Updates
• Today: November 4th –– Task Analysis #1
• No Class next Week (Veteran’s Day)• Nov. 18th: Dr. Samuel Sennott Guest Lecture
(stay tuned)
• November 25th- Task Analysis #2 & Quiz #3
• December 2nd- Ecological Assessment Report & Quiz #4
• December 9th- PLAAFP Assignment & Quiz #5 (optional)
Agenda
• Review • Discussion of Chapters 6 & 13• Communication to Academics
– Communication Assessment/ SETT– Alternative/Extended Assessment
Mid-term Evaluations
• Sheldon to improve– Readings – More videos!– Tell what is going to be on the quiz– More depth with assignments
• You to improve– Review content more– Start assignments early– Organization– Take care of yourself
Proposals
• Readings – I will post an article or article(s) as an option to reading the chapters
• More videos!
• Tell what is going to be on the quiz– I will make sure previous slides are posted.– Prompt you on what slides are important– You are all doing well overall on this (and remember I will drop the
lowest score)• More depth with assignments
– I will make sure we model the assignments more in class– Please ask questions when we are working on them in class
Overall Ratings averaged over 4.5
• Increased Knowledge (avg=4.5)- my most concerning– What do you want to know?– What will increase your knowledge?
Review from Preference Assessment Assignment
• Selecting Forms- How you will display the choices to the student– Rationale: Why did you select that form….based on previous
experience? Why not other forms?• Operationally Defining Behaviors
– Remember must be measurable & observable– Engaged?
• Define more concretely
• Summary– Write them professionally, but in a way that is jargon-free.– Focus is on presenting to a parent at an IEP meeting
Review the task analysis on the data form so that steps …1. Are stated in terms of observable behavior2. Result in a visible change in the product or process3. Are ordered in a logical sequence4. Are written in the second-person singular so that they could
serve as verbal prompts (if used)…example: Step #7- “Go sit on rainbow rug”
5. Use language that is not confusing to the student, with the performance details that are essential to assessing performance enclosed in parentheses
Ex. Step #6- Go to schedule get Ms. W’s room card [when circle done]
11
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)
Functional Analysis
• What is it?• Why do we do it?• How do we do it in Real Life/Real Classrooms?
Functional Analysis v. FBA
Functional Analysis Uses experimental method to determine function of behavior Requires strict env’l control Used predominantly in research w/ application to classroom
Functional Behavioral Assessment Relies heavily on indirect measures (interviews & observations)
to ID function of behavior Written into Special Education law for use in schools Results in a hypothesis of the function of behavior
What would you use for the conditions to test this hypothesis?
Antecedent Behavior Consequence
Small group writing tasks (writing paragraphs)
Makes faces and yells at other students
Get Peer Attention
Control Condition?
Attention Condition?
Escape Condition?
Easy/Preferred Activity w/ Peers
If Problem behavior occurs:
Ignore
Work Alone on easy task
Work w/ Peers on difficult task
Provide him w/ attention from Peers
Remove the task
What would you use for the conditions to test this hypothesis?
Antecedent Behavior Consequence
Double digit addition problems
Breaks pencil, tears up papers
Avoid Math Task
Control Condition?
Attention Condition?
Escape Condition?
Easy/Preferred Activity
If Problem behavior occurs:
Ignore
Work Alone on easy task
Work w/ teacher on double digit problems
Provide him w/ attention
Remove the task
1 2 3 4 50%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Participant 98
Control ConditionEscape ConditionAttention Condition
Perc
enta
ge o
f Occ
urre
nce
of P
robl
em B
ehav
ior
Functional Communication Training: Carr & Durand, 1985
Typical Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternate Behavior
AntecedentSetting Event
Summary of Behavior
One Switch. One Head. One World
• http://www.youtube.com/watch?v=cSSgndQ5mVs
PrAACtical AAC
• http://praacticalaac.org/strategy/aac-literacy-setting-the-stage/
• http://praacticalaac.org/strategy/aac-assessment-for-people-with-aphasia/
• Tap to Talk- Free, customizable, • http://www.youtube.com/watch?v=HK8QdV_sNtQ&list=UU7AdgilJ3U0vA8iGebhz16g&index=2
• Proloquo2Go-$199• http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related• http://www.assistiveware.com/it-really-has-become-his-voice• http://www.assistiveware.com/he-always-understood
• iCommunicate- $49.99, can upload pics to make storyboards for activities• http://www.youtube.com/watch?v=4FkSNMLVlmk
• First Then- $9.99, • http://www.youtube.com/watch?v=PDLc0W3_5pk
• Story kit- Free, You can record reading of a book and play back• Sounding board-$49.99, create custom boards with symbols or photos,
http://www.youtube.com/watch?v=pNRU792h_NQ
IPAD Applications for Communication
TASK
STUDENT
EN
VIR
ON
ME
NT
TO
OL
S
SETT- similar to ecological inventoryStudent
S
Environment
E
Task
T
Tools
T•What are the student’s current abilities?
