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TranscriptionParticipants:: TeacherNancy Dalrymple: Consultant: Parent: Classroom Assistant Ryan Johnson: Research Coordinator COMPASSStart Time: 1:01:40Nancy: We are now, and as I said, we did this differently but we will get all of your information and plug it in here. Too, the main, the areas if you look at the very back when you filled this out you put your areas of main concern and so I’m sure that you remember very well what they are. Um um, social, so let’s look at the areas that you said were your main concerns under social so that we can decide which one of these with social, communication, and learning skills. So social, we’ve talked about um, well we’ve talked about communication with having a conversation. Mom: Right.Nancy: And, are we talking about with a peer?Mom: I would like to see that happen but I don’t know how many steps you would have to take to get there.Nancy: Well we are looking at putting this in like an addendum to the IEP or if it is already in the IEP then we may word it slightly differently but um by the end of the year. So what do you think? What’s he doing right now?Mom: I think that he acknowledges his peers, I don’t know, does he do this at school? But he acknowledges his peers but I mean he doesn’t really have a conversation with them.Nancy: Does he with an adult?Teacher: He will have a conversation but you know how adults are, they are adult led. Nancy: The adults…Teacher: Yes, working hard. But it’s very rewarding but um but with peers it’s more of a watch, a watchful thing, and on the playground it’s kind of…Mom: Yep he will run by and say one or two words to them and then you know run away.Nancy: MhmmMom: And usually the one or two words are like SpongeBob or and he’ll start laughing because he knows what he is thinking but nobody else knows why he is laughing when he does that sort of thing.Nancy: Alright. And with the social part, what other things with communication? So let’s just list them. So conversation,…Teacher: Communication would be eye contact.Nancy: So I am going to put that here that we would need eye contact. Ok. And we talked about some kind of turn-taking. Teacher: So we have conversation. And the turn-taking kind of goes with conversation too. Nancy: Yeah we could do right here…Mom: Social and communication.Teacher: Just reciprocal conversation.Nancy: Right. Mhmm. Teacher: And just that pragmatic um just those…Mom: Being able to say hello… Teacher: And just those pragmatic skills…Nancy: And we could actually build the contact rate in with both of these. I mean we could do turn-taking as in a game or back and forth with putting a puzzle together or whatever we’re doing and we’re aware, we’re looking at our partner here. Um so we’re building his awareness.Mom: Right.Nancy: Yeah. Um and the learning skill…Teacher: The learning skill um…The, his learning skills right now focus on reading, writing, and math, and he also has the behavior and the social goals. So when, so are you talking about academic skills? Nancy: No, the ones…Teacher: Because we talked about the task completion…Mom: Learning/work skills…Nancy: Yes, yes…Teacher: Yes, task completion and quiet voice in the classroom are two learning work skills…Mom: The concept of…Teacher: Because when he is in…Nancy: Right, all of those are learning. So the kind of things that are going to help him be a viable member of being in a regular classroom setting.Teacher: And that’s why that voice is so important. Not to have that loud voice. And we talked about interrupting the learning of his friends. Keeping his friends from learning or himself from learning. And that’s why when he gets really loud he has to leave the room.Nancy: Right.Teacher: But I do have a table set up right outside of the room and he will either do that or he will take a break with me and both of those usually work well.Nancy: And we might be able to pull that in with this one somehow. Mom: Usually taking him out of the situation at home has worked too. Nancy: Does it just seem like he is getting overly excited?Mom: I think that that has a lot to do with it where he doesn’t know how to calm himself down. And when I take him away from the, when I, the situation, either I take him away or the situation leaves.Nancy: Mhmm.Mom: Then he eventually calms down. But if it is still in his face then…Teacher: That is exactly right. He has trouble calming down on his own. Nancy: Already, we’ll see we’ve had, and we’ll put that in, but we’ve had calming down as a, I can’t remember where we put it but that was something that we mentioned and working independently. We talked about raising his hand. Um which is interesting because then we want him to raise it and when it is his turn to answer, and we’d like it to be in the classroom voice right? So what else? Because we are going to choose how to put these into…Teacher: So you’re, we’re just talking about not just what’s on the IEP but what we would like to see happen.Nancy: Yes that’s right. Mom: Maybe, maybe just starting to learn how to refocus his attention after there is a distraction going on. I don’t know how you could do that…Teacher: Just attending. Mom: Yeah. Teacher: Eyes on, well, I don’t know if that is…Nancy: Well, well and we need to put that in here because obviously in anything that we build up that he is going to do, he’s going to have to attend to it. Mom: Right.Nancy: So that is part of it. Mom: His doctor, Dr. Soares, had mentioned something about there are medications but we’ve decided not to go that route right now because I don’t think he’s that inattentive but he had mentioned that there are medications that you can put them on that helps them focus their attention. I’m just thinking that as long as he is on track at school I don’t want to put him on medication.Nancy: Mhmm.Teacher: Is he taking any medications for his allergies?Mom: You know I’ve tried so many medications like Zyrtec and Claritin and any time I give that to him he just turns into a demon child and he’s hard to deal with. So he gets steroid crème and stuff for his eczema(?) but he doesn’t take anything orally.Nancy: And does that cause him real problems?Mom: The eczema, yeah, it’s real, it’s especially during this time of year when the allergy season hits he gets it, and it’s not in very pleasant places so it looks like he is playing with himself when he is actually just scratching that area. Nancy: It’s really uncomfortable.Teacher: I really hardly ever see it. I don’t even know if I have seen him. I don’t know if I have seen it.Nancy: Which may be part of why he has to move. Mom: Well I try to catch it, as soon as I see it break out I try to catch it before…Nancy: Well that’s tough. Teacher: He has made so much growth just from what I’ve heard from last year and what I see this year.Nancy: Is his math on grade level too?Teacher: His math is not. He is, he has, math is more of a struggle and it’s funny because you would think, I don’t know, yeah I just, it was kind of surprising for me but um but we’re struggling um, the money is a struggle, and we’re still working on coin recognition, and he’s just about got it. I haven’t, we’re doing time delay with, yeah I thought that it would just be one of those things he’d see and he’d know um but it hasn’t and um the time has been a little inconsistent. And we are working on hour and half hour um but he’s almost there on the time.Mom: And he had the times down last year at the end of the year and it totally left him at the end of the summer. Teacher: And then even the computation he is having a little bit of trouble with. And I thought that would…so anyway it is more of a struggle but…Mom: Because he has always loved words and