celeration chart

Need a Progress Monitoring Tool? Precision Teaching is the Tool for You!

Charting Progress, Data, JRC Program, Special Education, Special Needs Programming, ,

What is Precision Teaching and how can you use it?

Precision Teaching is a measurement system that allows teachers to track what their students are learning and how they are performing. This is a great progress monitoring tool for all of you teachers out there!

This system puts the collected data onto a standard celeration chart, which gives the teacher a very clear learning picture. Teachers are trained to chart the data as well as how to interpret the data after it is placed on the chart. This allows teachers to make data-based decisions about their students’ learning.

By making these data-based decisions, the teachers can then determine if an intervention is needed and which one to use. This tool can be used in any area, for example: math facts; spelling; reading; writing; vocabulary; appropriate or inappropriate behaviors; running; toileting; smoking; daily living skills; vocational activities; and more.

In order for this system to work, a few things need to be set up:

  • First, you must identify what area you want to improve or change.
  • Second, the teacher must gather and arrange the materials needed.
  • Third, you must set the criteria; determine the length of time that will be set when measuring the behavior; and the aim (mastery criteria) you are looking for.

When taking data, the time can be set typically from 10 seconds up to 5 minutes when charting academic behavior. The data is recorded by frequency (how many times did this behavior occur in the time frame that was set).

An example

celeration chart
A sample standard celeration chart showing reading progress.

A student was working on reading decoding skills. The goal was to read at a rate of 250 words per minute at a 3rd grade level. The student was given 3rd grade reading material. A timer was set for 1 minute; the student read for the entire minute. During this time the teacher collected the data on how many errors occurred and what specific words were incorrect.

Once the timing was done it was determined how many words were read correctly. The student read a total of 250 words and 6 were incorrect. The teacher then charted this data as 244 correct responses and 6 incorrect responses. Correct responses are marked by a dot and incorrect responses are marked by an x.

In the graph below you see two blocks of data for two different weeks. In the first block the date is marked 3/9/14.  The students learning picture is very clear. The teacher set the goal for the child to read at a rate of 250 words per minute in order to move on to the next lesson.

In the first day we can see that the child was reading about 150 words per minute and had 6 incorrect responses. By the 5th day there was  250 correct responses and 0 incorrect responses. This is GREAT!!! This is was we want to see. In this situation no intervention by the teacher is needed.

In the second week of data listed (I spaced it out so it is easier to read) we see a very different picture. It is clear that the student is struggling to reach the goal. The improvement rate over the week was very small and the reduction of incorrect responses was also very small.

On the first day the student is reading at a rate of 100 words per minute and has a total of 7 errors; by the 5th day he is reading about 118 words with a total of 6 errors. So when we see this we intervene. (In our school we would actually make an intervention before day 5 but showing you all of these data points allows for my explanation to be a bit clearer.)

There are a variety of things that can be done here. One of which may be taking the words he is getting incorrect and doing a separate timing on those words specifically. Another reason this student is not making progress may be because the lesson is too hard, so he needs to move back to an earlier lesson. These are things we work with the teachers on determining; however this can be done at home as well. You can make an intervention and if it works, great – if not try something else.

I have used this method for myself in college. This is a great tool for when you need to learn a lot of terms. I can see where my errors are and I can go back and adjust the way I am practicing.

Resources

This is just the beginning of what precision teaching is and what it can be used for. There are some really great resources out there that can be used to further your understanding. Here are a few:

  • Kent Johnson and Elizabeth M. Street wrote an amazing book called Response to Intervention and Precision Teaching. You can also go to Kent’s website, Morningside Academy, and see what he is doing at the school he runs. He also has educational resources available to purchase on this site.
  • Another great resource is The Precision Teaching Book by Richard M. Kubina, Jr. & Kirsten K. L. Yurich.
  • Another useful guide is called Standard Celeration Charting 2002, by Steve Graf and Og Lindsley. This is a really tool that is a step by step guide on how to chart data and then read the data.
  • Lastly, https://celeration.org is an interesting site to join.  It will allow you to see updated information regarding standard celeration charts and precision teaching.

 

 

custom composite chart

Amazing Success Story

Behavior Analysis, Charting Progress, JRC Experience, JRC Program, ,

I have been a clinician at JRC for over 20 years. People often ask me how I lasted for so long in such a controversial program. The answer is very simple. I have been a part of a team that has improved the quality of life of so many people. None of the negative comments or ridiculous misrepresentations of JRC has ever outweighed seeing a smile on a face that never smiled, or a “thanks for the help” from someone who entered the program full of anger. I’m in touch with many people who spent time here who we were able to help move on to other settings.

