Module 2a
Instruction and
Intervention
Part 1
Joint Attention and
Active Engagement
Prepared By: Claire Greer, Consultant for Autism,
Severe & Multiple Disabilities
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Primary Learning Targets of
Module 2a
• Part 1: Joint Attention, Active
Engagement
• Part 2: Literacy, Communication, and
Thinking
• Part 3: Math, Communication, and
Problem Solving
Understanding
No one program, strategy, or methodology is
going to meet the needs of all students in a
class.
Teachers need to know what the program,
strategy, or methodology has to offer, match
it with student need, and then supplement.
True in general education classes, true in
resource classes, true in self-contained classes
Core Features
Social-Communication
Features
Cognitive-Sensory
Features
Faces, Emotions,
Empathy
Joint Attention
Problems with
Social
Communication
Sensory
Details
Body Language,
Gestures & Tone of
Voice
Theory of Mind
Fear &
Confusion
,
Unusual
Behavior
Executive
Functioning
Joint Attention,
Communication,
Social skills
Joint Attention
Joint attention is the ability of two or
more people to pay attention to each
other and an object or event
simultaneously. It is part of the
communication process and
establishes a social connection
between individuals.
Dr. Barbara D’Entremont’s
Joint Attention
Requires Skill, Social Motivation
and Engagement
Specific Skill Categories
• Joint Attention:
–Receptive
–Behavioral Requests
–Initiating (Shared Attention)
John Thomas
Components of
Receptive Joint Attention
• Gaze following
• Point following
• Responding to Gestures
John Thomas
Gaze Following
Gaze Following
Gaze Following
Gaze Following
Social Referencing
Social Referencing
Social Referencing
Components of Behavior
Requests
•
•
•
•
•
Look {to get an object or event}
Reach (and look)
Point (and look)
Give to activate (and look)
Act to sustain (and look)
John Thomas
School Example
• Group Instruction:
Looking- Video
http://www.youtube.com/watch?v=-xfaIeH3Hf0&feature=related
Examples Pointing
School Example
Components of Initiating a
Social Response
• Look at object or event (to get you to
look)
• Show object and look (to get you to
look)
• Give to share (and look)
• Point to share and look (to get you to
look)
• Act to sustain attention
John Thomas
Give
School Example
• Video on YouTube of PEC’s Phase 2
• http://www.youtube.com/watch?v=tr
3lQXNEcps&feature=related
A Joint Attention Equation
Skill of
point/show
Social
motivation
(rewarded by
attention)
Initiated Joint
Attention (for
Social
Response)
John Thomas
Active Engagement
Access to Instruction
Activity 1
Write down the class schedule
(instructional times) of a typical
school day for one student.
8:00-8:15 ______
8:15-8:30 ______
Etc.
Discuss briefly with your group what
the instruction looks like.
Levels of Active Engagement
5
Improved
Learner
Outcomes
4
1
Low Engagement
2
3
High Engagement
Active Engagement: Reading
Student and adult read and communicate
about the book
Student makes a comment about book
Improved
Learner
Outcomes
Adult asks student to respond to book
(Supported joint attention)
Student chooses book to be read
Student looks at book
Student watches ‘book’
activity
Low Engagement
High Engagement
Active Engagement: Writing
Student writes and shares writing with others
Student writes about topics
Improved
Learner
Outcomes
Student chooses topic for writing
Student makes choices for errorless writing
Student watches ‘writing’
activity
Low Engagement
High Engagement
Activity 2
5
•Use list generated in
Activity 1
• Where would you rate
the student’s
engagement level?
1
Low Engagement
2
Improved
Learner
Outcomes
4
3
High Engagement
Creating Engagement
• Activate prior knowledge
– Look at or handle objects;
– look at photographs of previous
activities;
– use a communication device to retell
or describe;
– look and talk about old journal entries
Creating Engagement
• Scaffolds
– focus attention on one thing at a
time,
– provide a prompt,
– use the least intrusive support
Example of Scaffolds
• Visual schedules
• Visual mini-schedules
• Graphic organizers
• Establishing clear routines
Creating Engagement
• Modes of Representing
Information
– Photographic
– Symbolic
– Model
– Written
– Verbal
Creating Engagement
• Create Appropriate level of
Challenge
Level Of Challenge:
Red Yellow Green
• Process for finding the balance of
– academic,
– communication,
– and motor/sensory demands
within lessons
Step 1: Schedule
• Write the daily schedule for each
student
Show “Example Module 2a Part 2”
Step 2: Cognitive/Linguistic
• RED – cognitively and linguistically
challenging or new (includes
anything that would be considered at
the student’s instructional level being
introduced)
Continued next slide
Step 2
• YELLOW – moderate challenge or
review of information at the student’s
instructional level
• GREEN - limited cognitive or
linguistic challenge – at the student’s
independent level.
Step 3: Communication Systems
• RED – New symbols, new access method,
new vocabulary or combination of these
(e.g., Any new device or symbol set would
qualify as red. Any new page or vocabulary
set on an old device would be red. Any
new access method on a new or old device
would be red.)
Continued next slide
Step 3
• YELLOW – Already introduced to
symbols, access and vocabulary, but
still need practice (e.g., Vocabulary
that was introduced and used during
one or two lessons would be yellow.
An access method that requires
practice would be yellow.)
Continued next slide
Step 3
• GREEN - Student can communicate
using this system with a great deal of
success.
Step 4: Identify Motor/Sensory
Demands
• RED – Student has to work to
maintain gross/fine motor control
and/or work to tolerate sensory
input, substantial support is needed
to complete the lesson. The demands
interfere with the student’s ability to
communicate and otherwise
participate in cognitively and
linguistically challenging situations.
Step 4
• YELLOW – Student is able to
interact in lesson with moderate
effort. The motor/sensory demand
doesn’t interfere completely with the
student’s ability to communicate and
participate, but the motor/sensory
demands are noticeable and may be
increasingly taxing over the course of
the lesson.
Step 4
• GREEN - The student is able to meet
the motor/sensory demands of the
lesson. Minimal effort is required to
maintain attention and interaction.
Step 5: Match
• Match RED cognitive and linguistic tasks
with GREEN communication systems and
motor demands.
• Match YELLOW cognitive and linguistic
tasks with YELLOW or GREEN
communication systems and motor
demands.
• Match GREEN cognitive and linguistic
tasks with RED or YELLOW
communication systems and positions.
• Never pair two REDs.
• Build the lessons to create
engagement and understanding
Joint Attention and
Active Engagement
• Establish groundwork for learning
academics
• For students with autism:
– A lack of interest in social interactions
– More difficult to gain information from
shared activities
• Time spent may yield more positive
outcomes