letters so reading and writing he has always loved it. And drawing and anything to do with a pencil but if it doesn’t have to do with that it is usually pretty difficult to get him interested in it. Nancy: Ok. Alright we’re going with that one…yeah I need the one of that…I need those. Alright, we’re going to hit this with, and I know that you’ve got, and as you go back and look at them, what we have had most people do, because it is just easier, is is put it as an addendum onto the IEP. But if they’re almost close to one, you might want to substitute it, because we need them put into the IEP so now. And so we have his IEP. Ryan: We’ve got it right here. Nancy: Ok. But um, (long pause), let’s, ok we’ve got all of the reading comprehension in here. See what I think we do will probably complement what is here because you have “given a verbal or visual stimulus, he will um provide a relevant answer or conversational response…”Teacher: See and these are the speech therapists goals for him. Nancy: Um, remain quiet, no yelling, quiet voice is on here already. Um, “given a classroom assignment, will complete his assignment with fewer than 2 prompts with an instructional timer(?)”. Ok. So those are ones that we can either embellish something or…so let’s just write…let’s just think about it and then then see whether that’s um…how we want to put them in. So…let’s think of the way we want the conversation with peers to go. Alright, so um, given, I think that right now he’s, and we look at this, so we look at what’s the situation that we expect him to do this. And I would expect that it needs to be some kind of structured setting.Teacher: Yeah.Nancy: We’re not going to expect him on the playground to be able to have a conversation. Alright, it’s got to be structured to do it. So um given…Teacher: So we can say structured setting and it doesn’t have to be classroom setting? Because it could happen in the hall or…Nancy: Well we are going to have to set it up though for him …Teacher: Ok so it will be…given a classroom setting or given a structured setting?1:12:53Nancy: Well I think it could be in speech, it could be in either classroom, but we’re going to have to train the peers…Teacher: Mhmm.Nancy: Right? We’re going to have to have some visuals. So do you want to say structured classrooms?Teacher: Yeah that sounds, well no no it doesn’t have to be structured…Nancy: Structured setting…Teacher: Yeah.Nancy: So does he have speech with somebody else?Teacher: Not right now. Actually he’s not, she’s doing something called, I’m not really sure of, it’s called Fast Speech and she works with him for three five minute increments a morning. Nancy: Three what?Teacher: Three five minute increments a morning. The speech therapist does.Nancy: Oh. (pause). Every morning?Teacher: Three mornings a week. Three five minutes three times a week. So he gets fifteen minutes of speech therapy a week.Nancy: Five minutes three times a week. Teacher: She said that research has shown that that is more effective than…Mom: Three five minutes so that is fifteen minutes a week?Teacher: That is what it says.Mom: That would be forty five minutes.Nancy: No, no.Teacher: It would be fifteen minutes a week.Nancy: No. Mom: Just fifteen minutes a week?Teacher: Um, no, what a minute, wait a minute. Mom: I thought it was more than that.Teacher: I’m wrong. Forty five minutes a week. Nancy: Oh ok.Teacher: I thought it was fifteen…Mom: Three five minutes a day for three days a week.Nancy: Well, she is, she would be a good one that we could convince to do this. To pull in a peer. You know?1:14:16Teacher: I think that would be a good thing. Nancy: Yeah.Teacher: Sorry, I read that…Nancy: And I think we’ll expect him to do this with a structured setting with one peer.Teacher: There it is. It is fifteen minutes a week.Nancy: It is?Teacher: Yep.Mom: Wow. Teacher: It is right here.Nancy: Does she, does he go with her or is it in the classroom? Teacher: They go out in the hall. Nancy: Out in the hall. Mom: Hmm wow. I guess I just didn’t see that part. Nancy: Well you hope that nobody else is passing in the halls. Teacher: We’ll grab them (laughing). Nancy: Well well ok then maybe this would be great. Five minutes is all it takes to have a conversation. Mom: Ok she did say that she sees him in the classroom…Teacher: I don’t, I’m not aware. She might work with the teachers a little bit.Mom: Ok.Nancy: You might want to ask. Given a structured setting, with one peer, and that doesn’t mean that we are just going to have one peer do it but only one peer at a time because otherwise the conversation would be too much. Teacher: Right. Nancy: Um, STUDENT will…what do we want him to do? Mom: I was going to say initiate…that is what I’m really looking for.Nancy: Yeah and well it can be either way. He might initiate or the peer might initiate. But we want to do it in a certain number of exchanges meaning you-me is one exchange. So we are going back and forth. And we are going to stay on topic. Mom; Ok. Teacher: So we’re looking for a year from now because we would write this goal for next September. Would that be correct? Nancy: We would…and we will work hard to help him get to it by the end of the year.Teacher: Mhmm.Nancy: Um and the way they’re evaluated, we make a GAS form, which is Goal Attainment Scale, so that would be in the middle. If he goes further fine. You know we just want to make sure he is moving along that line.Teacher: Yeah I wanted to make it attainable.Nancy: Right.Teacher: But at the same time I don’t want to make it so…Nancy: Exactly.Teacher: I want to keep in mind that we are looking down the road as well and not just what he can do next week. Nancy: Right, right. So, so how many exchanges.Teacher: Ok, I will just throw out a number. What about three?Mom: Yeah I think so. Nancy: That would be good. On topic. So he is not out there making…on topic. And with um appropriate voice level. You want that in here? Mom: And appropriate space. Teacher: He’ll be, space isn’t, we are ok on the space.Nancy: Ok.Teacher: I really think that in the school setting we really…we really are. Because I hate to put too many components in there because then I have to break it down and make sure, ok he had the three exchanges…Nancy: I don’t, I don’t think this will be much of a problem though.Teacher: Ok. Sometimes he gets a little close.Nancy: Now, it isn’t that we don’t care about the space.Mom: Right.Teacher: Right.Nancy: But once he is able to do this I think then the next thing you do is take it to less structure.Mom: I gotcha.Nancy: And without that structure is where he starts getting in more problem as that comes with it. Um and the next thing we need to do is look at, that’s what we want him to do. And do we want him to have visual cues? Do we want him, what kind of cues do we want him to have? (long pause) Do we want him to have just peer cues? Teacher: I don’t know. I’d like to have visual, but depending, at the beginning he may need someone to say this is what you say so he might need somebody there. It may need to be more of a…Mom: Peer cue.Nancy: Peer cue? Well and we are going to try, at least outline tonight, what our teaching strategies will be as we start and it will certainly probably be some of that cueing but by the end, by the time we get there, would we like him to do it with visual and peer cues?Teacher: That would be fine. Nancy: Because we are going to have to teach the peers.Teacher: Yeah. Or could we, would that be part of the specially designed instruction, like you said the supports, would that need to be in the in the objective?Nancy: It probably doesn’t for yours but it probably does for ours.Teacher: Ok good.Nancy: So that when they’re observing they know