•What are the student’s special needs?
•What are the functional areas of concern?
•What activities take place in the environment?
•What activities do other students do that this student cannot currently participate in?
•What assistive technology does the student have access to or currently use?
•What specific tasks occur in the environment?
•What activities is the student expected to do?
•What does success look like?
•Are the tools being considered on a continuum from no/low to high-tech?
•Are the tools student centered and task oriented and reflect the student’s current needs?
•What are the training requirements for the student, family and staff?
• What are the
functional areas of
concern?
• What are the student’s special needs?
• What are the
student’s current
abilities?
• What are the other students doing that this student needs to be able to do?
• What does the student
need to be able to do that
is difficult or
impossible to accomplish
independently at this
time?
STUDENT
A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from www.educationtechpoints.org/manuals-materials/hey-can-i-try-that
STUDENT
• What assistive
technology does the
student have access to or
currently use?
• What activities
take place in the
environment?
• What activities do other students do that this student cannot currently participate in?
ENVIRONMENT
• What is the
physical
arrangement?
• Where will the student participate—classroom, home, community, therapy?
Sensory Considerations (new)
New section as a subset of Student & Environment
– Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ?
– Do the learning environment(s) impact the sensory issues of the student?
Sensory Considerations
STUDENT• Visual (glare, color vs.
black & white, white space between symbols, etc.)
• Auditory (voice, volume, button click)
• Tactile (velcro, weight)
• Personal space• Student specific
ENVIRONMENT• Background noise• Lighting (full
spectrum vs. flourescent)
• Physical space
•What does success
look like?
•What activities is the student expected to do?
• What specific
tasks occur in the
environment?
TASK
• Are tools being
considered because of
their features
that are needed rather
than brand names?
• Are the tools student centered and task oriented and reflect the student’s current needs?
• Are the tools being
considered on a
continuum from
no/low to high-tech?
•What is the cognitive load required by the
student to use the tool?
• What are the
training
requirements for the
student, family and
staff?
TOOLS
http://www.youtube.com/watch?v=xatHPazOXw0&feature=related
AT Continuum
• Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools
Low Tech Tools
Assistive Technology for Communication
Symbols for Communication Real Object Symbols
Photographs & Pictures
Line Drawing Symbols
Textured Symbols
Letters & Words
AT Communication ContinuumLow Tech
Concrete Representations
Real Objects– Calendar box
– Tangible Symbols
– Miniatures
– TOBIs (true object based icon)
AT Communication ContinuumLow Tech
Communication system with pictures, symbols, letters &/or
words
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.
Selecting Symbols—What 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
Using Symbols to Promote Participation/Conversation Calendar/Schedule Systems Choice Displays Remnant (e.g. Movie ticket, scraps from
activities) Displays Conversation Displays
Pragmatic Organization Dynamic Display (PODD) http://www.novita.org.au/Content.aspx?p=683#What_is_PODD
Vocabulary is organized according to communication function and discourse requirements
Simplified Technology by Linda Burkhart◦ http://www.lburkhart.com/
Pragmatic branch starters◦ I like this, I don’t like this, I want something, Quick
word/question, I have an idea, I want to show you something…
http://www.youtube.com/watch?v=ux1KIrz5rpY&feature=related http://www.youtube.com/watch?v=YDjVFXu9MZk&feature=related
Porter & Burkhart, PODD
Mid Tech Tools
Assistive Technology for Communication
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?
