Emily Rubin, MS, CCC-SLP, Director
Educational Outreach Program Marcus Autism Center
Fostering Social Emotional Engagement in Classroom Settings for Students on the Spectrum
Social connections provide fuel for the brain to grow
▪Falling in love with the social world
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
SHAA - February 22, 2018 1
Seeking out social connections with words
Succeeding in a range of social settings
Unique neurodevelopment in our classrooms
…may create barriers during this learning curve
▪Children with genetic differences such as autism may show limited neural sensitivity to social stimuli and tend not to orient toward social stimuli.
▪The caregiving environment and other developmental differences also significantly contribute to differences in social and emotional neurodevelopment.
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
SHAA - February 22, 2018 2
“Risk and resilience” factors in the developing brain…
…impact this learning curve
“Risk and resilience” factors in the developing brain…
…impact this learning curve
We can create risk or resilience…
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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We can create risk or resilience…
▪Neuroscience highlights that children with autism have differences in the process of orienting toward social stimuli and, ultimately, understanding the “thoughts” of others.
Unique neurological differences in social competence
▪While children with “genetic advantages” process speech sounds as social and stimulating stimuli, children with genetic differences may be “indifferent” to speech sounds, limiting attention and interest in vocal engagement.
Unique neurological differences in social competence
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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▪As children with differences in these areas mature and “brain architecture is formed,” neuroimaging has shown that children with with specific social and emotional learning differences (such as 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.
Unique neurological differences in social competence
The neurology of social engagementChild with both interpersonal and genetic “advantages” for social engagement
Shultz, et. al. (2000, April). Archives in General Psychiatry, Vol. 57, 331 – 340.
The neurology of social engagementChild with autism or related social emotional learning difference
Shultz, et. al. (2000, April). Archives in General Psychiatry, Vol. 57, 331 – 340.
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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The “Why” of Social Emotional Engagement Engagement & Relationships = Learning
Chevallier, et. al. (2012). The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4
Social Orienting “attending and responding”
Social Liking “increased initiations and
active seeking”
Social Maintaining “reputation management or
fitting in”
Chevallier, et. al. (2012). The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4
oxytocin, opioids, and dopamine
oxytocin, opioids, and dopamine
The “Why” of Social Emotional Engagement Engagement & Relationships = Learning
Our Goal – Social Engagement!
3 elements of active engagement
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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Our Goal – Social Engagement!
Focus on the three i 3
Getting the emotional “hook”
ENGAGE
Providing information in different ways
Letting kids “show what they know”
EXPRESS
When does positive engagement occur?Early Childhood Examples
ACCESS
When does positive engagement occur? School Aged Examples
Getting the emotional “hook”
ENGAGEACCESS
Providing information in different ways
Letting kids “show what they know”
EXPRESS
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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The “What” of Engagement Universal Design for Learning
Getting the emotional “hook” in classroom lessons
Fostering deeper comprehension in classroom lessons
Fostering students’ abilities to show what they know!
All children benefit
B. Provide information in multiple
ways
A. Foster Engagement
C. Encourage expression
INSERT SLIDE FOR UDL GUIDELINES
http://www.cast.org
Acc
ess
Sup
port
Sel
f- D
eter
min
atio
n
▪ Spontaneous nonverbal
communication
▪ Before
Words
▪ Combining peoples’
names, verbs, and nouns to
share intentions
▪ Emerging
language
▪ Building self-efficacy and
social conventions
▪ Conver-
sational
A universal design for learning framework can create a pathway for engagement
Engagement
Spontaneous nonverbal
communication
Before Words
Combining peoples’ names, verbs, and nouns
to share intentions
Emerging language
Building self-efficacy and
social conventions
Conver-sational
!
A universal design for learning framework can create a pathway for engagement
Engagement
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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The SEE-KS Quick Reference
SEE-KS Mentorship ChecklistFinding “what’s working” and identifying “next steps”
Fostering Social Emotional Engagement
Getting the emotional “hook”
“Investment” All children benefit
A. Foster Engagement
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A.Fosteringengagement1.Havesupportsbeenembeddedtofostertheabilitytopredictthesequenceofactivitiesandthestepswithineachactivitytosupportself-regulation(e.g.,dailyagendas,timers,todolists,and/orbasketsofmaterialsinsequence)?2.Havesupportsbeenembeddedtofostertheabilitytostayactivelyengagedandpersistindailyactivities(e.g.,providingchoicesofcopingstrategiestohelpstudentsremainalertand/orsoothewhenneeded,adjustingdemands,andprovidingsocialengagement)?3.Haveindividualinterestsbeenconsideredasameanstostimulateinterestandmotivationforengagementandlearning(e.g.,linkingacademicstoreal-lifeapplicationorspecialinterests,creatingaproduct,orhands-on,movement-basedstimulation)?
Before words A. Foster engagement
…with hands-on materials, messy play and exploration with different textures (e.g., art, building, cooking, etc.)
Emerging language A. Foster engagement
…by pairing academic concepts with imaginative play and hands-on materials
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…by connecting academic concepts to real – life application.
Conversational A. Foster engagement
Fostering Social Emotional Engagement
Fostering deeper comprehension
“Independence” All children benefit
B. Provide information in multiple
ways
B.PresentingInformationinMultipleWays
1.Isverballanguagepairedwithmultipleformsofrepresentationtofostercomprehension(e.g.,writteninformation,graphics,photos,dramaticrole-play,integratedarts,andreal-lifematerials)?2.IsinformationrelatedtocognitiveskillsoracademicconceptsembeddedthroughoutavarietyofactivitiesANDpresentedinmultiplewaystofostercomprehension(e.g.,hands-onand/ormanipulativematerials,multiplemedia,andtechnology)?3.Aresocialcuespresentedinmultiplewaystoensureaccurateperceptionandcomprehensionofactivities(e.g.,providingvisualstoclarifyexpectationsforvocalvolume,proximitytoothers,conversationaltiming,andturn-taking)?
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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Before words B. Provide information in multiple ways
…by providing objects of reference to ensure understanding.
…by providing visuals for the sequence & the steps within activities
What do we get to do today?
What do we get to do right now?