this.Teacher: Ok. Nancy: With um…Teacher: Because they aren’t going to be looking at the IEP and if I have that somewhere else then I gotcha. Nancy: So so the adult is not doing any cueing. But cueing here. Um and then the the criteria one. When we know he’s done this. How much? How many do you usually put your measures in?Teacher: I usually um, let me see what she does, she’s got some longer periods of time. I usually do three consecutive sessions before I’ll (?) a session. Three consecutive sessions. Nancy: Well let’s do that. 1:19:57Teacher: And she has, the way she’s written it is four out of five communication attempts. Over fifteen consecutive therapy sessions. But we don’t have to do that. That might be a little much.Nancy: Well and we don’t know even if she is going to take this on do we?Teacher: Yeah that’s very true. But we don’t have, we don’t have, if she doesn’t, we can still, I can still put it in there.Nancy: Yeah. Right. Four out of five consecutive sessions. Teacher: Four out of five consecutive sessions.Nancy: Yeah. Teacher: yes.Nancy: Because if he could do that, that means, I mean we might not do it, we might skip a day, but if he did that, we know he has it. That’s all we’re looking at with the criteria. He can do it. Teacher: And it doesn’t mean that we will stop and say ok we’re not interested in whether he communicates with peers anymore. We’ll move it to the next level and we’ll make sure, and like um…Nancy: We might we might say well we are going to go for more exchanges here, we’re going to do whatever. Mom: And I mean he’s got cousins who are close to the same age as him, that if I know what you all are doing in there then I can set up the same thing like on a weekend day or something at home.Teacher: You sure can. Nancy: Because of some of what you’ve said, and we’re going to see, we’re going to test it by the end of the year but we’ll say through the IEP which…Teacher: It’s up in September, so we’re not, looking at the end of the year. Because it’s up I think September 13.Nancy: Right. Ok. Teacher: So at that point we would just be looking at regression. Nancy: Right. Exactly. Yeah. Ok um alright we are going to get the next two and then we are going to go back and think about how we are going to start doing this. Because some of the, and when we think about the um, his personal challenges, some of it is his interests. You said that his interests are not what the other kids are. So we may start with what his interest is and teach the peer to help go ahead and do that. But we’re going to try to expand these topics so that it is more what other second graders are talking about. So we’ll probably be asking what’s the topics today with the second graders? (laughs) Mom: Yeah he reverts back. He’s got like these four things that he’s loved but he’ll get tired of it and go back to it like Bob the Builder and Thomas and things that are not age-appropriate. And so…Teacher: Sponge Bob is kind of age appropriate.Mom: Well yea he’s gotten back into Sponge Bob so that’s kind of something…Teacher: He really enjoys talking about Hattie….so we can find some topics.Mom: Mhmm.Nancy: But, that’s a very common thing we have with these folks, you know, that they don’t, they’re out of the general conversation of what kids are doing and picking up on. And socially they don’t see any, they just don’t. Now certainly if there are specific movies that come out that kids are talking about and sometimes they can keep up with that because they’re interested too. Mom: Right. But he doesn’t like toys. I can tell you he doesn’t have any toys. We’ve got toy boxes and he doesn’t have a one.Nancy: He does not like toys.Mom: He does not like toys. Nancy: Does he like movies?Teacher: Yes!Mom: He also likes books and computers. He can take, now he likes phones and cameras. Teacher: Does he watch Youtube? Did he watch Youtube last summer?Mom: (laughs)Teacher: When I had the computer, do you want to tell the computer, boy when we first started using the computer, we do it for different things, and he kept saying “I want to watch Youtube, I want to watch Youtube.” Mom: That is where he would find, he would type in his topic, and it always popped up with a Youtube thing and he knew it was like a little movie and he loved it.Nancy: Does he like to watch himself? Mom: Oh yes. He likes to film himself on the camera and then watch his own little personal movies. Nancy: Ok…because that’s what a technique we can use that kind of goes along with the social story idea but…Teacher: Ahh.Nancy: In fact, earlier today…Mom: He likes to hear himself more. Nancy: He likes to what?Mom: Hear himself more. He likes to tape his voice…Nancy: Great!Mom: And play it back.Nancy: That would be wonderful for conversation. Ok so so we can show him, we can have him hear what a conversation is, ….ok we’ve got to go to the next one. So let’s do, this is our communication one. What do we want to do with our social? Mom: Oh wow. Teacher: Ok social. What should we put down so I can…Nancy: Well we’ve got the thing of calming down, whether that is called social or learning skill.Teacher: See that’s the thing here too. Under adaptive behavior I’ve got um the remain quiet and um completing assignments. But you decided those were learning and not social?Nancy: Yeah. Yeah. That would be. Mhmm.Teacher: So I, except for the eye contact, um I don’t know if you can say that’s social?Nancy: Well yeah and but might we look at something again with peers where we build the eye contact in?Teacher: Sure. Nancy: So, so, he’s doing, we’ve got him talking with peers here but could we do something with him reciprocating back and forth in turn-taking? And build the eye contact in there so that…Mom: Sure. Nancy: And we’re not going to get it without the structure so it would probably be given a structured uh activity. So we’re setting it up. Mom: Ok. Nancy: Well what does he do with his brother? Mom: Um they have a unique relationship as best as I can explain. Like I said, his brother is also under the spectrum but they are total opposites. Nancy: Mhmm.Nancy: And um, I don’t know, they will actually play. That is the only person I have ever seen him really play with and he will engage in turn-taking activities with his brother like they will try to play a memory game or he will sit down and they will read books to each other and I’ve actually heard them sit down and read books to each other and laugh and tell each other jokes that I don’t understand but they understand. They have their own…1:26:38Nancy: Well that’s certainly ….something right here because he’s doing it with his brother so we’ve got, we’ve got it emerging here. He is doing it with one person. Mom: Right.Nancy: So in that case then, given a structured activity, and we’ll list them but the memory game, the book, just going back and forth reading a book, is it back and forth. So um ok, STUDENT will take turns. And how many turns does he do, can he do with his brother?Mom: Well like if anyone else gets involved it’s a lot less but with the memory game maybe three of four. I’ve seen him do three to four turns in the memory game sometimes before they are done. Teacher: Do we want to bump it up to five? Nancy: Ok so five?Teacher: I mean we don’t want his present level to be…so do you think five is too easy?Nancy: Through five exchanges. Mom: Ok. Yeah.Nancy: Yeah I think once he catches on…Mom: And with somebody different than his brother too…Nancy: It will be increasing his attention span, we’re increasing his awareness of other kids, and and we’re not going to put the criteria of that he will look but we’re going to encourage that into the plan but we aren’t going to do that for tracking data.1:28:19Teacher: I I would hope