2. Today’s Agenda Review Discussion- Academic Skills Checklist Activity-
COACH, Preparing for Employment
Academic Skills Checklist
Activity-
Creating an Alternative Assessment within the Common Core
Assessing & Creating Inclusive Environments
Assessment to PLAAFP to Objectives

3. Common Core State Standards (CCSS)
State education chiefs and governors in 48 states came together to develop the Common Core, a set of clear college- and career-ready standards for kindergarten through 12th grade in English language arts/literacy and mathematics.

4. App on iTunes for Common Core Standards

5. Cooperative Application/Alternative Assessment
Using what you know about access
Review the Common Core Standards for Grade Level
Identify a Reading Common Core Standard
Identify a Math Common Core Standard
Identify Science Common Core Standard
Identify how you might assess student with significant communication and motor disabilities.

6. Discussion

7. 1. Steps in the Ecological Assessment Process?

8. Steps in Ecological Assessment Process
Step 1: Plan with Student & Family
Person-centered Planning
Step 2: Summarize what is known about the student
Record Review, IEP Review
Step 3: Encourage Self-Determination/ Assess Student Preferences
Preference Assessment
Step 4: Assess student’s instructional program
Daily Schedule Analysis
Task Analyses
Other Assessments
Step 5: Develop ecological assessment report
To inform IEP: PLAAFP, Goals & Objectives, Interventions

9. Planning Alternative Tomorrows with Hope (PATH)

10. The 3 Domains of Self-Determination?
A) Skills under the first category
B) Skills under the second category
C) Skills/Dimensions under the third category

11. Practice Guide for Self Determination
Loman et al., 2010

13. Plan Inclusive Supports Using COACH

14. Qualities of a Well-Designed Standards-Based IEP?

15. Qualities of a Well-Designed Standards-Based IEP
Grade Level Content Standards
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
Qualities of a Well-Designed Standards-Based IEP
(modified from Wakeman et al., 2010)

17. ASK: What am I requiring students to do?
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon. A
ASK: What am I requiring students to do? D
DETERMINE the prerequisite skills of the task.
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.

19. Participation Plan Time Activity
(What General Education Students are Doing in the Class)
How to Support
How Student Participates
8:30-9:00
(Social Studies)
Listening to Lecture on Social Studies Topic
Provide Guided Notes that include pictures with text of big ideas
Follows along and answers questions by pointing to his guided notes about main points when teacher calls on him
9:00-9:20
Class reads textbook silently or within small groups
Provide him with adapted reading with main points
Answers “Wh” questions within small group
9:35-10:20
(Math)
Class learns new math concept and practices computation using this concept
Provide manipulatives and/or assistive technology
Answer modified questions focused on identifying double-digit numbers & using a calculator

20. Daily Schedule Analysis
Application Activity:
Convert your Daily Schedule Analysis to a Participation Plan

25. Personal & Daily Living Skills
What will we assess?
How will we assess?

26. Eating Skills Checklist (Browder, 2001)
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

27. 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

28. 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)

29. 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

30. 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

31. 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?

32. 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?

33. Functional Routines Instruction
Cue
(opportunity to respond)
Response/
Behavior
Consequence
Pause FR
Environment provides a natural cue
Student does each step needed to complete the activity
Student gets natural outcome of activity
Student focuses on next routine EX
Student’s bus arrives and door opens.
Other students get off bus
S gets off bus, goes in the correct direction, enters building, goes to class, puts away materials
Student is now inside with other students and has inviting activities to do. Teacher offers praise
Student transitions to next routine

34. Antecedent: Behavior you want to Consequence: Natural Cue
that triggers
[or should
trigger]….
Behavior you want to
Increase or Decrease
Consequence:
Natural
outcome that
consistently
occurs after
behavior
Antecedent Strategies
-Time Delay
-Prompting
-Pre-correction
-Modeling
Consequence Strategies
-Differential
Reinforcement
-Shaping
-Error Correction
Instructional Design
-Range of Responses
-Range of Examples
-Positive Examples
-Negative Examples
-Minimally Different
-Maximally Different

35. Teaching Routines Forward Chaining Backward Chaining
Backward Chaining

36. Communication Basics Form, Function, Content
Learner, Environment, Partner
I love assistive technology
One Switch, One Head, The World

37. SETT- similar to ecological inventory
Student S
Environment E
Task T
Tools
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?

