robyn rice graduate student dr. susan easterbrooks georgia state university methods of teaching...

Robyn Rice

Graduate Student

Dr. Susan Easterbrooks

Georgia State University

Methods of Teaching Atypical Deaf Students

Pervasive Developmental

Disorder

Table of Table of ContentsContents

Information about Pervasive Developmental Information about Pervasive Developmental Disorder (slides 3-19)Disorder (slides 3-19)

Background info on case study (slides 20-23)Background info on case study (slides 20-23) Instructional Needs (slide 24)Instructional Needs (slide 24) Behavioral Needs (slide 25) Behavioral Needs (slide 25) Habits of Mind Inclusion (slide 26)Habits of Mind Inclusion (slide 26) Additional Supports (slides 27-31)Additional Supports (slides 27-31) Pre-Testing Rubrics (slides 32-33)Pre-Testing Rubrics (slides 32-33) Intervention/ Lesson Plans (slides 34-47) Intervention/ Lesson Plans (slides 34-47) Worksheets (slides 48- 50)Worksheets (slides 48- 50)

• What are PDDs? Facts and What are PDDs? Facts and symptomssymptoms

• Subclasses of Pervasive Subclasses of Pervasive Developmental Disorders (PDD).Developmental Disorders (PDD).

• How are they diagnosed?How are they diagnosed?• What are the causes of PDDs?What are the causes of PDDs?• How are PDDs treated?How are PDDs treated?• What is it like to be autistic?What is it like to be autistic?• Local and State ResourcesLocal and State Resources

PDD Topics to Cover

A complex developmental disability that A complex developmental disability that includes some or all of the following includes some or all of the following characteristics:characteristics:• Ritualistic behaviorsRitualistic behaviors

• Repetitive behaviorsRepetitive behaviors

• Short attention SpanShort attention Span

• Impaired communication/ verbal expressionImpaired communication/ verbal expression

• Limited social interactionLimited social interaction

• Over or under responsive to sensory Over or under responsive to sensory stimulationstimulation

• Over or under physical activityOver or under physical activity

• Apparently baseless tantrumsApparently baseless tantrums

• Affects approximately 1 in 500 childrenAffects approximately 1 in 500 children• Statistics show this rate may be rising to as high as Statistics show this rate may be rising to as high as

1 in 200 children1 in 200 children• PDD is the third most common developmental PDD is the third most common developmental

disabilitydisability• Boys are approximately 4 times more susceptible Boys are approximately 4 times more susceptible

that girlsthat girls• PDDs cross racial, ethnic and lifestylePDDs cross racial, ethnic and lifestyle• Children of lower socio-economic status may be Children of lower socio-economic status may be

more susceptible to PDDmore susceptible to PDD• PDD symptoms are usually apparent by age 2 or 3PDD symptoms are usually apparent by age 2 or 3• PDDs are more frequently associated with mild to PDDs are more frequently associated with mild to

severe mental retardationsevere mental retardation

• AutismAutism

• Asperger’s SyndromeAsperger’s Syndrome

• Rett’s SyndromeRett’s Syndrome

• Childhood Disintergrative DisordersChildhood Disintergrative Disorders

• Pervasive Developmental Disorder, Pervasive Developmental Disorder, PDD-NOS (not otherwise specified)PDD-NOS (not otherwise specified)

• High functioning autismHigh functioning autism

Impaired social interactionImpaired social interaction Including non-verbal behaviors, lack of eye gaze, body Including non-verbal behaviors, lack of eye gaze, body

posture and gestures to discourage social interactionposture and gestures to discourage social interaction Lack of social or emotional reciprocityLack of social or emotional reciprocity Lack of spontaneous enjoyment or interestLack of spontaneous enjoyment or interest No or few friendsNo or few friendsImpaired communicationImpaired communication Delay or total lack of spoken languageDelay or total lack of spoken language For those with speech, they do not initiate conversationFor those with speech, they do not initiate conversation Stereotyped or repetitive use of language (maybe echolalia)Stereotyped or repetitive use of language (maybe echolalia) Lack of imaginative playLack of imaginative playRestrictive or Repetitive BehaviorsRestrictive or Repetitive Behaviors Preoccupation with one or more patterns of intense interestPreoccupation with one or more patterns of intense interest Inflexibility to change in routineInflexibility to change in routine Repetitive motor mannerismsRepetitive motor mannerisms

