimuli. This is quite natural for very young children, but as we grow older and develop our executive functioning skills this behaviour should disappear or at least dramatically decrease.<br /><br /><br /><br />In the next post I will explore some ways to help children with inhibitory control issues stay on task<br /><br /><span style="font-size:85%;"><br /><span style="font-weight: bold;">Reference:</span><br />Oates, J. & <span class="blsp-spelling-error" id="SPELLING_ERROR_8"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Grayson</span></span>, A. (2004). <span style="font-style: italic;">Cognitive and Language Development in Children</span>. Blackwell Publishing: Oxford.</span>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-5573890879287467082010-07-27T20:28:00.023+10:002010-07-28T00:14:45.993+10:00Helping children self-correct and problem-solve<span style="font-size:130%;"><span style="font-style: italic;">How do you avoid meltdowns when something changes? How do you help your child recognise that what they are doing is making others upset? How can you help a child recognise when they have said or done something that "crosses the line"?</span><span style="font-style: italic;"> Or when someone else has done something to them that "crosses the line"?</span></span><br /><br /><br /><span style="color: rgb(102, 0, 0);font-size:130%;" ><span style="font-weight: bold;">Prepare</span></span><br /><br />You are about to go to a new shopping centre. Or your child is about to go to a new school. These situations will bring up <span style="color: rgb(153, 0, 0); font-style: italic;">a whole range of new information that they will need to quickly process </span>in order to behave as expected and cope.<br /><br />For children with executive functioning difficulties, as mentioned previously, this will cause many difficulties <span style="font-size:85%;"></span><span style="font-size:85%;">(Oates & <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Grayson</span>, 2004)</span>. The best thing to do is to prepare your child as much as possible for their new environment.<br /><br /><span style="color: rgb(153, 0, 0); font-style: italic;">Talk</span> about what is going to happen. Talk about the environment, and set relevant rules (<span class="blsp-spelling-error" id="SPELLING_ERROR_1">Dodd</span>, 2005). Further, whilst talking<span style="color: rgb(153, 0, 0); font-style: italic;"> use video, photos, even a drive past or short preparatory visit</span> to help them process as many things prior to the visit where possible. This will help limit the amount of new information they need to process when making choices about their behaviour.<br /><br />Using repetitive patterns of language, such as <a href="http://learn2bebuddies.blogspot.com/2010/05/visual-cues-to-help-planning.html">if... then... statements</a>, can also children develop an awareness of possible consequences. This means that this is one less thing that they have to think up in a difficult situation.<br /><br /><br /><span style="font-weight: bold; color: rgb(102, 0, 0);font-size:130%;" >Rehearsal</span><br /><br /><a href="http://learn2bebuddies.blogspot.com/2010/05/visual-cues-to-help-planning.html">The importance of repetition and rehearsal has been discussed previously</a>, but it is important to recognise the significance of <span style="font-style: italic; color: rgb(153, 0, 0);">role play</span> in helping children develop self-awareness and problem-solving abilities. For young children, this may be done through dress-ups and dramatic play.<br /><br />For children who struggle with imaginative play, using <span style="color: rgb(153, 0, 0); font-style: italic;">scripts</span> will be important. That is, teach the child to use a set phrase or set of actions in response to a situation. Older children might want to help you design a <span style="color: rgb(153, 0, 0); font-style: italic;">screen play</span> and video their new skill.<br /><br /><span style="font-weight: bold; color: rgb(102, 0, 0);font-size:130%;" ><br />Visualise</span><br /><br /><br />Children with executive functioning issues will need help storing the information and skills, so they need a concrete reminder to carry around with them in case of "emergencies." Ways to do this include:<br /><ul><li>A task card<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeQGs3ZY9OdywYi-c0wFu-ArFnMJF40rnX_eR8SjGPodTZUYRn0gOX0cMLjiQ1zacdNH_E22YdxRZiWcxGJEulvDS7uDdOpV5zXLwg3d37-6OIT2JTqaMko1vrsFEAx49YIOmuHAt_XzQ/s1600/task+card.