not because it would be wonderful if he would do it without the eye contact.Nancy: Right.Teacher: And we have the eye contact in another goal so...Nancy: Right, right.Teacher: So I would prefer not to.Nancy: Given a structured activity, STUDENT will take turns for five exchanges. And we’re going to do it with one peer right? With one peer using, and should we do the visual and the, I mean the visual in the memory game is just the game. Mom: Right.Nancy: Unless we, I mean that’s just built in to turn-taking. Um we may have to do some kind of “your turn” “my turn” card on something a little less clear. Teacher: Right.Nancy: But um if it were a book and they were seeing it together and doing it. Or there may be something on the computer.Teacher: Yeah. And even when we read um he is really good at turn-taking in his reading group. We take turns reading. Nancy: Ok.Teacher: And he seems fine with that.Nancy: Ok. Ok. Teacher: This is an adult driven activity.Nancy: Right. Right.Teacher: But...Mom: Well with reading, that is something that we do with him at home. We will read a couple of pages and then he knows that it is his turn. And sometimes we throw Dawson in the mix. Teacher: Exactly. I’ve got another guy like that.Nancy: Alright so visual and peer cues. Will do this without the adult. Um do you want to do it similarly to this?Teacher: Um yeah.Nancy: Ok. Teacher: What will the discussion on instructions be for these kids? Nancy: Well we are going to go through that.Teacher: Ok. Nancy: We’re definitely going to go through that.Teacher: Ok. Nancy: Um ok for the IEP. Now the learning skill. We’ve talked about working independently, we’ve talked about raising his hand, um we’ve got modulating voice here. But um so what do you think would be most helpful to...Mom: Well, ...Nancy: ...you’ve got working independently in there right? Do you?1:30:55Teacher: Complete assignment...(laughs)...I’d rather him complete the assignment.Mom: (laughs) Just want him to finish it. Teacher: Um but no. Working independently is not one of his objectives. So what we can do is um is we can go with one that we have or we can add the um...Nancy: Do you want to do the...Teacher: ...the raising hand? Is that what you were going to say?Nancy: yeah.Teacher: Because that is one I was thinking too. Nancy: Well let’s do that one. Alright now we just have to figure out how to write it. Teacher: Alright, let’s see. Should I put given a classroom situation or do we want to stick with structured situation?Nancy: No, no we can put given a classroom situation because, I mean he will practice it in here but we’ll hope it will be...Teacher: And this is a classroom, and some of this is going to happen in here too because I can see this being really easy to implement some of these, uh the second goal, the five exchanges...Nancy: And it would be doing it during a classroom lesson right? A teacher directed lesson? Teacher: The second one?Nancy: This one.Teacher: Oh ok. Good good. Because yeah. Right yes. Given a classroom setting...Nancy: Teacher directed lesson. And this is getting him to think about being part of the group. During a teacher directed lesson, STUDENT will (long pause while writing)...Teacher: Participate by raising his hand...Nancy: UmTeacher: Will raise his hand and share an answer in response to a question.Nancy: Yeah in a response to a lesson. STUDENT will...in a classroom in response to a teacher directed lesson (teacher talking over Nancy), STUDENT will raise his hand and wait to be called on. And then we want him (people talking over one another)...Nancy: What? Mom: That is a good that you added that because I think that once he gets used to raising his hand he will want to just blurt it out.Nancy: Right, which is what we have to do...so he will raise his hand, wait to be called on, and give the answer...give his answer in response...Teacher: How about give his response?Nancy: Give his response...(writing)...to the teacher question. We will do teacher question. Ok so I will read that and make sure it makes sense. (long pause)1:33:25Teacher: And give his response. Ok I put “STUDENT will wait...given classroom...classroom teacher direction, STUDENT will raise his hand”, and I put a comma, “wait to be called on” comma, “and give his response to a teacher question.”Nancy: Wait to be called on and what do you have here?Teacher: Ok I put “raise his hand, comma, wait to be called on, comma, and give his response to a teacher question.”Nancy: Ok. And give his response to teacher question, teacher’s question. Ok. Alright and how about cues? (long pause) Teacher: And um cues? Oh yeah. Nancy: They would...could we do it with visual cues?Nancy: Yeah. Yes definitely visual cues. With visual cues and will make verbal cues part of the specially designed instruction.Nancy: We’ll do what?Teacher: We will have some verbal cues too but that will be part of the specially designed instruction. Nancy: Yeah, right. To fade it away because now what we know he is doing right now is he he is attending enough to answer the questions sometimes but he is whispering to the assistant. So we want him to be part of it.Teacher: And sometimes he is not attending...Nancy Right, I’m sure...Teacher: ...and he is not aware of the question...Mom: Right, yeah.Teacher: ...but he probably knew the answer as a lot of the times it is repeated to him. And especially when they are doing the SmartBoard. And sometimes he will sit there, and I know he wants a turn at the SmartBoard, everybody does, and he’ll just sit there. And I’ll be like “STUDENT...” and it was the continents and he knew them all and I said “don’t you want to get up there?”Nancy: So she asked something and they have to respond to go up there.Teacher: Yeah, they raise their hand.Nancy: And they get to go up there.Teacher: She calls on people to go up there and that is just an example. Nancy: Right, right.Teacher: She calls on people to go up there and he would just sit there. 1:35:42Teacher: I’m like “STUDENT, you can do this, and you love this...”Mom: Does he have problems doing things in front of the other students? That is something I’ve never really...Teacher: No. Um I think there probably are some but nothing really sticks out in my mind. Um but but probably, but it’s hard because he doesn’t, and I don’t know, I guess it is hard for him but I don’t know the reason why. I don’t know if it is because he doesn’t want to share or because he’s not attending. Um that is just a difficult area for him. Nancy: Well and I’m not sure that he really understands this whole thing about raising his hand and doing it. He’s really not quite part of the group yet. So we’ll see.Teacher: It takes a level of engagement to be able to raise your hand and there is some disengagement from the lesson so we’ve got to get that engagement going so that’s all part of it.Nancy: Well, and in a big classroom you may raise your hand and you won’ t get called on anyways. (everybody laughs)Teacher: If he puts his hand up, we’ve called on him. (everybody laughing)Nancy: And as we think about how we teach him, I mean he’s going to get, it’s going to be written there, (laughing), you know especially..Teacher: Yeah he’s got that low body tone and that kind of takes him away from where his body wants to be. Nancy: Right.Teacher: So that’s another, might be a whole other issue. Nancy: Well and if raising his hand, that is what everybody else does. So we’d like him to do that as well.Teacher: Yes. Mom: Well yeah. I want him to do what his peers do. Nancy: Right. Um alright and what about how often?1:37:16Teacher: I would stick with the same. Four out of five sessions. Nancy: Ok.Teacher: Nothing is not consistent.Nancy: (laughs). Teacher: Good or bad.Nancy: