Updates Today: November 4 th – – Task Analysis #1 No Class next Week (Veteran’s Day) Nov. 18 th : Dr. Samuel Sennott Guest Lecture (stay tuned) November 25 th - Task Analysis #2 & Quiz #3 December 2 nd - Ecological Assessment Report & Quiz #4 December 9 th - PLAAFP Assignment & Quiz #5 (optional)

Agenda Review Discussion of Chapters 6 & 13 Communication to Academics – Communication Assessment/ SETT – Alternative/Extended Assessment

Mid-term Evaluations Sheldon to improve – Readings – More videos! – Tell what is going to be on the quiz – More depth with assignments You to improve – Review content more – Start assignments early – Organization – Take care of yourself

Proposals Readings – I will post an article or article(s) as an option to reading the chapters More videos! Tell what is going to be on the quiz – I will make sure previous slides are posted. – Prompt you on what slides are important – You are all doing well overall on this (and remember I will drop the lowest score) More depth with assignments – I will make sure we model the assignments more in class – Please ask questions when we are working on them in class

Overall Ratings averaged over 4.5 Increased Knowledge (avg=4.5)- my most concerning – What do you want to know? – What will increase your knowledge?

Review from Preference Assessment Assignment Selecting Forms- How you will display the choices to the student – Rationale: Why did you select that form….based on previous experience? Why not other forms? Operationally Defining Behaviors – Remember must be measurable & observable – Engaged? Define more concretely Summary – Write them professionally, but in a way that is jargon-free. – Focus is on presenting to a parent at an IEP meeting

Review the task analysis on the data form so that steps … 1.Are stated in terms of observable behavior 2.Result in a visible change in the product or process 3.Are ordered in a logical sequence 4.Are written in the second-person singular so that they could serve as verbal prompts (if used)…example: Step #7- “Go sit on rainbow rug” 5.Use language that is not confusing to the student, with the performance details that are essential to assessing performance enclosed in parentheses Ex. Step #6- Go to schedule get Ms. W’s room card [when circle done] 11

Self-determination Independence, Interdependence, Opportunities to Act -e.g., Goal setting, choice-making, self- management Assistive Technology Operational Competence Multi-modal expression e.g., How to use devices, low & hi tech options Personal Relevance Related to individual needs e.g., social skills, daily living, vocational Pivotal Skills Important to learning across content areas e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic organizers Grade Level Content Standards Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

Functional Analysis What is it? Why do we do it? How do we do it in Real Life/Real Classrooms?

Functional Analysis v. FBA Functional Analysis  Uses experimental method to determine function of behavior  Requires strict env’l control  Used predominantly in research w/ application to classroom Functional Behavioral Assessment  Relies heavily on indirect measures (interviews & observations) to ID function of behavior  Written into Special Education law for use in schools  Results in a hypothesis of the function of behavior

What would you use for the conditions to test this hypothesis? AntecedentBehaviorConsequence Small group writing tasks (writing paragraphs) Makes faces and yells at other students Get Peer Attention Control Condition? Attention Condition? Escape Condition? Ignore Work Alone on easy task Work w/ Peers on difficult task Provide him w/ attention from Peers Remove the task

What would you use for the conditions to test this hypothesis? AntecedentBehaviorConsequence Double digit addition problems Breaks pencil, tears up papers Avoid Math Task Control Condition? Attention Condition? Escape Condition? Ignore Work Alone on easy task Work w/ teacher on double digit problems Provide him w/ attention Remove the task

Functional Communication Training: Carr & Durand, 1985 Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior

One Switch. One Head. One World mVs mVs

PrAACtical AAC setting-the-stage/ setting-the-stage/ assessment-for-people-with-aphasia/ assessment-for-people-with-aphasia/

Tap to Talk- Free, customizable, Proloquo2Go-$ iCommunicate- $49.99, can upload pics to make storyboards for activities First Then- $9.99, Story kit- Free, You can record reading of a book and play back Sounding board-$49.99, create custom boards with symbols or photos, IPAD Applications for Communication

TASK STUDENT ENVIRONMENT TOOLS

SETT- similar to ecological inventory Student S Environment E Task T Tools T What are the student’s current abilities? What are the student’s special needs? What are the functional areas of concern? What activities take place in the environment? What activities do other students do that this student cannot currently participate in? What assistive technology does the student have access to or currently use? What specific tasks occur in the environment? What activities is the student expected to do? What does success look like? Are the tools being considered on a continuum from no/low to high- tech? Are the tools student centered and task oriented and reflect the student’s current needs? What are the training requirements for the student, family and staff?

