Category Archives: SPED Support Strategies

Special Education Support Strategies

Behavior Boot Camp: Penny Token Boards

Why use penny token boards?

Penny token boards are one of my favorite individual behavior support strategies! It takes some planning and managing on behalf of the teacher but can pay off big time!

Which students benefit the most?

A penny token board can help students with autism or other special needs stay engaged, learn and be successful in class. The board helps promote inclusion and ensures all students are successful. The penny token board is a great individual reward system for a student who does not respond to the classroom-wide behavior supports. This system is a visual representation of how the student is doing and when he or she will earn the reward.

A penny token board is one example of an individual token economy. The principals of this technique are grounded in applied behavior analysis. http://applied behavior analysis

I got the penny token board I share in the video at:https://www.teacherspayteachers.com/Product/Penny-Token-Board-Set-3039344

Target Behaviors

Pick a target behavior you would like to increase. One example of a target behavior is for a student to raise his hand with a quiet mouth. To increase the likelihood that this target behavior continues, you can reinforce it with the use of the penny token board.

How to use the penny token board?

The pennies are considered the “consequence” for performing a desired behavior. Start the board when the student has gotten away from a 1:1 reinforcement schedule. Each penny then represents about 4-5 times of the student performs the target behavior. Teach this board by starting out with 4 pennies on the board so students will quickly “buy into” this system. When the student earns the penny, provide positive and constructive feedback. This feedback informs the student about what behavior earned the penny. To learn more about positive and constructive feedback please read:https://spedadvisor.com/2019/02/09/provide-positive-constructive-feedback/

Make sure students have “strong” reinforcers

The penny token board are only successful if students are motivated so use highly motivating rewards. Make sure reinforcers stay “strong” by conducting a “reinforcer assessment”. This assessment helps you stay on top of what is most reinforcing for the student.

Offer a few choices on a choice board that you know are highly reinforcing.

Only offer reinforcer choices that are doable for you and your classroom. Earning candy or other primary reinforcers may not be appropriate but a quick 5 minute break in the peace corner may be more reasonable.

Never take away pennies

Once earned, the pennies cannot be removed. If the student doesn’t earn more tokens then they just don’t earn their reward…The penny token board should never become a punitive or reactive system. Using the board as a positive reward system will create the long term change in behavior that we all want!

I hope this is helpful and fun to start using with your students. If you have experience and success using penny token boards please share in the comments…

Behavior Boot Camp: Provide Positive and Constructive Feedback

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Please watch the YouTube video which shares more about this positive behavior support strategy.

YouTube video talking about providing positive and constructive feedback

How do you feel after receiving positive and constructive feedback?

As an adult, how do you feel when your coach, supervisor or boss gives you positive and constructive feedback? Does it encourage you to continue working hard or make you feel demoralized? Most likely it will make you feel amazing! You have a clear understanding of what you are doing well and what you need to work on.

Make the feedback specific…

When a student get’s specific positive and constructive feedback, it is not just a “good job”. With the student’s goals and targets in mind you are helping inform them with the feedback. The feedback will give specific information how to improve and what is going well.

How do I give feedback?

Feedback in written or verbal forms are both great ways to give feedback. Make sure the feedback comes relatively shorty after the student performs the task and provide ongoing feedback until the student reaches his or her goals.

This behavior support strategy comes from High Leverage Performances…Here is a screenshot of the High Leverage performances number 8. I reference this in my YouTube video.

High Leverage Performances screenshot

Behavior Boot Camp: Routines and Procedures

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Please watch my YouTube video…and subscribe https://www.youtube.com/channel/UCgQ8h0a1a59gTbXetGlEGGA?view_as=subscriber

Benefits of developing routines and procedures

Well thought out routines and procedures help create a calm, organized classroom. Students know what to do and how to do it. Without positive, routines and procedures, a classroom can easily fall into total chaos. Examples include: how we manage materials, enter the classroom, transition, and turn in work.

How do we teach routines and procedures?

