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Centering On Children Newsletter
One on One vs. Independence
February, 2009
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Dear parents, teachers, clinicians and support professionals, 
 
So much that's reported in the news concerning our world appears out of control, confusing and potentially depressing.  Economic, energy, and environmental forecasts are not very uplifting to say the least.  To my mind, focusing attention on this big picture, is not very inspiring nor productive.  I like to think there's an upside to every downside and prefer to focus my attention on where I'm currently planting my feet and on those things that I do seem to have some semblance of control over.  For example, Linda and I have heated our 2300 square foot home with wood this winter (one of the coldest we've had in recent memory).  We think it's a better alternative than heating with oil and it's something we have control over.  It's been a wonderful experience-one that's brought us closer to a more natural lifestyle.  It's been more work but definitely worth it. 
 
In a similar manner, we are looking for ways to tighten up Centering on Children, making it more efficient and less wasteful.  This is also about energy, using it more wisely.  I'm currently excited about expanding the work that our adult workers with autism currently do.  So, in some respects, with the big picture looking grim, it's encouraging an appreciation and closer look at where we are, what we have, and who we're with.  Time to be creative, and polish the things that are right in front of us. 
 
Before writing about the acitivities in our next newsletter, we wanted to look briefly at some distinctions between One to One work and Independent Work. 
DIFFERENCES BETWEEN ONE ON ONE AND INDEPENDENT WORK SESSIONS
 
It's helpful to have two separate work spaces to distinguish One on One sessions from Independent work sessions.  This way the young student knows that every time he comes to the One to One table he will be working with a teacher while every time he goes to the Independent work table he will be working on his own.  If space does not allow two separate areas, then create a different look by placing a tablecloth on the table during Independent work to distinguish it from One on One.
 
During One to One sessions, the adult is introducing new activities to the student.  You want to work on skills that the student has shown an emerging ability to complete.  The student might need a little hand over hand help or a gesture (verbal or physical) to complete the activity.  Do not underestimate, early on, what effects you may have on the student and his/her performance.  It is just as important during the one on one session the independence be encouraged by providing a minimal amount of help. 
 
During One to One Sessions, the student will learn to expect help from the teacher.  It is up to the teacher, however, to give the minimum amount of help because the eventual goal is for the activity to be done independently.  Individuals on the autism spectrum can very quickly become prompt dependent and the longer they are allowed to continue as such, the greater the challenge to reverse that dependence.  The more independent they are the greater their chance of becoming gainfully employed as adults.  The road to independence starts as soon as the student enters school. 
 
 During Independent Work sessions, the student is practicing activities that he has mastered at the One to One table.  It is not the activity that is the focus of learning but the whole concept of completing a work session independently without the slightest bit of help from the adult.  When beginning this process, the teacher attempts to give the least amount of help necessary to insure a successful outcome.  The goal is to have the student come to his independent work table, do his work, put completed work away, then move on to the enjoyable activity that follows, all without the help of an adult.  So, whatever prompts the adult has to give to insure a successful session, must be noted, and a way to remove those prompts must be found.  It's the goal of the teacher to replace themselves with visuals and tools that the students can use on their own.  This requires a very close inspection of every possible bit of help that is being given (even words of encouragement)  The teacher has been successful who is no longer needed.
 
DOOR OPENERS TO THE PROCESS OF LEARNING 
 
 
Why would you encourage a young student to move a block from one part of a Shoebox lid to another? 
  
It is not just the act of moving the block that is being taught.  For some children grasping the block and using their finger strength to pull it off the Velcro and place it in the open container is, in itself, challenging.  It requires coordination, hand/finger dexterity, strength, and the cognitive ability to make and retain the connection between where the block starts out and where it is designed to end up. 
 
 In the beginning stages of the learning process the young child is being introduced to a novel situation.  A teacher has created a situation that the student is expected to respond to.  In this particular case, the teacher has set an activity before the student and they are expected to move blocks a short distance on a shoebox lid.  By complying, the student is accepting this direction and, by his actions, he is telling the teacher that he understands what he's been asked to do.  If he doesn't understand the expectation, the teacher may help by modeling or offering assistance.  This teaching process begins with a variety of  manipulatives because that is what makes most sense to the child at this stage of development.  We structure the activities with success in mind for that is the foundation upon which we want to establish our educational approach.  Being successful builds self confidence, self-expression, and self esteem and is motivating to both student and teacher. 
 
 
SALE OF VHS FORMATED VIDEOS
 
TEACCH - PRINCIPLES OF STRUCTURED TEACHING 
 
We have a number of these dinasours still in stock and will let them go for $5.00 each, which includes shipping stateside.  Amazing how technology keeps pushing the envelope!  A description of the DVD version of this video is on our website.
 
 FINALLY, A MAGNET THAT WON'T BREAK!
 
 A perfect magnet has been found for task 34.  They can be thrown on the ground and they won't shatter.  Plus, they're nearly as strong magnetically as the previous ones.  We will be glad to send these new magnets to you if your ceramic ones have broken.  Please email me with your request: [email protected]
WE LOVE HEARING FROM YOU.  PLEASE SHARE EXPERIENCES THAT YOU HAVE HAD INVOLVING THESE ACTIVITIES AND YOUR STUDENTS.  WE LIKE PASSING ON WHAT YOU HAVE DISCOVERED, WHETHER POSITIVE OR NEGATIVE.  WE LEARN FROM BOTH.  THANKS.
WE LOVE HEARING FROM YOU.  PLEASE SHARE WITH US EXPERIENCES YOU HAVE HAD USING THESE ACTIVITIES WITH YOUR STUDENTS, WHETHER THEY BE POSITIVE OR NEGATIVE.  WITH YOUR PERMISSION WE WILL PASS THEM ON TO OTHERS SO WE MAY ALL BENEFIT.