welcome to week 9 of functional curriculum inclusion is an umbrella that keeps us dry when the...
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#1 & 2 ONLY
Welcome to Week 9 of Functional Curriculum
Inclusion is an umbrella that keeps us dry when the downpours of life occur." Linda S. Wallace
Updates/Agenda Today: Quiz #3 Next Week, November 30th:
Submit Work Sample & PowerPoint Presentation!
Review & Take Quiz #3 Activity Teaching Academic Skills
Ability Awareness Remember that we are teaching about
ABILITIES not DISABILITIES….. Your goal in ability awareness is to educate
others about how an individual is more SIMILAR than DIFFERENT & that DIFFERENCES are OK
Video clip contributed by Alana!!
http://www.youtube.com/watch?v=JnylM1hI2jc
BSP Test Results Are In!!
ADD SPED 20110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
49%
88%
Pre-TestPost-Test
N= 16Range of Pre-Test Scores= 14% to 79%
Range of Post-Test Scores=
43% to 100%13 scored over 85%5 scored 100%
Identifying the Alternate Behavior
1. Serve same
Function? Does it provide
adult attn?
2. Is Behavior easier to do than problem
behavior?
3. Is Behavior socially
acceptable?
Yes or No?
Why?
What are the critical
features of an Alternate Behavior?
Teaching Behavior
1. First teach the Alternate Behavior
What are the critical
features of Teaching
Interventions?
Does Alt. Beh.:a) Serve same
Function?b) Is it Easier?c) Socially
acceptable?
Yes or No?
Why?
2. Next, teach content
required to support student to achieve the
Desired Behavior
What do we need to teach student to achieve the
desired behavior?
Does the intervention directly address:
a) the antecedent?b) the Function of the
problem behavior?
Antecedent Interventions
Yes or No?
Why?
Critical features of Antecedent
Interventions to prevent the
Problem Behavior?
Consequence Intervention: Reinforcing Positive Behavior
1. Identify an intervention to Reinforce the
Alternate Behavior
Yes or No?
Why?
Critical features of Reinforcers?
2. Identify an intervention to Reinforce the Desired Behavior
Steps in Identifying
Reinforcers?
a) Is reinforcer valued? (start w/ function of behavior)
b) Are expectations & timeframes reasonable for the student?
Consequence InterventionResponding to Problem Behavior
1. Prompt the Alternate Behavior at earliest signs of problem behavior
Yes or No?
Why?
2. Identify a response to problem behavior that does not reinforce the Problem Behavior
Steps in Identifying
Responses to Problem
Behavior?
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTIONAVOIDING DIFFICULT TASK
Prevent
Make task less difficult
to avoid difficult task
Alternate behavior
Must allow student to
avoid difficult task
Consequence
(+) Reinforce (a) alternate behavior w/ oppt’y to avoid task & (b) desired behavior
(effort on task)
(-) problem behavior should not result in avoiding task;
redirect to Alt. behavior
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTIONGETTING ADULT ATTENTION
Prevent
Provide adult Attention in advance &
often
Alternate behavior
Must give student
access to adult attention
Consequence
(+) Reinforce both alternate behavior & desired behavior
w/ adult attention
(-) problem behavior should not result in adult attention;
redirect to Alt. behavior
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Students with limited communication skills need to be taught a broad array of communicative functions…more than just requests
Communication Skills That Need to Be Taught…in addition to requests: Rejecting or Protesting—”No” Gaining attention Greetings & Farewells Social Niceties---”please”…”thank you”…”excuse me” Commenting---”I like that”….”I think that needs more
color”…etc. Social Closeness—teasing, joking…”Look what I have” Asking for information: “Where did you get that?” Confirming or denying Conversation skills- turn taking, wait time, responding
and asking questions Maintaining Conversations & Terminating
Conversations
#1.Name 5 communication skills that should be taught to students with limited communication skills…besides REQUESTING things
Communication Skills That Need to Be Taught…in addition to requests: Rejecting or Protesting—”No” Gaining attention Greetings & Farewells Social Niceties---”please”…”thank you”…”excuse me” Commenting---”I like that”….”I think that needs more
color”…etc. Social Closeness—teasing, joking…”Look what I have” Asking for information: “Where did you get that?” Confirming or denying Conversation skills- turn taking, wait time, responding
and asking questions Maintaining Conversations & Terminating
Conversations
Identifying the Alternate Behavior
1. Serve same
Function? Does it provide
adult attn?
2. Is Behavior easier to do than problem
behavior?
3. Is Behavior socially
acceptable?
Yes or No?
Why?
What are the critical
features of an Alternate Behavior?
#3 Teaching Behavior What are the 2 steps to teaching behavior to a
student that requires a Behavior Support Plan?
Hint…..Think of the Competing Behavior Pathway AND short-term and long-term objectives.
Teaching Behavior
1. First teach the Alternate Behavior
What are the critical
features of Teaching
Interventions?
Does Alt. Beh.:a) Serve same
Function?b) Is it Easier?c) Socially
acceptable?
Yes or No?
Why?
2. Next, teach content
required to support student to achieve the
Desired Behavior
What do we need to teach student to achieve the
desired behavior?
#4 Antecedent Interventions What are the 2 critical features of Antecedent
Interventions to prevent problem behavior?
Does the intervention directly address:
a) the antecedent?b) the Function of the
problem behavior?
Antecedent Interventions
Yes or No?
Why?
Critical features of Antecedent
Interventions to prevent the
Problem Behavior?
#5 Consequence Interventions The two steps to identifying interventions for
reinforcement include: Identify an intervention to reinforce the ___________
behavior Identify an intervention to reinforce the ___________
behavior
Consequence Intervention: Reinforcing Positive Behavior
1. Identify an intervention to Reinforce the
Alternate Behavior
Yes or No?
Why?
#6 Critical features of
Reinforcers?
2. Identify an intervention to Reinforce the Desired Behavior
Steps in Identifying
Reinforcers?
a) Is reinforcer valued? (start w/ function of behavior)
b) Are expectations & timeframes reasonable for the student?
Consequence InterventionResponding to Problem Behavior
1. Prompt the Alternate Behavior at earliest signs of problem behavior
Yes or No?
Why?
2. Identify a response to problem behavior that does not reinforce the Problem Behavior
#7) Steps in Identifying
Responses to Problem
Behavior?
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTIONAVOIDING DIFFICULT TASK
Prevent
Make task less difficult
to avoid difficult task
Alternate behavior
Must allow student to
avoid difficult task
Consequence
(+) Reinforce (a) alternate behavior w/ oppt’y to avoid task & (b) desired behavior
(effort on task)
(-) problem behavior should not result in avoiding task;
redirect to Alt. behavior
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTIONGETTING ADULT ATTENTION
Prevent
Provide adult Attention in advance &
often
Alternate behavior
Must give student
access to adult attention
Consequence
(+) Reinforce both alternate behavior & desired behavior
w/ adult attention
(-) problem behavior should not result in adult attention;
redirect to Alt. behavior
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Activity…on the back of your entry activity sheet Answer the questions & work with a partner to
come up with something you might do in your classroom.
Peer Support PlanClass: American History, Ms. Alameda Student: ChrisPeers: Josh & Aaron
Typical Activities &
Routine
Expectations of all students
Needed adaptations/
supports
Roles of peers in providing
support
Whole-class instruction
Listen to lectures, answer questions, take
notes
C will receive guided notes from teacher;
sit in 1st 2 rows
Help C complete his notes, share
their notes, ask clarifying questions
Small group instruction
Read case studies & answer
application questions
Be a part of the same group as Josh & Aaron
Paraphrase aspects of
readings for C; make
connections to his experiences, prompt him to contribute to
discussion
Instruction in the Content Areas
How should we determine/design instruction for students in the content areas?
Does disability dictate where a student receives instruction?
Does ability level in content area dictate where a student receives instruction?
Where do we start when we look at providing instruction for students with significant disabilities?
How should we select academic skills for instruction Goals/objectives that build on student’s
present level of performance (in using symbols/reading,etc.). ..how?
Align content with student’s ability to perform successfully in current environments…how?
Align content with the student’s long-term post-school goals…how?
Select academic content that is suited to the student’s chronological age…why?...how?
Select academic content that has the potential to enhance inclusion in school & community settings…how?
Developing Academic IEP goals & objectives: Comprehensive approach
Identify goals & objectives that are linked to the state’s academic content standards and are structured to document a student’s continuous progress toward mastering content.
Develop goals & objectives that are focused on learning academic content that is not aligned to the academic content standards but nonetheless are necessary for the student to perform successfully in home, school, and community settings.
Approaches to determining goals & objectives aligned with standards
Standards-basedIdentify the academic content
standards for all students, identify benchmarks, identify level of performance, adapts learning outcome so they match student’s abilities
Standards-referencedIdentify priority skills based on
ecological inventories, identify grade-level academic standards that match the critical functions of those skills
Literacy research for students with significant disabilities Erickson, Koppenhaver, Yoder, &
Nance, 1997Similar strategies for all students
Justice & Pullen, 2003; Rowland & Schweigert, 2000Systematic instruction
Browder et al., 2006Meta-analysis on reading instruction
for individuals with cognitive disabilities
Emergent Literacy Instructional Practices Literacy-rich environment (Kuby et al., 1999)
Text, pictures, graphics that are meaningful to students in that setting
Frequent opportunities to interact with books and other engaging print materials individually and in group play
Listen & Respond to stories adults read aloud to them
Experiment with writing and drawing about authentic topics that are related to their lives (Katims, 1994; Mirenda, 2003)
Sustained interactions with “literate models” (Kluth & Chalder-Olcott, 2008)
Other Emergent Literacy Instructional Practices Read Alouds- “shared reading or story
based lessons”Adult reads to 1 or more studentsStudents encouraged to retell the story or
interact with the story during or after the read aloud.
Provides learners with access to quality literature and early literacy skills
Can use pictures with textE.g., Writing with Symbols and other
software
Related standards
Knowledge of concepts about print Vocabulary and expressive
language skills Listening comprehension skills Understanding a narrative Sequence and prediction skills Monitoring of understanding Content knowledge of a topic
being read
Examples of education reading software Bailey’s Book House (www.riverdeep.net)
Letters, words, rhyming, prepositions, adjectives, sentence building Edmark Words Around Me (www.riverdeep.net)
Word identification, plurals, categorization, sameness, difference Edmark Reading program (www.riverdeep.net)
Comprehension of sight words through story reading, picture matching
Simon Sounds it Out (www.donjohnston.com) Letter sounds, word families, onsets, rimes
Start-to-Finish books (www.donjohnston.com) Reading comprehension through end-of-story quizzes
Intellitools Reading: Balanced Literacy (www.intellitools.com) Phonics, guided reading, comprehension
Teaching Functional Literacy Skills Ability to acquire information through varied
modes: words, symbols, photos, & objects Can be used to enhance participation in
everyday activities (Alberto et al., 2007) Sight word instruction (Gunning, 2002)
High frequency wordsSelect words for instruction that are most
meaningful and useful to the student (e.g., daily routines, academic activities, preferences)
Think ecological approach…remember our activities
Conventional skills- Dolch words; encountered in all kinds of reading materials.