Teaching routines and procedures starts at the beginning of the school year with explicit instruction. Just like academics, routines and procedures need to be taught, and reinforced. Establishing routines and procedures is one of the High Leverage Practices for special education and will be the bedrock for your classroom environment. I have linked more information about High Leverage Practices here. https://ceedar.education.ufl.edu/portfolio/ccsc-2017-high-leverage-practices/

Things to think about when setting up routines and procedures

Consider the age of the students. What is age appropriate for them? For example if you teach Kindergarten, the routine for entering and leaving the classroom will look different from a fifth grade classroom. Can your students handle materials being on the desks in tubs or do they need to be stored out of reach? There are many considerations but speak to your team, observe other classrooms and know it is ok to change a routine if it is not working for your class.

Support for students with special needs

Students with autism or other special needs respond well to classrooms with well established routines and procedures. Students with autism feel safe when they know what to expect. Focus on the transition routines for students with autism. Transitions are when we often see behavioral challenges from our students with autism. One great way to teach routines to students with autism is by using a social story. Here is a link to my YouTube video sharing what a social story is. https://youtu.be/lKl6cafmdVY

Consistent routines provide structure for students with autism which makes them feel safe secure and helps them understand what is going on during the school day.

Support for all students

Positive behavior support strategies such as this are helpful for all students. Students will be productive, calm and organized with these routines in place. Watch your mentor teachers around you and see how well run their classroom are. What would you do the same? Also think about what you would change or do differently? All of this reflection is important in developing safe and well run classroom routines and procedures.

The difference between an IEP and a 504 plan

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Section 504 plan:

The Law: A 504 plan is governed by a civil rights law

Students with 504 plans: Qualify under the section 504 Rehabilitation Act 1973 (PL 93-112)

“No otherwise qualified handicapped individual…shall, solely by reason of his/her handicap, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance”

To be protected under Section 504, a student must be determined to:

(1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment.

A 504 plan is a plan to ensure accessibility but does not include specialized instruction and services such as occupational therapy, speech therapy etc.
the child’s disability must be negatively impacting his learning in the general education classroom
If your child has a disability and it is impacting their educational experience, and accommodations are all that are needed, a 504 plan is ideal.
An example is a quiet place to take a test.
A 504 plan can stay with a person for a lifetime
A written plan is created
Periodic “evaluation” is required but no annual review is required
There are no goals or progress monitoring

The student’s 504 team will determine what these accommodations will be and it is the responsibility of the classroom teacher (and other members of the team) to follow through on the plan in class.

IEP-Individual Education Plan

The Law: The IEP is governed by special education law

Students with IEPs qualify under Individuals with Disabilities Education Act (IDEA): Public Law No. 94-142 (last amended 2004)

A student must have one of 13 “disabling” conditions to qualify for an IEP.
The disability must negatively impact the students access to the curriculum
The IEP includes specialized instruction
An IEP is used in public schools for students between the ages of 3-21
A written plan is created
Initial assessment is based on standardized assessment tools and a student must be re-evaluated every 3 years. Every year the team must meet for the “annual” IEP meeting.
Goals are written and reviewed at least every year

To learn more about an IEP check out my link What is an IEP?

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Dr. Temple Grandin-My biggest takeaways from her keynote speech

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I got to meet Temple!!!

Temple Grandin at the US Autism Association keynote address

Getting the chance to watch Dr. Temple Grandin talk has been a career long dream of mine!

I ran into Dr. Grandin at the airport!!!

When I started working with children with autism back in 1997, her book “Thinking in Pictures” was one of my first introductions to autism.

Dr. Grandin was one of the first individuals with autism who could articulate what life is like for people on the autism spectrum. Parents and professionals both clamored for her knowledge, expertise and valuable insight.

Here is a link to the first book I read…

https://www.amazon.com/Thinking-Pictures-Expanded-Life-Autism/dp/0307275655

I just had the amazing opportunity to hear her speak at the US Autism Association!

