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Behavior Boot Camp: Routines and Procedures

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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?

What To Wear As A Teacher

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Professional Attire for Pre-Service Teachers

Talking about professional dress and attire can be a tricky issue. A principal I had one school year, spoke at a staff meeting and asked all of the teachers not to wear short mini skirts to work but only because one teacher routinely wore them. I think having a one-on-one conversation with the teacher who wore the mini skirts was too much for him so he addressed the whole teaching team. He was turning red in the face as he was talking about this issue in the staff meeting. We want our time together as teachers to be about collaboration and learning and not about what we are wearing.

The bottom line was a parent called him and said “I don’t think the skirt my son’s teacher is wearing is appropriate because it is too short.” As an instructor who guides new practicum and pre-service teachers, I want to advise you NOW so you don’t run into someone telling you that your attire is not appropriate.

I don’t want anyone to think that I am taking away their sense of personality, gender identity or sense of style. I simply suggest taking what you currently have going on and elevating that look to be professional, well-groomed and put together for the classroom.

One year job interview: We often tell our student teachers that this school year is essentially a one year job interview. We want you to not only represent the university in a positive light but most importantly yourself. You are your own personal “brand” and the way you present yourself will reflect upon your “brand.” Even if a veteran teacher wears casual clothing, they have a contract and you at this point may not. It is important to dress professionally even if those around you are not.

Outfit Ideas: Here are a few ideas for outfits that are professional for teachers to wear.

button down shirts with collars
slacks
khakis
black trousers
(modest) length skirt or a dress
long skirt
tie

What about Jeans? Check with your specific school to see if it is ok to wear jeans. I know this might sound odd to most people who live in jeans, but some principals do not want teachers to wear jeans.

Check the handbook: Most of the employee handbooks for schools will detail what appropriate dress will look like and if anything is off-limits.

Well groomed: One workshop I went to in Texas urged teachers to look in the mirror before leaving the house. This may sound obvious but this last check will make sure the buttons are straight on your shirt, that food stains aren’t on your shirt and that your general look is professional. I would recommend not using scents such as perfume and cologne because some students are very sensitive to scents.

Dress for the grade: If you are volunteering in a preschool don’t show up in high heels or a tight skirt. You will need to sit on the floor, move freely on the playground and keep up with busy kids. As a guide, look at your supervising teacher and see what he or she is wearing.

Go online for inspiration: Pinterest is one platform I know of that has great outfit ideas for teachers. No need to break the bank to create a new wardrobe as thrift stores such as the goodwill will often have everything you need to pull together a few good looks. Take a friend along to help you sort through the racks.

Here is one of my wonderful student teachers Becca in a nice casual yet professional teacher outfit. Her school is ok if teachers wear jeans and she has a great polished look.

Brainstorm some outfits in your wardrobe that are professional enough for you to wear to the classroom you are volunteering in.

Set Up An Independent Work System At Home For Your Child With Autism

SPED Advisor

Resources for autism and other developmental needs