101625 INCLUSIVE PRACTICES

Helping Nemo*
Case Study for Inclusion
Shirley Meifang To
1796 2966

*NAMES HAVE BEEN CHANGED.

INCLUSION PLAN
Childs B First Nemo D.O.B. 20/03/2010
Surna Name (Age)
me: :

Centre W* Prepared by: Shirley Meifang

To
Inclusion Plan Start Date: Inclusion Plan Finish Latest Review by:
03/05/2016 Date: 09/06/2016

The Child:
Nemo is a 6 year old boy who has been diagnosed with classic autism, with moderate
severity. He is non-verbal and uses a speech generating device known as LAMP (Language
Acquisition through Motor Planning). He lives at home with both his parents, and is an only
child. He currently attends Woodbury School, a school designed specifically for children with
autism. He is in a class of six students, four of which are verbal. His peers diagnoses range
from mild to moderate autism. He receives approximately 3 hours of 1:1 support during the
school day, as well as access to a Speech and Language Pathologist on-site, and weekly
Speech therapy sessions at home (information from conversations with staff).

Family Context
The Family
Nemo lives at home with Mum and Dad. He is an only child and does not have pets. Both
parents work full-time.
Familys Priorities for their Child - Statement of Aspirations - Vision for Nemos
future
According to a survey completed by Nemos parents during 2016 (Appendix C), Nemos
parents hope to enrol him in a support class of a mainstream school in 2017. Therefore their
priority for the next few months will be preparing him for the transition to a new school. His
parents have also noted that they would like for Nemo to: increase spontaneous requests,
communicate his needs, play with peers, increase compliance, develop fine motor skills, etc.
This inclusion plan will focus on the following priority (name only one):
Based on the familys priorities, this inclusion plan will focus on Nemo and his ability to
communicate independently using his LAMP device. We will only be focusing on functional
communication; specifically for him to use the icon help on his LAMP device, appropriately
and independently.
Rationale Nemos autism diagnosis, as well as the level of communication he has currently,
means that it will be difficult for him to transition smoothly. The transition from his current
school to a school without the same level of support, means that he may have some
difficulties adapting and learning in a new environment. Therefore, I have chosen to work
with Nemo on his communication, specifically to appropriately and independently, use the
word help on his LAMP device.
This outcome was developed based on the familys statement of aspirations, which follows
Dunsts family centred practice (Fordham & Johnston, 2014) which states that interventions
should be based on family choices, desires and needs. It also links to their future plans, which
is to place Nemo in a support class of a mainstream school. Typically these schools will have
a ratio of 3 per staff member; very different to Nemos 1:1 ratio at his current school. Since
the staff at his new school will be unable to attend to him wholly, it is important that he can
ask for help independently when needed.
This also supports inclusion, because it is headed in the right direction of allowing Nemo to
require less support. Ideally, once he is capable of asking for help independently, it may be
the next steps to teach him to ask a peer for assistance when it is needed. It also follows the
NSW syllabus outcomes for children at his age. Specifically PDHPE, COES1.1 Expresses
feelings, needs and wants in appropriate ways and PSES1.5 Seeks help as needed when
faced with simple problems.
Surname optional First Name Nemo Your name Shirley

Team Around the Child (TAC)

Role Name Involvement and Signatures Contact Email
Identify Case (Tick if present at IFSP communication strategy confirm this is a (not required
Manager by* meeting) (brief overview) true and for
accurate record assignment):
of team
decisions
Class Teacher EG ? not required for assignment
Parent/Guardian/s Mrs. B
(Alias) Email, daily communication book
Therapist KD (Speech)
Inclusion Support
staf
Funding Parental Fees and
Government
Contributions
Collaboration and Communication:
Nemo has a classroom of six students, all with autism. The class is headed by a DET (Department of Education and Training) teacher and
varying therapists (up to 5) who rotate in and out of his classroom throughout the day. This is done to ensure that the skills Nemo has
acquired can be generalised to all other staff (Hayward, Gale, & Eikeseth, 2009). This means that Nemo receives 1:1 support for most of
the day. Most of this is funded by parents, as well as assistance from various fundraisers. The government does provide financial
support, approximately $7,500 per student, per year (Australia, 2015).

