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Transcript of Doyle Everyone Can Learn Talk 1
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Everyone Can Learn
Everyone Can Teach
Tips and Tricks from a Master
Teacher
Barbara T. Doyle, MS
2008
Make no little plans;
they have no magic to stir
mens blood.
Daniel Burnham,Director of Works at
the Worlds Columbian
Exposition, 1893
Using the Plan to Change Form:
Thinking about change is NOT
enough!
Look at the Plan to Change Form
Use the form anytime you are
learning and growing
My role: to encourage thinking and
change
Our learning environment for today:
Have fun, be creative, think, learn
Respectful discussion and
interactions in a safe environment
Non verbal, auditory signals
Questions that cannot be
answered here
Email: [email protected]
Phone: 217-793-9347
Use of room space: choose your own
proximity (where you are in relation to
activities and people) and optimum
learning style: sit, stand, walk, doodle,draw, write, etc. (Be aware of those
around and behind you.)
No side bar talking please: Listen to
only one voice at a time. Feel free to get
up and have a discussion in the hall or
write notes.
HINT: do all of these wherever you
teach
Principal of Partial Participation
No one has to participate in all
activities in a particular way or to acertain degree
Everyone chooses to participate
in the way that helps them learn
and be calm
Everyone learns with unique
learning style/learning strengths
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Multiple ways to participate are:
Listen, observe, talk, write, think,draw, doodle, think, read, make
charts, graphs or lists, askquestions, find answers in theprinted materials, take notes,
create poems or song lyrics,report to others, keep time for the
group or make learning or memoryaides.
If you want to, try something new today!
Visual Spatial
Kinesthetic Linguistic
Logical Musical
Mathematical Mechanical
Interpersonal Intrapersonal
Based on the work of Howard Gardner
www.howardgardner.com
Teach Learners:
To choose their own proximity to
tasks, people and events based on
best learning
To work seated, standing, using an
easel, objects, etc.
According to unique learning
strengths and preferences
(Create individual learning profiles)
Teach Everyone How to:Be Safe: safety for self and others
(Trumps everything!)
Belong: have relationships with
individuals and groups
Contribute: do small and great things to
improve home, school, work &
community
Participate: pleasant and productive
things to do
Be valued: recognized as a valuablemember of family and community
We need to teach people to avoid:
Dangerous behavior
Fight or flight response
Depression, anxiety, low self-worthLack of belonging, participation and
contribution
Poverty
Institutionalization
Jail
Boredom and wasted lives
Domain of Influence
Domain of Concern
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The greatest discovery of my
generation is that human beings can
alter their lives by altering their
attitudes of mind.
William James
To Teach Others
First, change yourself!
What do you say and write? Your
words will follow others always!
Use respectful, non-judgmental
descriptions
Learn to separate objective and
subjective information. Look at your
handout.
To Teach OthersFirst, change yourself!
Dont take features of ASD
personally, especially tone of voice
and communication style
Dont punish the person for features
of the disability
Explain the person to others
Assume Cant instead of Wont
Look at your handout.
We must BE
the change
we wish to see
in the world.
Mahatma Gandhi
You ARE being
watchedand this
creates the
opportunity for
others to learn to
appreciate and
value the
individuality and
contribution of
people with special
needs in the
world.
Barbara
Teach Others with Your Behavior
People pick up on our attitudes by
watching how we interactWe can model the patience,
respect and love that individuals
deserve
Others may not even realize they
are learning a positive message
from us: BUT THEY ARE!
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"... if all my possessions were
taken from me with one exception,
I would choose to keep the power
of communication, for by it I would
soon regain all the rest."
Daniel Webster
Teach Communication Skills
The babies of deaf parentsquickly learn to cry less and
wiggle more!
WHY?
Teaching Communication with
Conscious Interacting
Wecan change the amount and
quality of communication by
making conscious decisions about
our own communication style and
skills, while focusing on building
relationships.
Teaching Communication with
Conscious Interacting
RESPONSIVE VS.
DIRECTIVE
(Its your conscious choice!)
Become more conscious of the
opportunities to be more
responsive.
Be directive when necessary.
Teaching Communication with
Conscious Interacting
Respond to ALL communicative
signals as quickly as you canResponding elicits more initiations!
Put relationship ahead of compliance
Put safetyand belongingahead of
program goals
Prevent dangerous behavior
PLAN for flexibility
Ignoring:
does not build relationships
can be de-humanizingcan escalate an individual into
more dramatic (and dangerous)
ways of communicating the
message
works best under clinical
conditions (life is not a clinical
condition!)
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What are some
communicative signals?
Gestures
Gaze, shifting gaze
Proximity
Tone of voice
Body posturesSelf-stimulation
Sign language
Crying
Pictures
Echolalia
Memorized speech
Movie talk
Vocal sounds
WordsMovements
Facial expressions
Laughing
Writing
Drawing
Some possible communicative
functions are:
Requesting:
Assistance
Interaction
Play
Affection
ComfortProtection
Objects
Food
Attention
Permission
Making a statement:
About events
About objects
About people
To affirm
To greetFor humor
To provideinformation
To protest
To negate
Some possible communicative
functions are:
Related to feelings:
Anticipation
Boredom
Confusion
Fear
Humiliation
Frustration
Anger
Pain
Pleasure
Anxiety
Related to internalstates:
Self-regulation
Rehearsal
Habituation
Relaxation
Releasing tension
Amusing self
Passing the time
Waiting
Showing off
Target Communication Outcomes
Select goals to teach that:
Maximize their impact on theworld
Develop and sustainrelationships
Give control and choice in asmany areas of life as possible
Help the person have self-control
Some important
communication skills:
Indicate pain or discomfort
Tell others when others need to
start, stop or change what they
are doing
Inform a support person when
someone else is bothering them
Tell others about needs, feelings
and internal states
Teach Making Choices
An essential skill for quality of life
Remember some people willchoose the last thing you said
Do not always rely on verbal
choice making skills (stress
decreases word retrieval skills)
Teach choice making initially with
real objects, spaced far apart
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The Choice Go Board The Comboard
The Carousel Communicator Object Communication
The Compact Communicator The Bulletin Board Communicator
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Teach with TechnologyProtection and Advocacy for Assistive
Technology
Lisa Rosano 518-388-2833
NYS Commission on Quality of Care and
Advocacy for Person with Disabilities
518-388-1281ecexutive office
State of NY Centers for Independent Living
http://www.nysilc.org/
Freaked-out human
beings cant learn!
