Jump on the Trampoline Vest Display is available in two formats (PCS, SymbolStix) from Teachers Pay Teachers. This vest display visually supports a routine that I periodically see in classrooms serving students on the autism spectrum. The song successfully inserts a much needed 'active component' into the Circle Time Routine.
In this activity, students take turns jumping on a small trampoline while the remaining class members sing the Jump on the Trampoline Song. At the end of the song the class collectively shouts "Stop!" A song button is provided in the resource revealing the tune for this simple song.
When singing the song with the group, I typically alternate between pointing to the symbol line (JUMP, JUMP, JUMP ON the TRAMPOLINE) and manipulating the 'jumping person' on the display.
JUMP, JUMP, JUMP … ON THE ... TRAMPOLINE (pointing to the symbol line)
Jump, Jump, Jump on the trampoline (manipulating the jumping person)
JUMP, JUMP, JUMP … ON THE ... TRAMPOLINE (pointing to the symbol line)
NOW … it's TIME …. TO … (pause to encourage students to add) STOP! (pointing to the symbol line)
Jump on the Trampoline is a resource that must be personalized. The resource is designed with Dual=Representation Symbols (Student Photo=Printed Name; Student Photo=Boy/Girl Symbol)
allowing you to work on photo/name recognition and boy/girl concepts.
Working on Printed Name Recognition
To work on name recognition, students can be offered a choice of two printed names and are encouraged to find their name from a field of two. Upon selecting the name the Dual=Representation symbol is flipped to reveal whether their choice was correct. Their corresponding manipulative is then added to the vest display and a turn is provided.
Working on the BOY/GIRL Concept
Read the symbol line WHO … IS … NEXT? then comment, "I'll give you a hint … it's a BOY (placing the Dual=Representation BOY symbol over the WHO symbol; the mystery boy is on the flip side). Can you guess who? Here's a hint, his name starts with the /j/ sound (adding a literacy agenda). You think it's Jeremy? Let's see (students are encouraged to 'drum roll' by alternately slapping their thighs) … (flip the Dual=Representation Boy symbol to reveal the mystery boy). Add their jumping image to monofilament line on the vest display.
Working on Color Concepts
There are two sets of people manipulatives: jumping boy bodies, jumping girl bodies to which student photo faces are attached.
When the manipulative is added you might comment, "Oh look, BESSIE is wearing a dress that is … (pause) yellow".
Minimizing the 'Holding Tank'
When conducting a group activity involving turns, it is always crucial to maintain the interest of the students 'in the holding/waiting tank'. One simple strategy is to use the vest display to sing to the non-target students. You are singing to the non-target students ... NOT the target student. The target student is already engaged because he/she is in the 'spotlight' actively engaged jumping.
Consider using a single message communicator (e.g. BIGmack) programmed with the message, "stop!", as it provides yet another avenue for garnering greater engagement among the 'waiting' group. Students in the 'holding tank' are more attentive because they never quite know when they will be called upon to insert the message using the voice-output device).
You also have the option of visually signaling the child 'on deck' by adding their photo face to the waiting chair on the scene. Now there is a higher liklihood that an additional child will be engaged anticipating their imminent turn.
We are not suggesting that you work on everything at one time but rather that the materials provided allow you to target a range of academic knowledge. Hope you enjoy using this simple but flexible resource.
…’til the next post …
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©2019 Carol Goossens’, Ph.D.
Augmentative Communication Consultant
Speech-Language Pathologist
Special Educator
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