Emerging language B. Provide information in multiple ways
Tape on tables for visual boundaries of shared space
Table labels (number for quick identity)
…by ensuring social expectations are presented in multiple ways
Emerging language B. Provide information in multiple ways
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Conversational language B. Provide information in multiple ways
…by providing visuals for the sequence & the steps within activities
…by pairing academic concepts
with hands-on materials
Conversational language B. Provide information in multiple ways
By ensuring social expectations are presented in multiple ways
Conversational language B. Provide information in multiple ways
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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By ensuring social expectations are presented in multiple ways
Conversational language B. Provide information in multiple ways
Fostering Social Emotional Engagement
Fostering an ability to show
what they know!
“Initiation”All
children benefit
C. Foster expression
Before words C. Encourage expression
…by providing see-through containers for before words children to make choices.
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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Emerging Language C. Encourage expression
…by providing visuals for
children to use people’s names
and verbs.
…by providing options for physical action by varying response methods
Conversational Language C. Encourage expression
In summary, we can help create learning
environments to …
Increase investment by fostering engagement in multiple ways.
Increase independence by providing information in multiple ways.
Increase initiation by fostering multiple means of action and expression.
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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Social Orienting “attending and responding”
Social Liking “increased initiations and
active seeking”
Social Maintaining “reputation management or
fitting in”
Chevallier, et. al. (2012). The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4
oxytocin, opioids, and dopamine
oxytocin, opioids, and dopamine
The “Why” of Social Emotional Engagement Engagement & Relationships = Learning
Our Goal – Social Engagement!
Focus on the three I’s
Independence
Investment
Initiation
Our Goal – Social Engagement!
Focus on the three i 3
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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Let practice!
Let’s Talk MentorshipWe need to ignite learning amongst our colleagues and teachers…adult learners are motivated by talking about success and imagining what could be....
“Let’s discuss engagement”
The “How” of Mentorship
Examining the traditional expert model
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The “How” of Appreciative Inquiry
Igniting Social Engagement
Coaching is not about what’s wrong… it’s about what’s next.
-Eric Sandberg, Ph.D
In appreciative inquiry, we focus on what’s working and collaborating to brainstorm ideas for increasing
opportunities for engagement.
The “How” of Appreciative Inquiry
Igniting Social Engagement in Staff Members
I noticed how effective it was to….?
I noticed when you….
I saw that students lit up when they had access to….
And then the educator imagining what could be.....
I wonder if there are opportunities to increase initiation…
I wonder if there may be opportunities to enhance independence…
I wonder if there may be opportunities to inspire investment…
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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Our Mentorship Tools – The Coaching Form
The “How” of Appreciative Inquiry
Appreciative Inquiry
Classroom Observation
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Step 1
Remind those involved about the key principles of appreciative inquiry
1. We are looking for what is working to foster engagement (not for problems that need to be fixed)
2. Next, we will look for opportunities where student engagement might be increased.
Step 2
Engage in the initial conversation
1. What were your goals for this lesson/activity?
2. What is already working for your group for engagement?
3. What questions do you have about opportunities for student engagement?
4. Recast what you learned
Step 3Record what’s
working
Using your UDL sheet and your What’s Working column, watch the video and only record what you see already working to benefit engagement levels in your section! You will have time to discuss with your partners after the video.
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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Your Turn!You now have time to discuss with your partners and record what you saw already working in your section. You have three minutes!
Times Up… Provide feedback using phrases such as “I noticed that you….” or “I saw that you….” and this appear to foster the students’ investment, independence, or initiation."
Times Up!
Let’s hear the good stuff
and summarize
Step 4 Revisit the teacher’s questions about opportunities for increasing student engagement.
Tip: Go back to the initial conversation notes!
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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Step 5Next Steps
Using our UDL Quick Reference
Make sure you are looking in theAppropriate Developmental Stage
• ”…provideadditionaloptionsforactionsandexpressiontofosterinitiation?”
• “…drawonindividualintereststomotivateandincreaseinvestment?
• “...presentedthisinformationinadifferentwaytofosterindependence?
Sampleendings
• Inoticedhoweffectiveitwaswhen…howmight…”
• “Howmightwe…”
• “Arethereopportunitiesto…”
• “Whatwoulditlooklikeifwe…”
• “Iwonderif….
Samplestarters
Collaboration&DiscussionHelpBox• Rememberwhich“I”(Independence,Investment,Initiation)
we’relookingtofoster
Step 6
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References
▪ Belfield, et al. (2015, Feb.). The economic value of social and emotional learning. Center for Benefit-Cost Studies in Education. Teachers College, Columbia University Accessed via: www.cbcse.org
▪ Jones, D., Greenberg, M. & Crowley, M (2015, July). Early social-emotional functioning and public health. American Journal of Public Health.
▪ Meyer, A., Rose, D., & Gordon, D. (2013). Universal Design for Learning; Theory and Practice. CAST Professional Publishing (www.cast.org). Wakefield, MA.
References
▪ Prizant, B. M., Wetherby, A.. M., Rubin, E., Laurent, A, C., and Rydell, P. J. (2006). THE SCERTS Model: Volume I Assessment & Volume II Program planning and intervention. Baltimore, MD: Brookes Publishing.
▪ Rubin, E., Townsend, J. & Vittori, L. (2015). Social Emotional Engagement – Knowledge and Skills (www.SEE-KS.com).
▪ Sparapani, et al. (2015, Oct,). Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, DOI 10.1007/s10803-015-2615-2.
To learn more
To learn more about the Educational Outreach Program at the Marcus Autism Center and Social Emotional Engagement (SEE-KS), contact: [email protected]
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
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Copyright–SEE-KS(2015).Rubin,E.,Townsend,J.&Vittori,L.Permissiongrantedforuseofmaterialsforeducationalpurposes.
EngagementLadder(WholeGroup)
District/Site: SchoolYear: Teacher: Coach/Observer(s): Activity/Segment/Time: CommunicationStage: 43210
Indicate#orNamesofStudents
Criterion
4 Fullyengaged.SEE-KScoachesshouldtallythenumberofstudentswhoare:a.spontaneouslyinitiatingahighfrequency(throughnonverbalorverbalmeans),b.demonstratingindependenceinengagingwithtargetedmaterials,andc.highlyemotionallyinvested(asevidencedbyfrequentexpressionofsharedpositiveemotion).
