In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing.

In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have. -- Lee Iacocca

Updates Today- Instructional Plan for Academic Skills June 6 th - Ecological Assessment Report, Annotated Bibliography & Presentations June 8 th - Implementation Plan (for one of your instructional plans)  Please check with me during the break concerning missing assignments.

Today’s Agenda  Review Course  Discuss academic instruction for students with significant disabilities

Review

Social/Behavior Support System: School-wide PBS Academic Support System: Response to Intervention External Community Supports Context for: Functional Assessment, Person Centered Planning, & Wraparound

Collaboratively Outline Behavior Supports Plan that speaks with “One Voice” Consistently Implement, Monitor, Evaluate, COMMUNICATE FBA Identifying: Routines, Setting Events, Antecedents, & Functions of Interfering Behaviors Ongoing Comprehensive Implementation: Wraparound Functional Assessment Person- Centered Planning Strength-based shared understanding of : Values, Long-term Goals, Current Programs, Possible variables influencing behaviors

Loman et al., 2010

Causal Agency/ IndependenceProxy Agency Opportunities Practices Goal Setting Set Self-Monitoring Self – instruction Self-evaluation Self-reinforcement Self-feedback Choice/Dec. Making Prob. Solving Self-Adv Social Capital Soc Inclusion Enriched Environment Dignity of Risk Person-Centered Planning Teacher-Directed Strategies Self-Directed Strategies Family Supports Organize Env. Systems

Sailor, 2008

Change

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

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….

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

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

BSP Results

So this is what we want…. Maintaining Consequence & Function Problem Behavior Alternate Behavior Antecedent Targeted Routine Desired Behavior Natural Consequence But… start with the Alternate Behavior? Why can’t we go right to the Desired Behavior?

FBA: Summary of Behavior Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION FUNCTION is where student behavior intersects with the environment Function = Learning Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B Targeted Routine

Communication Ecological Inventory Worksheet (Figure 8-10, p.249, Best, Heller, Bigge, 2005) 1. Ask: Where does the student spend time? (environment, sub-environment, activities) 2. Select Activity: (e.g., ordering food) 3. Observe: (for vocabulary used in activity) List Expressive Vocabulary used in the activity List Receptive Vocabulary used in the activity 4. Review listed words and determine which words & skills need to be taught to the student.

When designing an instructional plan for a student…Think A,B,Cs  You’ve identified the Behavior from your assessments (ecological, task, FBA, etc.)  Then you outline……  Antecedent Strategies What are these? Why?  Consequence Strategies What are these? Why?  Then…..plan for…. Fading Maintenance Generalization

Functional Routines Instruction Cue (opportunity to respond) Response/ Behavior ConsequencePause FREnvironment provides a natural cue Student does each step needed to complete the activity Student gets natural outcome of activity Student focuses on next routine EXStudent’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

Discrete Trial Training Cue (opportunity to respond) Response / Behavior ConsequencePause DTTT provides instructional cue (prompting may be needed) Student Responds Teacher praises and give child a positive reinforcer There is a pause EX1.Student indicates interest in chips 2.Teacher says “Give me a car” Student gives car to teacher Teacher praises student and gives student a chip Student eats chip and teacher waits a few seconds before next cue

Pivotal Response Training Cue (opportunity to respond) Response/ Behavior ConsequencePause PR T 1.S indicates interest 2.Teacher withholds access to desired item/activity Student Responds S gets desired item There is a pause EX1.Student reaches for car. 2.Teacher withholds and says, “Car” Student imitates the word car. Teacher gives student access to car Student plays with car

D ATA COLLECTION DATE : TIME : 15 MINUTES PromptedIndependent/item in sight BallIIIIIII BookII5 + III Chip5+ 5+ IIII CandyIIIIII Juice5 + II http://establishingoperationsinc.com /

Developing Academic IEP goals & objectives: Comprehensive approach  Identify goals & objectives that are linked to the state’s academic content standards and are structured to document a student’s continuous progress toward mastering content.  Develop goals & objectives that are focused on learning academic content that is not aligned to the academic content standards but nonetheless are necessary for the student to perform successfully in home, school, and community settings.

Approaches to determining goals & objectives aligned with standards  Standards-based Identify the academic content standards for all students, identify benchmarks, identify level of performance, adapts learning outcome so they match student’s abilities  Standards-referenced Identify priority skills based on ecological inventories, identify grade-level academic standards that match the critical functions of those skills

Literacy research for students with significant disabilities  Erickson, Koppenhaver, Yoder, & Nance, 1997 Similar strategies for all students  Justice & Pullen, 2003; Rowland & Schweigert, 2000 Systematic instruction  Browder et al., 2006 Meta-analysis on reading instruction for individuals with cognitive disabilities

Examples of education reading software  Bailey’s Book House (www.riverdeep.net)www.riverdeep.net Letters, words, rhyming, prepositions, adjectives, sentence building  Edmark Words Around Me (www.riverdeep.net)www.riverdeep.net Word identification, plurals, categorization, sameness, difference  Edmark Reading program (www.riverdeep.net)www.riverdeep.net Comprehension of sight words through story reading, picture matching  Simon Sounds it Out (www.donjohnston.com) Letter sounds, word families, onsets, rimes  Start-to-Finish books (www.donjohnston.com)www.donjohnston.com Reading comprehension through end-of-story quizzes  Intellitools Reading: Balanced Literacy (www.intellitools.com)www.intellitools.com Phonics, guided reading, comprehension

Math methods for students with significant disabilities  Browder et al., 2008 Meta-analysis on teaching math for students with significant disabilities

Good Resource Browder, D.M., & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities. Guilford Press: NewYork, NY.

Discuss the topic of instruction/modifications/ adaptations for students in general education setting. Questions??

Universally Designed Instruction…Why? I. Provide Multiple Means of Representation II. Provide Multiple Means of Action & Expression III. Provide Multiple Means of Engagement PerceptionPhysical ActionRecruiting Interest Language, expressions, and symbols Expression & Communication Sustaining Effort and Persistence ComprehensionExecutive Functioning Self-regulation National Center on UDL; www.udlcenter.org

Guideline #1: Provide Options for Perception  Offer ways for customizing the display of information  Offer alternatives to auditory information  Offer alternatives to visual information

Guideline #2 Provide options for language, mathematical expressions, & symbols  Clarify vocabulary & symbols  Clarify syntax & structure  Support decoding text, mathematical notation, & symbols  Promote understanding across languages  Illustrate through multiple media

Guideline #3: Provide options for comprehension  Activate or supply background knowledge  Highlight patterns, critical features, big ideas, & relationships  Guide information processing, visualization, & manipulation  Maximize transfer & generalization

Guideline #4 Provide Multiple Means for Action & Expression  Vary the methods for response & navigation  Optimize access to tools and assistive technologies

5. Provide options for expression & communication  Use multiple media for communication  Use multiple tools for construction & composition  Build fluencies with graduated levels of support for practice & performance

6. Provide options for executive functioning  Guide appropriate goal-setting  Support planning & strategy development  Facilitate managing information & resources  Enhance capacity for monitoring progress

7. Provide options for recruiting interest  Optimize individual choice & autonomy  Optimize relevance, value, & authenticity  Minimize threats & distractions

8. Provide options for sustaining effort & persistence  Heighten salience of goals & objectives  Vary demands & resources to optimize challenge  Foster collaboration & communication  Increase mastery-oriented feedback

9. Provide options for self- regulation  Promote expectations & beliefs that optimize motivation  Facilitate personal coping skills & strategies  Develop self-assessment & reflection

In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing.

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In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing.

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