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 200px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeQGs3ZY9OdywYi-c0wFu-ArFnMJF40rnX_eR8SjGPodTZUYRn0gOX0cMLjiQ1zacdNH_E22YdxRZiWcxGJEulvDS7uDdOpV5zXLwg3d37-6OIT2JTqaMko1vrsFEAx49YIOmuHAt_XzQ/s320/task+card.jpg" alt="" id="BLOGGER_PHOTO_ID_5498579624814503794" border="0" /></a></li><li><a href="http://learn2bebuddies.blogspot.com/2010/03/ask-amanda-writing-social-story.html">A social story</a></li><li><a href="http://www.autismspectrum.ilstu.edu/resources/factsheets/comicstrip.shtml">A comic strip</a><br /></li><li>A picture sequence<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYIUoPzjTl5hHok15IAwpJGP9xYsNLh6BcnoHhfLt-Wv3pqDs8KTz0Cj68juC4V2sGouPetOe3cCZymD51D5D7Hg_5ewfUmfL11yMfhGG-S899NrxQDaUeKolOdCdQ5KGI_F13F28v5yE/s1600/prep4change.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 320px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYIUoPzjTl5hHok15IAwpJGP9xYsNLh6BcnoHhfLt-Wv3pqDs8KTz0Cj68juC4V2sGouPetOe3cCZymD51D5D7Hg_5ewfUmfL11yMfhGG-S899NrxQDaUeKolOdCdQ5KGI_F13F28v5yE/s320/prep4change.jpg" alt="" id="BLOGGER_PHOTO_ID_5498582066596977554" border="0" /></a></li></ul>The bottom line is to ensure that any visuals are small enough to carry in the child's pocket or on a lanyard or key ring. They need to be immediately accessible, but hard to lose.<br /><br /><br /><span style="font-weight: bold; color: rgb(102, 0, 0);font-size:130%;" >Teach emotions</span><br /><br />Help children get feedback from others around them by teaching them about body language and facial expressions. You can do this through <span style="font-style: italic; color: rgb(153, 0, 0);">books, videos, photos and picture strips</span> (<span class="blsp-spelling-error" id="SPELLING_ERROR_2">Dodd</span>, 2005).<br /><br />Recently I borrowed a great book called <span style="font-style: italic; color: rgb(153, 0, 0);">Sometimes I feel....: How to Help Your Child Manage Difficult Feelings</span> by Dr. Samantha Seymour. Apart from the great hints and tips for parents/teachers at the beginning of the book, it is full of great photos of different facial expressions and body language. It also helps build awareness of what can cause someone to feel a certain way.<br /><br />For example, pages 14-19 read:<br /><blockquote>Sometimes I feel angry... like when my mummy tells me I have to eat my breakfast before I can go outside and play. Or when it's my turn and my sister won't share."<br /></blockquote>These are accompanied by relevant photos of young children. This is a great book to help children recognise what can cause others to feel angry, sad, worried and so on. Knowing this can help them self-correct more effectively.<br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_3">Dodd</span> (2005) also discusses the usefulness of <span style="font-style: italic; color: rgb(153, 0, 0);">video modelling</span>. This is effective as it can be played over and over again, and can demonstrate step-by-step a process of dealing with or responding to certain emotions.<br /><br />Another great strategy highlighted by <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Dodd</span> (2005) on page 187 are little picture cards that include an illustration of an emotion with relevant questions (see image adapted from her examples below).<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://www.learn2bebuddies.com.au/"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 300px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi79Tyx5Z9eeU-qesb_iP0rpZEh90s7TcXNIX2DImN5MvsNu5MdYIQ1SVMie_EC7WLcswNgsy7D4wZ2lztsbC6rrAuODGMtJA6-lxMo2QNkGOfKz-4Q7DDf5nh48t4XWVtclPT_-wgF9hM/s320/happy.jpg" alt="" id="BLOGGER_PHOTO_ID_5498587255816466834" border="0" /></a><br /><span style="font-weight: bold; color: rgb(102, 0, 0);font-size:130%;" >Have a crisis management plan</span><br /><br />It is important to also anticipate difficult emotions and situations when a child may not be able to cope. Have a plan for those times.