Interventions to support student collaboration

 Interventions:

 

Name of intervention	PEERS Program for the Education and Enrichment of Relational Skills.
Type of intervention	Social Communication
Description (what it involves, what happens)	14 week Evidence based social skills, caregiver supported intervention for adolescents or young adults or a 16 week evidence based social skills intervention for adolescents, school based.  PEERS approach targets social skills and looks at core social challenges for individuals on the spectrum with a focus on adolescents and adults. PEERS breaks down social skills into rules and steps of social behaviour. It uses specific lessons, demonstrations,  role play, as well as homework/assignments to practice in other settings to generalise the new skills. Adult leaders follow a guide/manual for week and day activities ands steps.
History	The first evidence based intervention for teaching and developing social skills. Developed by Dr Elizabeth Laugeson and colleagues at UCLA.  Dr Elizabeth Laugeson as cited in (University of California, 2015)  "It's as if we've forgotten that these children grow up to be adults with their own unique challenges that very often affect their ability to be gainfully employed or establish meaningful friendships and romantic relationships.” PEERS recognises the need to ongoing support into adulthood to ensure a positive quality of life for the autisic individual and their families.
Aims/theories	To teach autistic individuals social skills through didactic lessons, role play demonstrations, group socialisation activities and home learning for generalised skills.
Claims	To be the first and only evidence based practice for social communication skills.
Summary of the evidence and Ranking	Studies looking at social skills for adolescents with autism are limited and there is a limited number of evidence based interventions to compare PEERS.  Research around progress has shown there is an increase in social skill awareness from improvement in TASK results however often within autisc individuals there still is a lack of generalising into other social settings. This highlights the importance of maintaining these skills and continuing to work on these after the programme has finished.  PEERS has a strong theoretical perspective and provides screening, goals, lessons, step by step information, case studies as well as parallel programmes for parents to ensure that social skills opportunities happen within family context.  According to the NZ Guidelines Group (2016) approaches should emphasize pivotal skills such as spontaneity, initial, motivation and self management. This is ranked C, This aligns with the aims and steps of PEERS.
References and/or readings	Research Autism (nd). Interventions: Treatments and Therapies for Autism Spectrum Disorder. Retrieved from: http://www.researchautism.net/autism-interventions/types University of California - Los Angeles. (2015, July 31). Young adults with autism show improved social function following skills program: Gains from 'PEERS' training persist 16 weeks later. ScienceDaily. Retrieved August 25, 2020 from www.sciencedaily.com/releases/2015/07/150731103705.htm PEERS for Adolescents (2020), UCLA PEERS Clinic., Retrieved from ; https://www.semel.ucla.edu/peers/teens Laugeson, E. A. (2013). The PEERS curriculum for school based professionals : social skills training for adolescents with autism spectrum disorder. Routledge. New Zealand Guidelines Group. (2016). New Zealand Autism Spectrum Disorder: Guideline. Wellington, New Zealand: Ministry of Health

 

 