What are the functional areas of concern? What are the student’s special needs? What are the student’s current abilities? What are the other students doing that this student needs to be able to do? What does the student need to be able to do that is difficult or impossible to accomplish independently at this time?

A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from materials/hey-can-i-try-that materials/hey-can-i-try-that

What assistive technology does the student have access to or currently use? What activities take place in the environment? What activities do other students do that this student cannot currently participate in? What is the physical arrangement? Where will the student participate— classroom, home, community, therapy?

Sensory Considerations (new) New section as a subset of Student & Environment – Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ? – Do the learning environment(s) impact the sensory issues of the student?

Sensory Considerations STUDENT Visual (glare, color vs. black & white, white space between symbols, etc.) Auditory (voice, volume, button click) Tactile (velcro, weight) Personal space Student specific ENVIRONMENT Background noise Lighting (full spectrum vs. flourescent) Physical space

What does success look like? What activities is the student expected to do? What specific tasks occur in the environment?

Are tools being considered because of their features that are needed rather than brand names? Are the tools student centered and task oriented and reflect the student’s current needs? Are the tools being considered on a continuum from no/low to high-tech? What is the cognitive load required by the student to use the tool? What are the training requirements for the student, family and staff?

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AT Continuum Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools

Low Tech Tools Assistive Technology for Communication

 Real Object Symbols  Photographs & Pictures  Line Drawing Symbols  Textured Symbols  Letters & Words

AT Communication Continuum Low Tech Concrete Representations Real Objects – Calendar box – Tangible Symbols – Miniatures – TOBIs (true object based icon)

AT Communication Continuum Low Tech Communication system with pictures, symbols, letters &/or words

 Messages: which are needed, in what contexts  Symbols: depending on the individual & messages  How symbols are displayed: booklets, notebooks, wheelchair trays, scanners  Organizing symbols: context specific, how many per page, etc.

 Should make sense to the user & communication partners (assess with range of choices)  Similarity between the symbols & what represents should be obvious  Students sensory modalities should be considered  Symbols introduced gradually building on current communication skills

 Calendar/Schedule Systems  Choice Displays  Remnant (e.g. Movie ticket, scraps from activities) Displays  Conversation Displays

 Pragmatic Organization Dynamic Display (PODD)   Vocabulary is organized according to communication function and discourse requirements  Simplified Technology by Linda Burkhart ◦  Pragmatic branch starters ◦ I like this, I don’t like this, I want something, Quick word/question, I have an idea, I want to show you something…  

Mid Tech Tools Assistive Technology for Communication

 Designing communication boards or communication notebooks ◦ Choosing items ◦ Size of each item ◦ Positioning each item ◦ Accessibility of each item ◦ Perception of each item (both user and communication partner) ◦ Item placement/ordering- groups? Effort in scanning? ◦ Motor involvement in using array- vertical or horizontal?

AT Communication Continuum Mid Tech Simple Voice Output Devices BIGmack Step-by-step CheapTalk Hip Talk

AT Communication Continuum Mid Tech Speech Generating Device with levels Bluebird II Tech series Message Mate 7 Level Communication Builder Leo

High Tech Tools Assistive Technology for Communication

AT Communication Continuum High Tech Speech Generating Devices with icon sequencing OR Pathfinder Plus Vantage Plus SpringBoard Lite

AT Communication Continuum High Tech Speech Generating Devices with a Dynamic Display Dynavox V series & V-Max M 3 ChatPC Tango! Eyegaze System

AT Communication Continuum High Tech Text based device with speech synthesis DynaWrite PolyTABLET with Persona LightWriter SL40 Freedom LITE

 Devices “talk” when a student touches a symbol on the device  What are advantages/ disadvantages??