<br /><br />One of the strategies that has been discussed previously is the use of a <a href="http://learn2bebuddies.blogspot.com/2009/07/problem-solving.html">feelings thermometer</a>. This is a visual way of helping children recognise and manage difficult emotions.<br /><br /><br /><br /><span style="font-weight: bold; color: rgb(102, 0, 0);font-size:130%;" >Be proactive and positive</span><br /><br />But most importantly, we should remember to always be proactive - prepare and anticipate in order to prevent negative events as much as possible - and positive, giving praise and positive reinforcement rather than focusing on "<span class="blsp-spelling-error" id="SPELLING_ERROR_5">don'ts</span>".<br /><br /><br /><br /><span style="font-size:85%;"><span style="font-weight: bold;">References:</span><br /><br /></span><span style="font-size:85%;"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Dodd</span>, S. (2005). <span style="font-style: italic;">Understanding Autism</span>. Sydney: <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Elsevier</span>.<br /><br /></span><span style="font-size:85%;">Oates, J. & <span class="blsp-spelling-error" id="SPELLING_ERROR_8">Grayson</span>, A. (2004). <span style="font-style: italic;">Cognitive and Language Development in Children</span>. Blackwell Publishing: Oxford.</span>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-16039871157911554362010-07-24T21:09:00.010+10:002010-07-24T22:01:34.323+10:00To Include or not to include?<div align="center"><em>Special Education - "What's best for kids?" - as on seen on Weekend Sunrise Channel 7<br /></em><br /><object width="576" height="324"><param name="movie" value="http://d.yimg.com/nl/australia/au-tv/player.swf"><param name="flashVars" value="shareUrl=http%3A//au.tv.yahoo.com/sunrise/weekend-sunrise/-/21046572&vid=21046572&repeat=0&"><param name="allowfullscreen" value="true"><param name="wmode" value="transparent"><embed width="576" height="324" allowfullscreen="true" src="http://d.yimg.com/nl/australia/au-tv/player.swf" type="application/x-shockwave-flash" flashvars="shareUrl=http%3A//au.tv.yahoo.com/sunrise/weekend-sunrise/-/21046572&vid=21046572&repeat=0&"></embed></object></div><div align="center"></div><div align="center"></div><div align="center"><span style="font-size:130%;color:#993300;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:180%;color:#993300;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:180%;color:#993300;"><strong><em><br />And just as an additional note...</em></strong></span></div><div align="center"></div><div align="center"><span style="font-size:130%;"></span></div><span style="font-size:130%;"><div align="center"><br />Article 23 of the </span><a href="http://www.unicef.com.au/LinkClick.aspx?fileticket=9Med5odY9aE=&tabid=445"><span style="font-size:130%;">UN Convention of the Rights of the Child </span></a><span style="font-size:130%;">(to which Australia is a signatory):</span></div><div align="justify"></div><div align="justify"></div><p align="justify"><br />1. States Parties recognize that a <span style="color:#999999;">mentally or physically disabled child</span> [child with an intellectual or physical disability] should enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and<span style="color:#990000;"><strong> facilitate the child's active participation in the community</strong></span>.<br /></p><p align="justify"><br>...</p><p align="justify"><br>3. Recognizing the special needs of a disabled child, assistance extended in accordance with paragraph 2 of the present article shall be provided free of charge, whenever possible, taking into account the financial resources of the parents or others caring for the child, and shall be designed to ensure that the disabled child <strong><span style="color:#990000;">has effective access to and receives education, training</span></strong>, health care services, rehabilitation services, preparation for employment and recreation opportunities in a manner <strong><span style="color:#990000;">conducive to the child's achieving the fullest possible social integration and individual development</span></strong>, including his or her cultural and spiritual development.