ConnectABILITY Homepage

Reinforcement Workshop: Group Guide

In this workshop we will explore activities and interactions to help motivate your child to learn. Reinforcement is used to build self-esteem and independence.

Before the session starts

Materials Required:

  • Icebreaker Handout #1 (Task / Rewards)
  • Handout #2 (Case Studies)
  • Small Toys (cars, bubbles, books)
  • Picture symbols of an apple cut in half and a bus cut into three puzzle pieces

Workshop Content

Introduction of speakers and content.

Hello everyone. Tonight we are going to be talking about how you can motivate your child. This motivation will help him/her to learn to do new things but can also help him to do familiar work, more often. My job tonight will be to facilitate the discussion, to keep us on track and to record some of our thoughts. So let’s go around the room and introduce ourselves and maybe say what brought you out this evening. What would you like to get out of this session?

Icebreaker

Provide participants with handout #1 “Tasks/Rewards”. Instruct participants to read each of the tasks listed on the handout. Ask them to check off any possible payment that they would accept to carry out the task. Participants should then circle their first choice for doing each task.

Agenda

  1. Terms of Reference
  2. Using Reinforcers
  3. How to Select Reinforcers

Large Group Discussion:

(Prep: flipchart and markers)

In this presentation, we are going to use some terms that you may not be familiar with. One of the first ones you will hear is “behaviour”. So let’s spend a few minutes talking about this term. What do we mean when we use this word? (On the flipchart write down responses and the following definition of behaviour).

Behaviour is anything a person does that can be observed. It does not include thoughts or feelings.

Behaviour in children with limited expressive skills, often serves as a means of communication. Investigate the purpose and teach an appropriate alternative.

Another term you will hear is “reinforcement”. Reinforcement is anything, following a behaviour, which increases the likelihood that the behaviour will occur again.

When you hear the terms reward or reinforcement, what do you think of? (List responses on the flipchart).

View Slides 1-3

Large Group Discussion:

In your own life, what are examples of reinforcers and when do you find you need them? (List responses on flipchart).

Group Activity:

(Prep: Handout #1 Task Rewards)

Have everyone discuss the findings from the icebreaker handout within the large group. Discuss why different tasks may require different reinforcers? Why the amount of a reinforcer may be important depending on the task.

View Slides 4-8

Large Group Discussion:

(Prep: flipchart, markers, and several toys)
What are some things that motivate your child and activities that your child finds challenging? Flipchart answers.

How could you use motivating activities to help your child want to do a challenging activity?

On flipchart paper record the participants’ responses into the following categories: tangible reinforcers (favourite toy or video), activity reinforcers (playing a game with a parent) and food rewards.

View Slide 9

Explain how to simplify token economies so that they can be adapted to a greater range of children with intellectual disabilities. You can reference older children and sticker charts. Show several different examples of simplified token economies. Include examples such as an apple picture cut into two halves and/or a bus picture cut into three puzzle pieces. In both examples, the child receives part of the picture as reinforcement for appropriate behaviour. Once the picture is complete, the child gets the item. The item is chosen based on what is highly motivating for the child (a toy, activity, food).

View Slides 10-14

Divide parents into groups of 3-5 people. Each group must select rewards to reinforce the introduction of a new or difficult task. (Possible examples of tasks could be toileting, bedtime routine, safety issues [staying together outside], behaviours such as hitting). Ideally the task chosen should be one that a parent in the group is trying to teach their child. Have the group specify the task, break the task down into smaller steps if necessary and determine how often and for what behaviours the child will be rewarded. Ask them to explain how the reward will be gradually faded. If there is time, a spokesperson for each group can present their plan to the rest of the participants.

View Slide 15

Large Group Discussion:

(Prep: flipchart and markers)
What are some behaviours that children do that we do not want to reinforce? (e.g. hitting, biting, kicking, yelling, running away) What are strategies to try and extinguish these behaviours? (e.g., distraction, replacement, redirection, ignoring).

View Slide 16

Large Group Discussion

(Prep: case study handouts #2a-b Case Studies)
Divide the group into two smaller groups. Provide each group with Handout #2a or 2b Case Studies outlining an individual and challenges. Review the questions on the handouts. Allow the groups time to discuss and then return to larger group to share their answers.