Name of intervention	Attention Autism
Type of intervention	Focus on Joint Attention
Description (what it involves, what happens)	Attention autism focusses on joint attention and communication skills through fun learning activities. The programme moves through a series of 4 stages of quality engaging activities. Start at stage 1 and move up when the child's attention is ready to be extended.  Focuses on spontaneous engagement.  Provides a framework where we can nurture social skills, communication and thinking skills.  Start with being visual and memorable.  Stage 1: Bucket time - visually engaging games and toys to gain shared attention of the bgrup. Adult leader comments on objects with simple and repetitive language.  Stage 2: Attention builder activities to keep joint attention focus for longer period of time through a ‘visually stimulating activity’.  Stage 3 : Turn taking and Re-engaging Attention - Teacher models a simple activity and invites some children to have a turn - teaches turn taking, self regulation if for waiting and learning through modelling.  Stage 4: Shifting-Re-engaging attention - Adult leader demonstrates a simple creative task and gives the child a tool kit to replicate or attempt. Take the task to a shared table and complete the task independently or as an extension to complete in a peer or as a small group with shared materials. Share finished products with the full class for fun and celebration.
History	Combined concepts around developmental psychology with good autism strategies is where the Attention Autism programme came from. By creator Gina Davies a speech and language therapist.
Aims/theories	Aims to develop natural and spontaneous communication and gaining attention through visually based and motivating activities.  Primary objective “sessions are fun and offer an irresistible invitation to learn”! (Centre for autism n.d) Aims: To engage attention To improve joint attention To develop shared enjoyment in group activities To increase attention in adult-led activities To encourage spontaneous interaction in a natural group setting To increase non-verbal and verbal communication through commenting To build a wealth and depth of vocabulary To have fun! (Centre for autism n.d) Joint attention is a known deficit in children/individuals with autism. There is a broad range of categories that come under attention and these features are reflected in the Attention Autism Program.  Orienting attention is when you move your physical body towards a person or tangible object. This is reflected in stage 1 when the attention is on the bucket and what is coming out of the bucket. It grabs attention and is motivating.  Sustaining attention is the ability to maintain  attention to a stimulus. This refers to stage 2 and 3 of Attention Autism where the activities are longer and turn taking can be involved.  Shifting attention: Requires the individual to change from one stimulus to another. This is evident in Attention Autism in stage 4 when the child observes and then collects materials and completes an activity changing their attention and focus.  Social versus non social stimuli are both aspects of Attention Autism as the activities invite the learners into the social world through repetitive language and visual appeal through objects and following the steps of an adult leader as you progress through the stages.  All of these elements make up Joint Attention. “Joint attention refers to shared attention between two individual and an object or another individual. Joint attention involves all three of the previously mentioned components of attention and is always social in nature.” (Patten, 2011)
Summary of the evidence and Ranking	Overall there is still a lot of evidence that needs to be bought together. Most practice evidence does not involve a control group and needs smaller group sizes for the evaluation to be considered for EB. In all of the online reviews of people using the programme it is hugely positive and shared attention and joint attention along with communication are all areas where there is evident progress.  The programme also aligns with rankings from the NZ Guidelines Group (2016) recognising that spontaneous communication, socialization and play goals should be a priority -ranked A, the childs or young person's particular interests should be incorporated wherever possible rank C and that interventions should take place in natural settings, using natural routines and natural consequence rank A.
References and/or readings	Research Autism (nd). Interventions: Treatments and Therapies for Autism Spectrum Disorder. Retrieved from: http://www.researchautism.net/autism-interventions/types Center for Autism (n.d) Attention Autism. Retrieved; https://best-practice.middletownautism.com/approaches-of-intervention/attention-autism/ Patten, E., Watson, L., (2011) Interventions Targeting Attention in Young Children with Autism. American Journal of Speech and Language Pathology, VOL 20 pg 60-69 Marsh, F., (2019) Attention Autism for CHildren and young people on the autisic spectrum: A critique of the current evidence base. Doctoral Programme in Educational Psychology. University of Southampton New Zealand Guidelines Group. (2016). New Zealand Autism Spectrum Disorder: Guideline. Wellington, New Zealand: Ministry of Health

 

 

 

Name of intervention	SCERTS
Type of intervention	SCERTS can be classified as a combined intervention as it blends elements of behavioral and developmental models
Description (what it involves, what happens)	SCERTS is child centred and builds on developmental rather than behavioural theories.  “The SCERTS® Model is a comprehensive, multidisciplinary approach to enhancing the communication and socioemotional abilities of young children with autism spectrum disorder. SCERTS® refers to Social Communication, Emotional Regulation, and Transactional Support, which are priority goals in supporting the development of children with ASD and their families” (Prizant & Fields-Meyer, 2015)
Aims/theories	Develop spontaneous functional communication, adapt to an environment and partake in relationships with adults and peers.
Summary of the evidence and Ranking	SCERTS is evidence based and supports family-professional partnership in working towards improving quality of life for the individual and their families (Molteni. P et al. 2013). The targeted areas in the model are around joint attention, initiating communication, symbol use, imitation, emotional regulation and partner support (Rubin. E. 2017).
References and/or readings	Molteni. P, Guldberg. K and Logan.N (2013) Autism and multidisciplinary teamwork through the SCERTS Model. British Journal of Special Education. NASEN DOI: 10.1111/1467-8578.12030 Prizant, B. M., & Fields-Meyer, T. (2015). Uniquely human: A different way of seeing autism. Prizant, B. M., Wetherby, A.M., Rubin, E., Laurent, A.C., & Rydell, P. (2006). The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. Baltimore, MD: Paul H. Brookes Publishing.

 

 

Name of intervention	LEGO therapy
Type of intervention	Social development
Description (what it involves, what happens)	LEGO therapy is a social development program for autistic children and other children with social communication difficulties. It uses children’s love of LEGO play, as well as their strengths and interests, to develop communication and social skills. LEGO therapy is used to teach children skills like turn-taking, sharing, listening, conversation, teamwork, shared attention and problem-solving.
History	LEGO®-Based Therapy was developed in the mid-1990s by US pediatric neuropsychologist Daniel LeGoff. He use to work 1:1 but after a spontaneous interaction between clients in his waiting room focused on a shared interest in a LEGO kit he decided to start doing his sessions in small groups and thus LEGO therapy was started.
Aims/theories	The main aim is to encourage children to collaborate with each other.
References and/or readings	Raising Children (2021) LEGO therapy. Retrieved from: https://raisingchildren.net.au/autism/therapies-guide/lego-therapy  Bricks for Autism (n.d) Retrieved from: https://bricks-for-autism.co.uk/about-lego-therapy/

 

Digging Deep into Initial Data Part 3

From the data everyone agrees 100% that collaboration is beneficial but does this information represent practice and is this actually true? Collaboration has to fit the situation and has to be purposeful. One of the responses states that for it to be beneficial people need to understand it so that it is used effectively. This is something Sharon and Tash  believe is very important and is a message we will be elaborating on through this blog. We need to better understand the meaning of collaboration so that we can see when and how to use this in the classroom. Life and learning can happen without collaboration but two heads are better than one when used effectively. 
The main barrier portrayed in the data is time. This is a word all teachers can empathise with. We need to use our blog opportunity to investigate how this can be overcome. How can we use time to support collaboration i.e sharing work to reduce workload. Tools was also a common factor, we need to research appropriate tools that people can choose to interact with that best suits their environment. Trust was the third factor of concern which is very vital in collaboration. We need to spend time looking at how we can develop trust, build trust and work alongside different people. In order for collaboration to be effective you need a level of professional trust, how can we develop this?

