1 00:00:00,000 --> 00:00:05,840 Hi, my name is Jordan. I am a special education teacher from the UK. I share my passion for 2 00:00:05,840 --> 00:00:11,040 everything communication, sensory regulation and fun lesson ideas for my classroom of disabled 3 00:00:11,040 --> 00:00:17,120 pupils aged 4 to 11. Each week I am joined by experts in the field answering your questions 4 00:00:17,120 --> 00:00:22,800 and sharing our knowledge and experience working alongside our beautiful young people. Let's get started. 5 00:00:22,800 --> 00:00:31,360 Hi everybody, welcome back. This one's going to be a Q&A so there is no particular topic, 6 00:00:31,360 --> 00:00:36,560 there is no particular subject. Let's have a look. Oh, we've got our first question in. 7 00:00:38,480 --> 00:00:43,760 What are the best things to put in a break box? I am currently developing my zones of 8 00:00:43,760 --> 00:00:50,400 regulation boxes. On Amazon I found that they are selling a red, yellow, green and blue little 9 00:00:50,400 --> 00:00:55,760 boxes. So I'm going to put in resources for if you're feeling blue, if you're feeling red, 10 00:00:55,760 --> 00:01:01,520 if you're feeling yellow or if you're feeling green to help with those different feelings. 11 00:01:09,760 --> 00:01:17,200 How can I support my Gaston language? Three years old and he's on stage two now. I have got a blog 12 00:01:17,200 --> 00:01:26,000 all about the stages and how to support your child at each stage all the way up to stage four, five 13 00:01:26,000 --> 00:01:32,880 and beyond. You can find this if you go to my website, the link is in my bio and search 14 00:01:32,880 --> 00:01:38,080 Gastolt then it will come up with the blog and there's loads of information on there for you. 15 00:01:38,080 --> 00:01:46,320 Typically you join them in their echolalia and their phrases and you learn what context they use 16 00:01:46,320 --> 00:01:51,600 them in and what they mean. I'm sure you already know it if you're the parent and you use it too. 17 00:01:51,600 --> 00:01:56,640 And then you also you use it but you might change just one word in the phrase. So for example, 18 00:01:57,600 --> 00:02:04,560 great cup of coffee is one that my student uses for wanting any type of food or drink 19 00:02:04,560 --> 00:02:11,760 and I might change it to great cup of juice or great cup of crisps, you know, just to kind of 20 00:02:11,760 --> 00:02:19,120 like mitigate those little phrases in there and to kind of bring on stage three. So I hope that helps. 21 00:02:26,000 --> 00:02:30,880 How often do you read your core vocab books with your class? So I have two classes this year and 22 00:02:30,880 --> 00:02:36,800 I'm doing the core word program quite differently with each class. It's a bit of an experiment but 23 00:02:36,800 --> 00:02:41,680 also it's just kind of how I'm running the two classes. So in one of the classes it's primary 24 00:02:41,680 --> 00:02:46,640 and I am only there on Thursdays and Fridays and Fridays are really busy because it's our swimming 25 00:02:46,640 --> 00:02:51,760 day. So typically we don't have too much time to do anything else other than swim and attention 26 00:02:51,760 --> 00:02:58,320 autism. So that's kind of Friday done but Thursday, so one day a week, we will like go core word heavy. 27 00:02:58,880 --> 00:03:03,920 We will read the book, we'll play the games, we'll practice writing, we'll do the signing, 28 00:03:03,920 --> 00:03:09,680 all in one day, kind of like a big introduction on Thursday and then yeah my TAs kind of filter 29 00:03:09,680 --> 00:03:14,240 it through for the rest of the week. So that's how my primary class are doing it but for my other 30 00:03:14,240 --> 00:03:20,960 class we're doing it daily and quite bitty and I've chosen every day to focus on a different way of 31 00:03:20,960 --> 00:03:27,120 learning the word. So for example today was the speech and language focus so we practiced asking 32 00:03:27,120 --> 00:03:33,680 for it, I want it. We were practicing with the iPad game and we practiced with a Mr Potato Head 33 00:03:33,680 --> 00:03:39,680 and they had to ask for the pieces that I had, I want it and then I could give it to them and 34 00:03:39,680 --> 00:03:45,600 they made Mr Potato Head but then on Tuesdays it's a reading focus so then that's when we would read 35 00:03:45,600 --> 00:03:51,520 the book and they would practice reading the word and recognizing the signs and then we would do a 36 00:03:51,520 --> 00:03:56,880 writing focus on the Wednesday and then they would practice writing the word and mark making. So it 37 00:03:56,880 --> 00:04:01,360 kind of develops over the week which I actually think is rather lovely and it slowly builds up 38 00:04:01,360 --> 00:04:06,080 over the week but both are working, both are supporting the children to learn the words, 39 00:04:07,040 --> 00:04:12,080 both are supporting the adults to learn the signs and learn about the word so I would say 40 00:04:12,080 --> 00:04:16,800 however you do it is good. I don't think that you even have to do all of it if your children 41 00:04:16,800 --> 00:04:21,680 just aren't into the writing aspect of it or they weren't into the song aspect of it, it's absolutely 42 00:04:21,680 --> 00:04:27,120 fine. The reason I did so many different things like the play and the attention orders and everything 43 00:04:27,120 --> 00:04:32,640 is so that you had enough to fill your week if you wanted to, so you had enough to choose from 44 00:04:33,360 --> 00:04:40,320 in order to capture your children's interests really. So yeah I would like you to magpie 45 00:04:40,320 --> 00:04:46,240 little bits, add your own ideas, make it as meaningful for your class as possible, I hope that's helpful. 46 00:04:46,240 --> 00:05:00,640 Hi, I want to introduce symbols around the classroom but I see that most are velcro, I think they're 47 00:05:00,640 --> 00:05:06,160 amazing but do children just pull them off? I don't just use velcro in my classroom, I have the sticky 48 00:05:06,160 --> 00:05:12,320 back plastic as well you know so anything that's labels or information I sticky back plastic it 49 00:05:12,320 --> 00:05:18,400 because it doesn't need to be removed so for example drawer labels, cupboard labels, anything 50 00:05:18,400 --> 00:05:24,480 that's like closed don't light on off you know those kind of things that don't need to be taken 51 00:05:24,480 --> 00:05:31,120 on or off they are sticky back plasticed so that kind of removes some of it and then I also have 52 00:05:31,120 --> 00:05:37,680 choice boards as well not necessarily taking off choice boards but just flat print and laminate 53 00:05:37,680 --> 00:05:42,960 straight away choice boards and the children can point to what they want and they are in particular 54 00:05:42,960 --> 00:05:47,520 areas because the children don't need to take it off and give it to an adult because we're with them 55 00:05:47,520 --> 00:05:52,400 and they can use it a bit like a low tech AAC that's a great way as well otherwise yeah all the 56 00:05:52,400 --> 00:05:58,880 symbols just end up everywhere. We also have the core boards around and we also have their AAC 57 00:05:58,880 --> 00:06:06,320 tablets again not velcro so there's nothing to be eaten or lost so that leaves the things that we 58 00:06:06,320 --> 00:06:13,760 have to have velcro for which is their transitioning symbols so in every area of my classroom and some 59 00:06:13,760 --> 00:06:19,360 areas of the school as well that we transition to there will be a matching board with the velcro on 60 00:06:19,360 --> 00:06:24,000 and then on their schedule they will have their symbols and then the idea is that they check their 61 00:06:24,000 --> 00:06:28,160 schedule they take their symbol off and then they match it to whatever board around the school or 62 00:06:28,160 --> 00:06:36,080 around the class that symbol goes to to say they're here that has to be velcro however it kind of 63 00:06:36,080 --> 00:06:42,160 organizes itself because the symbols are only ever on their schedule transitioning with them 64 00:06:42,160 --> 00:06:46,720 or on the matching board so it keeps it organized and sometimes they go in mouth sometimes they get 65 00:06:46,720 --> 00:06:51,120 dropped on the way but that's up to the adult to kind of keep up with that and sometimes that 66 00:06:51,120 --> 00:06:56,160 happens but actually typically it kind of keeps them a bit more safe so yeah I hope that helps 67 00:06:56,720 --> 00:06:58,480 with the whole velcro issue. 