Characteristics apparent by age 6

Information taken from the DSM-IV


Impaired social interaction (apparent before age 2)Impaired social interaction (apparent before age 2) Including non-verbal behaviors, lack of eye gaze, body Including non-verbal behaviors, lack of eye gaze, body

posture and gestures to discourage social interactionposture and gestures to discourage social interaction Lack of social or emotional reciprocityLack of social or emotional reciprocity Lack of spontaneous enjoyment or interestLack of spontaneous enjoyment or interest No or few friendsNo or few friendsRestrictive or Repetitive BehaviorsRestrictive or Repetitive Behaviors Preoccupation with one or more patterns of intense interestPreoccupation with one or more patterns of intense interest Inflexibility to change in routineInflexibility to change in routine Repetitive motor mannerismsRepetitive motor mannerismsNo Significant delay in languageNo Significant delay in languageNo Significant delay in cognitive development (self-No Significant delay in cognitive development (self-

help skills, curiosity, and adaptive behaviors)help skills, curiosity, and adaptive behaviors)


• Normal prenatal and perinatal developmentNormal prenatal and perinatal development• Normal psychological development for first 5 Normal psychological development for first 5

monthsmonths• Normal motor development for first 5 monthsNormal motor development for first 5 months• Normal head circumference at birthNormal head circumference at birth• Deceleration of growth from 5-48 monthsDeceleration of growth from 5-48 months• Loss of acquired meaningful hand movements Loss of acquired meaningful hand movements

and gain of stereotypical hand movements.and gain of stereotypical hand movements.• After 5 months of age loss of social After 5 months of age loss of social

engagementengagement• Poor gaitPoor gait• Onset of severely impaired expressive and Onset of severely impaired expressive and

receptive languagereceptive language• Onset of severe psychological and motor Onset of severe psychological and motor

retardationretardation


• Apparently normal development in language Apparently normal development in language (verbal and non-verbal), motor skills, social skills, (verbal and non-verbal), motor skills, social skills, and psychological development for at least the and psychological development for at least the first two yearsfirst two years

• After two years, loss of acquired skills in at least After two years, loss of acquired skills in at least two of the following areas: Expressive and two of the following areas: Expressive and receptive language, social skills, Bowel and receptive language, social skills, Bowel and bladder control, play skills, motor skillsbladder control, play skills, motor skills

• The above is not accounted for by other PPD or The above is not accounted for by other PPD or schizophreniaschizophrenia

• Abnormal development regarding social Abnormal development regarding social interaction, communication impairment, interaction, communication impairment, repetitive or stereotypical behavior in interests, repetitive or stereotypical behavior in interests, behaviors, and activitiesbehaviors, and activities


Used when there is a severe developmental delay or impairment in two or more of the following areas:

•Social interaction

•Verbal and Non-verbal language

•Stereotypical repetitive behavior in regards to interests and activities

•Criteria are not met under other PDDs, schizophrenia, or avoidant personality disorder

• Mercury has been linked to autismMercury has been linked to autism• Association with neural tube disordersAssociation with neural tube disorders• Lead exposure has been associated with milder forms Lead exposure has been associated with milder forms

of PDDof PDD• Brain damage (pre or postnatal)Brain damage (pre or postnatal)• Complications during birthComplications during birth• Thyroid ProblemsThyroid Problems• MalnutritionMalnutrition• Genetic Disorder (Twin studies have shown that Genetic Disorder (Twin studies have shown that

identical twins have a 40-85% chance of both children identical twins have a 40-85% chance of both children having PDD, and fraternal twins having a less than 5% having PDD, and fraternal twins having a less than 5% occurrence).occurrence).

• Multiple genes have been identified with autismMultiple genes have been identified with autism• Immunization shots have been linked with autismImmunization shots have been linked with autism• Multiple cases of PDDs have been found to be more Multiple cases of PDDs have been found to be more

prevalent in specific areas, especially near chemical prevalent in specific areas, especially near chemical and nuclear plants and devicesand nuclear plants and devices

BASICALLY UNKNOWN

• Behavior Modification: number one form of Behavior Modification: number one form of treatment. Early and persistent treatment treatment. Early and persistent treatment is most successfulis most successful

• PsychotherapyPsychotherapy• Parental education and trainingParental education and training• Social skills trainingSocial skills training• Educational adaptationEducational adaptation• Medications for symptoms (hyperactivity, Medications for symptoms (hyperactivity,

attention, impulsivity, aggression, attention, impulsivity, aggression, compulsions, anxieties, etc.)compulsions, anxieties, etc.)

