The Watson Institute

The Watson Institute Summer Workshop Series 2014 Course Descriptions

The Education Center at The Watson Institute

July 28, 2014 9 am – Noon

Creating Learning Opportunities for Students with Severe Multiple Disabilities Presenter: Sally Rea, M.Ed., Team Coordinator, The Education Center at The Watson Institute

Description With the ever increasing advances in medical technology making it possible for people with severe health impairments to have much longer life expectancies, coupled with a variety of legislation aimed at protecting the rights of students with differing abilities such as the “Free And Appropriate Education Act“ (FAPE) and “Individuals With Disabilities Act” (IDEA), as well as the ever evolving belief that everyone regardless of their abilities should be afforded the same rights as their peers to experience all aspects of life; public and private schools are challenged to think creatively to deliver relevant services to students who are identified with severe multiple disabilities. For the purpose of this presentation students identified with “multiple disabilities” shall include those with 2 or more diagnoses such as visual impairment, orthopedic impairment, seizure disorder, severe intellectual disabilities, significant health impairments, or hearing impairment (excluding deaf/blind). This presentation will provide an overview of how to develop a self-contained functional life skills classroom environment that is supportive to students with significant medical, physical, sensory and cognitive needs and provide appropriate and integrated programming within that setting.

Learning Outcomes Participants will be able to:

 Cite several implications of having the diagnosis of multiple disabilities within the educational setting  Develop goals appropriate for students diagnosed with multiple disabilities  Integrate relevant goals for students within a multiple disabilities classroom  Gain an awareness of the MOVE curriculum as it relates to students within a multiple disabilities classroom  Construct a classroom environment supportive to medical, physical, sensory and cognitive needs Course Schedule 8:30 Registration and Continental Breakfast

9:00  Multiple disabilities and their educational implications  Teaming to facilitate the development of functional goals  Integrating goals within functional daily routines from a variety of areas including: communication, gross motor, fine motor, ADL’s, social, leisure, vocational

10:00 BREAK

10:15-Noon  Overview of the MOVE Curriculum  Development of a classroom environment supportive to the individual student’s learning, orthopedic, medical and sensory needs.

Target Audience Teachers, para-educators, speech and language therapists, occupational therapists, physical therapists, parents.

CEUs This workshop is offered for 0.25 ASHA CEUs (Intermediate level; Professional area). This workshop is offered for 3 PA Act 48 credit hours.

1 – 4 p.m.

Augmentative Systems Presenters: Nancy Kneff and Sue Deem

Description The introduction of ios devices along with a myriad of applications available for emerging communicators has had a positive impact on augmentative-communication options. However, at the same time, this technology has increased the challenges faced by speech therapists to provide the most appropriate augmentative system for a student. Pressure from parents, outside agencies and even administration is to simply give the student a computer tablet. The burden of developing short-term goals for today as well as a long term goals for improving communication skills is on the speech therapist. Having an appropriate communication system in place gives students a means to share information across environments, partners and tasks. The fundamental issue facing clinicians is to find a suitable system that augments understanding but affords students the opportunity to become competent communicators. The focus of this session is to provide an overview of and information on how to integrate AAC systems into evidence- based programs for students with minimal language skills. The augmentative systems discussed will target improving comprehension and self-expression for students whose communication is at the earliest stages. Participants will discuss preferred selections for symbols and vocabulary, goal-setting, and intervention strategies. In additions, the role of the school-based SLP to train communicators and their partners in effective interventions will be addressed.

Course Schedule 1:00  Definition of AAC  AAC systems  Types of communicators  Goal-setting

2:30 BREAK

2:45  Symbol and vocabulary selection  Intervention strategies  Designing a plan for training school staff

 Describe the advantages and disadvantages of different AAC systems

 Identify emergent communicators and outline appropriate communicative functions needed when creating an AAC system for them

 Design a plan to train staff working with an emergent communicator

Target Audience Teachers, parents, speech and language therapists, occupational therapists, physical therapists, administrators, social workers

CEUs This workshop is offered for 0.25 ASHA CEUs (Intermediate level; Professional area). This workshop is offered for 3 PA Act 48 credit hours. July 29 9 am – 4 pm

Structured Teaching Presenters: Marcia Laus, M.Ed., Educational Consultant at The Watson Institute Lisa Plastino, M.Ed., Educational Consultant at The Watson Institute

Description In this training we will explore with parents and professionals the fundamental structured teaching strategies and techniques that include: physical organization of the classroom environment, individual schedules, work systems, visual structure, organization and clarity. Examples will be provided of the implementation of these strategies in the areas of: communication, independence, leisure, social interaction and behavior management.

 List the 4 key questions used to individualize structured teaching strategies  Describe ways to use strategies to plan and organize the classroom  Identify the types of individual schedules  State 5 reasons for using structured teaching  Describe teaching techniques to promote students’ independence, improve communication, and develop skills for leisure activities  List at least three examples of behavior management strategies as well as various levels of social interaction

Course Schedule 8:30 Registration and continental breakfast 9:00 Introduction to Structured Teaching 10:00 Schedules 10:30 Break 10:45 Work Systems Noon Lunch 1:00 Independence 2:30 Visual Supports 3:45 Wrap Up

Target Audience Teachers, psychologists, occupational therapists, speech and language therapists, researchers, administrators, clinicians, parents.