I remember one client, AS, who came to us years ago after 12 years of failed treatment. She spent nine years in 11 different residential or hospital settings in Massachusetts, but was expelled or transferred due to her serious aggressive and self-injurious behaviors. During this period she was treated with 14 medications, Paxil, Benadryl, Ritalin, Desipramine, Dexedrine, Trofranil, Trilafon, Lithium, Clonidine, Depakote, Klonopin, Haldol, Seroquel and Zyprexa in various combinations, without any significant improvement in her behaviors.

In AS’s last Massachusetts placement, she experienced 120 physical and 40 chemical restraints in a 28 week period. When all in-state placements were exhausted (I guess it was felt that JRC was too controversial) she was sent out-of-state where, again, medications and other treatments failed and, after 8 months, she was hospitalized in Boston. She was then finally referred to and accepted to JRC. (I like the fact that we don’t reject anyone because their behaviors are too intense.)

When AS entered JRC she was taking Klonopin, Prozac, Ritalin, Tegretol, Seroquel, Wellbutrin, Naltrexone and Lithium. No wonder she couldn’t control her behaviors! When she arrived at JRC she was in an ambulance and strapped to a gurney – they felt it was the only safe way to transfer her. I found her quite charming with a good sense of humor.

We immediately set up a behavioral program to help her reduce her dangerous behaviors. She did okay for a few days but then became highly assaultive and attempted to injure herself. The honeymoon was over.

custom composite chart
Our student’s chart shows her significant behavioral improvement.

Over the next month she had over 1,000 dangerous behaviors and required staff intervention to keep her and others safe. Staff injuries included broken ribs.

Given her extensive history of failed treatment and the fact that her dangerous behaviors were increasing steadily we discussed seeking court authorization for the use of contingent skin shock. She agreed that it was worth a try since nothing else had worked and she yearned for a more normal life. She wanted to live independently in the community someday.

She was appointed an attorney by the Court to represent her and she told her attorney that she wanted to give contingent shock a try. A hearing was held before a Judge in Probate Court who later authorized the use of contingent skin shock.

Success!

The first week AS  received 8 contingent skin shocks for aggression and self-injury with 7 on one day. Over the next 52 weeks she received only 3 more. She was completely weaned off of all psychotropic medications and she was thrilled about that.

One of the biggest but immeasurable changes was her attitude. She went from rude and belittling to happy and social. Her self-esteem skyrocketed. The medications over the years had led to a large weight gain and she began to lose weight. She was clearly proud of her progress and actively participated in her educational program.

Due to her success we began to fade out the use of contingent skin shock after six months of treatment without any negative impact. She testified at the Boston State House against a bill to ban this form of treatment, telling the legislators how this treatment gave her back a life. She went out into the community weekly, which was not possible at all for the 12 years before coming to JRC.

AS was completely weaned off the contingent skin shock treatment within the first year and she was working toward her high school diploma. She did have one small set-back and the skin shock was reinstated for a short period, but in general she just continued to improve in all aspects of her life.

Over the course of her stay with us, about 27 months, AS was able to complete her education and receive her high school diploma. She took courses in a local vocational school. She started a paid in-house job in JRC’s Human Resource Department, and later a job at Friendly’s. (When she came to JRC the last place I could see her working was a restaurant where she would have to deal with many different people each day.)

She went out and got her learner’s permit as she prepared to live on her own. When she was ready to leave JRC, she moved to a group home and then later to independent living. She got married, divorced, remarried and had a baby. She trained to become a home health care aide.

I have kept in touch with AS over the many years since she graduated from JRC. Years after she left we asked if she’d like to speak at the State House again about her years of mental health treatment and how she’s done since she left JRC. She agreed to meet me in Boston, and I waited for her at the entrance to a nearby parking garage. I was brought to tears seeing her drive up in her large SUV. She looked like a confident businesswoman going to the office.

AS told the senators and representatives that day, that without JRC she would have died from her self-injury or been jailed due to her assaultive behaviors. To this day I get goose bumps every time I recount the story of first meeting her strapped to a gurney, and her subsequent progression up to seeing her driving into Boston in that large SUV. I still see her smiling face every day, as we have a picture on the wall of her working at Friendly’s.

And this is only one of the dozens and dozens of reasons that I continue to work at JRC.

Rewarding Experience

Uncategorized

Working as a referral representative, I get to meet with parents at the most crucial point when they are really screaming for help.