Ok. This is great. You guys are so good. Let me have a regular pen. Ok. I’ve got some more.Teacher: You’ve got some? Because I’ve got some...Nancy: I’ve got some in my purse. Mom: I’ve only got about five more minutes before I have to take off. I’ve got a little girl that has a festival next door. Teacher: What can we do that would be most beneficial for her and then I can...Nancy: Well actually we’re done except for we’re going to put, we’re going to outline our teaching strategies here.Mom: Ok. Nancy: You will get a complete copy of the write-up of all of this. Mom: Ok. Awesome.Nancy: Ok and and the time for the next coaching. Teacher: And we are going to put an addendum into the IEP so we will need to have another meeting.Nancy: Well...do you? Teacher: An ARC meeting.Nancy: If she is here at this meeting? I’m just telling you what the other people have done. Since you were here, we got those agreement.1:38:28Teacher: Ok let me check with our school-based consultant. Nancy: Ok you can check. Teacher: That would probably be ok. Just like when I cleaned up the IEP and... (lots of people talking: Nancy talking to Ryan and Teacher talking to mom all at once).1:39:13Nancy: Because this is research, we have to have you fill this out. If you have to go you can send it back to us. Ok?Mom: Ok. Nancy: I just want to tell you that this is reversed so the one is the strongly agree. It’s not usually the way that we do it. You know when we think about the way to do it.Mom: Oh gotcha. Yeah ok.Nancy: And then over here is the components. Check any and all that apply. Mom: Ok.Nancy: Ok? Great, we appreciate that.Mom: Thank you all so much. Nancy: Thank you so much for coming in on short notice.Teacher: Well and with the fall festival I know it’s going to be great over there. Mom: It will be noisy and crowded but she is going to love it. Thank you so much. Bye.Teacher: Bye.Nancy: Bye (everybody talking over one another. Nancy talking to Ryan).Long pause.Nancy: How many years have you had him?Teacher: This is my first year. I have only known him since July as you find out when you read my paperwork. (everybody laughing)1:40:30 Nancy: Alright let’s look at in the structured setting with a peer. Um I want to give you, and you can actually, is the other one there? Or you can give it to me to (inaudible) too. Teacher: Ok.Nancy: But these are resources that are all online.Teacher: Oh, wow!Nancy: I mean we just never used to have these things. This is from our grant that has some things that are helpful.Teacher: Ok.Nancy: This one is being developed and added on to and has some videos with it and is very user friendly. Teacher: Mhmm.Nancy: And what we have done and down here is um put under social the topics and where they are back up here.Teacher: Oh ok.Nancy: Ok? As we write this, we may suggest online and put where to look.Teacher: Mhmm.Nancy: But I think to start you can go in here and then they will have the whole list that they have available. And they all can be printed too if you want to do that.Teacher: Yeah. Thank you. (inaudible speech)Nancy: So it is a really nice resource and you know when we talk about using like your (inaudible speech) to say research-based, um these really are evidence-based practices.Teacher: Ok. Nancy: And with the field of autism it changes all of the time. Um you know something comes up and auditory training 20 years ago that everybody had to have. But it ended up that there really was no evidence-base of training to it. So that’s kind of the response that we try to make parents say well we’re using evidence-based practices.Teacher: Mhmm.Nancy: So when the research is done on that, then we might in the schools think about how to incorporate that.Teacher: Mhmm. Nancy: Because tomorrow there will be something new. (laughs). So um with a structured setting with one peer, will engage in three exchanges on a topic. When you think about teaching him this, um and it’s true for the next one, there is going to need to be some peer training.Teacher: Mhmm.Nancy: And there’s some information in there about how to do it. Um at least ideas, because it’s it’s how much you can teach the peer, or how you model with the peer, or have you may select them. Two, three, four peers. So that they are kind of the buddies that learn to do it with him. Teacher: Mhmm.Nancy: And it seems like we have two of them with peers. You might as well train them for both. Teacher: Well, I I can get a couple of kids from the classroom. Um I also have a student, and I don’t know how this would be, but I have another autistic student that comes in with STUDENT. And I have permission, he is the one I got permission on, to video tape as a secondary person but but they’re buddies and I’d like to do some of these things with him too and I wondered if since he has an IEP and the same diagnosis if it’s ok to use him sometimes too as part of that group?1:44:00Nancy: Sure. Sure. Um you know and we have it with one peer but um, yeah one peer, but it’s not inconceivable that one he gets this...Teacher: But I’m thinking that like what I would like to do in here, like we can play, like we can do some of this stuff in here like at the end of the group there is always like we do this stuff, we don’t do it very often, but um but if we wanted to play a game or if I wanted them to read together then I could orchestrate that and he could be that person and it could incorporate in to what I am already doing. And that would...Nancy: Do they have the same interests?Teacher: They do. And they both like to read. They are both good readers. Nancy: Yeah well that’s perfect.Teacher: And they...Nancy: Because that can develop into a real friend.Teacher: And and they are just in the same class, um they just go around together all of the time so it’s just, it works. It works.1:45:04Nancy: Well it’s interesting you know because it talks about children with autism not having empathy. Well, they do. It’s maybe different. They may have needed to experience it. But sometimes between two kids like that they sort of do know. Teacher: Yeah and I talked to STUDENT about things that he does, especially with Ms. Drury this morning, um once he was calm we had a chance to talk and I had Ms. Drury with me too and I made him apologize to her. But he has apologized spontaneously to me before. Like way after the fact of something. That really made me think that he has some connections. He had some toileting issues one day and Ms (?) is the one that took care of it but I was kind of helping her out and when I came in a little bit later into his classroom and I sat beside him, he looked at me and he said “I’m sorry.” And we really hadn’t approached this as he had done anything wrong. Nancy: Right.Teacher: But um...Nancy: But then he (inaudible).Teacher: Yeah. He’d been thinking about it and it had been awhile since it had happened so there’s a lot going on.Nancy: Mhmm.Teacher: He’s, he’s very sharp. Nancy: Mhmm. I was thinking up here with the calming down, we’ll um, direct you, can you put down the extra thing that we need to do it talk about, we have some information about calming down. We don’t have it as an objective but I think that with the OT and all of that that we can avoid that, you know, as he gets older, with his mom taking him out and all of that.Teacher: Yeah that is...Nancy: Because you don’t want this escalating.Teacher: Yeah. Nancy: In expressing his frustrations. Teacher: Yeah because I don’t know how his mom does it, to walk away, but I want her to be able to take him out in social situations and not be able, not have to worry about that.Nancy: Mhmm. Teacher: I couldn’t, I could not do it by myself. Nancy: Yeah.Teacher: And I’ve had that safe crisis management but he