68 00:06:58,480 --> 00:07:03,040 I have had such an amazing response to the call word curriculum so many children now communicating 69 00:07:03,040 --> 00:07:07,840 and parents are on board as well that's amazing I'm so pleased to hear at the moment I'm just 70 00:07:07,840 --> 00:07:13,760 writing in homeschool books that the call what the call word of the week is but some of you guys have 71 00:07:13,760 --> 00:07:19,520 made slips or you're sharing on dojo or you've got little stickers like the call word of the week is 72 00:07:19,520 --> 00:07:24,640 or you're sending home a little home video or something like that so I'm just going to leave that 73 00:07:24,640 --> 00:07:30,000 like the call word of the week is or you're sending home a little homework ideas for like 74 00:07:30,000 --> 00:07:36,640 playing games and stuff or little clips to watch so you guys are amazing and I'm really inspired so 75 00:07:37,360 --> 00:07:43,680 as I develop it I would love to do that for my class as well the idea of having call word 76 00:07:43,680 --> 00:07:48,240 homework and like a little game the parents can play with their child around the call word is just 77 00:07:48,240 --> 00:07:53,120 so fun to me maybe they could play the games maybe I send home the link or whatever I don't 78 00:07:53,120 --> 00:07:56,800 know what it's going to look like I just think that's really really cool and the more adults 79 00:07:56,800 --> 00:08:01,440 around their lives that are using that word and modeling that word the better right so yeah I love 80 00:08:01,440 --> 00:08:05,920 that you guys are doing that how do you not get overwhelmed with looking after different children 81 00:08:05,920 --> 00:08:14,160 with different needs honestly it stimulates me um I would find it quite tiring and actually 82 00:08:14,160 --> 00:08:21,040 under stimulating and maybe quite boring if all of my children were exactly the same because 15 83 00:08:21,040 --> 00:08:25,680 years in this job I kind of would have done it I'd have seen it all before the thing I love about 84 00:08:25,680 --> 00:08:30,800 the job so much is that every single day is different and I love problem solving and trying 85 00:08:30,800 --> 00:08:38,160 to work out the whys and children and what works and what's wrong and how to support them and that 86 00:08:38,160 --> 00:08:45,520 kind of is the joy of my job and so I'm actually very pleased that every child is different and 87 00:08:46,720 --> 00:08:50,880 I like that there's lots of different needs and I like going into lots of the different groups 88 00:08:50,880 --> 00:08:54,720 and planning in lots of different ways because it keeps it interesting for me 89 00:09:02,320 --> 00:09:07,680 a child in reception non-verbal and autistic what would be the first vocabulary that I can put on 90 00:09:07,680 --> 00:09:13,040 the sheet great question um if you have been following my core word journey I did loads of 91 00:09:13,040 --> 00:09:19,440 research into this if you search dynamic learning map there's I've linked it all within my core 92 00:09:19,440 --> 00:09:25,120 curriculum if you've got that but dynamic dynamic learning map did loads of extensive research on 93 00:09:25,120 --> 00:09:33,120 what the first 40 core words should be and they uh watched and observed loads of toddlers and 94 00:09:33,120 --> 00:09:39,360 worked with loads of um early speakers and typically before the age of five children say 95 00:09:39,360 --> 00:09:46,320 majority 200 words and 95 percent of their vocabulary is these 900 words but before the 96 00:09:46,320 --> 00:09:53,200 age of like you know three it's more like 40 words and they so I've taken those 40 words to create 97 00:09:53,200 --> 00:09:59,040 the core word curriculum because their core words um they get they mean lots of different things and 98 00:09:59,040 --> 00:10:03,680 we can use them in lots of different ways um and they make up the majority of our language 99 00:10:04,480 --> 00:10:09,520 especially for those early learners so if you want to know what those words are then you can 100 00:10:09,520 --> 00:10:14,960 grab my core word curriculum um or you can cheat and go onto my website and they're listed in the 101 00:10:14,960 --> 00:10:19,280 product description yeah typically that's why I wrote the core word curriculum around those 102 00:10:19,280 --> 00:10:23,680 40 words and that's why I chose those 40 words because of the dynamic learning math research 103 00:10:30,640 --> 00:10:36,240 what morning activities do you use first thing if you get a lot of sensory seeking climbing is a 104 00:10:36,240 --> 00:10:42,320 big challenge for us also throwing we are doing physical and sensory start but any more ideas 105 00:10:42,320 --> 00:10:47,200 great that you're doing a physical and sensory start however you could just be alerting them 106 00:10:47,200 --> 00:10:53,360 even more just make sure that before you're ready to work you kind of organize them and then ground 107 00:10:53,360 --> 00:10:59,120 them as well before coming inside but that's really great to hear typically in the morning 108 00:10:59,120 --> 00:11:06,480 they arrive around quarter to nine to nine o'clock and then we don't start even hello time until half 109 00:11:06,480 --> 00:11:11,360 past nine so the children have half an hour to 45 minutes to just meet their needs and it looks 110 00:11:11,360 --> 00:11:15,200 different for every single child for some of them they go straight to the snack table they really 111 00:11:15,200 --> 00:11:19,680 want snack some children just pace and open drawers and kind of get used to and orientate 112 00:11:19,680 --> 00:11:24,320 themselves in the space some children like to play outside and go on the swing and dig in the sand 113 00:11:24,320 --> 00:11:28,960 and experiment and play in the mud and all those kind of things some children go straight to our 114 00:11:28,960 --> 00:11:36,880 sensory diet area they go to the exercise balls and the rocking boards and the fish spinner seat 115 00:11:36,880 --> 00:11:41,200 because maybe they've been sitting in the taxi or the car for a little while some children like to 116 00:11:41,200 --> 00:11:45,680 read or just go straight on to work and want to go into their tasks and do some kind of workstation 117 00:11:45,680 --> 00:11:49,760 tasks so it really does