Meetings are originally scheduled by parents calling JRC’s toll-free number which is linked to our child hotline (1-877-31-CHILD), often after hearing our radio ads which play on stations in different States. The meetings are conducted in the parent’s home at their comfort and convenience.

Often, parents are discouraged with the lack of support in their state and the fact that they were turned down by those people that were supposed to help them; in such cases we encounter skeptical parents who doubt our mere presence and the fact that we offering our services at no cost to them (school districts and state agencies are responsible for paying for the child’s education).

However, as a referral representative, I ensure that trust can quickly be established. Thankfully, with the Admissions team working together, the perception often changes as we stand by our words and provide help until the Admission is completed. Even Post-Admission we are still involved in keeping the trust placed in us by accommodating the parents in any way we can: for example, picking up documents, clothing, personal possessions, and more.

The team of Professionals assigned to each student upon admission is proof that JRC is a program like no other. They are very engaged in the individual’s treatment, and provide the best care to ensure that the students/clients reach their potential.

Difficult to manage, rejected by other programs, and months-long to years-long hospital stays are only a few reasons why individuals are referred initially. Once at JRC, the fact that these same students/clients are learning, engaging their peers appropriately, participating in different activities, earning rewards and money, and have a better quality of life overall, makes it worthwhile.

Although we may be on the road for weeks at a time, usually out of state, the progress of the admitted student or client is almost tangible, and gives me the motivation to keep going. Knowing that I helped and made a difference in someone else’s life remains a very humbling and rewarding experience.

JRC Family Gives Back to the Community

JRC Experience, JRC Program,

The JRC clients and students as well as JRC staff are involved in many volunteer and charitable activities throughout the year. The clients and students have hosted many bake sales which have raised several thousand dollars for various charities including the One Fund, a charity created following the Boston Marathon bombings to provide support for victims; to the American Cancer Society’s Making Strides Against Breast Cancer; to the Cystic Fibrosis Foundation; and to the National Marfan Foundation, just to name a few.

The JRC family collects donations and food items for St. Anthony’s Free Market, which provides food to needy residents in Stoughton, where JRC has several homes. In addition, JRC clients and students, with the assistance of JRC staff, collect new, unwrapped toys, which they donate to the U.S. Marine Corps Reserve’s “Toys for Tots” Program.

In addition to their charitable donations, many JRC clients and students volunteer in their communities. Several clients and students have volunteered at the Stoughton St. Anthony’s food pantry as well, where they assisted with unloading the trucks and stocking the freezers and pantry.

It's fun to help the dogs learn good behaviors too!
It’s fun to help the dogs learn good behaviors too!

Others volunteer at Grace Church, where they currently assist with the remodeling of their new location. The clients and students are cleaning, painting, laying tile, sanding, priming and painting, and building a Café.

Students and clients have volunteered in the past at dog shelters, and are now looking forward to a new volunteer opportunity at the Blue Dog Shelter in Brockton. JRC clients and students will work with the staff on the dogs’ socialization efforts, including walking and exercising, play time, training, and so on.

Let’s offer a BIG hand to all of the clients, students, and staff for their many charitable and volunteer activities! Way to go, JRC family!

Girl slapping head

The Long Hot Summer

Autism, JRC Experience, JRC Program, Special Education

The summer of 1981 was extremely sultry. It was so oppressive, outside activities for the students were cancelled much of the time.

The small school building was located in Providence, RI. It housed five or so classrooms with only six students assigned to each one. There were just four group homes in nearby Massachusetts at the time and one that was recently acquired but had not yet opened.

Girl slapping head
When first admitted to JRC, this little girl had many self-injurious behaviors, including continually slapping her head and pulling her hair out.

That summer there was a waiting list of students who needed the services that only our small school could and would provide, as we accepted children and young adults who had been rejected from as many as five to ten schools due to the severity of their behavior. Parents anxiously waited for an opening, so that their children could be educated without medication. Many had to wait until that fifth house was ready.

One young couple had a little 10-year-old girl who would pull her hair continuously, even pulling it out completely, and slap and bang her head. They arranged to visit and and drove from New York to Providence. Right away they knew that this was the school for their small daughter.

out with favorite staff
Today that little girl is a lovely young woman who is able to enjoy life, including outings with staff members.

However, in their case, the little girl could not be admitted until their state Department of Education approved the placement. During that long, hot wait, the little girl’s parents would call to inquire about the progress in the state approval. They could only keep her safe by putting her in the family pool as much as possible, they said.

July and August came and went. Finally, they received the approval! Their daughter was admitted September 1, 1981.