Key Strategies for Achievement

High Quality Early Childhood Program:
The Building Blocks Model (Sandall, Schwartz, & Joseph, 2001) identifies key points for a high quality early childhood environment. In this
program, there are elements of a responsive and predictable environment (staff and peers), opportunities for learning, the items (his
LAMP device, as well as visual supports) is accessible, it is also developmentally appropriate, matched to the childs ability and
preferences, contains appropriate levels of guidance for the child, and has meaningful involvement for families.
Assessment for Learning Implications for Learning
Impact of Disability on Learning Adaptations and Modifications
This is what I know about this child. Therefore I will..
Applied behaviour analysis (ABA) therapy is an evidence-based Utilise the same principles of ABA, following their style of prompts
practice that has provided children with autism the best chance (Hilsen, 2013) and method for teaching (forward chaining) in this
for success (Foxx, 2008; Humphrey & Parkinson, 2006). Nemo instance (Collins, 2012). In this, case the prompts to be used will
succeeds with this form of therapy as it involves repetition of include a visual, a verbal and an icon/device prompt.
skills and new learning targets, as well as being provided with
visual aids and involves sameness (Alberto, Troutman, & Anne,
2009).
Competencies - Nemo uses non-verbal cues to indicate what he
wants, through pointing, reaching and when taught so, he can
form two-word requests with his LAMP device (Smith, 2011).
Nemo is also able to respond to visual cues.
Strengths Nemos strengths lies in his ability to memorise and
learn sequences. He learns best through rote learning, hence his
success with his device.
Interests Nemos has his favourite snacks (chocolate, biscuits
and rice snacks), toys (woody, buzz, potato head),
smartboard/iPad (Disney/Pixar videos, toy story app, puzzles).
Nemo also has a few repetitive behaviours, like holding items to
eye level and pressing the hands of others to his chin. The DSM-
IV describes this as a repetitive motor movement (Association &
DSM-IV., 2000).
Challenges he has difficulty adapting his knowledge to various
situations, an element of the DSM-IV criteria for the diagnoses of
autism. The DSM-IV also outlines the need for sameness and
inflexibility for children with autism, a trait also observable in
Nemo (Association & DSM-IV., 2000).
Nemos LAMP device will be readily available to him to use, as
needed. The child will begin with gestural prompts as well as visual
aids to indicate what the expectation is for him (Hilsen, 2013).
Teaching Nemo to use his device when he requires help will be
difficult. Since rote learning is his strength, as well as his weakness, it
needs to be ensured that the teaching moments vary across all
situations.
Nemo learns quickly how to use his device, when an item is highly
preferred (Endicott & Higbee, 2007). It is also to be noted that
children on the spectrum learn best when provided with naturalistic
teaching opportunities (Arndt, 2013). The aim now will be to contrive
situations where he will need assistance to access these items a
container that is difficult to open, password protect a device, placing
items out of reach.
The challenge with teaching Nemo the concept of asking for help, will
be difficult, because he has learned to request for the item alone and
is rewarded it. He is able to mand independently for a variety of
items. We now need to contrive the situations so that he is given the
item when asked, but needs help to access it. He also does not
generalise new skills well, so teaching moments will vary for each
lesson.
Surname optional
Focus Teaching Plan
Embedded Learning
Outcome
Opportunities
Nemo will
request, Morning arrival and
independent entering classroom Nemo
ly and opening gates to the
appropriatel playground and building.
y, for help
on his LAMP Eating times Nemo needs
device. assistance opening containers
from his lunchbox. He may
also need water refilled in his
bottle, and help to pack away
after lunch.
Outdoor play Nemo enjoys
water play. During this, we
can get him to request for
help for more water, more
toys, having the water poured
onto his head.
Indoor play place Nemos
favourite toys out of reach on
a shelf or within a container
that is difficult for him to
open.
Playing with technology
Nemo will be interested in
playing with iPad or
smartboard
Packing bag Nemo will
need assistance to pack his
First Name Nemo Your name Shirley
Team
Monitoring and evaluation
Responsibilities
Child Focused Instructional
Who and What Method
Strategies
Instruct Nemo on his routine: Teacher, therapist. Using a data sheet created
put bag on back using simple Communication specifically for this outcome. By
straightforward language. Go with staff will be marking the level of prompt
to class and wait for Nemo to done through email needed by Nemo to request for
attempt to open gates/door and or weekly staff help on his device, his progress
prompt him with the device. meetings. can be tracked.
Asking Nemo: what do you
need? and then verbally let
him know while guiding him
through his device you need
help.
Tempting Nemo with large tubs
of water that need to be poured
into the water table, or pouring
water on a peer we can ask
him what do you want? and
he can request for an adults
help, with the help of a visual
cue.
The visual cue will be needed to
indicate to Nemo that he should
be asking for something other
than the item itself.
Tell Nemo he is allowed access
to either, but lock the devices
or have them set up so he will
need assistance to access his
favourite apps. Use a visual cue
to indicate to him that he needs
to ask for help.
Give him the instruction Pack
bag and wait for him to
 bag at the end of the day. He
attempt to do so. When he
has a lunchbox, water bottle,
needs help to fit the item into
communication folder, and his
the bag, prompt him verbally or
LAMP device which need to be
visually.
packed.

