A Step by Step curriculum
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Transcript of A Step by Step curriculum
A Step-by-Step Curriculum for Early Learners
with Autism Spectrum Disorders
Lindsay Hilsen, M.Ed., BCBA
Lindsay Hilsen, M.Ed, BCBA
Lindsay Hilsen, M.Ed, BCBA
Approved NJ Early Intervention System Curriculum
Lindsay Hilsen, M.Ed, BCBA
NJEIS Requirements• Comprehensive Curriculum
1. Address core areas identified by National Research Council (2001)• Functional, spontaneous communication• Social skills• Cognitive development• Play skills• Fine and gross motor skills• Inclusion of peers• Proactive strategies to address problem behavior when necessary
2. 75% of the intervention/strategies have been identified as “established” National Standards Project (2009)
3. Has defined measures for determining progress and defined processes to troubleshoot when progress is limited
Lindsay Hilsen, M.Ed, BCBA
3 Parts to the Curriculum
• Assessment• Curriculum• Mastered Section
Lindsay Hilsen, M.Ed, BCBA
Programs
• Over 90 programs• Broken down into categories
– basic programs, behavior, motor, receptive, expressive, action, communication, intraverbal, play, self help, sort/match, academic
Lindsay Hilsen, M.Ed, BCBA
Assessment
• Baseline• Progress
Lindsay Hilsen, M.Ed, BCBA
Assessment Example
Lindsay Hilsen, M.Ed, BCBA
Selecting Goals
• In early intervention you need to look at child’s IFSP outcomes and base it off of those.
• You will also need to assess the child and look at the total percentages of each program to see if it should be a program.
Lindsay Hilsen, M.Ed, BCBA
Early Intervention Outcome Example
• Imitate and produce simple and environmental sounds
Lindsay Hilsen, M.Ed, BCBA
Selecting Goals for Early Intervention
• Look at table of contents• Look at picking programs• Look at curriculum assessment
Lindsay Hilsen, M.Ed, BCBA
Selecting Goals for Preschool
• Base it on the IEP• Assessment results
Lindsay Hilsen, M.Ed, BCBA
Curriculum
•Look at assessment to see what step you should start on
– Sample: Quiet HandsThe child was able to complete step 1 according to the
assessment so start on step 2•Generalization is built into each step•Measurement/Criterion
– Probe or Trial by Trial– 3 Consecutive Y’s or 90% independent over 3 consecutive
days
Lindsay Hilsen, M.Ed, BCBA
Curriculum Example
Lindsay Hilsen, M.Ed, BCBA
Basic Principles
• Prompt• Shape• Reinforce• Intersperse
Lindsay Hilsen, M.Ed, BCBA
PromptingPROMPT NAME PROMPT ABBREVIATION PROMPT DESCRIPTION
Physical Prompt P You use hand over hand so
there is no room for error
Faded Physical FP You use more of guide from
the shoulder or elbow and
lead the student to the
correct answer
Gesture G You point to the correct
answer, you can also use
your eyes to “gesture” or
look at the correct answer
The most common prompts are provided below in a most to least intrusive hierarchy.
Lindsay Hilsen, M.Ed, BCBA
PromptingVerbal V or VP You provide the student with
the exact word/words that you
want them to say (Ex. “what
is your name- Johnny”
student then says “Johnny”
Faded Verbal FV You provide the student with
the start of the word/words
that you want them to say
(Ex. “what is your name- Joh”
student then says “Johnny”
Lindsay Hilsen, M.Ed, BCBA
Discrete Trial
• Discrete trial is when you take an isolated task and present the student with a cue (Sd-discriminative stimulus) that indicates to them what they need to do.
Lindsay Hilsen, M.Ed, BCBA
Discrete Trial• The first way: • Present the Sd (discriminative stimulus, cue) • Wait 3-30 seconds (processing time depending on students needs)• Correct response mark a + (for independent)• The below example will demonstrate what to do for an incorrect
response– Present Sd – Wait time--- student begins to respond incorrectly/does not respond– Immediately try to interrupt and prompt to the correct response– Then do a teaching trial (this is the errorless part discussed earlier in
the book)• Represent Sd and immediately prompt correct response. Remember this is all
one trial.
Lindsay Hilsen, M.Ed, BCBA
Discrete Trial-example• Adult- Sd: “touch head”• Student- correct response, student touches head (see box 1
receptive body id)• Adult- “great job touching your head. Do this (open mouth)”• Student- student opens his mouth (see box 1 oral motor)• Adult- “wow I love the way you opened your mouth, now give me a
high five”• Student- No Response • Adult- physically prompts student to give a high five and then does
a teaching trial (immediately represents Sd “give me a high five” and the adult immediately prompts the student to give a high five. This is all one trial (see box 1 one step directions).