Today, this little girl has grown into a lovely young lady who has significantly reduced her self-injurious behaviors through consistent behavioral programming. JRC is still her home, where she enjoys her days with friends and favorite staff members.

birthday celebration

Unconditional Love and Support

Uncategorized

As a member of the JRC family for over 10 years, I have seen first-hand the effectiveness of JRC’s treatment methodology. JRC accepts the most difficult students in the country to serve, and often acts as a treatment of last resort for these students, who have severe behavior problems that have prevented them from functioning successfully in their normal environments.

birthday celebration
A proud mom celebrates her son’s birthday with him at JRC

With the foregoing as a brief backdrop, the parents of these students have typically endured years of heartache and unsuccessful treatment attempts for their children.

In speaking with JRC parents, my lasting take-away image is their remarkable strength and unconditional love and support for their children. The parent journey is tireless; they are often forced to act as advocates for their children and for the services to which their children are entitled. As a parent myself, I know you want the best for your child, including treatment services – and JRC parents are no different. Until you have walked a day in their shoes, please don’t judge.

At JRC, parents have found the least restrictive, most effective treatment available to their children, enabling them to live happy and fulfilling lives.

As a JRC staff member, I am fortunate enough to see “minor miracles” on a regular basis; including countless examples of students who have gone on home visits for the first time in years. Such minor miracles provide hope and encouragement to parents alike – and the people to whom I attribute the most credit, are the parents themselves, whose unwavering love and support during their journey has made JRC’s treatment accessible and possible.

JRC parents – you are an inspiration to all of us who are privileged to work with your children.

students load their plates

JRC: A Chef’s Perspective

JRC Experience, JRC Program, ,

Many years ago I was presented with an opportunity to come join the Judge Rotenberg Center family as the resident chef. I have found it to be one of the most challenging and most rewarding times of my career as a chef.

Our menu at the Judge Rotenberg Center is designed primarily around a vegan, plan-based diet. Being tasked with preparing these foods for a largely non-vegan population was a challenge I had never been faced with, but was excited to take on.

I remember one of the first recipes that I tried was a vegan brownie, which was served for dessert one day in my first weeks at JRC. I remember the excitement of the clients in the workshop as I delivered them. I watched from the corner of the room as they happily devoured the brownies, and thought to myself that this is what I need to be doing for them. I need to make these vegan foods as satisfying to the students and clients as I possibly can. I know vegan foods are foreign to most of our population, and are met with some apprehension, but if done well the foods can indeed be very satisfying.

students load their plates
Students happily load their plates at a special luncheon.

I have paid close attention to the feedback of our students and clients over the years, and I do my very best to make them as happy as possible with the meals we serve to them. They have been an instrumental part over the years in helping me build the menu to what it is today. We continue to grow and add new items, while removing any menu items that have become less favored. It is always a work in progress, and we make sure that they are part of that process.

Being in the foodservice and hospitality industry, it is our goal to make sure all who partake in our events or services come away as happy as possible with the food they have eaten. One of the events that I take particular joy in is a special monthly luncheon held for the students and clients. It is a menu of their choosing, and they are very glad to attend. I know that I can make them happy through the foods we prepare and this is one of those occasions where we all have a good time and enjoy.

Beyond my department, I also see the care and love that our staff shows on a daily basis. There is a lot of heart here which I feel isn’t always mentioned in the media but I have seen it firsthand. I have grown very proud of the Judge Rotenberg Center and all that we do for our students and clients.

DSM-5 cover

Thinking of the “Aspies” of the world…

Autism, Special Needs Programming, , ,

I saw this survey on the Autism Speaks website and started wondering: what do those who have been diagnosed with Asperger’s Disorder think about the DSM-V’s new label of Social Communication Disorder? Their disorder no longer exists by the name they have come to know.

Many of the individuals that I have known diagnosed with Asperger’s Disorder found it very helpful to have the label to explain their difficulties in life. These individuals had previously experienced years of being misdiagnosed with labels such as Bipolar Disorder, Generalized Anxiety Disorder, Post Traumatic Stress Disorder, Intermittent Explosive Disorder, Attention Deficit Hyperactivity Disorder, and various Learning Disabilities. They have been given medications for these disorders only to find the medications did nothing but give them a host of side effects.

Once they were given a label that seemed to fit, they felt a sense of relief, and perhaps have even been calling themselves “Aspie” which has a sort of cute connotation to it. There have been some very fun postings online about diagnosing famous inventors, artists, musicians, and scientists as “Aspies,” and it may help people diagnosed with Asperger’s feel they can be capable of anything they put their mind to.