3 Mostlyengaged.SEE-KScoachesshouldtallythenumberofstudentswhoare:a.spontaneouslyinitiatingamildtomoderatefrequency(throughnonverbalorverbalmeans),b.demonstratingsomeindependenceinengagingwithtargetedmaterials,andc.emotionallyinvested(asevidencebyoccasionalexpressionofsharedpositiveemotion).
2 Partiallyengaged.SEE-KScoachesshouldtallythenumberofstudentswhoare:a.predominantlyresponsivetoteacherorpeers’bidsforinteraction(throughnonverbalorverbalmeans),b.followingteacherorpeerdirectionstoengagewithtargetedmaterials,andonlyseldomsharepositiveemotion.
1 Emerging/Fleeting.SEE-KScoachesshouldtallythenumberof
studentswhoare:a.onlyintermittentlyresponsivetoteacherorpeers’bidsforinteraction(throughnonverbalorverbalmeans)andshownoinitiation,b.arereliantonfollowingteacherorpeerdirectionstoengagewithtargetedmaterials,anddonotsharepositiveemotion.
0 Nofocus.SEE-KScoachesshouldtallythenumberofstudentswhoare:a.donotrespondtoteacherorpeers’bidsforinteraction(throughnonverbalorverbalmeans)andshownoinitiation,b.arenotyetfollowingteacherorpeerdirectionstoengagewithtargetedmaterials,andarenotyetsharingemotion.
Foradditionalinformationaboutstudentengagement,pleasevisit:
http://complexld.ssatrust.org.uk/project-resources/how-to-use-it.html
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SEE-‐
KS –
Rub
in, E
., To
wns
end,
J. &
Vitt
ori,
L. (2
015)
. Pe
rmiss
ion
gran
ted
for u
se o
f mat
eria
ls fo
r edu
catio
nal p
urpo
ses.
Essential U
nive
rsal Design for L
earning Su
pport –
Quick Referen
ce
Before W
ords Stage
Co
nsid
er th
ese
supp
orts
whe
n co
mmun
ication is
acco
mplishe
d throug
h bo
dy la
ngua
ge, g
estures,
and facial exp
ressions a
nd n
ot y
et th
roug
h sp
eech
, pic
ture
s, si
gns,
or a
ssist
ive
tech
nolo
gy.
Emerging
Lan
guag
e Stag
e Co
nsid
er th
ese
supp
orts
whe
n co
mmun
ication is
acco
mplishe
d using sing
le w
ords, com
bina
tions of
words, a
nd brie
f or “
scrip
ted”
phrases (u
se o
f spe
ech,
pi
ctur
es, s
ign
lang
uage
, or a
ssist
ive
tech
nolo
gy).
Conv
ersatio
nal S
tage
Co
nsid
er th
ese
supp
orts
whe
n co
mmun
ication
consists of u
sing
senten
ces a
nd con
versationa
l lev
el
discou
rse
(usin
g sp
eech
, sig
n la
ngua
ge, o
r ass
istiv
e te
chno
logy
). A. Fosterin
g en
gage
men
t
1. H
ave
supp
orts
bee
n em
bedd
ed to
fost
er
the
abili
ty to
pre
dict
the
sequ
ence
of
activ
ities
and
the
step
s with
in e
ach
activ
ity
to su
ppor
t sel
f-‐reg
ulat
ion?
Prov
ide
acce
ss to
and
dire
ctly
refe
renc
e co
ncre
te
obje
cts a
nd m
ater
ials
to d
enot
e th
e se
quen
ce o
f ac
tiviti
es (e
.g.,
bins
of m
ater
ials
for e
ach
activ
ity)
and
to d
enot
e th
e st
eps t
owar
d co
mpl
etio
n (e
.g.,
bins
laid
out
in se
quen
ce);
and
embe
d m
ulti-‐
mod
al e
nviro
nmen
tal c
ues (
e.g.
, mus
ic, l
ight
s, a
nd
rout
ine
actio
ns) i
n fa
mili
ar a
nd n
ovel
situ
atio
ns.
Prov
ide
acce
ss to
, dire
ctly
refe
renc
e, a
nd e
ncou
rage
in
depe
nden
t use
of d
aily
age
ndas
and
with
in ta
sk
sche
dule
s (w
ritte
n la
ngua
ge p
aire
d w
ith p
hoto
s,
grap
hics
) and
mul
ti-‐m
odal
env
ironm
enta
l cue
s (e.
g.,
mus
ic, l
ight
s, a
nd ro
utin
e ac
tions
) to
pred
ict t
he
sequ
ence
of a
ctiv
ities
and
the
step
s tow
ard
com
plet
ion;
us
ing
the
actu
al m
ater
ials
whe
n ne
cess
ary
to su
ppor
t pr
ogre
ss w
ithin
a ta
sk in
bot
h fa
mili
ar a
nd n
ovel
sit
uatio
ns.
Prov
ide
acce
ss to
, ref
eren
ce, a
nd e
ncou
rage
in
depe
nden
t use
and
cre
atio
n (w
hen
appr
opria
te) o
f w
ritte
n da
ily a
gend
as a
nd w
ithin
task
sche
dule
s to
pred
ict t
he se
quen
ce o
f act
iviti
es a
nd st
eps t
owar
d co
mpl
etio
n; A
ND
mod
el st
rate
gies
to p
repa
re fo
r the
oc
curr
ence
of n
ew a
nd c
hang
ing
situa
tions
(e.g
., re
fere
ncin
g or
join
tly c
reat
ing
a w
ritte
n da
ily a
gend
a or
to-‐d
o lis
t to
prep
are
for s
teps
with
in ta
sks a
nd
nove
l situ
atio
ns).
2. H
ave
supp
orts
bee
n em
bedd
ed to
fost
er
the
abili
ty to
stay
act
ivel
y en
gage
d an
d pe
rsist
in d
aily
act
iviti
es?
