MANIPULATE the TASK & MANIPULATE the TASK & ENVIRONMENT – NOT THE ENVIRONMENT – NOT THE

LEARNER!!LEARNER!!

Prince Georges County Prince Georges County Public SchoolsPublic Schools

Thomas E. Moran, Ph.D., CAPEThomas E. Moran, Ph.D., CAPE

James Madison UniversityJames Madison University

OutlineOutline

Intro – Teaching SkillIntro – Teaching Skill

CommunicationCommunication

Sensory DietSensory Diet

ConstraintsConstraints

Managing & Structuring your Managing & Structuring your EnvironmentEnvironment

Developmental DifferentiationDevelopmental Differentiation

JMU PHETEJMU PHETE 22

JMU PHETEJMU PHETE 33

Get into Six GROUPS Get into Six GROUPS

Each Group is Given a SkillEach Group is Given a Skill– Kick (Shoot on Goal)Kick (Shoot on Goal)– StrikingStriking– Field & ThrowField & Throw– Dribbling (feet)Dribbling (feet)– Juggling (two objects)Juggling (two objects)– Volleyball ServeVolleyball Serve

How would you teach this skill?How would you teach this skill?

JMU PHETEJMU PHETE 44

ActivityActivity

Set your teaching Progression Set your teaching Progression AsideAside

Ponder: Ponder: Communication is Key in Communication is Key in Teaching ANYONE or ANYTHINGTeaching ANYONE or ANYTHING

In your groups – pick one In your groups – pick one teacher; rest are students. teacher; rest are students. Teacher read cardTeacher read card

Understanding ConstraintsUnderstanding Constraints

Thomas E. Moran, Ph.D., CAPEThomas E. Moran, Ph.D., CAPE

JMU PHETEJMU PHETE 55

JMU PHETEJMU PHETE 66

ActivityActivity

Divide into partnersDivide into partners

You will have 5-10 minutes for You will have 5-10 minutes for everyone to complete the everyone to complete the outlined tasks and record your outlined tasks and record your resultsresults

JMU PHETEJMU PHETE77

Newell’s Model of ConstraintsNewell’s Model of Constraints

JMU PHETEJMU PHETE 88

ConstraintsConstraints

Limit or discourageLimit or discourage certain certain movements at the same time that movements at the same time that they they permit or encouragepermit or encourage other other movementsmovements

““Shape” movementShape” movement

JMU PHETEJMU PHETE 99

Individual ConstraintsIndividual ConstraintsExist within the bodyExist within the body

Structural constraints:Structural constraints: related related to the body’s structureto the body’s structure– HeightHeight– Muscle massMuscle mass

Functional constraints:Functional constraints: related related to behavioral functionto behavioral function– AttentionAttention– MotivationMotivation

JMU PHETEJMU PHETE 1010

Environmental ConstraintsEnvironmental Constraints

Exist outside the body (properties Exist outside the body (properties of the world around us)of the world around us)– Global, not task specificGlobal, not task specific

PhysicalPhysical–GravityGravity–Surfaces Surfaces

Socio-CulturalSocio-Cultural–Gender rolesGender roles

JMU PHETEJMU PHETE 1111

Task ConstraintsTask Constraints

External to the bodyExternal to the body

Related specifically to tasks Related specifically to tasks or skillsor skills–GoalGoal of task of task–RulesRules guiding task guiding task performance performance

–EquipmentEquipment

Meet AndrewMeet Andrew

Dysfunction in sensory Dysfunction in sensory integration is the integration is the "inability to "inability to modulate, modulate, discriminate, discriminate, coordinate or organize coordinate or organize sensation sensation appropriately" (Lane, appropriately" (Lane, Miller, Hanft, 2000, Miller, Hanft, 2000, p. 2).p. 2).

Case Study: AndrewCase Study: Andrew

Andrew is in the second grade and waiting Andrew is in the second grade and waiting for the school bus. He is challenged by for the school bus. He is challenged by sensory experiences that most of us take sensory experiences that most of us take for granted. He still has the bitter for granted. He still has the bitter taste of the new orange juice in his mouth taste of the new orange juice in his mouth that his Mom made him try for breakfast. that his Mom made him try for breakfast. He hates the hat and gloves he is wearing He hates the hat and gloves he is wearing but he knows he can’t go out for recess but he knows he can’t go out for recess later in the day if he is not wearing them later in the day if he is not wearing them or have them with him. The tag on his new or have them with him. The tag on his new shirt feels as if it is digging into his shirt feels as if it is digging into his neck and to make matters worse, his neck and to make matters worse, his backpack weighs almost as much he does! backpack weighs almost as much he does! The school bus is noisy, crazy with The school bus is noisy, crazy with excitement, and the perfume the driver is excitement, and the perfume the driver is wearing about makes him gag. Andrew finds wearing about makes him gag. Andrew finds his way to an open window seat, dives in his way to an open window seat, dives in and presses his face against the cold and presses his face against the cold glass… relief! But by the time Andrew glass… relief! But by the time Andrew get’s to school, the noise from the radio, get’s to school, the noise from the radio, the noxious fumes on the bus, and the the noxious fumes on the bus, and the barrage of kids laughing, yelling and barrage of kids laughing, yelling and screaming are too much. He fights his way screaming are too much. He fights his way to the bus door kicking, shoving and to the bus door kicking, shoving and dragging his back pack along the way. dragging his back pack along the way. Needless to say, Andrew is written up yet Needless to say, Andrew is written up yet again and finds himself in the principals again and finds himself in the principals office. office.

