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Teaching Transition Skills to Students Using a Therapeutic Adventure Curriculum

Teaching Transition Skills to Students Using a Therapeutic Adventure Curriculum. Alabama Transition Conference 2013. What is Adventure Programming?. A Way to Develop Pro-Social Skills and Behaviors A “Way of Doing” for Challenges Students are presented with a challenge or task

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Teaching Transition Skills to Students Using a Therapeutic Adventure Curriculum

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  1. Teaching Transition Skills to Students Using a Therapeutic Adventure Curriculum Alabama Transition Conference 2013

  2. What is Adventure Programming? • A Way to Develop Pro-Social Skills and Behaviors • A “Way of Doing” for Challenges • Students are presented with a challenge or task • Students will work with a partner or group to complete the challenge or task. • They will fail. • They will regroup, change their strategy, and try again. • They will succeed (eventually). • Teacher acts more as Spectator, Referee, or Counselor • NOT the Coach and NOT the Teacher • Issues a Challenge and Gives the Rules • Steps Back and lets “the group” work on the task • Monitors behaviors, emotions, and individual/group dynamics • Personal Reflection and/or Group Discussion

  3. Why Use Adventure Programming? 1. Many of the transition skills our students need are hard to teach with paper and pencil. • Communication Self-Advocacy • Teamwork Decision Making • Responding to Others Handling Conflict • Managing Behavior Social Skills • Setting Goals Achieving Goals • Recognizing Emotions Responding to Emotions

  4. Why Use Adventure Programming? 2. Students need to INTERACT and practice a CORE SET of Values to learn these skills! Core Values in Full Value Contract Be Here Be Safe Be Honest Set Goals Care for Self and Others Let Go and Move On

  5. Why Use Adventure Programming? 3. $$$Money$$$ • Stepping Stones: A Therapeutic Adventure Activity Guide, Cost $39.00, www.pa.org • A resource for anyone implementing adventure programming. Contains more than 100 activities designed to support programs that seek to: remediate or increase social skills, improve behaviors, support recovery from mental health issues and support students who have been unsuccessful in traditional educational settings. • Materials- balls, balloons, masking tape, modeling clay, tarps, hula hoops, ropes, and art supplies

  6. Why Use Adventure Programming? 4. It’s FUN!

  7. Who Should Enroll?(From Transition Assessment to Transition Course) • Case managers and Counselors can identify students • Students who are not work ready and the skills they lack are skills not taught in traditional academic or cooperative education courses. • Students who will benefit from a course that addresses the student’s individualized transition deficits.

  8. Who Should Enroll?(From Transition Assessment to Transition Course) • FIRST- • Use your Transition Assessment that addresses Alabama Transition Standards to assess each student. • Identify students who demonstrate deficits in communication, social skills, and teamwork that are not being met in the traditional classroom. • Students with emotional disabilities, behavior disorders, health impairments, learning disabilities or on the Autism Spectrum may exhibit deficits in these areas. • Second- • Talk to Case Managers, Parents, and Counselors about the weaknesses the students exhibit from the standards • At the student’s IEP meeting, the IEP team discusses the need for a transition elective to address the transition needs of the student • Note: If the elective is put in the IEP and on the student’s schedule, IEP transition goals should be reflective of Adventure Programming in a Transition Skills course.

  9. Examples of IEP Goals Appropriate for Adventure Programming • By the completion of his transition skills course, Dee will demonstrate positive social interaction and demonstrate job readiness skills by completing 3 activities that involve teamwork while utilizing the conflict resolution skills from his behavior plan as evidenced by his transition skills report. (TS.PS9.3.B, TSOC11.3.C) • By the end of her transition skills course, Sarah will demonstrate self-efficacy and self-determination by stating, working towards, revising and meeting one personal goal as evidenced by peer and teacher observation and/or her transition skills report. (TS.PS11.2.A, TSOC10.1.A) • By the end of his transition skills course, Chris will engage in appropriate positive social interactions with peers according to social norms by discussing his feelings and the feelings of others in group conversations on five occasions. (TS.PS9.2.B)

  10. Transition Skills Course • 45-minute Year-Long Elective Course • Students are divided by Needs/Characteristics • Use Transition Course Code in STI • Grades are Based: • Attendance • Participation • Journals • Do’s and Dont’s • Do make the tasks fun and enjoyable • Do teach transition vocabulary from the beginning • Don’t force students to participate • Do have at least 10 participants Copies of Course Syllabus Available

  11. Transition Skills Addressed in Adventure Programming Communication Self-Advocacy Teamwork Decision Making Responding to Others Handling Conflict Managing Behavior Social Skills Setting Goals Achieving Goals Recognizing Emotions Responding to Emotions

  12. A Day in the Course: Welded Ankles (pgs. 37-38) • Materials: • None • Challenge: • Line up with your ankles touching. • Step 1: Without losing contact with your ankles, turn your line a quarter turn. • If you lose contact start again • Step 2: Repeat, but turn every other person in the line the opposite direction • Reflection • In your Journal, name 5 ways you took care of yourself in the activity and 5 ways you took care of others on your team. • Share with your team your journal response. • What other ways did you demonstrate a community from the Full Value Contract?

  13. A Day in the Course: Back Talk • Materials: • play dough, colored straws, popsicle sticks, pipe cleaners • Task: • Find a partner. Sit back to back. Without looking, decide a sculpture together that represents “Letting Go and Moving On.” Be descriptive as you create so that you and your partner can create an identical sculpture. NO peeking! • Reflection: • What does “Letting Go and Moving On” mean to you? What surprised you when you turned around? How did you and your partner decide what to create? Who was the leader? How did you communicate? Did you have any conflict or compromise? Name one thing you appreciate about your partner.

  14. A Day in the Course: Pathway to the Life I Want • Materials: • spot markers and masking tape • Challenge: • Find the Pathway to the Life I Want by making positive choices. The team must discover the sequence of steps to get one person from the entrance to the exit. If it is a positive choice, the next number in the sequence, the person continues. If it is not a positive choice, not the next number in the sequence, the person’s turn is over. • Only one group member at a time across the barrier • You may use verbal communication only to assist teammates • In order to be successful, remember not to duplicate bad choices!

  15. A Day in the Course: Pathway to the Life I Want (cont’d) • Reflection: • How did you feel about trying to find the path even though you were set back by bad choices? • So, you met your goal despite mistakes. How does that relate to your own life? • How do you think making choices relates to achieving goals? • What skills did you use to stay on the path?

  16. Your Turn: Be a Student!

  17. Progress Monitoring • Progress Monitoring Form to Case Managers and Parents each nine weeks • Lists Goals from Alabama Transition Standards • Lists the following criteria for monitoring: • Poor • Needs Improvement • Job Ready • Includes notes of progress on any skill or the date the skill was mastered • “Still having difficulty setting realistic post-secondary goals- most include playing video games” • “Continues to be shy around many peers but is expressing himself better around some partners, was willing to get in front of group on 11/17/12 and share Pictures of Me” • “Goal Met 1/22/12, Volunteered to be leader and successfully led group on 3 occasions!”

  18. Closing Thoughts and Ideas • General education students can benefit from Adventure Programming and could be included if you need a few additional students to have enough students for the course • Started course with Disability Awareness- Get to know Yourself and Your IEP • Include Self-Directed IEP • The course can jump start your school’s YAiT Club • If you have older students, discuss post-secondary often • “You will use this on the job when…” • “When you start college it is important that you…”

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