Conclusion:

Thank the participants for attending. Ask for any last comments or other topics of interest. Hand out workshop evaluation forms.

Giving Instructions Workshop: Group Guide

Giving Instructions workshop is geared to assist parents to communicate directions and instructions to their children in a clear and supportive manner. It highlights how to state directions and instructions in a way that will reinforce positive interactions with children and reduce behaviour issues. It also addresses the use of visual aids with children such as gestures, photographs and printed symbols to assist in the understanding of instructions.

Before the sessions starts

Materials Required:

  • Real objects for examples during workshop – photograph, toy, word cards, picture symbols, and a first/then board.
  • Icebreaker – timer/watch, prepared envelopes with word cards and picture symbols.

Workshop Content

Introduction of speakers and content.

Hello everyone. Tonight we are going to be talking about how we can develop our ability to communicate with children through a number of easy to follow steps that will assist our children to understand what is being requested of them. When children are better able to understand what they are being asked to do you can lessen their frustration level and increase positive behaviours. When children are able to complete tasks and follow instructions on their own they begin to develop a healthy feeling of independence and self-worth. My job tonight will be to facilitate the discussion, to keep us on track and to record some of your thoughts. So let’s go around the room and introduce ourselves and maybe say what brought you out this evening. What would you like to get out of this session?

Icebreaker

(Prep: timer/watch, envelopes, word cards, and picture symbols)
Depending on the number of participants divide the group into either 2 or 4 separate groups with about 4-6 people in each group. Tell the participants that you are going to give each group an envelope with the instructions to a simple routine that each person does every day. Give one group package A and the other group package B. You then tell the group that they have 45 seconds to figure out what the task is and to put the instructions in the correct order that they occur. Tell the participants to shout “finished” when they have completed the activity. Start your timer or watch for 45 seconds.

The purpose of this ice breaker to show how a simple every day routine of instructions for eating can be made into a complicated set of directions or the flip side–a simple set of directions. It will show how confusing some instructions can be and also how frustrating they can make you feel when you do not understand them immediately.

Ask the participants who had the more difficult icebreaker task to complete how they felt during the 45 seconds that they had to put the instructions in order. Record their thoughts on flip paper (for example, frustrated, under pressure, distracted, confused). Repeat the question with the participants who completed the easier icebreaker and also record their responses. Now discuss with the group some of the behaviours that children may display when they are not able to comply with a direction or instruction. List the behaviours that the participants label (for example, refusing to listen, throwing, tantrumming, hitting). The lists between what the adults felt with the difficult icebreaker task and what they observe with children will be similar. Tell the group that it is a normal behavioural response to become non-compliant or upset when you cannot follow a task and to think about how many instructions children receive on a day to day basis. When parents learn some new techniques they can greatly improve their children’s ability to understand us and follow instructions.

Agenda:

  • Introduction to Giving Instructions
  • How we communicate to our children
  • Breaking down instructions
  • Visual helpers / choice making
  • Positive reinforcement

View Slides 1-3

Large Group Discussion:

(Prep: flipchart and markers)
Ask the participants to talk about the strategies that they have developed to assist their children to understand their requests. Allow the group time to respond and give them suggestions if necessary. For example, you can say to the participants, “does anyone hold up a diaper to their child to let the child know it is time for a change”? These types of questions of daily routine tasks should prompt examples. You can also ask the participants of school age children if the child’s teacher is using any strategies that they are aware of in the classroom.

View Slide 4

Large Group Activity:

(Prep: flipchart, markers, and timer)
Ask the participants to join up in pairs. Have one person stand and the other remain seated. The person standing is to explain to the other person a task. You can select anything you want such as how to make coffee, how to wash dishes etc. Allow several minutes for this activity.

Review what was said in the slides of getting down to the child’s level so you can be face to face and also using the child’s name to help them understand who you are talking to. Discuss types of warning (“one more minute”, using a timer or bell, flicking the lights).

View Slides 5- 6

Large Group Discussion:

(Prep: flipchart and markers, toys, pictures)
Remind the participants again of the difficult icebreaker task and that it was so challenging because there were too many directions and steps in it. Talk about slide 5 and the importance of keeping our language to children simple and to the point. Discuss how we can make directions short and use examples such as in slide 5 and others. Ask the group to give examples of short instructions that they use with their children, how they have modified their own language to assist their children to understand. You can record these examples on the flip chart paper.