</p><p align="justify"></p><p align="justify"><span style="font-size:130%;"></span></p><p align="center"><span style="font-size:130%;"></span></p><p align="center"><span style="font-size:130%;"><br /><br><br>And 4.2 of the </span><a href="http://www.dest.gov.au/sectors/school_education/programmes_funding/forms_guidelines/disability_standards_for_education.htm"><span style="font-size:130%;">Commonwealth Disability Standards for Education (2005)</span></a><span style="font-size:130%;"> states:</span></p><p align="justify"><br>(1)The education provider must take reasonable steps to ensure that the prospective student is <strong><span style="color:#993399;">able to seek admission to, or apply for enrolment in, the institution <em>on the same basis</em> as a prospective student without a disability, and without experiencing discrimination</span></strong>.<br /><br>(2) The provider must ensure that, in making the decision whether or not to offer the prospective student a place in the institution, or in a particular course or program applied for by the prospective student, the prospective student is <span style="color:#993399;"><strong>treated on the same basis as a prospective student without a disability, and without experiencing discrimination</strong></span>.<br /><br>(3) The provider must:<br /><br>(a) <span style="color:#993399;"><strong>consult the prospective student, or an associate of the prospective student</strong></span>, about whether the disability affects the prospective student’s ability to seek admission to, or apply for enrolment in, the institution; and<br /><br>(b) <span style="color:#993399;"><strong>in the light of the consultation</strong></span>, decide whether it is necessary to make an adjustment to ensure that the prospective student is able to seek admission to, or apply for enrolment in the institution, on the same basis as a prospective student without a disability; and<br /><br>(c) if:<br />(i) an adjustment is necessary to achieve the aim mentioned in paragraph (b); and<br />(ii) a reasonable adjustment can be identified in relation to that aim;<br />make a reasonable adjustment for the student in accordance with <a href="http://learn2bebuddies.blogspot.com/2009/11/what-is-reasonable-adjustment.html">Part 3</a>. </p><p align="justify"><br /><br><br></p>If you want to see the Facebook debate, visit <a href="http://www.facebook.com/group.php?gid=134329293268218">http://www.facebook.com/group.php?gid=134329293268218</a>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-76235143631309943292010-07-05T14:37:00.020+10:002010-07-05T21:57:36.120+10:00Helping children adapt to change<div style="text-align: center;"><span style="font-weight: bold; color: rgb(0, 102, 0);">Self-Correction:</span><br /><blockquote>"The ability to monitor and accurately evaluate performance and to make changes. Ability to learn from experience and feedback." (<a href="http://www.health.qld.gov.au/abios/documents/behaviour_mgt/exec_functn_capacity.pdf">Queensland Health,</a> 2007) </blockquote><span style="font-weight: bold; color: rgb(0, 102, 0);">Problem-solving:</span><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi51jInjKinDjlbXRkLRlH3tuefNyKrA7_FzKQnhqjLVjP6qkRbGMVolkVMO1WxoK15frhNfr8Kxm7ab7l5nznIhW9DzYZNFsWkv-2Txxmp0L2EqYgm1NzVAXNU7UnM4p3nJQ7rwKxen0A/s1600/stop+sign+no.JPG"></a><blockquote>"The ability to recognise when the actions you are taking are ineffective, to stop, re-evaluate, and to formulate a plan." (<a href="http://www.health.qld.gov.au/abios/documents/behaviour_mgt/exec_functn_capacity.pdf">Queensland Health,</a> 2007)</blockquote></div><div style="text-align: justify;"><br /><span style="color: rgb(0, 102, 0);font-size:180%;" ><span style="font-weight: bold;">Struggling with change</span></span><br /><br />It would be simplifying things far too much to draw a direct link between executive functioning issues and children's difficulties adapting to change in their environment. However, it can play a significant part in this. But before I discuss the problem-solving and self-correction element of executive functioning, I want to look quickly at changes that children may find difficult to deal with, what behaviour they may display, and some other key factors that can contribute to difficulties adjusting to change.<br /><br /><br /><span style="color: rgb(0, 102, 0); font-weight: bold;font-size:130%;" >What changes can cause difficulties?