“They had all this strange equipment and weights and mirrors and bars. But the weirdest part of the physical therapy room was the staircase. There was this staircase with a handrail on either side but the stairs didn't go anywhere -- they went right into the wall! The physical therapist would come up to me and say, "Walk up the stairs." And I'd say, "Why? They don't go anywhere." But she'd say, "Never mind, walk up the stairs." So, I'd walk up the stairs and nearly kill myself getting up there. When I got to the top the physical therapist would say, "Good! Now walk back down the stairs." I'd say, "Wait a minute! If you didn't want me up here in the first place, why did you ask me to walk up here?“

-Norman Kunc, “The Stairs Don’t Go Anywhere”http://www.normemma.com/articles/arstairs.htm

http://www.ocali.org/project/least_restrictive_environment_video

“Experts Get Big Bucks For Consultation to Remind Folks that ‘Intervention’ Can Be Effective Only Before a Crisis Occurs”

“Secret”: Design Instruction and Interventions that are designed to Prevent, Teach, and Effectively Respond to Student Behavior

Agenda• Discussion Guide• Review/Quiz• Systematic Instruction

• Discrete Trial Training• Pivotal Response Training• Verbal Behavioral Approach

• Course Evaluations• Dismissal

• http://www.swiftschools.org/• http://www.autisminternetmodules.org/

Discussion Guide • Chapter 14: Building Skills for Home & Community

• Guidelines for Planning Instruction• Guideline 1: Person-centered Planning Strategies to Create a Vision• Guideline 2: Coordinate Instruction with Families• Guideline 3: Encourage Self-Determination • Guideline 4: Select Appropriate Instructional Settings, Plan for

Generalization, and use Efficient Strategies• Guideline 5: Use Transition Planning to Focus on Community-Based

Instruction

• Autism Internet Modules???• http://www.autisminternetmodules.org/

Review • Critical features of a goal and objective?• “Least Dangerous Assumption (Jorgenson, 2005)” for students

with developmental disabilities?• PLAAFP?• Self-determination?

• What skills would you teach a student to promote their self-determination?

• Steps to assessing a student with developmental disabilities?• Task analysis?• Antecedent strategy? Consequence strategy?

7

“Clearing a path for people with special needs clears the path for

everyone!”

How do we help schools & classrooms plan for all students?• Think School-wide?• Think Classroom/Unit Planning?• Think About different Abilities/Acceptance/Tolerance?

SAMchoolwidepplicationsodel

SAMchoolwidepplicationsodel

SAMSAM

choolwidepplicationsodel Six Guiding Principles to

Creating an Inclusive School1. All instruction is guided by General Education

2. All school resources are configured to benefit all

students3. School Proactively addresses social development and

citizenship4. School is data-based learning organization5. School has open boundaries in relation to its families

and its community6. District supports school-centered approach and

extensive systems-change activities required to implement a school-wide model

Sailor & Roger, 2005

Universally Designed Instruction…Why?

I. Provide Multiple Means of Representation

II. Provide Multiple Means of Action & Expression

III. Provide Multiple Means of Engagement

Perception Physical Action Recruiting Interest

Language, expressions, and symbols

Expression & Communication

Sustaining Effort and Persistence

Comprehension Executive Functioning

Self-regulation

National Center on UDL; www.udlcenter.org• http://udltechtoolkit.wikispaces.com/

Ability Awareness• Alternatively called “disability

awareness”• Lessons, activities, discussions that

teach students & staff about individual abilities

• Facilitates a dialogue about overall respect & dignity

Basic Idea around Ability Awareness

• Should emphasize that we are all people first &

• We all want to be treated fairly and have opportunities like everyone else

• http://www.youtube.com/watch?v=k3AeIFup1qY&feature=rellist&playnext=1&list=PL961CE6A2D1A552BE

Where do we start when planning for an individual with significant disabilities?

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”

Steps in the Ecological Assessment Process? • Where do we start?

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

Common Person-Centered Planning Methods??• http://

functionalassessment.pbworks.com/w/page/65382678/Person-Centered%20Planning%20Resources

Planning Alternative Tomorrows with Hope (PATH)

http://www.inclusive-solutions.com/pcplanning.asp

Choosing Outcomes & Accommodations for Children: COACH 3• Giangreco, Cloninger, Iverson (2011)• Beyond Student-Centered Planning to

Student-Directed Planning

• Intended to accompany and not supplant IEP planning process

MAPS• Making Action Plans• OR• McGill Action Planning

• Number of Questions around:• Dreams• Nightmares• Important People• What Works for Me?• What Doesn’t Work for Me?

After Person-Centered Planning…What next? • How?• What should be included?

After IEP Summary, etc…..?

Promote Self-Determination

Loman et al., 2010

Preference Assessments• Why are preference assessments so important?

