https:// youtube/watch?v=fyok-q_ggge&list=tli9suri2rhwfwhd5horic3s1k5xzrdeah
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LRE Video: http :// www.ocali.org/project/least_restrictive_environment_video Thasya https:// www.youtube.com/watch?v=HH-Yur2c3N8 Axel. https:// www.youtube.com/watch?v=FyOK-q_gGGE&list=TLI9SURi2RHWFwhD5hoRIc3s1K5xZRdEAh. - PowerPoint PPT PresentationTRANSCRIPT
LRE Video: http://www.ocali.org/project/least_restrictive_environment_video
Thasyahttps://www.youtube.com/watch?v=HH-Yur2c3N8
Axel
https://www.youtube.com/watch?v=FyOK-q_gGGE&list=TLI9SURi2RHWFwhD5hoRIc3s1K5xZRdEAh
“Experts Get Big Bucks For Consultation to Remind Folks that ‘Intervention’ Can Be Effective Only Before a Crisis Occurs”
“Secret”: Design Instruction and Interventions that are designed to Prevent, Teach, and Effectively Respond to Student Behavior
Agenda• Discussion Guide• Review/Quiz• Systematic Instruction
• Discrete Trial Training• Pivotal Response Training• Verbal Behavioral Approach
• Course Evaluations• Dismissal
• http://www.swiftschools.org/• http://www.autisminternetmodules.org/
Discussion Guide • Chapter 14: Building Skills for Home & Community
• Guidelines for Planning Instruction• Guideline 1: Person-centered Planning Strategies to Create a Vision• Guideline 2: Coordinate Instruction with Families• Guideline 3: Encourage Self-Determination • Guideline 4: Select Appropriate Instructional Settings, Plan for
Generalization, and use Efficient Strategies• Guideline 5: Use Transition Planning to Focus on Community-Based
Instruction
• Autism Internet Modules???• http://www.autisminternetmodules.org/
Review • Critical features of a goal and objective?• “Least Dangerous Assumption (Jorgenson, 2005)” for students
with developmental disabilities?• PLAAFP?• Self-determination?
• What skills would you teach a student to promote their self-determination?
• Steps to assessing a student with developmental disabilities?• Task analysis?• Antecedent strategy? Consequence strategy?
6
“Clearing a path for people with special needs clears the path for
everyone!”
How do we help schools & classrooms plan for all students?• Think School-wide?• Think Classroom/Unit Planning?• Think About different Abilities/Acceptance/Tolerance?
SAM
choolwide
pplications
odel
SAM
choolwide
pplications
odel
SAMSAM
choolwide
pplications
odel Six Guiding Principles to Creating an Inclusive School1. All instruction is guided by General Education
2. All school resources are configured to benefit all
students3. School Proactively addresses social development and
citizenship4. School is data-based learning organization5. School has open boundaries in relation to its families
and its community6. District supports school-centered approach and
extensive systems-change activities required to implement a school-wide model
Sailor & Roger, 2005
Universally Designed Instruction…Why?
I. Provide Multiple Means of Representation
II. Provide Multiple Means of Action & Expression
III. Provide Multiple Means of Engagement
Perception Physical Action Recruiting Interest
Language, expressions, and symbols
Expression & Communication
Sustaining Effort and Persistence
Comprehension Executive Functioning
Self-regulation
National Center on UDL; www.udlcenter.org
• http://udltechtoolkit.wikispaces.com/
Ability Awareness• Alternatively called “disability
awareness”• Lessons, activities, discussions that
teach students & staff about individual abilities
• Facilitates a dialogue about overall respect & dignity
Basic Idea around Ability Awareness
• Should emphasize that we are all people first &
• We all want to be treated fairly and have opportunities like everyone else
• http://www.youtube.com/watch?v=k3AeIFup1qY&feature=rellist&playnext=1&list=PL961CE6A2D1A552BE
Where do we start when planning for an individual with significant disabilities?
Social/Behavior Support System: School-wide PBS
Academic Support System: Response to Intervention
External Community Supports
Context for: Person Centered Planning, Functional Assessment & Wraparound
I hear “One
Voice”
Steps in the Ecological Assessment Process? • Where do we start?
