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Joint Attention Routines Part 1

Joint Attention Routines Part 1. Justine Sheha, M.S. SLP-CFY, TSSLD Michelle Vladimirov, M.A. SLP-CCC, TSSLD. What is JARs?. Joint: interacting with one another Action: active involvement Routine: repeated many times. What is JARs?.

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Joint Attention Routines Part 1

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  1. Joint Attention RoutinesPart 1 Justine Sheha, M.S. SLP-CFY, TSSLD Michelle Vladimirov, M.A. SLP-CCC, TSSLD

  2. What is JARs? • Joint: interacting with one another • Action: active involvement • Routine: repeated many times

  3. What is JARs? • A powerful strategy for teaching communication and other skills through naturalistic, interactive activities, and routines. • A technique that provides frequent planned opportunities for students to work on communication skills within a meaningful and functional context • A way to work on other skills within a meaningful and functional context ( DOES NOT HAVE TO BE FOOD BASED!!!)

  4. WHY JARS??? • You need real interactions in order to teach communication; sit down and listen is not communication. • Routine and repetition is important for students with disabilities because they need a lot of practice to learn a new skill. • The ultimate goal is to generalize the skills into every day activities.

  5. Elements of JARs • Clear beginning (ex: washing hands, checking/signing in) • Motivating activities • Repeated over time • Clearly defined and interchangeable roles (job chart) • Materials • Clearly stated theme

  6. Elements of Jars • Logical sequence ( sequence chart) • Planned opportunities to work on targeted goals and skills • Opportunity for repetition within routine • Planned interaction • Structure for turn-taking • Opportunities for your students to initiate and communicate with peers • Opportunities for spontaneous communication • Definite ending ( wash dishes, collect trash)

  7. Some extra tips • JARs has planned variations • Used in a variety of settings • Used in small and large groups • It is systematically planned and changed/expanded over time • Leads to independent student communication

  8. What to think of when planning JARs? • IEP goals • Communication level • Social skills • Academic level • How many students are in the class • JARs will look different for each class depending on their levels and their needs

  9. Examples of JARs • Pass out materials during academic lessons, or create a lesson based on the JAR. For example, a science experiment with defined roles and communicative opportunities. • Create posters for various upcoming events that can be worked on for several days to indicate the need for repetition. • Planting is an activity that requires great deal of repetition and responsibility. • Community role-playing activities, such as working at a restaurant, going shopping, going to a party, etc.

  10. Examples of Jars continuned • Morning routines (breakfast) • Lunch time routines • GRTL • Work site activities

  11. Video • Please keep in mind that all JARs do not look the same!

  12. Let’s plan! • Look at handout and think about your class

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