Part B - Report for the Family

Dear Parent/s,

As discussed, I have spent the last few weeks observing and working with Nemo in his school setting. I wanted to implement an inclusion
plan. This plan was designed around your hope to enroll Nemo in a support unit of a mainstream setting next year. The plan revolves
around a single outcome, which is for Nemo to independently and appropriately ask for help with his LAMP device.
Nemo has been making strides with his LAMP device, and I wanted to extend this learning, and expand it to his play and natural
environment. Nemo is a bright and active child, and I wanted to channel his energy into learning something that would help him, not only
in his future setting, but also at home with you, in his current school and hopefully, one day with peers.

What we have done

I have chosen to teach this in a manner similar to that of ABA (Applied Behaviour Analysis). Seeing that Nemo learns best through
repetition of skills, and visual aids and those involves sameness (Alberto et al., 2009), meant that I should use the same method in order
to achieve the best results. I selected a range of situations and locations to teach this, like indoor play time, lunchtime and morning
arrival.
Nemo managed, in one situation, to successfully fulfill the outcome. This was during lunch, where he asked for eat potato stix help
open all on his device. Having such a long utterance, as well as all appropriate attempts to ask for help and attention, it was a joy to see.
While it was a rare occurrence, I consider this to be a step in the right direction. By maximizing these moments for learning, Nemo is in the
right mindset to be learning a new and useful skill (Dunlap &Koegel, 1980; Koegel &Egel, 1979).

For the future

Nemo has come a long way since I began this project. The ability to functionally communicate a complex concept such as help is definitely
a step towards a more mainstream school. With persistence, consistency across home and school, Nemo will be asking for help
appropriately and completely independently.
I have attached a copy of the inclusion plan and provided the school with a copy of both lesson plan and inclusion plan. Encourage both
the school to maximize Nemos learning by using the phrase wherever possible. Encourage Nemo to use this phrase at home as well, when
he is getting ready for school or for bed.
Thank you for allowing me to spend time with Nemo. I wish you all the best for his transition next year.

