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SAM
choolwide
pplications
odel
SAM
choolwide
pplications
odel
SAMSAM
choolwide
pplications
odel
http://www.youtube.com/watch?v=bllazKRgwHM
• http://vimeo.com/70794074
Updates
• Today: Ecological Assessment Report & Quiz #4
• December 9th- PLAAFP Assignment & Quiz #5 (optional)
• Please come and check with me regarding your assignments and grades for this term.
Agenda
• Review & Quiz• Discussion of Chapter 11 OR Autism Internet
Modules• Writing Goals- Linking to the Common Core• Self-Determination Assessments• Evidence-based practices within UDL
framework• Evaluating School wide Environments
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?
Antecedent Behavior Consequence
Small group writing tasks (writing paragraphs)
Makes faces and yells at other students
Get Peer Attention
Control Condition?
Attention Condition?
Escape Condition?
Easy/Preferred Activity w/ Peers
If Problem behavior occurs:
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?
Antecedent Behavior Consequence
Double digit addition problems
Breaks pencil, tears up papers
Avoid Math Task
Control Condition?
Attention Condition?
Escape Condition?
Easy/Preferred Activity
If Problem behavior occurs:
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
AntecedentSetting Event
Summary of Behavior
SETT- similar to ecological inventoryStudent
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?
Alternate/ Extended Assessment
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.
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
Quiz
Academic Skills Profile
• http://functionalworksample.pbworks.com/w/file/49653031/Academic%20Skills%20profile.doc
Writing Goals
• See Functional Work Sample Wiki• http://
functionalworksample.pbworks.com/w/page/49912525/Writing%20IEP%20Goals%20%20Objectives
Writing Goals- Linking to the common core• http://functionalworksample.pbworks.com/w/page/49912525
/Writing%20IEP%20Goals%20%20Objectives
Self-determinationIndependence, Interdependence, Opportunities to Act
-e.g., Goal setting, choice-making, self-management
Assistive TechnologyOperational CompetenceMulti-modal expression
e.g., How to use devices, low & hi tech options
Personal RelevanceRelated to individual needs
e.g., social skills, daily living, vocational
Pivotal SkillsImportant 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• https://goalbookapp.com/
• Use Goal Wizard for your student OR browse goals.
Self-Determination Assessments & Materials• From wiki
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
Evidence-Based Practices • National Professional Development Center (NPDC) on ASD• autismpdc.fpg.unc.edu/content/evidence-based-practice
• National Standards Project (2009)• http://www.nationalautismcenter.org/
Evidenced-based Practices
Autism Internet Modules• http://www.autisminternetmodules.org/
Evidence-Based Practices by UDL AreaRepresentation 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
Naturalistic Interventions
Structured Work Systems/Activities
Response Interruption
SWIFTswiftschools.org• http://vimeo.com/70794074
• Quality of Inclusion Checklists• 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
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