38. Solution Selection: Tools & Strategies
Review the list of potential tools
Now is the time to evaluate for a match with:
Student (abilities, difficulties, likes/dislikes)
Environment (supports, obstacles)
Tasks (what 1-2 things do you want the student
to do?)
Prioritize selections
Use a Feature Match process to discuss and select those ideas, tools, and strategies that were generated during the solution brainstorming. Select those that best match the student, the environment and tasks that need to be accomplished. Limit your selections to a reasonable number and prioritize them according to those that can be accomplished immediately, in a reasonable time period and those that will be considered at a later time or require additional or significant staff training.

39. Resistant student and/or Refusal to learn to use his device
This may mean that the device/system is not meaningful or does not meet a communicative need (OR BOTH)
Re-evaluate student’s opportunities to communicate.
May need to manipulate the environment in such a way that necessitates the student use the device/system (Reichle, 1997; Snell, 2002)
May be too difficult in comparison to other communicative means…think of some unaided means of communication (facial expressions, gestures, etc.) OR different symbols, colors, etc.

40. Vineland Adaptive Behavior Scale
Ages Pre-K to 18 years
Measurement of adaptive behaviors
Ability to cope with environmental changes
Ability to learn new everyday skills
Ability to demonstrate independence
5 Domains
Communication
Daily Living Skills
Socialization
Motor Skills
Maladaptive Behavior

41. Overview What is a PLAAFP?
How does the PLAAFP fit into the IEP process?
How is a PLAAFP Determined?
What is included in a PLAAFP?
What are Common Core State Standards?
Writing IEP Goals & Objectives based on Common Core State Standards

42. Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Identifies the student’s strengths and needs related to the general curriculum & programs, as well as other educational needs
The remainder of the IEP delineates the special education program, services, accommodations, modifications, goals, and objectives to address the needs delineated in the PLAAFP

43. What is the PLAAFP? Part of the IEP
Objective, measurable description of the student and their needs
Moves from a general to specific
Meets stranger test
Observable behavior without judgment – uses verbs rather than adjectives
Directly links to IEP goals and objectives

44. (PLAAFP) State Standards IEP Goals IEP Objectives Unit Goals
Start with the student’s present level of performance
(PLAAFP)
State Standards
IEP Goals
IEP Objectives
Unit Goals
Step Objectives
Lesson Objectives

45. How is a PLAAFP Determined?
Parent & Student Input
Teacher and Service Provider Input
Formal Assessment Data
Informal Assessment Data

46. How is a PLAAFP determined?
Recent assessment data to determine the student’s present level of performance:
-Formal
Standardized Norm-referenced tests (e.g. WJ-III, WISC)
State assessments
-Informal
Student/parental input
Screening
Curriculum-based measurement
Ecological assessments, observations

47. State Standards IEP Goals IEP Objectives Unit Goals Step Objectives
PLAAFP
Parent & Student Input
Teacher and Service Provider Input
Formal Assessment Data
Informal Assessment Data
State Standards
IEP Goals
IEP Objectives
Unit Goals
Step Objectives
Lesson Objectives

48. What does a PLAAFP include?
Introduction/description of the student
Strengths of the student
Student preferences, needs and interests
Concerns of the Parent
How disability affects the student’s progress in the general curriculum
Performance in each goal area

49. Deficit-finding Perspective
“Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 8 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.”

50. 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….

51. What does a PLAAFP include?
Introduction / description of the student:
Sherry is a 16 year old, 10th grader at Franklin High School. She has earned 12 / 24 credits required for graduation.
Strengths of the Student (This is a great question to ask parents and students and put their responses in this section.)
Sherry’s parents and teachers report that Sherry socializes well with other students. Sherry is enthusiastic in math and says she likes working with the math manipulatives.

52. What does a PLAAFP include?
Student preferences: For students 16 and older (address transition needs and goals for high school and adult life).
Sherry has expressed a desire to live in her own apartment, attend college, and work with animals. She wants to read better so she can perform well in college and work with animals. The team is focused on building a plan that supports Sherry’s goals by helping her explore careers working with animals, and steadily progress toward earning credits for a high school diploma.