• Want to be seen as the “giver of good things”

• Natural consequences may not be reinforcing to the learner.

• http://www.youtube.com/watch?v=CBuTHzWvN8I

Two Main Types of Preference Assessments?

Free Access Steps (Ortiz & Carr, 2000)• Identify several potentially preferred items (checklist or

interview of others)

• Position items so that the learner has access to all items • Spread around the room in the learner’s reach/view

• Observe the learner on several occasions

• Document the first item (& successive items) the learner approaches and note the total duration of time the learner engages with each item.

Form 5.2

Forced Choice Steps (Piazza, Fisher, Hagopian, Bowman, & Toole, 1996)• Identify several potentially preferred items • Present items in pairs.• Randomize the presentation of items in pairs and order of

pairs (to prevent the same item from being presented too many times in a row)

• Randomize the position of the items • Observe the item in each pair the learner selects.

Forced Choice Form 5.3

After preference assessments…then….

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

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)

Infused Skills GridSchool Name

Student Name: Class Schedule: Room:Age:Grade:Parent/ Guardian: Phone:Advocate Teacher: Phone:

FamilyCheck here if the Studentinf used skill has Peersbeen identifi ed by: School

Activities/ Subjects/ Environments

I nfused Skills Grid

I nf used Skills • Focus on Goals.

• Increase Participation

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.

Daily Schedule Analysis

Participation PlanTime Activity

(What General Education Students are Doing in the Class)

How to Support How Student Participates

8:30-9:00(Social Studies)

Listening to Lecture on Social Studies Topic

Provide Guided Notes that include pictures with text of big ideas

Follows along and answers questions by pointing to his guided notes about main points when teacher calls on him

9:00-9:20 Class reads textbook silently or within small groups

Provide him with adapted reading with main points

Answers “Wh” questions within small group

9:35-10:20(Math)

Class learns new math concept and practices computation using this concept

Provide manipulatives and/or assistive technology

Answer modified questions focused on identifying double-digit numbers & using a calculator

Task/Routine Analysis

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

How do we assess communication? • Social Skills? • Academic Skills? • Daily living skills?

Teaching• Teaching is the process of arranging instructional stimuli that

result in behavior change for the learner.

• Teaching requires the establishment of a learning context.• Teaching requires behavior change on the part of the learner.• Teaching students to respond to specific stimuli is a teacher’s

basic job.

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

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

KWL for instructing students with multiple or developmental disabilitiesWhat do you ….

KNOW

What do you…

WANT

to know

What you…

LEARNED

Evidenced-based Practices

National Standards Project:11 Established TreatmentsComprehensive Treatment

Packages• Comprehensive Behavioral

Treatment for Young Children (discrete trial)

• Antecedent Package (ABA, positive behavior supports)

• Behavioral Package (ABA, positive behavior supports, token systems)

• Pivotal Response Training• Schedules

• Self-management (promoting independence)

• Peer Training Package • Joint Attention Intervention

(respond or initiate joint attention)

• Modeling (imitation of target behavior)

• Naturalistic Teaching Strategies (child-directed to teach functional skills)

• Story-based Intervention Package

50

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

Teaching New Behaviors can be Thought of as Developing Stimulus Control

• Errorless Learning• Prompts and Cues• Response Shaping• Chaining

Effective Instruction of New Behaviors

Effective Instruction:We Must Determine the Nature of the Problem

1Behavior not in repertoire of student-SKILL DEFICIT Teach HOW

2Student can do behavior but does not -PERFORANCE DEFICIT teach WHEN & WHY

Does the student not know how or do they know how but choose not to?

Focus

Discrimination Learning• Discrimination based on relatively informal or imprecise

patterns of reinforcement usually develops slowly and is often imperfect.• Ex. Babies calling all men with beard “daddy”

• Student says went when sees “w-a-n-t” or “w-e-t”• Stipulation

• Importance of teaching range of positive and negative examples.

• Salient features of stimulus should be emphasized • Often times students learn based on some other feature than what

wanting them to focus on • Ex. Student says the word “went” because that flashcard has a

smudge on it, or the word “came” because it starts with a C.

• Using prompts to preclude a student from making an incorrect response

• when students are not learning effectively and efficiently with other procedures

1 effective 2 positive teacher/student interaction3 fewer inappropriate social behaviors4 students learn little from repeated errors

SUCCESS BEGETS SUCCESS AND FAILURE BEGETS FAILURE

Use

Rationale

Definition

Errorless learning

Errorless learning• Train discrimination without errors (shaping stimulus

control)• Refined form of decreasing prompts

• Alterations of features of the stimulus (Sd) OR Stimulus property

• Student’s name on white card other student’s name on black card.

• Card gradually darkened.• No incorrect choices and discriminated on relevant

stimulus properties.