Sincerely

Shirley
Appendix A Environmental Analysis

The setting is located in the Hills District, and is a school designed for children with autism. It caters for children from ages 4 to 11,
approximately primary school aged. However, the classes are organized by the childs severity of autism diagnosis, as well as their skills,
knowledge and behaviour. It is a small school, with 17 students currently enrolled. There are 3 classes, with 3 teachers and a rotation of
therapists, which provides the students with nearly a 1:1 ratio of staff to student. Based on their abilities (as well as extra funding provided
by parents) the children are given sets amount of time of 1:1 teaching sessions and group time.

The school is specialised in the field of Applied Behaviour Analysis (ABA). ABA is known to work best for children with autism, to teach
them life skills, social skills, communication skills, managing behaviour, as well as academics (Peters-Scheffer, Didden, Korzilius, &
Sturmey, 2011). The school program is highly individualised; each child is thoroughly assessed before enrolment and then is developed an
Individualised Education Program (IEP), as well as unique Behaviour Support Plans (BSP or Behaviour Intervention Plans (BIP) to assist staff
and family members in the management of behaviours. These clearly outline how proactive and reactive procedures for various
behaviours in each child.

The focus child, Nemo, is a six-year old boy, who is diagnosed with classic autism, moderate severity. He is also non-verbal and uses an
alternative augmentative communication (AAC) device, known as LAMP (Language Acquisition through Motor Planning). Nemo is part of a
class with five other boys. Their diagnoses range from high-functioning autism, to classic autism, moderate severity. The class has one
teacher and a teaching assistant, two regular staff members in the class. The other staff members, therapists, are selected from a group of
up to 15 different therapists, and are assigned to the class on a rotating roster. The classrooms are not purpose-built for the school. Given
the space they have, Nemos class is split between three different classrooms (and a hallway) on the upper floor of the building. Two
classrooms are used for group sessions, and the third is used for 1:1 therapy sessions. The children are rotated throughout the classrooms
depending on their support needs for the day. The children are also given free access to a wide range of toys and technologies.

Given Nemos inability to articulate clearly, as well as some problem behaviours, he is unable to attend a mainstream setting. He is,
however, placed in a class with students who are verbal and are able to communicate and interact with him. This is the first step towards
placing Nemo in a support class of a mainstream setting.
Inclusion in a school of students with autism, is not an easy task. However, Nemo is placed in a class with five other boys, four of which
are verbal. There is a clear attempt made by the Staff and the Speech and Language Pathologist to ensure that Nemo receives the same
type of programming, teaching and communication opportunities. He is still learning the motor planning of the device and is therefore only
able to request for items two words at a time.

In this setting, through thorough analysis and observations, Nemo has an Individualised Education Plan which incorporates many aspects
of the NSW syllabus curriculum into his learning. The focus being that of group skills, such as choral responding, attending and responding
appropriately to the teacher and to peers, covered by the PDHPE syllabus under INES1.3 Relates well to others in work and play situations.
He also has programs in place which include remaining seated at a desk, how to self-manage behaviour, waiting, requesting to adults and
peers, and functional communication training.

*Please note some aspects were also used in Assignment 2 for the Unit 101105 Prosocial Learning Environments.
Appendix B Observations
Nemos more noticeable behaviours are seemingly aggressive in nature. They seem to occur when he is struggling to open an item,
waiting for assistance, or attempting to manipulate an object in a way that is unsuccessful. Therefore, to reduce future occurrences of this
type of behaviour, Nemo will be taught to utilize how to ask for help on his LAMP device.