53. What does a PLAAFP include?
Concerns of the parent:
Parents’ goals for the student
Parents’ desired supports for the student
Sherry’s parents are concerned that she has not learned to organize materials and often misplaces and / or does not turn in assignments. They also want to see her reading continue to improve. They would like the school team to directly address these skills as Sherry will need to improve in these areas in order to graduate high school and pursue a career.

54. What does a PLAAFP include?
How the disability affects the student’s progress in the general curriculum.
Include the student’s current eligibility category for special education
Weaknesses should be written in a cohesive, integrated paragraph. They must consider the whole child including academic, cognitive, social, adaptive, and communication strengths as they relate to progress in the general education curriculum and grade.
Support needs that impede involvement in the general education:
List any supports and modifications required to meet her goals in the general education curriculum.

55. What does a PLAAFP Include?
Performance in each goal area
Label the goal areas of the IEP
Reading
Writing
Social behavior
Communication… etc.
Include in EACH section:
Results of recent assessments
Whether the student will take alternative assessment (OAKS or extended assessment)
Educational needs (sometimes referred to as “weaknesses”, we prefer educational needs)
Note: THERE SHOULD BE A DIRECT LINK BETWEEN ASSESSMENT RESULTS AND THE GOAL

56. What does a PLAAFP include?
Performance in the area of reading (Present Level of Performance or PLOP)
We need to know where they are to know their goals
Results of recent assessments:
Formal:
Sherry was given The Woodcock-Johnson Psycho-educational Battery-III on 9 / 8 / She received a Standard Score (SS) of 83 which places her in the low average range.
Informal:
When Sherry was asked to read a passage at the eighth grade level, she read 150 words correctly per minute with 96% accuracy, and answered 5/5 literal questions correctly, and 2/5 inferential questions correctly on May 15, 2012.

57. Present Level of Performance
Include the Critical Features (which will link to the IEP goal)
Condition
Student
Behavior
Performance
Date

58. Writing IEP Goals & Objectives based on PLAAFP

59. Common Core State Standards (CCSS)
State education chiefs and governors in 48 states came together to develop the Common Core, a set of clear college- and career-ready standards for kindergarten through 12th grade in English language arts/literacy and mathematics.

60. App on iTunes for Common Core Standards

61. Goals ------------------Objectives go from General ------- to ------ Specific
IEP Goals
IEP Objectives
Unit Goals
Step Objectives
Lesson Objectives

62. Goals (or behavioral goals/objectives)
Goals should be skills that are acquired over time.
Functional IEP Goals
Expressive Language
Requesting items
Functional Routines
Eating lunch
Washing hands
Academic IEP Goals
Oral reading
Math operations
Writing and spelling

63. Critical Features of Annual Goals
1. Make a link to the Common Core State Standard (be able to name the CCSS)
2. Students will write / rewrite one annual IEP goal for a student :
Date
Condition
Student/Learner
Behavior
Criteria
Evaluation procedure

64. Condition- Examples Given…. A 4-function calculator 5th grade material
15 minutes of free-time
Written task

65. Criteria
How well a student does could be measured by: Frequency – 9 out of 10 Duration- for 20 minutes Distance- 20 feet Accuracy- 90% accuracy

66. Period of time a skill or behavior must occur could be measured in terms such as:
Number of days- over 3 consecutive days Number of weeks- over a four week period Occasions- during math and English Classes, on 6 consecutive occassions

67. Examples of measure and time
85% accuracy over 5 consecutive trials
50 words/minute, with 3 or fewer errors, for 2 consecutive trials
3 out of 5 trials per week

68. Evaluation Procedures
Identify the method that will be used to measure progress & determine if the student has met the benchmark. An evaluation procedure must provide an objective method in which the student’s behavior will be measured or observed.

69. Evaluation Procedure Examples:
Structured observations of targeted behavior in class
Student self-monitoring checklist
Written tests
Audio-visual recordings
Behavior charting
Work samples

70. Example: IEP Goal
By June 2015, Given narrative or informational texts written at the fourth grade instructional level, Jane will accurately write the answers to at least 8 out of 10 literal and inferential comprehension questions about the text for 3 consecutive weeks as measured by classroom weekly reading probes.

