Evaluative Case Study of the Use of Soundbeam in an Irish Special School

Transcription

1 Evaluative Case Study of the Use of Soundbeam in an Irish Special School Name of Authors: Majella Ffrench O Connor, Orlagh Mahon, Eilish Brennan. School: Kolbe Special School, Block Road, Portlaoise, Co. Laois. Date: June About our School Kolbe Special School caters for students with severe and profound general learning disabilities. In addition, many of our students have sensory disabilities and challenging behaviour. There are a small number of pupils in three classes ranging in age from five to 18 years. In terms of staffing arrangements, each class has one teacher and two Special Needs Assistants (SNAs) with some students having their own personal SNA. The school also has two nurses, a secretary and an administrative principal. School space is limited, consisting of three classrooms, which can be accessed from a multifunctional central hall. Each classroom has its own bathroom facilities. There is also a nurses station, a small staff-room and a small office. 2. Evaluation Process The Soundbeam equipment was initially introduced in our school for short periods, building up to two x 30 minute sessions weekly over the course of one term. To begin with, the main users were the staff who had received training on the use of the equipment via NCTE. All other school staff supported the trained staff until they themselves became familiar with the workings of the equipment. Initial evaluation of the use of Soundbeam was via observation of the students reactions, attention span and behaviour. We introduced a skills checklist (appendix one) to facilitate assessment as staff became more familiar with the equipment. 3. Pupil and Staff Involvement Pupil Involvement There were three students involved in the use of Soundbeam: Student A: 13 year old female with severe intellectual disability. She uses Lámh (a sign system) to communicate and has mild challenging behaviour with poor concentration. She is in a wheelchair but has complete upper body movement. Student B: 15 year old male also with severe intellectual disability. He is suffering from hydrocephalus and is a wheelchair user. This student has limited speech and mild challenging behaviour. Student C: 18 year old male also with severe intellectual disability. This student has cerebral palsy; he is mobile with the use of a walking aid. He has lots of language and a short attention span. Soundbeam was used with the above students for two weekly sessions of 30 minutes duration each, generally in the afternoon. Page 1 of 8

2 Staff Involvement Both teachers and SNAs were involved in the use of the Soundbeam. The trained staff were responsible for setting up the equipment. As none of our pupils could use the Soundbeam independently due to the nature of their disabilities, it was necessary for staff to be present at all times. The staff were very enthusiastic about Soundbeam. 4. Training/Support Materials We received three Soundbeam-specific training days. Day One: Introduction to Soundbeam. This comprised basic instruction on the potential, mechanics and set up of Soundbeam in addition to an introduction to the manuals. Day Two: This day dealt with the problems we had encountered to and gave more practical instruction on the use of Soundbeam. We became more familiar with the terminology associated with the Soundbeam. We felt that some progress was made during day two. Day Three: This training day was a school based day with and telephone support. This day proved to be very beneficial as we had previously covered the basic operation and use of the equipment and were now able to move on to applying it our specific situation. Great progress was made in developing the most appropriate set-up for Soundbeam to match our classroom needs. We became more efficient and confident in the use of the Soundbeam and able to implement terminology associated with it into class programmes. We were able to easily integrate the book Beaming with Pleasure that we received over the course of the training days into class programmes. We designed some programmes suitable for use with the students on an individual level and for use with groups. We also received two days in-service training on music in the revised primary school curriculum from the Department of Education and Science. This offered some relevant ideas on how to integrate the Soundbeam not just into music but also into other areas of the curriculum. To, no training has been given to parents and students. Staff themselves feel they require more time and training to become fully confident in the use of Soundbeam. Support material was available in the form of the three instruction manuals and the Soundbeam website. support from the trainer was also available. We found a lot of time was required to learn how to operate the Soundbeam. It was therefore beneficial to have a number of staff members trained in its use as we had each other for support when difficulties arose. The service from the supplier and trainer was very helpful. It offered help and advice in overcoming the problems we encountered. We also recognised that, due to the many diverse activities of the school day and not having fully understood the operation of Soundbeam after training day one, we had not initially been using the Soundbeam to its full potential. After training day two and our own school-based day we understood the potential benefits of the Soundbeam both for use with a group and on an individual level. We feel it will be necessary to keep the programmes simple until we become more confident in the use of Soundbeam. Page 2 of 8

3 5. Educational Use Initially, we introduced the Soundbeam to the pupils and observed their reaction. All pupils found the experience very stimulating. Those from whom we expected an initial positive response provided it. Staff saw the benefits of using the equipment with all the pupils. Subsequently, a class team meeting was arranged. We discussed the areas of the curriculum we intended to work through with Soundbeam. We prepared set-ups to suit these curricular areas and saved them (a set up is a particular choice of settings which have been selected to produce particular sounds and are then saved, for later reproduction). All our pupils have Individual Educational Programmes (IEPs). Each student has different objectives depending on their individual needs. The main objectives in the use of the Soundbeam with our students were: To help progress from involuntary to voluntary movement To help progress from accidental to intended movement To improve concentration and attending skills To promote independence To teach turn taking. In future, the Soundbeam will be integrated as part of their programme through: Cause and effect Music therapy Physical education Information technology Refining movement for switch control. Strategies We employed the following strategies in the Soundbeam sessions: We prepared and rehearsed each session before introducing Soundbeam to the session We allocated roles to both staff and students We arranged the physical environment prior to each session. Successes Following the use of these strategies the following successes emerged: Students participated more in the lesson Students concentration improved Students enjoyed the activities. Difficulties The following difficulties also emerged: Page 3 of 8

