Hierarchy Amongst Educational Professionals

     To me, there seems to be a systemic problem of embedded hierarchy and perceived abilities contributing to a disconnect amongst educational professionals, similar to that of business people.

     Some teachers do not respect their paraprofessionals opinions because they are not certified, or do not hold a Masters degree. Administrators do not respect the teachers under them because they do not hold the same level of certification. Behavior analysts do not see themselves on the same playing field as the therapists that work WITH and under them.

     Interestingly, I do not necessarily see these issues arise in other aspects of education because, simply, you need a certain level of terminal education to work in these roles. For instance, you cannot formally practice social work in the schools without a MSW and certification to work in schools.

    That been said, I find it ridiculous that an educator at any level look down upon any other professional with whom they may or may not work. Being a professional in education requires teamwork. Not just as they interact directly, on a day to day basis, but also in the general field.

     As educators, we always speak about meaningful experiences and hidden curriculum and educating the whole child. So why is it, then, that when we become certified educators, we care about how much direct experience in education someone has, or their credentialing? It's absurd. As if hash-marks of service mean you are effective. Or that having a Masters degree makes you any more capable of reading and applying research.

     This problem may be an evolutionary trait, but it's one that needs to stop. Do not tell your paraprofessional they cannot attend a professional development seminar because it's not appropriate given their responsibilities. Once they attend that seminar, they are more informed on the topic. The individuals who "outrank" others should be MORE inclined to recommend, share, and create opportunities for their "subordinates" to learn and grow and develop their skill set. After all, it would better benefit that superior to have others who can bear some of their daily responsibilities.

Upcoming Conference

Just received confirmation for my registration at a two-day seminar with Mark Sundberg, this May 3rd and 4th in Arlington Heights, IL.

Designing and Implementing a Language and Social Skills Intervention Program Based on the VB-MAPP

Should be fun and informative.

New Year and Visual Schedules

     First off, Happy New Year! Welcome to 2012. I know I am committed to engaging in positive behaviors and putting the punishment on all of those suboptimal ones!

     If it has been recommended to you that your child be using a visual schedule in the home to help with transitions or anxiety levels, commit to using it consistently starting that first day back at school. As many of us know, our learners make leaps and bounds when they have structure and predictable things going on in their lives.

     If you're just beginning to get a schedule set up and put in place, think about a few things:

     A) How much notice does my child need that they are going into a different activity? Can it be a schedule of the day, or by the minute, using timers? In that same thought, how much notice can my child handle without becoming too overanxious about the day?;

     B) What type of visuals work best for my child? In an inclusion setting, the best would be to have a schedule of the child's day, typed out by period (maybe with the times included), and let it be that. But, for our learners who are young and cannot read, or even older and struggle with reading, icons and symbols may be the answer. Having them on a board, where they can take off what they finished, and put on what's next. Or a "First --> Then," schedule system. The main point being, pick a schedule that is respectful to where the learner is at, but also dignified;

     C) How is this schedule going to be referenced? Is it something they will carry around all day, or stay at their desk? If it's going to move with them, there needs to be a reasonable way of carrying it. I've seen binders, flip charts that fit into pockets, or, as noted above, a simple piece of paper folded over and carried around. Let's keep in mind that the thing may need to be transported;

     D) If you've tried visual schedules with your child in the past, and they've been highly unsuccessful, you may consider making modifications by shortening the schedule's intervals (ie. if it was an all day schedule, making it a 3 period schedule, and at the end of the third period, time is taken to set it up for the following 3 periods), customizing/personalizing it (ie. with pictures of their favorite TV character, or of them), and being sure to reinforce every appropriate use of the schedule, even if not always accurate in the beginning. If your learner doesn't want to carry it, then carry it for them to the next class, they then need to carry it back to class. Shape up the appropriate behavior of being responsible for and carrying the schedule until they do it on their own.

     Visual schedules can help ease a lot of anxieties and help to proactively skirt negative behaviors that may be resulting from unknowns in schedules (even if they do it everyday!). There are a million ways to make them, and they can save you a lot of grief.

     Again, enjoy your 2012 -- enjoy your families and each other, and enjoy learning and thriving.

Blow Your Nose, kid!

     Kid struggling with blowing their nose?

    Have them "race" with other learners where you need to blow a tissue across a table to a finish line... with their nose!

     Simplicity.

Simplicity In Intervention

     I have a 29 month year old client who has recently been crying for the majority of his session. I am not going to get specific, but today we shared a peaceful moment of quiet and companion -- over a balloon.

     In this field, at times we tend to over-complicate things. We look for iPads and toys that light-up, whirl, and speak. However, the truth of the matter, is that modified Occam's Razor can often prevail. That is to say, the simplest intervention is often the best intervention. An iPad may be terrible for a child who would prevail with PECS (Picture Exchange Communication System) for an AAC (augmentative and alternative communication) intervention. And in my case, a balloon was the game changer, not the obnoxious light up toy.

     Especially with our early learners, we need to meet them where they're at, while at the same time setting our expectations high. Even if a learner is delayed by many years, we should set goals that are developmental age appropriate, while being actual age respectful.

     A balloon saved my rapport and instructional control with this learner. Not an epiphany, but remarkable nonetheless.

Growing Up & Milestones

You know your child best. If your child has developmental barriers, let's keep a few things in mind.

1) Even if your child is 6 months old, they are going to get older. Circumstances will change. The topography of behavior will change. Their preferences will change. The same is true for your child as they turn 1, 5, 11, et cetera. Some things will be messy, others will be seamless. Do not expect anything -- do your best to be proactive, but also take as they come. Learn from what has happened, and be proactive therein.

2) There is a terrible misunderstanding that certain diagnoses present in fairly predictable ways. Children with barriers are still individuals. If you and your friend had children around the same time, and they began to present with certain symptoms around the same time, this does not mean that your other friend's child will develop in the same way.

3) What worked over the Summer, may not work in the Fall. Read into and think about this statement.

4) What is a milestone for a similar child may not happen with your child until much later, but they may have met milestones that their counterpart has not.

5) Be careful what hype you buy in to. There are a few hundred therapies for children with disabilities, and less than a dozen that have empirical, scientific evidence that they actually prove effective.

Finally, people are not just one thing. There are always competing factors, other diagnoses, quirks, and preferences that need to be considered. Remember that. There is never a single root to any one cause.

Teacher Education

     The state of Iowa is proposing a requirement for candidates of teacher education programs to have a minimum of a 3.0 GPA. An argument against this is that it would turn away potentially great teachers. The argument for it, according to Gov. Terry Branstad is that we need to have high standards for our teachers.

     Is it's a mixed bag. Both arguments have some validity. However, I am inclined to agree that minimum requirements are necessary. Most graduate teacher education programs in my state, Illinois, require a 3.0. And most Universities mention a minimum 3.0 GPA, even with some concessions made. So, the question becomes, is this proposed requirement a shock, or a step finally made in the right direction? I am inclined to think, when I do have children, that my children's teachers had at least a B level understanding of the high school material they may be teaching to my child.