doesn’t attack me or anything like that it’s just a matter of moving him around...Nancy: No but here he is, trying to move him, and he goes limp. I mean he’s too big to do much about that. Teacher: But Ms. Drury, like today (inaudible speech)Teacher: And with that it was just like woah, you know he just went right along. Nancy: Mhmm.Teacher: And he calmed down just like that. 1:47:16Nancy: Mhmm. And a lot of that is just really getting him to express directly, you know. You don’t really need to do all of that.Teacher: Yeah. Nancy: Um, ok.Teacher: Alright.Nancy: So we’re going to do some peer training and then um we’re, I think that um you may need to develop some visuals and they may need to be along the lines of topics.Teacher: Ok.Nancy: Like a topic box. Teacher: Yeah, yeah, they have those for everybody now (everybody laughing). Nancy: So and and...Teacher: I like that.Nancy: And...Teacher: Will you fill it for me? (laughing).Nancy: Hmm?Teacher: Will you fill it for me? (laughing)Nancy: We’ll come up with some ideas. Teacher: I love that idea. Nancy: Yeah. And then and they can take turns you know pulling it. Teacher: They would love that. And if we put it into something, you know, clever and cute...Nancy: Yeah. Um...Teacher: Engaging...they’ll enjoy that.Nancy: Now, do you think to get across the idea that, the idea of whose turn it is in talking. I mean some kids we actually, ok we we we picked out um, what is a current movie the kid has now?Teacher: I don’t know.Nancy: Alpha Omega (?) is one. (laughing). And um the movie Alpha Omega (?) so it’s his turn. So he gets to start. Will he need certain sentences to read to do this? Yeah, so we’ll have some sentence possibilities of how to start a conversation. Teacher: We made pancakes a couple of weeks ago in relation to a story and they um made some extras to offer to, for the office staff and I had, I developed a script for that for them to even ask “would you like a pancake?”. Because I knew that they would just go in there and just hand. But I knew um that if I wrote it he would read it. Nancy: Mhmm.Teacher: So that may be how we start out.Nancy: Yes, yeah. 1:49:37Nancy: And it may be that you will have to have a strip for each of those, a script for each of those topics for awhile.Teacher: Mhmm. Nancy: Except something like SpongeBob. Teacher: It would be interesting to see...Nancy: It would be interesting Teacher: ...what direction that would go. Nancy: Yeah. Um...Teacher: Yeah I think it will probably be a combination of see if we can get something that happened during the day that I wouldn’t have strips ready for that we could talk about, that they could talk about. Nancy: And so partially you are going to start with um familiar um obviously preferred.Teacher: Mhmm.Nancy: And then expand from there. And to expand, you know mom may need to know what topics and maybe you can get her to tell you some topics. So um...Teacher: Yeah I will ask her too. I mean we do get some, you know Bob the Builder, he’s...the kind of books that he likes. There are some things that he has expressed to us as well.Nancy: And and if you have peers, is there, his second grade peers can suggest some to you too.Teacher: And if I said “what’s your favorite show” or “what’s your favorite movie” he would be able to answer me. It may not be his favorite, but he could come up with, it might be what he just saw but he would be able to respond to that.Nancy: And then the next thing is...Teacher: Then the conversation.Nancy: ...the conversation. Right. Yeah staying on that topic. Ok um ok I I think that we are outlining today kind of but at least with your specially designed instruction that you know that obviously you are using the visuals. And and you will be doing some teaching of the peers. I think giving him video feedback so he can watch himself or even watch other kids having conversations.Teacher: That’s true.Nancy: Um that this is what a conversation is. Teacher: But I have, but I have to have permission to videotape other kids.Nancy: Oh, even to show him? Teacher: I I think so. I’d have to check on that. Nancy: Ok ok.Teacher: But I guess nobody else has mentioned that?1:52:00Teacher: And and that sheet that you gave me, Ryan, was a good one and I can get that signed. I didn’t know if I get it back or not but I could always use that if I came up with a few.Nancy: I think that most places they just get a blank, you know, with permission to videotape within school settings and they sign that.Teacher: Actually there is one within school settings. If nobody else sees it outside of the school I think we would be ok. Nancy: Right.Teacher: As long as you all don’t...Nancy: Which that would be.Teacher: Ok. Yeah we do have that.Nancy: Now the ones that you are doing for the research that would include another one. Yeah you may need that.Teacher: Ok.Nancy: All of ours stay secure but but you know you don’t want anybody questioning that so you know.Teacher: Yeah. I would have to. And then I would have to get permission from his mom to, because I would have to identify that this is why we are doing this. Because we don’t really tell people you know that this child has autism. Nancy: Mhmm. And and actually to show us him doing this, we don’t have to see the other peer. Teacher: Oh oh that’s good. Let’s go with that. That’s a lot easier.Nancy: yeah.Teacher: Ok, that’s good. I think that we can get away with that. I will just run it by my, our administrators and see...Nancy: Sure, that would be the safest thing to do. Um now I think that there, probably, when we get to the next one we are going to do something very similar. You are going to train the peers. And practice model with them. And as I said there’s lots of information about that but...Teacher: And there will be um, there will be teacher prompts as well. Nancy: Just just start with yeah. I think with him um the more you can start out with the peer prompting, to teach the peer, the better because I think he’s become dependent on prompts. 1:53:57Nancy: And and so the more we can use the visuals and the peers to start with, and and do the the adult teacher prompt as little as possible. It sounds like he may need it just to focus. But um, but if we start out with a structured activity that um that really is turn-taking and that he knows, like the Memory game, and just bring that kind of thing into school. And that’s what you do with this game. You take turns.Teacher: Yeah. Nancy: Connect Four. Some of those kinds of things. Teacher: And we have some of those here...Nancy: Yeah.Teacher: ... that we can find. Even a puzzle. Taking turns piece by piece.Nancy: Exactly. Right. And and there are things you know to always consider, like the problems with taking turns with a computer is that they are side by side looking at the computer. So it is taking turns and that’s ok but we aren’t going to get too much engagement. 1:54:51Teacher: Mhmm.Nancy: So if he is sitting across from the peer...Teacher: Oh yeah.Nancy: And all of that kind of stuff you know. Teacher: The only thing would be if we do a book they would be side by side. Nancy: Right, right.Teacher: They would be back there in the reading corner. Nancy: But then there is still real awareness of the of the peer.Teacher: Yeah.Nancy: And there may be, there may be um I mean certainly you see kids with computers with real shared enjoyment on some of the games and things that they do. You know you see them looking at each other getting excited. So you know, it’s, the more we can expand on his interests the more...Ryan: What about the Smart Board? The Smart Board is kind of a combination of the computer but it’s side by side.Teacher: Mhmm. That’s true. That that would be in the classroom. I...Ryan: I was just throwing that out.Teacher: Yeah. Nancy: Yeah yeah and again I think that peers and the other teachers, they may come up with good ideas too. Um, it sounds like you are a little doubtful that the speech person will do too much with it?Teacher: I just, I just...Nancy: Yeah.Teacher: I don’t, I don’t want to sound unprofessionalNancy: Yeah.Teacher: But I was concerned about the (inaudible) time, and we had some issues with that before the meeting. Um I talked to our school-based consultant. Um, I...we just have different ideas...Nancy: Yeah.Teacher: About what he needs.Nancy: Mhmm.Teacher: And um...Nancy: Well you know with a child like STUDENT who has language and all of this to get across, but his use of language with social beings and to interact and all of that is vitally important. 