Avoid Fight or Flight Response
Takes a long time to recover
Cannot learn new skills if
constantly on patrol to avoid
dangers
Fight or flight might be based only
on experience, due to difficulty
imagining or remembering
Teach Using Systematic
Desensitization
Engage the person in something
calming and liked
Introduce the smallest increment
of the aversive (what the person
cannot now tolerate)
Inform that s/he has coped
Graduallyincrease the amount
and/or duration
Teach Relaxation Routines
Create a routine of liked activities
Practice daily when NOT in flight orfight state
Use Social Stories (from the work
of Carol Gray)
Teach People to Stay Calm
Identify/ manage elements that set
off fight or flightDo not try to teach or consequence
an already upset person
Teach how to avoid what is
upsetting
Ask team members to observe you
and the person for clues
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When People Are Not Calm
Observe for imminent danger to
people. Act to protect.
Open up, back up and stop talking
Wait. Then speak quietly. No
questions.If there is a history of dangerous
behavior, make and practice a
response plan with everyone for
safety in advance
Walk and TalkWhat can you change about what
you say, think or do to:
Avoid more occurrences of flight
or fight?
Calm people down more quicklyand effectively?
Protect everyone?
Time to Plan Your Changes!
Use any learning method you
choose to plan your changes
Be sure to list your action
steps: without these, change
wont happen
Sometimes our lightgoes out but isblown into flame byanother humanbeing. Each of usowes deepestthanks to those whohave rekindled thelight.
Albert Schweitzer
Let your teaching light the way!
ISBN 1-932565-07-8 ISBN 0-9768222-0-2
ASA Book Award 2006!
Thank you for all you do!Barbara T. Doyle, M.S.
Phone 217-793-9347, 793-4018 FAX
Emily Iland, Barbaras sister and co-author,parent of a son with ASD, advocate andeducational therapist (fluent in Spanish!)
Phone 661-297-4205, 297-4033 FAX
For book information: www.asdatoz.com
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www.barbaradoyle.com 2008 www.asdatoz.com
[email protected] 217-793-9347
Cant vs. Wont
When a person (the learner) does not comply with your request, you have a choice. Youcan view the person as intentionally failing to do what you asked or you can view theperson as having trouble complying because of a learning, thinking, understanding,feeling or focus issue. Consider this: your least dangerous assumption is that the learnerCANT do something. It can be very dangerous to assume that a learner WONT dosomething.
Your safest assumption is that each learner is doing the best s/he can at this moment.And remember, no one really knows what another person is thinking or feeling by
looking at them. And we all have more complicated motives for our actions than justseeking attention or avoiding a task.
An assumption of WONTby parents/staff leads to punishment, resentment and powerstruggles. No one wins. This can have lasting negative effects on the learners mentalhealth.
An assumption of CANTleads to creative problem solving and analysis of the needs ofthe learner and the details of the environment. The learner is taught to view selfobjectively, ask for help and seek solutions.
An assumption of CANTleads to an effort to take the point of view of the learner and an
attempt to see the world from the perspective of the learner.
Why Might It Be Cant?
CANT: Variability of performance is characteristic of people with autism spectrumdisorders and other disabilities. Each learner needs to be able to identify own strengthsand needs for support and how these change in different situations.
CANT:Consider Gestalt or holistic processing: the learner absorbs the whole situationwith all the details. Any change may lead to a loss of skill. This can cause the learner tolook like s/he is not trying or attending. We need to be aware of the details whenteaching and be willing to re-teach in new environments or when any element changes.
Planned re-teaching in new environments supports and promotes success.
CANT:Problems in central coherence: the learner may be unable to select and focusupon the most relevant information in the situation. This can cause the learner to appearinattentive and unfocused.
CANT:The learner may be responding to something that is going on inside of them (aninternal stimulus) or something that is going on outside of them (an external stimulus.)The stimulus may be capturing the learners attention and energy.
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[email protected] www.barbaradoyle.com www.asdatoz.com
Objective vs. Subjective Information
Objective information is:observable: able to be seen, heard or touched, smelled, tasted
factualable to be counted
able to be describedable to be imitated
the same from multiple reportersas close to truth as we can get
helpful in decision making
Objective Language:I saw...
I counted...I observed...
This is what s/he did.This is what I/we did.
S/he said...The sound s/he made sounded like this...
S/he stood in this place.S/he made an action that looked like this...
Subjective informationis:opinion
judgmentassumption
beliefrumor
suspicionvaries: person-to-person, day-to-day
able to take on a life of its ownnot the truth
sometimes completely falsedestructive in decision making
confusing and misleading
Subjective languageS/he did not want to...S/he does not like...
S/he thought...S/he feels...S/he thinks...S/he needs...
S/he was just trying to get me to...S/he was just trying to get out of or avoid...
S/he was just trying to control me...S/he always...S/he never...
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