Affect Autism is a fantastic blog, podcast, and one stop shop for all things DIR/Floortime. I had a chance to go on the podcast and talk about the poetry workshops! You can read the full blog summary here, find the episode “Sensory and Developmental Poetry Workshops" on your favorite podcasting app or service, and watch the video of the interview below!
As I’ve mentioned in other posts I keep the workshop spaces completely clear except for the essentials. For some groups that’s chairs, for others it’s movement ques, and for still others it’s nothing at all!
As one of my workshops is focuses on writing longer and longer texts like sonnets, there wasn’t a great space for the poets to write.
Bringing in a table with chairs or some desks was a possibility, but that always felt like a big transition to have in the middle of a session. The alternative, having the poets lie down or hunch over while writing, is poor form both in terms of posture and mechanics.
Colleen Gabbert, my OT colleague who facilitates this session with me, recommended taping paper to the wall and having the poets stand and write. This little change has made a huge difference!
Not only are their body posture and fine motor work better, but the poets who might otherwise need sensory breaks from sitting are able to engage in the writing activity for longer durations. I imagine because they’re not getting as tired from using only their core to support them or (when they can no longer support themselves) hunching over and losing focus on the group activity.
I’ve noticed that standing also allows a more seamless sensory release. For example, poets can rock or pace if needed while thinking of the next line while. When sitting, the poets had a tendency to stay seated or if they stood up it would be to move quickly around the room or leave altogether for a quick break or support in the hallway.
Some of the poets prefer staying seated and when they do I try to encourage that they use a binder or book to hold the text so that they sit up right. It certainly isn’t perfect (old habits die hard), but for the poets who accept the tool of wall writing it’s helped immensely!
Just a reminder that if things are feeling a bit stilted or stale in your class or sessions, the answer isn’t always a big change. Sometimes all you need is a different perspective (make friends outside your department!) and a couple pieces of tape!
I was recently interviewed on The Rebecca Listener a new podcast from The Rebecca School produced by Chris Hernandez, the school’s media director, to offer parents, providers, and anyone interested with insight into the work happening at the school.
The podcast is available on all of your favorite platforms and currently has three episodes, with new ones coming out every week (I think!)
Check out myself and my colleague Courtney Latter discussing the range of workshops at the Rebecca School and how we navigate all the different developmental levels and ages while keeping the poets in engaged in learning on episode three “Poetry Groups”
Panel Picker is part of the conference selection process for SXSW and SXSWedu.
It's a voting platform wherein, "Community voting comprises 30% of the selection decision, plus input of the SXSW Staff (30%) and Advisory Board (40%) helps ensure that less well-known voices have as much of a chance of being selected to speak at SXSW EDU as individuals with large online followings. Together these percentages help determine the final content lineup." [https://www.sxswedu.com/news/2018/panelpicker-community-voting-is-open/]
To vote, visit panelpicker.sxsw.com/vote and make a free account by providing an email and creating a password.
I've submitted Rhythm & Learning with two close colleagues of mine. This workshop will go into greater depth about the poetry workshops than my previous half hour sessions at the conference. This will include on overview of the DIR/Floortime model (the theoretical framework for the sessions) an overview of the workshop structure and process, and end with a model workshop.
When I present about the workshops, people often ask how I support students with limited verbal skills. Here are three examples of tools I've used or am using.
"Setting / Character / Plot" is a chart for one of my reading groups. In the session, a student with developmental and emotional needs feels more comfortable writing out ideas than sharing aloud (often asking that no one watches while they write). I created this chart for the group to fill out together at the start of every session, giving all the readers in the group an opportunity to share their knowledge of the story and review it as a whole rather than putting any one of them on the spot.
"Idea Board" is a space for a poet with limited verbal skills, but who is often more regulated while drawing and writing. The poster paper's size gives them the opportunity to share their thoughts and contributions with the whole workshop while remaining more grounded and engaged.
"Movement Wall" is for a poet who uses a device to communicate. During a specific movement activity I set up this world wall for them to go and tap (currently working to get the words programmed in) like they would their device to make their choice. This is also a nice visual cue for poets in the group who, while able to verbally communicate, might have difficulties coming up with movement ideas.
These are just a start and have had various successes and failures, if you test these out I'd love to hear how they work in your groups and how you've tweaked them to meet the needs of your students!
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I penned "Activities for Daily Living" shortly after returning from a conference where I was disappointed with the direction leaders in special education and autism education in particular were taking the field. It's a short piece advocating for more arts education for neurodiverse learners.
Give it a read up on the Solstice Literary Magazine blog!
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I was accepted to give a poster presentation entitled “No Gravity in My Poetry: Poetry Workshops as Social Emotional Literacy Learning” at 19th International CEC-DADD Conference on Autism, Intellectual Disability, and Developmental Disabilities.
It was a fascinating four days! Below are some brief, journal reflections from my time!
Flew away from the snow in NYC to a 72 degree Tampa day.
It felt nice to relax and settle in so that I didn’t have to balance my travel with the first day activities.
I unpacked, went up to the fitness center (which was on the top floor with a gorgeous view of the coast) then explored around for dinner.