Here are the major takeaways I had from her keynote speech:

Limit screen time for children with autism to less than 1 hour per day. She noted that many of the children who could succeed in computer science are sucked in to video games and no longer can access their full potential due to their addiction
Parents need to “start letting go”-foster independence from a young age. She likened this to the adult cow who still wants to nurse from the mama cow. She said we need to “wean our children” so they are not dependent on us
“don’t over-protect”the child with autism
Allow children a multitude of hands on experiences because true learning takes place with hands on experiences not through screens
Teach young children how to “wait” and how to “take turns” and use board games as a way to teach these skills
Having real jobs are important for young adults with autism starting at age 13 (or so).
Don’t get hung up on the label of autism
Focus on the strengths of the child not the deficits-build upon a child’s special interest which could end up leading to a valuable career one day. As an example, a child who is interested in pipes can become a plumber.
Don’t make kids with autism do “baby math” if they excel in math. Allow the child to excel in the area they are gifted in
Encourage friendships through shared experiences such as cub scouts, school clubs etc. A shared interest will help build the friendship
There is NO need to disclose autism diagnosis for milder cases due to some prejudice surrounding autism. Instead, tell what you need “those lights give me a headache”
Stretch students to grow and don’t overprotect them!
Allow for choices

If you were at the conference or have learned from Dr. Grandin yourself, please share what your biggest takeaways are in the comments!

Here is a link to a youtube video of her (not from the conference I went to). https://www.youtube.com/watch?v=MWePrOuSeSY

What teachers need to know about autism sensory issues

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Behavioral issues may be caused by a student’s unique sensory needs.
85% of students with autism have sensory processing disorders.

Did you know that there are actually 8 sensory systems in your body, not just 4?

Our bodies take information in through the following sensory systems:

The The functional four:

sight
taste
smell
hearing

and then we have the foundational four: “body based”:

tactile (touch)
vestibular (movement)
proprioception (input from muscles and joints)
interoception-A lesser known sense: (internal sensors indicating physiological conditions)

Sensory Processing: A person’s way of noticing and responding to sensory events that occur during life. These patters of responding affect how people respond in situations. (Dunn, 1997)

Occupational Therapist (OT): An OT is the experts on sensory processing. They will work with the family and the IEP team to conduct screenings and assessments to determine the needs of the student within the context of the school environment. The goal of looking at sensory processing is to improve participation, NOT to change the sensory processing patters. To learn what an IEP is please read What is an IEP?

The DSM-5 includes langauge about sensory processing and autism as part of the diagnosis for Autism Spectrum Disorder (ASD)…

Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).

To learn more about the DSM-V and autism please read Changes In The DSM-V For Autism

Neurological Thresholds: Describe the level at which the brain will respond to sensory stimulation. When a student has a low threshold they respond to everything around them and often have sensory profiles that are “sensitive” or “avoiding.” Students who have a high threshold can appear be passive and don’t respond often to sensory stimulation. They may have sensory profiles that are “low registration” or “seeking”

Unique Sensory Profiles:

Low Registration: Indicate a high threshold and a student is slow to respond to stimuli in the environment.

Seeking: indicate high thresholds and this student will often add movement, touch, sound and visual stimuli to the school day.

Sensitivity: Indicate low thresholds and children detect more details than others and may be more hyperactive, distracted and easily upset because they notice more things in the environment than their peers.

Avoiding: Indicate low thresholds and children may avoid work to reduce input. They may seem resistant and unwilling to participate in activities, particularly in unfamiliar ones.

Check out this “model of sensory processing” chart and watch the linked Youtube video for more detail on how to interpret this chart…

References:

Learners on the Autism Spectrum 2nd edition by Kari Buron and Pamela Wolfberg

Dunn, W. (1991a). The impact of sensory processing abilities on the daily lives of young children and their families: A conceptual model. Infants and Young Children, 9(4), 23-25.

What is a “social story” for students with Autism?

What is a first/then schedule for children with autism?

SPED Advisor

Resources for autism and other developmental needs