PLEASE START THE ENTRY ACTIVITY

#1 & 2 ONLY

Welcome to Week 9 of Functional Curriculum

Inclusion is an umbrella that keeps us dry when the downpours of life occur." Linda S. Wallace

Updates/Agenda Today: Quiz #3 Next Week, November 30th:

Submit Work Sample & PowerPoint Presentation!

Review & Take Quiz #3 Activity Teaching Academic Skills

Ability Awareness Remember that we are teaching about

ABILITIES not DISABILITIES….. Your goal in ability awareness is to educate

others about how an individual is more SIMILAR than DIFFERENT & that DIFFERENCES are OK

Video clip contributed by Alana!!

http://www.youtube.com/watch?v=JnylM1hI2jc

BSP Test Results Are In!!

ADD SPED 20110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

49%

88%

Pre-TestPost-Test

N= 16Range of Pre-Test Scores= 14% to 79%

Range of Post-Test Scores=

43% to 100%13 scored over 85%5 scored 100%

Quiz Review

Identifying the Alternate Behavior

1. Serve same

Function? Does it provide

adult attn?

2. Is Behavior easier to do than problem

behavior?

3. Is Behavior socially

acceptable?

Yes or No?

Why?

What are the critical

features of an Alternate Behavior?

Teaching Behavior

1. First teach the Alternate Behavior

What are the critical

features of Teaching

Interventions?

Does Alt. Beh.:a) Serve same

Function?b) Is it Easier?c) Socially

acceptable?

Yes or No?

Why?

2. Next, teach content

required to support student to achieve the

Desired Behavior

What do we need to teach student to achieve the

desired behavior?

Does the intervention directly address:

a) the antecedent?b) the Function of the

problem behavior?

Antecedent Interventions

Yes or No?

Why?

Critical features of Antecedent

Interventions to prevent the

Problem Behavior?

2. Next, identify ways to prompt/

precorrect the alternate &

desired behavior

Consequence Intervention: Reinforcing Positive Behavior

1. Identify an intervention to Reinforce the

Alternate Behavior

Yes or No?

Why?

Critical features of Reinforcers?

2. Identify an intervention to Reinforce the Desired Behavior

Steps in Identifying

Reinforcers?

a) Is reinforcer valued? (start w/ function of behavior)

b) Are expectations & timeframes reasonable for the student?

Consequence InterventionResponding to Problem Behavior

1. Prompt the Alternate Behavior at earliest signs of problem behavior

Yes or No?

Why?

2. Identify a response to problem behavior that does not reinforce the Problem Behavior

Steps in Identifying

Responses to Problem

Behavior?

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTIONAVOIDING DIFFICULT TASK

Prevent

Make task less difficult

to avoid difficult task

Alternate behavior

Must allow student to

avoid difficult task

Consequence

(+) Reinforce (a) alternate behavior w/ oppt’y to avoid task & (b) desired behavior

(effort on task)

(-) problem behavior should not result in avoiding task;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTIONGETTING ADULT ATTENTION

Prevent

Provide adult Attention in advance &

often

Alternate behavior

Must give student

access to adult attention

Consequence

(+) Reinforce both alternate behavior & desired behavior

w/ adult attention

(-) problem behavior should not result in adult attention;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Students with limited communication skills need to be taught a broad array of communicative functions…more than just requests

Communication Skills That Need to Be Taught…in addition to requests: Rejecting or Protesting—”No” Gaining attention Greetings & Farewells Social Niceties---”please”…”thank you”…”excuse me” Commenting---”I like that”….”I think that needs more

color”…etc. Social Closeness—teasing, joking…”Look what I have” Asking for information: “Where did you get that?” Confirming or denying Conversation skills- turn taking, wait time, responding

and asking questions Maintaining Conversations & Terminating

Conversations

Quiz #3 GROUP QUIZ!!!

#1.Name 5 communication skills that should be taught to students with limited communication skills…besides REQUESTING things

Communication Skills That Need to Be Taught…in addition to requests: Rejecting or Protesting—”No” Gaining attention Greetings & Farewells Social Niceties---”please”…”thank you”…”excuse me” Commenting---”I like that”….”I think that needs more

color”…etc. Social Closeness—teasing, joking…”Look what I have” Asking for information: “Where did you get that?” Confirming or denying Conversation skills- turn taking, wait time, responding

and asking questions Maintaining Conversations & Terminating

Conversations

#2 Alternate Behavior What are the 3 Critical Features of an

Alternate Behavior?

Identifying the Alternate Behavior

1. Serve same

Function? Does it provide

adult attn?

2. Is Behavior easier to do than problem

behavior?

3. Is Behavior socially

acceptable?

Yes or No?

Why?

What are the critical

features of an Alternate Behavior?

#3 Teaching Behavior What are the 2 steps to teaching behavior to a

student that requires a Behavior Support Plan?

Hint…..Think of the Competing Behavior Pathway AND short-term and long-term objectives.

Teaching Behavior

1. First teach the Alternate Behavior

What are the critical

features of Teaching

Interventions?

Does Alt. Beh.:a) Serve same

Function?b) Is it Easier?c) Socially

acceptable?

