SAMchoolwidepplicationsodel

SAMchoolwidepplicationsodel

SAMSAM

choolwidepplicationsodel

http://www.youtube.com/watch?v=bllazKRgwHM• http://vimeo.com/70794074

Updates

•Tonight!- Task Analysis #2 & Quiz #3•March 4th- Ecological Assessment Report & Quiz #4•March 11th - PLAAFP Assignment

Agenda

• Review & Quiz• Discussion of Chapter 11 OR Autism Internet

Modules• Literacy for Students with Developmental

Disabilities• Alternative/Extended Assessments• Writing Goals- Linking to the Common Core• Evidence-based practices within UDL framework

Review

General Case Design— Why?Determine what to teach and features need to vary to increase generalization.

1. Define the Instructional Universe2. Define the Range of Relevant Stimulus and Response Variation3. Select Examples for Teaching & Testing4. Sequencing Teaching Examples5. Teaching the Examples6. Testing with Non-trained Probe Examples

1. Define the instructional universe (IU).---How?-Person-Centered Planning/ File Review/ IEP

2. Define the range of relevant stimulus & response variation within that IU.—-How?

-Task Analysis

3. Select examples for the IU for use in teaching and probe testing.—How? Positive & Negative Examples

4. Sequence teaching examples.---How? Juxtapose maximally different, then minimally different examples.

5. Teach the examples.---How? Using Antecedent & Consequence Strategies

6. Test with non-trained probe examples— How?

General Case Programming

Stimulus Control

• Stimulus control refers to change in the likelihood of a response when a stimulus is presented.• The stimulus is a signal that if the response is performed, a

predictable outcome (consequence) is likely.• If a person responds one way in the presence of a stimulus

and another in its absence, than that stimulus is said to “control” behavior.• A traffic light is an example

Stimulus Control• Stimulus control refers to change in the likelihood of a

response when a stimulus is presented.

• The stimulus is a signal that if the response is performed, a predictable outcome (consequence) is likely.

• If a person responds one way in the presence of a stimulus and another in its absence, than that stimulus is said to “control” behavior.

• A traffic light is an example

Antecedent/Stimulus:

Green Light

Behavior:

Drive or walk across the street

Teaching and Stimulus Control• Define the naturally occurring pattern• Setting Event -> Stimulus -> Response -> Consequence

• Define what you will “add” to assist learning.

• Setting Event -> Stimulus -> Response -> Consequence Prompt Extra Reward or Correction

Instructional Concept #3

Range of Examples

Show all the possibilities

Effective Instruction

• Effective example selection and sequencing• Task analysis• Facilitate success• Delivered at the level of the student

Effective instruction is:

Instructional Concept #4

Logical Sequencing

Juxtapose positive and negative examples

INEFFECTIVE INSTRUCTIONINEFFECTIVE MODELS

INEFFECTIVE PRACTICE-

TESTING OUTCOMES-

FAILURE

= osh = osh= osh

= osh = osh

Osh = ?

EFFECTIVE MODELS

EFFECTIVE PRACTICE-

TESTING OUTCOMES-

EFFECTIVE INSTRUCTION

= osh = osh= osh

Osh =

= not osh

= not osh = osh

RED SIDED RECTANGLESUCCESS= osh

Step 1- Defining the Instructional Universe• Jeremiah’s team (Mom, Dad, Jamal, etc.) decided that they

wanted him to become independent at putting on his clothing (socks, shoes, shirt, pants):

• 1. In school (P.E. and other activities).• 2. Activities at home with family members.• 3. Activities in the community (swimming, soccer, tennis).

Step 2- Identify the Range of Stimulus & Response variation in the Instructional Universe• Range of stimulus (Antecedent) variation

• 1. Activities at school • What can vary? Times of day, activities (difficulty, interest, setting)

peers, staff• 2. Activities at home

• What can vary? Activity (interest, chore, recreational), Parent home• 3. Activities in community? Soccer, Tennis, coaches, peers, etc.