• Cure Autism Now:Cure Autism Now: program in LA, based on the techniques program in LA, based on the techniques used by Soma Mukhopadhyay and her son, Tito. Soma used by Soma Mukhopadhyay and her son, Tito. Soma worked with her son non-stop using a what is now referred worked with her son non-stop using a what is now referred to as the “rapid prompting method”. She forced him to focus to as the “rapid prompting method”. She forced him to focus by gently probing him, sometimes raising her voice to keep by gently probing him, sometimes raising her voice to keep him on track when she asked him questions and required an him on track when she asked him questions and required an answer. Tito now communicates through writing and poetry; answer. Tito now communicates through writing and poetry; although still has many autistic tendencies.although still has many autistic tendencies.

• Son-Rise Program:Son-Rise Program: program developed by Raun Kauffman program developed by Raun Kauffman and his family. Raun was also diagnosed autistic in the 70’s. and his family. Raun was also diagnosed autistic in the 70’s. His parents developed a program based around “joining the His parents developed a program based around “joining the autistic child on the other side of the wall”. The Kauffman autistic child on the other side of the wall”. The Kauffman program is out in Massachusetts.program is out in Massachusetts.

• Judevine Training:Judevine Training: Missouri based program centered Missouri based program centered around Applied Behavior Analysis. around Applied Behavior Analysis.

• Dan Marino Center:Dan Marino Center: Florida based program started by Florida based program started by football player, Dan Marino and his wife, Claire. Their son, football player, Dan Marino and his wife, Claire. Their son, Mike was diagnosed with autism at a young age, now at the Mike was diagnosed with autism at a young age, now at the age of 14 he shows no symptoms.age of 14 he shows no symptoms.

“I won’t say I have been cured because you can’t really be cured of autism. But I have overcome it. That’s what you can do, you can overcome it. I don’t notice it at all anymore.” Mike Marino With the help of my

imagination, I can go to places that do not exist and they are like beautiful dreams. But it is a world full of improbability racing toward uncertainty.” Tito Mukopadhyay

“The thoughts are bigger than I can express, every move that I make shows how trapped I feel under the continuous happenings.” Tito M.

At 18 months, I was diagnosed as severely autistic, with a tested I.Q. of less than 30. Completely mute and withdrawn from human contact I would spend my days endlessly engaged in repetitive behaviors such as spinning plates, rocking back and forth, and flapping my hands in from of my face. I didn’t want to be touched. I never looked at other people, and I did not give the slightest response to the calls and request of the people around me. I was in my own world. ~Raun Kaufman

To experience how an autistic person writes put on very thick gloves and write you name, address, phone number, alphabets, and numbers.

Sensory perception is often a problem for PDD individuals. To have a sense of what it may be like try the following exercise: In a room that can be darkened set up a strobe light, a radio, a gardening glove, and a loofah sponge mitt. Have the participants sit at desks or tables in the room. Explain to them that they are autistic students in a class with a new teacher. Introduce yourself as their new teacher and tell them they must sit still in their seats, sit quietly and follow the rules. Turn out the lights and turn on the strobe light and turn on the radio very loud between stations. Introduce yourself to each child shaking their hands with the glove on your hand and moving in close to their face and then far away varying your voice. When the student pulls away or jumps, pat their face with the loofah and say “that will be okay”, don’t be nervous”. When the last student is finished the teacher jumps up, claps her hands throws on the lights, stamps her foot and says “That’s enough! This is the last straw. If you can’t behave you will have to leave my classroom.” DISCUSS!

Emory Autism Resource Center

A state-wide resource in Atlanta.

Offers diagnosis, treatment, referral, and family support.

http://www.emory.edu/FMD/web/autism.htm

Contact person: Rene Dawson

718 Gatewood Road Atlanta, GA 30322

Telephone: 404.727.3964

E-mail: [email protected]

Parent to Parent of Georgia

A non-profit organization for Georgia families.