Talk about the participants’ responses from the above flipchart while providing a physical example of each one that you can. Ask which participants are using visual aids with their children and how they have helped.

View Slides 7-8

Large Group Discussion:

Discuss with the participants the impact of wording instructions in a positive manner to children and also how it reinforces behaviours that we want the children to engage in. Talk to the group about how it can be difficult to change our language to this style, however, with practice it can be done. Also, talk about the importance of allowing children time to process what we say to them. You can provide the participants with an example of the 10-second rule by making a request and then waiting 10 seconds before you repeat it. Not all directions we give to children include choices. If you do not want a yes/no response then change the wording of your instruction. Examples include, tell your child “it’s time for bed” instead of asking them “do you want to go to bed now?”, “hands to yourself” instead of “stop hitting”.

View Slides 9-10

Small Group Activity:

(Prep: flipchart and markers)
Divide the participants into the same groups they were in for the icebreaker. Give them flipchart paper and markers and ask them to write down reinforcements they use with their children. Give the group about 10 minutes.

After 10 minutes, have the participants share their responses. Look for common responses between the groups (toys, food, favoured activities). Share your own ideas about reinforcements that may not be listed.

View Slide 11

Large Group Discussion:

(Prep: first/then board)
Discuss with the group the slide and the description of the use of a reinforcement versus a bribe to complete an instruction or direction. Show the example of the first/then board and talk about how it can be used with children for them to understand what is expected.

Conclusion:

This concludes our workshop on Giving Instructions. Are there any questions about the material presented or any other questions? I would like to thank you for coming to the workshop this evening. Please take a moment to complete our workshop evaluation. Have a great night.

Visual Communication Workshop: Group Guide


The Visual Communication workshop has been created to help parents and caregivers expand their communication through the use of simple but powerful visual tools.

Before the Session Starts

Materials Required:

  • Icebreaker
    • option one – picture symbols of bottle shapes
    • option two – picture symbols with words in a variety of languages
  • Velcroed picture symbols as described in slides 6-8 & 9-12
  • Toy, photo of a person or a toy, picture book
  • First/then board
  • Picture symbols of routines as described in Make and Take section, bristol board, scissors, glue, and MacTac (available in Supported Inclusion Visuals Engine)

Workshop Content

Introduction of speakers and content.

Hello everyone. Tonight we are going to be talking about how you can improve your child’s ability to communicate with others. You’ll find many aspects of your and your child’s life improve when s/he is better able to communicate with and understand others. My job tonight will be to facilitate the discussion, to keep us on track and to record some of our thoughts. So let’s go around the room and introduce ourselves and maybe say what brought you out this evening. What would you like to get out of this session?

Icebreaker

Option one: Ask participants to form pairs and hand out picture cards of bottle shapes without labels on to each person. Instruct each person to guess what their partner’s picture is. Do not give any answers. Have pairs report back to the large group by showing their picture card and telling what it is and how they knew they were correct. The purpose is to demonstrate that visual cues were used rather than any verbal cues.

Bottle Shapes

Option two: As in option one but using picture cards with corresponding words in a variety of languages. Instruct each person to cover the picture and show only the word. Have people try to guess what their partner’s word means. Have people guess what it is once the picture is revealed. This also demonstrates that visual cues are used more than verbal cues.

Variety of Languages

Either icebreaker can be carried out in the large group by using an overhead or powerpoint projector.

Agenda

  1. Introduction to Visual Communication
  2. Using Visuals with Children
  3. Choosing the Type (or Level) of Visual
  4. Promoting Receptive Language
  5. Promoting Expressive Language
  6. Make and Take

Large Group Discussion:

(Prep: flipchart and markers)

There are many forms of communication. We usually think of speech as the main form but in fact 90% of our comprehension comes from visual forms of information. What do you think is meant by “visual forms”? (Flip chart answers such as gestures, facial expression, objects, pictures, printed words.) Can you think of visual aids that adults use in their daily lives? Add examples to flip chart: e.g.,traffic signs, calendars, grocery lists, day timers, clocks, etc.