Plan
and
impl
emen
t sup
port
s to
fost
er re
gula
tion
stra
tegi
es in
ord
er to
sust
ain
activ
e en
gage
men
t an
d pr
even
t esc
alat
ion
(e.g
., of
ferin
g ch
oice
s of
mat
eria
ls to
ale
rt o
r soo
the)
; whi
le a
lso
mon
itorin
g sig
nals
of a
tten
tion,
mot
ivat
ion,
and
re
gula
tion
AND
adju
stin
g de
man
ds a
s nee
ded
to
prev
ent p
robl
em b
ehav
ior (
e.g.
, inf
usin
g ch
oice
s of
stra
tegi
es a
nd in
crea
sing
or d
ecre
asin
g de
man
ds).
Plan
and
impl
emen
t sup
port
s to
fost
er in
depe
nden
t use
of
regu
latio
n st
rate
gies
in o
rder
to su
stai
n ac
tive
enga
gem
ent a
nd p
reve
nt e
scal
atio
n (e
.g.,
an e
mot
ion
key
ring
to e
xpre
ss e
mot
ion
and
requ
est a
ssist
ance
or
copi
ng su
ppor
ts);
whi
le a
lso m
onito
ring
signa
ls of
at
tent
ion,
mot
ivat
ion,
and
regu
latio
n AN
D ad
just
ing
dem
ands
as n
eede
d to
pre
vent
pro
blem
beh
avio
r (e.
g.,
infu
sing
choi
ces o
f str
ateg
ies a
nd in
crea
sing
or
decr
easin
g de
man
ds).
Plan
and
impl
emen
t sup
port
s to
fost
er in
depe
nden
t us
e of
regu
latio
n st
rate
gies
in o
rder
to su
stai
n ac
tive
enga
gem
ent a
nd p
reve
nt e
scal
atio
n (e
.g.,
acce
ss to
a
wat
er b
ottle
, a w
ritte
n sc
hedu
le, a
nd p
lan
for s
eeki
ng
assis
tanc
e); w
hile
mon
itorin
g sig
nals
of a
tten
tion,
m
otiv
atio
n, a
nd re
gula
tion
AND
adju
stin
g de
man
ds a
s ne
eded
to p
reve
nt p
robl
em b
ehav
ior (
e.g.
, inf
usin
g ch
oice
s of s
trat
egie
s and
incr
easin
g or
dec
reas
ing
dem
ands
). 3.
Hav
e in
divi
dual
inte
rest
s bee
n co
nsid
ered
as
a m
eans
to st
imul
ate
inte
rest
and
m
otiv
atio
n fo
r eng
agem
ent a
nd le
arni
ng?
Ensu
re th
at ta
sks i
nvol
ve p
urpo
sefu
l, ca
use-‐
effe
ct,
and
intr
insic
ally
mot
ivat
ing
sens
ory-‐
mot
or
expl
orat
ory
elem
ents
bas
ed u
pon
pref
eren
ces a
nd
abili
ties (
e.g.
, han
ds-‐o
n m
ovem
ent-‐
base
d,
mus
ical
) AN
D em
bed
thos
e el
emen
ts w
ithin
na
tura
l rou
tines
(e.g
., pl
ay, m
usic
, art
, coo
king
, an
d ev
eryd
ay a
ctiv
ities
) as a
mea
ns to
recr
uit
inte
rest
s pro
activ
ely.
Ensu
re th
at ta
sks i
nvol
ve p
urpo
sefu
l app
licat
ion
or a
n en
gagi
ng so
cial
inte
ract
ion
(e.g
., w
ritin
g a
wor
d or
ph
rase
= a
soci
al re
ques
t or c
omm
ent a
bout
a re
al-‐li
fe
even
t) A
ND
embe
d m
ater
ials
that
incl
ude
indi
vidu
al
inte
rest
s or s
enso
ry p
refe
renc
es (e
.g.,
hand
s-‐on
, mus
ic,
mov
emen
t), a
s a m
eans
to re
crui
t int
eres
ts p
roac
tivel
y.
Link
mea
ning
ful t
opic
s and
mat
eria
ls to
task
s with
cl
ear a
pplic
atio
n to
dai
ly li
fe (e
.g.,
linki
ng m
ath
equa
tions
to re
al-‐li
fe a
pplic
atio
n), t
o cr
eatio
n of
a
prod
uct (
e.g.
, offe
ring
a ch
oice
of a
per
suas
ive
lett
er
vs. a
new
spap
er su
bmiss
ion)
, or t
hrou
gh a
n en
gagi
ng
soci
al in
tera
ctio
n (e
.g.,
usin
g ro
le p
lay
paire
d w
ith a
so
cial
stud
ies r
ead
alou
d); A
ND
embe
d in
divi
dual
in
tere
sts a
s a m
eans
to re
crui
t int
eres
ts p
roac
tivel
y.
B. Presenting inform
ation in m
ultip
le ways
1.
Is v
erba
l lan
guag
e pa
ired
with
mul
tiple
fo
rms o
f rep
rese
ntat
ion
to fo
ster
co
mpr
ehen
sion?
Pres
ent v
erba
l inf
orm
atio
n in
mul
tiple
way
s to
ensu
re c
ompr
ehen
sion
by su
pply
ing
cont
extu
al
info
rmat
ion
(em
bedd
ing
lang
uage
in n
atur
al
rout
ines
), vi
sual
tool
s (e.
g., c
oncr
ete
obje
cts,
gr
aphi
cs, p
hoto
grap
hs),
and
hand
s-‐on
mat
eria
ls to
en
sure
that
info
rmat
ion
is lin
ked
to p
revi
ous
expe
rienc
es; A
ND
that
tran
sfer
of i
nfor
mat
ion
to
new
con
text
s is m
axim
ized
by u
sing
obje
cts o
f re
fere
nce
acro
ss c
onte
xts
and
thro
ugh
rout
ine,
re
petit
ion,
and
exp
erie
ntia
l lea
rnin
g.
