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Individualization
JARs are not a “one size fits all” technique. It’s
really important to remember the specific needs of each child when planning
a JAR. Special consideration must be given to age,
ability, interests, and goals.
Age
JARs can be used with all ages. When working with
a toddler, a bubble- blowing activity should be individually tailored
for the child in a way that is fun and functional. Dad may have the
role of holding the bubble jar, while the child blows, tries to catch,
or pops the bubbles. The child’s role will include letting dad
know to continue the activity. How can a little toddler do this? There
are numerous ways it can be done by a look, a gesture, a sign, pointing
to or handing dad a picture, babbling, words whatever is expected according
to the child’s age and ability.
When working with a kindergartner, the same activity
may have additional requirements. The roles may change and the group
size may increase from 1:1 to a group of two to three children. Expectations
within the routine may also be increased and varied. For example positional
concepts like on, under, next to, between may be included in the bubble-
blowing routine.
When working with a preteen, would we still use
bubbles? Well that depends on the child’s ability, interests,
and goals. That’s why it’s so important to individualize.
There are plenty of individuals of all ages for whom bubble blowing
would be a totally fun, acceptable activity. Many weddings, sporting
events, and parties provide opportunities for celebrating with bubbles!
Most likely, however, themes will change as learners
become older. The three main types of JARs discussed earlier can easily
be adapted to learners of varied ages.
Preparation type routines are very appropriate
for learners of all ages. Food preparation, job skills training, or
leisure arts can be set up as effective JARs. Routines that focus on
plots or story lines can also be used for older adolescents. Such plots
can be developed to teach community living skills, for example. Themes
such as going to the movies, talking on the telephone, eating at a restaurant,
and checking out a book at the library are just a few examples of skills
that are effectively rehearsed in a scripted routines.
Again, roles and specific activities may vary depending
on the individual. However JARs remain an effective strategy regardless
of age
Ability
What is the child’s ability? Is the child
able to do the things that are necessary for a given activity? Can the
child move and communicate? Can she pay attention? This really makes
a difference when individualizing a JAR. Ability does not necessarily
correspond with age.
Let’s look at the bubble routine again. There
are some toddlers who have the functional skills and abilities to focus
their attention on a simple game, to communicate the desire to keep
going with an activity, to poke at or reach for bubbles, and to attempt
to or even successfully blow a bubble.
On the other hand, there are some preteens who
have few if any of those skills. Consider the child with ASD who may
be learning how to pay attention to something that another person is
doing (joint focus/attention). Consider the child with severe breathing
difficulties, for whom bubble blowing may be a significant and appropriate
challenge
When planning and developing JARs, observation
and data collection carefully watching and keeping track of what the
child can and cannot do will help determine each child’s current
level of functioning.
Interests
Talk to parents and caregivers, talk to and/or
observe the child, and build on individual interests when setting up
JARs. What is fascinating to one child may be extremely boring or even
scary to another. If a routine is exciting and meaningful to a child,
learning becomes fun. There will be a greater likelihood for shared
focus, willingness to wait turns, enthusiasm about taking interactive
roles, and learning sequences.
There are ways to incorporate these interests into
a JAR. A child who is passionate about tropical fish may have the role
of a pet shop vendor, a veterinarian, a customer, a deep sea diver,
a card dealer (passing out cards with fish pictures), or a science teacher.
On a field trip to an aquarium, the child may learn the routine for
waiting, bus riding, ticket purchasing, greeting the guide, and taking
turns, while at the same time being rewarded with the joyous experience
of viewing thousands of fish!
Goals
JARs must be individualized and adapted according
to a child’s specific goals and objectives. While JARs are primarily
designed for communication, cognitive (such as thinking, understanding
and problem solving), motor (such as strength, movement, and coordination),
and social skills (such as being aware of and getting along with others)
may also fit right into a routine!
A small- group activity can include lots of different
goals, depending on individual abilities and needs. While three children
are engaged in the bubble- blowing activity, one may be expected to
make verbal requests, one may be required to imitate a word approximation,
and the third may be expected to follow the direction to blow bubbles
on, in, and under various locations.
Motor goals, such as twisting off the cap, inserting
and removing the bubble wand, employing range of motion while waving
the wand in specific directions, and using balance, coordination and
motor planning while stepping on, sitting on, or jumping on bubbles,
may be interwoven with communication goals.
Social goals, including joint attention, turntaking,
and sharing, are key components in JARs. Closely observe each child’s
basic social skills. Does the preschooler show an interest in peers?
Does the kindergartner follow rules in simple games? Does the preteen
play games with others requiring decision making and skill? Is the teenager
able to understand the facial expressions of his peers? Having specific
roles and switching these roles enables children to learn more about
others and what it might be like to be “in their shoes”
(Frith, 1989). It is important to respect each child’s point of
view when setting up JARs, so that we can build on their strengths and
help them with their challenges.
Cognitive goals often overlap with communication
goals. Paying attention to what is important, processing and understanding
the meaning of what is seen, heard, felt, or experienced, and being
able to remember and use those memories, are all essential cognitive
skills that carry over from childhood to adulthood. Is the activity
too easy and therefore not challenging enough, and even boring? Is the
activity too difficult, and likewise boring, because the child does
not understand what to do or how to do it? In addition to these considerations
, we also must make sure that we are aware of a child’s style
of learning, as well as her skills. Does the child learn by exploring
through touch? Does the child learn best by watching or by listening?
Or is going through the actual motion of an activity the most effective
way for the child to learn?
Remember these key points related to individualization:
- Make your JARs age appropriate.
- Consider each child’s abilities.
- Find out the interests of each child and include
those interests in the JARs.
- Know what the goals are for each child.
- Individualize!
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