Steps in Ecological Assessment Process
• Step 1: Plan with Student & Family • Person-centered Planning
• Step 2: Summarize what is known about the student• Record Review, IEP Review
• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment
• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments
• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions
Common Person-Centered Planning Methods??• http://
functionalassessment.pbworks.com/w/page/65382678/Person-Centered%20Planning%20Resources
Planning Alternative Tomorrows with Hope (PATH)
http://www.inclusive-solutions.com/pcplanning.asp
Choosing Outcomes & Accommodations for Children: COACH 3• Giangreco, Cloninger, Iverson (2011)• Beyond Student-Centered Planning to
Student-Directed Planning
• Intended to accompany and not supplant IEP planning process
MAPS• Making Action Plans• OR• McGill Action Planning
• Number of Questions around:• Dreams• Nightmares• Important People• What Works for Me?• What Doesn’t Work for Me?
After Person-Centered Planning…What next? • How?• What should be included?
After IEP Summary, etc…..?
Promote Self-Determination
Loman et al., 2010
Preference Assessments• Why are preference assessments so important?
• Want to be seen as the “giver of good things”
• Natural consequences may not be reinforcing to the learner.
• http://www.youtube.com/watch?v=CBuTHzWvN8I
Two Main Types of Preference Assessments?
Free Access Steps (Ortiz & Carr, 2000)• Identify several potentially preferred items (checklist or
interview of others)
• Position items so that the learner has access to all items • Spread around the room in the learner’s reach/view
• Observe the learner on several occasions
• Document the first item (& successive items) the learner approaches and note the total duration of time the learner engages with each item.
Form 5.2
Forced Choice Steps (Piazza, Fisher, Hagopian, Bowman, & Toole, 1996)• Identify several potentially preferred items • Present items in pairs.• Randomize the presentation of items in pairs and order of
pairs (to prevent the same item from being presented too many times in a row)
• Randomize the position of the items • Observe the item in each pair the learner selects.
Forced Choice Form 5.3
After preference assessments…then….
Steps in Ecological Assessment Process
• Step 1: Plan with Student & Family • Person-centered Planning
• Step 2: Summarize what is known about the student• Record Review, IEP Review
• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment
• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments
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)
Infused Skills GridSchool Name
Student Name: Class Schedule: Room:
Age:
Grade:
Parent/ Guardian: Phone:
Advocate Teacher: Phone:
Family
Check here if the Student
inf used skill has Peers
been identifi ed by: School
Activities/ Subjects/ Environments
I nfused Skills Grid
I nf used Skills
• Focus on Goals.
• Increase Participation
AASK:
What am I requiring
students to do?
DDETERMINE the prerequisite skills of the task.
AANALYZE the student’s strengths and needs.
PPROPOSE and implement adaptations
TTEST to determine if adaptations helped the student
Standards/ Lesson Plan
Observe steps ALL students are doing to achieve the standard
Observe what TARGET student is doing—what steps can do.
Identify TARGET STUDENT outcomes and adaptations needed based on observation
Create a DATA collection plan.
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.
Daily Schedule Analysis
Participation PlanTime Activity
(What General Education Students are Doing in the Class)
How to Support How Student Participates
8:30-9:00(Social Studies)
Listening to Lecture on Social Studies Topic
Provide Guided Notes that include pictures with text of big ideas
Follows along and answers questions by pointing to his guided notes about main points when teacher calls on him
9:00-9:20 Class reads textbook silently or within small groups
Provide him with adapted reading with main points
Answers “Wh” questions within small group
9:35-10:20(Math)
Class learns new math concept and practices computation using this concept
Provide manipulatives and/or assistive technology
Answer modified questions focused on identifying double-digit numbers & using a calculator
Steps in Ecological Assessment Process
• Step 1: Plan with Student & Family • Person-centered Planning
• Step 2: Summarize what is known about the student• Record Review, IEP Review
• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment
• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments
• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions
How do we assess communication? • Social Skills? • Academic Skills? • Daily living skills?
Teaching• Teaching is the process of arranging instructional stimuli that
result in behavior change for the learner.
• Teaching requires the establishment of a learning context.• Teaching requires behavior change on the part of the learner.• Teaching students to respond to specific stimuli is a teacher’s
basic job.
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
General Case Design— Why?Determine what to teach and features need to vary to increase generalization.
1. Define the Instructional Universe
2. Define the Range of Relevant Stimulus and
Response Variation
3. Select Examples for Teaching & Testing
4. Sequencing Teaching Examples
5. Teaching the Examples
6. Testing with Non-trained Probe Examples
KWL for instructing students with multiple or developmental disabilitiesWhat do you ….