Provides support and information to parents of children with disabilities. This website offers free newsletters, resources,

posting, monthly teleconferences. A great resource for families

http://parenttoparentofga.org/

Atlanta OfficeEsther Sherberger, Director3805 Presidential Parkway,

Suite 207Atlanta, GA 30340

770-451-5484 Toll-free: 800-229-2038 Fax: 770-

458-4091

Babies Can't Wait (Georgia)

Georgia's early intervention program for

children from birth to age three.

If you suspect your child has a delay in

development, contact your local

office.404-657-2726

E-mail: [email protected]




mailto:[email protected]




mailto:[email protected]?subject=Babies%20Can't%20Wait

mailto:[email protected]?subject=Babies%20Can't%20Wait

Medical College of Georgia - Child

Neurology Section Contact information

for the MCG Child Neurology section – houses the autism

program, which offers developmental and

autism assessments. More clinical site.

[email protected]

Autism-Georgia Autism news, information, and research network for

Georgia. This is a Yahoo Group for

Georgia parents of children with autism and

friends. Join to read messages.

Autism Listservhttp://groups.yahoo.com/group/autism-georgia/

Resources for Teaching and Training Why do toys and resources for children with autism have to cost so darn much!? Visit this page for links to the best free resources on the Internet.http://groups.msn.com/TheAutismHomePage/resourcesforteaching.msnw

Autism Society of America - Greater Georgia Chapter

Information and links on autism, parent support,

and more.http://

www.asaga.com/



http://groups.yahoo.com/group/autism-georgia/

http://groups.yahoo.com/group/autism-georgia/

http://groups.msn.com/TheAutismHomePage/resourcesforteaching.msnw

What are we looking at What are we looking at today?today?

• M.G.’s personal historyM.G.’s personal history

• Identification of instructional/ behavioral Identification of instructional/ behavioral needsneeds

• Collaboration with professionals and Collaboration with professionals and familyfamily

• Intervention including pre and post testsIntervention including pre and post tests

• Additional Disorder: Pervasive Additional Disorder: Pervasive Developmental DisorderDevelopmental Disorder

• M.G. is a 12-year old boy with a severe to profound M.G. is a 12-year old boy with a severe to profound bilateral hearing lossbilateral hearing loss

• M.G.s hearing loss was identified when he was one-year M.G.s hearing loss was identified when he was one-year old and he was fitted with bilateral hearing aids when old and he was fitted with bilateral hearing aids when he was 2 years old. He has worn his aids consistently he was 2 years old. He has worn his aids consistently since that timesince that time

• Aided M.G. can hear in the moderate range, including Aided M.G. can hear in the moderate range, including some speech soundssome speech sounds

• Both of M.G.’s parents are hearing and there is no Both of M.G.’s parents are hearing and there is no family history of hearing lossfamily history of hearing loss

• M.G.’s disabilities resulted due to maternal M.G.’s disabilities resulted due to maternal gestational diabetesgestational diabetes

• M.G. has cerebral palsyM.G. has cerebral palsy• M.G. has been diagnosed with attention deficit M.G. has been diagnosed with attention deficit

hyperactivity disorderhyperactivity disorder• M.G. has also been diagnosed with Pervasive M.G. has also been diagnosed with Pervasive

Developmental DisorderDevelopmental Disorder• M.G. is an only child; however, the family has M.G. is an only child; however, the family has

recently considered adopting another childrecently considered adopting another child• M.G.’s father works out of the home and travels M.G.’s father works out of the home and travels

out of town frequentlyout of town frequently• M.G.’s mother does not workM.G.’s mother does not work

• M.G. is currently placed in a self-contained M.G. is currently placed in a self-contained special needs class at a school for the Deaf.special needs class at a school for the Deaf.

