Choice-making
• Desired activity- highly motivating
• Can be used along side premack principle
techniques (see first…next card)
• Allows for individualization within lessons
• Can direct students to lifelong learning opportunities
• Leisure activities once taught can be used in other
structured settings throughout the day
(generalization)
• Gives the control of the environment in the eyes of
the student
• Allows for how they are feeling/ level of activity and
sensory needs
Options are always good… Choicemaking
Using boardmaker
http://www.mayer-johnson.com/
Positive behavioral approaches
with choicemaking
I am working for……
Using boardmaker
http://www.mayer-johnson.com/
Play based behavior
• Self-stimulating behavior (preoccupation with parts of
things or texture)
• Appropriate self-play
• On the “fringes” wants to play, watches- does not know
how to engage
• When put in play situations will sustain
• Will join play when asked
• Will initiate and invite others
Teaching play
• Put in or take out objects (give and get)
• Playing next to someone
• Reciprocal (turn taking with objects coming
toward them)
• Team sports (turn taking with objects toward a
common goal)
• Adding competition adds another dimension
to all of this!
Scripting specific sequence
How to get ready to roller-skate…
kneepads
Elbow pads
Using boardmaker
http://www.mayer-johnson.com/
roller skat es wrist guard
put on helm et
Another example of sequenced task strip
Task strip of an sequenced activity
Using boardmaker
http://www.mayer-johnson.com/
Assessment
• Uneven motor development ( potentially due
to avoided activities)
• Formal evaluations often do not always lead
to appropriate goals- may require informal
assessment
• Determine learning style, level of
independence, motivator/strengths
• Determine length of attention
• Determine emerging skills (watch play with a
variety of equipment)
• Get functional!!
Formal Measures of Assessment
• (Breslin, 2009) researched the use of visuals
with students with autism spectrum disorder
(ASD) when administering the Test of Gross
Motor Development, 2nd edition (TGMD-2).
• Breslin’s work revealed statistical significance
when using or not using visuals for students
with ASD on the TGMD-2. The difference for 17
of the students that might have placed them in
adapted physical education based on exitentrance criteria.
Assess enjoyment
Circle the net activity that you liked the most
Using boardmaker
http://www.mayer-johnson.com/
Theory of Mind (ToM)
• Understanding the other person “perspective”
or their intentions.
• Most research currently points to a continuum
of ToM. Their ability to take on someone’s
perspective varies as individuals on the
spectrum vary.
• Deficits in how their behavior affects others
around them.
• Almost all students with autism have deficits
in this area.
The Incredible 5-point scale
by Kari Dunn Buron (2003)
• http://www.5pointscale.com/
• http://www.practicalautismresources.com/printables
Additional Resources
• Power Cards- takes a students “hero” and
describes how the hero would behave (solution
to the situation). Getting at ToM. Based on the
work of Elisa Gagon.
• Structured teaching- The structure of the room
and tasks are such that the student learns how to
learn. Highly structured tasks to gain
independence that have a high degree of success.
New learning tasks can then be brought into that
structure when mastery is met.
What is assistive tech?
IDEA (2004) defines AT as "any item, piece of
equipment, or product system, whether
acquired commercially off the shelf, modified,
or customized, that is used, maintain, or
improve functional capabilities of young
children with disabilities" (P.L. 108-446)
"For students without disabilities, technology
makes things easier.
For students with disabilities, technology
makes things possible."
--M.P. Radabaugh
Why assistive tech in PE?
•
•
•
•
•
•
•
Allow for choice making
Allow for communication of needs
Allow for highly stimulating environment
Allow for commenting
Allow for greater participation
Allow for access to all games/activities
Allow for teacher to take data quickly
Proloquo2Go app $189
Dynamic displaypush buttons and
go to other pages.
Make complete
sentences.
Easy to program
Voice output
Great for
commenting,
requesting and
choosing activities
Autism timer app
• Customize
amount of count
down time
• Beeps or vibrates
when done
• No background on
the screen other
than the timer
Ifitness app 150 pics of exercises
Set your
own
workouts
Track
progress
Gives you
starting and
lift position.
Some of the
exercises
have a short
video
attached
ABC Data app
Easy to program data
collection to meet
unique needs of
students.
The next best thing to sliced bread
Bubble Wrap!!
• Cut pieces of bubble wrap
to:
• Count number of laps a
student does
• Count number of trials a
student does before moving
on to new task
There is also a bubble
wrap app!
Time Timer app- visual representation
of time
Tap a lap app
Keep track of laps
Learn to pace yourself
with split times
Measure progress
toward IEP goals
Video Modeling Picture scheduler app
Van Laarhoven, T. & Jankuj, P. (2009). Using Picture Scheduler Application for iPod Touch
My choice board app
• Customizable
• Drag choice to
top
• Put in your
own pictures
Research is Needed
http://ndar.nih.gov/ndarpublicweb/
• Differences in protocol for appropriate assessment
• Levels of physical fitness and strategies to improve fitness
• How behavior affects access to physical activity
Examples of tech in behavior
modification
• Pony tail holders
make great warning
prompts. Have
student go and put
one on wrist
• Visual timers are
awesome for those
that don’t know timehow long are we
doing this for?
References
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