SENSORY INTEGRATIONSENSORY INTEGRATION

Sometimes individuals have difficulty processingprocessing sensory input from sensory receptors. Results in two common conditions:

•

•HYPOHYPO – RESPONSIVITY – RESPONSIVITY

• HYPERHYPER - RESPONSIVITY - RESPONSIVITY

SENSORY MODULATION SENSORY MODULATION DISORDERDISORDER

When individuals have difficulty

Adjustingtheir responses to

MATCHMATCH the needs of the needs of

a situationa situation

Activity Ideas and GamesActivity Ideas and Games - -TactileTactile

Activities the teacher can doActivities the teacher can do– Activities that require Activities that require “heavy work”“heavy work” pushing pushing with hands/feetwith hands/feet

Pushing a landing mat or wedge against resistance Pushing a landing mat or wedge against resistance

– Substitute children holding hands with holding Substitute children holding hands with holding lengths of rope, newspaper baton or hula hooplengths of rope, newspaper baton or hula hoop

– Relay races and group activities that use a Relay races and group activities that use a variety of textures (e.g. bubble wrap, variety of textures (e.g. bubble wrap, newspaper , noodles)newspaper , noodles)

– Obstacle course where children must squeeze Obstacle course where children must squeeze through small/tight places (tunnel) and pass through small/tight places (tunnel) and pass through hanging textures (strips of rope, tube, through hanging textures (strips of rope, tube, string, etc)string, etc)

Activity Ideas and GameActivity Ideas and Games - s - VestibularVestibular

Activities the teacher can doActivities the teacher can do– Rolling/crawlingRolling/crawling– Spooner board – Spooner board – www.thespooner.us– Scooter activities Scooter activities – Animal walks and positions where Animal walks and positions where the head is lower than the hipsthe head is lower than the hips

– Obstacle course involving wObstacle course involving walking on different alking on different surfaces: foam, crumpled newspaper, rope, surfaces: foam, crumpled newspaper, rope, wedge mats; stepping over objects: hula wedge mats; stepping over objects: hula hoops, floor spots, etchoops, floor spots, etc

Activity Ideas and GameActivity Ideas and Games – s – Child Initiated ActivitesChild Initiated Activites

VestibularVestibular– Jump on a exercise Jump on a exercise

joggerjogger– Spin or rock on a Spin or rock on a

Spooner BoardSpooner Board– Spin self while sitting Spin self while sitting

or lying on a scooteror lying on a scooter– Sit and bounce on an Sit and bounce on an

exercise ballexercise ball– Falling down practiceFalling down practice

KinestethicKinestethic – Jump rope with a hula Jump rope with a hula

hoophoop– Climb on playground Climb on playground

equipmentequipment– Pull self along an Pull self along an

anchored rope while anchored rope while lying on a scooterlying on a scooter

– Step through ladder on Step through ladder on the floorthe floor

Management & DeliveryManagement & DeliveryRoutine & Home baseRoutine & Home base

Use of schedule, task list, or Use of schedule, task list, or boardboard

Behavior or off-taskBehavior or off-task

Three Keys to Delivery:Three Keys to Delivery:– Defined Goal – How many times must I Defined Goal – How many times must I do this task?do this task?

– Clear Purpose – MeaningfulnessClear Purpose – Meaningfulness– Developmental DifferentiationDevelopmental Differentiation

JMU PHETEJMU PHETE 1818

How Do We Meet the Needs of How Do We Meet the Needs of All Learners?All Learners?

Consider CommunicationConsider Communication

Understand Sensory Needs Understand Sensory Needs – Satisfy your Sensory DietSatisfy your Sensory Diet

MANIPULATE THE TASK AND THE MANIPULATE THE TASK AND THE ENVIRONMENT – NOT THE LEARNERENVIRONMENT – NOT THE LEARNER– Consider Constraints???Consider Constraints???

Answer: Developmental Sequence or Answer: Developmental Sequence or ProgressionsProgressions

JMU PHETEJMU PHETE 1919

JMU PHETEJMU PHETE 2020

Consider teaching your skill now..Consider teaching your skill now..

Look at your progressionLook at your progression– Kick (Shoot on Goal)Kick (Shoot on Goal)– StrikingStriking– Field & ThrowField & Throw– Dribbling (feet)Dribbling (feet)– Juggling (two objects)Juggling (two objects)– Volleyball ServeVolleyball Serve

1.1.Would you teach it differently?Would you teach it differently?

2.2.How would you consider How would you consider constraints?constraints?

3.3.Can you set up a goal oriented, Can you set up a goal oriented, purpose driven progression?purpose driven progression?