• Most recent testing took place at the Marcus Most recent testing took place at the Marcus Institute in February 2000Institute in February 2000

• M.G. was administered the Leiter International M.G. was administered the Leiter International Performance scale and was identified as having Performance scale and was identified as having a full IQ of 45a full IQ of 45

• M.G. has a moderate intellectual disabilityM.G. has a moderate intellectual disability• The Vineland adaptive scale shows M.G. to have The Vineland adaptive scale shows M.G. to have

a functional level at the age equivalency of 2 ½ a functional level at the age equivalency of 2 ½ yearsyears

• M.G. has passed all recent vision screeningsM.G. has passed all recent vision screenings

• M.G.’s short attention M.G.’s short attention span and low span and low developmental level, developmental level, result in his difficultyresult in his difficulty

to learn new materialto learn new material• M.G. is able to count M.G. is able to count

from 1-5 by rote, but from 1-5 by rote, but with difficulty due to with difficulty due to motor difficulties, not motor difficulties, not cognitive difficulties.cognitive difficulties.

Objectives

M.G. will write numbers 1-5,

8/10 trials

M.G. will sequence numbers 1-5,

8/10 trials

Modifications:M.G. will use a

Computer in place ofWriting numbers.M.G. has difficulty

Forming a straight line

• M.G. has an M.G. has an extremely short extremely short attention spanattention span

• When M.G. is not When M.G. is not receiving constant receiving constant attention during attention during lessons, he becomes lessons, he becomes aggressive towards aggressive towards his classmates and his classmates and teachersteachers

• When the teacher When the teacher asks a question, if asks a question, if M.G. is not called on M.G. is not called on he will hit the student he will hit the student sitting beside or rip sitting beside or rip up his papersup his papers

Objectives

M.G. will refrain fromgrabbing hisclassmates Papers and

ripping them for 8/10 lessons

M.G. will refrain From hitting hisClassmates and Peers through8/10 lessons

M.G.’s behaviors include hitting, biting, eye poking, and hair pulling. With hitting the most prevalent behavior.

The habits of mind we focused on were:

Managing Impulsivity: throughout the course of the lesson one of my goals was to teach M.G. more appropriate ways of gaining someone’s attention, through excuse me, eye contact or a gentle tap. We engaged in several role playing exercises. When someone is in M.G.’s way his first instinct is to hit them, I tried to teach him to think before he hits.

Applying Past Knowledge to New Situation: this was a step by step lesson, and each new activity built upon previous activities. I was constantly saying, “remember when we did this” or “oh you know how to do this”.

Gathering data through all of your sense: hence the reason for wood numbers, carpet numbers, drums, food, etc.

SJ is the Occupational therapist at the Atlanta Area School for the Deaf. SJ works twice weekly with MG. They work together one time weekly in the classroom and one time weekly for pullout therapy.

The OT assisted M.G. in and out of the classroom on sequencing. SJ developed several worksheets with numbers 1-5 scattered around. MG had to draw lines from one number to the next in sequential order. SJ said that it is difficult to tell if MG is able to sequence the numbers through this task because his motor skills are poor.

CC is the speech language pathologist at AASD. CC works with MG one time weekly in the classroom. CC and MG have been working on incorporating his Dynavox (AAC device) into the classroom.

CC and MG have been working on enhancing MG’s vocabulary in relation to his behavior. They have added his rules to the Dynavox using the same picture symbols we have been using for the rules all year. During their meeting times they review the rules and talk about ways for MG to behave when we becomes frustrated with someone.

The behavior team at AASD has been instrumental in assisting with MG’s behavioral needs. The behavior team (a.k.a. Dr. Red) consists of the 4 supervising principals.

Because of MG’s smaller stature, when he does have a “blow up” he is easier to handle. His peers and his teachers are not afraid of him when he becomes upset. When he hits his classmates or peers, they will not hit back and usually do not inform a teacher. When other students exhibit the same behavior the behavior team is paged, but for MG they have not been called. The team is now is being called for MG whenever his behavior becomes unmanageable. He is given the same treatment as his peers. He is placed in timeout and loses the same privileges as others would.

It has also been extremely important to involve the family for our plan to work. At the beginning of our plan, I met with the family in their home, along with the school social worker, DH. We discussed MG’s behavior at home, we well as at school. The family was having similar behavior problems with him at home. He was biting, hitting and eye poking his parents when he did not get his way.

Throughout the implementation of the behavior plan, we tried to keep consistency in what we were doing at home and at school. MG’s parents did admit to having problems keeping up with the plan. At school, MG’s daily schedule is structured and routine, and at home his schedule fluctuates and is very unstructured. We discussed trying to tighten the routine at home but his parents were not willing to run their household in that manner.

