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EMILY RUBIN Marcus Autism Center
Educational Outreach Program
VICKY CARTER CINDY BEASLEY
PATRICIA HOLLIDAY Cobb County School District
SPECIAL THANKS TO:
SUSAN CHRISTENSEN Director, Special Education
Cobb County School District
Systemwide Professional Development in Social Emotional Engagement – Knowledge & Skills
(SEE-KS) Building System Capacity to Support Students with Autism Spectrum Disorders by
Creating a Universal Design for Learning
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Student Success: Imagine the Possibilities
§ Creating an equitable learning environment that offers successful outcomes for every student can be facilitated by understanding why children may or may not be compelled to actively engage in the classroom.
§ Research in the neuroscience of social emotional disabilities highlights specific developmental achievements as predictors of competence in language, social emotional engagement and academics in all children.
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Focused vs. comprehensive evidence-based instructional elements
We know that…
§ There are more than two dozen focused instructional strategies designed specifically for individuals with autism that are evidence-based (e.g., visual supports, social narratives, functional communication training, technology assistive intervention, etc.).
§ Each strategy has been shown to impact a number of outcome areas (e.g., social, communication, behavior, play, cognition).
§ These are undoubtedly essential tools for success in our educational programs.
Wong, et. al, 2013. Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder. University of North Carolina at Chapel Hill
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Focused vs. comprehensive evidence-based instructional elements
However, we also know that:
§ No evidence-based strategy is effective for all outcomes that are crucial for the neurodevelopment of social and emotional engagement.
§ Although 67 out of 68 students in our classrooms do not have ASD, few of these EBPs are systematically assessed with individuals who are not on the autism spectrum.
§ We need a comprehensive framework that ensures we are using instructional elements that match a developing child’s most critical priorities and are relevant for all of our learners.
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Unique Neuroscience in Social Emotional Engagement
Chevallier, et. al. (2012). The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4
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The role of a comprehensive framework guided by neurodevelopment
An understanding of critical shifts in the neurodevelopment of social and emotional development informs our understanding of those with and without vulnerabilities. This knowledge can help us focus our priorities when selecting evidence-based instructional strategies.
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The neurology of social emotional engagement
Current neuroscience illustrates that: § Children with autism spectrum disorder (ASD)
show limited neural sensitivity to social stimuli, tend not to look toward people’s faces and show limited gaze shifting.
§ Other developmental differences and the caregiving
environment also compromise social and emotional neurodevelopment.
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The neurology of social emotional engagement
§ Neuroscience highlights that children with autism have differences in the process of orienting toward social stimuli and, ultimately, understanding the “thoughts” of others.
Jones, W. & Klin, A. (2013). Nature. Marcus Autism Center & Emory University
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§ Children with autism spectrum disorder (ASD)
show limited neural sensitivity to social stimuli. § Children at risk tend not to look toward the eyes
and may not orient toward caregivers in response to speech sounds.
The neurology of social emotional engagement
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The neurology of social emotional engagement
§ As children with vulnerabilities in these areas mature, and “brain architecture is formed,” neuroimaging has shown that children with autism tend to process social stimuli in regions typically used to process images and sounds that are non-social.
§ This makes predictions of actions, intentions, and emotions more inefficient and intellectualized.
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The neurology of social emotional engagement
§ The “invisible” nature of these social and emotional learning differences creates a significant challenge for those who interact with the child.
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Unique Neurological Differences & Student Success Initiatives
Implications
Priority #1:
Creating positive learning
environments with an understanding of the
nature of social emotional learning differences
Priority #2:
Addressing stage- specific social
emotional competencies is critical
for student success.
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Priority #1: Creating a positive learning environment
UDL
Present information and
content in different ways
Stimulate interest and motivation
for learning
Differentiate the ways that
students can express what they know
www.cast.org
Create a Universal Design for Learning (UDL)
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Aligning efforts with Universal Designs for Learning (UDL)
The National Education Association (NEA) aims to by reform instruction by shifting to a UDL model, as this: Fosters the creation of instructional goals, methods, materials, and assessments that work for all students, Provides a framework for access to academics and equity in education by eliminating barriers from the outset rather than accommodating reactively, Leads to more community viable and sustainable practices, impacting a greater number of children for the costs invested.
