1. http://www.youtube.com/watch?v=bllazKRgwHM

2. Updates Task Analysis #3 June 10 th - Ecological Assessment Report Videos of AAC assessment on Wiki

3. Horner (2011)

4. Social/Behavior Support System: School-wide PBS Academic Support System: Response to Intervention External Community Supports Context for: Person Centered Planning, Functional Assessment & Wraparound I hear “One Voice”

5. 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)

6. 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

7. Ecological Inventory of Communication Skills Steps in Activity Natural Cues Comm. Skills Needed Student Performance Discrepancy Analysis Interv. Plan Receptive or Expressive + or -Why student isn’t doing the step sug gest ions

9. 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?

10. A ASK: What am I requiring students to do? D DETERMINE the prerequisite skills of the task. A 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.

12. 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  http://www.ode.state.or.us/search/page/?id=2691 http://www.ode.state.or.us/search/page/?id=2691

13. Oregon Extended Assessment  Online there is an administration manual, FAQs for parents, scoring guides, sample tests. http://www.ode.state.or.us/search/results/ ?id=178 http://www.ode.state.or.us/search/results/ ?id=178  A training and proficiency website is located at: http://or.k12test.comhttp://or.k12test.com  This website is used by all assessors as part of the qualification process to become a Qualified Assessor (QA) or Qualified Trainer (QT).

14. 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

15. 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.

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

17. 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

18. 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

19. 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.

20. 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

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

22. Whole Class Discussion on Readings

23. Academic Skills Profile http://functionalworksample.pbworks.com/ w/file/49653031/Academic%20Skills%20pr ofile.dochttp://functionalworksample.pbworks.com/ w/file/49653031/Academic%20Skills%20pr ofile.doc

24. 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

25. 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

26. 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

27. 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

28. 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)

29. 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

30. 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

31. 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. For your task analysis how did you define the instructional universe??

32. 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) Do this for your Task Analysis…

33. 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. Plan to arrange this for your task analysis. Maybe by interjecting variation/non-examples of stimuli that student can select from (e.g., different toothpaste tubes)

34. 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…… Plan a sequence of how you will interject these positive and negative examples within your task analysis.

35. Step 5- Teach examples Use prompts and reinforcers to improve performance. Antecedent Strategies Prompts for Jamal (during times when he should not be using a break) Visual Schedule that shows next activity (if needed) Verbal Prompt “We’ll take a break and have your favorite snack as soon as you’re done with setting the table (or whatever task is requested).” Consequence Strategies Reinforcers- Verbal praise for working, continuing an activity; Break with snack for completing an activity Correction Procedure- cover “Break” card and say “after this” Outline a Plan for Prompting & Responding

36. 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])

37. Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, & Other Disabilities http://aacliteracy.psu.edu/

38. Reading Assessment & Instruction Activity 1. You and a partner will be provided a reading domain/skill: Phoneme Segmentation Letter-Sound Correspondence Decoding Shared Reading Sight Word Recognition Reading Sentences & Simple Stories Reading Comprehension 2. Outline how you will plan to asses a student that is learning to use or is using AAC. http://aacliteracy.psu.edu/

39. Design the Instruction of the Reading Skill/Domain 1. Instructional Universe- what will you teach and to what extent 2. A. Range of Response: What will be a correct answer? B. Range of Stimulus: What will be the variations in the relevant stimuli (what will you expect to naturally cue the responses) 3. Select Positive Examples & Negative Examples 4. Sequence examples (remember maximal & minimal differences) : E.g., “This is a cup” (showing one form of a cup) “this is a cup” (showing another form of a cup) “This is not a cup” (showing something that is definitely not a cup) 5. Plan to teach the skills (prompting and reinforcement strategies you will use)

40. Antecedent Generalization Strategies -Consider features of cue/trigger -Vary those features -Natural Setting -Sufficient Exemplars General Case Design -Consider range of Behaviors/Responses -Select Teaching Examples -Select Probing/ Generalization Examples Consequence Generalization Strategies -Natural consequences -Intermittent Schedule of Reinforcement -Differential reinforcement in “generalization” condition rather than original condition Outline a plan for testing if student can generalize and maintain the skills.

41. Quality of Inclusion Checklists http://www.projectparticipate.org/handouts/Parentchecklist7 254.pdf http://www.projectparticipate.org/handouts/Parentchecklist7 254.pdf http://www3.hants.gov.uk/inclusion_checklist.pdf http://www.austinschools.org/lifeskills/standards_handbook/ documents/Inclusion%20Checklist%20for%20Your%20School. pdf http://www.austinschools.org/lifeskills/standards_handbook/ documents/Inclusion%20Checklist%20for%20Your%20School. pdf

42. Critical Features Schoolwide Applications Model 1.School serves all students. 2.All students at school are considered general education students. 3.General education teachers assume responsibility for all students at the school. 4.School is inclusive of all students for all classroom and school functions. 5.School is organized to provide all specialized supports, adaptations and accommodations to students in such a way as to maximize the number of students who will benefit. 6.All students are taught in accordance with the general curriculum. 7.The school has an active, Schoolwide Positive Behavior Support (SWPBS) program operating at all 3 levels. 8.The school is a data-driven, collaborative decision-making, learning organization with all major functions guided by team process. 9.School effectively utilizes general education students in instruction of students in need of supports in all instructional environments. 10.All personnel at the school participate in the teacher/learning processes and are valued for their respectively contributions to pupil academic and social outcomes. 11.School personnel use a uniform, non-categorical lexicon to describe both personnel and teetering/learning functions. 12.School has established a Site Leadership Team (SLT) empowered by the school and the district to implement SAM at the school. 13.School has working partnership with families of students who attend the school. 14.School has working partnership with its community businesses and service providers. 15.Sam implementation at the school site is fully recognized and supported by the district.