Module 4 - School based strategies in ASD by

Module 4 - School based strategies in ASD by https://padlet.com/meaganpeters/dhxtlm01gefypwf9 Highlights from Nina, Nomi & Meagan en-us 2022-02-07 23:45:22 UTC 2022-02-09 15:40:32 UTC hello@padlet.com A reoccurring intervention meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2036387530 While reviewing training modules and videos this week, contingency mapping kept popping up. Three resources in particular (Fossett, Pennington, & Stock) touted the benefits of using contingency mapping when working with children with autism. Oddly enough, the practice did not appear in either Evidence-Based Practices for Children, Youth, and Young Adults

with Autism Spectrum Disorder, or, Findings and Conclusions: National Standards Project, phase 2.

]]> 2022-02-08 19:48:46 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2036387530 Meagan decided to try it out meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2036404285 After reading about contingency mapping, which is routed in ABA according to Stock & Pennington, it was noted that it did not appear as an example of an ABA practice anywhere in the EBI readings. When my son came home and shared that he had a terrible day (three time outs) I decided to give it a try and see if it would work with my son.

It is still too soon to tell, but he helped create the maps, he explained them to his dad and his teacher, he selected the best place to keep them so he could refer to them when needed, and hasn't had a time out since.

Now, in part that could be the result of me highlighting why time-outs won't work for my son (they increase negative behaviours as often he is trying to escape work that requires sustained focus and a time out achieves that goal), but he was engaged in the process and he tells my sister she needs contingency maps for her kids whenever they do anything wrong now. ]]> 2022-02-08 19:57:19 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2036404285 EBIs & age meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2036411254 If an EBI is only established for one age group, do we only use it for that age group? For example, social narratives are an EBI for 3-14 years old. If I have an 18 year old I think will benefit from their use, do I avoid using it because it is not an evidence based intervention for 18 year olds? Is physical age a true determination of a person's readiness and responsiveness to an intervention? ]]> 2022-02-08 20:01:11 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2036411254 EBIs & the 22+ crowd meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2036417543 Why is there only one EBI for 22+? Is this tied to restrictive funding eligibility (i.e. early intervention is key so kids is where the money is)? In terms of employment, 22+ need interventions and they need to be evidence based to ensure effectiveness. So how do we get more researchers interested in this area? ]]> 2022-02-08 20:04:49 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2036417543 Is teacher directed learning really best? meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038029267 Dr. Stock presented a two day workshop that was filmed and posted on the ACT website. In part 27 they indicate that structure is key, predictability is key and that teacher directed activities are best. We discussed whether we agree with that statement and problematized it. Teacher directed may be best for students with ASD. However, they are not considered best for all students. Student inquiry to drive lessons has been discussed as beneficial for engagement, motivation and contributing to the development of a growth mindset in the Capacity Building Series: Inquiry based learning (2013). It is also touched upon in the CBS: Culturally responsive pedagogy (2013), and CBS: Student voice (2013). In Transformative Classroom Management, J. Shindler (2009) discusses at length the benefits of student directed learning for engagement and the development of a growth mindset.

So the question then becomes, how do you construct your classroom to fit the needs of both learners? How do you design lessons that are student inquiry driven for some, and teacher directed for others so that all learners can effectively access the learning opportunities? Or as Stock puts it, how can you ensure that students with ASD still have access to all of the learn units and do not see a purposeful slowing down of their access to learn units? ]]> 2022-02-09 14:36:13 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038029267 Hot topic of the week meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038121372 Class Dojo sparked a lot of conversation in our group this week.
Key points:
*Tracking and reporting is a great feature, albeit one with privacy concerns, but could replace the daily journal and allow parents to see how their child is doing in real time

*As a class or school wide strategy, it would be a nightmare to implement. The constant need to reward good behaviour would be a full time job! For one or two students who would benefit, this would be more manageable

