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Setting up an Integrated Life Skills Program
Secondary Penny Williams BCBA, M.Ed.
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Why is it so difficult to design for multiple student needs?
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Varying abilities and needs
Who Are Your Students? Varying abilities and needs academic behavior individual adaptive groups
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General Considerations
Staffing/Student Ratios Student assignment Student abilities
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Instructional Groupings
Critical Elements Environment Goals and Objectives Instructional Groupings
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Environment: Areas Individual Space Staffing Small Group Students
Large Group
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Self Contained
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General Education Classroom
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Materials Age Group Preschool Elementary Middle/High School
Type of Classroom Self Contained General Education Space in Classroom Individual Small Group Large Group
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Materials: Elementary
Individual Grades Academic Content Independence Daily Living Skills Leisure Social Mixed Grades Academic Content Independence Daily Living Skills (adaptive) Leisure Social Consider individual vs group materials
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Materials: Middle/High School
Individual Grades Academic Content Independence Daily Living Skills Leisure Social Mixed Grades Daily Living Skills (adaptive) Prevocation/vocation
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Materials: Areas Individual Small and Large Group
What do the materials allow you to do or not do? Are materials easily accessed by adults and students? Promote engagement? Small and Large Group Promote engagement and interaction?
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Action List for Setting Up Environment
Physical Space Instruction spaces Traffic areas Leisure areas Calm down areas Matierals Individual work Projects Hygiene Leisure Large group Visuals Individual Small group
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The basics still apply Appropriate goals Planning for instruction
Intervention strategies Using appropriate supports Monitoring progress
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Three Important Questions
1 What are you going to teach? 2 How are you going to teach the skills and behaviors? 3 How will you know that your teaching has been effective?
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Olivia’s Objectives (social goals)
Arrival Journal Time Initiate greetings and respond to greetings from peers. Group Meeting Respond on topic. Maintain conversations for at least 2 turns. Reading Participate with reading buddy (read out loud, take turns, answer questions). Recess Play social games with 2 or more peers. Math Participate in group game with peers (take turns, answer questions).
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Initiate greetings and respond to greetings
Olivia’s Objectives What the teacher can do? Data Collection Comments Initiate greetings and respond to greetings from peers. Review social story, prompt if necessary, SR+ Initiate: P P Respond: P + Jack and Beth Respond on topic. Maintain conversations for at least 2 turns. Respond: P P Maintain: P + Participate with reading buddy (read out loud, take turns, answer questions). Write page numbers to be read on goal sheet, SR+ Read: 2 pgs Questions: ++ Quinn
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Example: Mixed Population Class
Sean Conner Kayla Jason Arrival/ Meeting Responding Greetings Manage materials Work (Indiv and Group) Matching Sight words, math Reading Math Snack Initiating waiting Comment to Peers Recess Sustained engage Follow directions Emotional reg Problem Solving Turn taking Independent work Group math Group reading Project Commenting Emotion regulation commenting
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Students/Goals: Areas
Individual Adult Directed Independence Small Group Group Skills Large Group
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Individual Work and Instruction Space is Important
Attention Build Skills Behavior
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Physical Structure Physical Structure
organized so the student can understand where different activities take place and where materials are kept Consider: Size of room, specific areas for learning specific tasks, individualization Keep in mind: Establish clear visual and/or physical boundaries Minimize visual and auditory distractions
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Independent Work Centers – Middle School Classroom
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Independent Work System - Elementary
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Physical Structure Physical Structure Areas Leisure Work
Individual Teaching Layout Clear boundaries (rugs, bookshelves, tape, etc.) Materials marked (pictures, numbers, color coded, etc.
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Physical Structure Physical Structure Is there space provided for individual and group work? Are work areas located in least distractible settings? Are work areas marked so that a student can find his own way? Are there consistent work areas for those students who need them? Are there places for students to put finished work? Are a student's materials easily accessible and clearly marked for him or her?
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Individual Visual Schedule
Individual Schedule Gives students the sequence of activity May be an object, symbol, written word, or photograph Tells the student where he/she is suppose to be and what they are suppose to be doing
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Individual Visual Schedule
Individual Schedule TEACCH “we don’t fade schedules from our students since they are a tool for life-long independence. Rather, we design schedules to grow with the child”
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Written Work System: Making Lunch Materials for making lunch would be placed into color coded bins.
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Individual Visual Schedule
Individual Schedule Individual Visual Schedule Is there a balance of individual, independent, group, and leisure activities incorporated daily? Is the schedule represented in a form that is easily comprehended by the student? Does the schedule help a student with transitions -- where to go and what to do?
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Individual Visual Schedule
Individual Schedule Individual Visual Schedule Does the schedule help a student know where and when to begin and end a task? How are transitions and changes in activity signaled? timer rings? teacher direction? student monitors clock? Do individual student schedules consider student needs for break times, reinforcement, nonpreferred activities followed by preferred activities?
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Data collection and progress monitoring
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Why should I collect data?
To communicate the child’s progress to others To demonstrate the child’s progress overtime To determine if it is necessary to change our instruction To stay in compliance
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How do I know what data to collect?
Collecting data should be linked to instruction When writing criteria on the objective the data collection method should always be the first thing to consider
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How often should I collect data?
Often enough to use it to guide your instruction You do not have to collect data on every occurrence of the target behavior, data simply must be representative of the target behavior
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What do I do with the data once I have collected it?
Summarize data (convert to percentage, total numbers) Make it visual (graph it) Make instructional decision based on information (continue, change instruction, etc.)
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How do I make decisions based on the graphs?
Program is working Task to difficult Can perform some but not all the task Compliance problem Mastered program Use data patterns to inform your decisions about what to do next
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DATE Goal: Double digit add/ subtraction 4/3 4/4 4/5 4/6 4/7 10 9 8 7
2 1
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How will I or my team manage all of the data sheets?
FAQ How will I or my team manage all of the data sheets? Use one data form to collect information on many different target behaviors Ball + apple book Shoes - cup red - blue + Green yellow pink
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Rec ID Prompt Test Ball Apple Book Shoes cup Rec/Exp Id #s Prompt Test 1 2 3 4 5 Social Interactions Prompt Test Comment to peer Respond to peers Initiate to peers Imitation Prompt Test Clap hands Tap head Tap legs Tap tummy Tap table Sequencing Prompt Test Sequence 1 Sequence 3 Sequence 2 Functional Play Prompt Test pegs Potato head duplos puzzle Play dough Rec Id Actions Prompt Test Jumping Running Kicking Sitting Pointing Rec/Exp Colors Prompt Test red blue green yellow pink Turn taking Prompt Test Take turn Give turn
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