Lindsay Hilsen, M.Ed, BCBA
Discrete Trial Data Sheet-1st way Example
Student's Name: Johnny
Date: 4/1/11
PROGRAM NAME STEP/SET 1 2 3 4 5 6 7 8 9 1
0
TOTAL
%
RECEPTIVE BODY ID Head + F
P
Oral Motor “do this(open
mouth)”
+ +
Follows one step
directions
“give me high five” P +
Lindsay Hilsen, M.Ed, BCBA
Discrete Trial GraphPERCENT
CORRECT
Step 1 Step 2
DATE
Lindsay Hilsen, M.Ed, BCBA
Graphing Reminders• Include the date• I like to include the initials of the person that
worked with the student that day/session. I write the initials under the date.
• Include trend lines. This is the straight line that is used to separate the steps. It shows that you are now working on a new step.
• Connect the dots on the same step. • Do not connect the last dot of one step and the
very next dot on the next step.
Lindsay Hilsen, M.Ed, BCBA
Probe• Probe data can either be collected daily, weekly, bi-weekly,
monthly etc. • So the question is how do you take probe data?
– The purpose of probe data is to test to see if the student has the skill the first time presented that day.
– So that is exactly when you take the data. – At this point you will present the Sd and if the student can do it
independently then you will circle Y (yes) or the student could not do it independently then you will circle N (no).
– You will then move on to the next program and probe that skill. – Once you are finished probing for the day, you can then put
your data sheet away and just focus on teaching the skill.
Lindsay Hilsen, M.Ed, BCBA
Probe ExamplePROGRAM: Gross Motor Imitation CRITERIA: 3 consecutive Y’s
STEP
4/1/11 4/2/11 4/4/11 4/8/11 4/8/11 4/9/11
Clap
Hands
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
4/10/11 4/11/11 4/12/11 4/14/11
Stamp
Feet
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Y
/
N
Lindsay Hilsen, M.Ed, BCBA
1st TRIAL PROBE WITH PROMPT LEVELS
• I really like to see the prompt level that was required in order for the student to be successful.
• I can tell if the student is making progress. – For example, if I am working on a skill for 2 months and all I see
on the probe data sheet is all N’s circled, I am going to discontinue that program due to lack of progress.
– However, if I am taking prompt levels, then I will hopefully see that for the first couple of sessions the student needed a physical prompt, then a couple of session after, the student needed a faded physical, then a few session after that they only needed a gestural prompt and so on. This was I can see that the student is making progress and therefore, the program would not need to be discontinued.
Lindsay Hilsen, M.Ed, BCBA
Probe with Prompt Levels
Program Name Write in the box below the date and the score (P-physical prompt,
FP-faded physical, G-gesture, V-verbal prompt, FV-faded verbal,
+-independent)
Gross Motor
Imitation (clap
hands)
4/1/11
P
4/2/11
P
4/3/11
FP
4/4/11
+
4/8/11
+
4/9/11
+
Receptive Body Id
(head)
4/1/11
+
4/3/11
+
4/4/11
+
Lindsay Hilsen, M.Ed, BCBA
1st trial Probe Graph
Y S/G FP/FV PP/VP
4/2/11
4/1/11
4/3/11
4/4/11
Lindsay Hilsen, M.Ed, BCBA
Mastered
• Designed as probe data• Each time a step is mastered it should go into
the mastered routine– Probe 2x per month
• Child receives a N data point, probe the skill the next day, if the child receives another N then the step/program needs to go back into the daily teaching routine until criteria of mastery is met again.
Lindsay Hilsen, M.Ed, BCBA
Mastered Example
Lindsay Hilsen, M.Ed, BCBA
Ordering the Book• http://www.amazon.com/Curriculum-Learners-
Autism-Spectrum-Disorders/dp/1849058741/ref=sr_1_1?ie=UTF8&qid=1331562508&sr=8-1
• http://www.barnesandnoble.com/w/step-by-step-curriculum-for-early-learners-with-an-autism-spectrum-disorder-lindsay-hilsen/1101207398?ean=9781849058742&itm=1&usri=a+step+by+step+curriculum+for+eraly+learners
• http://www.jkp.com/catalogue/book/9781849058742
Lindsay Hilsen, M.Ed, BCBA
Thank You
Questions???
Lindsay Hilsen, M.Ed, BCBA