Date/Ti Context of Observation Details of Observation

me
04/03/16 Nemo arrives at school, enters the
, 8.55 classroom and is told to unpack his
am. school bag (i.e. unpack lunchbox,
bottle, speech device, and
communication book). This is a daily
routine for all children. The therapist
holds a visual with images of the
items he needs to unpack.
17/03/16 It is lunchtime, and all the children
, are required to sit at the lunch tables
12.35pm during eating time. As part of Nemos
routine, he asks to eat (item) and a
staff member will help him open the
packet or container.
18/03/16 It is lunchtime, and the children are
, 1.10 playing outdoors. It is a hot day and
pm the staff have put out a water trough
for the children to play with. The kids
are enjoying pouring it onto the
ground or their clothing.
31/03/16 The children are on free play in the
, classroom. The iPads are kept on a
11.20 shelf, out of reach of the children.
am
08/04/16 The children are on free play and
, Nemo is playing with a toy from the
11.45 movie A Bugs Life. He is playing in throwing it directly up, it moves to his left and over the gate for the stairs. The toy lands
am the hallway next to the stairs, to
which there is a childproof gate.
Nemo has trouble opening the zipper of his backpack. He then walks away to retrieve a
toy and the therapist redirects him back to the bag. He squeals and attempts again. He
struggles to remove his lunchbox, kicks his bag, attempts again and places it in the lunch
basket and then again walks away. The therapist redirects him back to the bag, he hits
therapist on her arm. This behaviour (squealing, hitting therapist) continues back and
forth, until the task is completed. The therapist purposely ignores all behaviours
(squealing, kicking, hitting items and therapists) and continues to redirect him back to
the bag through gestures or the visual. She does not verbally prompt. Once he is finished,
she allows him to return to play.
Nemo reaches for his device and asks eat cheese. The staff have not heard, and are
continuing to help his peers with assigning seating, opening containers and helping the
children into their seats. He then requests for open on his device, and again the staff do
not respond. After a few minutes, one staff notices that Nemo is not eating, and looks at
his device and realizes he had requested for open and must not have been heard. She
opens his container and he begins to eat.
Nemo notices the trough and begins to walk over. He picks up a cup, and tries to scoop
water in the cup. There is little water left, and he only manages a small amount. He then
bows his head down and attempts to pour the water on his head. The little water falls
quickly and misses his head. He tries again to scoop water, but again gets very little.
Nemo notices the iPad and attempts to reach for it. He then places a foot on the bottom
shelf, and begins to climb the shelving. He climbs to the third shelf before a staff member
notices, and tells him to climb down and that no climbing is allowed in the classroom.
Staff walks away, and Nemo kicks the door and squeals in frustration.
Nemo is enjoying throwing the toy up to the ceiling and watching it drop to the ground,
while also jumping off the low shelf. He throws the item again into the air, but instead of
on the stairs and drops to the platform below. Josh is unable to reach the gate to open it,
and drops to the ground to cry.

By giving him the ability to ask for help independently, there should be a reduction in problem behaviours, and help him closer to
transition to a mainstream setting.
*Please note some aspects were also used in Assignment 2 for the Unit 101105 Prosocial Learning Environments.
Appendix C Analysis of Staf and Parental Input
Staf Input:
18/03/16
Nemos gross motor skills: Nemo is often climbing on things, he likes to throw things into the air. He likes jumping. And the monkey
bars outside. Hes got a very good grip and balance. Hes just started a new thing, which is climbing on the desks in the classroom
and jumping off them. Cant say Im happy about it but what can you do?
Nemos fine motor skills: He does need help with opening containers. His gross motor skills are great, but the fine motor were still
working on. We are working on pencil grip and things like that, but opening containers would be a big plus for him. He always sits
and waits for a long time during lunch because we are all so busy trying to get the kids to sit and eat, and hes so quiet, he gets
overlooked and ends up being the last one to eat.
Nemos favourites: He brings in a lot of the rice snacks and chips, biscuits. He seems to like them, oh, and his yoghurt too. His
favourite toys are Woody and Buzz, but he doesnt seemed too fussed. He seems to be liking green lately, picking up green items to
stim on. For smartboard, he loves all the Disney stuff, his absolute favourite seems to be Toy Story. His faces perks up as soon as he
sees or hears anything that relates to Toy Story.
Nemos inclusion: The programs as well as his device are all designed so that they match up to the skills of the other kids. We
wont let him miss out just because hes non-verbal, and the others are. He is a step or two behind, but we are aiming to get him to
where his classmates are.

