Linda Hagood, from Better Together, TSBVI, 2008

Linda Hagood, from Better Together, TSBVI, 2008

Evaluation of Adult Teaching Strategies

 1.Uses information about student’s visual, tactual and auditory capabilities to organize and structure the activity.

 2.Uses structure to support activities (e.g., uses routines with consistent beginning, ending and sequence of steps, uses pictures, objects or tactile symbols to cue responding, organizes materials in predictable way, uses calendar or anticipation systems to help teach time concepts)

 3.Uses modeling.

•Teaching before testing

•Thinking out loud –using Cognitive-linguistic strategies (e.g., comparing and contrasting outcomes or options, planning a response, making inferences )

•Affective involvement

•Creativity and humor

 4.Uses a high ratio of comments/positive responses to instructions, questions, and corrections (at least 2:1)

 5.Highlights targeted behaviors and skills.

 6.Utilizes playful affect.

 7.Develops collaborative atmosphere.

 8.Builds on child’s interests.

 9.Uses a limited number of test questions.

 10.Balances adult-child turns.

 11.Uses sincere and specific compliments and encouragement.

 12.Works to maintain a high level of success and participation, flexibly moving between levels of demand and support.

Evaluation of the Adult-Child Relationship

Equity

We both contribute actions, thoughts and words when playing or working together.

I help to structure and organize the activity, incorporating the student’s preferences and ideas.

The student gives me feedback on my attempts to structure and articulate his ideas.

We negotiate and compromise about plots and story lines.

We accept input from each other.

Fun

I look forward to our time together.

The student asks for time together.

We both smile and laugh often during our time together.

The student is excited and happy to work or play with me.

Creativity

I often think of new ideas during our time together.

Sometimes we think of a new idea together.

The student brings new ideas to our activities.

I am more creative when I am with the student than when I am alone.

The student enjoys seeing his thoughts and fantasies come to life in our time together.

The student is beginning to vary his favorite topics and ideas as we work/play together.

The student enjoys thinking of silly or absurd ideas to include in our activities.

Productivity.

We get things done together.

The student sometimes reminds me of the next step in a game or activity.

We finish most of the work we start.

We can’t wait to get started on the next activity.

Motivation/Reward.

We are both excited to share our work or play with other people.

We do other activities together outside of the writing context.

We appreciate each others’ feedback and input.