1:57:07Teacher: Yeah. It’s just the hallmark of what he needs. That truly is the way that I feel.Nancy: And he can’t do that alone..by him..you really do it on a one-on-one with an adult but you know...Ok.Teacher: Yeah. So anyway, I don’t know. I know that, I don’t know what mom is going to do with that information now that she’s realized it. But um I know it was talked about at the meeting but that was kind of a compromise for me because there was not going to be, because she had even less, even fewer ideas of what....anyway so I I just felt like I was lucky to get any minutes for him and so it was it was a struggle. And um anyways so we know what he needs...Nancy: Right, right.Teacher: And um so we will just go with what we’ve got. Nancy: Alright now let’s look at this one, with a classroom teacher-directed lesson, raise his hand, wait to be called on, and give his response. (inaudible speech). Teacher: Alright, so, that, are we still, which goal are we on now?Nancy: The last one. I, you know, I I will outline more of the ___ as we go.Teacher: Ok, ok.Nancy: And then at the first coaching we will look at this and we will have tried out things and we’ll say well ok we need to, here’s how we modify it from there. That’s what we’re going to be doing at the coaching. We’re going to be looking at um how it’s worked, what we need to fine tune, what other details do we need to look into and think about. But um let’s look at the classroom one.Teacher: Ok.Nancy: So we want him to raise his hand. Teacher: Mhmm.Nancy: Wait to be called on. And give his response. So do you think that a social story would be effective?Teacher: Yes. That would be very good.Nancy: Yeah. (writing). Teacher: Gosh, you know I’m thinking that a social story would be good for all of these. Nancy: Yeah I think probably. Yeah. (writing). Well, and and the video tapes, if you can use it, is just another form of a social story and feedback. Teacher: That’s true.Nancy: Because you begin to get some ideas about the way he’s seeing it.Teacher: Yeah, I’m going to put modeling down.Nancy: Yeah, yeah. Teacher: (writing). Nancy: Um, and then some kind of visual that he is going to have right there on his desk.Teacher: And that’s, oh yeah. (writing). Nancy: So that he can be cued to...Teacher: Yeah, and it may, unfortunately though he doesn’t do well with having things on his desk. And that’s why everything is on a, I have his cue cards on a hook, or like on a shower ring.Nancy: Ok.Teacher: And we keep them on the desk beside him.Nancy: Ok.Teacher: So what would be, it might be the instructional assistants showing him the card. That’s what she does. She will hold his cards and when he needs a reminder she will show him the card.Nancy: Mhmm. 2:00:33Nancy: And um and so he’s going to get the adult primarily we’re going to try to go with gestural cues rather than verbal first.Teacher: Yes.Nancy: So that he doesn’t, and it may be even to get his attention and then to the card because he’s got to listen to what’s being said.Teacher: Ok. Nancy: Um will the teacher um be able to kind of set up some things that she knows that he knows the answer to? So that...Teacher: Oh yeah.Nancy: Yeah?Teacher: And I’ll talk to her.Nancy: Yeah?Teacher: She’s, he’s really got an excellent teacher. Nancy: Wonderful. It sounds like that structure in there is really helpful to him. (pause). And so there will be a social story. There will be modeling too that you can do... Do the kids in here raise their hand?Teacher: Oh yeah.Nancy: Yeah? Ok so...ok. So there will be the modeling with the peers. Um even feedback to him somehow.Teacher: (inaudible speech). (long pause). Teacher: I know what it was. For a cue, a lot of times to get him to raise his hand he has to be reminded that you know the answer. Or he might have to have the question reread for him. What the teacher says. Um Ms. Drury might restate for him in his ear. Because he may not have heard the teacher say it.Nancy: Mhmm.2:02:19Teacher: So would you rather her not do that? I mean is that part of specially designed instruction. Because I don’t know if he will independently, with a card. If you put a card up and he hasn’t heard what the teacher said then that card isn’t going to mean anything.PauseNancy: Right. Teacher: And if he says it to her and then he raises his hand, wouldn’t that be a step toward raising his hand without saying it to her? Nancy: Say that again.Teacher: And even if he said it to her, whispered the answer to her, and she said “now raise your hand”, or showed him the card, showed him the card, and/or she...would that still be a step for him to someday hopefully not say it to her first and raise that hand? I don’t know.Nancy: Right.Teacher: Would that be part of the specially designed instruction?Nancy: Right. Since he’s already doing that, what we want her to do there is have her cue to the card and then do it. Now yes definitely. If he whispers to her. So so he’s not whispering it to her without her repeating the question?Teacher: I think that both are happening. Nancy: Ok.Teacher: And I think there’s a lot of repeating of the question. Because he’s not tuning into the instruction. 2:03:45Nancy: Alright.Teacher: In a large group. And that’s when a lot of the hand raising happens.Nancy: Right.Teacher: In a small group he does pretty well. When he’s with me he doesn’t have any trouble contributing. Nancy: So here he will raise his hand?Teacher: He will raise his hand. Sometimes he doesn’t. And he will need the prompt. But he will with a prompt. I mean with him it’s a whole different behavior. He will call out without raising his hand. Nancy: Right.Teacher: And I’ll have to remind him and make him raise his hand. It’s not, I’m not trying to encourage him to participate, it’s participating appropriately. Nancy: Right, right. Teacher: But it’s harder for them when it’s a very small group and it’s more of a conversation. But we still...Nancy: Do you think we need to limit the the size of the group or do you think we can get him to do this?Teacher: I want, I think he can do it. If he has those prompts, I mean right now he’s doing it. If he will, but we, he will whisper to her, if he will whisper to her we can get him to tell the class.Nancy: Alright, can we get her to do some kind of cue to him, gestural cue to him, to tune into the question? In other words, we are going to do it on the attend rather than him rely, because see there really isn’t a reason to attend if I’m going to get the question back to me.Teacher: Mhmm.Nancy: So, so something.Teacher: I know.Nancy: And so that she, the teacher, can give some kind of little cue. You know, that question is coming. Teacher: Mhmm.Nancy: And she wouldn’t do that on all of them. But, and then, then his assistant cues him somehow.Teacher: Mhmm. Nancy: It could even be something that says “pay attention”, “listen”.Teacher: Mhmm.Nancy: Whatever you think. Teacher: Because I have cue