Digging Deep into Initial Data Part 2

• Over a third of the satellite classes feel as though they do not collaborate with the host school.
• Is the purpose of a satellite class not to just be a stand alone but to try and find ways of integrating some of the children’s learning alongside the mainstream. Using them as role models and vice versa.
• It is an excellent resource right on their doorstep.
• What are the barriers here???

In reflection: Satellite classes create an opportunity for better understanding among the community to then build stronger relationships. This is not just for students but benefits everyone in the school community. Are satellites offering opportunity for PD to host school?

This is a very important aspect of a special school: the relationship between teacher and teacher aides. We are wanting to better understand how teacher aids are involved and playing to their strengths. According to the data currently over 75% of staff feel they are working alongside their teacher aides. Due to our high teacher aid ratio this is very important. In reflection: This graph was also depicted from information only from the teacher point of view, we are also wanting to ask teacher aids the same question. For collaboration to work well in the classroom there needs to be opportunities for group learning and break out space that in a special school is supported by teacher aid resources. Do teacher aides feel they understand the learning and activities? How can we best support this relationship to ensure successful and meaningful collaboration is in place?

Digging deep into initial Data Part 1

A survey went out to the staff at school re their understanding and use of collaboration. We have used this data to highlight key questions for our blog and learning going forward. Please find our data analysis below:

• Most people think that collaboration is about working together,  team teaching. This is true but does it stop there?
• If you work together: how do you know if it is working effectively?
• Others have mentioned: sharing, use of resources: practical and intellectual, utilising strengths: what does this look like?
• Working towards a common goal: When you get to the goal is collaboration over?

In reflection we have used this data to understand people's current thoughts and perspectives but have extended this with further questioning to investigate in our blog.




From the above questions we wanted to find out if people believe they are involved in a collaborative planning partnership and if so, who is involved in their collaboration. The data shows us that over half of the staff feel they plan collaboratively; this is a great statistic for us to work with as we can find out what enables the 54% of staff and we can spend time learning about the barriers for those who plan individually. When looking at the bar graph we can see that most people collaborate with their pathway.

In reflection this is a great start and as group sizes are upwards of 5 can lead to great diversity in ideas. We then need to see how this translates to the classroom and if this collaboration continues throughout the term or if it is just at the beginning for new learning and ideas. Does this collaboration lead to ongoing planning support? Should we be meeting during the term to reflect on our long term planning?

• Graph shows that half of staff feel they sometimes collaborate when teaching.
• Almost half collaborate always: what does this look like?
• Need to break this down further, if they do ,  how can we see this if we walk into the classroom.
• This may relate to planning and the use or rotations, the learning spaces and break out rooms and other areas available to the teacher. 
• If you don’t collaborate why not? What are the barriers?
• How have they interpreted this question. 
• Different areas of the school may interpret this question in different ways depending on the needs of their children

In reflection we need to dig deeper and ask specific areas of school if they do collaborate in teaching what does this look? Do we invite others to come and observe us and see if they feel we collaborate. How could this be used and altered to fit for their learners. It is a case of reflective teaching observing, giving feedback and feed-forward to each other.


This question needs more depth to get a better understanding of staff's interpretation. When we asked this question we wanted to know if teachers collaborate in learning with their students. Are children actively involved in collaborative practice amongst their peers?

In reflection: We are wanting to find out how students respond to collaborative practice and what their barriers and enablers are. We need to see what ways we can ensure active participation among teachers and students we are all learners together it is a two way street.

Introduction to 2020 Teaching as Inquiry - Collaboration

Hi, we are in our 3rd year of working together at the Sommerville Satellite at Stonefields School.

Stonefields school is purpose built for collaboration with open learning areas, different types of breakout spaces and different learning equipment, beanbags, stools, chairs, different shaped tables and computer areas.

For this to be a successful environment for teaching and learning to take place there needs to be a positive staff relationship with collaboration amoung staff, learners and whanāu. We feel we are working towards creating this successful space and hope to use this COL opportunity to trial different collaborative practice, learn from Stonefields, an exemplar collaborative school and share our new knowledge back with Sommerville School and other schools within the COL.

We also want to use this as an opportunity to see how group learning in collaborative spaces supports ākonga engagement specifically within our Hub. We will look at how we can ensure all learners are benefiting and learning with, from and about each other in different group activities.