CriteriaCriteriaMG will MG will match match number number 1-51-5

MG is able to MG is able to match number match number 11

MG is able to MG is able to match match number 2number 2




MG will MG will sequence sequence numbers numbers 1-51-5

MG is able to MG is able to sequence sequence from 1-2from 1-2




N/AN/AMG will MG will write write numbers numbers 1-5 in 1-5 in sequencesequence

MG is able to MG is able to sequence sequence from 1-2 from 1-2 (typing on the (typing on the computer)computer)

MG is able to MG is able to sequence sequence from 1-2 from 1-2 (typing on (typing on the the computer)computer)



N/AN/A

Recorder: _________________

Date: ___________________

CriteriaCriteria pointpointss

MG will not MG will not hit his hit his classmatesclassmates

MG did not hit MG did not hit his classmates his classmates between 8am between 8am and 10amand 10am

____ 3 pts____ 3 pts

MG did not hit MG did not hit his classmates his classmates between 10am between 10am and noon and noon ____ ____ 2 pts2 pts

MG did not hit MG did not hit his classmates his classmates between noon-between noon-3pm 3pm ____ ____ 2 pts2 pts

MG only hit MG only hit classmates to classmates to gain their gain their attention attention

____ 1 pts____ 1 pts

MG will not MG will not hit his hit his teachersteachers

MG did not hit MG did not hit his teachers his teachers between 8am between 8am and 10am and 10am ____ ____ 3 pts 3 pts

MG did not hit MG did not hit his teachers his teachers between 10am between 10am and noon and noon ____ ____ 2 pts 2 pts

MG did not hit MG did not hit his teachers his teachers between noon-between noon-3pm 3pm ____ ____ 2 pts2 pts

MG only hit MG only hit teachers to teachers to gain their gain their attention attention ____ ____ 1 pts1 pts

Total--->Total--->

Recorder: _________________

Date: ___________________

Monday: Begin pre-testing on behavioral and instructional skills

Tuesday: Continue with pre-testing on both skills

Wednesday: Continue with pre-testing on both skills

Thursday: Continue pre-testing on behavioral skills and begin instruction on instruction skills

Friday: Continue pre-testing on behavioral skills and continue instruction on instructional skills

Monday-Friday: Behavioral and Instructional Sequence

Monday: Behavioral and Instructional Sequence

Tuesday-Friday: continue with instructional sequence as needed. Begin post-testing on instructional and behavioral objectives

Behavioral pre-testing: do not change routine, chart data on each account of hitting peers and teachersMon-Wed Instructional pre-testing:Materials:Flashcards 1-5Printed chart with numbers 1-5 and space for flashcards directly belowPrerequisite skills:Ability to attend to activity for 3-5 minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Instructional Sequence:Explain to MG that we will be counting. With the teacher sitting across from MG, set the materials between MG and the teacher. Set the flashcards out on the table in random order and the chart facing MG. First demonstrate what MG will be doing. Slowly match the flashcard to the space on the chart below the original number. Continue with each number. Ask MG to do the same. Keep the activity short (up to 5 minutes, with corrections). MG has an extremely short attention span, we will lengthen the activity duration with each lesson. Attempt to length the lessons by 1-2 minutes each day. Over the next three days of testing, vary the materials used for the numbers. Use materials of different textures, such as, carpet, felt, wood, plastic and so on.Try to test MG one time before lunch and one time after lunch. He appears to have better behavior in the afternoons.

Thursday Instructional Sequence:Materials:Plain small-med cardboard box, material with numbers on it or numbers cut from felt or cloth, scissors, hot glue gunPrerequisite skills:Ability to attend to artistic activity for at least 10 minutesSome gluing and cutting skillsInstructional Sequence: The purpose of this activity is to grab MG’s attention with numbers, to help him make this activity his own. We will be making a box with numbers on it, discussing the numbers on the cloth or the cutouts while we are working. Assist MG (hand over hand) with cutting the numbers or the cloth to fit around the box and using a hot glue gun glue the cloth or numbers on to the box. The box will be used to store numbers made from other materials, such as wood, felt, carpet, and whatever else you can find.

