TSBVI Outreach Coffee Hour recordings are not eligible for delayed viewing credits. To earn CEUs for participating in upcoming sessions, please visit the current registration page.
Hmmm, it looks like autism to me – Understanding the Similarities Between the Profiles of Learners with Autism and Learners with Sensory Losses
Coffee Hour ArchiveFebruary 26, 2024
Open captioned. Have you ever wondered if your child or a student in your class or caseload has autism in addition to vision loss or deafblindness? Have other service providers or medical professionals suggested that an autism diagnosis should be pursued? You're not alone with those questions. For decades we have recognized the similarities in the behaviors of children and youth with autism spectrum disorders (ASD) and those with deafblindness or vision loss. While it is possible to be diagnosed with both sensory losses and autism, it is very likely that a learner who is deafblind or blind/low vision simply appears similar to a child with autism and other people do not have adequate or appropriate information about the characteristics of these sensory losses. In this presentation we'll consider the similar characteristics in both profiles and offer explanations of how sensory losses could explain these “autistic-like” characteristics and ways to interpret the meaning of those behaviors.
In the Guidance for Planning Behavior Intervention publication, it is noted that there are four pillars that must be addressed to prevent distressed behavior: Safety, Success, Independence, and Connectedness. What can we do to foster feelings in all four of these pillars? In today’s coffee hour, we will review the charts in the back of the publication, look at the strategies listed under each pillar, and begin to work through and describe how those proactive strategies can be applied in the classroom/home/community. Open captioned.
Join us for an overview of TSBVIs behavior guidance document. Inappropriate behaviors are a human response to many complex stressors and can lead to an ongoing cycle of behavior/reaction. We will explore ways to break this cycle by offering strategies that foster safety, success, independence, and connectedness with your students by using proactive and responsive strategies. Open captioned.
As part of the new publication, "Essential Tools of the Trade for Teachers of Students who are Deafblind: A How-To Guide for Completing Evaluation", seven considerations for additional expanded core curriculum areas were developed and proposed. This session will review the seven areas, the considerations connected to them, and will provide the opportunity for discussion around each of the proposed areas. Open captioned.
Incorporating Bonding and Attachment into an Active Learning Approach
Coffee Hour ArchiveNovember 27, 2023
The earliest interactions between infants and caregivers start at birth and are based on direct, body-to-body interactions; they are not object-centered. Recent research shows that these interactions build trust and a sense of connection and are essential for a child’s subsequent development across all areas. Dr. Lilli Nielsen’s Active Learning approach has been ground-breaking in guiding work with children at early stages of development. Her research was centered around how young children interact with objects and their environmentsHer strategies do not focus on body-to-body interactions. During this hour we will be discussing how these earliest interactional strategies can be integrated into an Active Learning approach. Open captioned.
Active Learning Principles: Encouraging Skill Development through Active Participation
Coffee Hour ArchiveNovember 13, 2023
Learn simple ideas to engage children with visual impairments and other multiple special needs. Join Patty Obrzut, M.S., O.T.R as she reviews active learning principles for the school and home environment. Video demonstrations will be presented with opportunities for participants to ask questions and expand their knowledge and use of active learning theory. Open captioned.