Pres
ent v
erba
l inf
orm
atio
n in
mul
tiple
way
s to
ensu
re
com
preh
ensio
n by
supp
lyin
g co
ntex
tual
info
rmat
ion,
vi
sual
tool
s (e.
g., g
raph
ics a
nd p
hoto
grap
hs),
hand
s-‐on
m
ater
ials,
and
imag
inat
ive
play
to e
nsur
e th
at
info
rmat
ion
is lin
ked
to p
revi
ous e
xper
ienc
es A
ND
that
tr
ansf
er o
f inf
orm
atio
n to
new
con
text
s is m
axim
ized
thro
ugh
use
of v
isual
tool
s ac
ross
con
text
s, a
nd th
roug
h re
hear
sal a
nd e
xper
ient
ial l
earn
ing.
Pres
ent v
erba
l inf
orm
atio
n in
mul
tiple
way
s to
ensu
re
com
preh
ensio
n by
supp
lyin
g co
ntex
tual
info
rmat
ion,
vi
sual
tool
s, h
ands
-‐on
mat
eria
ls, a
nd ro
le p
lay
to
ensu
re th
at in
form
atio
n is
linke
d to
pre
viou
s ex
perie
nces
; AN
D th
at tr
ansf
er o
f inf
orm
atio
n to
new
co
ntex
ts is
max
imize
d th
roug
h us
e of
visu
al to
ols,
ac
ross
con
text
s, a
nd th
roug
h re
hear
sal a
nd
expe
rient
ial l
earn
ing.
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
SHAA - February 22, 2018 25
SEE-‐
KS –
Rub
in, E
., To
wns
end,
J. &
Vitt
ori,
L. (2
015)
. Pe
rmiss
ion
gran
ted
for u
se o
f mat
eria
ls fo
r edu
catio
nal p
urpo
ses.
Before W
ords Stage
Em
erging
Lan
guag
e Stag
e Co
nversatio
nal S
tage
B. Presenting inform
ation in m
ultip
le ways c
ont.
2.
Is in
form
atio
n re
late
d to
cog
nitiv
e sk
ills o
r ac
adem
ic c
once
pts e
mbe
dded
thro
ugho
ut a
va
riety
of a
ctiv
ities
AN
D pr
esen
ted
in
mul
tiple
way
s to
fost
er c
ompr
ehen
sion?
Pres
ent i
nfor
mat
ion
rela
ted
to c
ogni
tive
skill
s or
acad
emic
con
cept
s in
mul
tiple
way
s to
ensu
re
com
preh
ensio
n by
em
bedd
ing
cont
extu
al
info
rmat
ion
in n
atur
al ro
utin
es (e
.g.,
mus
ic,
dres
sing
rout
ines
, and
mea
ls), r
efer
enci
ng v
isual
to
ols (
e.g.
, con
cret
e ob
ject
s, g
raph
ics,
ph
otog
raph
s), a
nd p
rovi
ding
han
ds-‐o
n m
ater
ials;
so
that
info
rmat
ion
is lin
ked
to p
revi
ous
expe
rienc
es A
ND
that
tran
sfer
of i
nfor
mat
ion
to
new
con
text
s is m
axim
ized
usin
g of
obj
ects
of
refe
renc
e ac
ross
con
text
s and
thro
ugh
rout
ine
repe
titio
n, a
nd e
xper
ient
ial l
earn
ing.
Pres
ent i
nfor
mat
ion
rela
ted
to c
ogni
tive
skill
s or
acad
emic
con
cept
s in
mul
tiple
way
s to
ensu
re
com
preh
ensio
n by
em
bedd
ing
cont
extu
al in
form
atio
n,
refe
renc
ing
visu
al to
ols (
e.g.
, gra
phic
s and
ph
otog
raph
s), p
rovi
ding
han
ds-‐o
n m
ater
ials,
and
en
gagi
ng in
imag
inat
ive
play
rela
ted
to re
al-‐li
fe
appl
icat
ions
; so
that
info
rmat
ion
is lin
ked
to p
revi
ous
expe
rienc
es A
ND
that
tran
sfer
of i
nfor
mat
ion
to n
ew
cont
exts
is m
axim
ized
thro
ugh
use
of v
isual
tool
s acr
oss
cont
exts
and
thro
ugh
rehe
arsa
l and
exp
erie
ntia
l le
arni
ng.
Pres
ent i
nfor
mat
ion
rela
ted
to c
ogni
tive
skill
s or
acad
emic
con
cept
s in
mul
tiple
way
s to
ensu
re
com
preh
ensio
n by
em
bedd
ing
cont
extu
al in
form
atio
n,
refe
renc
ing
visu
al to
ols,
pro
vidi
ng h
ands
-‐on
mat
eria
ls,
and
enga
ging
in ro
le p
lay;
so th
at in
form
atio
n is
linke
d to
pre
viou
s exp
erie
nces
AN
D th
at tr
ansf
er o
f in
form
atio
n to
new
con
text
s is m
axim
ized
thro
ugh
use
of v
isual
tool
s acr
oss c
onte
xts a
nd th
roug
h re
hear
sal
and
expe
rient
ial l
earn
ing.
3. A
re so
cial
cue
s pre
sent
ed in
mul
tiple
way
s to
ens
ure
accu
rate
per
cept
ion
and
com
preh
ensio
n of
act
iviti
es?
Pres
ent s
ocia
l cue
s in
mul
tiple
way
s to
ensu
re
com
preh
ensio
n of
exp
ecta
tions
by
supp
lyin
g co
ntex
tual
info
rmat
ion
(e.g
., em
bedd
ing
soci
al
cues
in n
atur
al ro
utin
es su
ch a
s son
gs, s
ocia
l pla
y,
and
mea
ls), v
isual
tool
s (e.
g., c
oncr
ete
obje
cts,
gr
aphi
cs, p
hoto
grap
hs),
and
hand
s-‐on
mat
eria
ls;
so th
at in
form
atio
n is
linke
d to
pre
viou
s ex
perie
nces
AN
D th
at tr
ansf
er o
f inf
orm
atio
n to
ne
w c
onte
xts i
s max
imize
d us
ing
obje
cts o
f re
fere
nce
acro
ss c
onte
xts a
nd th
roug
h ro
utin
e,
repe
titio
n, a
nd e
xper
ient
ial l
earn
ing.