Yes or No?

Why?

2. Next, teach content

required to support student to achieve the

Desired Behavior

What do we need to teach student to achieve the

desired behavior?

#4 Antecedent Interventions What are the 2 critical features of Antecedent

Interventions to prevent problem behavior?

Does the intervention directly address:

a) the antecedent?b) the Function of the

problem behavior?

Antecedent Interventions

Yes or No?

Why?

Critical features of Antecedent

Interventions to prevent the

Problem Behavior?

#5 Consequence Interventions The two steps to identifying interventions for

reinforcement include: Identify an intervention to reinforce the ___________

behavior Identify an intervention to reinforce the ___________

behavior

Consequence Intervention: Reinforcing Positive Behavior

1. Identify an intervention to Reinforce the

Alternate Behavior

Yes or No?

Why?

#6 Critical features of

Reinforcers?

2. Identify an intervention to Reinforce the Desired Behavior

Steps in Identifying

Reinforcers?

a) Is reinforcer valued? (start w/ function of behavior)

b) Are expectations & timeframes reasonable for the student?

Consequence InterventionResponding to Problem Behavior

1. Prompt the Alternate Behavior at earliest signs of problem behavior

Yes or No?

Why?

2. Identify a response to problem behavior that does not reinforce the Problem Behavior

#7) Steps in Identifying

Responses to Problem

Behavior?

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTIONAVOIDING DIFFICULT TASK

Prevent

Make task less difficult

to avoid difficult task

Alternate behavior

Must allow student to

avoid difficult task

Consequence

(+) Reinforce (a) alternate behavior w/ oppt’y to avoid task & (b) desired behavior

(effort on task)

(-) problem behavior should not result in avoiding task;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTIONGETTING ADULT ATTENTION

Prevent

Provide adult Attention in advance &

often

Alternate behavior

Must give student

access to adult attention

Consequence

(+) Reinforce both alternate behavior & desired behavior

w/ adult attention

(-) problem behavior should not result in adult attention;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Activity…on the back of your entry activity sheet Answer the questions & work with a partner to

come up with something you might do in your classroom.

Peer Support PlanClass: American History, Ms. Alameda Student: ChrisPeers: Josh & Aaron

Typical Activities &

Routine

Expectations of all students

Needed adaptations/

supports

Roles of peers in providing

support

Whole-class instruction

Listen to lectures, answer questions, take

notes

C will receive guided notes from teacher;

sit in 1st 2 rows

Help C complete his notes, share

their notes, ask clarifying questions

Small group instruction

Read case studies & answer

application questions

Be a part of the same group as Josh & Aaron

Paraphrase aspects of

readings for C; make

connections to his experiences, prompt him to contribute to

discussion

Instruction in the Content Areas

How should we determine/design instruction for students in the content areas?

Does disability dictate where a student receives instruction?

Does ability level in content area dictate where a student receives instruction?

Where do we start when we look at providing instruction for students with significant disabilities?

Why teach academic skills?

How should we select academic skills for instruction Goals/objectives that build on student’s

present level of performance (in using symbols/reading,etc.). ..how?

Align content with student’s ability to perform successfully in current environments…how?

Align content with the student’s long-term post-school goals…how?

Select academic content that is suited to the student’s chronological age…why?...how?

Select academic content that has the potential to enhance inclusion in school & community settings…how?

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-basedIdentify the academic content

standards for all students, identify benchmarks, identify level of performance, adapts learning outcome so they match student’s abilities

Standards-referencedIdentify 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, 1997Similar strategies for all students

Justice & Pullen, 2003; Rowland & Schweigert, 2000Systematic instruction

Browder et al., 2006Meta-analysis on reading instruction

for individuals with cognitive disabilities

Emergent Literacy Instructional Practices Literacy-rich environment (Kuby et al., 1999)

Text, pictures, graphics that are meaningful to students in that setting

Frequent opportunities to interact with books and other engaging print materials individually and in group play

Listen & Respond to stories adults read aloud to them

Experiment with writing and drawing about authentic topics that are related to their lives (Katims, 1994; Mirenda, 2003)

Sustained interactions with “literate models” (Kluth & Chalder-Olcott, 2008)

Other Emergent Literacy Instructional Practices Read Alouds- “shared reading or story

based lessons”Adult reads to 1 or more studentsStudents encouraged to retell the story or

interact with the story during or after the read aloud.

Provides learners with access to quality literature and early literacy skills

Can use pictures with textE.g., Writing with Symbols and other

software

Related standards

Knowledge of concepts about print Vocabulary and expressive

language skills Listening comprehension skills Understanding a narrative Sequence and prediction skills Monitoring of understanding Content knowledge of a topic

being read

Examples of education reading software Bailey’s Book House (www.riverdeep.net)

Letters, words, rhyming, prepositions, adjectives, sentence building Edmark Words Around Me (www.riverdeep.net)

Word identification, plurals, categorization, sameness, difference Edmark Reading program (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) Reading comprehension through end-of-story quizzes

Intellitools Reading: Balanced Literacy (www.intellitools.com) Phonics, guided reading, comprehension

Teaching Functional Literacy Skills Ability to acquire information through varied

modes: words, symbols, photos, & objects Can be used to enhance participation in

everyday activities (Alberto et al., 2007) Sight word instruction (Gunning, 2002)

High frequency wordsSelect words for instruction that are most

meaningful and useful to the student (e.g., daily routines, academic activities, preferences)

Think ecological approach…remember our activities

Conventional skills- Dolch words; encountered in all kinds of reading materials.

