https://padlet.com/maitnerap/2016DWTS2 What do we need? en-us 2016-08-02 17:28:25 UTC 2016-08-04 01:50:21 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png https://padlet.com/maitnerap/2016DWTS2/wish/117466721 Try to avoid using primary reinforcements like food, use secondary reinforcements like your schools dollars and have a set items they can purchase. If you use primary reinforcements use a 1 to 1 for only about 1 week then begin to use them intermittently. Use intrinsic motivating terms, celebrate how hard students work.]]> 2016-08-03 15:23:08 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117466721 https://padlet.com/maitnerap/2016DWTS2/wish/117477421 Get the ring leader to be your 'friend'.]]> 2016-08-03 18:04:08 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117477421 https://padlet.com/maitnerap/2016DWTS2/wish/117477528 Work first (using the universal hand code) then they can do something...

I would like to add I am not a specialist for ASD as I do EBD however, social stories are the best for ASD students. I have been working with teachers who work with students with ASD. The most successful tool they have shared with me are the social story books. Teachers who have students who have the same repetitive inappropriate behaviors (call out etc) will make a social story with the student themselves as the pictures explaining how it is disruptive to other peers and what is expected to do the next time. ]]> 2016-08-03 18:05:34 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117477528 https://padlet.com/maitnerap/2016DWTS2/wish/117477672 Find what motivates that child. If a child is an attention seeker deprive the student the attention they seek, keep in mind the behavior will get worse first then drop. Have the class deprive the student of the attention they are demanding, have participating students pay attention to you and not the student misbehaving. If you should have to send a student to time out, use positive language to reinforce expectations when student reintegrates into class. Then reteach, reteach and reteach the expectation. Teach students how to 'fix' the problem when they struggle. Remember that the behavior is not at or about you, it's about them communicating a need.]]> 2016-08-03 18:07:24 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117477672 https://padlet.com/maitnerap/2016DWTS2/wish/117478484 Discipline is punitive. Students experience consequences often. Consequences given after the behavior that are uncomfortable help change behavior. (EX: attention seeker: isolate and praise reintegration) (EX: task avoidance, time with teacher, teach them a learned behavior like chunking)   ]]> 2016-08-03 18:19:38 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117478484 https://padlet.com/maitnerap/2016DWTS2/wish/117478909 Build a classroom culture of support.
Provide structured schedule.
Teach kiddos how to baby step.
Set small goals.
Praise the motivation.
Celebrate what the students did well!]]> 2016-08-03 18:26:41 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117478909 https://padlet.com/maitnerap/2016DWTS2/wish/117479072 Hierarchy of redirection should include: eye contact, proximity control, reteach the skill, practice the skill, verbal redirection, give a verbal warning, initiate parent contact, use your school preset time out policy and last resort a referral]]> 2016-08-03 18:30:04 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117479072 maitnerap https://padlet.com/maitnerap/2016DWTS2/wish/117500584 If you have any further questions or requests:
Maitnerap@pcsb.org

Special thank you to Julie Finley for typing our discussions!!]]> 2016-08-04 01:02:30 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117500584 maitnerap https://padlet.com/maitnerap/2016DWTS2/wish/117503405 I love these opportunities.. I will write the topic/question on my board and explain we can delve in when the learning for the day is done. Kids get so excited to learn the answer they are more motivated to get the days learning done.

I believe it is our job to encourage questioning and discussions.. 

As another option I will pose the question to my class explaining I will build in 10 min to the next class for the answer or explanation. This is a great way to encourage students to look into and research the world around them and to ask questions and look for answers independently. They also feel empowered to do thinking and learning without you.]]> 2016-08-04 01:41:39 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117503405 maitnerap https://padlet.com/maitnerap/2016DWTS2/wish/117503660 I wish I had seen this with you all in the room because I need more words.. But my guess is you mean small group work and making those dynamics work. 

I would encourage jobs. Children want to be a part of something, contribute, feel like their presence is valued.. And it keeps all children engaged in the process. I usually have a leader (to be sure that all students participate equally and ask questions when the conversation is stuck) Material manager (usually the ADHD kid that needs a reason to move about the cabin) A time keeper (usually the kid that needs to control something) and the encouragement engineer (you may not need this) that keeps everyone going by explaining what good things are going on in the group like a cheerleader.

If that is not what you were looking for please email me :)]]> 2016-08-04 01:45:23 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117503660 maitnerap https://padlet.com/maitnerap/2016DWTS2/wish/117503857 In my experience this kid is truly insecure for some reason and he is masking with over confidence. My goal in this case is to figure out the malfunction (fear of trying something new, fear of being wrong or deficit in a skill) and from there I can help the student by providing success in that area...

Hope this helps but for more information please email me!]]> 2016-08-04 01:48:45 UTC https://padlet.com/maitnerap/2016DWTS2/wish/117503857