KNOW
What do you…
WANT to know
What you…
LEARNED
Evidenced-based Practices
National Standards Project:11 Established TreatmentsComprehensive Treatment
Packages• Comprehensive Behavioral
Treatment for Young Children (discrete trial)
• Antecedent Package (ABA, positive behavior supports)
• Behavioral Package (ABA, positive behavior supports, token systems)
• Pivotal Response Training• Schedules
• Self-management (promoting independence)
• Peer Training Package
• Joint Attention Intervention (respond or initiate joint attention)
• Modeling (imitation of target behavior)
• Naturalistic Teaching Strategies (child-directed to teach functional skills)
• Story-based Intervention Package
48
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
Errorless learning• Train discrimination without errors (shaping stimulus
control)• Refined form of decreasing prompts
• Alterations of features of the stimulus (Sd) OR Stimulus property
• Student’s name on white card other student’s name on black card.
• Card gradually darkened.• No incorrect choices and discriminated on relevant
stimulus properties.
• http://www.youtube.com/watch?v=8sYNcSP5VZ0• http://www.youtube.com/watch?v=h5_zJIm1B_k
Chained response skills vs discrete response skills
• Chained: multi-step behaviors• E.g. sweeping the floor, playing UNO, ordering food
• Discrete: stand alone (e.g., naming people, matching numbers to quantities, reading words)
• It is sometimes hard to distinguish the difference, depending on the learner
Decide whether these objectives include chained or discrete behaviors• Following the use of the toilet, Marc will wash his hands
by completing 8 of 10 task steps independently• When asked to circle a word (e.g., nap, mop, map) that
matches a picture on a worksheet, Marc will correctly circle the word 75% of the worksheet for two probes in a row
• When given a slant board to hold his papers and a template to limit the range of writing, Marc will print all of the letters of the alphabet from a model 100% of the time on two probes in a row.
• During lunch time at school, Marc will complete 10 of the 12 steps independently: get in line, go to cafeteria….etc….and return to the classroom.
Functional Routines InstructionCue(opportunity to respond)
Response/Behavior
Consequence Pause
FR Environment provides a natural cue
Student does each step needed to complete the activity
Student gets natural outcome of activity
Student focuses on next routine
EX Student’s bus arrives and door opens.
Other students get off bus
S gets off bus, goes in the correct direction, enters building, goes to class, puts away materials
Student is now inside with other students and has inviting activities to do. Teacher offers praise
Student transitions to next routine
Teaching Routines• Forward Chaining
• http://www.youtube.com/watch?v=wMVZQICUhAk
• Backward Chaining• http://www.youtube.com/watch?v=LbBj4Tzi9CQ
Discrete Trial Training (DTT) • Strategy based on ABA principles• Breaking skills down into smaller components and
teaching those smaller sub-skills individually• Mass Trials and Repeated Practice• Use of prompting when necessaryLeaf, R., & McEachin, J. (1999). A Work In Progress. New York, New York: DRL Books
Green, G., Luce, S., & Maurice, C. (1996). Behavioral Intervention for Young Children with Autism: A Manual for
Parents and Professionals. Austin, Texas: Pro-Ed.
Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus on Autism and Other Developmental
Disabilities, 16(2), 86-92.
“Discrete Trial” 1. Initial Instruction (“Touch your nose”)
2. A prompt or cue given by the teacher to help the child respond correctly (Teacher points to child’s nose)
3. A response given by the child (Child touches nose)
4. An appropriate consequence (“Nice job touching your nose” + sticker)
5. Pause between consecutive trials (1-5 seconds before next trial)
Discrete Trial TrainingCue(opportunity to respond)
Response/Behavior
Consequence Pause
DTT T provides instructional cue (prompting may be needed)
Student Responds
Teacher praises and give child a positive reinforcer
There is a pause
EX 1. Student indicates interest in chips
2. Teacher says “Give me a car”
Student gives car to teacher
Teacher praises student and gives student a chip
Student eats chip and teacher waits a few seconds before next cue
Pivotal Response TrainingCue(opportunity to respond)
Response/Behavior
Consequence Pause
PRT 1. S indicates interest
2. Teacher withholds access to desired item/activity
Student Responds
S gets desired item There is a pause
EX 1. Student reaches for car.
2. Teacher withholds and says, “Car”
Student imitates the word car.
Teacher gives student access to car
Student plays with car
http://www.asatonline.org/treatment/videos
Pivotal Response Training & Verbal Behavior Approach• “How to Teach Pivotal Behaviors to Children with Autism:
A Training Manual”• http://www.users.qwest.net/~tbharris/prt.htm
• Barbera, M. & Rasmussen, T. (2007). The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders. Philadelphia, PA: Kingsley Publishing.
You can take it with you Can be used by parents/ peers/siblings Increases motivation Decreases frustration Increases generalization and maintenance
of intervention gains
Advantages