cards for my questions. I show them the cue card and they know it is going to be a “what” question. Nancy: Oh ok.Teacher: And then I ask my “what” question. Nancy: Ok. Ok.Teacher: Um...Nancy: So he’s used to that. Teacher: So yeah, he, if I just, I see what you mean. If she just had a question mark.Nancy: Yes. Yes. Well it may even be better if his teacher would hold it up. Teacher: Yeah. Yeah. Nancy: Yeah. Teacher: I’ll have to think about that. I mean I’ll ask, I’ll ask her. I don’t know if she’ll.Nancy: Yeah, see if she’ll, see what her ideas would be.Teacher: Mhmm. Nancy: And she wouldn’t have to do that every time but you know it, but what, because he really does need to cue in...Teacher: And just like the SmartBoard example, that’s that’s so true that he did not cue in and it was something that he would want to do. 2:06:29Nancy: Right. Teacher: So is it attending? Is it a whole other ball of wax? (pause). Because there is two issues. One that he knows the answer and he is whispering it to his instructional assistant, but I think that the real issue is that he hasn’t heard the question. Nancy: And it may be that that his assistant will have to have the question mark.Teacher: Mhmm. Nancy: Whatever it is that we want him to to carry over. And and when he gets that fairly consistent, then the teacher will have it. So that um (pause) he, and then um maybe fade it out you know?Teacher: Mhmm.Nancy: But he is not going to attend all of the time. Teacher: No.Nancy: So what do we have? How is it written? With visual cues. So that would be ok. We didn’t say what they were or how they were. Teacher: Mhmm.Nancy: I mean if we got it with the assistant with a visual cue, and he could answer it, that would be alright.Teacher: Another thing is having the assistant not sit beside him but be up with the teacher. Because a lot of times when I’m in there, I don’t want his eyes on me, and if they are I am standing behind the teacher or close to the teacher. Because then his eyes, because he is always checking to see if I am watching him. And so um when I stand, I stand up where the teacher is so that his eyes naturally go up there and if she did that then she could hold up that question card.Nancy: Mhmm. Exactly. Yeah so it sounds like his eyes are, would be on her.Teacher: Mhmm.Nancy: Or you.Teacher: Well that are not staying...Nancy: No, no.Teacher: ...but you know, but he knows exactly where I am in the room at all times. Nancy: Right.2:08:10Nancy: You know, if we had him doing that with that kind of cue, that would be great. Because partially it is knowing that he needs to attend. Teacher: Ok.Nancy: Alright. Anything else? Now you know what, um, we need to do, is check with you and give you um a video camera.Teacher: Ok.Nancy: And and check on the date to see if this will work for you. (long pause). Teacher: So how many people work with the COMPASS grant?Ryan: How many people are on staff?Teacher: I’m sorry?Ryan: How many people are on staff?Teacher: Yes.Ryan: Well Lisa, Nancy, and Lauren are our consultants. Teacher: Mhmm.Ryan: And then I’m in as a research coordinator. There is two more graduate assistants.Teacher: Mhmm.Ryan: There is one graduate assistant who comes out, Rachel, and does all of our assessments. Teacher: Oh ok.Ryan: And then we have a couple of undergrads who just help out here and there. So it is a fairly big staff. Teacher: And is it a year project?Ryan: Two years. We started, this is our second year. Teacher: Oh ok.Nancy: This is from NIMH, that’s a stimulus grant. And and um Dr. Ruble had a grant from NIMH before which was a pilot grant on the same thing.Teacher: Mhmm.Nancy: So she had an application in ready for this, which the difference was to look at the web. And we know it works well.Teacher: Mhmm.Nancy: The consulting with the coaching. We don’t know if consulting alone would do the same thing or not but the consulting with the coaching has been very effective so what we um, we wanted to see if the web and the coaching kind of came out equally.Teacher: Mhmm.Nancy: So that’s what that.Teacher: And then there’s a control group of people...Nancy: ...who who...Teacher: (inaudible)Nancy: Right. Their not so happy that...Ryan: They don’t get the COMPASS intervention. We do give them these resources. Especially the OCALI so they can go through and at least get something out of it. Teacher: Well Ms. Dunning is very excited about this. She’s great, she’s a great parent.Nancy: Yeah she seems like it. Very involved. Teacher: It worked out well.Nancy: Ok. I have for you, on Thursday the eleventh of November. Teacher: What time?Nancy: 8:30 to 10:30. Teacher: That’s that’s tough. I don’t, I have a schedule with lots of different students that I work with and lots of different groups.Nancy: Ok. Teacher: And three different classrooms where I work. And I have a lot of...Nancy: Would you rather it after school?2:11:36Teacher: It might have to be. What time did you say? Is it a two hour block this time?Nancy: Well, you know, it’s, for the face-to-face we’ve left two hours for the first one. They rarely take more than an hour and a half and by the time we are on the thirds one it is usually about an hour.Teacher: Ok. Nancy: Going over, what you do is that you will take short tapes of him doing the skills. Teacher: Mhmm.Nancy: The three skills. Teacher: So is he here with me? Wait a minute, I’m sorry. So...Ryan: Not during coaching. Teacher: Not during coaching. I’m doing the taping. Alright. Ok.Nancy: Yeah so you can get him at a time close to the, um close to the coaching. Teacher: Mhmm.Nancy: And you know, in his regular setting on a typical day.Teacher: Ok. Nancy: Uh and then we’ll review those together and talk to you about the um teaching strategies and make those more specific. And so that’s why the first time it will take an hour and a half. Teacher: Ok. So in the meantime, I’m I’m I’m writing these into the IEP is that right? Is that my first thing that I do?Nancy: Yes. Yes. And we will send you these very shortly.Teacher: Ok. So I’ll get them from you. And then I will write them into the IEP. Nancy: Mhmm.Teacher: And then I will start implementing this.Nancy: Yeah.Teacher: And how many um tapes, um how many situations or...Nancy: Well there will just be three. Teacher: One for each one? Nancy: One for each one.Teacher: Oh ok. 2:13:11Nancy: You know and short.Teacher: Ok.Nancy: I mean...Ryan: They shouldn’t be longer than 5 minutes. Nancy: Oh no.Ryan: Like...Nancy: I don’t think they need to be that.Ryan: Uh-uh. Nancy: But something that is really typical of what he’s doing at that time.Teacher: Ok. Nancy: And then, then together we’ll look at those and get your input into well we got this idea, but that sure didn’t work. But so you know of the instruction. And and we want to get that as specific as we can because it looks like his mother is really interested in doing this at home. Teacher: Mhmm.Nancy: And so and your regular education teacher may have some idea that we can put into it. Whatever. But we will all do it together and anybody is always welcome to come to it. Teacher: Well if we make it more, if we make it closer to the school day, like 3:00, and it doesn’t matter what day, we have more likelihood of people coming. But that 4 to 7 time...but I did send it out to everyone. Nancy: Alright, when is school over?Teacher: It’s over at 2:45. Nancy: So 3?Teacher: 3:00 any day.Nancy: Ok. Teacher: But I will let you know if there is a staff meeting or something but if you pick a day...Nancy: Well that, the 11th...Teacher: Still the 11th?Nancy: Would probably work the best. Teacher: Ok. I’ll put 3:00 on the 11th.Nancy: Ok. 2:14:39/2:20:06 ................
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