Setting up an Integrated Life Skills Program
-
Upload
carla-schultz -
Category
Documents
-
view
79 -
download
1
description
Transcript of Setting up an Integrated Life Skills Program
Why is it so difficult to design for multiple student needs?
Who Are Your Students?
Varying abilities and needs
academicbehavior individual
adaptivegroups
General Considerations
Staffing/Student Ratios
•Student assignment •Student abilities
Critical Elements
Environment
Goals and Objectives Instructional
Groupings
Environment: Areas
Individual •Space•Staffing
Small Group
•Space•Staffing•Students
Large Group
•Space•Staffing•Students
Self Contained
General Education Classroom
MaterialsAge Group•Preschool•Elementary•Middle/High School
Type of Classroom•Self Contained•General EducationSpace in Classroom•Individual•Small Group•Large Group
Materials: Elementary
• Individual Grades• Academic Content• Independence• Daily Living Skills• Leisure • Social
• Mixed Grades• Academic Content• Independence• Daily Living Skills (adaptive)• Leisure • Social• Consider individual vs group
materials
Materials: Middle/High School• Individual Grades
• Academic Content• Independence• Daily Living Skills• Leisure• Social
• Mixed Grades• Academic Content• Independence• Daily Living Skills (adaptive)• Leisure• Social• Prevocation/vocation
Materials: Areas• Individual
• What do the materials allow you to do or not do?
• Are materials easily accessed by adults and students?
• Promote engagement?
• Small and Large Group• What do the materials allow you
to do or not do?• Are materials easily accessed by
adults and students?• Promote engagement and
interaction?
Action List for Setting Up Environment
Physical Space
•Instruction spaces•Traffic areas•Leisure areas•Calm down areas
Matierals
•Individual work•Projects•Hygiene•Leisure•Large group
Visuals
•Individual•Large group•Small group
15
The basics still applyAppropriat
e goalsPlanning for instruction
Intervention strategies
Using appropriate
supports
Monitoring progress
1 • What are you going to teach?
2 • How are you going to teach the skills and behaviors?
3 • How will you know that your teaching has been effective?
Three Important Questions
17
Olivia’s Objectives (social goals)
ArrivalJournal Time
Initiate greetings and respond to greetings from peers.
Group Meeting Respond on topic. Maintain conversations for at least 2 turns.
Reading Participate with reading buddy (read out loud, take turns, answer questions).
Recess Initiate greetings and respond to greetings from peers.Play social games with 2 or more peers.
Math Participate in group game with peers (take turns, answer questions).
18
Olivia’s Objectives What the teacher can do?
Data Collection Comments
Initiate greetings and respond to greetings
from peers.
Review social story, prompt if necessary, SR+
Initiate: P P Respond: P +
Jack and Beth
Respond on topic. Maintain
conversations for at least 2 turns.
Review social story, prompt if necessary, SR+
Respond: P PMaintain: P +
Participate with reading buddy (read out loud, take turns, answer questions).
Write page numbers to be read on goal sheet, SR+
Read: 2 pgsQuestions: +
+
Quinn
19
Example: Mixed Population Class
Sean Conner Kayla Jason
Arrival/Meeting
Responding GreetingsManage materials
Manage materials GreetingsManage materials
Work (Indiv and Group) MatchingSight words, math
ReadingMath
ReadingMath
ReadingMath
Snack Initiatingwaiting
Comment to Peers Comment to Peers Comment to Peers
Recess Sustained engageFollow directions
Emotional reg Problem Solving Turn taking
Work (Indiv and Group) Independent work Independent workGroup math
Independent workGroup reading
Independent workGroup math
Project InitiatingTurn takingFollow directions
CommentingEmotion regulation
Commenting Turn takingcommenting
Students/Goals: Areas
Individual •Adult Directed•Independence
Small Group
•Adult Directed•Independence•Group Skills
Large Group
•Adult Directed•Independence•Group Skills
Individual Work and Instruction Space is Important
Attention
Build Skills
Behavior
Physical Structure
organized so the student can understand where different activities take place and where materials are kept
Consider: •Size of room, specific areas for learning specific tasks, individualization
Keep in mind: •Establish clear visual and/or physical boundaries•Minimize visual and auditory distractions
Physical Structure
Independent Work Centers – Middle School Classroom
Independent Work System - Elementary
Physical Structure
•Leisure•Work•Individual Teaching
Areas
•Clear boundaries (rugs, bookshelves, tape, etc.)•Materials marked (pictures, numbers, color coded, etc.
