CAOS for an LLI student

In my class I have a student who funded through LLI. This is my second year with him in my class and as I have come to know this student I have figured out what sort of programme works best for him. We have started doing some work with the CAOS programme in the Juniors and I decided this is the structure of programme that will work best for my student, as opposed to the LLI 1 day course. CAOS stands for Communication, Attention, Organisation and Social Interaction. It is based around the skills needed to be ready to learn to have success. There is a big focus on pre-learning school. Due to PK's level of language, this is our main focus for him. Giving him the skills he needs to communicate in a way to give him success.

I, alongside my students Teacher Aid and Speech Language Therapist, developed a CAOS plan in a release session around my students needs and interests. Below is the plan we have going forward. There are a few resources that we need to make and then we are good to go. 

After speaking to his caregiver I am very please with the progress PK has made over the last year and I am even more excited to see how things will go with our new programme.

CAOS Programme   CAOS Assessment templates  PK CAOS Assessment 

PK

CAOS Plan and Strategies (Term 1 2018)

The CAOS framework has been used to choose priority areas for learning in the classroom. In discussion with Jess and (TA) the following goals and strategies have been selected. The strategies can be put into place straight away and tie into routine activities in the classroom.

It is hoped that with mastery of these goals PK will be better equipped to actively take part in classroom learning activities.

CAOS Goals:

• Communication:
• PK will independently and verbally request “Can you help me (please)?” to an adult as required.

(Next step: Request help from a peer)

• PK will use the vocabulary first-next-then to talk about a 3 part routine activity (to happen in the future).

(Next step: to be discussed – possibly first-then to share a recall or before-after for a routine activity)

• Attention:
• PK will transfer his attention from a favoured activity to a less favoured activity.

(Next step: less favoured – less favoured - favoured)

• Organisation:
• PK will use the vocabulary first-next-then to complete and talk about a 3 part pattern. (Next step: to be discussed – possibly first-then or before-after )  
• Social Interaction:
• PK will turn-take with one peer in a structured activity

(Next step: turn-take with 2 peers in a structured activity)

Goals	Resources to be trialled	Classroom strategies
Communication	Visual reminder about asking for help on wall. Visual reminder about first-next-then vocab on wall. Visual coloured first-next-then board with whiteboard pen.	Self-talk by adults: “If I get stuck I can ask someone to help me – “Can you help me please?” Class/small group role plays around asking for help (peer modelling). When PK approaches an adult, prompt him “Do you need help?” and model the words for him “Can you help me please?” Specific follow-up and proximal praise: “Thank you for asking me for help – that was great!” Throughout the day model first-next-then language around upcoming tasks, recall accounts, reading books etc. Whole-class activity breaks: Give 3 part instructions using first-next-then for them to complete (peer modelling). At lunchtime and reading time: Prompt PK to think about the 3 things he needs to do/get. Model the language for him, e.g. “First get your lunchbox, next get your reading folder, then sit on the mat” Use the coloured visual board with hand-drawn pictures to support PK to understand upcoming routines using first-next-then language to talk about this.
Attention	Visual coloured first-next-then board with whiteboard pen. Token reinforcement system Work in Progress signs	Use visual board to prepare PK for what is coming: 3 tasks (learning activity – motivator – learning activity). Use first-next-then language when talking about this. Be clear about how long PK needs to attend to a set activity before moving on. Use a visual timer (with visual time decreasing) for each activity. Use a token reinforcement system to reward completion of an activity (working towards something motivating). Remind him throughout the activity that he is working for his car tokens. Pair this with specific follow-up (praise and encouragement) e.g. “Fantastic work PK! You finished your colouring!” To support pack-up of blocks/favoured activities offer a ‘Work in Progress’ sign to save what he’s been working on. Give lots of specific praise when PK is attending or listening well, or transitioning well from one activity to the next e.g. “PK I love the way you are focused on your work! Great one!” Celebrate successes with learning and attention, particularly around low motivation/non-favoured activities.
Organisation	Mini first-next-then board to deconstruct pattern at the end of the activity and prompt adult use of first-next-then language.	Patterning activities (as third activity on visual timetable) – with any materials. To be included in maths hot-spot. Use first-next-then language when talking about the pattern. Whole class patterning activities – on the board, Go Noodle – use first-next-then language when talking about the patterns. Prompt PK to tell you which was first-next-then in the patterns he has completed or created. Specific follow-ups, e.g. “You’re right PK! That one was first!”
Social Interaction	Turn-taking activities e.g. Marble run, Trains, Car track, Alphabet/Thomas puzzle	Choose a motivating activity with clear turn-taking opportunities. Model turn-taking first between PK and an adult. Prompt PK to choose a friend to share his toys with. Explain simply the activity and turns. Verbally prompt for appropriate turn taking using “My turn/Your turn” language with the sign (to reduce communication demand). Specific follow-ups, e.g. “Great turn-taking PK!”