</span><br /><br />There are many changes that can cause children with Autism Spectrum Disorders, anxiety disorders, depression, ADHD and even children who are chronically tired to feel threatened or anxious. These can include:<br /></div><ul style="text-align: justify;"><li>New people</li><li>Familiar people behaving differently</li><li>Interrupted routines</li><li>A favourite toy missing<br /></li><li>New sounds</li><li>Moved furniture</li><li>Complex, unpredictable interactions<br />(Dodd, 2005; Oates and Grayson, 2004)<br /></li></ul><div style="text-align: justify;"><br />In fact, almost any change that a child with these difficulties is not prepared for will cause them distress.<br /><br /><br /><span style="color: rgb(0, 102, 0); font-weight: bold;font-size:130%;" >What might you see?</span><br /><br />Every child will have their own individual way of demonstrating that they aren't coping, or don't know what to do, when dealing with a change. Some examples:<br /></div><ul style="text-align: justify;"><li>Meltdowns: I have talked about these in a<a href="http://learn2bebuddies.blogspot.com/2010/04/autism-meltdowns-and-sensory.html"> previous post</a>.</li><li>Withdrawal</li><li>"Stubborn" behaviour, or refusals. This often comes up in the context of <a href="http://www.ndsccenter.org/resources/documents/stubborn.php">children with Down Syndrome</a>.<br /></li></ul><div style="text-align: justify;"><br /><span style="font-weight: bold; color: rgb(0, 102, 0);">Executive functioning, self-correction and problem-solving</span><br /><br />These elements of executive functioning, alongside the ability to <a href="http://learn2bebuddies.blogspot.com/2010/05/executive-function-and-planning.html">plan</a> and<a href="http://learn2bebuddies.blogspot.com/2010/05/executive-function-self-esteem-and-risk.html"> self-evaluate</a>, help us adapt to the changes and complexities of life. As Oates and Grayson (2004) discuss, "the ability to switch flexibly between planned actions and different approaches to a task, without losing sight of the goals that are being aimed for, is a high-level cognitive function that is critically important in everyday life." (p214) That is, in order to cope with the many complexities of life - social, academic and physical - we need to be able to constantly evaluate, identify what is/is not working and adjust our behaviour accordingly.<br /><br />When the executive functions aren't developed appropriately, then children will have difficulties adapting to change unexpected behaviour.<br /><br />For example, imagine you are a child who loves playing in the sandpit with your two close friends. Ever since you have been at school the three of you have gone directly to the sandpit as soon as the recess bell has rung. Then one day you are heading out to the sandpit and one of your friends decides they want to join the hand-ball games instead.<br /><br />You want your friend keep to your routine, so you say, "Come on! Aren't you coming to the sandpit?"<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5yX2pHMkyFQwxc-K2hzeDUlUOqqLqgAkvXjv3qFFuqi151JrkiIFdLodLidKnGyOXkB1hGA4xYYZqs4cfVsuio6GGmSW7_ru4bLxOYMBtwg-iaYjxY4fI8QaEqKYvJVcOS_NBV2Hwrug/s1600/embarassed+copy.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 218px; height: 218px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5yX2pHMkyFQwxc-K2hzeDUlUOqqLqgAkvXjv3qFFuqi151JrkiIFdLodLidKnGyOXkB1hGA4xYYZqs4cfVsuio6GGmSW7_ru4bLxOYMBtwg-iaYjxY4fI8QaEqKYvJVcOS_NBV2Hwrug/s320/embarassed+copy.jpg" alt="" id="BLOGGER_PHOTO_ID_5490389900250479282" border="0" /></a><br />Your friend replies, "Nah. Today I feel like playing in the sandpit."<br /><br />You say, "Aww. Come on! Let's play in the sand pit. We always do!"<br /><br />Now, if you have a well-developed ability to self-analyse, self-correct and problem-solve, once you start noticing that your friend is becoming annoyed, you think about previous experiences, what you have been taught, how your behaviour is effecting them. You then correct your behaviour and problem-solve based on your goal of maintaining friendships ... which could mean you join the hand-ball game or go to the sandpit with your other friend.<br /><br />If you have executive functioning difficulties, you would probably keep insisting that your friend maintain the routine. You may become aggressive in your attempts to maintain the routine (eg. pulling the child towards the sandpit) or have a meltdown as you are unable to work out what to do next since your routine has been broken.