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

Barbara T. Doyle October 11, 2008 1 of 10


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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.



RESPONSIVE VS.

DIRECTIVE

(Its your conscious choice!)

Become more conscious of the

opportunities to be more

responsive.

Be directive when necessary.



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

[email protected]

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

[email protected]

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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Doyle Everyone Can Learn Talk 1