2. Agenda/Update Announcements – Ecological Inventory & Article Review #1 Due April 18 th. Updates to Wiki – Please check to see if all links work. – Still working on linking the articles for the article review.

3. Article Review #1: Due April 18 th, (April 13 th for Wednesday Class) Article Review Template Rubric is Posted Short presentation on Single-Subject Research Designs Review article in your group… – This will be your entry activity – Everyone will complete a sheet

4. Single Subject Research 4 Systematic analysis using individual subjects as their own experimental control. 4 Main message: –Single subject research is an approach to rigorous experimentation that involves small numbers of subjects, repeated observations of subjects over time, and employs research designs that allow each subject to provide his/her own experimental control. Within-subject analysis Fine-grained analysis across time and conditions

5. Types of research 4 Basic – gain knowledge for knowledge’s sake –May be no immediate or foreseeable application or implications for “real world” life 4 Applied – research to gain knowledge or address issues/problems that have immediate application to “real world” life –Educational research is applied research 4 Single subject research methods are used in basic and applied research – we’ll focus on applied research in the course

6. Reasons for using single subject methodology 4 Focus on an individual rather than group means –Interest is in the behavior of a single individual or on within-subject variability A “group” may be treated as an “individual” –Group descriptive statistics may not "describe" any actual individual –Generalizations from a group to an individual are problematic in many instances Predicting the behavior of a specific individual is different from predicting that of a “typical” individual

7. Reasons for Using Single Subject Methodology (continued) 4 Many populations of interest are low incidence populations –Practically, large numbers of subjects may not be available –Assumptions of normal distribution and homogeneity of variance may not be valid 4 Can be used in clinical practice contexts –Single subject research studies may develop out of and be conducted on a specific problem or need of an individual(s) in a practical context Scientist-practitioner model

8. Dependent and independent variables 4 Dependent variable (DV) – the behavior (measure) that you are analyzing –You want to produce change (variability) in the dependent variable –Studies may have multiple DVs 4 Independent variable (IV) – the variable (event, intervention, condition) that is of experimental interest and that the researcher manipulates in an experimental research design –May be discrete or continuous –May be a single element or multi-component compound –Studies may have multiple IVs

9. Internal Validity 4 The degree to which observed differences/changes in the dependent variable are a direct result of manipulation of the independent variable, and not some other extraneous variable 4 Extent to which a functional relation can be documented. Control of extraneous variables that provide alternative explanations for results. –It is okay to try to maximize internal validity, especially in initial documentation of a functional relationship Doing this may come with a cost, however

10. Threats to Internal Validity 4 History – everything happening outside of the research study 4 Maturation 4 Testing - repeated measurement 4 Instrumentation –with human observers, observer bias and drift 4 Attrition - loss of participants 4 Multiple treatment interference 4 Diffusion of treatment - intervention is inadvertently provided when not intended

11. Threats to Internal Validity (continued) 4 Loss of baseline through generalization or spread of effects (across settings, behaviors, or participants) 4 Instability and/or high variability of behavior –cyclical variability 4 Statistical regression toward mean 4 Selection biases with participants 4 Inconsistent or inaccurate implementation of the IV (Treatment Drift/Treatment Integrity)

12. External Validity 4 Defined: The extent to which results can be applied to settings, activities, people, etc. other than those involved in the study. –Given that you have found an effect for this intervention with this participant under one set of conditions, will it work with other participants, in other settings, when implemented by other interventionists, and when implemented with minor variations in the basic procedures? –What can we generalize from this single study? –Importance of systematic and direct replication.

13. Threats to External Validity 4 Reactive experimental arrangements - Hawthorne effect 4 Reactive assessment - reactivity to observers 4 Pretest sensitization 4 Experimenter bias 4 Interaction between selection bias and treatment effects - i.e., intervention only works if the "right" participants are selected –Specificity of effects

14. The Research Question 4 In single subject designs the research question typically examines a causal, or “functional” relation, between the independent and dependent variable. As such the research question should have three features Identify the dependent variable(s) Identify the independent variable(s) Proclaim intention to determine if change in the IV is functionally related to change in the DV.

