Welcome to week 10 of functional curriculum
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Transcript of Welcome to week 10 of functional curriculum
WELCOME TO WEEK 10 OF
FUNCTIONAL CURRICULUM
In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.-- Lee Iacocca
UpdatesToday- Instructional Plan for Academic
Skills
June 6th- Ecological Assessment Report,Annotated Bibliography & Presentations
June 8th- Implementation Plan (for one of your instructional plans)
Please check with me during the break concerning missing assignments.
Today’s Agenda
Review Course
Discuss academic instruction for students with significant disabilities
Review
Social/Behavior Support System: School-wide PBS
Academic Support System: Response to Intervention
External Community Supports
Context for: Functional Assessment, Person Centered Planning, & Wraparound
Collaboratively Outline Behavior SupportsPlan that speaks with “One Voice” Consistently Implement, Monitor, Evaluate, COMMUNICATE
FBA Identifying:Routines, Setting Events, Antecedents, & Functions of Interfering Behaviors
Ongoing Comprehensive Implementation:
Wraparound
Functional Assessment
Person-Centered
Planning
Strength-based shared understanding of : Values, Long-term Goals, Current Programs, Possible variables influencing behaviors
Practice Guide for Self Determination
Loman et al., 2010
Causal Agency/ Independence Proxy Agency
Opportunities
PracticesGoal Setting
Set
Self-Monitoring
Self –instruction
Self-evaluation
Self-reinforcement
Self-feedback
Choice/Dec. Making
Prob. Solving
Self-Adv
Social Capital
Soc Inclusion
Enriched Environment
Dignity of Risk
Person-Centered Planning
Teacher-Directed Strategies
Self-Directed Strategies
Family Supports Organize Env. Systems
Sailor, 2008
Change
Guiding Principles for Designing Instruction
• Self-determination: honor students’ preferences• Family- & culture-centered planning• Educational accountability: all students can learn & deserve
high quality instruction• Personalized curriculum: draw from both adaptations of
academic curriculum & life skills the students need for current & future environments
• Inclusion: enhance participation in inclusive settings• Functional & age-appropriate skills: daily living and
appropriate to students chronological age• Choice: encourage choice-making• Research as a resource for practice: data-based intervention
research provides resource for what & how to teach
Capacity-building perspective “Rebecca is a 16-year old girl with brown eyes
and black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….
Steps in Ecological Assessment Process
Step 1: Plan with Student & Family Step 2: Summarize what is known about
the student Step 3: Encourage Self-Determination/
Assess Student Preferences Step 4: Assess student’s instructional
program Step 5: Develop ecological assessment
report
Activity AnalysisName: _______________________________ Page: Date: _______________________________Sub-environment/Class: _________________________
Time Classroom Activity Steps/ Natural Cues
What Other Students Are Doing Target Student Performance
(+/-)Comments
Skills in Need of Instruction
BSP Results
So this is what we want….
Maintaining Consequence & Function
Problem Behavior
Alternate Behavior
Antecedent
Targeted RoutineDesired Behavior
Natural Consequence
But… start with the Alternate Behavior? Why can’t we go right to the Desired Behavior?
FBA: Summary of Behavior
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
FUNCTION is where student behavior intersects with the environmentFunction = LearningStudent learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B
Targeted Routine
Communication Ecological Inventory Worksheet
(Figure 8-10, p.249, Best, Heller, Bigge, 2005)
1. Ask: Where does the student spend time? (environment, sub-environment, activities)
2. Select Activity: (e.g., ordering food)3. Observe: (for vocabulary used in activity)• List Expressive Vocabulary used in the activity• List Receptive Vocabulary used in the activity4. Review listed words and determine which words
& skills need to be taught to the student.
When designing an instructional plan for a student…Think A,B,Cs You’ve identified the Behavior from your
assessments (ecological, task, FBA, etc.) Then you outline…… Antecedent Strategies
What are these? Why? Consequence Strategies
What are these? Why? Then…..plan for….
FadingMaintenanceGeneralization
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
Discrete Trial Training
Cue(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 Training
Cue(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
DATA COLLECTIONDATE: TIME: 15 MINUTES
Prompted Independent/item in sight
Ball IIII IIIBook II 5 + IIIChip 5+ 5+ III ICandy II IIIIJuice 5 + I I
http://establishingoperationsinc.com/
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
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
Math methods for students with significant disabilities Browder et al., 2008
Meta-analysis on teaching math for students with significant disabilities
Good Resource Browder, D.M., & Spooner, F. (2011).
Teaching Students with Moderate and Severe Disabilities. Guilford Press: NewYork, NY.
Discuss the topic of instruction/modifications/adaptations for students in general education setting.
Questions??
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
Guideline #1:Provide Options for Perception Offer ways for customizing the
display of information Offer alternatives to auditory
information Offer alternatives to visual
information
Guideline #2Provide options for language, mathematical expressions, & symbols
Clarify vocabulary & symbols Clarify syntax & structure Support decoding text,
mathematical notation, & symbols Promote understanding across
languages Illustrate through multiple media
Guideline #3:Provide options for comprehension
Activate or supply background knowledge
Highlight patterns, critical features, big ideas, & relationships
Guide information processing, visualization, & manipulation
Maximize transfer & generalization
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
Guideline #4Provide Multiple Means for Action & Expression
Vary the methods for response & navigation
Optimize access to tools and assistive technologies
5. Provide options for expression & communication Use multiple media for
communication Use multiple tools for construction
& composition Build fluencies with graduated
levels of support for practice & performance
6. Provide options for executive functioning Guide appropriate goal-setting Support planning & strategy
development Facilitate managing information &
resources Enhance capacity for monitoring
progress
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
7. Provide options for recruiting interest Optimize individual choice &
autonomy Optimize relevance, value, &
authenticity Minimize threats & distractions
8. Provide options for sustaining effort & persistence Heighten salience of goals &
objectives Vary demands & resources to
optimize challenge Foster collaboration &
communication Increase mastery-oriented
feedback
9. Provide options for self-regulation Promote expectations & beliefs
that optimize motivation Facilitate personal coping skills &
strategies Develop self-assessment &
reflection
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