• Range of behavior (putting on clothes) variation • Uses adaptive equipment (for help with buttons)• Putting on shirt• Putting on pants• Putting on shoes

Step 3- Select examples • Positive examples of successfully putting on clothes

• 1. Putting arms & head through correct holes on shirt • 2. Putting on socks• 3. Putting on correct shoe(s)- Left and Right• 4. Putting on pants with the zipper in the front

• Negative examples of putting on clothes• 1. Putting arm and/or head in wrong holes (and/or unbuttoned)• 2. Socks on inside/out• 3. Incorrect shoe on foot• 4. Pants on backwards (and/or unzipped or unbuttoned)

Step 4- Sequence examples• May teach with the following sequence:• Positive example #1: Successfully putting head through correct

hole in shirt.• Positive example #1: Successfully putting arms in correct holes

in shirt.• Negative example #1: Arm in hole where head should go.• Negative example #1: Shirt on backwards…• Etc……

Step 5- Teach examples & provide tools to increase independence

• Use prompts and reinforcers to improve performance.

• Example for Jeremiah• Provide modifications for student- including hook for buttons and

zippers. • Visual prompts or markings on clothes for where head goes, arm

goes• Video modeling of this showing from his point of view• Use chaining to teach all skills together

• Discrete Trial Training to teach individual skills: identifying where head goes, identifying where arm goes

Behavior

you want to Increase or Decrease

Antecedent:

Natural Cue that triggers [or should trigger]….

Consequence:

Natural outcome that consistently occurs afterbehavior

Antecedent Strategies

-Time Delay

-Prompting

-Pre-correction

-Modeling

Instructional Design

-Range of Responses-Range of Examples-Positive Examples-Negative Examples-Minimally Different-Maximally Different

Consequence Strategies

-Differential Reinforcement

-Shaping

-Error Correction

Step 6- Test in non-trained setting • After success with multiple stimuli in trained situations, test

within an un-trained situation (example: tennis [if not used in training] OR different restroom [if not used in training])

General Case Design— Why?Determine what to teach and features need to vary to increase generalization.

1. Define the Instructional Universe2. Define the Range of Relevant Stimulus and Response Variation3. Select Examples for Teaching & Testing4. Sequencing Teaching Examples5. Teaching the Examples6. Testing with Non-trained Probe Examples

Quiz

Practice case(s)• Student has difficulty eating his lunch due to motor skills

issues (student uses a motorized wheel chair and has a tray on his wheel chair where he puts his plate, utensils, etc.)• Team wants him to be able to:

• Acquire his utensils (spork, other utensils??)• Acquire his lunch (including main dish, side, and drink)

• Open his drink (open milk carton and/or use straw)• Use his fork to spear his food

• Use napkin to clean his face• Throw away food and clean his tray

Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, & Other Disabilities• http://aacliteracy.psu.edu/

Alternate/ Extended Assessment

Oregon’s Extended Assessment

• Alternate assessments designed specifically for students with significant cognitive disabilities.

• Decision to administer is made by the IEP team• Based on alternate achievement standards with content that

is reduced in depth, breadth, complexity, • test results from these assessments are not comparable to

results achieved on the state’s general assessment• http://www.ode.state.or.us/search/page/?id=2691

Oregon Extended Assessment• Online there is an administration manual, FAQs for parents,

scoring guides, sample tests. http://www.ode.state.or.us/search/results/?id=178

• A training and proficiency website is located at: http://or.k12test.com

• This website is used by all assessors as part of the qualification

process to become a Qualified Assessor (QA) or Qualified Trainer (QT).

Overview of Extended Assessment

• Subject areas of Reading, (No longer doing Writing), & Science.• Organized into 3 grade levels

• Elementary (grades 3-5)• Middle (grades 6-8)• High (grade 11)

• Mathematics- each grade (3rd -8th , & 11th ) has a unique test

Extended Assessment Format• 2 administration formats provided for each grade level:

• Standard & Scaffold administration • Each test begins with a “Prerequisite Skills “ task • Followed by 10 content-level Tasks referred to as the “Content

Prompts”.• Each Content Prompt Task consists of up to 5 test items.

IEP team decision-making• General Assessment• Standard Extended Assessment• Scaffold Extended Assessment

General Assessment if…• Performs at or around grade level• Difficulties primarily in reading, but other subject areas fall

within the normal range• Is reading within two to three grades of his/her enrolled level

Standard Extended if…• Student well below grade level in reading• Academic difficulties are generalized (all subject areas)• Benefits from specialized individual supports• General curriculum must be significantly reduced in breadth,

depth, & complexity

Scaffold Extended Assessment if…

• Performance is significantly impacted due to the nature of disability

• Does not read• Has academic, mobility, receptive, & expressive language

difficulties that are generalized relies on individual supports & adaptations to access reduced content materials.