Layout
Physical Structure
Physical Structure• Is there space provided for individual
and group work?• Are work areas located in least
distractible settings?
• Are work areas marked so that a student can find his own way?
• Are there consistent work areas for those students who need them?
• Are there places for students to put finished work?
• Are a student's materials easily accessible and clearly marked for him or her?
Physical
Structure
Individual Visual Schedule
Gives students the sequence of activityMay be an object, symbol, written word, or photograph
Tells the student where he/she is suppose to be and what they are suppose to be doing
Individ
ual Schedule
Individual Visual Schedule
•“we don’t fade schedules from our students since they are a tool for life-long independence. Rather, we design schedules to grow with the child”
TEACCH
Individ
ual Schedule
Written Work System: Making LunchMaterials for making lunch would be placed into color coded bins.
Individual Visual Schedule•Is there a balance of individual, independent, group, and leisure activities incorporated daily?
•Is the schedule represented in a form that is easily comprehended by the student?
•Does the schedule help a student with transitions -- where to go and what to do?
Individual Schedule
Individual Visual Schedule•Does the schedule help a student know where and when to begin and end a task?
•How are transitions and changes in activity signaled? timer rings? teacher direction? student monitors clock?
•Do individual student schedules consider student needs for break times, reinforcement, nonpreferred activities followed by preferred activities?
Individual Schedule
Data collection and progress monitoring
Why should I collect data?
•Collecting data should be linked to instruction
•When writing criteria on the objective the data collection method should always be the first thing to consider
How do I know what data to collect?
How often should I collect data?
•Summarize data (convert to percentage, total numbers)
•Make it visual (graph it)
•Make instructional decision based on information (continue, change instruction, etc.)
What do I do with the data once I have collected it?
• Program is working• Task to difficult• Can perform some
but not all the task• Compliance
problem• Mastered program
Use data patterns to inform your
decisions about what to do next
How do I make decisions based on the graphs?
DATE 4/3 4/4 4/5 4/6 4/7
Goal: 10 10 10 10 10 10
Double digit add/ 9 9 9 9 9 9
subtraction 8 8 8 8 8 8
7 7 7 7 7 7
6 6 6 6 6 6
5 5 5 5 5 5
4 4 4 4 4 4
3 3 3 3 3 3
2 2 2 2 2 2
1 1 1 1 1 1
0 0 0 0 0 0
How will I or my team manage all of the data sheets?