4 Limited space caused interference with the beams, which led to unintended production of sounds Lack of space generally. Soundbeam was mainly used for storytelling, drama, physical education and sensory integrations. Based on our experience of using the Soundbeam so far we feel it could be further integrated into many areas of the curriculum for students with severe disabilities, e.g., speech and language, music and also into physiotherapy programmes. We found it necessary to prepare the set-up in advance and have a trial run before introducing Soundbeam to the students. It was necessary to have two to three adults available to help guarantee a successful lesson using Soundbeam. We found it difficult at times to use the beams, as our room is very small and full of furniture. The students concentration and enjoyment in learning seems to be greater when Soundbeam is introduced. We found the use of the switches to be highly effective. The students did not use Soundbeam independently due to the nature of their learning disabilities. They used the beams and switches with guidance and support. To we haven t used any other equipment to complement the Soundbeam equipment. In the future, we plan to use other equipment to support Soundbeam as we develop confidence and train other staff members to use it. 6. Classroom Management Soundbeam is located on a mobile trolley to allow ease of movement to each classroom. We timetabled the use of the Soundbeam for each class. The responsibility for setting up the Soundbeam was assigned to the trained person in each room. The physical environment needed to be prepared to facilitate the use of the Soundbeam. In classrooms where children displayed challenging behaviour the security and safety of both the equipment and students was paramount. After a period of trial and error we would recommend: Advance preparation and rehearsal of each lesson Advance preparation of the environment To designate a specific room for Soundbeam use. 7. Assessment We monitored the pupils progress through observation of their reaction, attention span and behaviour when using Soundbeam. We compared these observations under these headings before and after Soundbeam was introduced. Subsequently, we introduced a skills checklist (see appendix one) to observe the students progress. The use of Soundbeam with the pupils was reported on and discussed at monthly class meetings. 8. Impact Benefits Soundbeam can be used in all areas of the curriculum to promote independence, turn-taking, switch control and to develop body movement The switches and beams worked well with the pupils Page 4 of 8

5 The equipment enabled us to explore learning more effectively by enhancing the sensorial input of other activities, for example, water play to hear the sound of water It can assist in developing the pupil s imagination, for example, drama - the creaking door accompanied by the sound The pupils enjoyed using the equipment. As the staff became more confident, we noticed a greater response and enjoyment from the pupils. Challenges The bulky nature of the equipment and the amount of wires associated with it. Effective use of Soundbeam requires a lot of preparation time outside of class. The manuals contain very technical language. 9. Summary Overview Soundbeam has a lot to offer all students and in particular students with Severe/Profound general learning difficulties. It can be incorporated into many areas of the curriculum. It offers the pupils a new dimension to learning through auditory exploration. Pupils can achieve results by simply breaking the beam. Three students were mainly involved in the use of the Soundbeam. It was generally utilised in a group situation. We integrated it into storytelling, drama, music and the Galaxy program. Occasionally, it was used on an individual basis to encourage movement. Through observation and the use of a skill checklist, we found that Soundbeam has a lot to offer all students. For a school that was considering investing in Soundbeam, it would be advisable that a number of staff members be trained in the use of the equipment prior to its purchase. One downside is that the technical nature of the language in the manuals can be difficult to comprehend. Two days of initial training is necessary followed by further training as deemed necessary. Page 5 of 8

6 Appendix One: Skills Checklist Soundbeam assessment checklist Student Teacher Class Date Time frame Soundbeam setups used 1. Cognitive skills shows awareness of control shows concentration shows sustained concentration and alertness plays with increasing intentionality e.g., starting, stopping, holding notes anticipated the sessions positively exhibits improved learning and attention in other areas shows preferences for certain pitches or range of pitches Attending Responding Initiating 2. Vocalises in session to communicate pleasure and communication, social skills engages in eye contact with teacher during session engages in eye contact with object during session smiles laughs sings engages in social behaviour with other children during session reduction in anti-social behaviour during session reduction self-injurious behaviour during session Attending Responding Initiating Page 6 of 8

7 3. Physical skills shows expressive gesture or movement in response to sound enhanced gross motor skills enhanced fine motor skills reduction in stereotyped/unwanted movement shows enhanced control of: -head -trunk -hand R -hand L -arm R -arm L -leg R -leg L -full body movement Attending Responding Initiating Has progress been observed over the course of a series of sessions in any of the following areas? Page 7 of 8

8 Appendix Two: Sample Lesson Skittles and bean bags. Use of Soundbeam for Physical Education Lesson. Subject: Strand: Equipment: Procedure: Physical Education Games Skittles, beanbags, soundbeam. Set up soundbeam with a suitable sound to stimulate the pupil s attention. (a) Place the beam so it will be activated when the pupil throws the beanbag in the direction of the skittles or (b) Place the beam so it will be activated when a skittle is knocked. The distance between the pupil and the skittles can be short to insure success with the beam, this can be increased gradually. Invite the pupil to pick up the beanbag and throw it in the direction of the beam/skittles. The beam sound will be the reward and motivator. Curricular Links: Maths counts how many beanbags/ skittles activate the beam. Language Development the specific language used. Music specific choice of sound. Notes: This is an excellent stimulus for pupils with visual impairment and poor motivation. Page 8 of 8