71. Link to Common Core State Standards (CCSS)
College & Career Readiness (CCR) Standard for Reading: Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

72. Link to Common Core State Standards (CCSS)
Grade Level Standard 4.RL. Key Ideas and Details 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

73. Link to Common Core State Standards (CCSS)
Grade Level Standard 4.RI. Key Ideas and Details 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

74. Writing Goals: Linking to the common core
See Functional Work Sample Wiki

75. Website/App Students are Using for Linking Goals to CCSS

77. General Case Design— Why
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

78. General Case Programming
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?

79. 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

80. 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/Stimulus:
Green Light
Behavior:
Drive or walk across the street

81. 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)

82. Universal Design For Learning Framework: 3 Principles (cast.org)
Multiple Means of Representation
Multiple Means of Expression
Multiple Means of Engagement
Provide multiple, flexible methods of presentation.
Presented materials/curriculum is designed to be adjustable from the beginning so that it can adapt to the needs of diverse learners without significant add-ons.
E.g., Text with pictures to show behavioral expectations, expectations are presented in a clear and consistent manner.
Provide multiple , flexible methods of expression
Curriculum is designed to allow for different ways students can express what they know.
E.g., Students can express understanding by: writing, speaking, using sign language, manipulating objects/pictures, augmentative communication devices
Provide multiple options for engagement to stimulate interest and motivation
Engagement: voluntary attention and interest to the task shown by the learner
E.g., age-appropriate materials, culturally relevant, meaningful materials, choices

83. Evidence-Based Practices
National Professional Development Center (NPDC) on ASD
autismpdc.fpg.unc.edu/content/evidence-based-practice
National Standards Project (2009)

84. Evidenced-based Practices

85. Autism Internet Modules

86. Evidence-Based Practices by UDL Area
Representation
Expression
Engagement
Visual Strategies
(Picture Symbols/Schedules)
Augmentative Communication
Social Narratives/
Power Cards
Video Modeling
Functional Communication Training
Reinforcement
Modeling/Prompting
Time Delay
Peer-mediated intervention
Naturalistic Interventions
Discrete Trial Training
Self-management
Task Analysis- Chaining
Pivotal Response Training
Structured Work Systems/Activities
Response Interruption

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

88. Why is stimulus control important
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”

89. Ineffective Instruction
Sets the occasion for student failure

90. Teaching Behaviors Behavior: Peer Relations Academic Skill: Addition
No elbowing others
No kicking
No hitting
No pinching
No biting
No scratching
Etc. . .
2+2 is not 1
2+2 is not 2
2+2 is not 3
2+2 is not 5
2+2 is not 6
2+2 is not 7
Etc. . .

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

92. Instructional Concept #3
Range of Examples
Show all the possibilities

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

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

95. Instructional Concept #4
Logical Sequencing
Juxtapose positive and negative examples

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

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

98. 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

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

100. 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).

101. 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

102. 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)

103. 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……

104. 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

105. Antecedent: Behavior you want to Consequence: Natural Cue
that triggers
[or should
trigger]….
Behavior you want to
Increase or Decrease
Consequence:
Natural
outcome that
consistently
occurs after
behavior
Antecedent Strategies
-Time Delay
-Prompting
-Pre-correction
-Modeling
Consequence Strategies
-Differential
Reinforcement
-Shaping
-Error Correction
Instructional Design
-Range of Responses
-Range of Examples
-Positive Examples
-Negative Examples
-Minimally Different
-Maximally Different

106. 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])

107. 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

108. Writing Goals- Linking to the common core

109. Qualities of a Well-Designed Standards-Based IEP
Grade Level Content Standards
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
Qualities of a Well-Designed Standards-Based IEP
(modified from Wakeman et al., 2010)

110. Using Goalbook https://goalbookapp.com/
Use Goal Wizard for your student OR browse goals.

111. 3 Groups Schoolwide Applications Model Assessment
Program Quality Measurement Tool
Inclusion Checklists: