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Functional Assessment Week 8

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Updates Task Analysis on Communication Skills due today. Wednesday, May 18 th - Instructional Plan for Functional Skills Due Task analysis on academics due May 23 rd May 25 th - Instructional Plan for Communication Skills June 1 st - Instructional Plan for Academic Skills Ecological Assessment Report due June 6 th June 8 th - Implementation Plan

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Quick Review Explain the difference between functional routines, discrete trials training (DTT), & pivotal response training (PRT)

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Functional Routines Instruction Cue (opportunity to respond) Response/ Behavior ConsequencePause FREnvironment provides a natural cue Student does each step needed to complete the activity Student gets natural outcome of activity Student focuses on next routine EXStudents 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

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Discrete Trial Training Cue (opportunity to respond) Response / Behavior ConsequencePause DTTT provides instructional cue (prompting may be needed) Student Responds Teacher praises and give child a positive reinforcer There is a pause EX1.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

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Pivotal Response Training Cue (opportunity to respond) Response/ Behavior ConsequencePause PR T 1.S indicates interest 2.Teacher withholds access to desired item/activity Student Responds S gets desired item There is a pause EX1.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

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More Review When would you decide to use a functional routine vs a discrete trial approach? What is meant by prompt hierarchy?

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Discuss your communication task analysis with a partner Look at their steps.are they logical? Look at the relevant/critical stimuli to vary box.are they programming well for generalization? Discuss with them their plan to prompt these steps.total task chain, forward chaining, backward chaining..why?

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Augmentative & Alternative Communication is any means that helps a person communicate when conventional speaking, writing, and/or understanding others are not possible. (McCormic, Loeb, & Schieffelbusch, 2003) any item, piece of equipment, or product system, whether acquired commercially off the self, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. (IDEA, 1990 ~ Federal Register)

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Two types of AAC techniques Unaided- Do not require any external equipment (i.e. manual signs, facial expressions, gestures) Aided- Incorporate external devices (i.e., computers, microswitches, or speech-generating devices (SGDs) Most people use both to communicate in different situations with different people

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Communication System Combination of all of the techniques used by an individual student

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Unaided Communication Teachers need to be attuned to how student communicates Understand what various gestures, vocalization, and other techniques mean

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Gesture Dictionary What John Does What it means How to Respond Runs to the door I want a drink of water Let him go for a drink of water from the water fountain or set a timer for when he can go Grabs another students arm I like you Explain the meaning to Johns classmate & help them work together

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When is unaided communication appropriate? Used when students have no other way to get their messages across Must be socially acceptable & intelligible

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Manual Signs: Pros & Cons Some people who can hear use manual signs (e.g. ASL) Advantage: requires no equipment Disadvantage: Many people do not understand signs, therefore limited communication partners What are other pros or cons?

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When to teach signs Poor prognosis for speech Signing partners available Physically able Adequate cognitive skills A portable communication system is desirable

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Aided Communication Low-Tech/Non-electronic: symbols, and communication displays Hi-Tech/Electronic: Speech-generating devices Advantages/ Disadvantages of both?

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Symbols for Communication Real Object Symbols Photographs & Pictures Line Drawing Symbols Textured Symbols Letters & Words

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Selecting SymbolsWhat to look for? Should make sense to the user & communication partners (assess with range of choices) Similarity between the symbols & what represents should be obvious Students sensory modalities should be considered Symbols introduced gradually building on current communication skills

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Communication Displays--examples Velcro board with a few picture symbols that students point to Plexiglas eye gaze display that a student uses eye to point (Figure 8-19, p.261) Communication Book or Wallet

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Considerations for Designing Displays Messages: which are needed, in what contexts Symbols: depending on the individual & messages How symbols are displayed: booklets, notebooks, wheelchair trays, scanners Organizing symbols: context specific, how many per page, etc.

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Graphic arrays Designing communication boards or communication notebooks Choosing items Size of each item Positioning each item Accessibility of each item Perception of each item (both user and communication partner) Item placement/ordering- groups? Effort in scanning? Motor involvement in using array- vertical or horizontal?

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Using Symbols to Promote Participation/Conversation Calendar/Schedule Systems Choice Displays Remnant (e.g. Movie ticket, scraps from activities) Displays Conversation Displays

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Hi-Tech: Speech Generating Devices Devices talk when a student touches a symbol on the device What are advantages/ disadvantages??

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Types of Electronic Devices Single-level Devices: deliver a limited number of messages (about 20), simple to program & operate (e.g. BIGmack) Multi-level Devices: Up to thousands of messages, more difficult to program, multiple symbol displays to program messages on two or more levels. Comprehensive Devices: dynamic display technology

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Supporting AAC learners is a collaborative effort Family/caregivers & friends Present & future employers Teachers (SPED & Gen Ed.) Speech/language specialists Physical & occupational therapists Student

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Supporting AAC Learners (continued) Access to AAC Available Accessible Appropriate Atmosphere of acceptance Nonjudgmental - OK to make mistakes, model correct response, praise attempts, allow more time, minimize peer pressure, reinforce tolerance of individual differences.

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Teaching Communication Skills General Education Classroom Ideal environment- numerous opportunities to communicate with responsive communicative partners However, students need specific & systematic instruction to acquire desired skills Educational Team must develop teaching strategies and implement them consistently

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Things to Consider with AAC Mode of communication Input: how the student receives the message; Output: means in which the student transmits the messages to others Mechanism for communication Gestures, Vocalizations, Graphic Type of selection - Direct selection, Scanning Physical display - Number of graphic symbols, Spacing and arrangement, Background, Orientation, Fixed or dynamic Vocabulary selection Output - Print copy, Speech, Scan display

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What do we choose to teach? Consider: What to communicate about Activities/environments used in People communicate with

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Initial Instructional Strategies Establishing Want/No Response Prompt Strategies (Time Delay, System of Least/Maximum Prompts) Milieu Teaching- modeling, manding, time delay, incidental teaching Environmental Arrangement & Interrupted-chain Strategy Conversation skill training

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Supporting AAC AAC Training Training for student, parents/family/friends, teachers, employers, peers Training in the use/maintenance of the system Training in facilitative/instructional techniques that promote communication

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In-Class Activity Please complete both sides of your in-class activity. Please take about 30 minutes to complete the activity We will discuss this together!

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Brief Experimental Analysis of Sight Words (Baranek et al., 2011) Multiple interventions for academic instruction compared to determine which intervention is best suited for an individual student. Used for oral reading fluency, oral reading comprehension, mathematics, leetter formation, and spelling. In this study used for sight words

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Self-Directed Science Concept Learning (Jimenez et al, 2009/2010) Currently, limited research on science instruction for students with moderate to severe intellectual disabilities Inquiry-based science instruction= a set of interrelated processes by which scientists & students pose questions about the natural world and investigate phenomena; Students acquire knowledge and develop a rich understanding of concepts, principles, models, and theories

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