• Use one data form to collect information on many different target behaviors
Ball + +apple + +book + +Shoes
- -
cup + -
red - -blue + -Green + +yellow + +pink + +
Rec/Exp Id #s Prompt
Test
1
2
3
4
5
Sequencing Prompt
Test
Sequence 1
Sequence 3
Sequence 2
Sequence 1
Sequence 3
Rec/Exp Colors Prompt
Test
red
blue
green
yellow
pink
Social Interactions
Prompt
Test
Comment to peer
Comment to peer
Respond to peers
Respond to peers
Initiate to peersFunctional Play Promp
tTest
pegs
Potato head
duplos
puzzle
Play dough
Turn taking Prompt
Test
Take turn
Give turn
Take turn
Give turn
Take turn
Imitation Prompt
Test
Clap hands
Tap head
Tap legs
Tap tummy
Tap table
Rec ID Prompt
Test
Ball
Apple
Book
Shoes
cup
Rec Id Actions Prompt
Test
Jumping
Running
Kicking
Sitting
Pointing
Hand Washing Name:
Objective:
Criteria:
Date: Trial 1 2 3 4 5 6 7 8 9 10 Turn on
water Wet hands Put Soap
onto hands Rub hands back and forth
Rinse
Turn off water
Get Paper Towel
Dry hands Throw towel in trash
Assistance I I I I I I I I I I G/V G/V G/V G/V G/V G/V G/V G/V G/V G/V
PP PP PP PP PP PP PP PP PP PP FP FP FP FP FP FP FP FP FP FP R R R R R R R R R R
Date: Trial 1 2 3 4 5 6 7 8 9 10 Turn on
water Wet hands Put Soap
onto hands Rub hands back and forth
Rinse Turn off water
Get Paper Towel
Dry hands Throw towel in trash
Assistance I I I I I I I I I I G/V G/V G/V G/V G/V G/V G/V G/V G/V G/V PP PP PP PP PP PP PP PP PP PP FP FP FP FP FP FP FP FP FP FP R R R R R R R R R R
Date: Trial 1 2 3 4 5 6 7 8 9 10 Turn on
water Wet hands Put Soap
onto hands Rub hands back and forth
Rinse Turn off water
Get Paper Towel
Dry hands Throw towel in trash
Assistance I I I I I I I I I I G/V G/V G/V G/V G/V G/V G/V G/V G/V G/V PP PP PP PP PP PP PP PP PP PP FP FP FP FP FP FP FP FP FP FP R R R R R R R R R R
Following Directions
Name:
Objective:
Criteria: Date Direction Given Followed
Direction? 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R Key: I = Independent G/V = Gestural/ Verbal Cue PP = Partial Physical Assistance FP = Full Physical Assistance R = Resistance/ Refusal
3 Step Sequence Data Sheet
Name:
Objective:
Criteria:
4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0
Date Date Date Date Date Date Date Date Date
Activity:
4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0
Date Date Date Date Date Date Date Date Date
Activity:
4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0
Date Date Date Date Date Date Date Date Date
Activity:
4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0
Date Date Date Date Date Date Date Date Date
Activity:
4 – I ndependent 1 – Full Physical 3 – Verbal/ Gestural 0 – Refusal 2 – Partial Physical
Visual Schedule
Date: Date: Date: Look at schedule
I G PP FP NR Look at schedule
I G PP FP NR Look at schedule
I G PP FP NR Get materials for step 1
I G PP FP NR Get materials for step 1
I G PP FP NR Get materials for step 1
I G PP FP NR Do step 1
I G PP FP NR Do step 1
I G PP FP NR Do step 1
I G PP FP NR Put materials away (step 1)
I G PP FP NR Put materials away (step 1)
I G PP FP NR Put materials away (step 1)
I G PP FP NR Get materials for step 2
I G PP FP NR Get materials for step 2
I G PP FP NR Get materials for step 2
I G PP FP NR Do step 2
I G PP FP NR Do step 2
I G PP FP NR Do step 2
I G PP FP NR Put materials away (step 2)
I G PP FP NR Put materials away (step 2)
I G PP FP NR Put materials away (step 2)
I G PP FP NR
Date: Date: Date: Look at schedule
I G PP FP NR Look at schedule
I G PP FP NR Look at schedule
I G PP FP NR Get materials for step 1
I G PP FP NR Get materials for step 1
I G PP FP NR Get materials for step 1
I G PP FP NR Do step 1
I G PP FP NR Do step 1
I G PP FP NR Do step 1
I G PP FP NR Put materials away (step 1)
I G PP FP NR Put materials away (step 1)
I G PP FP NR Put materials away (step 1)
I G PP FP NR Get materials for step 2
I G PP FP NR Get materials for step 2
I G PP FP NR Get materials for step 2
I G PP FP NR Do step 2
I G PP FP NR Do step 2
I G PP FP NR Do step 2
I G PP FP NR Put materials away (step 2)
I G PP FP NR Put materials away (step 2)
I G PP FP NR Put materials away (step 2)
I G PP FP NR