1. 12/4/2014ECSE 602 Dr. Y. Xu1 ECSE 602 Instructional Programming for Infants and Young Children with Disabilities This session will cover:  Child Activity Matrix  Evaluation and Monitoring  Programming for mastery

2. Child Activity Matrix The least restrictive environment (sec. 300.550 through 300.552 of 34CFR 300) Section 300.550: General (b)(1) That to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled, and 12/4/2014ECSE 602 Dr. Y. Xu2

3. Child Activity Matrix (b)(2) that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplemental aids and services cannot be achieved satisfactorily. 12/4/2014ECSE 602 Dr. Y. Xu3

4. Child Activity Matrix It is used for implementing IEP in general education classroom. It can also be used by the general education teachers for the entire class. 12/4/2014ECSE 602 Dr. Y. Xu4

5. Child Activity Matrix Activity matrix components General education activities for the child’s assigned class Alternative activities Length of time for regular or alternative activities Skill areas Home/Family priority 12/4/2014ECSE 602 Dr. Y. Xu5

6. Child Activity Matrix Supports: Curriculum adaptations or accommodations (Could be included as an Appendix) Curriculum adaptations  The same content  A slightly modified content  A different content Accommodations  Different materials  Special equipment  Special seating arrangements  Peer tutors/Classroom assistant  One on one vs. Group instruction 12/4/2014ECSE 602 Dr. Y. Xu6

7. Child Activity Matrix To complete the activity matrix List the routine activities for the general education classroom to which the child is assigned. Later this list of activities will be used to generate an individualized schedule. Include the length of time for each activity. List each selected priority skill area. Skill areas: objectives on the IEP 12/4/2014ECSE 602 Dr. Y. Xu7

8. Child Activity Matrix Determine which priority skill areas can be addressed through the general education activity or during the transition time before or after the activity. Decide whether the child will take part in the activity. If the answer is yes, put “X” in the box where the activity column and the skill area row intersect. If any supports are needed (as listed in the appendix), put an “O” in the box. 12/4/2014ECSE 602 Dr. Y. Xu8

9. Child Activity Matrix List alternative activities Alternative activities needed by the child are not included in the list of general education activities. E.g., Speech therapy is provided for the child during the free choice time. Or, 1:1 special education resource is introduced to the child during learning centers time. Determine if the child will learn the same activities as other children in class. If not, the team should discuss ways that the activities will be adapted to meet the needs of the child. 12/4/2014ECSE 602 Dr. Y. Xu9

10. Child Activity Matrix Throughout the routines and general education activities within which the child’s IEP goals/objectives are embedded, identify Curriculum modifications Embedded learning opportunities Child-focused instructional strategies 12/4/2014ECSE 602 Dr. Y. Xu10

11. 12/4/2014ECSE 602 Dr. Y. Xu11 Using formative assessment data to plan intervention Why should we measure performance on a regular basis? Young children both gain and lose skills rapidly. Measurement provides a basis for making instructional decisions. Data provide a common point of reference when discussing progress with parents. Evidence of positive change provides reinforcement to staff. It’s required by law.

12. 12/4/2014ECSE 602 Dr. Y. Xu12 Using formative assessment data to plan intervention Why not measure performance of a regular basis? It takes more time than I have. It might be used against me. Data provide no useful information. No one else at my school takes data. My kids are so low functioning that there is nothing to measure.

13. 12/4/2014ECSE 602 Dr. Y. Xu13 Using formative assessment data to plan intervention Common measures of the performance of young children Frequency (# of correct, # of incorrect) Percentage correct (or incorrect) Rate (# correct per unit of time) Duration--the length of time a behavior lasts Latency--the length of time between a stimulus and the response Intensity

14. 12/4/2014ECSE 602 Dr. Y. Xu14 Using formative assessment data to plan intervention Methods of data collection Real time counts a) Paper and pencil b) Wrist counters c) Automatic recorders Deferred time counts Video-taping

15. 12/4/2014ECSE 602 Dr. Y. Xu15 Using formative assessment data to plan intervention Schedules for data collection Continuous Periodic Probes (probe other areas simultaneously)

16. 12/4/2014ECSE 602 Dr. Y. Xu16 Using formative assessment data to plan intervention Methods of representing data Data should be presented in the format that contains the most information and is the easiest to understand.

17. Using formative assessment data to plan intervention BaselineIntervention 1Intervention 2 (Strategy 1) (Strategy 2) 80% (criterion) 12/4/201417ECSE 602 Dr. Y. Xu

18. Using formative assessment data to plan intervention Suppose the baseline is like this, do we need to implement the intervention? Why or why not? Baseline 12/4/201418ECSE 602 Dr. Y. Xu

19. Using formative assessment data to plan intervention How about this baseline trend? Baseline 12/4/201419ECSE 602 Dr. Y. Xu

20. 12/4/2014ECSE 602 Dr. Y. Xu20 Programming for mastery Mastery defined An educational objective is mastered if the required level of proficiency (and accompanying conditions) has been met and the skill is maintained and generalized.

21. 12/4/2014ECSE 602 Dr. Y. Xu21 Programming for mastery 1. Conditions that affect maintenance include Absolute level of proficiency (in IEP/IFSP) Schedule (s) of reinforcement during acquisition Continuous: each response is reinforced Intermittent: reinforcement is delivered after some of the responses rather than all of them

22. 12/4/2014ECSE 602 Dr. Y. Xu22 Programming for mastery Ratio schedule: reinforcement is contingent upon the emission of a certain number of responses  Fixed ratio  Variable ratio Interval schedule: reinforcement is contingent upon the amount of time that passes before a response can be reinforced  Fixed interval  Variable interval

23. 12/4/2014ECSE 602 Dr. Y. Xu23 Programming for mastery The nature of the skill The degree to which the skill has been generalized 2. Stimulus generalization versus response generalization Stimulus generalization: the same response is evoked to variations of a given stimulus Response generalization: the same stimulus evokes variations of a given response

24. Programming for mastery S1R1 S2RSR2 S3R3 3. Conditions that affect generalization include The nature of the skill The degree to which stimulus (and/or response) conditions were varied either during or immediately following initial acquisition training 12/4/201424ECSE 602 Dr. Y. Xu