15. Research Question Features 4 Dependent variable is socially important 4 Independent variable(s) can be controlled (e.g. manipulated) across time. 4 Both the dependent and independent variable(s) can be operationally described and measured. 4 For “experimental” research, the question must ask if change in the DV is caused by (or functionally related to) change in the IV.

16. Research Question Examples 4 Is there a functional relation between development of reading fluency and scores on comprehensive reading assessments? 4 Will walking in water facilitate development of appropriate gait by individuals with “gait imbalance hypertension.” 4 Is there a functional relation between use of escape- extinction and reduction of escape-motivated food refusal? 4 Does Jason act out because he has ADHD?

17. Visual Analysis: Interaction of multiple features –Level = mean of data points within a phase –Trend = slope of best fit straight line for data within a phase –Variability = range and sd of data about the best fit straight line within a phase –Overlap = Percent of data points in intervention phase that are within the range of data in the BL. –Immediacy of effect = change in level from last 3-5 data points in BL to first 3-5 data points in intervention –Similarity of Effect = Similar effects at point of intervention (introduction or withdrawal) –Outliers = atypical data points

18. Level Trend Variability Immediacy of Effect Overlap Phase APhase BPhase A Phase B Research Question???

19. Defining Features of Multiple Baseline Designs 4 A multiple baseline design involves three or more AB interventions (series) with phase changes staggered across at least three points in time. 4 Key Features –Series are independent of each other People, places, materials, behaviors/skills –The same IV is applied in each series –Staggered implementation of IV

20. Interpreting MBL Designs –Identify Research Question(s) –Assess Baselines for each series Do the Baselines document a predictable pattern? Do Baselines allow opportunity to document IV effect? Are Baselines similar? –Horizontal Analysis of Effect (per series) Level, trend, variability, overlap, immediacy of effect –Vertical Analysis DV change in one series is associated with NO change in other series? Similar effect (consistent effect) across series? –Functional Relationship? At least three demonstrations of effect at three points in time

21. Vivian 0 20 40 60 80 100 Tammy 0 20 40 60 80 100 Dr. Cathy 20 40 60 80 100 010203040506070 Percentage of Correct Responding BL Sessions Treatment Lollipop for R+ 6

22. Defining features of withdrawal and reversal designs 4 Sequential phases of data collection involving the implementation and withdrawal of an independent variable(s) –within each phase, multiple data points are collected to establish a representative pattern of behavior –phase change should occur only after stability of behavior within the phase is established –traditionally, the first phase is Baseline, followed by implementation of the IV (Intervention) this is not required, however, as you may begin a study with an intervention phase

23. When are reversal and withdrawal designs appropriate? 4 Behavior measured as DV is “reversible” –Learning will not occur 4 Limited carryover effects between phases 4 Ethical concerns –Can do a reversal DV is not a dangerous behavior, or you can protect participant Staff cooperation 4 Can compare multiple conditions –Comparison of too many conditions makes design cumbersome

24. 0 1 2 3 4 5 6 15101520253035 Sessions Total SIB per minute FCTBaseline FCT 4B

25. Defining Features of Changing Criterion Designs 4 Within subject analysis 4 Independent variable needs to have at least four levels (e.g. criteria) 4 Document baseline performance with one level of the IV 4 Change the level of the IV and monitor change in DV –Immediacy of change important –Absence of trend and variability important 4 Repeat level (criterion) change in IV two more times.

26. Example 4 Examine the graphs below –1. What is the research question? –2. Is there a functional relationship? –3. Does the design document three demonstrations of an “effect” at three different points in time? Where?