Parent Input: Survey from IEP meeting, Semester 1, 2016

Analysis:

Nemos motor skills are at an appropriate level for his age (Gerber, Wilks & Erdie-Lalena, 2010), with strong gross motor skills, and the
development of the fine motor skills. Children in a mainstream setting will be verbally asking for help with items and activities that are
beyond their skills, and by teaching Nemo, the ability to ask for help, he is able to integrate into the setting with ease.

It has been noted that to maximize learning in children, particularly children with autism, a strong motivation needs to be present (Dunlap
&Koegel, 1980; Koegel &Egel, 1979). For Nemo, motivation is high when there is food he enjoys, toys he likes to play with and sensory
activities set out. Therefore it is essential to take these into account, and ensure that motivation is high during lessons to ensure the best
learning is happening with Nemo.

In addition, to ensure generalization of these skills, and to maximize learning the teaching needs to occur in a naturalistic format (Arndt,
2013). Hence, the lesson plans will occur in the classroom or playground, as naturally as possible.
Appendix D Lesson Plans

Lesson Name: Help at Date(s) Implemented: 05/05/16, 06/06/16, 13/05/16, 19/05/16, 26/05/16, 03/05/16
lunch
KLA: PDHPE
Outcome: Outcome: Teaching/Learning Strategies:
PSES 1.5 Seeks help as COES1.1Expresses feelings, needs and wants in Using the visual as a prompt to ask for
needed when faced with appropriate ways help
simple problems Using different prompts in different
Indicators: Indicators: scenarios
Demonstrates Makes simple requests Fading prompts as quickly as possible
procedures for Using items that are motivating (i.e.
obtaining food from lunch)
information
Resources: LAMP device, help visuals, lunch box, water bottle and lunch
foods.
Introduction: Evaluation/Monitor learning:
Class time is used to practice linking the concept of the help visual to the This is a prime opportunity for learning, since
icon in his device. Place his lunchbox on the desk in front of him. Also place Nemo is highly motivated by food.
the visual on the desk in front of him, when he reaches to request for the Initially, Nemo requires all levels of prompts
item, immediately prompt him to ask for help on his device, while holding when asking for help. He needs a verbal, a
up the visual, and giving the verbal, help. Prompting him by guiding him visual, as well as an icon prompt to direct him
through the device and pointing directly at the icons that navigate to on the device. However, after repeated
help. attempts, Nemo is able to request for help
Body : with a reminder from the visual, but without
Sit Nemo down at the lunch table and place the help visual on the table adult guidance. This occurred because his
in front of him, same as above. Wait for Nemo to reach for an item from his attempts to request for eat and open not
lunchbox, then point to the visual to remind him to ask for help with his attended to by busy staff. He requested eat,
device. Once he has asked, help him to open the item he wants. help and open, in an attempt to gain an
Conclusion: adults attention. This shows that motivation is
Once eating time is finished, point to the visual to prompt Nemo to ask for a key ingredient when teaching Nemo.
help to close his containers and pack away his lunchbox.
*Please note some aspects were also used in Assignment 2 for the Unit 101105 Prosocial Learning Environments.
Lesson Name: Help during Date(s) Implemented: 12/05/16, 19/05/16, 20/05/16, 26/05/16, 27/05/16
morning arrival
KLA: PDHPE
Outcome: Outcome: Teaching/Learning Strategies:
PSES 1.5 Seeks help as COES1.1Expresses feelings, needs and wants in Using the visual as a prompt to ask for
needed when faced with appropriate ways help
simple problems Using different prompts in different
Indicators: Indicators: scenarios
Demonstrates Makes simple requests Fading prompts as quickly as possible
procedures for
obtaining
information
Resources: LAMP device, help visual
Introduction: Nemo arrives to school in a transport vehicle. Staf are Evaluation/Monitor learning:
