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Compromised Learning Conditions and Maladaptive Behaviours
The overwhelming consensus of internationally published research indicates that the most significant contributors to compromised learning conditions and maladaptive behaviours of SwDD is anxiety and physical pain from unmet bio, psycho and social needs.
Conscious Classrooms therefore assists educators and families to identify, prevent and manage these anxiety-based antecedents that contribute to maladaptive behaviours and therefore compromised learning conditions.Facilitating Optimal Learning Conditions
Through MeetingThe Student’s Body, Brain & Behavioural Special Needs
andDeveloping The Educator’s Mindful, Emotional
Self Regulation Skills1
The following Illustration Approximates1
Current Learning Conditions and Outcomes for
Students with Developmental Disabilities
(SwDD)
21. Reference pilot study.
JJanuary 11, 2016
What is Conscious Classrooms (CC)
Conscious Classrooms is a training, development and consultingprogram that helps educators to identify, prevent and managelearning conditions that compromise the Students withDevelopmental Disabilities (SwDD) willingness and ability tolearn.
It teaches non-behavioural interventions to enhance classroomlearning conditions including development of the student's andeducator's emotional self-regulation skills.
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Contributors to Conscious Classrooms (CC)Conscious Classrooms has been developed while supporting, training or in direct consultation with:
• Approximately 3,000 moms and dads, educators, administrators, support agency directors, managers, frontline staff and children, youth and adults with autism and other developmental disabilities;
• Educators of Special Needs Students from 4 Ontario School Boards;
• John Ratey, Associate Clinical Professor of Psychiatry at Harvard Medical School (reference 8 books on mental health and autism and other developmental disabilities including ‘Spark’ and ‘Shadow Syndrome’);
• Theresa Hamlin, Associate Executive Director of The Center for Discovery and her staff (New York State’s AutismCenter of Excellence). Dr. Hamlin is the author of ‘Autism and the Stress Effect’;
• Martha Herbert, Assistant Professor of Neurology at Harvard Medical School and a Pediatric Neurologist at Massachusetts General Hospital, where she is Director of the Transcend Research Program. She sits on the Scientific Advisory Committee for Autism Speaks (reference ‘The Autism Revolution’);
• Shinzen Young, Mindfulness Research Consultant, Harvard Medical School;
• Universities of Toronto and Western Ontario. 4
“Peter and Gareth Marks provide educators with the skills that will enable themto be competent and kind in situations where they may be in front of peoplewhose behaviours awaken quite different feelings in them.”
Quotes by Jean Vanier – Founder of L’Arche InternationalFrom the Foreword of The Conscious Classrooms Text Book
“The Practical Tools and the 5 Essential Mindfulness Based HumanCompetencies that Peter has developed are examples of an excellentblending of Science and Heart. The results are improved levels ofcompassionate services while offering best practices.”
Quotes by Shinzen Young - Harvard Medical School ResearcherFrom the Foreword of The Conscious Classrooms Text Book
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January 11, 2016
Examples of Boards of Education and Support Organizations Trained in CC/CCS
Dufferin-Peel Catholic DSB
Algoma DSB
Huron-Superior Catholic DSB
Peel DSB
L’Arche Daybreak
Community Living Cambridge
Rygiel Supports for Community Living
Community Living Oakville
London Health Sciences Centre
Community Living Windsor
Kerry’s Place
Ministry of Education Special Needs Division
Ongwanada
Community Living Trent Highlands
Community Living Owen Sound & District
Durham Association for Family Respite Services
Christian Horizons
Community Living Burlington
Extend-A-Family
Community Living Welland Pelham
Community Living St. Marys and Area
Community Living Chatham-Kent
Community Living Stratford and Area
Windsor-Essex Family Network
Autism Ontario
Community Living Prince Edward6
Essential Partnerships to Educate SwDD
Home
School
CommunityPartners
OPTIMALLEARNING
CONDITIONS
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Four Key Outcomes of Conscious Classrooms Applied in the Classrooms of 48 Fully Qualified and Experienced Educators of Students with Developmental Disabilities (SwDD)
and Unmet Complex Needs
1. SwDD Incidents of physical assaults toward educators of 6 to 10 times per week reduced from 19% of educators to 2% of educators
2. Incidents of physical assaults reduced by more than 50%
3. Learning conditions improved by more than 50%
4. Significantly enhanced safety for students and staff
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January 11, 2016
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The Four Components of Conscious Classrooms
1. Non-behavioural strategies to enhance classroom learning conditions.
2. Facilitating the educator’s more complete understanding of ASD/DD to improve their willingness and ability to assist parents to be more effective advocates with community treatment partners.
3. Educator’s mindful, emotional self-regulations skills.
4. The five step conscious connecting process to enhance the SwDD cooperation and commitment to learning.
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Behavioural Interventions Are Often Necessary
• While CC significantly reduces the requirement for BMS or NVCI restraint interventions, behavioural strategies that follow the Behaviour Analyst Board Certification (BABC) Standards are at times useful complements to the fully integrated biomedical support and development process.
• The more complete the integrated CC process, the greater the potential for ABA/IBI to teach skills, enhance well-being and prevent and manage anxiety and aggression in addition to behavioural compliance.
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HOMEEducation of
Essential Roles
CLASSROOMLearning Conditions
Enhancement
COMMUNITY PARTNERS Services Co-ordination
EDUCATOR (Teacher/EA)Skills Development
• Strict adherence to CC biomedical best practices
• Community partners co-ordination and advocacy
• Home and school co-operative planning(e.g. ABA, BMS, NVCI)
Awareness and skills development re:• 14 BB awareness based calming procedures• 18 anxiety indicators identification and
de-escalation• 51 teaching strategies for students with
complex needs • Student emotional self-regulation • Integration of behaviour management strategies
(e.g. ABA & BMS)
• Traditional medical interventions• Naturopathic or registered
nutritionist treatments• Sensory processing
• Neurodevelopment• Behavioural
• *Mindful, emotional self-regulation • Increased student advocacy
effectiveness through enhanced ASD/DD understanding, awareness and reporting
• Student learning and well-being plan development
• CC, 5 C’s Process
*Educators and administrators estimate that approximately 50% of all classroom behavioural incidents are inadvertently directly caused or significantly influenced by good and caring educators’ limited mindful, emotional self-regulation leading up to and during times of students’ maladaptive behaviours.
Conscious Classrooms (CC)Optimal Learning Conditions Facilitation
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January 11, 2016
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Conscious Classrooms (CC) Rolling Out in GECDSB1. We are rolling CC out in all of our STEPS and GAINS classrooms over
the next three years.2. We are starting with our STEPS classroom at the end of October and
training will run until March 2019. 3. GAINS classroom training will begin in February 2019 and run until
June 2019. 4. We are training GECDSB staff as CC trainers so they can continue the
work of training more STEPS and GAINS staff as we continue to build capacity across the system.