Pres
ent s
ocia
l cue
s in
mul
tiple
way
s to
ensu
re
com
preh
ensio
n of
exp
ecta
tions
and
soci
al n
orm
s by
supp
lyin
g vi
sual
tool
s (e.
g., s
ocia
l nar
rativ
es p
aire
d w
ith
grap
hics
and
pho
togr
aphs
), ha
nds-‐
on m
ater
ials,
and
by
enga
ging
in im
agin
ativ
e pl
ay in
fam
iliar
rout
ines
; so
that
tr
ansf
er o
f inf
orm
atio
n to
new
con
text
s is m
axim
ized
thro
ugh
use
of v
isual
tool
s acr
oss c
onte
xts a
nd th
roug
h re
hear
sal a
nd e
xper
ient
ial l
earn
ing
to p
repa
re fo
r new
an
d ch
angi
ng si
tuat
ions
.
Pres
ent s
ocia
l cue
s in
mul
tiple
way
s to
ensu
re
com
preh
ensio
n of
exp
ecta
tions
of s
ocia
l nor
ms b
y su
pply
ing
visu
al to
ols,
han
ds-‐o
n m
ater
ials,
and
en
gagi
ng in
role
pla
y in
fam
iliar
rout
ines
; so
that
tr
ansf
er o
f inf
orm
atio
n to
new
con
text
s is m
axim
ized
thro
ugh
use
of v
isual
tool
s acr
oss c
onte
xts a
nd
thro
ugh
rehe
arsa
l and
exp
erie
ntia
l lea
rnin
g to
pre
pare
fo
r new
and
cha
ngin
g sit
uatio
ns.
C. Allo
wing multip
le options fo
r action an
d expression
1. A
re th
ere
freq
uent
opp
ortu
nitie
s to
INDE
PEN
DEN
TLY
i. ac
cess
mat
eria
ls, ii
. en
gage
with
oth
ers,
and
iii.
refe
r to
deve
lopm
enta
lly a
ppro
pria
te U
DL su
ppor
ts
for s
elf-‐r
egul
atio
n, c
omm
unic
atio
n, a
nd
prob
lem
-‐sol
ving
?
Plan
and
pro
vide
opt
ions
to p
ract
ice
self-‐
regu
latio
n by
allo
win
g in
depe
nden
t acc
ess t
o m
ater
ials
and
embe
ddin
g fr
eque
nt o
ppor
tuni
ties
to se
ek e
ngag
emen
t with
oth
ers (
e.g.
, obj
ects
of
refe
renc
e fo
r tra
nsiti
ons,
act
ivity
bin
s in
sequ
ence
, an
d ch
oice
s of m
ater
ials
in se
e-‐th
ru c
onta
iner
s)
with
in fa
mili
ar ro
utin
es a
nd u
nfam
iliar
act
iviti
es.
Plan
and
pro
vide
opt
ions
to p
ract
ice
self-‐
regu
latio
n by
al
low
ing
inde
pend
ent a
cces
s to
mat
eria
ls an
d em
bedd
ing
freq
uent
opp
ortu
nitie
s to
seek
eng
agem
ent
with
oth
ers;
AN
D by
pro
vidi
ng to
ols t
o de
velo
p se
lf-‐m
onito
ring
abili
ty (e
.g.,
visu
al ti
me-‐
tabl
es, t
imer
s, a
nd
to-‐li
sts w
ith g
raph
ics)
with
in fa
mili
ar ro
utin
es a
nd
unfa
mili
ar a
ctiv
ities
.
Plan
and
pro
vide
opt
ions
to p
ract
ice
self-‐
regu
latio
n an
d ex
ecut
ive
func
tioni
ng b
y al
low
ing
inde
pend
ent
acce
ss to
mat
eria
ls an
d em
bedd
ing
freq
uent
op
port
uniti
es to
seek
eng
agem
ent w
ith o
ther
s; A
ND
by p
rovi
ding
tool
s to
deve
lop
self-‐
mon
itorin
g ab
ility
(e
.g.,
visu
al ti
me-‐
tabl
es, t
imer
s, a
nd to
-‐do
lists
) with
in
fam
iliar
rout
ines
and
by
prov
idin
g op
port
uniti
es to
in
depe
nden
tly p
lan
ahea
d fo
r upc
omin
g ac
tiviti
es.
2. A
re m
ultip
le o
ptio
ns fo
r exp
ress
ion
and
com
mun
icat
ion
prov
ided
and
tailo
red
to
deve
lopm
enta
l lev
el?
Fost
er o
ppor
tuni
ties f
or e
xpre
ssio
n an
d co
mm
unic
atio
n by
enc
oura
ging
act
ive
lear
ning
an
d in
tera
ctio
n AN
D by
pro
vidi
ng v
isual
supp
orts
fo
r key
soci
al la
ngua
ge ta
rget
s at t
he B
efor
e W
ords
stag
e (e
.g.,
offe
ring
choi
ces o
f des
ired
mat
eria
ls in
see-‐
thru
con
tain
ers t
o fo
ster
in
itiat
ions
of n
onve
rbal
com
mun
icat
ion)
in b
oth
fam
iliar
and
nov
el si
tuat
ions
.
Fost
er o
ppor
tuni
ties f
or e
xpre
ssio
n an
d co
mm
unic
atio
n by
enc
oura
ging
act
ive
lear
ning
and
inte
ract
ion
AND
by
prov
idin
g vi
sual
supp
orts
for k
ey so
cial
lang
uage
targ
ets
at th
e Em
ergi
ng L
angu
age
stag
e (e
.g.,
grap
hics
to
deno
te p
eopl
e’s n
ames
and
ver
bs fo
r sub
ject
+ v
erb
wor
d co
mbi
natio
ns) i
n bo
th fa
mili
ar a
nd n
ovel
sit
uatio
ns.
Fost
er o
ppor
tuni
ties f
or e
xpre
ssio
n an
d co
mm
unic
atio
n by
enc
oura
ging
act
ive
lear
ning
, di
alog
ue, w
hole
gro
up p
artic
ipat
ion,
and
pee
r in
tera
ctio
n; A
ND
by p
rovi
ding
visu
al su
ppor
ts fo
r co
nten
t (w
hat t
o sa
y), t
imin
g (w
hen
to ta
lk),
and
soci
al
conv
entio
ns (h
ow to
eng
age)
in b
oth
fam
iliar
and
no
vel s
ituat
ions
.