CEUs This workshop is offered for 0.55 ASHA CEUs (Intermediate level; Professional area). This workshop is offered for 6 PA Act 48 credit hours. July 30, 2014 9 am – 4 pm

Understanding Applied Behavior Analysis and Integrating Concepts into Your Classroom to Build Student Skills and Reduce Problem Behaviors Presenters: Cassie Budzilek, M.A. CCC-SLP, Educational Consultant at The Watson Institute and Janet Gmiter, M.Ed., Educational Consultant at The Watson Institute

Description The effectiveness of applying behavior principles in behavior change has been confirmed by many experimental studies. Yet, many educators and parents are confused as to what applied behavior analysis is and what it is not. This presentation will provide participants with a basic foundation of the concepts and principles of applied behavior analysis within the context of autism treatment. Behaviorally based instructional techniques that teachers can incorporate into their classrooms will also be a focus of this training.

Learning Outcomes Participates will be able to:

 Differentiate between three myths and facts about applied behavior analysis.  Explain the “3 Term Contingency” and its importance in building skills and reducing problem behavior.  Identify and explain critical behavior principles related to effective instructional techniques (e.g. motivation, reinforcement, shaping, prompting)  Describe three teaching methods based upon the principles of applied behavior analysis.

Course Schedule 8:30 Registration and continental breakfast 9:00 What is ABA? Myths and Facts 9:30 Research Support for Autism Treatment 10:00 Three Term Contingency: Antecedents, Behavior Form/Function, and Consequences 11:00 Break 11:15 ABA Principles and Instructional Techniques Part 1 12:00 Lunch 1:00 ABA Principles and Instructional Techniques Part 2 1:45 Activity 2:00 Teaching Methods Overview (Discrete Trial Training, Errorless Teaching, Direct Instruction, Natural Environment Teaching) 3:15 Video Clips 3:30 Curricula/Resource Sharing 3:45-4:00 Question and Answer Session Target Audience Teachers, speech and language therapists, parents, occupational therapists, psychologists. CEUs This workshop is offered for 0.55 ASHA CEUs (Intermediate level; Professional area). This workshop is offered for 6 PA Act 48 credit hours.

July 31 9 am – Noon

Technology in the Classroom Making Every Minute Count: Incorporating Apps in Low Incidence Classrooms Presenters: Katie Patterson, M.Ed., Team Coordinator, The Education Center at The Watson Institute and Nancy V. Kneff, M.S., CCC/L, Speech & Language Therapist/Team Coordinator, The Education Center at The Watson Institute

Description As challenges to provide a quality education to low incident students arise, the need for improved teaching strategies, better communication systems and creative materials to augment understanding becomes a necessity. This session will provide an overview of how iPads can be used in a life skills classroom for students with low incidence disabilities. iPads provide accessible and engaging instructional materials that increase a student’s independence. iPads also offer a universal medium that helps to promote communication between peers, teachers and others in a student’s environment. The apps discussed will provide educators with the tools for incorporating iPad technology into the structured teaching approach, for improving communication throughout the school day, and for addressing specific IEP goals.

Learning Outcomes Participants will be able to:  Incorporate iPads into the structured teaching approach to increase student’s independence.

 Demonstrate how iPads can facilitate interactive communication and promote social interactions to broaden student’s participation with others and enhance their understanding of the world around them

 Utilize iPad technology to provide differentiated instruction and meet student’s IEP goals.

Course Schedule 8:30 Registration and continental breakfast 9:00 Accessibility Features on the iPad 9:45 Break 10:00 Communication Apps 11:00 Apps to increase independence and meet IEP goals. Target Audience Teachers, parents, speech and language therapists, occupational therapists, physical therapists, administrators, social workers.

CEUs This workshop is offered for 0.25 ASHA CEUs (Intermediate level; Professional area). This workshop is offered for 3 PA Act 48 credit hours.

1-4 pm

Technology for Special Education SMART Classrooms: Using the SMART Board in a Life Skills Classroom Presenter: Katie Patterson, M.Ed., Team Coordinator, The Education Center at The Watson Institute Description Through the use of the SMART Board, teachers are now able to provide interactive hands on lessons with the touch of a finger. This technology has greatly improved student’s engagement and motivation in the classroom. Using the SMART Board to present lessons can enrich the learning process and improve student understanding. This presentation will focus on using the SMART Board in a life skills support classroom to support the various learning needs of students. This workshop will allow participants to view the basic features of the SMART Notebook software and examples of actual lessons being used in classrooms. Participants will also discuss important time saving resources for sharing lessons and ideas.

Learning Outcomes Participants will be able to:  Create interactive lessons and presentations using the SMART Notebook software.

 Incorporate SMART Boards into large group, small group, and one on one instruction in the classroom.

 Access resources to share SMART Board lessons and ideas.

Course Schedule 1:00 Overview of SMART Notebook 1:45 Break 2:00 Incorporating the SMARTBoard into the classroom 2:45 Break 3:00 Sharing SMARTBoard boards and examples.

Target Audience Teachers, parents, speech and language therapists, occupational therapists, physical therapists, administrators, social workers CEUs This workshop is offered for 0.25 ASHA CEUs (Intermediate level; Professional area). This workshop is offered for 3 PA Act 48 credit hours.