Visuals for Vision
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Ravenna, Michigan, United States
About the store
When teaching in the classroom I did quite an array of experiences in special education: Kindergarten co-teaching, 7th grade resource room, 4th grade resource room and MTSS Interventionist, as well as SXI secondary classroom. The last 9 years I have been an autism consultant for an ISD, in which I am involved with ages 2-26. In addition I am a Crisis Prevention and Intervention (CPI) trainer, a trainer for Michigan's Statewide Autism Resources and Training (START) and active board member for the regional collaborative network West MAC.
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Behavior Roadmap: Work avoidance/refusal
A roadmap to follow when you have a student who exhibits work refusal and/or avoidance. This will walk you through what to consider and in what order, including reinforcement levels and instructional accommodations. The ultimate goal is to find a baseline, while adjusting multiple factors, in order to find what it takes for the student to produce. Feel confident that you have a plan.
Not Specific
Intervention monitoring cycle
How do you monitor an intervention? What should you consider? What is the process of monitoring an intervention. See this flowchart to guide your team. Companion to "Behavior Roadmap: Work Avoidance/Refusal"
Not Specific
Behavior Benchmarks for Elopement
When you have that student who elopes- where do you even start? This checklist breaks it down and reminds you of some underlying skills that need to be taught before being asked to do an assignment in the classroom. (First benchmark: stay in building given student lead choices.) The top two skills that all students need to be employed are independence and social skills. The first step to independence is being able to follow a visual schedule for the day- am I where I am supposed to be? This ch
Not Specific
Social Emotional Learning
Also included in: Behavior Benchmark Bundle
Behavior Benchmark: "Take a Break" data sheets
Where do you start when you have a student who may exhibit undesired behaviors in the classroom, such as: work refusal, out of seat, running around classroom, blurting, etc.? In order to be successful in a classroom setting, students need to be able to follow a daily schedule and utilize "break". This is essential for students with autism spectrum disorder, but for all students who may be struggling with regulating themselves in the classroom setting. This checklist breaks down the steps to teac
Not Specific
Also included in: Behavior Benchmark Bundle
Behavior: Teaching Self Management
How do you teach self-management skills? How do you balance out internal and external reinforcement to give intrinsic motivation a chance to take root? Here is a sequence to help in developing a solid behavior intervention plan in which the student develops long lasting self management skills.
Not Specific
Social Emotional Learning
Also included in: Behavior Benchmark Bundle
Behavioral Skill to Teach: Engagement
Student engagement is the number one factor in academic success. It can be hard to get your neurotypical students engaged, but our students with ASD who struggle with engagement as a part of their disability can be an even bigger challenge. This tip sheet gives a brief overview of engagement and strategies that support staff and teachers can utilize.
Social Emotional Learning
Also included in: Behavior Benchmark Bundle
Work Refusal Trouble Shooting
When working with students whom have autism spectrum disorder (ASD) task refusal may be a behavior you run into. Where to start? This document guides you through 3 steps for tackling this behavior. Each step has a checklist of ideas to consider.
Not Specific
Also included in: Behavior Benchmark Bundle
Behavior Intervention Fidelity Checklist
Quickly and easily share this fidelity checklist with the intervention team to see if staff have been implementing interventions with fidelity. If not- what can we do as a team to ensure better fidelity? If yes- was the intervention effective? Do we need to try other interventions or do an evaluation? This form can be used in two different ways: 1. Track a week's worth of staff fidelity, on 4 different interventions. Or- 2. Track a month's worth of staff fidelity, on 1 intervention. There is p
Not Specific
Also included in: Behavior Benchmark Bundle
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About the store
Experience
When teaching in the classroom I did quite an array of experiences in special education: Kindergarten co-teaching, 7th grade resource room, 4th grade resource room and MTSS Interventionist, as well as SXI secondary classroom. The last 9 years I have been an autism consultant for an ISD, in which I am involved with ages 2-26. In addition I am a Crisis Prevention and Intervention (CPI) trainer, a trainer for Michigan's Statewide Autism Resources and Training (START) and active board member for the regional collaborative network West MAC.
Teaching style
All inclusive- highlight individual strengths and acknowledge the hard things.
My own education history
2006 Grand Valley State University- Psychology Major & Education Minor
2012 Walden University- Curriculum, Instruction, and Assessment
Special Education Teaching Certificate
Additional biographical information
Wife to the love of my life- Jon, who supports my wild ideas, or at least quietly stands by and lets me learn from my mistakes, and most importantly keeps me laughing along the way. He is the mac to my cheese. Mother to three spirited kids- a boy teen, a boy tween, and the bookend girl. We embrace chaos and adventures with our great Dane Lucy, house cat Chloe, Amazon parrot Diego, two mini ponies, countless chickens, two lion head rabbits, and two barn cats. Plenty of hobbies to full-fill my retirement dreams: rock hunting, reading, writing, repurposing/DIY, painting, knitting, teaching Sunday School, travel adventures, camping, and beach nights with my two best friends.
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