look different for every single child some children just want to greet the 118 00:11:49,760 --> 00:11:54,560 adults and have some cuddles do some singing singing and songs some children want to go onto 119 00:11:54,560 --> 00:12:01,040 the laptop and kind of focus and you know forget the world around them other children want to go 120 00:12:01,040 --> 00:12:04,640 in the sensory room you know there's so many different needs so i would have a lot of things 121 00:12:04,640 --> 00:12:08,800 on offer to facilitate all of those different requirements and just see what the children 122 00:12:08,800 --> 00:12:13,200 gravitate towards um typically those that want movement will go to the movement stuff those that 123 00:12:13,200 --> 00:12:19,520 want calm dark quiet will go to the calm dark quiet areas i would suggest and then half past 124 00:12:19,520 --> 00:12:25,120 nine we start hello do a movement break and and we're good to go for for a little while until the 125 00:12:25,120 --> 00:12:25,680 next one 126 00:12:25,680 --> 00:12:32,960 What's my background? My background is when i was 18 i star i was a teaching assistant in a special 127 00:12:32,960 --> 00:12:40,880 education school and then after two years i did my i did that whilst doing my degree in acting 128 00:12:41,600 --> 00:12:48,800 and then straight after that i went to do a primary PGCE and then went straight back into 129 00:12:48,800 --> 00:12:54,400 the special education school that i was a TA at and i did that for 10 years and then i moved to 130 00:12:54,400 --> 00:13:01,360 Cornwall all between that i did foster care and supply teaching and tutoring and uh consultancy 131 00:13:01,360 --> 00:13:07,360 and all that kind of stuff freelance stuff and then i moved to Cornwall and then i started teaching 132 00:13:07,360 --> 00:13:12,160 in my special education class that is linked to a mainstream school and that's where i 133 00:13:12,160 --> 00:13:18,400 started teaching in my primary PGCE and then i moved to the primary PGCE and then i moved 134 00:13:18,400 --> 00:13:22,240 to the primary PGCE and then i moved to the primary PGCE and then i moved to the primary PGCE and 135 00:13:22,240 --> 00:13:26,080 then i moved to the primary PGCE and that's where i am now and i've been there for five years 136 00:13:33,760 --> 00:13:38,800 What is your approach to discipline? This is something I always struggle with um typically 137 00:13:39,520 --> 00:13:44,560 i don't discipline i kind of rely on natural consequences for a lot of things so if they 138 00:13:44,560 --> 00:13:46,400 linked to the behavior they're doing. 139 00:13:46,400 --> 00:13:48,400 I don't know if they're ramming their pen 140 00:13:48,400 --> 00:13:50,140 in the paper or the table, 141 00:13:50,140 --> 00:13:51,880 then they're gonna run out of pen quicker. 142 00:13:51,880 --> 00:13:53,280 Like it's just a natural consequence. 143 00:13:53,280 --> 00:13:55,040 I don't feel like that needs discipline. 144 00:13:55,040 --> 00:13:56,640 It's already got a consequence. 145 00:13:57,840 --> 00:14:02,080 If they are being dangerous or unsafe, I say no. 146 00:14:02,080 --> 00:14:05,560 I safely take them down or like out of the area, 147 00:14:05,560 --> 00:14:08,400 or I remove the danger from them, you know, 148 00:14:08,400 --> 00:14:11,600 whatever's safer, whatever causes least risk. 149 00:14:11,600 --> 00:14:15,120 And then I try and typically replace the behavior 150 00:14:15,120 --> 00:14:16,360 with a safer alternative. 151 00:14:16,360 --> 00:14:18,720 So say if they're throwing chairs or tables, 152 00:14:18,720 --> 00:14:22,240 then I'll go outside and maybe we'll throw some tires 153 00:14:22,240 --> 00:14:25,000 because they're heavy, but it's a bit safer. 154 00:14:25,000 --> 00:14:27,020 Or if they're climbing up the furniture, 155 00:14:27,020 --> 00:14:28,920 maybe I will take them outside 156 00:14:28,920 --> 00:14:30,720 and we will do climb on the climbing frame 157 00:14:30,720 --> 00:14:34,160 or go on the swing or do some wrestling or tickles. 158 00:14:34,160 --> 00:14:35,580 So try and replace the behavior. 159 00:14:35,580 --> 00:14:38,880 But ideally I would have not waited 160 00:14:38,880 --> 00:14:41,380 until it's gotten dangerous or unsafe. 161 00:14:41,380 --> 00:14:43,760 And I would have put in little interventions before. 162 00:14:43,760 --> 00:14:46,800 So like we've just spoken about my morning routine, 163 00:14:46,800 --> 00:14:47,760 have they had their snack? 164 00:14:47,760 --> 00:14:48,900 Have they had their movement break? 165 00:14:48,900 --> 00:14:51,400 Have they had opportunities to have quiet time? 166 00:14:51,400 --> 00:14:53,200 If they haven't, then I needed to have given them 167 00:14:53,200 --> 00:14:55,860 that 10 minutes before they were actually unsafe. 168 00:14:55,860 --> 00:14:58,280 So it's about kind of not just being reactive, 169 00:14:58,280 --> 00:15:01,400 but also being proactive in trying to keep regulation 170 00:15:01,400 --> 00:15:02,240 in the class. 171 00:15:03,160 --> 00:15:06,200 We should be in the art of keeping toward unregulated 172 00:15:06,200 --> 00:15:09,920 rather than this constant dysregulation regulation 173 00:15:09,920 --> 00:15:12,600 and rollercoaster really. 174 00:15:12,600 --> 00:15:17,600 Are visual timetables where they are going, 175 00:15:22,520 --> 00:15:24,360 what they are doing or both? 176 00:15:24,360 --> 00:15:26,520 Great question. 177 00:15:26,520 --> 00:15:27,600 When I first started teaching, 178 00:15:27,600 --> 00:15:29,340 I always used to do what they are doing. 179 00:15:29,340 --> 00:15:32,480 So it would be English, math, science, that kind of thing. 180 00:15:32,480 --> 00:15:34,120 Actually, it doesn't mean anything to our children 181 00:15:34,120 --> 00:15:36,300 because they're working at the same table. 182 00:15:36,300 --> 00:15:37,600 They're working at the same, 183 00:15:37,600 --> 00:15:40,480 it looks like quite similar as far as they're concerned. 184 00:15:40,480 --> 00:15:41,840 So the fact that this is English, math, science 185 00:15:41,840 --> 00:15:43,400 doesn't ease any of their anxiety. 186 00:15:43,400 --> 00:15:45,960 It doesn't give them more independence or autonomy 187 00:15:45,960 --> 00:15:47,640 over what they're doing. 188 00:15:47,640 --> 00:15:50,800 So now I use areas, so it's where they are going. 189 00:15:50,800 --> 00:15:54,000 My timetable looks like computer area, group area, 190 00:15:54,000 --> 00:15:58,300 hall, playground, snack table, sensory diet area, 191 00:15:59,720 --> 00:16:01,000 that kind of thing. 192 00:16:01,000 --> 00:16:02,320 And then it goes around again, 193 00:16:02,320 --> 00:16:04,200 because actually that's what children care about. 194 00:16:04,200 --> 00:16:05,920 They care about where they are going. 195 00:16:05,920 --> 00:16:07,480 It gives them more independence. 196 00:16:07,480 --> 00:16:09,240 They don't need an adult prompting them saying 197 00:16:09,240 --> 00:16:10,960 where they need to go next. 198 00:16:10,960 --> 00:16:13,960 They just need to check their schedule and they know, 199 00:16:13,960 --> 00:16:15,680 and they go there and the work's there ready for them 200 00:16:15,680 --> 00:16:16,760 and they get on with it. 201 00:16:16,760 --> 00:16:21,760 What would you suggest to help support a child 202 00:16:25,960 --> 00:16:27,680 who bites to communicate? 