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Common Ways to adapt or modify activities

Common Ways to adapt or modify activities. I. Rules, Prompts, Cues:. Demonstrate/model the rule or activity-show, tell, have do. Add rules to the practice of skills. Use simple verbal cues with demos Use other peers/volunteers as partners

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Common Ways to adapt or modify activities

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  1. Common Ways to adapt or modify activities

  2. I. Rules, Prompts, Cues: • Demonstrate/model the rule or activity-show, tell, have do. Add rules to the practice of skills. • Use simple verbal cues with demos • Use other peers/volunteers as partners • Disregard time limits if they are commonly used in the activity

  3. More space between students-widen the activity zones-like goal area • Eliminate negatives like outs/strike-outs, certain fouls • Allow ball to remain stationary if possible • Allow person to sit in chair or be stable

  4. II. Actions: • Change locomotor patterns-like from a run to a walk • Modify grasps-doesn’t have to be a “normal” • Modify body positions • Reduce number of actions • Use different body parts

  5. III. Equipment: • Larger/lighter equipment-like a bat • Use of velcro attachments • Larger goal/target • Marking positions on playing field

  6. Lower goal/target • Scoops or other tools for catching • Vary balls (size, weight, color, texture)

  7. IV. Boundary/Playing Field: • Decrease distance • Use well-defined boundaries • Simplify patterns • Adapt playing area (smaller, obstacles removed)

  8. V. Time: • Vary the tempo • Shorten the normal time or • Lengthen the time • Slow the activity pace • Provide frequent rest periods

  9. Disruptions • They will occur in any class, prepare for them • Rules and consequences are only part of prevention • Most are individual problems, but the entire group has to be managed

  10. Controlling Group Behavior • The following are some techniques for managing behavior for any group: • Positive Teacher attitude • Prevention • Rules and their enforcement • Teacher interventions • Flexibility in planning • Controlling the environment

  11. Positive Teacher Attitude • Be positive-students work harder to gain rewards than to avoid punishment. • Teach enthusiastically-have expectations they can reach • Keep students informed about their progress • Reinforce every legitimate effort

  12. Prevention • The single most effective method for controlling behavior is prevention. • The most significant technique is to “Catch em being good”- • Consistently and enthusiastically embrace “Good” behavior-this causes students to focus on the “good” not the “bad”.

  13. Part of Prevention-Rules and Enforcement • Establishing basic class rules- • They should be few, • Simple • Clearly stated in a positive manner • And Enforceable • EX. When lined up at the door, please keep hands to yourself

  14. Establishing and Enforcing consequences • They must be consistently enforced for the group • They should be explained • They should be realistic and in most cases follow other school punishments • What about physical punishment-like push ups?

  15. What about the special student? • Consequences are necessary and should be consistently enforced for them also BUT- • These will vary greatly in a general class where special students are included. • Consequences may be included in the students IEP and should be carefully followed if they are. • If they are not present, you have screwed up- they should be-get them in there! • Consult/work these through the special teacher

  16. But what about the adapted PE Class? • You guessed it-the rules and in most cases will be individualized. • You will not be alone in the discipline area here-the special teacher and in many cases the aide will be a primary or maybe even the primary developer and enforcer. • REMEMBER-”catch em being Good” is still the best for prevention

  17. Intervention, Flexibility, and controlling the environment- Common teacher techniques • Planned Ignoring • Nonverbal techniques-looks, eye contact, body posture etc. • Proximity control • Interest boosting- involvement • Use of humor to reduce tension

  18. Restructure lesson-avoid frustration by a task restructure-is it a skill problem or a conduct problem • Removal of seductive objects-competition with equipment, etc • Thinking ahead of possibilities is necessary-will what I am doing help with the class or the individual?

  19. General precautions for you • Don’t’ get: • Mad-stay calm • Physical-keep hands off-unless it is a safety factor for the student, the other students or you. OR is in the IEP • Always follow general school procedures unless it is in the IEP.

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