Teaching a combination of different modes is necessary◦ Examples: Vocalization, body movements,

pointing, facial expressions, nodding, gestures, use of object symbols, picture symbols, manual signs

◦ Morgan: A multiple-mode communicator!◦ http://www.youtube.com/watch?v=uhLA-TQX4Ow

&feature=related

No one form of communication will meet all needs or all social situations

Updates

• Today – – Ecological Inventory/Daily Schedule Analysis & – Task Analysis #1

• Article Review #2 has been cancelled. – Your Article Review #1 score has been doubled – If you want to improve your score you can do Article Review #2 to

receive a doubled score on that assignment (I will take the highest graded assignment)

• May 20th- Task Analysis #2 & Quiz• June 3rd- Task Analysis #3• June 10th- Ecological Assessment Report

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

Review from Preference Assessment Assignment

• Selecting Forms- How you will display the choices to the student– Rationale: Why did you select that form….based on previous

experience? Why not other forms?• Operationally Defining Behaviors

– Remember must be measurable & observable– Engaged?

• Define more concretely

• Summary– Write them professionally, but in a way that is jargon-free.– Focus is on presenting to a parent at an IEP meeting

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)

Functional Communication Training: Carr & Durand, 1985

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

AntecedentSetting Event

Summary of Behavior

Basic Conditions for Communication (Beukelman & Mirenda, 2005)

• At least 2 people who understand each other

• Form (i.e. a way to send the message)

• Content (i.e., something to talk about)

• Function: Reason/Purpose to communicate

• Educational team members must ensure these are addressed

Ecological-Functional Assessment Process

• Uses observational techniques to analyze skill demands of the natural environment and determine how the student performs within the environment

• Leads directly to intervention plan (Snell, 2002)

AASK:

What am I requiring

students to do?

DDETERMINE the prerequisite skills of the task.

AANALYZE the student’s strengths and needs.

PPROPOSE and implement adaptations

TTEST 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.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Important Results from Ecological Inventory of Communication Skills• Student’s current FORM (modes) of communication.

• What ways he/she is presently communicating• What ways could be used to communicate more effectively

(fluency, comprehensible to others)• CONTENT of the environment and activities

• Vocabulary: Expressive & Receptive• Natural Supports• Communication Partners (will have to teach them)

• FUNCTION/ Intent of student’s communication• Requesting, Refusing, Initiating

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 activity4. Review listed words and determine which words

& skills need to be taught to the student.

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

suggestions

Review Ecological Inventories• With a partner, share your ecological inventory• Did your partner look at an age appropriate general education

class?• Did your partner identify ideas for how the student could

participate in general education?

Review the task analysis on the data form so that steps …1. Are stated in terms of observable behavior2. Result in a visible change in the product or process3. Are ordered in a logical sequence4. 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]

23

Discussion Time!

TASK

STUDENT

EN

VIR

ON

ME

NT

TO

OL

S

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?

• What are the

functional areas of

concern?

• What are the student’s special needs?

• What are the

student’s current

abilities?

• What are the other students doing that this student needs to be able to do?

• What does the student

need to be able to do that

is difficult or

impossible to accomplish

independently at this

time?

STUDENT

A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from www.educationtechpoints.org/manuals-materials/hey-can-i-try-that

STUDENT

• What assistive

technology does the

student have access to or

currently use?

• What activities

take place in the

environment?

• What activities do other students do that this student cannot currently participate in?

ENVIRONMENT

• What is the

physical

arrangement?

• Where will the student participate—classroom, home, community, therapy?

Sensory Considerations (new)

New section as a subset of Student & Environment

– Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ?

– Do the learning environment(s) impact the sensory issues of the student?

Sensory Considerations

STUDENT• Visual (glare, color vs.

black & white, white space between symbols, etc.)

• Auditory (voice, volume, button click)

• Tactile (velcro, weight)

• Personal space• Student specific

ENVIRONMENT• Background noise• Lighting (full

spectrum vs. flourescent)

• Physical space

•What does success

look like?

•What activities is the student expected to do?

• What specific

tasks occur in the

environment?

TASK

• Are tools being

considered because of

their features

that are needed rather

than brand names?

• Are the tools student centered and task oriented and reflect the student’s current needs?

• Are the tools being

considered on a

continuum from

no/low to high-tech?

•What is the cognitive load required by the

student to use the tool?

• What are the

training

requirements for the

student, family and

staff?