Instructional Methods Prompting and Fading Embedded Instruction
Allows students with more extensive support needs to receive intensive, individualized instruction within ongoing activities in general education (McDonnell et al., 2006)
Shown effective in teaching sight words to students Students generalize information learned to typical
materials in the classroomE.g., selecting 4 words from the science unit to
teach a student…using time delay Stimulus Prompts- picture cue initially then
faded
Phonological Awareness & Phonics PA- recognize and manipulate sounds (e.g.,
recognize rhymes and segment syllables) Phonics- association between the sounds
and the letters More students with severe disabilities are
capable of learning and applying more decoding skills than was previously thought possible (Conners et al., 2006; Cupples & Iacano, 2000)
Taught using assortment of strategiesPicture cues, prompts, modeling, constant time
delay
Decoding Procedure Used (Heller, Alberto, & Fredrick (2008)
Constant time delay with 5 students with moderate ID
Read CVC OR CVVC words Taught students to:
(a) Point to the target word(b) Slowly say each sound in the word(c) Say the sounds in the word quickly (to blend)
All students learned to decode 12 target words
Blending was the hardest for them to master
Systematic Instruction to Teach Decoding Skills to Middle School Students
Bradford et al., 2006 Published reading program based on
systematic, explicit instruction to successfully teach decoding skills to students with moderate or severe disabilities
Sound-letter correspondences, decoding words, & reading words in sentences and short paragraphs.
“Corrective Reading Program, Decoding A (Engelmann, Carnine, & Johnson, 1988)
Vocabulary Development
Instruction in vocabulary improves reading comprehension (Browder et al., 2006)
Used in:ListeningSpeaking (using AAC)ReadingWriting
Effective Vocabulary Instructional Approaches Direct instruction AND context to teach word
meanings Incorporation of multiple forms of media
during activities Utilization of methods to enhance the
association between new words and words that are already in a student’s vocabulary
Opportunities to practice words to automaticity and use them in multiple contexts
Incorporation of student responseNational Reading Panel (2000)
Reading Comprehension May involve understanding the
meaning of single words or symbolsSight word recognition
Short sentences Activating prior knowledge Constantly monitoring understanding
to make the necessary understanding “repairs”
Strategies to target the before, during, and after phases of reading a text
Before reading… Setting a clear purpose or goal for
reading E.g., Textbook, novel, grocery list Use different kinds of texts during
reading instruction Use “think aloud” strategies
Self-talk to set a purpose for readingE.g., “we are reading a recipe today so that
we can learn how to make a sandwich” Activate prior knowledge using WH-
questions
During reading…
Adapted maze exercise Text passage has blanks inserted at
regular intervals and word choices listed beside the blanks to assist students in monitoring their comprehension as they read.
Stopping students while reading to use graphic organizers like KWL charts
After reading…
Story retellingsPicture cards provided for students to
retell the story Story grammar
These include but are not limited to: the title, author, setting, main characters, conflict and resolution, events, and conclusion.
Math methods for students with significant disabilities
Browder et al., 2008Meta-analysis on teaching math
for students with significant disabilities
Math Instruction Systematic Instruction (Browder et al.,
2008; Butler et al., 2001) Manipulatives Numberlines Touch Points Calculators Money and Consumer Skills Purchasing Skills Consumer & Money Management
Skills
General Case Design (GCD)1. Define the Instructional Universe
-how? 2. Define the range of relevant stimulus
and response variation-important to identify generic response-all important stimuli that could prompt the target responses listed-possible variations of stimulus classes listed-ways in which the learner might respond outlined -List of anticipated problems, errors, exceptions
GCD Cont’d
3. Select examples for teaching and probe testing -teaching: general case-probe: testing generalization/variation
-don’t need all “stores”, but adequately represent all variations of important stimuli & responses-positive & negative teaching examples
GCD Cont’d4. Sequence the teaching examples
Guidelines for sequencing:A. Teach multiple components of an activity within an instructional sessionB. Present variations within individual sessions. Teach as many examples as possible within instructional sessionsC. Juxtapose most similar positive and negative examples.D. Use cumulative programming. If all examples cannot be taught in one session, work on a few at a time, adding new examples to already learned examples in each new session. E. Teach the general case before exceptions.
GCD cont’d
5. Teach sequence
6. Test using the non-trained probe examples -to determine whether generalization has occurred.
Consider these steps when collaborating and designing instruction for students.
Good Resources
Kameenui, E.J., & Simmons, D.C. (1990). Designing Instructional Strategies: The Prevention of Academic Learning Problems. Merrill Publishing: Englewood Cliffs, NJ.
Browder, D.M., & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities. Guilford Press: New York, NY.
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