*Regardless of what the creators claim, this does not contribute to a growth mindset (Davis, T., 2019). And the competition element equates to motivation to win rather than motivation to grow. Looking at the characteristics of a growth mindset and how to develop a growth mindset, Class Dojo runs contrary to the fundamental characteristics of a growth mindset , instead encouraging a fixed mindset. Effort is minimal (i.e. the students are not putting in a great amount of sustained effort to overcome challenges because what they receive rewards for are expected classroom behaviours), it creates a fear of failure since mistakes are not rewarded (and can actually result in loss of points depending on how the teacher sets up the system), perfection is possible and some may achieve it, and the feedback, though immediate, is not description. If you don't get a reward, you don't know why and if you get a reward you don't know what you have done well. All of these are associated with a fixed mindset (Davis, T., 2019). Shindler (2009) further explores how external rewards undercut the development of internal motivation, a key characteristic of a growth mindset. ]]> 2022-02-09 15:11:08 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038121372 More problems for other kids with disabilities meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038130654 Another important question was the effect Class Dojo would have on the self esteem of students in the classroom with impaired impulse control, such as those with ADHD. If raising your hand is a rewarded behaviour, the impaired impulse control which may result in more "blurting," is going to result in fewer rewards. This can impact the mental health of the student and effectively punish the student for having a disability. Rather than rewarding the decreases in blurting that student may be exhibiting, this system rewards a conformity that doesn't seem to easily allow for variation. ]]> 2022-02-09 15:14:43 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038130654 Many hits, one miss meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038145403 Though Garlen (2019) outlines many arguments against the use of Class Dojo, one argument was a miss. "Indoctrination to a culture of surveillance," (para. 1) was a miss. Children are indoctrinated to a culture of surveillance from the time their newborn baby photos hit Facebook and Instagram. Though this tool further contributes, it is by no means an initial entry point, nor can it bear the blame for a surveillance culture that means many of us are on camera most of our day.

It does, however, encourage educators to be critically reflective of how their classroom and assessment practices may contribute to the normalization of a surveillance culture. ]]> 2022-02-09 15:20:25 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038145403 (Fossett, 2017) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038148317 Fossett, B. (2017). Visual support strategies for individuals with ASD. ACT Autism Community Training. https://www.actcommunity.ca/education/videos/visual-support-strategies-for-individuals-with-asd ]]> 2022-02-09 15:21:33 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038148317 (Garlen, 2019) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038149167 Garlen, J. C. (2019, February 25). ClassDojo raises concerns about children’s rights. The Conversation. Retrieved February 6, 2022, from https://theconversation.com/classdojo-raises-concerns-about-childrens-rights-111033]]> 2022-02-09 15:21:54 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038149167 (Ministry of Education, 2013a) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038158264 Ministry of Education (MOE). (2013a). Capacity building series: Inquiry-based learning. Edugains. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf ]]> 2022-02-09 15:25:24 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038158264 (MOE, 2013b) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038160427 Ministry of Education (MOE). (2013b). Capacity building series: Culturally responsive pedagogy. Edugains. www.edu.gov.on.ca/eng/literacynumeracy/inspire/ ]]> 2022-02-09 15:26:12 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038160427 (MOE, 2013c) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038161478 Ministry of Education. (2013c). Capacity building series: Student voice: Transforming relationships. Edugains. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentVoice.pdf

]]> 2022-02-09 15:26:39 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038161478 (Pennington, n.d.) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038162685 Pennington, R. (n.d.). Behaviour intervention plans. Autism internet modules. https://autisminternetmodules.org/m/498

]]> 2022-02-09 15:27:06 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038162685 (Robacker, et. al., 2016) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038163808 Robacker, C. M., Rivera, C. J., & Warren, S. H. (2016, February 17). A Token Economy Made Easy Through ClassDojo. Sage Journals. Retrieved February 6, 2022, from https://journals-sagepub-com.proxy.library.brocku.ca/doi/pdf/10.1177/1053451216630279]]> 2022-02-09 15:27:35 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038163808 (Shindler, 2009) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038164654 Shindler, J. (2009). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. Jossey-Bass.]]> 2022-02-09 15:27:57 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038164654 (Stock, 2017) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038165348 Stock, R. (2017). Integrating ABA methods in schools: Supporting school-aged children. ACT Autism Community Training. https://www.actcommunity.ca/education/videos/integrating-aba-methods-in-schools

]]> 2022-02-09 15:28:14 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038165348 (Davis, 2019) meaganpeters https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038174834 Davis, T. (2019). 15 ways to build a growth mindset. Psychology Today. https://www.psychologytoday.com/ca/blog/click-here-happiness/201904/15-ways-build-growth-mindset#:~:text=A%20growth%20mindset%20is%20simply,so%20we%20remain%20perpetually%20stuck. ]]> 2022-02-09 15:32:01 UTC https://padlet.com/meaganpeters/dhxtlm01gefypwf9/wish/2038174834