It is difficult for some students to get through school well organized. Parents, teacher and even students become frustrated with missing homework assignments, notes out of order torn or even missing altogether. When frustration ensues, it is easy to become argumentative, which is counter-productive to getting work done.
It is my goal to support your efforts to help your child by taking that task over. Creating digital notebooks with your child, there is little worry about losing important work.
Children with Executive Function Disorder have difficulty performing “activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. ”
Using technology I can help your child manage all that paperwork and not feel so frustrated. Just think, once a document is loaded into the correct digital notebook, it will never be lost. If your child loses a paper document that has been uploaded, all he or she needs to do is print out the document.
When teachers request that the student present a notebook, the notebook can be e-mailed to the teacher. If the teacher will not accept a digital form of this notebook, the notebook can be printed.
Notebooks will be available, in real-time, on the web allowing access in any location with an internet connection by simply using a log-on and password.
Less frustration for all makes home and school life smoother. Please feel free to call for further information. 631-629-4699
Mostly, therapists read my posts on social media and then move on. Some comment positively and others, not at all. But then there are those times when there is that one person who challenges you. I must say, that one person tends to get my fight on! I feel that I have to prove my work all over again. But I really love the debate. To those of you who feel that rubrics are not necessary, that’s okay. However, I feel they are.
Rubrics have been around for a very long time. During my research for my book, “Using Rubrics to Monitor Outcomes in Occupational Therapy“I found that rubrics actually began not in the educational field but in the medical field, decades ago. I feel that rubrics were lost in the shuffle in part due to the changes in the provider/client relationship, moving from power over to power with and ultimately to power through our clients. Now that we are searching for ways to become more ‘client-centered’ as a profession, I feel that transparent, understandable documentation is the key.
It has always been our premise, as occupational therapists, to have our clients engaged in purposeful activity. With the increasing intrusion of third-party payment systems into what we do with our clients and the struggle to become ‘client-centered’ having a method of recording progress becomes increasingly important. Yes, of course, we need to get paid for our work but we also have an obligation to our clients, any one receiving our services.
We all have those people, who question what we do. I am sure that each and every one of us has had this experience. Sometimes we can explain what is going on, through statements based on clinical knowledge, but then there are other times that we need real data. Some challengers will accept the “+” or “-” system of data collection [“+” yes the client was able to perform the task or “-” no the client was not able to perform the task] while
others want more information.
So rubrics offer us a method of documenting some of our thought processing with regard to critical thinking, clinical reasoning and judgment. Sharing rubrics with clients and caregivers provides them with a tool to engage them in the treatment process in a way that is greater than just sharing goals. By encouraging clients to monitor their own progress they become more vested, more engaged and more accountable to themselves and to us, their service providers, ultimately leading to greater gains.
Rubrics may be initially time-consuming to learn and to write, just like any other skill, the experienced therapist will soon be developing rubrics a lightening speed and have at their disposal a wealth of data and documentation supporting our services. In my humble opinion, if a therapist chooses to use or not to use rubrics, it is okay, it’s their decision. I choose to use rubrics, engage my clients in progress monitoring, and have data specifically highlighting the client’s progress. In my opinion, how can I expect my clients to make the best progress if I do not share my expectations with them. I feel that I empower my clients through the use of rubrics, because I want to, not because I have to.
I have worked with middle and high school students most often. At this age, a student’s frustrations increase proportionally to the workload. They are aware of what works and what does not work for them. When frustrations run so high and parents begin to panic, it is at this time other professionals, advocate and lawyers, become involved.
The Student Interview was developed because of a number of school-based cases that I had been involved in were quite intense. Every small detail of the case was explored in depth. I felt that it was imperative that the student have a voice and that I had a document that asked all the right questions. While it is very sad to see the state of the educational system, as it is right now, I feel that the educational system is in transition. There are always ups and downs when experiencing a transition.
Over the last few years, I have used this interview with many students. Since this is a form to complete, it is good experience for a student in the transition process. There is a variety of questions, relevant to the student’s educational, vocational and self-care needs. Some questions require a yes or no response, while others are open-ended and call for more detail. The Student Interview serves its intended purpose quite nicely. Since using The Student Interview, I have not had that “uh oh” moment when something comes up that I should be aware of. At least nothing that I have not at least asked and have a response to.
I really love a student’s surprise when he or she is asked to complete the satisfaction survey. This is often the very first time a student is asked for his or her opinion on services. I, now, provide each student with this interview. I find it an invaluable tool not only as written documentation but also as a basis for a deeper conversation regarding a student’s skills, and their perceptions of themselves.
For the purposes of this series on Keyboarding, I will be referring to the standard QWERTY keyboard and 2-button mouse (with center scroll). The information in this post comes from my memory of past investigations of keyboarding and computer skills. I researched this topic quite extensively, reviewing the programs of a large number of districts throughout the United States and the standards outlined in ISTE, all of which I found on-line.
The Early Years (Pre-K)
Early computer skills include:
Developing accurate mouse skills (accurately reaching and clicking on the target)
Activating programming buttons using the mouse
Developing attention to the screen and the activity
Using ‘POWER’ keys, such as ‘ENTER,’ ‘TAB,’ and ‘SPACE BAR.’
Beginning letter recognition by depressing the requested key on the keyboard
When working with little ones, I used to use “Reader Rabbit.” The kids loved the “Follow Me Theater.” This is still available from Amazon and has worked on my Windows 7 computers, I am not sure about Windows 8. This is the type of programming that can support learning, imitation and fine motor movement, in addition to learning mouse skills. By Kindergarten, kids should be able to recognize and find all the letters in their first name. He or she should also be able to capitalize the first letter of their name and use lowercase for the remainder of the letters. Children , at this age, should be able to recognize and identify at least 20 letters [upper and lower case]. It is also a good idea, at this time, to experiment with different fonts–form consistency.