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SEE-KS – Essential Instructional
Elements
Social Emotional Engagement – Knowledge Skills (SEE-KS – UDL version)
Refer to Handout for Checklist & SEE-KS Quick
Reference by Stage
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A. Fostering engagement Before Words
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A. Fostering engagement Emerging Language
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A. Fostering engagement Conversational Language
Infectious Disease Officer
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B. Presenting information in multiple ways Before Words
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B. Presenting information in multiple ways Emerging Language
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B. Presenting information in multiple ways Conversational Language
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C. Allowing students to express in multiple ways Before Words
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C. Allowing students to express in multiple ways Emerging Language
The Picture Communication Symbols ©1981-2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission.
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C. Allowing students express in multiple ways Conversational Language
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Priority #2: Addressing Stage-Specific Social
Emotional Competencies
Spontaneous nonverbal
communication Before Words
Combining peoples’ names, verbs, and nouns
to share intentions
Emerging language
Building self-efficacy and
social conventions
Conversational
Conversational Emerging Language Before Words
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Addressing Stage-Specific Social Emotional Competencies - Before Words
Implication: Writing goals focused on a high rate of nonverbal spontaneous communication.
Shifting priorities from “following directions” to “initiating interaction”
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Addressing Stage-Specific Social Emotional Competencies - Emerging Language
Implication: Writing goals focused on social stimuli, i.e., using the names of teachers and peers and action words.
Shifting from “acquiring nouns” to “using subjects + verbs”
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The Picture Communication Symbols ©1981-2009 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission.
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Addressing Stage-Specific Social Emotional Competencies - Conversational
Implication: Writing goals focused on active engagement in the classroom, building self-efficacy and social norms.
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Fostering SEE-KS requires systemwide change
We need to engage stakeholders in the change process (LC-5)
We need to analyze data from multiple sources (LC – 4) to improve student outcomes for comprehensive school and district improvement planning.
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Effective Mechanisms for Educational Outreach Start by identifying internal resources to replicate and sustain
Level I and Level II trainings in future years
Parents General education teachers Entry level special education staff Para-educators School personnel Administrators Members of the community
Level I - Enabling environments to foster social
emotional engagement
Special education staff Related service providers General educators serving students in inclusive setting
Level II - Differentiating instruction for students with
social emotional learning differences
Highly qualified education staff Leadership related service providers School-based coaches and professional trainers
Level III - Trainer of the Trainers
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Effective Mechanisms for Educational Outreach Tailor the content to the target audiences
Creating classrooms & schools designed to support social emotional engagement Parent education and support Peer training Complementing initiatives designed to implement Positive Behavior Supports
Level I – Proactive supports for social and emotional engagement
for all students
Assessment techniques (social-emotional, behavior, academics, adaptive skills) Evidence-based techniques across settings (from least to most restrictive environments) Writing goals Data collection
Level II – Assessment & evidence-based strategies for students with
identified social and emotional learning differences
Effective training and coaching techniques to ensure Level 1 and Level 2 sustainability in future years Multidisciplinary collaboration Building partnerships with families Quality indicators measurement
Level III – Effective dissemination &
coaching techniques
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Fostering SEE-KS requires systemwide change: We need to engage stakeholders in the change process (LC-5) and use
data (LC – 4) to improve student outcomes
SEE-KS Coaching Teams
System core coaching teams need to be identified Focus school core teams need to be selected Independently holding coaching sessions and replication schoolwide training
SEE-KS / UDL Look-Fors
Fidelity of implementing SEE-KS and UDL instructional elements that are stage specific measured by SEE-KS instructional rubrics for before words, emerging language and conversational students.
SEE-KS Coaching Techniques
Effective coaching and peer-to-peer mentorship is essential to building capacity and sustainability at focus schools and across the district.
SEE-KS Data
System and focus school coaching teams will learn to use SEE-KS data to mentor colleagues and staff with the aim of creating a universal design for lesson plans where all students are actively engaged, comprehending, and expressing themselves.
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Cobb County School District: the Development of a Systemwide Plan
2009-2012
Training for Supervisors/Directors Redelivery to Teachers/Therapists
2012-2013
Created a plan for building capacity Provided in-depth training Developed Coaching Teams to monitor and support schools
2013-2014
Additional staff/resources District wide trainings involving various professionals Trained all staff at 3 Focus Sites Future plans include 4 more sites
2014-Future
Passports Social–Emotional Learning Website Look-fors in small group classrooms Strong infrastructure to support teachers and students
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Educational Outreach Program (EOP) Building Systemwide Capacity to Foster Social Emotional Engagement
§ The EOP is in its second school year here in GA.
§ We have grown from serving 3 school systems in Year 1 to 13 school systems in Year 2.
§ By using a universal design for learning framework, our aim is to impact the social and emotional engagement of all students in those systems.
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Contact
Contact the presenters: [email protected]
[email protected] [email protected] [email protected]
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