View Slides 1-3

Large Group Discussion:

(Prep: flipchart and markers)

Children who are having difficulty with understanding and / or using language can benefit from visual supports because they show what’s expected of them or what is coming up. Does anyone use any visuals with their children right now? What kinds of objects and pictures can you use with your child?
Record participants’ examples on a flipchart. Possible answers to get the group started if needed: showing your child her shoes or your keys for “going out”, showing a bottle for “bed”, showing a book for “storytime”, showing a favourite toy for “play time”, showing a video or t.v. remote for “television”; use of gestures and pointing.

View Slides 4- 5

Large Group Discussion:

(Prep: toy, photo of a person or a toy, picture book)

Choosing the appropriate level of visual to use is very important. Always use the highest level your child understands. How do we know which level to use with our child?

Presenter should be holding concrete items to model the following questions.

  • Can your child reach for or point to desired objects?
  • Does your child recognize people and items in photographs?
  • Does your child recognize pictures in books? (you can tell if s/he points to objects named)

Once you know what level your child understands you can use visuals to give your child information or to receive information from him/her.

View Slides 6-8

Large Group Discussion:

(Prep: velcroed pictures of eat breakfast, get dressed, go to daycare)

Discuss the mini-schedule and demonstrate removing the pictures from the schedule. Explain that you remove the pictures from the schedule so that the child can see what is finished and what activity is coming up. This can be done with objects if your child’s understanding is at this level.

The next few slides show ways to use visuals to tell your child what is expected and how to do things. Specific skills that you would like to teach your child can be shown step by step visually. While you watch the next few slides, try to think of a skill that you would like to work on with your own child.

View Slides 9-12

Small Group Discussion:

Divide people into small groups (3-5 people) and ask them to discuss a skill that they would each like to work on with their child (they have to decide together as a small group). Brainstorm possible pictures or objects that could be used to teach the skill.

Large Group Discussion:

(Prep: first/then board, picture symbols of office, needle, lollipop (all labeled “doctor”), picture symbols of fries, toy, play area, McDonald’s symbol (all labeled McDonald’s).

Have the groups report back on the visuals that they would like to use. If possible, show how the same skill could be taught in different ways depending on what aspect is most relevant to the child. Give examples such as “First doctor, then McDonald’s” and how the doctor symbol should be something that the child would understand (office, needle, lollipop, etc.) and the McDonald’s symbol should also be what is relevant to the child (specific food, toy, play area).

We’ve looked at how visuals can be used to tell children something. Now let’s look at how to use these tools so that your child can give you information.

View Slides 13-14

Large Group Discussion:

So you can see that there are many uses for visuals and that they help children be able to understand others more clearly and express their needs and interests more easily. A question that often comes up is “won’t pictures make my child not want to speak?” This is a valid concern. However, we know that the visuals support learning of spoken language for several reasons. I think of the visuals as cue cards I might have for a presentation. I feel less anxious knowing that I could refer to them if I need them. But it doesn’t mean that I’ll read my entire presentation from the cards.

View Slides 15-16

Large Group Discussion:

There are many reasons to use visuals. Both adults and children benefit from having visuals available. Now we would like to give you the opportunity to make some visuals that you feel would be useful with your child.

Make and Take:

(Prep: examples of choice boards, schedules, and first/then boards, bristol board, scissors, glue, MacTac, a variety of picture symbols or pictures from flyers and magazines for routines including activity choices, washroom, dressing, bedtime, songs, etc.)

Provide participants with the above materials and offer advice on which pictures to use and how to prepare them.

Conclusion:

This concludes our workshop on “Visual Communication”. Are there any questions about the material presented or any other questions? I would like to thank you for coming to the workshop this evening. Please take a moment to complete our workshop evaluation. Have a great night.

Bean Bag Toss

Goals:

  1. Increase socialization skills.
  2. Turn taking. Waiting for a turn and anticipation of a turn.
  3. Throwing a beanbag with direction.
  4. Following directions. “My turn” “Your turn” “Wait” “Throw bag” “More”

For a fun and easy social game try beanbags. You can make your own beanbags by filling the small sandwich zip-lock bags with split pea soup beans. Make sure you secure the bag by taping the edges with a thick tape. ( For extra safety you can double the bag). Next place a pail or bin on the floor and have the children stand about 3 feet away from the pail. Mark the floor with an “X” in bright red tape where the children are to stand. Then simply let the children take turns tossing the beanbag into the pail or bin. Have at least 3 beanbags per child.

