Updates Today: Task Analysis #2 & Quiz #3 (Group Review for next week’s quiz!) Next Week/ Dec 2 nd : Ecological Assessment Report & Quiz #4 December 9 th - PLAAFP Assignment & Quiz #5 (optional)

Agenda Review & Quiz Discussion of Chapter 10 Assessing & Teaching Daily Living Skills General Case Design Application Activity

Review from last week rerc.psu.edu/index.php/webcasts/show/id/5 rerc.psu.edu/index.php/webcasts/show/id/5 rerc.psu.edu/index.php/webcasts/show/id/7 rerc.psu.edu/index.php/webcasts/show/id/7 Quiz- If you completed last week’s quizzes for this you will get full points for this week’s quiz!

Review—for next week’s quiz We will have another review next week too just in case….. – Want to decrease anxiety as much as possible.

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] 9

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

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?

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.

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

 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…  

  n/treating/teacch n/treating/teacch  3qW4 3qW4

 Chapter 10  Teaching Self-Care Skills

 What will we assess?  How will we assess?

Eating Skills Checklist (Browder, 2001) Eating Take food from spoon and swallow Chew food Choose between two food items Express desire to eat Feed self finger foods Use a napkin Use a spoon Eat a sandwich Pace eating (avoid stuffing mouth) Spear with a fork Eat without spilling

Drinking skills checklist Swallow from a cup held by someone Choose between two drinks Hold own glass to drink Drink from a soda can Drink from a mug Drink from a water fountain Drink through a straw

Dressing/Undressing Checklist Choose between two clothing options Select outfit for the day Choose accessories for personal style Move arms and lift legs to help in dressing Communicate when help is needed in dressing Pull down pants in restroom Take off clothing (shoes, socks, jacket, shirt, pants, etc.) Get dressed (button, snap, zip, velcro)

Washing hands or face checklist Ask for help with washing hands or face Choose between two types of soap Determine whether water is comfortable temperature Participate in washing: moving hands to water, move face on cloth. Grasp/release paper towel in trash Wash own hands when told Initiate washing hands and face

Other grooming Ask for help with combing/styling hair Comb/style own hair Care for nails Use makeup Leave restroom groomed for public: Clothing straight Zippers & fasteners closed Hair neat Hands washed Face clean Make up on neatly

Toileting: Designing bowel/bladder management plans Ask: Will the student work towards using toilet based on internal cues? Will student use toilet on a specific time schedule? Will student use: incontinence products (pull-ups); catheterization, other? Initiation Student will take care of needs without prompting? Prompted ? Ask for help? Prompted to ask for help? Adult will initiate toileting?

Using toilet or alternative methods? Perform all steps independently? Prompted with goal of independence? Interactive; student will perform some steps without prompts? Interactive; student will be prompted to perform some steps? Accident management Student will manage? Prompted to manage? Perform some steps? Adult provide all cleanup?

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 Jeremiah’s team (Mom, Dad, Jamal, etc.) decided that they wanted him to become independent at putting on his clothing (socks, shoes, shirt, pants): 1. In school (P.E. and other activities). 2. Activities at home with family members. 3. Activities in the community (swimming, soccer, tennis).

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 (putting on clothes) variation Uses adaptive equipment (for help with buttons) Putting on shirt Putting on pants Putting on shoes

Step 3- Select examples Positive examples of successfully putting on clothes 1. Putting arms & head through correct holes on shirt 2. Putting on socks 3. Putting on correct shoe(s)- Left and Right 4. Putting on pants with the zipper in the front Negative examples of putting on clothes 1. Putting arm and/or head in wrong holes (and/or unbuttoned) 2. Socks on inside/out 3. Incorrect shoe on foot 4. Pants on backwards (and/or unzipped or unbuttoned)

Step 4- Sequence examples May teach with the following sequence: Positive example #1: Successfully putting head through correct hole in shirt. Positive example #1: Successfully putting arms in correct holes in shirt. Negative example #1: Arm in hole where head should go. Negative example #1: Shirt on backwards… Etc……

Step 5- Teach examples & provide tools to increase independence Use prompts and reinforcers to improve performance. Example for Jeremiah Provide modifications for student- including hook for buttons and zippers. Visual prompts or markings on clothes for where head goes, arm goes Video modeling of this showing from his point of view Use chaining to teach all skills together Discrete Trial Training to teach individual skills: identifying where head goes, identifying where arm goes

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

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 different restroom [if not used in training])

Practice case(s) Student has difficulty eating his lunch due to motor skills issues (student uses a motorized wheel chair and has a tray on his wheel chair where he puts his plate, utensils, etc.) Team wants him to be able to: Acquire his utensils (spork, other utensils??) Acquire his lunch (including main dish, side, and drink) Open his drink (open milk carton and/or use straw) Use his fork to spear his food Use napkin to clean his face Throw away food and clean his tray

Writing Goals- Linking to the common core /Writing%20IEP%20Goals%20%20Objectives /Writing%20IEP%20Goals%20%20Objectives

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)

Using Goalbook Use Goal Wizard for your student OR browse goals.