We started out the week on a Tuesday. My student’s desire to discuss the schedule’s order is reduced. I continue to draw the stick figures and thought bubbles three to four times a day, detailing the order of events. I have also consistently been using a similar method to modify science experiments and classroom discussion. This week I started to try and reteach these illustrated concepts later in the day and assess comprehension. So far behaviorally we are experiencing a bit of an upswing.
Last week the student had a breakthrough and after years of searching for motivation and a month and a half of daily hand-over-hand assistance, the student can use a mouse independently. I credit a visually stimulating game we found on Zac Browser, the hand-over-hand strategy, and the willingness of the student to hang in there. Leading with this new ability, I am hoping to find sites that might help me assess student learning a little more accurately.
This weeks goals are to find assessment sites and introduce them to the student, increase the students interactions with inclusion teachers by having them ask the student at least one “Yes” or “No” question a day (the student will respond with an itouch communication device), and experiment with other hand-over-hand strategies that are linking communication and thinking. These could be anything from helping the student to draw a stick figure self and thought bubbles, to connecting pictured concepts to mathematical concepts.
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