responsible for retrieving him from the car. He needs help to remove the While not typically used as a teaching moment
seatbelt, and close the door of the car. This could be set up, using a verbal. in his daily life, this time provides several
Body: Once he arrives to the playground, he needs assistance with placing opportunities which can also translate to future
his bag on his back, as well as entering the gates of the playground. Once settings.
play is finish is it is time for class to begin, he needs an adult to open the Nemo is not accustomed to using his device
gates and the doors of the building to his classroom. All these can be done before class in the mornings. Reminding him to
with a visual prompt. These visuals should be placed where needed (i.e. on remove his device from his bag before class
the gate, on the hook, to serve as reminders to ask for help. was a new concept for him, and he did struggle
Conclusion: Once Nemo arrives to his classroom, remind him that he arrived with the change. These situations required
to class by asking for help and pointing to the visuals once again. much more prompting, as it was a new idea to
ask for help for opening gates. In doing so,
Nemo eventually learned to use his device
more and in situations other than the
classroom and at home.
Lesson Name: Sensory Date(s) Implemented: 05/05/16, 13/05/16, 26/05/16, 03/06/16
Play
KLA: PDHPE
Outcome: Outcome: Teaching/Learning Strategies:
PSES 1.5 Seeks help as COES1.1 Expresses feelings, needs and wants in Using the visual as a prompt to ask for
needed when faced with appropriate ways help
simple problems Using different prompts in different
Indicators: Indicators: scenarios
Demonstrates Makes simple requests Fading prompts as quickly as possible
procedures for Using the device to model what the staff
obtaining wants too.
information
Resources: Sensory materials (sand, kinetic sand, rice, water), diferent
sized and shapes of containers, spades, figurines, LAMP device, help
visual
Introduction: Nemo thoroughly enjoys sensory play. Since this is highly Evaluation/Monitor learning:
motivating, he will be more eager to request and ask for the items he Engaging Nemo in the sensory play is highly
wants. In the classroom, sensory play begins with kinetic sand or rice. Both motivating. Unfortunately, he enjoys playing
are sealed in containers that he does not have the motor skills to open. with these items independently, and without
This is an opportunity to point to the help visual on the desk. interruption. He is eager to ask for help to
Body : During lunch, children are given access to the sand pit or water access the item, but will disengage quickly
trough for sensory play. During these session, the help visual should sit from the adult, making it difficult to find more
near the LAMP device, and be made easily accessible to Nemo. He can use opportunities to practice learning. This is could
the device when he needs help to open a container, to pour water onto his be a prime opportunity in future to also teach
forehead, for more water to be filled in the trough. He can also ask for appropriate play.
help accessing the store room for more toys to engage in the sensory
play with.
Conclusion: At the end of lunch, when it is time to pack away the toys and
sensory play, staf can use the device to tell Nemo, they need help pack
away. They can model this on the device.
Lesson Name: Indoor Free Date(s) Implemented: 27/05/16, 02/06/16, 03/06/16
Play
KLA: PDHPE
Outcome: Outcome: Teaching/Learning Strategies:
PSES 1.5 Seeks help as COES1.1Expresses feelings, needs and wants in Using the visual as a prompt to ask for
needed when faced with appropriate ways help
simple problems Using different prompts in different
Indicators: Indicators: scenarios
Demonstrates Makes simple requests Fading prompts as quickly as possible
procedures for Build the learning through different
obtaining items, and gradually move to harder
information expectations and generalizing the need
Resources: LAMP device, help visual, Nemos favourite toys (clear cup, for help
Bugs Life figurine, Toy Story figurines, iPad)