AT Communication ContinuumMid Tech
Simple Voice Output DevicesBIGmack Step-by-step
CheapTalk
Hip Talk
AT Communication ContinuumMid Tech
Speech Generating Device with levels
Bluebird II
Tech series
Message Mate7 Level Communication Builder
Leo
High Tech Tools
Assistive Technology for Communication
AT Communication ContinuumHigh Tech
Speech Generating Devices with icon sequencing OR
Pathfinder Plus
Vantage Plus
SpringBoard Lite
AT Communication ContinuumHigh Tech
Speech Generating Devices with a Dynamic Display
Dynavox V series & V-Max
M3
ChatPC
Tango!
Eyegaze System
AT Communication ContinuumHigh Tech
Text based device with speech synthesis
DynaWrite
PolyTABLET with Persona
LightWriter SL40
Freedom LITE
Hi-Tech: Speech Generating Devices Devices “talk” when a student touches a
symbol on the device
What are advantages/ disadvantages??
IPAD applications for communication and other low-cost apps
Tap to Talk- Free, customizable, iCommunicate- $49.99, can upload pics to
make storyboards for activities First Then- $9.99, Story kit- Free, You can record reading of a
book and play back Sounding board-$49.99, create custom
boards with symbols or photos, Proloquo2Go-$199 http://www1.teachertube.com/viewVideo.php?title=Student_Demonstrating_Prol
oquo2Go_with_Monkey_Diving&video_id=94307 http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related
IPAD Applications
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
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
Stimulus control and teaching• For any skill, teach a) what, b) when, c) why.• What = the new response (skill)• When = the stimulus that signals when to perform the
new response• Why = what is the likely consequence (reward)
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
Why is stimulus control important?For each example define a response and its controlling stimulus
• Reading • Math• Social initiations• Joining a playground game• Getting help from an adult• Getting a cookie at snack• Following the instruction to “line up”
Ineffective Instruction
• Sets the occasion for student failure
Teaching Behaviors
• No elbowing others• No kicking• No hitting• No pinching• No biting• No scratching• Etc. . .
• 2+2 is not 1• 2+2 is not 2• 2+2 is not 3• 2+2 is not 5• 2+2 is not 6• 2+2 is not 7• Etc. . .
Behavior: Peer Relations
Academic Skill:Addition
Teaching Behaviors
• Hands and feet to self or
• Respect others
• 2+2 = 4
Behavior: Peer Relations
Academic Skill: Addition
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:
INEFFECTIVE INSTRUCTION• INEFFECTIVE MODELS
•
• INEFFECTIVE PRACTICE• - •
•
• TESTING OUTCOMES• -
Walk on green Walk on green Don’t walk on red
Walk on green Don’t walk on red
Green light =WalkYES
NO LIGHT =?
= ?
FAILURE
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
Instructional Sequence
• Model: Structured, Clear Be direct with multiple examples & non-examples
• Lead: High levels of opportunities to respond (OTR), success
• Individual Work - with clear teacher feedback-make sure students get it
• Group work -activities, experiments, etc.-chance to discover application to real world
• Test - Make sure they have skill fluency
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
Step 1- Defining the Instructional Universe• Jamal’s team (Mom, Dad, Jamal, etc.) decided that they
wanted Jamal to ask for a break (behavior) within the following activities:
• 1. In school during a number of activities with a number of peers.
• 2. Activities at home with family members.• 3. Activities in the community (soccer, tennis) with different
coaches and peers.
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 (requesting a break) variation • Using device (iPad with Proloquo2go)• Pointing to graphic symbol for BREAK• Point to watch (on self or others)
Step 3- Select examples • Positive examples for when to ask for a break
• 1. Reading sight words with peers• 2. Playing soccer or tennis• 3. Playing games with family
• Negative examples of when to ask for a break• 1. When riding in car/bus to an event• 2. When first asked to do a chore (must attempt chore)• 3. When having to get ready for school.
Step 4- Sequence examples• May teach with the following sequence:• Positive example #1: Reading sight words (OK for break)• Positive example #2: Playing soccer (OK for break)• Negative example #1: Riding to event (Not OK)• Positive example #1: Reading sight words (OK for break)• Negative example #2: Getting ready for school (not OK)• Etc……
Step 5- Teach examples • Use prompts and reinforcers to improve performance.
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 math class [if not used in training])
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: MathScienceReadingWriting
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
Top Related