 IPAD applications for communication and other low-cost apps  Tap to Talk- Free, customizable,  iCommunicate- $49.99, can upload pics to make storyboards for activities  First Then- $9.99,  Story kit- Free, You can record reading of a book and play back  Sounding board-$49.99, create custom boards with symbols or photos,  Proloquo2Go-$199  quo2Go_with_Monkey_Diving&video_id= quo2Go_with_Monkey_Diving&video_id=94307 

Antecedent Strategies -Time Delay -Prompting -Pre-correction -Modeling Instructional Design -Range of Responses -Range of Examples -Positive Examples -Negative Examples -Minimally Different -Maximally Different Consequence Strategies -Differential Reinforcement -Shaping -Error Correction

General Case Design— Why? Determine what to teach and features need to vary to increase generalization. 1. Define the Instructional Universe 2. Define the Range of Relevant Stimulus and Response Variation 3. Select Examples for Teaching & Testing 4. Sequencing Teaching Examples 5. Teaching the Examples 6. Testing with Non-trained Probe Examples

1. Define the instructional universe (IU).---How? -Person-Centered Planning/ File Review/ IEP 2. Define the range of relevant stimulus & response variation within that IU.— -How? -Task Analysis 3. Select examples for the IU for use in teaching and probe testing.—How? Positive & Negative Examples 4. Sequence teaching examples.---How? Juxtapose maximally different, then minimally different examples. 5. Teach the examples.---How? Using Antecedent & Consequence Strategies 6. Test with non-trained probe examples— How? General Case Programming

Stimulus Control Stimulus control refers to change in the likelihood of a response when a stimulus is presented. The stimulus is a signal that if the response is performed, a predictable outcome (consequence) is likely. If a person responds one way in the presence of a stimulus and another in its absence, than that stimulus is said to “control” behavior. A traffic light is an example

Stimulus Control Stimulus control refers to change in the likelihood of a response when a stimulus is presented. The stimulus is a signal that if the response is performed, a predictable outcome (consequence) is likely. If a person responds one way in the presence of a stimulus and another in its absence, than that stimulus is said to “control” behavior. A traffic light is an example Antecedent/Stimulu s: Green Light Antecedent/Stimulu s: Green Light Behavior: Drive or walk across the street Behavior: Drive or walk across the street

Stimulus control and teaching For any skill, teach a) what, b) when, c) why. What = the new response (skill) When = the stimulus that signals when to perform the new response Why = what is the likely consequence (reward)

Teaching and Stimulus Control Define the naturally occurring pattern Setting Event -> Stimulus -> Response -> Consequence Define what you will “add” to assist learning. Setting Event -> Stimulus -> Response -> Consequence Prompt Extra Reward or Correction

Why is stimulus control important? For each example define a response and its controlling stimulus Reading Math Social initiations Joining a playground game Getting help from an adult Getting a cookie at snack Following the instruction to “line up”

Ineffective Instruction Sets the occasion for student failure

Teaching Behaviors No elbowing others No kicking No hitting No pinching No biting No scratching Etc is not is not is not is not is not is not 7 Etc... Behavior: Peer Relations Academic Skill: Addition

Teaching Behaviors Hands and feet to self or Respect others 2+2 = 4 Behavior: Peer Relations Academic Skill: Addition

Instructional Concept #3 Range of Examples Show all the possibilities

Effective Instruction Effective example selection and sequencing Task analysis Facilitate success Delivered at the level of the student Effective instruction is:

INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS INEFFECTIVE PRACTICE - TESTING OUTCOMES - Walk on green Don’t walk on red Walk on greenDon’t walk on red Green light = Walk YES NO LIGHT = ? = ? FAILURE

Instructional Concept #4 Logical Sequencing Juxtapose positive and negative examples

INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS INEFFECTIVE PRACTICE - TESTING OUTCOMES - FAILURE = osh Osh = ?