Every restaurant around had a wait time! I ended up back at the Sheraton’s Mainstay Tavern which surprised me with its craft beer selection and really delicious food. I had a Grouper sandwich, apparently a must have dish in this part of the state according to my kindly lyft driver, and a salad with a house made raspberry vinaigrette. Not a bad start!
Registered nice and early!
There was a sponsored luncheon between the pre-conference training sessions. Since those cost extra and were on topics I wasn’t too interested in I skipped those, giving me the morning to myself. I spent it preparing for my poster, figuring out what sessions I wanted to attend for the conference, and exploring Sand Key Park next door to the resort.
Got my poster safe and sound with the help of a young concierge named Brent. A big relief to have it in my room and know it arrived!
The Opening session was a nice reflection of education legislation and changes in Florida. While it was a little state specific, it was still cool to hear about the progress places are making around the country. It was also interesting to learn about some of the innovative post-secondary institutions that are popping like the Florida Center for Students with Unique Abilities. In fact, post secondary and transitions would prove to be a pretty large theme of the conference with quite a few posters and spoken presentations geared around that piece of education.
After the opening came the first round of posters. I was glad to have the opportunity to be a spectator before I put mine up the next morning. It gave me a chance to listen to conversations and see the way people with more experience handled themselves and talked people through their presentations in a timely manner.
In this session I met Dr. Christopher Denning from Umass Boston who was presenting “Piloting a Physical Activity Program for Young Children with Autism Spectrum Disorder.” He was really kind, listening to my rookie concerns about my presentation the next morning and then pointing me in the direction of some movement research that might be helpful for my workshops!
I had my poster up in the morning sessions and it was a fun, new experience. I really enjoyed the conversational tone of the presentation format and found that the hour and half block went by fast. I had a steady flow of people popping in and out to chat and listen.
There was also a camaraderie with the other poster presenters that I didn’t necessarily expect. I had my neighbor presenters stopping in to chat and hear about my work and I did the same for them. Even though our work and perspectives were different, the whole vibe was a cordial, supportive, and helped take the edge off any nerves I had.
After my session I stopped into the DADD Online Journal publication session where editor Dr. Stanley Zucker went over publishing in the DADD's online journal. As one of the people in the session who had no previous experience with academic publication, Dr. Zucker used my work as a walk-through example for turning a poster into a paper. While the process itself was for the benefit of the group, I found it personally, really beneficial as a I continue to draft my submission together.
I then attended an amazing session facilitated by Dr. Elizabeth Harkins with Christine Scholma and Rebecca Kammes there in person and Dr. Gloria Nules and Dr. Rhonda Black video chatting in from Hawaii. Their presentation, “How to Navigate the Sexuality Dance: Inclusive Sexuality in the Current Political Landscape,” was an informative presentation complete with actionable ideas for teachers, professors, family therapists, and really anyone working with students. “I say all the scary words first,” was my favorite piece of plain-spoken advice from Christine Scholma.
Before lunch, I stopped in on a session led by Dianne Zager of the new Shrub Oak International School. The presentation “A Model for Transition Programming for High School Students with Autism” gave a rundown of various transitions models, offered ways they can be used together for greater success, and included a pretty robust discussion period with the attendees.
The last sessions of the day ended at 4:30 leaving a lot of downtime to get dinner, relax, and explore around the resort. I wish there was more late night programming, but as someone much younger than the average attendee, perhaps I’m in the minority on that opinion. I know many attendees brought families along and probably appreciated the time to have a vacation with them.
There’s this great scene in the documentary Woodstock where a person who attended the festival recalls Jimi Hendrix’s performance on the last day and says something to the effect of, “I was so tired I remember just wondering when he would stop.” This always stays with me. It could be the most ground breaking performance (like a re-imagining of the Star Spangled Banner) but at a certain point the energy just fades.
I often feel this way at big conferences, to no fault of the organizers or presenters!
I spent most of the morning poster session enjoying the continental breakfast, checking in for my flight, downloading my boarding pass, then taking care of odds and ends for my travel home.
I attended a panel “Perspectives on Publishing Pre-Tenure: Advice from Experts in the Field,” that was (quite clearly) more for early career academics, but I still gleaned some good writing tips and listening to a group of people discuss their craft and writing habits was a nice, non-intensive activity on the last day.
Dr. Elizabeth Harkins was leading another session with Dr. Gloria Niles video chatting in again, this one entitled, “Challenging Heteronormativity: Intersectionality of Gender, Sexuality, and Disability.” I enjoyed the first so much I decided to stop in and wasn’t disappointed!
After another catered lunch (tacos!) I sat in on “The Science of Mindful Breathing” presented by Dr Amrita Chaturvedi, Dr. Nikki Murdick and Dr. Kristine Larson and learned some new breathing techniques, namely alternate nostril breathing, which, while easy enough to perform, but can be quite the head rush!
The closing keynote was delivered by Robert Pio Hajjar, a self-advocate and author who offered his, “ I can, YOU can,” motivational speech as final call to action for the event.
All in all it was a great time! More academic and research geared than I’m used to, but it was interesting to be among that section of the industry for a while and see the work people are doing in the field.