203 00:16:27,680 --> 00:16:29,320 Well done for recognizing this communication 204 00:16:29,320 --> 00:16:30,440 because it always certainly is. 205 00:16:30,440 --> 00:16:33,760 It's also probably certainly a sensory need. 206 00:16:33,760 --> 00:16:35,560 Our mouth is incredibly sensitive. 207 00:16:35,560 --> 00:16:38,840 Our tongue is the only muscle 208 00:16:38,840 --> 00:16:41,000 that we actually have direct access to. 209 00:16:41,000 --> 00:16:43,200 So it's incredibly sensitive. 210 00:16:43,200 --> 00:16:44,440 So if they're sensory seeking, 211 00:16:44,440 --> 00:16:46,800 then it's likely that they are going, 212 00:16:46,800 --> 00:16:48,200 it's gonna be something to their mouths. 213 00:16:48,200 --> 00:16:51,800 So biting, licking, mouthing, you know, that kind of thing. 214 00:16:51,800 --> 00:16:54,800 So I would provide a textured chewy. 215 00:16:54,800 --> 00:16:56,800 Some chewies also vibrate as well. 216 00:16:56,800 --> 00:16:59,960 So it gives them loads of oral feedback in their mouth. 217 00:16:59,960 --> 00:17:01,440 So I would suggest that. 218 00:17:01,440 --> 00:17:05,540 I would also suggest having either regular crunchy snack 219 00:17:05,540 --> 00:17:08,880 breaks or always out crunchy snack breaks 220 00:17:08,880 --> 00:17:10,700 in like a little lunchbox on their table. 221 00:17:10,700 --> 00:17:13,680 Something like dry cereal is a really good one. 222 00:17:13,680 --> 00:17:16,280 Apples are a really great one that just get loads 223 00:17:16,280 --> 00:17:19,600 of oral feedback again through their, 224 00:17:19,600 --> 00:17:21,760 through their, they are a biter. 225 00:17:21,760 --> 00:17:22,960 Now you say it's to communicate. 226 00:17:22,960 --> 00:17:24,800 So I wonder if they are frustrated 227 00:17:25,720 --> 00:17:28,520 and they want people to be away from them 228 00:17:28,520 --> 00:17:30,880 because biting is a really great way of getting people away. 229 00:17:30,880 --> 00:17:33,960 So also try and read those signals when they're bubbling up 230 00:17:33,960 --> 00:17:36,280 and give them space or give them an opportunity 231 00:17:36,280 --> 00:17:39,240 to be able to request space in a safer way, 232 00:17:39,240 --> 00:17:40,680 either through a visual or a photo 233 00:17:40,680 --> 00:17:42,880 or an object of reference or gesture, you know, 234 00:17:42,880 --> 00:17:45,720 teach gesture and honour that just as quickly 235 00:17:45,720 --> 00:17:48,800 as you would biting, react to that just as much 236 00:17:48,800 --> 00:17:51,920 and just as loudly and just as big as you would 237 00:17:51,920 --> 00:17:55,080 if it was biting because we need to replace 238 00:17:55,080 --> 00:17:57,360 that behaviour with a safer option. 239 00:17:57,360 --> 00:18:00,880 It could be help me, sometimes biting is help me. 240 00:18:02,000 --> 00:18:03,800 And in doing so, you know, when you, again, 241 00:18:03,800 --> 00:18:06,600 when you see those wobbles, maybe they have a help symbol 242 00:18:06,600 --> 00:18:09,240 or a, you know, I need this symbol 243 00:18:09,240 --> 00:18:11,320 and reduce those demands around that 244 00:18:11,320 --> 00:18:13,480 to avoid that biting behaviour. 245 00:18:13,480 --> 00:18:18,480 Please can I have advice on helping children 246 00:18:23,120 --> 00:18:25,000 who don't like to eat certain foods? 247 00:18:25,000 --> 00:18:29,480 Yes, this is incredibly common amongst neurodiverse people 248 00:18:29,480 --> 00:18:32,000 and, and autistics in general 249 00:18:32,000 --> 00:18:36,680 because we have our safe foods and our comfort foods. 250 00:18:36,680 --> 00:18:39,600 It can be, if it's extreme, it can be called ARFID, 251 00:18:39,600 --> 00:18:42,720 A-R-F-I-D, if you want to research that. 252 00:18:44,040 --> 00:18:47,480 The National Autistic Society have really great medical 253 00:18:47,480 --> 00:18:51,120 given advice on PICA and ARFID. 254 00:18:51,120 --> 00:18:54,200 So my first point of call, if you were in my DMs 255 00:18:54,200 --> 00:18:55,400 would be to send you the link 256 00:18:55,400 --> 00:19:00,400 to the National Autistic Society pages on PICA and ARFID. 257 00:19:00,400 --> 00:19:05,400 And eating disorders, it's really common for people 258 00:19:05,680 --> 00:19:07,720 with autism to have an eating disorder 259 00:19:07,720 --> 00:19:11,000 because it's a way of controlling their environment 260 00:19:11,000 --> 00:19:15,280 in a very confusing and overwhelming world. 261 00:19:15,280 --> 00:19:16,520 They don't like to eat certain foods. 262 00:19:16,520 --> 00:19:19,000 I mean, lots of us don't like to eat certain foods. 263 00:19:19,000 --> 00:19:22,400 It depends how limiting and unsafe that is for a child. 264 00:19:22,400 --> 00:19:23,840 I know I've had some students before 265 00:19:23,840 --> 00:19:26,520 that have only eaten one or two things 266 00:19:26,520 --> 00:19:29,760 and then it can become quite limiting and unsafe. 267 00:19:29,760 --> 00:19:31,480 And then typically it would be about exposure, 268 00:19:31,480 --> 00:19:34,560 but without exposure to the foods and textures and smells, 269 00:19:34,560 --> 00:19:36,440 but without pressure to eat. 270 00:19:36,440 --> 00:19:40,880 So we do weekly cooking sessions in my class every Wednesday 271 00:19:40,880 --> 00:19:44,280 and that's a great chance to explore different smells 272 00:19:44,280 --> 00:19:48,360 and textures and flavors without any pressure to eat at all. 273 00:19:48,360 --> 00:19:52,280 They can just chop and eat and move and roll and squish 274 00:19:52,280 --> 00:19:54,680 and just be on the table with the food sometimes 275 00:19:54,680 --> 00:19:56,720 is enough for the children, just to be in the class 276 00:19:56,720 --> 00:19:59,000 with the food sometimes is enough for the children. 277 00:19:59,000 --> 00:20:02,560 And it gives them the opportunity to be around that food 278 00:20:02,560 --> 00:20:03,920 and they might just taste it. 279 00:20:03,920 --> 00:20:07,360 Also having adults and eating around the children as well 280 00:20:07,360 --> 00:20:08,200 is a really great idea. 281 00:20:08,200 --> 00:20:10,120 Often in schools that is frowned upon, 282 00:20:10,120 --> 00:20:13,640 you have the adults go out to eat or snack. 283 00:20:13,640 --> 00:20:14,480 But in my new class, 284 00:20:14,480 --> 00:20:16,760 we've started having snack with the children 285 00:20:16,760 --> 00:20:19,720 because they need to see adults eating a healthy diet, 286 00:20:19,720 --> 00:20:22,600 sitting down with their table cloth out, 287 00:20:22,600 --> 00:20:26,120 using their AAC device or using their communication. 288 00:20:26,120 --> 00:20:28,080 And because they model, 289 00:20:28,080 --> 00:20:32,320 so show, don't, say is our focus of the week in my class 290 00:20:32,320 --> 00:20:33,600 for right adults. 291 00:20:33,600 --> 00:20:35,320 And that needs to work at snack time as well. 292 00:20:35,320 --> 00:20:37,280 We're gonna show the children 293 00:20:37,280 --> 00:20:39,080 that it's okay to have a varied diet 294 00:20:39,080 --> 00:20:41,240 and that this is what it smells like 295 00:20:41,240 --> 00:20:42,560 and this is what it feels like and tastes like. 296 00:20:42,560 --> 00:20:44,080 You don't have to eat it, that's fine, 297 00:20:44,080 --> 00:20:46,600 but I'm gonna eat it and I'm gonna eat it here 298 00:20:46,600 --> 00:20:49,000 and nothing will happen, it's okay. 299 00:20:49,000 --> 00:20:51,000 So that's really, that's a great way 300 00:20:51,000 --> 00:20:53,840 of introducing new foods and flavors. 