Using a Planning Sheet to Assign Roles

As discussed in the previous post, Animated Step-by-Step Poems can be effectively used to stage a mini play/lesson using the interactive whiteboard to ‘glue’ the activity together as a cohesive unit. (as an aside... the roles discussed in the previous post are equally applicable to a host of children stories that incorporate a time-dependent repetitive line and/or a slot-filler format).

When your class or school serves several children with Complex Communication Needs, consider creating a range of Augmentative/Alternative Communication (AAC) materials that can support the roles for each poem. The types of materials created are often driven by the types of ‘classroom devices’ and ‘personal devices’ available in your class/school. Don’t forget to also create a set of  laminated Dual=Representation symbols (picture symbol on one side, printed word on the flip side). 

When creating materials to support 5 Little Snowmen, for example,  I would create a laminated ‘loose version’ of the poem's slot-filler items and a flip book ‘bound version’ that allows a secondary facilitator (speech-language pathologist, OT, classroom assistant, personal assistant) assigned to a student to quickly present the corresponding symbol as each slot-filler items is introduced.

I have also found it helpful to use a Song/Poem/Story Planning Worksheet to help the team assign roles based on therapeutic need. 

The above chart (created using PowerPoint) includes the following columns that can be printed and 

  filled in during the weekly team meeting.  

• General Roles (time-dependent repetitive lines, slot-filler items, non time-dependent lines; gross motor roles)

• Specific Roles (lists the specific lines/content that can be assigned to students; you do not need to assign all the roles; unassigned roles are usually assumed by the adult leading the group)

•  Performed by … (assigns students to specific roles based on therapeutic need)

•  Performed with … (lists how each student will realize their specific role (e.g., natural speech, BIGmack, Step-by-Step Communicator, iPad, TechTalk-8).

•  Assisted by … (lists the team member who will be assigned to assist the student in performing their role, if assistance is required, e.g., offering the BIGmack when the opportunity arises to add the time-dependent line; using a pen light to cue the child [shadow light cueing] to activate a target cell on a voice-output device; using blockers on a voice-output device to make direct selection access easier)

It is important to note that a chart (similar to the above chart) would be created to reflect the unique, specific roles for each Animated Step-by-Step Poem/Song that you own. Because the roles are delineated in advance when the chart was created, the team is able to focus their full attention on making the important decisions: who will perform what role … using what AAC equipment and supports … assisted by what team member.

In a future post, a strategy will be provided for organizing your Animated Step-by-Step files to promote frequent use within your organization. 

… until the next post    (become a follower; a new post every Monday)

© 2015 Carol Goossens’, Ph.D.

canadiangoosse@gmail.com

Using Poems as a Mini Play

Several of the Animated Step-by-Step Poems lend themselves beautifully to being conducted as a visually supported, mini classroom play using the interactive whiteboard as the ‘glue' that allows the activity to run smoothly.  

Think about the many benefits of preparing a class to stage a play …. 

-being exposed to repetitive readings of the poem or song text on the interactive whiteboard;

-greater exposure to your AAC symbol set;

-learning to wait your turn;

-learning to recognize your turn;

-receiving practice with motor access on an AAC device;

 and of course … last but not least ....

-teamwork … teamwork … teamwork!

In fact I’d say that if you are planning a special show for parents or the school's talent show, this format provides students with the extra ‘scaffolding’ necessary for ensuring success and making everyone look good … teachers included!

Several of the Animated Step-by-Step poems/songs offer the following general roles illustrated using the Five Little Snowmen poem as an example: (note: narration can be realized using natural speech or augmentative communication).

5 little snowmen 

standing on a hill

5 little snowmen 

standing very still

Out came the sun 

and melted one away

Now there's 

4 little snowmen 

standing there today.

4 little snowmen 

standing on a hill ... 

(repeats with reduced numbers)

Time Dependent Repetitive Line(s)

As the name suggests, this is usually a phrase or sentence that repeats predictably within the poem/song. It is called time-dependent line because it must be inserted in a particular place in the poem. This role is especially great for children undergoing training in motor access and is considered to be a great ‘next step’ for the child that has mastered the concept of cause and effect switch use. A variety of single message voice output devices e.g., BIGmack (AbleNet) can be used to program the time-dependent repetitive line. This role can be facilitator-assisted, i.e, a classroom assistant or therapist is offering the switch when it's time to be inserted or it can be available at all times, leaving it up to the child to decipher when they should activate their message.

The Animated Step-by-Step Poem, 5 Little Snowmen, has several time-dependent repetitive lines that can be assigned as roles to different children in the class.

Standing on a hill

Standing very still

 Out came the sun

 And melted one away

 Standing there today

Slot-Filler Items

Think of slot-filler items as a ‘revolving door’ where content is inserted within a place holder. Slot-filler items typically reflect a category,  although that category might simply be the rhyming words of the poem. 

Numbered snowmen: 

5 little snowmen, 

4 little snowmen, 

… No little snowmen    

At a very basic level, slot-filler items can be programmed sequentially into a step communicator (e.g., Step-by-Step Communicator from AbleNet).

To further reinforce the concepts they are using, symbols representing the  slot-filler items might be bound together as a unit allowing the classroom assistant to sequentially and efficiently flip to the corresponding symbol. The child is always being stimulated with the symbol corresponding to the slot-filler item they are hearing on their voice-output device.

Slot-filler items may also be programmed on a voice-output communication device/tablet with a corresponding hard copy or digital communication display being available to the child. 

Non Time-Dependent Repetitive Line

This role is designed for children that are cognitvely young and undergoing cause and effect training. It allows them to trigger a related sound effect that adds ambience to the reading of the poem. These sound effects can be added at any time and are typically added with lower intensity ... they are intended to add but not detract from the main ‘collaborative reading of the poem’. In our example, 5 Little Snowmen, that sound effect might be a howling winter wind.

Motor Roles (Acting it out)

The possibility also exists for practicing meaningful and much needed motor skills. With 5 Little Snowmen, for example, five students might be assigned the role of acting out the actions of the snowmen (standing, standing still, melting away) which might be translated by a motor therapist as practice moving in and out of a seated and standing position.

In closing ..... It is important to remember that roles should be assigned based on therapeutic need and symbol support may be a plus even for children using natural speech. If a child is working on cause and effect, obviously the role of time-dependent repetitive line might be a perfect fit for this student’s therapeutic needs.  If a student is struggling to master direct access on a voice-output communication device, the facilitator-assisted use of  blockers (to be discussed in a future post) might make sense, allowing that child to experience success while still giving the child much needed practice ‘hitting’ the open target. Similarly a Y-cord (to be discussed in a future post) may be necessary to help switch-users avoid accidental activation and develop motor automaticity.

The realm of possibility is endless. In the hands of a creative team, a variety of goals can be collectively addressed in a meaningful, creative way when using poems as a mini play.

… ‘til the next post                 (follow me .... a new post every Monday!)

© 2015  Carol Goossens’, Ph.D.

canadiangoosse@gmail.com