Look at some examples• Form groups with one person in each group that has a sample

of: • Math• Science• Reading• Writing

• Discuss the test items, scoring, & difference between Standard & Scaffold administration items

• How would you assess reading for a student that does not use oral communication?

• Math?• Science?• Etc.?• Standardized Tests???

Assessing Academic Skills

Discussion • Chapter 11 • Or• Autism Internet Module

Writing Goals- Linking to the common core• http://functionalworksample.pbworks.com/w/page/49912525

/Writing%20IEP%20Goals%20%20Objectives

Self-determinationIndependence, Interdependence, Opportunities to Act

-e.g., Goal setting, choice-making, self-management

Assistive TechnologyOperational CompetenceMulti-modal expression

e.g., How to use devices, low & hi tech options

Personal RelevanceRelated to individual needs

e.g., social skills, daily living, vocational

Pivotal SkillsImportant to learning across content areas e.g., selecting from a field of 4, using asking

/answering “Wh” questions, sequencing events, using graphic organizers

Grade Level Content

Standards

Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

Using Goalbook• https://goalbookapp.com/

• Use Goal Wizard for your student OR browse goals.

General Case Design— Why?Determine what to teach and features need to vary to increase generalization.

1. Define the Instructional Universe2. Define the Range of Relevant Stimulus and Response Variation3. Select Examples for Teaching & Testing4. Sequencing Teaching Examples5. Teaching the Examples6. Testing with Non-trained Probe Examples

Academic Skills Profile• http://functionalworksample.pbworks.com/

w/file/49653031/Academic%20Skills%20profile.doc

Writing Goals

• See Functional Work Sample Wiki• http://

functionalworksample.pbworks.com/w/page/49912525/Writing%20IEP%20Goals%20%20Objectives

Writing Goals- Linking to the common core• http://functionalworksample.pbworks.com/w/page/49912525

/Writing%20IEP%20Goals%20%20Objectives

Using Goalbook• https://goalbookapp.com/

• Use Goal Wizard for your student OR browse goals.

Universal Design For Learning Framework: 3 Principles (cast.org)

Multiple Means of Representation

Multiple Means of Expression

Multiple Means of Engagement

Provide multiple, flexible methods of presentation.

Presented materials/curriculum is designed to be adjustable from the beginning so that it can adapt to the needs of diverse learners without significant add-ons.

E.g., Text with pictures to show behavioral expectations, expectations are presented in a clear and consistent manner.

Provide multiple , flexible methods of expression

Curriculum is designed to allow for different ways students can express what they know.

E.g., Students can express understanding by: writing, speaking, using sign language, manipulating objects/pictures, augmentative communication devices

Provide multiple options for engagement to stimulate interest and motivation

Engagement: voluntary attention and interest to the task shown by the learner

E.g., age-appropriate materials, culturally relevant, meaningful materials, choices

Evidence-Based Practices • National Professional Development Center (NPDC) on ASD• autismpdc.fpg.unc.edu/content/evidence-based-practice

• National Standards Project (2009)• http://www.nationalautismcenter.org/

Evidenced-based Practices

Autism Internet Modules• http://www.autisminternetmodules.org/

Evidence-Based Practices by UDL AreaRepresentation Expression Engagement

Visual Strategies(Picture Symbols/Schedules)

Augmentative Communication

Social Narratives/Power Cards

Video Modeling Functional Communication

Training

Reinforcement

Modeling/Prompting Time Delay Peer-mediated intervention

Naturalistic Interventions

Discrete Trial Training

Self-management

Task Analysis- Chaining

Pivotal Response Training

Naturalistic Interventions

Structured Work Systems/Activities

Response Interruption

SWIFTswiftschools.org• http://vimeo.com/70794074

• Quality of Inclusion Checklists• http://www.projectparticipate.org/handouts/Parentchecklist7

254.pdf

• http://www3.hants.gov.uk/inclusion_checklist.pdf• http://www.austinschools.org/lifeskills/standards_handbook/

documents/Inclusion%20Checklist%20for%20Your%20School.pdf