Initiation

1. Call on your inner detective: engagement with students on the autism spectrum Presenter: Sally Jones Discovery Initiation Anticipation Initiation Curiosity Persistence Investigation Engagement is the single best predictor of successful learning for children with learning disabilities (Iovannone et al., 2003). Without engagement, there is no deep learning (Hargreaves, 2006), effective teaching, meaningful outcome, real attainment or quality progress (Carpenter, 2010).

2. The Complexities of behaviour of Children on the autism spectrum Detectives, inspect your lenses!’ The Engagement Scales looks at evidence in a systematic, methodological way. The indicators provide the evidenceI need to understand how the child engages. Through a period of deduction, I formulate my ‘Next Step’ which enables me to develop a learning plan for the student. The Engagement Profile gives me a starting point for Inquiry Based Research.

3. Student Engagement Professor Barry Carpenter, OBE Engagement profile The aim of the Engagement Profile is to provide a snapshot of how the student demonstrates their engagement. Considering when their student is highly engaged, staff should fill in each circle with how that student demonstrates each indicator of engagement, making it a very personalised document. This could be through actions, behaviour, expression, gesture and body language. Engagement scale The purpose of the scale is to charts the students’ journey towards meaningful engagement and sustained learning, through a process of staff reflecting on students' learning and their own professional practice. Using the profile as a benchmark for high engagement, staff focus on a target in an area which the student currently demonstrates low engagement. Staff then complete regular scales to assess the student's engagement and highlight ideas for strategies to use next time by breaking the session down into 7 indicators of engagement. Over time, completed scales can show the effectiveness of strategies implemented and the progress students have made, if successful. Staff have reported that use of the engagement tools has allowed them structured time to consider the individual student and their learning in a more focused and creative way.

4. Point 3 Point 4 Point 1 Point 2 The adaptations made and the effect on the student’s level of engagement… Engagement is multi-dimensional.. The Engagement Profile and Scale is a classroom tool.. Engagement is the single best predictor of successful ..learning for children with learning disabilities (Iovannone et al., 2003). Without engagement, there is no deep learning (Hargreaves, 2006), effective teaching, meaningful outcome, real attainment or quality progress (Carpenter, 2010). .. and encompasses awareness, curiosity, investigation, discovery, anticipation, persistence and initiation. By focusing on these seven indicators of engagement, teachers can ask themselves questions such as: ‘How can I change the learning activity to stimulate Robert’s curiosity?’ ‘What can I change about this experience to encourage Shannon to persist?’ ..developed through SSAT’s research into effective teaching and learning for children with complex learning difficulties and disabilities. It allows teachers to focus on the child’s engagement as a learner and create personalised learning pathways. It prompts student-centred reflection on how to increase the learner’s engagement leading to deep learning. .. can be recorded, together with a score on the engagement scale. Over time, it is possible to chart the success of interventions and adjustments, and the effect this has had on the student’s levels of engagement.

5. Engagement Profile Initiation Responsiveness A self-directed request, m movement or indication, however small, which can be considered to express an intention, want or need. Responsiveness Shows response, consciousness, acknowledgement or recognition. Curiosity Discovery Initiation Investigation Persistence Anticipation Persistence ‘Sticking with it’: continue effort (may be in short bursts), perseverance, determination refusing to give up or let go. Engagement Profile Name: Date: Task Undertaken: Independently With Prompting With Support Curiosity The need, thirst or desire to explore, know about, learn or make a connection with. Shows expectancy or prediction as a result of previous knowledge, experience or skill. Investigation Anticipation Actively trying to find out more within or about an activity or experience. ‘Light bulb moment’: a new or repeated action or experience (planned or chance) that causes realisation, surprise or excitement, etc. Discovery Based on the work of Barry Carpenter/ Beverley Cockbill, 2013; personalised by Sally Jones

6. Developing Common Language around the Indicators

7. What does RESPONSIVENESS/AWARENESS look like? Shows you Something or engages in any interaction with you or someone else (‘Hey! Come over here and see this!’). Acknowledgement (‘Hello! It’s you again!’) Recognition (‘I love the taste of rain!”) Offer something, including information, speaks to you. (‘here you go! It’s for you!) Any Emotional Response (could also be ‘curiosity’) ‘Wow’!