Be very careful not to make the computer the only activity that your child enjoys. Limit computer time to 10 minutes or so. Encourage plenty of gross and fine motor activities to prevent your child from developing a sedentary lifestyle.
I must state, before anyone reads this, that I am a HUGE fan of using assistive technology.
I recently read a comment about a piece of technology not being “cool.” I realize that there are students who will never feel “cool” when using assistive technology. I also feel that students must be taught touch typing and the basics of functional programing before being asked to take notes using assistive technology. It always boggles my mind when some recommends a piece of assistive technology, such as an Alpha Smart, without ever considering if it will really work for the student. Many students consider an Alpha Smart to be ‘uncool’ for the following reasons:
Looking different from peers
Not knowing how to use the device
Still not being able to keep up
Fumbling with the technology in front of others
In my humble opinion, students need time to learn how to use such a piece of equipment or a program. One of the reasons that a student might need the technology is due to an inability to handwrite legibly. Another might be difficulty organizing thoughts and motor movements. Assistive technology needs to be worked on privately with the student or in a very small group with other students using similar technology. Every aspect of using that device and the skill that it is supposed to support needs to be worked on prior to giving this device/technology to the student to use in the real world. For example, when providing an alternative keyboard to a student to use to take notes the following needs to be explored:
Can the student take notes without the device even though his or her handwriting may be illegible to others?
Does the student know the verbal cues that would trigger him or her to start taking notes?
Is the student capable of taking dictation either written or using a keyboard?
Can the student use those verbal cues to format notes? If a student hears the terms “Pros and Cons” or the word “conversely” does the student know that this may be a great time to use a T-Chart style of notes?
Can the student attend to the instructor long enough to follow the lecture?
Is the student familiar enough with the keyboard to type at least 30 words per minute over the length of the class for note taking?
Can the student use punctuation to help the notes make sense with any degree of success?
Is the student comfortable enough with keyboarding in a room full of other students, who are not using a keyboard, to be successful?
Obviously, I could ramble on and on. We need to think, “When is an alternative device or program better than the low-tech copy of notes provided to the student? The technology that we supply is only as good as the support that we give to the student. If we jump to provide assistive technology to a student without looking at the student’s overall ability to succeed without the device, then are we sabotaging the student to dump the device or program and throw in the towel?
I feel that note-taking should be a skill taught in every school, to every student. A task analysis of note-taking skills needs to be completed and the student assessed using that analysis before providing a device. The organization of the page should come before the thought of using an assistive technology device or program. The language that we use in the classroom should trigger a particular format of notes.
There is so much learning that needs to be done by each and every student. Students are getting frustrated and need to have a place, a structure to go back to. At that point, once the structure has been taught and reinforced and the student is not yet successful, then and only then should a device or program be considered for taking notes.
I know that every teacher that I come in contact with is working day and night to help all the students learn everything they need to. I know that many provide notes, study guides and review materials to students, hoping that somewhere, sometime, something will work at some point. I think that those of us working with students need the structure, the organizational hierarchy, to assess a student’s abilities just like our students need to learn.
Taking notes is a very complex skill rooted in abilities developed in infancy. While sitting in a classroom, a student is expected to have appropriate cognitive and motor responses to the teacher providing the lecture. That is easier said than done!
As an infant, we are supposed to alert to a sound, respond to that sound with head turning in that direction, differentiate pleasant sounds from unpleasant sound and learn to express pleasure or displeasure. Visually, we are expected to respond in a similar way: alert to a visual stimulus, respond by following that stimulus by turning our head to follow it, differentiate pleasurable from displeasing. Infants are expected to demonstrate a motor response to the stimulus, i.e., eye opening, finger splaying, and activation of limbs.
Just as an infant is expected to display a motor response to stimuli, a student is also expected to respond motorically to stimuli provided by the teacher. Students learn to respond to certain cues, i.e., “This is important,” “Conversely,” repetition of the information, etc. It is very difficult for student to respond if he or she lacks the prerequisite skills. Alternatives for taking notes should be offered to the student. The least invasive is to have the student copy notes from the board (far point). Some students have difficulty with visual skills such as pursuits and saccades (visual tracking and changing fixation from one target to another) making this difficult. First a slant board (often a binder) can be used to address this issue. If that doesn’t work then maybe copying from near point will work.
The next more invasive intervention might be providing the student with some form of prepared notes, i.e., Cloze Notes. Cloze notes are fill-in the blank notes. Students are only required to add one or two words to a statement rather than copy the entire statement. The next level might be providing the student with a copy of teacher generated notes prior to the class for the student to highlight during class. The next level might be having the student attempt whatever he or she is able then giving a copy of notes to the student, usually a copy from another student who takes very good notes.
Another strategy is to use on-line notes for a site like www.studyblue.com. You may be lucky enough to find course notes similar to class notes with flash cards. Kno.com is a site where you can buy electronic textbooks (usually at a reduced cost), this site also provides lecture (from the book), study materials and social networking for studying. Kno.com is iPad friendly. Along with programs like Evernote with Penultimate, this maybe all the student needs to be in class. A student could photograph handouts and never have to carry another piece of paper. Assignments could be entered into Everstudent (a digital assignment book/agenda).
One of the last options would be to type notes on a laptop or a computer. If the student lacks the prerequisite skills for note taking, they cannot be expected to be successful if you give them something to type on even though they can type at a good speed with good accuracy. A sixth grader is expected to type at a speed of 25-30 words per minute with 93% accuracy. If a student has only handwriting concerns, is able to meet all the prerequisite skills for note taking, can type 25-30 words per minute with 93% accuracy then maybe the option for using a keyboard or laptop is the answer.