301 00:20:53,840 --> 00:20:58,840 And then we have our next course, 302 00:20:59,140 --> 00:21:02,360 and our next boards have a little pouch at the back 303 00:21:02,360 --> 00:21:04,080 with loads of little symbols in, 304 00:21:04,080 --> 00:21:07,040 just in case symbols that we can Velcro to it, 305 00:21:07,040 --> 00:21:09,880 like little versions of all the symbols and the choices. 306 00:21:09,880 --> 00:21:11,160 So that would be a great way as well 307 00:21:11,160 --> 00:21:14,120 if you didn't want too much Velcro around. 308 00:21:14,120 --> 00:21:15,720 Another great way is also a whiteboard, 309 00:21:15,720 --> 00:21:17,600 you know, the Attention Autism style, 310 00:21:17,600 --> 00:21:19,160 I use it all the time. 311 00:21:19,160 --> 00:21:22,880 I just grab a whiteboard and do first, then, 312 00:21:22,880 --> 00:21:26,360 just withdrawing and writing, 313 00:21:26,360 --> 00:21:28,000 bit like Attention Autism and I use it, yeah, 314 00:21:28,000 --> 00:21:29,880 out of the session, I use it all the time. 315 00:21:29,880 --> 00:21:30,880 I use it with a child today 316 00:21:30,880 --> 00:21:33,960 that didn't wanna take their waterproofs off. 317 00:21:35,080 --> 00:21:38,240 So first waterproofs off, then inside. 318 00:21:38,240 --> 00:21:39,080 It works really well, 319 00:21:39,080 --> 00:21:40,320 because I didn't have a waterproof symbol, 320 00:21:40,320 --> 00:21:41,720 so I just drew it on the whiteboard 321 00:21:41,720 --> 00:21:44,960 and it supported them to understand what I was saying 322 00:21:44,960 --> 00:21:48,040 and kind of regulate them and negotiate with them. 323 00:21:48,040 --> 00:21:53,040 So that's really good, and I'm really excited about it. 324 00:21:56,400 --> 00:21:58,280 Thank you so much for the CoreWord curriculum. 325 00:21:58,280 --> 00:22:00,480 I can't believe the progress my class have made. 326 00:22:00,480 --> 00:22:03,400 Oh, that's so great to hear, honestly, so great. 327 00:22:03,400 --> 00:22:07,320 It's worth all the hours of hearing feedback like that, 328 00:22:07,320 --> 00:22:08,560 because it took so many hours, 329 00:22:08,560 --> 00:22:10,320 and I'm finding the same in my class as well. 330 00:22:10,320 --> 00:22:14,360 It's so rewarding to watch them progress and learn 331 00:22:14,360 --> 00:22:17,240 and watch how excited the staff are, honestly, 332 00:22:17,240 --> 00:22:19,840 all signing it and they're all doing the AAC. 333 00:22:19,840 --> 00:22:23,640 We've only got one adult iPad for AAC in my class, 334 00:22:23,640 --> 00:22:25,000 because they're so expensive. 335 00:22:25,000 --> 00:22:26,840 So I had the AAC and I prodized him. 336 00:22:26,840 --> 00:22:28,640 I was like, oh no, sorry, do you want it? 337 00:22:28,640 --> 00:22:30,400 And he was like, no, it's okay, I'll sign it. 338 00:22:30,400 --> 00:22:33,400 And as he was signing it, it was so lovely. 339 00:22:33,400 --> 00:22:35,920 And that hasn't happened before in my classroom ever. 340 00:22:35,920 --> 00:22:39,960 So that's really exciting to me to see 341 00:22:39,960 --> 00:22:43,960 the adults' confidence in using AAC and signing as well. 342 00:22:43,960 --> 00:22:44,920 It's really, really great. 343 00:22:44,920 --> 00:22:47,880 And they're remembering the previous week signs as well 344 00:22:47,880 --> 00:22:50,560 and using those and putting them together. 345 00:22:50,560 --> 00:22:52,680 So I think it's just as exciting watching the adult progress 346 00:22:52,680 --> 00:22:55,080 as it is the child's progress as well in my class. 347 00:22:55,080 --> 00:22:55,920 Really great. 348 00:22:55,920 --> 00:23:00,920 I have a child who constantly peels the actual Velcro 349 00:23:07,200 --> 00:23:09,160 off of the walls, et cetera. 350 00:23:09,160 --> 00:23:10,720 Any ideas to redirect this behavior 351 00:23:10,720 --> 00:23:12,600 as it means symbols are not where they should be 352 00:23:12,600 --> 00:23:15,000 as it affects the other's communication? 353 00:23:15,000 --> 00:23:16,160 Yeah, really, really hard. 354 00:23:16,160 --> 00:23:19,600 Maybe try glue gunning the Velcro. 355 00:23:19,600 --> 00:23:21,160 So it just makes it a little bit harder. 356 00:23:21,160 --> 00:23:24,320 There's also something on Amazon called Tack-It. 357 00:23:24,320 --> 00:23:26,600 It's in my classroom essentials folder 358 00:23:26,600 --> 00:23:30,320 on my Amazon storefront, which is in the link in my bio. 359 00:23:30,320 --> 00:23:32,680 And it works just as soon as Velcro. 360 00:23:32,680 --> 00:23:35,360 It's like glue, but it stays tacky. 361 00:23:35,360 --> 00:23:37,620 So you can put things on and off. 362 00:23:38,840 --> 00:23:40,120 You kind of leave it, you spray it, 363 00:23:40,120 --> 00:23:41,960 you leave it to dry over 24 hours 364 00:23:41,960 --> 00:23:44,000 and it's just always tacky. 365 00:23:44,000 --> 00:23:46,480 So that might work as well, because you can't peel it off. 366 00:23:46,480 --> 00:23:48,560 So maybe that's a good alternative. 367 00:23:48,560 --> 00:23:51,560 How do you plan your lessons around behavior? 368 00:23:51,560 --> 00:23:54,560 How do you plan your lessons around behavior? 369 00:23:54,560 --> 00:23:59,560 How do you plan your lessons around behavior? 370 00:24:00,160 --> 00:24:04,200 So I typically plan lots of different things 371 00:24:04,200 --> 00:24:06,440 that we could do within the lesson. 372 00:24:06,440 --> 00:24:10,420 And then on the moment, in the minute, in the second, 373 00:24:10,420 --> 00:24:13,560 I decide what that lesson's gonna look like. 374 00:24:13,560 --> 00:24:15,280 So I know they're gonna go to the teaching table 375 00:24:15,280 --> 00:24:17,040 because I've set that on their timetable, 376 00:24:17,040 --> 00:24:18,800 but what is that lesson actually gonna look like? 377 00:24:18,800 --> 00:24:20,920 How much support am I gonna give them? 378 00:24:20,920 --> 00:24:22,360 What are the demands gonna be? 379 00:24:22,360 --> 00:24:25,120 If they're on green and they're content 380 00:24:25,120 --> 00:24:26,900 and focused and ready to learn, 381 00:24:26,900 --> 00:24:30,000 I might extend their learning way longer 382 00:24:30,000 --> 00:24:32,200 and I might challenge them a little bit more. 383 00:24:32,200 --> 00:24:34,040 I might prompt them to be more independent. 384 00:24:34,040 --> 00:24:35,840 I might put more demands on them. 385 00:24:35,840 --> 00:24:38,240 But if they're a bit wobbly, they might be on yellow, 386 00:24:38,240 --> 00:24:40,500 they're feeling a little bit anxious, 387 00:24:40,500 --> 00:24:42,880 then I would reduce the demands. 388 00:24:42,880 --> 00:24:44,720 I might do a little bit more for them. 389 00:24:44,720 --> 00:24:45,760 I might do the whole thing 390 00:24:45,760 --> 00:24:47,520 and then just let them put one thing on 391 00:24:47,520 --> 00:24:48,860 and then they can go. 392 00:24:48,860 --> 00:24:50,840 So it can look quite different. 393 00:24:50,840 --> 00:24:54,400 So that's kind of how I manage learning around behavior. 394 00:24:54,400 --> 00:24:56,360 I have realistic expectations, honestly, 395 00:24:56,360 --> 00:24:57,840 is what it comes down to. 396 00:24:57,840 --> 00:25:00,840 How do you plan your lessons around behavior? 397 00:25:00,840 --> 00:25:03,720 How do you plan your lessons around behavior? 398 00:25:03,720 --> 00:25:07,240 Best time to do whole school sensory circuits break 399 00:25:07,240 --> 00:25:09,600 before or after school. 