TOOLS

http://www.youtube.com/watch?v=xatHPazOXw0&feature=related

AT Continuum

• Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools

Low Tech Tools

Assistive Technology for Communication

Symbols for Communication Real Object Symbols

Photographs & Pictures

Line Drawing Symbols

Textured Symbols

Letters & Words

AT Communication ContinuumLow Tech

Concrete Representations

Real Objects– Calendar box

– Tangible Symbols

– Miniatures

– TOBIs (true object based icon)

AT Communication ContinuumLow Tech

Communication system with pictures, symbols, letters &/or

words

Considerations for Designing Displays 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.

Selecting Symbols—What to look for? 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

Using Symbols to Promote Participation/Conversation Calendar/Schedule Systems Choice Displays Remnant (e.g. Movie ticket, scraps from

activities) Displays Conversation Displays

Pragmatic Organization Dynamic Display (PODD) http://www.novita.org.au/Content.aspx?p=683#What_is_PODD

Vocabulary is organized according to communication function and discourse requirements

Simplified Technology by Linda Burkhart◦ http://www.lburkhart.com/

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…

http://www.youtube.com/watch?v=ux1KIrz5rpY&feature=related http://www.youtube.com/watch?v=YDjVFXu9MZk&feature=related

Porter & Burkhart, PODD

Mid Tech Tools

Assistive Technology for Communication

Graphic arrays Designing communication

boards or communication notebooks◦ Choosing items◦ Size of each item◦ Positioning each item◦ Accessibility of each item◦ Perception of each item (both user

and communication partner)◦ Item placement/ordering- groups?

Effort in scanning?◦ Motor involvement in using array-

vertical or horizontal?

AT Communication ContinuumMid Tech

Simple Voice Output DevicesBIGmack Step-by-step

CheapTalk

Hip Talk

AT Communication ContinuumMid Tech

Speech Generating Device with levels

Bluebird II

Tech series

Message Mate7 Level Communication Builder

Leo

High Tech Tools

Assistive Technology for Communication

AT Communication ContinuumHigh Tech

Speech Generating Devices with icon sequencing OR

Pathfinder Plus

Vantage Plus

SpringBoard Lite

AT Communication ContinuumHigh Tech

Speech Generating Devices with a Dynamic Display

Dynavox V series & V-Max

M3

ChatPC

Tango!

Eyegaze System

AT Communication ContinuumHigh Tech

Text based device with speech synthesis

DynaWrite

PolyTABLET with Persona

LightWriter SL40

Freedom LITE

Hi-Tech: Speech Generating Devices Devices “talk” when a student touches a

symbol on the device

What are advantages/ disadvantages??

IPAD applications for communication and other low-cost apps

Tap to Talk- Free, customizable, 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, Proloquo2Go-$199 http://www1.teachertube.com/viewVideo.php?title=Student_Demonstrating_Prol

oquo2Go_with_Monkey_Diving&video_id=94307 http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related

IPAD Applications

Behavior

you want to Increase or Decrease

Antecedent:

Natural Cue that triggers [or should trigger]….

Consequence:

Natural outcome that consistently occurs afterbehavior

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

General Case Design— Why?Determine what to teach and features need to vary to increase generalization.

1. Define the Instructional Universe2. Define the Range of Relevant Stimulus and Response Variation3. Select Examples for Teaching & Testing4. Sequencing Teaching Examples5. Teaching the Examples6. 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/Stimulus:

Green Light

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. . .

• 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. . .

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 Walk on green Don’t walk on red

Walk on green Don’t walk on red

Green light =WalkYES

NO LIGHT =?

= ?

FAILURE

Instructional Concept #4

Logical Sequencing

Juxtapose positive and negative examples

INEFFECTIVE INSTRUCTIONINEFFECTIVE MODELS

INEFFECTIVE PRACTICE-

TESTING OUTCOMES-

FAILURE

= osh = osh= osh

= osh = osh

Osh = ?

EFFECTIVE MODELS

EFFECTIVE PRACTICE-

TESTING OUTCOMES-

EFFECTIVE INSTRUCTION

= osh = osh= osh

Osh =

= not osh

= not osh = osh

RED SIDED RECTANGLESUCCESS

= 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• 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.

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)

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.

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……

Step 5- Teach examples • Use prompts and reinforcers to improve performance.

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])

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

Self-assessment/Feedback