3. A
re m
ultip
le o
ptio
ns p
rovi
ded
for i
nitia
ting
and
sust
aini
ng e
ngag
emen
t in
ever
yday
ac
tiviti
es?
Prov
ide
optio
ns fo
r phy
sical
act
ion
and
expr
essio
n to
sust
ain
enga
gem
ent b
y va
ryin
g th
e re
spon
se
met
hods
with
in th
e ac
tivity
(e.g
., sit
ting
and
atte
ndin
g is
paire
d w
ith e
ngag
ing
thro
ugh
the
use
of h
ands
-‐on
mat
eria
ls, m
ovem
ent,
and
sens
ory
actio
ns) a
nd b
y pr
ovid
ing
conc
rete
visu
als (
the
actu
al m
ater
ials)
as r
emin
ders
of c
opin
g st
rate
gies
fo
r sta
ying
ale
rt a
nd re
ques
ting
assis
tanc
e; w
hile
AL
SO a
ctiv
ely
mon
itorin
g sig
nals
of e
ngag
emen
t to
adj
ust a
ctiv
ity d
eman
ds.
Prov
ide
optio
ns fo
r phy
sical
act
ion
and
expr
essio
n to
su
stai
n en
gage
men
t by
vary
ing
the
resp
onse
met
hods
w
ithin
the
activ
ity (e
.g.,
prov
idin
g du
plic
ate
sets
of
mat
eria
ls or
visu
als)
and
by
prov
idin
g vi
sual
s and
as
sistiv
e te
chno
logi
es a
s rem
inde
rs o
f cop
ing
stra
tegi
es
for s
tayi
ng a
lert
and
requ
estin
g as
sista
nce;
whi
le A
LSO
ac
tivel
y m
onito
ring
signa
ls of
eng
agem
ent t
o ad
just
ac
tivity
dem
ands
acc
ordi
ngly
.
Prov
ide
optio
ns fo
r phy
sical
act
ion
and
expr
essio
n to
su
stai
n en
gage
men
t by
vary
ing
the
resp
onse
met
hods
w
ithin
less
ons (
e.g.
, ver
bal,
raisi
ng h
ands
, rol
e pl
ay,
and
part
ner-‐
talk
) and
by
prov
idin
g vi
sual
s and
ass
istiv
e te
chno
logi
es a
s rem
inde
rs o
f cop
ing
stra
tegi
es fo
r st
ayin
g al
ert a
nd re
ques
ting
assis
tanc
e; w
hile
ALS
O
activ
ely
mon
itorin
g sig
nals
of e
ngag
emen
t to
adju
st
less
on d
eman
ds a
ccor
ding
ly.
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
SHAA - February 22, 2018 26
SocialEmotionalEngagement-Knowledge&Skills(SEE-KS) EssentialUniversalDesignforLearningSupports–CoachingForm
Copyright©SEE-KS–Rubin,E.,Townsend,J.&Vittori,L.(2015).Permissiongrantedforuseofmaterialsforeducationalpurposes.
District/Site: Date: ①Educator: Coach/Observer(s): VideoLink(s): NextCoachingSessionDate:MutuallyAgreedUponQuestion④:
② Subject/Segment:Goal/TargetoftheLesson:
ReferenceSelf-AssessmentSurvey,RaterRubric&EngagementLadder
③ What’sWorking ⑤ NextStepsUsingCollaborativeDiscussion
A. Fosteringengagement1. Havesupportsbeenembeddedtofostertheabilitytopredictthesequenceofactivitiesandthestepswithineachactivitytosupportself-regulation(e.g.,dailyagendas,timers,todolists)?
2. Havesupportsbeenembeddedtofostertheabilitytostayactivelyengagedandpersistindailyactivities(e.g.,providingchoicesofstrategiestoaidestudentsinremainingalert/soothewhenneeded,adjustdemands,andprovidesocialengagement)?
3. Haveindividualinterestsbeenconsideredasameanstostimulateinterestandmotivationforengagementandlearning(e.g.,linkingacademicstoreal-lifeapplicationorspecialinterests,creatingaproduct,orhands-on,movement-basedstimulation)?
B. Presentinginformationinmultipleways1. Isverballanguagepairedwithmultipleformsofrepresentationtofostercomprehension(e.g.,writteninformation,graphics,photos,dramaticrole-play,integratedarts,andreal-lifematerials)?
2. IsinformationrelatedtocognitiveskillsoracademicconceptsembeddedthroughoutavarietyofactivitiesANDpresentedinmultiplewaystofostercomprehension(e.g.,hands-onand/ormanipulativematerials,multiplemedia,andtechnology)?
3. Aresocialcuespresentedinmultiplewaystoensureaccurateperceptionandcomprehensionofactivities(e.g.,providingvisualstoclarifyexpectationsforvocalvolume,proximitytoothers,conversationaltiming,andturn-taking)?
C. Allowingmultipleoptionsforactionandexpression1. AretherefrequentopportunitiestoINDEPENDENTLYi.accessmaterials,ii.engagewithothers,iii.refertodevelopmentallyappropriateUDLsupportsforself-regulation,communication,andproblem-solving?
2. Aremultipleoptionsforexpressionandcommunicationprovidedandtailoredtodevelopmentallevel(e.g.,visual/writtenremindersformaintainingsocialconversation,visualstoremindemerginglanguagestudentstousepeople’snamesandverbs,choicesofsee-thrucontainersforthosewithminimallanguage)?
3. Aremultipleoptionsprovidedforinitiatingandsustainingengagementineverydayactivities(e.g.,participatingwithaccesstohands-onmaterials,withoptionsforusingvisuals/writtenchoices,andwithassistanceofothersasasupport)?
