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Spongebob Squarepants and The Krabby Patty Connection

Spongebob Squarepants and The Krabby Patty Connection. Looking at ASD Differently. Presenter: Kristi Bronstetter Autism Spectrum Disorder Specialist St. Joseph County ISD. Meet Jakob. 10 years old

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Spongebob Squarepants and The Krabby Patty Connection

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  1. Spongebob SquarepantsandThe Krabby Patty Connection Looking at ASD Differently Presenter: Kristi Bronstetter Autism Spectrum Disorder Specialist St. Joseph County ISD

  2. Meet Jakob • 10 years old • loves food, wonder pets, Spongebob, computer and playing on playground • Non-verbal • Goes to school in a self-contained ASD classroom in an elementary building • Has made new friends in the Bulldog Buddy peer to peer program

  3. How It All Began… • The team was sinking -Strong team, but scheduling difficulties -Utilized Meeting Mechanics to create a plan but had some bumps with implementing: over-reliance on computer -Lack of consistency among staff

  4. Honoring the Process… MEETING MECHANICS • Problem Identification -Running Away: Physically leaving a work area within the classroom or running away from a direction given by an adult verbally or with a visual.

  5. Meeting Mechanics… • Problem Specification: -ran away when ending preferred activity and asked to go to a non-preferred activity -intensified when going from computer to any activity -computer is highly preferred -loves Spongebob and sings the song often -when Jakob runs he seeks out tables (under, on top of) under blankets/shirts, chairs. Sometimes runs out of the room. -loves his own reflection in glass/mirrors -providing him with choices and movement have been successful interventions in the past. -does not respond to time limits set -made connections with Bulldog Buddies -when work was taken to Jakob when he was under/on top of the table or covered in a blanket, he would complete the work

  6. Meeting Mechanics… • Brainstorm -All Ideas Are Good Ideas -Notice how this plan utilizes some of the ideas that were shared during brainstorming in a way that if they would have been used in isolation, would not have been as effective.

  7. How Bikini Bottom Began to Take Shape… • Clustering allowed us to take a look at Jakob’s classroom environment, his sensory needs and the peer to peer connections he was making. • The data drove our process -Having all members of the team do an observation had a huge impact • Forced us to really look at the “problem” (running away) and shift to what our goal/outcome was (to complete the tasks on his schedule/mini-schedule)

  8. Spongebob Squarepants 101 • ALL staff had to learn about the characters • Bikini Bottom • Spongebob works as a fry cook at the Krusty Krab • Mr. Krabs is the owner • Plankton is Mr. Krabs biggest rival • Plankton owns low rank restaurant The Chum Bucket • Plankton tries to steal Krabby Patty recipe

  9. The Krabby Patty Connection… • Discovered Jakob likes the edible candy • This created a problem…how to utilize without going broke • Also gave us an opportunity to utilize components of the first plan that needed to be tweaked • Went from computer time to krabby patty time

  10. The Krabby Patty Connection andJakob’s Mini-Schedule • To earn an edible Krabby Patty the rule is… -Complete all of the tasks on each of his mini-schedules. • For each task completed Jakob can earn one Krabby Patty on his mini schedule.

  11. The Krabby Patty Connection and Jakob’s Mini-Schedule • Each Krabby Patty on his mini-schedule earns him a “piece” of the giant Krabby Patty at the end of each activity.

  12. The Krabby Patty Connection and Jakob’s Mini-Schedule • Once a giant Krabby Patty is made, Jakob earns an edible Krabby Patty.

  13. The Krabby Patty Connection and Learning Centers… • Meltdowns. Particular tables in the room translated to “work time” • Connection: -Created a Spongebob visual

  14. The Krabby Patty Connection andLearning Centers • Place larger corresponding Spongebob visuals around room. • Jakob chooses order in which to find the matching pictures. • Built our plan from what we knew about Jakob in the Problem Specification part of the process: need for movement and having choices. • Utilized same visual board as in first plan but replaced computer with Spongebob choices instead. • As a result, discovered his love for novelty items which increased the number of tools in our toolbox as far as items he wanted to work for.

  15. The Spongebob Squarepants Sensory Connection… • Our data also told us that: -likes to be under, behind, inside, on top of objects/furniture/clothing • Plan includes an underwater Spongebob haven • Rules: -utilize break card anytime -timer is set -only earns krabby patties when he uses break card • Team is currently developing numerous sensory choices

  16. Ongoing Data Collection • Data was collected by various team members over the course of a day but on different days. • Prior to implementation of plan: Data showed that Jakob was “running away” on average of 4x during structured activities/work times. • Since implementation of plan: Data shows that Jakob is “running away” on average of 1x during structured activities/work times.

  17. QUESTIONS? “The energy I was putting into the daily power struggles was overwhelming. I’ve put a lot of energy into this plan, but in the end it has been so worth it to know that I am doing something productive for Jakob.” -Steffany McConn Jakob’s Teacher

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