Part 2: Address Sensory/Biological, Provide Appropriate Reinforcement, Develop Communication Systems and Opportunities

ASSESSMENT: Understand and Use “Picture of the Child” as the Foundation GENERALIZATION: Activities and Opportunities 1)Address sensory and biological needs 2)Provide appropriate reinforcement 3)Opportunities to communicate and functional communication systems 4)Concrete supports to assist with participation and understanding 5)Address task demands 6)Systematic, planful instruction 7)Data driven decision making 8)Appropriate level of instruction COMPREHENSIVE PROGRAM OF INSTRUCTION:

Impacts All Aspects Of Learning

Impact of Sensory on:  Engagement  Communication – expressive, receptive, nonverbal  Play, Social Skills (including Recreation and Leisure)  Adaptive Skills  Organization Skills  Orientation and Mobility (include sensory and motor skills)  Career and Life Education  Self Advocacy **Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas…

Plan for Generalization…

tismpdc.fpg.unc.edu/files/Reinforceme nt_Steps-Token.pdf

Young LearnersMiddle and High School

Designing and Implementing Systems to Communicate Intentionally and Effectively

Opportunities and Systems for all Environments Max Chelcia Chris

Include: Description of the environment and the level of prompting needed.

PRIMARY MEANS OF COMMUNICATION Communicative Function Complex speech(sentences)Multiple word phrasesOne word utterancesEcholiaOther vocalizingComplex signingSingle signsPointingLeadingShakes headGrab/reachGives objectsIncreased movementMoves close to youMoves away or leavesFixed gazeFacial expressionAggressionSelf-InjuryOther Request attention Request help Request preferred food/objects/activities Request break Show you something or some place Indicate physical pain (headache, illness) Indicate confusion or unhappiness Protest or reject a situation or activity

* A Crucial Aspect of Fostering Communication Development Opportunity to Communicate: A Crucial Aspect of Fostering Communication Development, IRCA Articles, Access Autism * ACE – Analyzing the Communication Environment

 Language Samples  Communication Function Form  (Underlying Characteristics Checklist (UCC)  STAR Curriculum –Student Learning Profile (1, 2, 3) STAR Curriculum (1, 2, 3)  Do-Watch-Listen-Say: Communication and Social Skills Assessment  Comprehensive Assessment of Spoken Language  Clinical Evaluation of Language Fundamentals

 Does the student have a system to use in all environments?  Is the system matched to the student’s level of representation?  Is the system portable and can the student handle it?  Can the student use the system under stressful situations?  Is there data collection and analysis? Allen

1. Instructional Cue 2. Student Response 3. Consequence (generally a reinforcer 4. Pause (inter-trial interval)  This teaching sequence is used with a curriculum that has scope and sequence with developmental levels of functional skills.

Requesting Opportunities ReinforcementWhat I will doWhat student will say (vocal, picture, device, sign)

STAR JL Tangible Symbol System

1) How to get help, when needed. 2) How to communicate stress appropriately. 3) How to comment appropriately. 4) How to seek information. 5) Understanding verbal directions. 6) How to initiate and sustain a conversation.

 Topic Elaboration - Topical Conversation Activity Sheet, Finding Out About Someone  Structured Written Communication-Scripts  Cue Cards-written or auditory  Games – i.e. Apples to Apples  Social Skills Group  Modeling – including Video  Autism Internet Modules rnetmodules.org/mod_ list.php rnetmodules.org/mod_ list.php  k12.fl.us/fdlrsaten/wa kulla/Shared%20Docu ments/Six%20Tips%20f or%20Teaching%20Con veresation%20Skills%20 with%20Visual%20Strat egies.pdf k12.fl.us/fdlrsaten/wa kulla/Shared%20Docu ments/Six%20Tips%20f or%20Teaching%20Con veresation%20Skills%20 with%20Visual%20Strat egies.pdf

 Teach Me Language  STAR Curriculum  PECS  ing.com/home  Gense and Gense book  Autism Asperger Publishing Company (AAPC) Autism Spectrum Disorders - Patricia Prelock

Teach the Skills: 1-1 Small Group, with support Small Group Generalize The Skill: Across Environments And Settings