Instructional Methods Prompting and Fading Embedded Instruction

Allows students with more extensive support needs to receive intensive, individualized instruction within ongoing activities in general education (McDonnell et al., 2006)

Shown effective in teaching sight words to students Students generalize information learned to typical

materials in the classroomE.g., selecting 4 words from the science unit to

teach a student…using time delay Stimulus Prompts- picture cue initially then

faded

Phonological Awareness & Phonics PA- recognize and manipulate sounds (e.g.,

recognize rhymes and segment syllables) Phonics- association between the sounds

and the letters More students with severe disabilities are

capable of learning and applying more decoding skills than was previously thought possible (Conners et al., 2006; Cupples & Iacano, 2000)

Taught using assortment of strategiesPicture cues, prompts, modeling, constant time

delay

Decoding Procedure Used (Heller, Alberto, & Fredrick (2008)

Constant time delay with 5 students with moderate ID

Read CVC OR CVVC words Taught students to:

(a) Point to the target word(b) Slowly say each sound in the word(c) Say the sounds in the word quickly (to blend)

All students learned to decode 12 target words

Blending was the hardest for them to master

Systematic Instruction to Teach Decoding Skills to Middle School Students

Bradford et al., 2006 Published reading program based on

systematic, explicit instruction to successfully teach decoding skills to students with moderate or severe disabilities

Sound-letter correspondences, decoding words, & reading words in sentences and short paragraphs.

“Corrective Reading Program, Decoding A (Engelmann, Carnine, & Johnson, 1988)

Vocabulary Development

Instruction in vocabulary improves reading comprehension (Browder et al., 2006)

Used in:ListeningSpeaking (using AAC)ReadingWriting

Effective Vocabulary Instructional Approaches Direct instruction AND context to teach word

meanings Incorporation of multiple forms of media

during activities Utilization of methods to enhance the

association between new words and words that are already in a student’s vocabulary

Opportunities to practice words to automaticity and use them in multiple contexts

Incorporation of student responseNational Reading Panel (2000)

Reading Comprehension May involve understanding the

meaning of single words or symbolsSight word recognition

Short sentences Activating prior knowledge Constantly monitoring understanding

to make the necessary understanding “repairs”

Strategies to target the before, during, and after phases of reading a text

Before reading… Setting a clear purpose or goal for

reading E.g., Textbook, novel, grocery list Use different kinds of texts during

reading instruction Use “think aloud” strategies

Self-talk to set a purpose for readingE.g., “we are reading a recipe today so that

we can learn how to make a sandwich” Activate prior knowledge using WH-

questions

During reading…

Adapted maze exercise Text passage has blanks inserted at

regular intervals and word choices listed beside the blanks to assist students in monitoring their comprehension as they read.

Stopping students while reading to use graphic organizers like KWL charts

After reading…

Story retellingsPicture cards provided for students to

retell the story Story grammar

These include but are not limited to: the title, author, setting, main characters, conflict and resolution, events, and conclusion.

Math methods for students with significant disabilities

Browder et al., 2008Meta-analysis on teaching math

for students with significant disabilities

Math Instruction Systematic Instruction (Browder et al.,

2008; Butler et al., 2001) Manipulatives Numberlines Touch Points Calculators Money and Consumer Skills Purchasing Skills Consumer & Money Management

Skills

General Case Design (GCD)1. Define the Instructional Universe

-how? 2. Define the range of relevant stimulus

and response variation-important to identify generic response-all important stimuli that could prompt the target responses listed-possible variations of stimulus classes listed-ways in which the learner might respond outlined -List of anticipated problems, errors, exceptions

GCD Cont’d

3. Select examples for teaching and probe testing -teaching: general case-probe: testing generalization/variation

-don’t need all “stores”, but adequately represent all variations of important stimuli & responses-positive & negative teaching examples

GCD Cont’d4. Sequence the teaching examples

Guidelines for sequencing:A. Teach multiple components of an activity within an instructional sessionB. Present variations within individual sessions. Teach as many examples as possible within instructional sessionsC. Juxtapose most similar positive and negative examples.D. Use cumulative programming. If all examples cannot be taught in one session, work on a few at a time, adding new examples to already learned examples in each new session. E. Teach the general case before exceptions.

GCD cont’d

5. Teach sequence

6. Test using the non-trained probe examples -to determine whether generalization has occurred.

Consider these steps when collaborating and designing instruction for students.

Good Resources

Kameenui, E.J., & Simmons, D.C. (1990). Designing Instructional Strategies: The Prevention of Academic Learning Problems. Merrill Publishing: Englewood Cliffs, NJ.

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

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

Questions??