My bet is that they have become a bit attached to the label, but it would be interesting to do a study to see what they actually think. Anyone up for it? Leave a comment here!

You can learn American Sign Language!

Special Programs, ,

JRC is pleased to partner with American Sign Language certified teacher, Marianne Molinari, to offer a 6-week series of classes in ASL, beginning May 1, 2014.

This program introduces the fundamentals of ASL and readies signers for conversational sign. Enjoy a journey into Deaf culture and learn to sign without offending. This highly regarded program offers students a chance to learn ASL without the pressure of homework or exams. Each 6 week beginner program offers NEW lesson plans which are functional in nature and prepare students for true conversational dialogue.

Who should learn?

Learn American Sign Language
Learn American Sign Language
  • Educators,
  • first responders,
  • OT,
  • PT,
  • paraprofessionals,
  • medical professionals,
  • family members of the Deaf, hard of hearing, deaf/blind and non verbal populations,
  • DDS support staff , and
  • you!!!

EARN Professional Development Points (PDP’s) and Paramedic/EMT Credits! A certificate of completion will be awarded to all attendees at the last class.

Join us for the next 6 week session!

Where: Judge Rotenberg Center 250 Turnpike St. Canton MA
When: May 1st – June 5th

Thursday evenings 5PM – 6:30PM Beginner ASL

or 6:30PM – 8PM – Intermediate ASL

Cost: $75.00 for public; free for JRC employees.

How to Register:

Contact Marianne Molinari: 781-447-2470, or manny66@msn.com
or Carla Melone: 781-828-2202, or c.melone@judgerc.org

student at computer

Yes, we can help your difficult child

Behavior Analysis, JRC Experience, JRC Program

As the Referrals Director at JRC, I have the opportunity to encounter a number of agencies that deal with a very difficult population of developmentally and emotionally disabled individuals.

These agencies include school districts, psychiatric hospitals, public and private mental health agencies, and criminal courts and affiliated agencies, as well as other service providers. Most often I am visiting these agencies because they have come in contact with a student who has defied other means of treatment or has such difficulties in his or her current setting, that no other program is able to offer educational services.

As all of my colleagues here at JRC do, I stress our ability to effectively educate students without the use of medication, and our willingness to accept even the most difficult students without the threat of expulsion. Often parents and agencies have received assurances from programs that they are able to manage students with severe maladaptive behaviors, only to have the child referred back to the school district or mental health agency that is responsible for ensuring educational and treatment services.

When my colleagues and I meet with agencies and assure them that we are committed to working with the most difficult to treat individuals, we are often met with a fair amount of skepticism. It is gratifying to have the opportunity to work with students who have been expelled or rejected from other programs and see them realize significant progress and achieve goals that they did not think were possible.

student at computer
JRC student concentrates on her academic work at her classroom computer.

I recall one young lady who was brought before a Family Court Judge in New York City after having been charged with criminal offenses. The Judge felt that due to the adolescent’s criminal behavior and gang activity, she was not worthy of placement in a private school, which was evidenced by her behavior in court. At the time, the young lady refused to properly address the Judge; she refused to remove her feet from the table and would not take her hat off. The Judge was also concerned that the young lady would elope (run away) once admitted to our school, and offend once again in the community. In spite of her reservations, the Judge was convinced to allow the girl to be admitted to our school. However, the Judge did offer a stern warning that the girl was due back in court in several weeks and the court would not be pleased if the girl failed to attend the hearing or committed another criminal offense.

When we returned to court several weeks later for a subsequent appearance, our student was in a much better frame of mind than at her previous appearance. She was genuinely happy and sociable. Her attire and manners were appropriate and she was very cordial. When the Judge met with her, she was astounded at the transformation in this young lady. Our student stood up when the Judge entered the courtroom, addressed the court in a pleasant manner and thanked the Judge for the opportunity to attend school. The Judge was speechless and could only shake her head.

After a minute or so, the Judge asked our student if she was taking medication and our student exclaimed, “No, they don’t make me take medication.” The Judge then asked our student to what she attributed such a drastic change in her behavior and demeanor. Our student explained that she had never been treated with such respect, in spite of some difficult behavior that she was displaying in the first several weeks of her admission to JRC. She told the Judge, “No matter how bad I am, they still treat me well and take good care of me. I really want to get my education.” The Judge looked at me and said, “I don’t know how you people did it, but I can’t argue with the results. I am quite pleased with the progress of this young lady”.

I have been before this Judge since then and her skepticism has disappeared.