<br /><br /><span style="color: rgb(0, 102, 0);font-size:130%;" ><br /><span style="font-weight: bold;">Other reasons why children may struggle with change</span></span><br /></div><ul style="text-align: justify;"><li><a href="http://learn2bebuddies.blogspot.com/2010/04/autism-and-imagination.html"><span style="font-weight: bold;">Theory of mind or social imagination</span> (as discussed in a previous post)</a> ... Not being able to interpret and respond appropriately to your social context will lead to difficulties with problem-solving and self-correction, or the ability to be flexible and adapt to your environment.</li><li><span style="font-weight: bold;">Intellectual Disability</span> ... a person's IQ is only one element of diagnosing an intellectual or developmental disability. The other element is an assessment of adaptive behaviour. As the<a href="http://www.aamr.org/content_100.cfm?navID=21"> American Association of Intellectual and Developmental Disabilities</a> states, adaptive behaviour is about the ability to use language, social, conceptual and practical skills to live independently and according to the social expectations of our culture. It is therefore recognised that a person's cognitive development influences their ability to problem-solve and self-correct.<br /></li></ul><div style="text-align: justify;"><br /><br /><span style="font-weight: bold; color: rgb(0, 102, 0);font-size:130%;" >Next time....</span><br /><br />Next time I will talk about ways to help children self-correct and problem-solve.<br /><br /><br /><br /><span style="font-size:85%;"><span style="font-weight: bold;">References:</span><br /><br /></span><span style="font-size:85%;">Dodd, S. (2005). <span style="font-style: italic;">Understanding Autism</span>. Sydney: Elsevier.<br /><br /></span><span style="font-size:85%;">Oates, J. & Grayson, A. (2004). <span style="font-style: italic;">Cognitive and Language Development in Children</span>. Blackwell Publishing: Oxford.<br /><br /><span style="font-size:85%;">Queensland Health. (2007). <span style="font-style: italic;">Executive Function and Capacity</span>. Retrieved 8th May, 2010 from <a href="http://www.health.qld.gov.au/abios/documents/behaviour_mgt/exec_functn_capacity.pdf">http://www.health.qld.gov.au/abios/documents/behaviour_mgt/exec_functn_capacity.pdf</a></span></span>.<br /><br /><br /><br /><br /></div>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0tag:blogger.com,1999:blog-2937254022704811378.post-68403818315443782662010-07-02T17:26:00.019+10:002010-07-02T19:14:58.253+10:00A-way with visuals<div align="justify">The heading is a slight (perhaps a poor) play on words... I am painfully aware that I have been neglecting this blog (<span id="SPELLING_ERROR_0" class="blsp-spelling-error">ie</span>. "away") for the last month. Here are my excuses (plus a few resources and a bit of useful information for you).</div><br /><br /><div align="justify"><span style="font-size:180%;color:#000099;"><strong>Playgroups for children with Autism</strong></span></div><br /><div align="justify"></div><br /><div align="justify">In Australia, the <a href="http://www.fahcsia.gov.au/sa/disability/progserv/people/HelpingChildrenWithAutism/Pages/default.aspx">government</a> and <a href="http://www.playgroupaustralia.com.au/">Playgroup Australia </a>have teamed up to fund playgroups for families of children with Autism Spectrum Disorders or Autism-like symptoms. These are called <a href="http://www.playgroupaustralia.com.au/index.cfm?objectid=01F0714F-E7F2-2F96-3310C99219F761FA"><span id="SPELLING_ERROR_1" class="blsp-spelling-error">PlayConnect</span> Playgroups</a>.</div><br /><br /><div align="justify">So while I have been neglecting you, I have been investing time in connecting with some special people helping children with Autism in my area, and with a few families whose children have Autism Spectrum Disorders or language delays.