An alternative is to make the beanbags out of material using a sewing machine. Make the bags about 3 inches by 3 inches. Leave a small opening in the top to fill in with beans and then slip stitch to close.

I found at Wal-Mart in the craft area that you could also buy “doll beads” which are small pellets and are non-toxic. The bag is about $3.00 and very large; you can make 20 or more beanbags from one bag! Just be sure that you seal the beads very securely in the baggie or material bag.

Developing Positive Self-Esteem in Your Child

  1. Give your child hugs/kisses throughout the day. These should not be contingent on behavioural expectations.
  2. Take time for fun, nurturing activities with your child. Examples include lotioning activities (place body lotion on your child’s hands/feet), massaging activities (gently massage your child’s hands/arms, feet/legs) or people games:Row Row Your Boat, Round and Round the Garden, Ring around the Rosie, etc.
  3. Read your child books that promote a positive self-concept (e.g. “I Like Me” by Nancy Carlson).
  4. Make your child his own special labelled photograph book, emphasizing activities in his day that he likes and does well.
  5. Give your child responsibilities, based on her abilities and developmental level. This will develop her self-esteem and confidence in her abilities (e.g. tidy up activities, have her set napkins on the table, clear plates)
  6. Give your child choices when possible and when appropriate, follow your child’s lead.
  7. Keep your directions simple and developmentally appropriate for your child’s understanding to encourage success (e.g. two word directions:”Tidy up”). Always pair the directions with your child’s name. (e.g. “Girpal, tidy up”)
  8. Get down to your child’s eye level when speaking to your child or when she is communicating with you.
  9. Set your child up for success. Alternate challenging new activities with activities your child likes and can complete independently. Begin with one challenging activity followed by the well-liked activity. Use a first/then board to help your child understand the sequence.
  10. Break down challenging activities into smaller tasks.(e.g. for stringbeading activities, your child might learn the activity first with a straw and large beads).
  11. For challenging activities, initially keep the activity short (e.g. your child only has to place two beads on the straw) .
  12. Model new or challenging activities for your child. Use visual supports (e.g. concrete objects, labelled photographs or pictures) to help your child understand an activity, succeed at the activity and work towards independence.
  13. Comment on your child’s specific actions (e.g. “good beading”) rather than using general comments (e.g.” good girl”).
  14. Praise your child for all his efforts.
  15. If your child engages in an inappropriate behaviour (e.g. hitting), comment on the specific action and your behavioural expectation (e.g. “no hitting”). Teach your child the behaviour the you want instead (e.g. “touch gently”). Model the appropriate action and help your child use this action. Use visual supports (e.g. picture symbols, social stories) to help your child learn.
  16. Always prepare your child for transitions. Use verbal language (labelling the upcoming transition, singing a consistent song about the specific transition), visual cues (concrete objects, labelled pictures) and auditory cues (a timer if appropriate) to develop your child’s comfort and ability to move throughout his day successfully.

The first snow

Stories are an excellent way to develop your child’s literacy skills. As you watch the stories together with your child, you’ll have a chance to talk about the pictures he sees on the screen

These story can also help prepare your child for activities that he may experience at childcare, school or camp.

Play story

Playtime

Stories are an excellent way to develop your child’s literacy skills. As you watch the stories together with your child, you’ll have a chance to talk about the pictures he sees on the screen

This story can also help prepare your child for activities that he may experience at childcare, school or camp.

Let’s bake a cake

Stories are an excellent way to develop your child’s literacy skills. As you watch the stories together with your child, you’ll have a chance to talk about the pictures he sees on the screen

These story can also help prepare your child for activities that he may experience at childcare, school or camp.

Play story

Wheels on the bus

Music can help your child learn many important skills such as listening, understanding instructions, learning language, and turn-taking.

Play song

Tidy up

Music can help your child learn many important skills such as listening, understanding instructions, learning language, and turn-taking. Learn and use this song to help your child to tidy up their toys

Play song

  1. Home
  2. Articles posted by Jason