8. Observation Card to record information on ‘Responsiveness’ Cut along the lines, fold, glue then laminate Responsiveness/Awareness Shows response, consciousness, acknowledgement or recognition. FRONT Place ‘Post it Notes’ to record information for ‘responsiveness/ awareness’ here. BACK Sally Jones, Project Officer, Autism, NP,MSSD The National Partnership Agreement for More Support for Students with Disabilities is an initiative of the Commonwealth of Australia through the Department of Education, Employment and Workplace Relations.

9. What does CURIOSITY look like? INITIAL Exploration ‘Check this out!’ Make a Connection With ‘This is my favorite Game’! Desire to learn more. ‘I have a question!!!’

10. Observation Card to record information on ‘Curiosity’ (Printable) Curiosity The need, thirst or desire to explore, know about, learn or make a connection with. Cut along the lines, fold, glue then laminate Place ‘Post it Notes’ to record information for ‘curiosity’ here. FRONT BACK Sally Jones, Project Officer, Autism, NP,MSSD The National Partnership Agreement for More Support for Students with Disabilities is an initiative of the Commonwealth of Australia through the Department of Education, Employment and Workplace Relations.

11. What does INVESTIGATION look like? Experimenting with materials to see how they work ‘Ya-whoooooo!’ SUSTAINED Exploration ‘I want to inhale this sunflower/toy!’ Touching, manipulating and showing an interest in materials. ‘I love to build stuff’.

12. Observation Card to record information on ‘Investigation’ (Printable) Investigation Actively trying to find out more within or about an activity or experience. Cut along the lines, fold, glue then laminate FRONT BACK Place ‘Post it Notes’ to record information on ‘investigation’ here. Sally Jones, Project Officer, Autism, NP,MSSD The National Partnership Agreement for More Support for Students with Disabilities is an initiative of the Commonwealth of Australia through the Department of Education, Employment and Workplace Relations.

13. What does DISCOVERY look like? ‘Look at my shadow!’ Discovering new ways to do things. ‘I can use daddy as an airplane!’ Light Bulb Moment ‘Look out – I am getting another bright idea!’ Finding out something new. ‘Astronauts have actually walked on the moon!’ When you see the ‘I get it’ recognition in their face or through their gestures. “2:30!!!!’

14. Observation Card to record information on ‘Discovery’ (Printable) Discovery ‘Light bulb moment’: a new or repeated action or experience (planned or chance) that causes realisation, surprise or excitement. Cut along the lines, fold, glue then laminate Place ‘Post it Notes’ to record information for ‘discovery’ here. BACK FRONT Sally Jones, Project Officer, Autism, NP,MSSD The National Partnership Agreement for More Support for Students with Disabilities is an initiative of the Commonwealth of Australia through the Department of Education, Employment and Workplace Relations.

15. What does ANTICIPATION look like? AT the ‘ready’ position … awaiting something to happen. Understands that what they do has an effect (can especially see in cause and effect technology) “I am going to catch that Pac Man!” They appear to expect something to happen. ‘I see dinner!’ ‘Yum… I cant wait to sink my teeth into this!’ ‘I wonder if it will taste like REAL strawberries!!’

16. Observation Card to record information on ‘Anticipation’ Anticipation Shows expectancy or prediction as a result of previous knowledge, experience or skill. . Cut along the lines, fold, glue then laminate Place ‘Post it Notes’ to record information for ‘anticipation’ here. FRONT BACK Sally Jones, Project Officer, Autism, NP,MSSD The National Partnership Agreement for More Support for Students with Disabilities is an initiative of the Commonwealth of Australia through the Department of Education, Employment and Workplace Relations.

17. What does PERSISTENCE look like? • EXAMPLES: • Continuing the task through recess bells. • Requesting to continue. • Remaining focussed when the classroom is busy and/or noisy. • Ignoring approaches by students or others. • NOT ending the task • Appearing disappointed when task is over. • Difference between perseverance and persistence (difference between choosing to end the task and not being able to).

18. Observation Card to record information on ‘Persistence’ Cut along the lines, fold, glue then laminate Persistence ‘Sticking with it’: continue effort (may be in short bursts), perseverance, determination refusing to give up or let go. Place ‘Post it Notes’ to record information on ‘persistence’ here. FRONT BACK Sally Jones, Project Officer, Autism, NP,MSSD The National Partnership Agreement for More Support for Students with Disabilities is an initiative of the Commonwealth of Australia through the Department of Education, Employment and Workplace Relations.