ActionPlanforNextStep(s)⑥: SEE-KSCoachingGuidelines:①②③④⑤⑥
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
SHAA - February 22, 2018 27
CopyrightSEEKS2016–AllRightsReserved;E.Rubin&J.Townsend
CoachingFramework–QuickReference
CaseStudyCoaching&Mentorship
TheAppreciativeInquiryPhilosophy
TheSEEKSprogramhasadoptedthephilosophyofappreciativeinquirytoguideourcoachingandmentorship.Thisphilosophyisbasedonthepremisethatacollectivediscussionof“what’sworking”inaclassroomlessonfostersanabilitytoimagine“whatcouldbe”andacollectivedevelopmentofanactionplanfor“nextsteps.”Thisprocessreducestheneedforan“expert”modelofconsultationthatisbaseduponmorecoerciveorpersuasivemechanismsforplannedchangeandratherfocusesonthepositivepsychologytoenhancelearning.Thefollowingguidelinesareofferedtofosteraproductiveandemotionallyregulatingpeer-to-peercoachingsession:
1. Describetheprocessofappreciativeinquiry(5minutes):Pleaseremindthoseinvolvedthatwearenotlookingfor“deficiencies”or“problems.”Rather,wearefocusingonidentifyingtheinstructionalelementsthatarealreadyeffectiveatfosteringactiveengagementandthenidentifyopportunitiesforincreasinginitiation,independence,andemotionalinvestment–the3I’s.
2. Engageininitialconversation(5minutes):Provideanopportunityfortheeducatorand/orco-teachertoshareperspectivesontargetactivityandstudentsbydiscussingtheoverallgoals,whathasworkedandquestionsforconsiderationthatrelatetostudentengagement.
3. Discussandrecord‘what’sworking’(10minutes):ProvideastructuredtimetousetheSEE-KS
CoachingChecklisttoidentify“what’sworking”ineacharea.Remindmentorstoholdoffondiscussing“nextsteps”untilafterthesesuccessfulelementshavebeennoted,recordedandshared.Targeteducatorsshouldbeanactiveparticipantinthisself-reflection.
4. Selectthequestion(s)thataremutuallyagreeduponbythegroup(5minutes):Revisit
questionsforconsiderationrelatedtostudentengagementtodevelopaquestion(s)forexplorationinthecollaborativediscussionofnextsteps;suchas,“Iwonderifthereareopportunitiestoincreaseindependence…increaseemotionalinvestment…orincreaseinitiation…”
5. Collaboratetodiscusspossible‘nextsteps’(10minutes).Allowwaittimetoensurethatthe
teacherand/orco-teacherinitiateacollectivediscussion.Questionstostimulatecollaborationmightinclude,“Howmightprovidinginformationinmultiplewaysbehelpful…Howmightallowingmultipleoptionsforactionandexpressionbehelpful…”.Allowthisdiscussiontoflowasideasmaybesharedinabrainstormformattoenhanceoverallcreativityandpossibility.
6. Identifyanactionplanofnextstepsandwhoisresponsibleforaction.
SEE-KSCoachingGuidelines:①②③④⑤⑥
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
SHAA - February 22, 2018 28
SocialEmotionalEngagement-Knowledge&Skills(SEE-KS) EssentialUniversalDesignforLearningSupports–CoachingForm
Copyright©SEE-KS–Rubin,E.,Townsend,J.&Vittori,L.(2015).Permissiongrantedforuseofmaterialsforeducationalpurposes.
District/Site: Date: ① Educator: Coach/Observer(s): VideoLink(s): NextCoachingSessionDate: MutuallyAgreedUponQuestion④:
②Subject/Segment: Goal/TargetoftheLesson:
ReferenceSelf-AssessmentSurvey,RaterRubric&EngagementLadder
③What’sWorking ⑤NextSteps UsingCollaborativeDiscussion
A.Fosteringengagement 1.Havesupportsbeenembeddedtofostertheabilitytopredictthesequenceofactivitiesandthestepswithineachactivitytosupportself-regulation(e.g.,dailyagendas,timers,todolists)?
2.Havesupportsbeenembeddedtofostertheabilitytostayactivelyengagedandpersistindailyactivities(e.g.,providingchoicesofstrategiestoaidestudentsinremainingalert/soothewhenneeded,adjustdemands,andprovidesocialengagement)?
3.Haveindividualinterestsbeenconsideredasameanstostimulateinterestandmotivationforengagementandlearning(e.g.,linkingacademicstoreal-lifeapplicationorspecialinterests,creatingaproduct,orhands-on,movement-basedstimulation)?
B.Presentinginformationinmultipleways 1.Isverballanguagepairedwithmultipleformsofrepresentationtofostercomprehension(e.g.,writteninformation,graphics,photos,dramaticrole-play,integratedarts,andreal-lifematerials)? 2.IsinformationrelatedtocognitiveskillsoracademicconceptsembeddedthroughoutavarietyofactivitiesANDpresentedinmultiplewaystofostercomprehension(e.g.,hands-onand/ormanipulativematerials,multiplemedia,andtechnology)?
3.Aresocialcuespresentedinmultiplewaystoensureaccurateperceptionandcomprehensionofactivities(e.g.,providingvisualstoclarifyexpectationsforvocalvolume,proximitytoothers,conversationaltiming,andturn-taking)?
C.Allowingmultipleoptionsforactionandexpression 1.AretherefrequentopportunitiestoINDEPENDENTLYi.accessmaterials,ii.engagewithothers,iii.refertodevelopmentallyappropriateUDLsupportsforself-regulation,communication,andproblem-solving?
2.Aremultipleoptionsforexpressionandcommunicationprovidedandtailoredtodevelopmentallevel(e.g.,visual/writtenremindersformaintainingsocialconversation,visualstoremindemerginglanguagestudentstousepeople’snamesandverbs,choicesofsee-thrucontainersforthosewithminimallanguage)?
3.Aremultipleoptionsprovidedforinitiatingandsustainingengagementineverydayactivities(e.g.,participatingwithaccesstohands-onmaterials,withoptionsforusingvisuals/writtenchoices,andwithassistanceofothersasasupport)?
ActionPlanforNextStep(s)⑥: SEE-KSCoachingGuidelines:①②③④⑤⑥
Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2
SHAA - February 22, 2018 29
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