400 00:25:09,600 --> 00:25:11,960 Typically, I do it at least every hour 401 00:25:11,960 --> 00:25:13,360 of full sensory circuit. 402 00:25:13,360 --> 00:25:15,960 So I would do it as soon as they come in, 403 00:25:15,960 --> 00:25:17,760 just before home time, 404 00:25:17,760 --> 00:25:22,080 and then a good few times in the middle of the day. 405 00:25:22,080 --> 00:25:24,360 Play times are great 406 00:25:24,360 --> 00:25:26,000 because that's your alerting already. 407 00:25:26,000 --> 00:25:29,160 PE is great because that's your alerting already. 408 00:25:29,160 --> 00:25:32,020 If you've got any movement like dance breaks, 409 00:25:32,020 --> 00:25:33,900 before register or after register, 410 00:25:33,900 --> 00:25:35,960 they're great because that's your alerting. 411 00:25:35,960 --> 00:25:39,280 So get your alerting in every hour 412 00:25:39,280 --> 00:25:42,640 and then do a bit of Simon Says squeezes 413 00:25:42,640 --> 00:25:46,360 and back to your chair, wiggle on your hands, 414 00:25:46,360 --> 00:25:47,200 breathing technique. 415 00:25:47,200 --> 00:25:48,760 It doesn't need to take long. 416 00:25:48,760 --> 00:25:51,120 Sensory circuits after playtime and after PE, 417 00:25:51,120 --> 00:25:52,560 after they've got all their alerting out, 418 00:25:52,560 --> 00:25:54,480 alerting is usually the longest thing. 419 00:25:55,520 --> 00:25:57,080 It really can be just a couple of minutes. 420 00:25:57,080 --> 00:25:58,540 As they're walking in from break, 421 00:25:58,540 --> 00:26:01,360 you could be doing Simon Says with some cross motion. 422 00:26:01,360 --> 00:26:03,800 You're already walking in there, that takes no time. 423 00:26:03,800 --> 00:26:05,360 And then as they're walking through the door, 424 00:26:05,360 --> 00:26:07,680 you can give them three squeezes down their arms. 425 00:26:07,680 --> 00:26:09,800 That's their grounding and they're ready to go. 426 00:26:09,800 --> 00:26:11,080 So it doesn't need to take long 427 00:26:11,080 --> 00:26:15,800 and you could do that every hour on the hour, I would say. 428 00:26:15,800 --> 00:26:16,640 I'm struggling. 429 00:26:16,640 --> 00:26:21,640 What would you suggest if a now and next timetable 430 00:26:25,160 --> 00:26:26,000 doesn't work? 431 00:26:26,000 --> 00:26:28,380 I'm struggling going from one task to the other 432 00:26:28,380 --> 00:26:30,880 with four children in class and different needs. 433 00:26:30,880 --> 00:26:32,160 Also love everything you do. 434 00:26:32,160 --> 00:26:33,560 If now and next isn't working, 435 00:26:33,560 --> 00:26:36,720 then whatever's on the next isn't motivating enough. 436 00:26:36,720 --> 00:26:41,720 Sometimes I show a child first workstation and then PE 437 00:26:42,960 --> 00:26:45,600 and then they just look at me like, but I don't want PE. 438 00:26:45,600 --> 00:26:47,520 So I'm not gonna do workstation. 439 00:26:47,520 --> 00:26:50,540 I don't care about your visuals, go away. 440 00:26:50,540 --> 00:26:53,900 And then I think, huh, okay, that didn't work. 441 00:26:53,900 --> 00:26:54,800 What can I do instead? 442 00:26:54,800 --> 00:26:56,920 Because I really need them to do workstation. 443 00:26:56,920 --> 00:26:58,680 But PE is definitely next. 444 00:26:58,680 --> 00:26:59,860 So what's gonna happen there? 445 00:26:59,860 --> 00:27:01,280 Well, maybe they do workstation 446 00:27:01,280 --> 00:27:05,160 and then we slough a little really fun thing in the middle. 447 00:27:05,160 --> 00:27:07,920 So it could be workstation then, 448 00:27:07,920 --> 00:27:10,120 and then I think what is their favourite thing, 449 00:27:10,120 --> 00:27:11,400 their special interest? 450 00:27:11,400 --> 00:27:13,120 What will meet their needs right now? 451 00:27:13,120 --> 00:27:14,160 What do they really want to do? 452 00:27:14,160 --> 00:27:17,480 What would they choose to do if they had the choice? 453 00:27:17,480 --> 00:27:19,600 Okay, it is this particular puzzle 454 00:27:19,600 --> 00:27:20,440 that they've brought in from home 455 00:27:20,440 --> 00:27:21,280 that they really, really love. 456 00:27:21,280 --> 00:27:22,920 Great, that takes five minutes. 457 00:27:22,920 --> 00:27:25,160 I'm gonna finish workstation five minutes early 458 00:27:25,160 --> 00:27:27,600 so that we can get that done and then we can go to PE. 459 00:27:27,600 --> 00:27:29,040 So on there now and next board, 460 00:27:29,040 --> 00:27:30,720 it will be workstation first, 461 00:27:30,720 --> 00:27:32,880 then puzzle. 462 00:27:32,880 --> 00:27:35,040 And I know that that's gonna work 463 00:27:35,040 --> 00:27:36,120 because that's what they've been talking about 464 00:27:36,120 --> 00:27:38,200 the whole time and that's what they really want to do. 465 00:27:38,200 --> 00:27:39,680 And then when they've done the puzzle, 466 00:27:39,680 --> 00:27:40,640 it will be time for PE. 467 00:27:40,640 --> 00:27:42,800 So then it'll be PE first, then, 468 00:27:42,800 --> 00:27:45,160 and it might puzzle again, or it might be actually now. 469 00:27:45,160 --> 00:27:46,840 They really, really love this thing that we did, 470 00:27:46,840 --> 00:27:48,360 you know, that we're gonna do in PE 471 00:27:48,360 --> 00:27:49,480 and they might wanna take it back with them 472 00:27:49,480 --> 00:27:50,360 and do it in the class. 473 00:27:50,360 --> 00:27:51,840 Well, then that's gonna be their motivation. 474 00:27:51,840 --> 00:27:54,600 So just make sure the second thing is always the thing 475 00:27:54,600 --> 00:27:57,000 that they really, really, really, really want. 476 00:27:57,000 --> 00:27:59,200 If it needs to be first, next, then, 477 00:27:59,200 --> 00:28:01,680 because you need two things before the really, 478 00:28:01,680 --> 00:28:04,000 really great thing, sometimes that happens, 479 00:28:04,000 --> 00:28:06,160 then maybe have three sections. 480 00:28:06,160 --> 00:28:10,160 So it could be workstation, PE, and then puzzle, 481 00:28:10,160 --> 00:28:11,360 just because they need to always see 482 00:28:11,360 --> 00:28:13,280 that that thing is gonna be the reward. 483 00:28:13,280 --> 00:28:15,040 It needs to be rewarding, basically. 484 00:28:15,880 --> 00:28:17,760 Now our next has to be rewarding. 485 00:28:19,000 --> 00:28:20,880 And if you haven't got time for the reward, 486 00:28:20,880 --> 00:28:21,880 then you've kind of lost them. 487 00:28:21,880 --> 00:28:24,560 You know, that's not a them issue. 488 00:28:24,560 --> 00:28:27,960 You need to be finding, embedding concrete pillars 489 00:28:27,960 --> 00:28:32,520 in your day for a reward or for sensory breaks 490 00:28:32,520 --> 00:28:33,360 and those kinds of things. 491 00:28:33,360 --> 00:28:35,480 They need to be there because it's a need really, 492 00:28:35,480 --> 00:28:38,040 not a want, often what they're asking for. 493 00:28:38,040 --> 00:28:38,880 So, 494 00:28:38,880 --> 00:28:43,880 basically, please explain social stories 495 00:28:47,640 --> 00:28:48,480 a little bit more. 496 00:28:48,480 --> 00:28:50,800 I hear about them all the time, but have never used them. 497 00:28:50,800 --> 00:28:53,600 So a social story is written in the first person, 498 00:28:53,600 --> 00:28:55,640 so in the child's voice. 499 00:28:55,640 --> 00:28:59,440 So for example, if a child is struggling to get on the taxi, 500 00:28:59,440 --> 00:29:00,880 it might sound something like this. 501 00:29:00,880 --> 00:29:03,120 I need to get on the taxi for school. 