Friday Instructional Sequence:Materials:Will vary depending on chosen activity (we traced, cut and painted numbers on paper and wood)Prerequisite skills:Ability to attend to artistic activity for at least 10 minutesWill vary depending on chosen activityInstructional Sequence: Additional activities that can be used to grab an interest include, painting wooden numbers, tracing and cutting numbers out of carpet, cloth, paper, paint numbers on linoleum squares, etc.

After reviewing the pre-testing information, it was clear that MG did not have any difficulty copying numbers in sequence from 1-5.

Interesting note not revealed in pre-testing: MG had a difficult time sequencing paper copies, laminated and not laminated, of the numbers. He was able to sequence the felt numbers, carpet numbers, and wooden numbers. Even when he was copying the sequence he had to be reminded to look again or attend to the activity once or twice.

This lesson was changed to meet MG’s more critical needs and to place more emphasis on placing numbers in sequential order without a visual prompt and writing (typing) numbers in sequential order. What you see here is the corrected version.

The next step we will be taking is to begin a daily contract with MG (see worksheet #3). The contract will be completed everyday and will be in picture format so that MG is able to understand it. MG will be responsible for his behavior contract. He will carry it around in his pocket and will carry it to lunch and P.E. It will eventually be his responsibility to have his other teachers mark off the contract in his other classes. We are starting with three phases of 2 hours each, with the last phase having 3 hours(he rarely has problems at this time because he has P.E. and recess in the afternoons). In the two hour blocks he can either get one happy face or a sad face depending on if he hits his classmates or a teacher. By the days end he will have 6 opportunities to get happy faces, he needs to have 4 of the 6 happy faces to have a prize at the end of the day. We will move this to every hour after MG gets used to marking off the paper and carrying it around. Currently if he has to pull out the paper too many times he will lose it.

In addition both teacher and aide will remain in close physical proximity to MG.

We will encourage MG to slow down and to think before making rash decisions. Remind him to stop and think about another way to handle the situation.

Tuesday Instructional Sequence: Dot to Dot and Patterns

Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers and inkpad, blank paper, dot to dot worksheets (easy to make if you do not have any, also MANY available online at various learning worksheet sites). Worksheet with various patterns of the numbers 1-5.

Prerequisite Knowledge:Ability to attend to activity for 3-5 minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Instruction:Review previous activities. Spend 10-15 minutes (on and off if necessary) working on sequencing wooden letters, carpet, etc. MG has severe motor problems, primary due to his CP. For MG, dot to dot worksheets are not practical without assistance. This activity must be worked on with teacher supervision. MG can point from one number to the next and draw a line with hand over hand assistance. Before resorting to hand over hand assistance, have him try to draw the line himself (you can use the eraser end of the pencil). The next worksheet activity has 4 different patterns of numbers 1-5. Have MG locate the correct pattern and draw a circle around that pattern (he may also need hand over hand assistance with this as well).

Wednesday Instructional Sequence: Chalk Walk and Drum Beat

Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers and inkpad, blank paper, chalk, large sidewalk, drums

Prerequisite Knowledge:Ability to attend to activity for 3-5 minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Instruction:Review previous activities. Spend 10-15 minutes (try to work straight through for 10 minutes and then take a break before beginning the next activity) working on sequencing wooden letters, carpet, etc. Gather your chalk and head outside. Draw the numbers 1-5 on the ground and have MG walk from one number to the next in sequence. To involve the entire class. MG tunics for 5 students to wear. Have them wear their numbers and spread out in the classroom or out on the playground. Have MG walk from the number one student to the next in sequential order. Head on into the music room and pull of the Big drums. Drum 1 time first them 2 times, etc. Ask MG to copy the drum sequence.

Thursday Instructional Sequence: Computer Sequencing

Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers and inkpad, blank paper, computer with keypad

Prerequisite Knowledge:Ability to attend to activity for 3-5 minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Ability to sequence numbers 1-5 using a variety of materialsInstruction:Review previous activities. Spend about 5 minutes working on sequencing wooden letters, carpet, etc. Move over to the computer and begin working on sequencing in order. Before having MG type the numbers in sequence have him move the numbers around into the correct sequence. Set up the screen where numbers 1-5 are on the screen and MG must move the mouse around to place the numbers in the correct order. Begin the first time with just numbers 1-3 and then add 4 and 5. Replay this activity several times. You can include some animals or toys to the screen to attract his attention.