27. BL: No Reinf Reinf < 17 Reinf < 12 Reinf < 5

29. ATD/ MED Defined 4 Alternating Treatment (Multi-Element) Designs employ rapid phase reversals across 2 or more conditions to assess sensitivity of change in the dependent variable to change in condition.

30. Student 1 Hypothesis: Escape Math Work 1. Is Esc different than Control? 2. Is Esc different than Attn?

31. Complete the Article Review for the Article in Your Group Take 30 minutes to complete the Article Review with your group. You only have 30 minutes, so my suggestion is to quickly read the main points of the article to answer the questions on the worksheet OR Assign sections for members to read…but this might cause more complication…. 30

32. Schoolwide Applications Model Guiding Principles Critical Features School-Centered: Reallocation of Resources/Responsibilities RTI approach/ Emphasis on SWPBS Data-based decision-making Not ending IEP process, but actually expanding this logic to ALL students (UDL) – Culturally relevant assessment – Services available to all students based on need – Systematic, evidence-based instruction 31

33. Assessing Students with Significant Disabilities

34. Guiding Principles for Designing Instruction Self-determination: honor students’ preferences Family- & culture-centered planning Educational accountability: all students can learn & deserve high quality instruction Personalized curriculum: draw from both adaptations of academic curriculum & life skills the students need for current & future environments Inclusion: enhance participation in inclusive settings Functional & age-appropriate skills: daily living and appropriate to students chronological age Choice: encourage choice-making Research as a resource for practice: data-based intervention research provides resource for what & how to teach

35. Team Process Collaboration by a team of professionals is essential Must take into consideration the characteristics of the individual: – strengths & needs Consider the environment in which student functions and will function in the near future Include objectives for the student that are tied to the general curriculum

36. Daily/ Weekly Yearly Monthly/ Quarterly

37. Individual Student Planning Multi-disciplinary Team approach “One Voice” Involving GE, SPED, other services Review data, schedule and outline actions to better support student 1 time per/ mon. until establish success No longer than 45 minutes Agenda with action plan

38. Purpose of Assessment Capacity Building vs Deficit Finding Capacity Building (O’Brien & Mount, 1991) Focus on strengths and preferences Avoid use of standardized assessments that are not appropriate to a student because of physical or sensory impairments or cultural differences Use of observations & interviews

39. Deficit-finding Perspective “ Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 18 mos. Her scores on the Vineland Adaptive Behavior Scales were below basal levels. She has Down’s syndrome and severe mental retardation. R cannot use the toilet or eat independently and will require lifelong assistance for personal care. She is nonverbal except for some random vocalizations. R sometimes engages in aggressive behavior including spitting, and slapping

40. Capacity-building perspective “Rebecca is a 16-year old girl with brown eyes and black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….

41. Ecological Assessment: A process Method to identify instructional priorities based on a student’s current and future environments and the student’s and family’s preferences (Browder, 2001) AKA: “Functional assessment (Linehan & Brady, 1985)” “Life skills assessment (Browder, 1991)”

42. Research on Ecological Assessment Arose out of dissatisfaction with failures in adapting standardized assessments for students with significant disabilities Information obtained had minimal impact on educational planning (Sigafoos et al., 1987; Blankenship, 1985; Cole et al., 1985) Ecological reports result in: Higher ratings of expected educational outcomes (Linehan & Brady, 1985) Educators more likely to recommend related services and less restrictive placements

43. Steps in Ecological Assessment Process Step 1: Plan with Student & Family Step 2: Summarize what is known about the student Step 3: Encourage Self-Determination/ Assess Student Preferences Step 4: Assess student’s instructional program Step 5: Develop ecological assessment report

44. Step 1: Plan with Student & Family Use a person-centered process Encourage student & family involvement in planning assessment & instructional goals

45. Step 2: Summarize What is Known About the Student Summarize student’s strengths & positive attributes Use Capacity building statements (vs deficit building statements) Notes from educational records Summary of progress on IEP Goal: Describe the purpose of assessment