</div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwoD_D9MfJdfQpPBR_I3hHQY0_cPUwOinOAB6dA5k-NeP4mcWMY1LqlLeiy-O5LQaaGvtcdYV3HcCjmrXNcdQuVnc_7efE1Oe3OPU8bdnC6Yx4VxVMOo0EKd_OpSCpVy1hi-96gLwZBak/s1600/Medowie%2520playconnect%25204%2520web.jpg"><img style="MARGIN: 0px 0px 10px 10px; WIDTH: 134px; FLOAT: right; HEIGHT: 172px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5489210887572095602" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwoD_D9MfJdfQpPBR_I3hHQY0_cPUwOinOAB6dA5k-NeP4mcWMY1LqlLeiy-O5LQaaGvtcdYV3HcCjmrXNcdQuVnc_7efE1Oe3OPU8bdnC6Yx4VxVMOo0EKd_OpSCpVy1hi-96gLwZBak/s320/Medowie%2520playconnect%25204%2520web.jpg" /></a><br /><br /><br /><div align="justify"><span style="font-size:130%;color:#333399;"><strong><span id="SPELLING_ERROR_2" class="blsp-spelling-error">Medowie</span> <span id="SPELLING_ERROR_3" class="blsp-spelling-error">PlayConnect</span></strong></span></div><br /><div align="justify"><span id="SPELLING_ERROR_4" class="blsp-spelling-error">Medowie</span> <span id="SPELLING_ERROR_5" class="blsp-spelling-error">PlayConnect</span> started on the 18<span id="SPELLING_ERROR_6" class="blsp-spelling-error">th</span> of June. We run on Fridays from 10am until 12noon. I am the facilitator of the group and have really enjoyed getting to know the parents and children who have come along for the last few weeks.</div><br /><br /><div align="justify"></div><br /><div align="justify"><span style="font-size:130%;color:#333399;"><strong>Our Schedule</strong></span></div><div align="justify"></div><p><a href="http://www.learn2bebuddies.com.au/desktop/playconnect/Every%20week.pdf"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 400px; DISPLAY: block; HEIGHT: 187px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5489215168297864418" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjR-BxZnjdwlJm5IVgC7_Oc6gc2R1G3cff4UOLnc1rJW_vTDX6OQtpIhQniabh2Q2KC2gutXIgzFsW-CyjOV0eMoQWzop8n6yF9IRMioIvruaWEy59NOvj_z8XiwWcuWcg5jMCMhdBF75Q/s400/schedule.jpg" /></a>While we are pretty flexible because we are all just getting used to each other, this is our little schedule which helps us keep track of what is going on. If you want to use these pictures, you can access it <a href="http://www.visualaidsforlearning.com/products/index.htm">here... </a></p><p>This website has a whole variety of visuals that can be used for both <span id="SPELLING_ERROR_7" class="blsp-spelling-error">pre</span>-school and school aged children, at home and at school.</p><br /><div align="justify"><br /><span style="font-size:130%;color:#333399;"><strong>Our Hello and Good-bye Song</strong></span></div><br /><div align="justify">At <a href="http://www.learn2bebuddies.com.au/pages/playconnect/medowie.html"><span id="SPELLING_ERROR_8" class="blsp-spelling-error">Medowie</span> <span id="SPELLING_ERROR_9" class="blsp-spelling-error">PlayConnect</span> </a>we also have a "hello" and "good-bye" song. You can find it <a href="http://www.learn2bebuddies.com.au/desktop/playconnect/Our%20hello%20and%20goodbye%20song.pdf">here</a> (in <span id="SPELLING_ERROR_10" class="blsp-spelling-error">pdf</span> format) ... </div><p>We are using a little <a href="http://www.auslan.org.au/about/dictionary/"><span id="SPELLING_ERROR_11" class="blsp-spelling-error">AUSLAN</span> sign language </a>with the song, and you can click on the links in the document above to watch short clips of the key signs for our song. Feel free to use it if you need a short greeting and farewell song. </p><p></p><p><span style="font-size:180%;color:#333399;"><p></p><strong><br /><br />And another thing....</strong></span><br /><br />I have also been busy marking assignments, all of which were about finding ways a child with <span id="SPELLING_ERROR_12" class="blsp-spelling-error">ADHD</span> can be included in a wide range of different lessons and classrooms... there are some great ideas and great teachers coming your way :)<br /><br />I am also preparing for my presentation at the Autism and <span id="SPELLING_ERROR_13" class="blsp-spelling-error">Aspergers</span> Support Group in Richmond on the 12<span id="SPELLING_ERROR_14" class="blsp-spelling-error">th</span> of July. We will be having some discussions about bullying and inclusion. To find out more, visit <a href="http://www.autismsupport.org.au/">http://www.autismsupport.org.au/</a><br /><br />Hopefully I will see you there.<br /><br />And I promise more posts this month - to finish off the series on <a href="http://learn2bebuddies.blogspot.com/2010/05/what-is-executive-functioning.html">executive functioning</a>. <p></p>Amandahttp://www.blogger.com/profile/01160382216438794040noreply@blogger.com0