Charting the Cs logo with black and blue text Charting the Cs Conference 2025: To Literacy and Beyond Cooperation Communication Collaboration Boosting Engagement: The Power of Co- Participation and Differential Attention April 29, 2025 Erin Nelson, BCBA LBA Agenda Introductions Co-Participation •The “what” and “why” of co - participation •When to use Co - Participation •Model, Practice, (and feedback!) Elements of Social Attention •What are they? •How to use them for good Introductions Erin Nelson MA, BCBA LBA oSchool-Based+ Behavior Analysis o20-ish years in education •early childhood-college level •Support staff, para, substitute teacher, classroom teacher •Passion= increasing confidence and success through understanding Erin Nelson MA, BCBA LBA What is Co-Participation? •Process of modeling a desired behavior, task, activity to engage our learner in what we’d like them to do •“Becoming the student” staff/adult does what the student should be doing •Takes the place of verbal directives, redirection, repeating instructions (Concept formulated and put forth by Wendy Selnes / Brih Design) Wendy Selnes in a mask modeling sandwich making with a client. Who can Co-Participation Help? Students who… •Engage in a lot of refusal behaviors •Have difficulty focusing •Lack confidence •Have difficulty initiating tasks •Struggle with academic content •Enjoy attention/want or seek out attention Why Co-Participation? •People (students) will more often follow what you DO more than what you SAY •You become a visual support •You also have the capability and potential to provide social attention (more on this later) •Increase Engagement and Follow Through •Para call-out story* What does Co-Participation Look Like? In the classroom oRaising hand, looking at the speaker, attending to and participating in classroom activities ohaving a duplicate copy of materials and working on them in close proximity tothe student(s) needing support •talking through •“Oh, I’ve done something like this before. I think I remember. I have to…” oLooking and acting like a “model” student In Re-Regulation oStaff participating in/modeling a coping/calming strategy •taking deep breaths •squishing putty in their hands, coloring, holding a stuffie, using a fidget, etc •*throwing a safe item in a safe way •*punching a safe item in a safe way (punching bag) oVery few to NO words •Not asking questions •Not giving directions/requests Co-Participation What’s involved •Staff doing/participating in what they want the student(s) to do oclass activity oworksheet/independent work oregulation/calming strategies ojobs, tasks, chores, etc •Talking aloud to self/others about the task What’s not involved •Asking a lot of questions •Verbal directions, re-directions •Saying things like, “no,” “don’t”, “you need to…” or “that’s not how…” Is Co-Participation Cheating?? •Intent is to increase engagement •Learning is occurring, even when student is not directly engagedStudent “L” in 2nd grade •Grade on what is known to be independent omark/specify items done on their own oalternative methods of assessment Woman and girl looking at an academic task together Let’s Practice •I do •We do •You do •Let’s talk about it White person's hand writing the word "pratice" on a blackboard in chalk. When Could You Incorporate Co-Participation? •Time/activity in your day •Specific student •Upcoming student project or task •What materials would you need? •Who would need to help/know about it? Silhouette of a human form leaning on a large question mark. Elements of Social Attention long narrow road sign shaped like an arrow that says "attention." oTalking TO or ABOUT a person •“What are you doing?” •“Benny has had a tough morning and made some not so great choices.” oEye Contact •looking directly at someone •looking at a task, speaker, ground oPhysical Orientation, Proximity and Body Language •Stance-face to face, side to side •gestures, facial expressions •touching, chasing, holding Dialing in our Social Attention We want to give MORE attention when students are doing something desired •More positive verbalizations •More eye contact •More positive physical interactions (if student desires) arced meter dial going from the color red on the left through orange, yellow, light green and bright green on the right Co-Participation and Attention •Focus our attention on the desired outcome vs the undesired behavior •Can dial up or down how much social attention we provide based on their engagement/desired actions •Our attention is so valuable! •Words are the currency of your attentionWhat do you want to PAY for? •Pay attention and purchaseto desired behaviors •Pay attention and purchase undesired behaviors Questions, Comments, other discussion? Drawing/cartoon of two hands outstretched with palms up, as if holding questions marks and lightbulbs on a green background. Thank you! Erin Nelsonerin.nelson@contigolearning.com Contigo Learning logo with heart in the middle of a small hand