502 00:29:03,120 --> 00:29:04,440 I love school. 503 00:29:04,440 --> 00:29:08,400 I like going to school because I get to see my friends. 504 00:29:08,400 --> 00:29:11,120 The taxi drives me to see my friends. 505 00:29:11,120 --> 00:29:13,080 This makes me happy. 506 00:29:13,080 --> 00:29:16,720 When I sit on the taxi, sometimes I get bored. 507 00:29:16,720 --> 00:29:20,400 I can use my iPad or I can sing a song 508 00:29:20,400 --> 00:29:22,960 if I get bored on the taxi. 509 00:29:22,960 --> 00:29:24,440 This makes me happy. 510 00:29:24,440 --> 00:29:25,280 So that's how it sounds. 511 00:29:25,280 --> 00:29:28,000 So it's kind of talking them through the situation 512 00:29:28,000 --> 00:29:30,560 and the scenario in their voice, 513 00:29:30,560 --> 00:29:33,040 and it needs to be written down 514 00:29:33,040 --> 00:29:34,880 because then it is the same every time. 515 00:29:34,880 --> 00:29:36,720 That's the point of social stories. 516 00:29:36,720 --> 00:29:39,680 It's different than an adult guiding you through it 517 00:29:39,680 --> 00:29:41,160 because sometimes it's different every time 518 00:29:41,160 --> 00:29:42,960 and language is confusing often, 519 00:29:42,960 --> 00:29:44,960 especially if you're feeling anxious. 520 00:29:44,960 --> 00:29:47,400 So social stories are great 521 00:29:47,400 --> 00:29:49,480 because they are the same words every time. 522 00:29:49,480 --> 00:29:52,160 Whoever reads it, it's laminated, it's printed, 523 00:29:52,160 --> 00:29:54,000 it's laminated, whether the parent read it, 524 00:29:54,000 --> 00:29:55,600 the TA reads it or the teacher reads it, 525 00:29:55,600 --> 00:29:56,640 it's the same every time. 526 00:29:56,640 --> 00:30:01,120 And that breeds predictability and consistency 527 00:30:01,120 --> 00:30:03,040 and reduced anxiety around 528 00:30:03,040 --> 00:30:04,920 whatever it is you're talking about. 529 00:30:04,920 --> 00:30:06,880 Maybe the child doesn't wanna clean their teeth. 530 00:30:06,880 --> 00:30:09,520 Cleaning my teeth feels funny. 531 00:30:09,520 --> 00:30:10,760 Cleaning my teeth is important 532 00:30:10,760 --> 00:30:13,520 because otherwise all my teeth, they're gonna rot. 533 00:30:13,520 --> 00:30:15,760 And that's not good and it makes my breath smell. 534 00:30:15,760 --> 00:30:20,120 I like having nice smelling breath, whatever it is. 535 00:30:20,120 --> 00:30:24,160 First I need to clean my teeth and count to 10 536 00:30:24,160 --> 00:30:27,800 and then I can spit and have a break and then I go again. 537 00:30:27,800 --> 00:30:29,880 I can listen to a song when I clean my teeth. 538 00:30:29,880 --> 00:30:30,880 This makes me happy. 539 00:30:30,880 --> 00:30:34,720 I often finish social stories with this makes me happy. 540 00:30:34,720 --> 00:30:36,720 Finding ways that they can find joy 541 00:30:36,720 --> 00:30:38,680 in the things that make they feel anxious. 542 00:30:38,680 --> 00:30:40,880 So that's what a social story typically sounds like. 543 00:30:40,880 --> 00:30:41,960 If you Google social story, 544 00:30:41,960 --> 00:30:45,120 there are loads of examples that are already written for you 545 00:30:45,120 --> 00:30:46,600 and that you can use as templates 546 00:30:46,600 --> 00:30:48,440 or that you can just print and use straight away. 547 00:30:48,440 --> 00:30:49,960 I've done them for moving house. 548 00:30:49,960 --> 00:30:51,840 I've done them for school trips. 549 00:30:51,840 --> 00:30:55,160 I have done them for all sorts of different things. 550 00:30:55,160 --> 00:30:57,800 Typically my class at the moment 551 00:30:57,800 --> 00:30:59,560 don't tend to access social stories 552 00:30:59,560 --> 00:31:03,440 because they're kind of a bit too complex 553 00:31:03,440 --> 00:31:05,040 in their understanding for that. 554 00:31:05,040 --> 00:31:07,160 They're a bit too high support needs. 555 00:31:07,160 --> 00:31:10,120 However, in my class that are working kind of 556 00:31:10,120 --> 00:31:12,600 early years, year one level, it worked beautifully 557 00:31:12,600 --> 00:31:16,600 and they worked and supported them really, really well. 558 00:31:16,600 --> 00:31:18,920 So yeah, I highly recommend social stories 559 00:31:18,920 --> 00:31:21,520 if your children are sounding similar to that. 560 00:31:21,520 --> 00:31:28,520 I have a child who I think has PDA. 561 00:31:31,360 --> 00:31:36,360 We do a first then with a motivator as the then. 562 00:31:36,360 --> 00:31:39,200 He likes that, but then when we get to a motivator, 563 00:31:39,200 --> 00:31:42,280 it's a no suddenly yeah, because with PDA they want control. 564 00:31:42,280 --> 00:31:46,200 So maybe have a first then choose. 565 00:31:46,200 --> 00:31:50,000 So whatever it is that they have done, that's great. 566 00:31:50,000 --> 00:31:51,200 And then they get their choosing box 567 00:31:51,200 --> 00:31:53,600 and they choose what they want at that time 568 00:31:53,600 --> 00:31:56,560 because ultimately children with pathological 569 00:31:56,560 --> 00:31:59,520 demand avoidance don't want demand. 570 00:31:59,520 --> 00:32:01,240 They find it really, really difficult. 571 00:32:01,240 --> 00:32:03,680 And sometimes you saying you chose this 572 00:32:03,680 --> 00:32:05,480 is too much of a demand 573 00:32:05,480 --> 00:32:07,800 and they want that control over them. 574 00:32:07,800 --> 00:32:09,800 And sometimes saying no to something is, 575 00:32:09,800 --> 00:32:11,120 even though they're avoiding the thing 576 00:32:11,120 --> 00:32:13,240 that they really want is actually satisfying 577 00:32:13,240 --> 00:32:15,320 that PDA profile need. 578 00:32:15,320 --> 00:32:17,240 So yeah, just having a choosing box is great. 579 00:32:17,240 --> 00:32:19,720 And you could have first this then choosing box 580 00:32:19,720 --> 00:32:21,360 and then they can choose. 581 00:32:22,680 --> 00:32:24,360 Yeah, I would do that. 582 00:32:31,960 --> 00:32:33,360 What's an alternative to climbing 583 00:32:33,360 --> 00:32:34,480 that still meets that need? 584 00:32:34,480 --> 00:32:36,960 Something indoors on rainy days. 585 00:32:36,960 --> 00:32:38,600 School have tried a mini trampoline, 586 00:32:38,600 --> 00:32:40,120 but this child doesn't like this, 587 00:32:40,120 --> 00:32:41,520 gets frustrated and climbs. 588 00:32:42,480 --> 00:32:44,880 We go out in all weathers firstly in my class. 589 00:32:44,880 --> 00:32:47,240 It can be absolutely pouring with rain 590 00:32:47,240 --> 00:32:48,560 and we are still outside. 591 00:32:48,560 --> 00:32:50,920 I highly recommend getting some overalls, 592 00:32:50,920 --> 00:32:52,840 waterproofs, wellies, coats, 593 00:32:54,600 --> 00:32:57,040 sending them in with the children. 594 00:32:57,040 --> 00:32:58,080 So getting parents send them in 595 00:32:58,080 --> 00:33:00,640 and then get your staff having them as well. 596 00:33:00,640 --> 00:33:02,320 So you can just get dressed up and you can go outside 597 00:33:02,320 --> 00:33:05,120 and you can still do your climbing, running, jumping. 598 00:33:05,120 --> 00:33:06,760 Typically the children that are climbing 599 00:33:06,760 --> 00:33:08,200 do not care about the weather 600 00:33:08,200 --> 00:33:09,800 and they need that kind of stuff. 