Introduction: Begin by giving Nemo free access to all his toys. Observe
which ones he is most interested in, and after giving him some time to
engage with it, and then lock the item away into a container that he is
unable to open. Prompt him with the help visual, and repeat until he able
to ask without adult guidance.
Body: Using the same preferred toy and container, move the item to a shelf,
where is unable to reach. Have the visual close, ready to use as a prompt to
ask for help. Repeat a few times and switching between his favourite
toys.
Conclusion: Remove the container used to lock the item. Place the toy alone
on the shelf, and again have the visual ready to help prompt him to ask for
help.
Evaluation/Monitor learning:
By giving Nemo free access to his toys, he is
building up the reinforcing property of the
item. This creates motivation to complete the
next tasks required of him to receive the toy
back. This is establishing the motivation
(Vollmer & Iwata, 1991).
By the end of this lesson, Nemo understands to
obtain his item he needs to ask for help
independently, without the need for a visual.
By introducing help slowly and directly in
front of him, before moving to another location
(shelf) it sets him up for success in later
attempts.
Lesson Name: Help with Date(s) Implemented: 12/05/16, 02/06/16
Technology
KLA: PDHPE
Outcome: Outcome: Teaching/Learning Strategies:
PSES 1.5 Seeks help as COES1.1 Expresses feelings, needs and wants in Using the visual as a prompt to ask for
needed when faced with appropriate ways help
simple problems Using different prompts in different
Indicators: Indicators: scenarios
Demonstrates Makes simple requests Fading prompts as quickly as possible
procedures for
obtaining
information
Resources: LAMP device, SMART board and remote, help visual
Introduction: Nemo enjoys watching YouTube videos on the smartboard, but Evaluation/Monitor learning:
is unable to turn on the computer, the SMART board or open the YouTube Nemo became frustrated when it was the
page. These are opportunities to prime him with the help request. peers turn for the SMART board. He would kick
Body: This lesson will be a lesson with Nemo and a peer. In doing so, there the table, and squeal unhappily. This behaviour
will be many requests made for what video is watched on the SMART board. interrupted how effective the lesson was. He
Each child will take turns to select what they would like to watch. Nemo will was unclear on how to ask for help and when
need help to type in the video he is requesting for. The visual should be frustrated, he does not use his device. The
readily available, to remind Nemo or for staf to refer to. requirement to share the SMART board with a
Conclusion: To end the session, have Nemo ask for help to turn of the peer, may beyond his skill level, and therefore
SMART board. derailed the attempt to teach.
For future, select something that is less
preferred to teach him the skill of waiting,
rather than a highly preferred activity.
Lesson Name: Help with Date(s) Implemented: 27/05/16
New Toys
KLA: PDHPE
Outcome: Outcome:
PSES 1.5 Seeks help as COES1.1Expresses feelings, needs and wants in
needed when faced with appropriate ways
simple problems
Indicators: Indicators:
Demonstrates Makes simple requests
procedures for
obtaining
information
Resources: LAMP device, help visual, container of zoobs
Introduction: Using the diferent containers to motivate Nemo to request for
help opening containers. The zoobs container is also difficult, and point to
the visual, to remind him to ask for help.
Body : This is a new experience playing with zoobs. Given his motor skills,
Nemo is unable to connect the pieces together. However, when sitting next
to a peer, he will observe the child. Both the staf and peer will act as
models which will demonstrate how to engage with the materials. When he
attempts to connect pieces, as we are, this is the opportunity to point to the
visual. He will ask for help. Continue to engage in this play.
Conclusion: When Nemo is seemingly finished with the activity (attempting
to leave the table or places items down), ask him to help pack away on his
device. This is to introduce a two-way interaction with the device, and allow
him not only to communicate with staf, but others with him too.
Teaching/Learning Strategies:
Using the visual as a prompt to ask for
help
Using different prompts in different
scenarios
Fading prompts as quickly as possible
Using the device to model what the staff
wants too.
Evaluation/Monitor learning:
Nemo was intrigued by the novelty of the
zoobs. He was highly engaged in play with the
items, but were unable to connect the pieces
together. After the first few prompts, Nemo
could independently ask for help while
pushing the two pieces he wanted to connect
to the staff. Even without the intrinsic
motivation (such as with food or toys), Nemo
was still able learn to use help independently
in a matter of five trials. However, it was not
examined if he retained this skill in this activity
or possible other activities.
Appendix E Data Collection
Appendix F- Consent

Removed.
References:

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