The Attention Hillingdon Programme Julie Mellor Early ......children-Cooper, Moodley, Reynell 1997...
Transcript of The Attention Hillingdon Programme Julie Mellor Early ......children-Cooper, Moodley, Reynell 1997...
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The Attention Hillingdon Programme
Julie Mellor Early Years Inclusion Team
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The dilemma.........
• How could we better equip setting based practitioners to meet the needs of young children with a diagnosis of ASD or with social communication difficulties?
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What we did..........
• We worked with Gina Davies a highly specialist speech and language therapist from Attention Autism
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Created an eight week intervention.......
• Trained LA team & advanced skills teachers, ASD support, speech and language therapists & EP
• Purchased resources for the intervention • Established a pre and post intervention
training programme (2 hour sessions) • Pre & post intervention sessions for
parents
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The model.......
• We model (weekly) • Setting based practitioners replicate the
session • Children filmed, weeks 1, 5 & 8 • Joint discussion • Practitioners run the intervention a
minimum of three times during the week • We return and model the next session
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An overview of The Attention Hillingdon Programme
Stage 1 The bucket - Focus
Stage 2 The attention builder – Sustain
Stage 3 The interactive game - Shift
Stage 4 The table activities -transition
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Attention Levels in typically developing children-Cooper, Moodley, Reynell 1997
Stage 1 .0 -1 year Fleeting attention. Extreme distractibility. The child’s attention is held momentarily by whatever is the dominant stimulus in the environment and is easily distracted by any new stimulus.
Stage 2. 1 -2 years
Rigid attention. Attention inflexible. The child can concentrate for some time on a concrete task of their own choosing .The child has difficulty tolerating intervention or attempts to modify the task by an adult .
Stage 3. 2 -3 years
Single channelled attention. Some flexibility is developing in that they can tolerate a well timed intervention or interruption more readily. The child can only cope with doing one thing at a time.
Stage 4. 3 -4 years Attention focus under voluntary control. The child is beginning to control their own attention. Attention is still single channelled but it can be stopped /restarted under the child’s control without adult support
Stage 5. 4 – 5 years
Two channelled attention. At this stage the child can do 2 things at once The child’s attention span may be short but they can be taught in a group. The child is ready for whole class teaching.
Stage 6. 5 -6 years
Integrated attention. Well established and sustained. The child can easily listen to information whilst doing something else at the same time even in a distracting environment. The child can cope in a group learning situation for long periods of time.
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The Attention Builder – creating an irresistible invitation to look........
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Watching with really focused attention as one of a group
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We make the activities.....
ü motivating ü a shared experience ü worth communicating about.
Is it worth the effort for the child?
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We use what we know about the learning strengths of children with autism
• Memory for – things that interest them - experiences with
emotional impact
• Physical and practical • Energy • Logical • Visual skills
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The interactive game - providing opportunities for children to share laughter with an adult or with a friend...
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Adults always ‘go first’ using their involvement as a model for....
• how to join in and that taking the risk is worth it
• demonstrating what’s expected
• enthusiasm and fun • shared attention
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model
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Activities that involve fun and laughter are...
§ motivating § remembered
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The table activities – are added in week five
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Take it to the table
• children to learn to transition from one activity to another
• Adults go first • Independence skills • Opportunity to ‘recreate’ learning
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We use pictures to...
§ share the message clearly § lower anxiety § add structure § make it easy to take the
risk and join in
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Carries on after the eight weeks.........
• Helping settings to sustain the programme • Generating new activities within the
taught structure • Generalising skills into the day – adult and
child • Accreditation for settings
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How the programme has evolved........
• Running in more than two thirds of our settings
• Developed a Champion setting status • Weekly tip sheets developed for parents
(giving ideas for home & making links to the EYFS)
• Data collected to demonstrate impact for children
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How the programme has evolved........
• Also running in Children’s Centres – parent and child
• Working with younger children • Pathways developed with health • Two members of the team are Attention
Autism advanced practitioners • Forms part of the Local Offer
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How the programme has evolved.......
• Making stronger links between AH and other areas of learning ie creativlty & storying
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Feedback from a recent course.......
• OMG • I am LOVING story time • We are all LOVING story time • And for the more able we are ticking all
sorts of boxes for literacy with excited children retelling the story to parents two hours after they heard it!
• Thank you so much!
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How the programme supports the implementation of the SEND code of Practice 0 - 25
5.1 All children are entitled to an education that enables them to:
• Achieve the best possible outcomes, and • Become confident young children with a
growing ability to communicate their own views and ready to make a transition into compulsory education
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• Supports partnership working with parents
• Forms part of the graduated approach, ‘plan, do & review’
• Has led to greater synergy between early education and health
• Provides information towards an EHC assessment