46. Step 3: Encourage Student Self- Determination/ Assess Preference Strengthen the student’s influence on their education Student may need to try new options through systematic preference assessment (Lohrmann-O’Rourke & Browder, 1998) Note student’s typical choices, talking with others who know the student, & new options Student preference enhanced by offering & honoring choices (Kern et al., 1998)

47. Planning for Self-Determination & Quality of Life Outcomes Self-determination and Quality of Life are critical learning outcomes (Schalock, 1994; Wehmeyer, 1996). Take a look at the Arc’s Self-Determination Scale (1995). Quality of Life Planning: Home and community functioning, employment, & health and safety

48. Step 4: Assess Student’s Instructional Program Student’s instructional program should be individualized, but should not prevent a student from participating in general education. Rather it should define how to make this participation meaningful for a student whose reading & math skills are far below grade level

49. Developing an instructional program Begin with broad assessments, then move to specific assessments Conduct: 1. Ecological Inventory of different domains that a student experiences OR will experience 2. Conduct an activity analysis (discrepancy analysis) 3. Conduct a situational analysis/task analysis 4.Functional behavioral assessment (FBA; if needed)

50. Start with looking at the student’s school environment In defining the LRE, start with general education…. Look at a student’s goals/objectives defined by the team and take an inventory of where in the student’s schedule those skills can be taught. Infused Skills Grid

51. Focus on Goals. Increase Participation

53. Case Study :Isaac Isaac is one of your students in your 4th grade class. Isaac is one of your students in your 4th grade class. He loves music- especially reggae He loves music- especially reggae He is a visual learner, likes puzzles, blocks, and riding bike He is a visual learner, likes puzzles, blocks, and riding bike Isaac has very limited verbal language and is learning to use picture exchange communication (PECS) and sign language to communicate with others as well as picture schedules to participate in his general education classes/ activities. Isaac has very limited verbal language and is learning to use picture exchange communication (PECS) and sign language to communicate with others as well as picture schedules to participate in his general education classes/ activities. Objectives for Isaac: Objectives for Isaac: 1. Use picture schedule to follow class routine. 2. Use sign language, PECS to communicate (make requests, label objects) 3. Write words from left to right 4. Correctly identify letters/sounds/words by pointing 5. Engage in reciprocal play (taking turns, sharing objects with others) 6. Count & add numbers up to 30 7. Use a calculator to perform multiplication, division

56. After you have determined where those skills can be met, conduct an ecological inventory of: Environments: (e.g., High school classes) Sub-environment: (e.g., Consumer math) Activities: (e.g., work problems in text, lecture, computer simulations, group projects, etc.) Natural supports available: (e.g., computer for each student, teacher gives 1:1 feedback Target Skills: (e.g., number recognition, use of calculator)

57. Group Activity: Think about your current placement and outline the: Environments: (e.g., High School, Job) Sub-environments: (Classes, Locations) Activities within sub-environments: Natural supports within sub-environments: Do this for all of the sub-environments (e.g., classes, locations) a student may access in a day within your school

58. Next, Conduct an Activity Analysis

59. Activity Analysis Name: _______________________________Page: Date: _______________________________ Sub-environment/Class: _________________________ TimeClassroom Activity Steps/ Natural Cues What Other Students Are DoingTarget Student Performance (+/-) Comments Skills in Need of Instruction

60. A ASK: What am I requiring students to do? D DETERMINE the prerequisite skills of the task. A ANALYZE the student’s strengths and needs. P PROPOSE and implement adaptations T TEST to determine if adaptations helped the student Standards/ Lesson Plan Observe steps ALL students are doing to achieve the standard Observe what TARGET student is doing— what steps can do. Identify TARGET STUDENT outcomes and adaptations needed based on observation Create a DATA collection plan. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

