9 Materials Age Group Preschool Elementary Middle/High School Type of ClassroomSelf ContainedGeneral EducationSpace in ClassroomIndividualSmall GroupLarge Group
10 Materials: Elementary Individual GradesAcademic ContentIndependenceDaily Living SkillsLeisureSocialMixed GradesAcademic ContentIndependenceDaily Living Skills (adaptive)LeisureSocialConsider individual vs group materials
11 Materials: Middle/High School Individual GradesAcademic ContentIndependenceDaily Living SkillsLeisureSocialMixed GradesDaily Living Skills (adaptive)Prevocation/vocation
12 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 GroupPromote engagement and interaction?
14 Action List for Setting Up Environment Physical SpaceInstruction spacesTraffic areasLeisure areasCalm down areasMatieralsIndividual workProjectsHygieneLeisureLarge groupVisualsIndividualSmall group
15 The basics still apply Appropriate goals Planning for instruction Intervention strategiesUsing appropriate supportsMonitoring progress
16 Three Important Questions 1What are you going to teach?2How are you going to teach the skills and behaviors?3How will you know that your teaching has been effective?
17 Olivia’s Objectives (social goals) ArrivalJournal TimeInitiate greetings and respond to greetingsfrom peers.Group MeetingRespond on topic.Maintain conversations for at least 2 turns.ReadingParticipate with reading buddy (read out loud, take turns, answer questions).RecessPlay social games with 2 or more peers.MathParticipate in group game with peers (take turns, answer questions).
18 Initiate greetings and respond to greetings Olivia’s ObjectivesWhat the teacher can do?Data CollectionCommentsInitiate greetings and respond to greetingsfrom peers.Review social story, prompt if necessary, SR+Initiate: P PRespond: P +Jack and BethRespond on topic.Maintain conversations for at least 2 turns.Respond: P PMaintain: P +Participate with reading buddy (read out loud, take turns, answer questions).Write page numbers to be read on goal sheet, SR+Read: 2 pgsQuestions: ++Quinn
19 Example: Mixed Population Class SeanConnerKaylaJasonArrival/MeetingRespondingGreetingsManage materialsWork (Indiv and Group)MatchingSight words, mathReadingMathSnackInitiatingwaitingComment to PeersRecessSustained engageFollow directionsEmotional regProblem SolvingTurn takingIndependent workGroup mathGroup readingProjectCommentingEmotion regulationcommenting
20 Students/Goals: Areas IndividualAdult DirectedIndependenceSmall GroupGroup SkillsLarge Group
21 Individual Work and Instruction Space is Important AttentionBuild SkillsBehavior
22 Physical Structure Physical Structure organized so the student can understand where different activities take place and where materials are keptConsider:Size of room, specific areas for learning specific tasks, individualizationKeep in mind:Establish clear visual and/or physical boundariesMinimize visual and auditory distractions
33 Physical StructurePhysical StructureIs 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?
36 Individual Visual Schedule Individual ScheduleGives students the sequence of activityMay be an object, symbol, written word, or photographTells the student where he/she is suppose to be and what they are suppose to be doing
37 Individual Visual Schedule Individual ScheduleTEACCH“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”
42 Written Work System: Making Lunch Materials for making lunch would be placed into color coded bins.
43 Individual Visual Schedule Individual ScheduleIndividual Visual ScheduleIs 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?
44 Individual Visual Schedule Individual ScheduleIndividual Visual ScheduleDoes 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?
46 Why should I collect data? To communicate the child’s progress to othersTo demonstrate the child’s progress overtimeTo determine if it is necessary to change our instructionTo stay in compliance
47 How do I know what data to collect? Collecting data should be linked to instructionWhen writing criteria on the objective the data collection method should always be the first thing to consider
48 How often should I collect data? Often enough to use it to guide your instructionYou do not have to collect data on every occurrence of the target behavior, data simply must be representative of the target behavior
49 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.)
50 How do I make decisions based on the graphs? Program is workingTask to difficultCan perform some but not all the taskCompliance problemMastered programUse data patterns to inform your decisions about what to do next
52 How will I or my team manage all of the data sheets? FAQHow will I or my team manage all of the data sheets?Use one data form to collect information on many different target behaviorsBall+applebookShoes-cupred-blue+Greenyellowpink
53 Rec IDPromptTestBallAppleBookShoescupRec/Exp Id #sPromptTest12345Social InteractionsPromptTestComment to peerRespond to peersInitiate to peersImitationPromptTestClap handsTap headTap legsTap tummyTap tableSequencingPromptTestSequence 1Sequence 3Sequence 2Functional PlayPromptTestpegsPotato headduplospuzzlePlay doughRec Id ActionsPromptTestJumpingRunningKickingSittingPointingRec/Exp ColorsPromptTestredbluegreenyellowpinkTurn takingPromptTestTake turnGive turn