Presentation on theme: "Setting up an Integrated Life Skills Program Secondary Penny Williams BCBA, M.Ed."— Presentation transcript:
Setting up an Integrated Life Skills Program Secondary Penny Williams BCBA, M.Ed. firstname.lastname@example.org
Why is it so difficult to design for multiple student needs?
Who Are Your Students? Varying abilities and needsacademic behaviorindividual adaptive groups
General Considerations Staffing/Student Ratios Student assignment Student abilities
Critical Elements Environment Goals and Objectives Instructional Groupings
Environment: Areas Space Staffing Individual Space Staffing Students Small Group Space Staffing Students Large Group
General Education Classroom
Materials Age Group Preschool Elementary Middle/High School Type of Classroom Self Contained General Education Space in Classroom Individual Small Group Large Group
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
Materials: Middle/High School Individual Grades Academic Content Independence Daily Living Skills Leisure Social Mixed Grades Academic Content Independence Daily Living Skills (adaptive) Leisure Social Prevocation/vocation
Materials: Areas Individual 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 What do the materials allow you to do or not do? Are materials easily accessed by adults and students? Promote engagement and interaction?
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 Large group Small group
The basics still apply 15 Appropriate goals Planning for instruction Intervention strategies Using appropriate supports Monitoring progress
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? Three Important Questions
17 Olivia’s Objectives (social goals) Arrival Journal Time Initiate greetings and respond to greetings from peers. Group MeetingRespond on topic. Maintain conversations for at least 2 turns. ReadingParticipate with reading buddy (read out loud, take turns, answer questions). RecessInitiate greetings and respond to greetings from peers. Play social games with 2 or more peers. MathParticipate in group game with peers (take turns, answer questions).
18 Olivia’s ObjectivesWhat 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. Review social story, prompt if necessary, SR+ 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
19 Example: Mixed Population Class SeanConnerKaylaJason Arrival/ Meeting RespondingGreetings Manage materials Greetings Manage materials Work (Indiv and Group) Matching Sight words, math Reading Math Reading Math Reading Math Snack Initiating waiting Comment to Peers Recess Sustained engage Follow directions Emotional regProblem Solving Turn taking Work (Indiv and Group) Independent work Group math Independent work Group reading Independent work Group math Project Initiating Turn taking Follow directions Commenting Emotion regulation Commenting Turn taking commenting
Students/Goals: Areas Adult Directed Independence Individual Adult Directed Independence Group Skills Small Group Adult Directed Independence Group Skills Large Group
Individual Work and Instruction Space is Important AttentionBuild Skills Behavior
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 Physical Structure
Independent Work Centers – Middle School Classroom
Independent Work System - Elementary
Physical Structure Leisure Work Individual Teaching Areas Clear boundaries (rugs, bookshelves, tape, etc.) Materials marked (pictures, numbers, color coded, etc. Layout 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? Physical Structure
Individual Visual 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 Individual Schedule
Individual Visual Schedule “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” TEACCH Individual Schedule
Written Work System: Making Lunch Materials for making lunch would be placed into color coded bins.
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? 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? Individual Schedule
Data collection and progress monitoring
To stay in compliance To determine if it is necessary to change our instruction To demonstrate the child’s progress overtime To communicate the child’s progress to others Why should I collect data?
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 How do I know what data to collect?
You do not have to collect data on every occurrence of the target behavior, data simply must be representative of the target behavior Often enough to use it to guide your instruction How often should I collect data?
Summarize data (convert to percentage, total numbers) Make it visual (graph it) Make instructional decision based on information (continue, change instruction, etc.) What do I do with the data once I have collected it?
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 How do I make decisions based on the graphs?
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++
Rec/Exp Id #sPromptTest 1 2 3 4 5 SequencingPromptTest Sequence 1 Sequence 3 Sequence 2 Sequence 1 Sequence 3 Rec/Exp ColorsPromptTest red blue green yellow pink Social InteractionsPromptTest Comment to peer Respond to peers Initiate to peers Functional PlayPromptTest pegs Potato head duplos puzzle Play dough Turn takingPromptTest Take turn Give turn Take turn Give turn Take turn ImitationPromptTest Clap hands Tap head Tap legs Tap tummy Tap table Rec IDPromptTest Ball Apple Book Shoes cup Rec Id ActionsPromptTest Jumping Running Kicking Sitting Pointing