Friday Instructional Sequence: Computer Sequencing


Prerequisite Knowledge:Ability to attend to activity for 3-5 minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Ability to sequence numbers 1-5 using a variety of materialsInstruction:Review previous activities. Spend about 5 minutes working on sequencing wooden letters, carpet, etc. Review sequencing the numbers on the computer for a couple of minutes. Clear the screen and ask MG to type the numbers first ask him to type number 1. Ask him what number comes next, once he tells you number 2, have him find the number 2 on the keyboard. Continue on through number 5.

Monday Instructional Sequence:


Prerequisite Knowledge:Ability to attend to activity for 3-5+ minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Ability to sequence numbers 1-5 using a variety of materialsInstruction:Review all previous activities. Spend about 5 minutes working on sequencing wooden letters, carpet, etc. Another 5 doing the chalk walk, do a dot to dot worksheet, work on the computer. This should be a review day before beginning post testing. Mondays are often difficult and he needs a reminder after the weekend of not working.

Tuesday Instructional Sequence:

Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers and inkpad, blank paper,

Prerequisite Knowledge:Ability to attend to activity for 3-5+ minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Ability to sequence numbers 1-5 using a variety of materialsInstruction:Begin post testing today. Test MG at various times during the day. Work on computer activities in the morning and sequencing hard materials after lunch. Repeat the previous activities he did all last week. Be sure to include a lot of breaks with activities that MG enjoys. Go for a walk around the school or play on the playground for 10 minutes, get away from the math skills, but before changing activities, remind him that he will work on this activity again later. If you have a picture schedule (which we do), set up the picture schedule so MG is aware of what is coming up next.

Wednesday Instructional Sequence:


Prerequisite Knowledge:Ability to attend to activity for 3-5+ minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Ability to sequence numbers 1-5 using a variety of materialsInstruction:Continue post testing today. Test MG at various times during the day. Work on computer activities in the morning and sequencing hard materials after lunch. Repeat the previous activities he did all last week. Be sure to include a lot of breaks with activities that MG enjoys. Go for a walk around the school or play on the playground for 10 minutes, get away from the math skills, but before changing activities, remind MG that he will work on this activity again later. If you have a picture schedule (which we do), set up the picture schedule so MG is aware of what is coming up next.

Thursday Instructional Sequence:

Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers and inkpad, blank paper

Prerequisite Knowledge:Ability to attend to activity for 3-5+ minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Ability to sequence numbers 1-5 using a variety of materialsInstruction:Wrap up testing today. Test MG at various times during the day. Work on sequencing hard materials in the morning and computer activities after lunch. Repeat the previous activities he did all last week. Be sure to include a lot of breaks with activities that MG enjoys. Go for a walk around the school or play on the playground for 10 minutes, get away from the math skills, but before changing activities, remind MG that he will work on this activity again later. If you have a picture schedule (which we do), set up the picture schedule so MG is aware of what is coming up next.

Friday Instructional Sequence: Edible Numbers

Material Used: Printed numbers, wooden numbers, carpet numbers, etc., stamps of numbers and inkpad, blank paper, Cookie dough, cookie cutters.

Prerequisite Knowledge:Ability to attend to activity for 3-5+ minutes (difficult but he can do it)Ability to recognize numbers 1-5Ability to match sets of numbers (3 to 3 and 5 to 5)Ability to sequence numbers 1-5 using a variety of materialsInstruction: FUN DAYFor our wrap up, we are making number cookies. Roll out the dough to about ¼ inch thick. Using cookie cutters in the shape of numbers cut the cookies in sequential order. If you do not have cookie cutters in the shape of numbers you can mold the dough into the shape of the numbers. Be sure the students wash their hands and watch MG because he will eat all of the dough! While the cookies are baking count out objects of 5, 5 fingers, 5 toes, 5 eggs, 5 people, etc. When the cookies are finished baking you can decorate them with icing and sprinkles and then eat them in sequential order!

1 2 3 4 5

1 4 5 3 2

3 1 5 2 4

5 3 4 1 2

3 5 2 1 4

1 2 3 4 5

Worksheet 3

robyn rice graduate student dr. susan easterbrooks georgia state university methods of teaching...

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