61. ADAPT Framework/ An Instructional Planning Framework Ask: What am I requiring the student to do? (Lesson Plans, Co-Planning) Determine the prerequisite skills (Task analyze-What all students are doing) Analyze the student’s strengths and needs (Task analyze-What is the target student doing) Propose and implement adaptations (Identify objectives and adaptations) Test to determine if the adaptation helped the student accomplish the task (Data collection plan)

62. A- Ask what am I requiring? In general education settings, “What are the standards for all students?” Collaborate with GE teacher to obtain schedule, activities, homework, etc. Lesson Plan to ensure participation and success towards objectives Multi-Disciplinary Team- Individual student planning

63. Curriculum Co-Planning Teacher(s): _______________________ The class/unit/project/activity…… Time and Dates: At the end of this class/unit/ project/activity the learner should be able to….. Planning Materials: What major instructional strategies will be used to engage the learners?  Projects  Hands-on Activities/ Activity-based Instruction  Writing/Illustrating  Computers  Games  Demonstrations/Simulations/Role-playing  Partners/Cooperative Groups  Presentations/Lectures  Reading/ Partner Reading  Large/Small group Discussions  Guest Lecturers/Instructors  Independent Practice/Exercises/ “Seat Work”  Community Instruction  Students Presentations  Homework  Other____________________________________________________________________________________ ______ Curriculum Co-Planning

64. What a FEW of my students will know. What a FEW of my students will know. What MOST of students will know. What MOST of students will know. What ALL my students will know. What ALL my students will know. Further modifications Further modifications

65. Determine the prerequisite skills Directly observe what ALL students are doing. Activity Analysis- steps they take to achieve the standard During observation: Are students successful Are they good models Can the provide support to others

66. Analyze target students strengths and needs Directly observe the target student’s performance (compared to the task analysis of what typical students are doing) Look for natural supports Ask: are there things within the room that would provide natural adaptations for the student (i.e. class schedule, organizers, peers)

67. Next, conduct Situational/Task Analysis for Skills in Need of Instruction

68. Activity Analysis Name: _______________________________Page: Date: _______________________________ Sub-environment/Class: _________________________ TimeClassroom Activity Steps/ Natural Cues What Other Students Are DoingTarget Student Performance (+/-) Comments Skills in Need of Instruction

69. Task Analysis/ Routines Monitoring 4 Guides the sequence of steps for completing a specific routine/task 4 Guides student progress on specific routines/tasks 4 Guides instruction to include generalization & maintenance of all skills used within the routine 4 Review of student progress at-a-glance for instructional decisions

71. Step 5- Develop an ecological assessment report Recommendations can be developed for the student’s instructional plan Outline goals/objectives Proposed Adaptations Instructional Plan Includes Participation Plan for School Day Data-Plan: how you will assess student progress

72. Participation Plan

74. Propose Adaptations Based on observations: Define the outcomes for the student during each activity. Are there natural supports available? Are there adaptations/modifications to the curriculum that can be made in order for the student to achieve the outcomes? Is explicit instruction on specific skills or supports needed?

75. Plan how you will test to determine if plan is working Data collection plan What will you collect? How are you going to use the data? When do you make decisions using the data?

76. Steps in Ecological Assessment Process Step 1: Plan with Student & Family Step 2: Summarize what is known about the student Step 3: Encourage Self-Determination/ Assess Student Preferences Step 4: Assess student’s instructional program Step 5: Develop ecological assessment report

78. Alternative & Complementary Techniques Family’s want to do what is best for their child. Family’s want to do what is best for their child. May want to explore alternative therapies & techniques May want to explore alternative therapies & techniques –Examples: medical procedures, surgeries, diets, devices, therapies

79. Your Role Remember person-centered/family- centered planning Remember person-centered/family- centered planning Responsibility to educational progress Responsibility to educational progress Remind team of Data-based decisions/assessments Remind team of Data-based decisions/assessments Encourage use of Evidence-based practices Encourage use of Evidence-based practices