19. What does INITIATION look like? Asks for Help or Support Happy to Begin Engagement Session Initiates Conversation about the Task

20. Observation Card to record information on ‘Initiation’ Initiation A self-directed request, movement or indication, however small, which can be considered to express an intention, want or need. Cut along the lines, fold, glue then laminate Place ‘Post it Notes’ to record information for ‘initiation’ here. FRONT BACK Sally Jones, Project Officer, Autism, NP,MSSD The National Partnership Agreement for More Support for Students with Disabilities is an initiative of the Commonwealth of Australia through the Department of Education, Employment and Workplace Relations.

23. Complex needs website Information has been taken from: http://complexld.ssatrust.org.uk/project-resources/engagement-profile-scale.html

24. The engagement scales are ‘A Learning Model of Behaviour Management’, Barry Carpenter, 2013 Introducing ‘Lucy’

25. Engagement Profile: Lucy 11/11/13 Initiation Responsiveness A self-directed request, movement or indication, however small, which can be considered to express an intention, want or need. Shows response, consciousness, acknowledgement or recognition. • Anticipation • During the ‘settling time’, showed great joy in being able to play with her preferred items. She showed this by flailing her arms up, clapping and smiling when the materials were put in front of her. She also entered into a conversation with me about the camera; but was redirected back to the task. • Lucy continually stacked pencils by banging them together as a group. • Knew how to self correct actions that caused her pencils to fall out o f pattern and self corrected. • Curiosity • Lucy examined her toys by touching them, manipulating them while intensely watching cause and effect reactions. • Lucy experimented by manipulating objects in different ways to see what they would do • When Lucy stacked her pencils together , she looked at one end and attempted to even them out, then flipped them to see if there were any pencils still sticking out. She then put them in her lap and pushed one of the ends down against her lap and pushed the pieces that were sticking out together. • Investigation • Lucy's keen desire to look at, touch and experiment with the objects demonstrated investigation. • Said, ‘what color's red?’ • Would play with one stack of pencils; then add a stack of a different color to them. • Frames: stacking them in various orders and observing the patterns. • She then put them on the table and rolled them and listened to the noise they made. • Persistence • Lucy was persistent in that she stuck with the task until she accomplished her desire to ‘line up’ and her pencils. She Also ensured that her frames were stacked in a certain order. • Lucy shifted attention between the two tasks 27 times. • Lucy was intermittently distracted by noises in her environment including talking. • Lucy ended the task when the teacher was transitioning students to the front for morning circle activity. • When Lucy had added the third color (blue), she dropped one of the stack, then abandoned the task and joined the group for morning group. • Responsiveness • Lucy was deeply focused when Lucy e was paying attention. • She responded to the ‘cause and effect’ nature of moving her pencils and ‘fixing’ those that fell out of the pattern she was creating. • Initiation • Lucy showed great excitement at the beginning to play with her pencils and frames. • On one occasions, she dropped pencils. She immediately bent down to pick them up and begin playing with them again Persistence ‘Sticking with it’: continue effort (may be in short bursts), perseverance, determination refusing to give up or let go. Engagement Profile Name: Lucy Date: 9/05/13 Task Undertaken: Coloured Pencils and frames Independently With Prompting With Support Curiosity • Discovery • After stacking her pencils, she layer them side by side, lined them up to create a ‘panel’ vs. ‘stack’ of pencils. She brought in a third color; added them to her ‘stack’. She examined the stack by looking at it on the side and ends. The need, thirst or desire to explore, know about, learn or make a connection with. x Shows expectancy or prediction as a result of previous knowledge, experience or skill. Investigation Anticipation Actively trying to find out more within or about an activity or experience. ‘Light bulb moment’: a new or repeated action or experience (planned or chance) that causes realisation, surprise or excitement, etc. Discovery Based on the work of Barry Carpenter/ Beverley Cockbill, 2013; personalised by Sally Jones

26. Lucy: Object Focus Time, Focus on Task Materials and Quality of Interaction

27. Number Line to Tally Shifted Attention Eye Gaze

30. Engagement: sometimes all it takes is a cardboard box and a little imagination!