601 00:33:09,800 --> 00:33:14,720 Indoor swings or hoists or anything that's kind of swings 602 00:33:14,720 --> 00:33:17,280 is great if you've got space for that. 603 00:33:18,640 --> 00:33:20,680 A pea pod, it looks like a canoe. 604 00:33:20,680 --> 00:33:22,960 I've showed it on here before. 605 00:33:22,960 --> 00:33:26,520 Squeezes you, that's a really lovely thing to have. 606 00:33:26,520 --> 00:33:29,320 Exercise balls, rolling on exercise ball upside down 607 00:33:29,320 --> 00:33:32,200 on their backs, on their tummies or rolling them over them 608 00:33:32,200 --> 00:33:33,720 is a really great way. 609 00:33:33,720 --> 00:33:37,040 So don't think it just has to be high and climbing. 610 00:33:37,040 --> 00:33:41,480 Often it's about a stibular. 611 00:33:41,480 --> 00:33:45,760 So you kind of want that vestibular upside downy, 612 00:33:45,760 --> 00:33:49,160 swing aroundy kind of movement. 613 00:33:49,160 --> 00:33:51,880 Could be rolling them up in a blanket 614 00:33:51,880 --> 00:33:53,240 and then rolling them back again 615 00:33:53,240 --> 00:33:55,360 or rolling up in a gym mat and back again. 616 00:33:55,360 --> 00:33:59,520 It's that kind of roundy, swingy movement 617 00:33:59,520 --> 00:34:00,640 because that's what the height gives you. 618 00:34:00,640 --> 00:34:04,600 It kind of gives you a bit of vestibular. 619 00:34:04,600 --> 00:34:09,600 So yeah, I would do that for your indoor climbers. 620 00:34:09,600 --> 00:34:12,320 I wonder if you've got a climbing wall 621 00:34:12,320 --> 00:34:14,720 or equipment in your hall 622 00:34:14,720 --> 00:34:17,040 that maybe if it's a rainy day or wet play 623 00:34:17,040 --> 00:34:20,440 you could use the hall for some climbing, maybe. 624 00:34:27,800 --> 00:34:29,680 The child is still not using the call word 625 00:34:29,680 --> 00:34:32,120 after a week or two, would you just move on? 626 00:34:32,120 --> 00:34:34,440 Yes, I would always just move on. 627 00:34:34,440 --> 00:34:38,080 It's about modeling, it's not about the expectation. 628 00:34:38,080 --> 00:34:40,560 Lots of my children will never be able to say the call words. 629 00:34:40,560 --> 00:34:42,040 That's kind of not the point of it, 630 00:34:42,040 --> 00:34:43,880 but they might be able to understand them 631 00:34:43,880 --> 00:34:46,680 or it might help understanding of them. 632 00:34:46,680 --> 00:34:48,400 Or all of a sudden after week four or five, 633 00:34:48,400 --> 00:34:50,200 when you're not just stopping, 634 00:34:50,200 --> 00:34:53,160 we're not stopping saying I want after week one, 635 00:34:53,160 --> 00:34:56,920 we're still saying it, it would be, I want, I like, 636 00:34:56,920 --> 00:35:01,520 I want it, I want toys, I like it. 637 00:35:01,520 --> 00:35:03,160 So it's kind of like a string, 638 00:35:03,160 --> 00:35:07,400 a bit like when you do phonics, you don't learn S-A-T-P-I-N 639 00:35:07,400 --> 00:35:08,920 and then forget them. 640 00:35:08,920 --> 00:35:11,680 You know, they are embedded all the way through phonics, 641 00:35:11,680 --> 00:35:12,520 all the way through. 642 00:35:12,520 --> 00:35:14,800 Well, that's kind of how I envisaged 643 00:35:14,800 --> 00:35:16,040 my call word document as well. 644 00:35:16,040 --> 00:35:17,720 So that's why I started with I want, 645 00:35:17,720 --> 00:35:20,520 because then that runs all the way through the others 646 00:35:20,520 --> 00:35:23,160 and it comes up all the time in the games 647 00:35:23,160 --> 00:35:26,160 and the songs and the activities. 648 00:35:26,160 --> 00:35:27,760 So just because they didn't get it the first week 649 00:35:27,760 --> 00:35:29,920 is absolutely fine, it's almost expected. 650 00:35:29,920 --> 00:35:31,480 I wouldn't expect them to be saying it 651 00:35:31,480 --> 00:35:33,720 straight away right off the bat. 652 00:35:33,720 --> 00:35:38,720 Move on, but continue embedding and modelling that language. 653 00:35:38,760 --> 00:35:41,640 And when it comes up, you know, model it, use it on the ASE, 654 00:35:41,640 --> 00:35:46,640 sign it, you know, have that language develop in your class. 655 00:35:46,920 --> 00:35:49,200 And then after the year, you'd have covered everything 656 00:35:49,200 --> 00:35:50,240 and then just see what happens. 657 00:35:50,240 --> 00:35:53,440 Maybe keep a log of the things and then maybe start again, 658 00:35:53,440 --> 00:35:56,280 move on to the next teacher or whatever. 659 00:35:56,280 --> 00:35:57,440 It doesn't hurt. 660 00:35:57,440 --> 00:35:59,480 The fact that they might not have said anything 661 00:35:59,480 --> 00:36:00,440 is absolutely fine. 662 00:36:00,440 --> 00:36:02,640 It's still all about understanding. 663 00:36:02,640 --> 00:36:05,840 It still gives examples of modelling. 664 00:36:05,840 --> 00:36:08,080 It's giving them rich experiences 665 00:36:08,080 --> 00:36:11,120 and facilitating an opportunity to learn. 666 00:36:11,120 --> 00:36:13,080 It's up to them to actually take it, 667 00:36:13,080 --> 00:36:14,240 but at least we're giving them that 668 00:36:14,240 --> 00:36:15,680 and that's our job, isn't it? 669 00:36:23,200 --> 00:36:25,280 What kind of learning activities would you do 670 00:36:25,280 --> 00:36:27,520 for a three-year-old non-speaking 671 00:36:27,520 --> 00:36:30,240 who loves nursery rhymes and books, 672 00:36:30,240 --> 00:36:32,040 but looking for more encouragement, engagement 673 00:36:32,040 --> 00:36:33,200 for new ideas? 674 00:36:33,200 --> 00:36:34,960 So I have a song bag. 675 00:36:34,960 --> 00:36:36,520 It's like a little canvas bag 676 00:36:36,520 --> 00:36:39,320 and I've got little objects that represent a nursery rhyme. 677 00:36:39,320 --> 00:36:42,600 So it could be a fish for five-year-old fish. 678 00:36:42,600 --> 00:36:45,120 It could be a frog for five speckled frogs. 679 00:36:45,120 --> 00:36:47,560 It could be a red bus for wheels on the bus, 680 00:36:47,560 --> 00:36:48,480 that kind of thing. 681 00:36:48,480 --> 00:36:49,680 They're all in the bag. 682 00:36:49,680 --> 00:36:52,280 And then either you pick one at random and start singing it 683 00:36:52,280 --> 00:36:54,040 or you give them a choice of two 684 00:36:54,040 --> 00:36:55,640 or they choose in the bag and pick one 685 00:36:55,640 --> 00:36:56,480 and then you sing together. 686 00:36:56,480 --> 00:36:58,280 So that's a really lovely turn-taking task. 687 00:36:58,280 --> 00:37:00,880 You can do it as a group as well. 688 00:37:00,880 --> 00:37:01,720 That's really lovely. 689 00:37:01,720 --> 00:37:02,920 Also the whiteboard. 690 00:37:02,920 --> 00:37:05,040 Whiteboard is old laptop or iPad 691 00:37:05,040 --> 00:37:08,040 is really super motivating for often lots of children. 692 00:37:08,040 --> 00:37:11,080 So having a choice board or them choosing 693 00:37:11,080 --> 00:37:15,680 from a picture of the thumbnail on YouTube or whatever, 694 00:37:15,680 --> 00:37:17,520 they can pick it and then we sing together 695 00:37:17,520 --> 00:37:20,160 and do the actions and then you can do it again. 696 00:37:20,160 --> 00:37:23,000 We do that often in maths. 697 00:37:23,000 --> 00:37:25,000 Thank you so much for joining me today. 698 00:37:25,000 --> 00:37:26,080 Thank you for your amazing questions 699 00:37:26,080 --> 00:37:27,920 because I know they're gonna help more than just you. 700 00:37:27,920 --> 00:37:29,240 They're gonna help lots of people in the future. 701 00:37:29,240 --> 00:37:31,520 So thank you so much for being here and asking those. 702 00:37:31,520 --> 00:37:32,360 Thank you.