EFFECTIVE MODELS EFFECTIVE PRACTICE - TESTING OUTCOMES - EFFECTIVE INSTRUCTION = osh Osh = = not osh = osh RED SIDED RECTANGLE SUCCESS = osh

Instructional Sequence Model: Structured, Clear Be direct with multiple examples & non-examples Lead: High levels of opportunities to respond (OTR), success Individual Work - with clear teacher feedback -make sure students get it Group work -activities, experiments, etc. -chance to discover application to real world Test - Make sure they have skill fluency

Teaching and Stimulus Control Define the naturally occurring pattern Setting Event -> Stimulus -> Response -> Consequence Define what you will “add” to assist learning. Setting Event -> Stimulus -> Response -> Consequence Prompt Extra Reward or Correction

Step 1- Defining the Instructional Universe Jamal’s team (Mom, Dad, Jamal, etc.) decided that they wanted Jamal to ask for a break (behavior) within the following activities: 1. In school during a number of activities with a number of peers. 2. Activities at home with family members. 3. Activities in the community (soccer, tennis) with different coaches and peers.

Step 2- Identify the Range of Stimulus & Response variation in the Instructional Universe Range of stimulus (Antecedent) variation 1. Activities at school What can vary? Times of day, activities (difficulty, interest, setting) peers, staff 2. Activities at home What can vary? Activity (interest, chore, recreational), Parent home 3. Activities in community? Soccer, Tennis, coaches, peers, etc. Range of behavior (requesting a break) variation Using device (iPad with Proloquo2go) Pointing to graphic symbol for BREAK Point to watch (on self or others)

Step 3- Select examples Positive examples for when to ask for a break 1. Reading sight words with peers 2. Playing soccer or tennis 3. Playing games with family Negative examples of when to ask for a break 1. When riding in car/bus to an event 2. When first asked to do a chore (must attempt chore) 3. When having to get ready for school.

Step 4- Sequence examples May teach with the following sequence: Positive example #1: Reading sight words (OK for break) Positive example #2: Playing soccer (OK for break) Negative example #1: Riding to event (Not OK) Positive example #1: Reading sight words (OK for break) Negative example #2: Getting ready for school (not OK) Etc……

Step 5- Teach examples Use prompts and reinforcers to improve performance.

Step 6- Test in non-trained setting After success with multiple stimuli in trained situations, test within an un-trained situation (example: tennis [if not used in training] OR math class [if not used in training])

Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, & Other Disabilities

Oregon’s Extended Assessment  Alternate assessments designed specifically for students with significant cognitive disabilities.  Decision to administer is made by the IEP team  Based on alternate achievement standards with content that is reduced in depth, breadth, complexity,  test results from these assessments are not comparable to results achieved on the state’s general assessment 

Oregon Extended Assessment  Online there is an administration manual, FAQs for parents, scoring guides, sample tests. ?id=178 ?id=178  A training and proficiency website is located at:  This website is used by all assessors as part of the qualification process to become a Qualified Assessor (QA) or Qualified Trainer (QT).

Overview of Extended Assessment  Subject areas of Reading, (No longer doing Writing), & Science.  Organized into 3 grade levels Elementary (grades 3-5) Middle (grades 6-8) High (grade 11)  Mathematics- each grade (3 rd -8 th, & 11 th ) has a unique test

Extended Assessment Format  2 administration formats provided for each grade level: Standard & Scaffold administration  Each test begins with a “Prerequisite Skills “ task  Followed by 10 content-level Tasks referred to as the “Content Prompts”. Each Content Prompt Task consists of up to 5 test items.

IEP team decision-making  General Assessment  Standard Extended Assessment  Scaffold Extended Assessment

General Assessment if…  Performs at or around grade level  Difficulties primarily in reading, but other subject areas fall within the normal range  Is reading within two to three grades of his/her enrolled level

Standard Extended if…  Student well below grade level in reading  Academic difficulties are generalized (all subject areas)  Benefits from specialized individual supports  General curriculum must be significantly reduced in breadth, depth, & complexity

Scaffold Extended Assessment if…  Performance is significantly impacted due to the nature of disability  Does not read  Has academic, mobility, receptive, & expressive language difficulties that are generalized relies on individual supports & adaptations to access reduced content materials.

Look at some examples  Form groups with one person in each group that has a sample of: Math Science Reading Writing  Discuss the test items, scoring, & difference between Standard & Scaffold administration items

 How would you assess reading for a student that does not use oral communication?  Math?  Science?  Etc.?  Standardized Tests??? Assessing Academic Skills