• http://www.youtube.com/watch?v=8sYNcSP5VZ0• http://www.youtube.com/watch?v=h5_zJIm1B_k

Chained response skills vs discrete response skills

• Chained: multi-step behaviors• E.g. sweeping the floor, playing UNO, ordering food

• Discrete: stand alone (e.g., naming people, matching numbers to quantities, reading words)

• It is sometimes hard to distinguish the difference, depending on the learner

Decide whether these objectives include chained or discrete behaviors• Following the use of the toilet, Marc will wash his hands

by completing 8 of 10 task steps independently• When asked to circle a word (e.g., nap, mop, map) that

matches a picture on a worksheet, Marc will correctly circle the word 75% of the worksheet for two probes in a row

• When given a slant board to hold his papers and a template to limit the range of writing, Marc will print all of the letters of the alphabet from a model 100% of the time on two probes in a row.

• During lunch time at school, Marc will complete 10 of the 12 steps independently: get in line, go to cafeteria….etc….and return to the classroom.

Functional Routines InstructionCue(opportunity to respond)

Response/Behavior

Consequence Pause

FR Environment provides a natural cue

Student does each step needed to complete the activity

Student gets natural outcome of activity

Student focuses on next routine

EX Student’s bus arrives and door opens.

Other students get off bus

S gets off bus, goes in the correct direction, enters building, goes to class, puts away materials

Student is now inside with other students and has inviting activities to do. Teacher offers praise

Student transitions to next routine

Teaching Routines• Forward Chaining

• http://www.youtube.com/watch?v=wMVZQICUhAk

• Backward Chaining• http://www.youtube.com/watch?v=LbBj4Tzi9CQ

Discrete Trial Training (DTT) • Strategy based on ABA principles• Breaking skills down into smaller components and

teaching those smaller sub-skills individually• Mass Trials and Repeated Practice• Use of prompting when necessaryLeaf, R., & McEachin, J. (1999). A Work In Progress. New York, New York: DRL Books

Green, G., Luce, S., & Maurice, C. (1996). Behavioral Intervention for Young Children with Autism: A Manual for

Parents and Professionals. Austin, Texas: Pro-Ed.Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus on Autism and

Other Developmental Disabilities, 16(2), 86-92.

“Discrete Trial” 1. Initial Instruction (“Touch your nose”)2. A prompt or cue given by the teacher to help the child

respond correctly (Teacher points to child’s nose)3. A response given by the child (Child touches nose)4. An appropriate consequence (“Nice job touching your nose”

+ sticker)5. Pause between consecutive trials (1-5 seconds before next

trial)

Discrete Trial TrainingCue(opportunity to respond)

Response/Behavior

Consequence Pause

DTT T provides instructional cue (prompting may be needed)

Student Responds

Teacher praises and give child a positive reinforcer

There is a pause

EX 1. Student indicates interest in chips

2. Teacher says “Give me a car”

Student gives car to teacher

Teacher praises student and gives student a chip

Student eats chip and teacher waits a few seconds before next cue

Discrete Trial Training Videos• http://www.youtube.com/watch?v=JPfErTUYNkY• http://www.youtube.com/watch?v=2afb4i7LMJc• http://www.youtube.com/watch?v=cp_gzUTCm8g&feature

=mfu_in_order&list=UL

CHOOSE REINFORCERS YOU CAN EASILY CONTROL Toys can be difficult because of the “tug of

war” Food- small pieces Videos/dvd’s 2 min work= 30 sec video

List: food/drinks, video/audio tapes, short reinforcers that can be supported at a table (e.g., bubbles, light up spinning top, duster to tickle child), activities that include movement (bouncing on a ball, pushing on a swing, rocking, etc.)

Make sure student does not have unlimited access to them (out of reach or in a bin)

PAIRING LEARNING ENVIRONMENT/ PEOPLE WITH REINFORCERS Want student to think of place they work and

people they work with as a “good place”…where I get good things.

How to pair reinforcement1. Associate self with reinforcer

1. Reinforcers readily available…go to child…give reinforcer without demand

2. If child does not take it, lay it next to child and leave table

3. Work towards goal of having child take reinforcer in presence

2. Pair your voice with item1. When deliver reinforcer…say “chip…chip..here

Jimmy, a chip”

PAIRING REINFORCERS3. Place reinforcer on work table…short distance

away from child and see if child will approach you.

-once he begins approach, deliver reinforcer without demanding anything

4. Move items further from child-want child to get up from anywhere and

go to teacher 5. Teacher to begin contact/interact with child

-narrating what’s on TV, tickle child, sing songs

If problems with pairing reinforcers….Reassess the reinforcers you are using

EASING IN DEMANDS Low in beginning

Begin work when child happily approaches work area

Child sitting nicely for at least a few minutes Tolerates your voice and touches to arm and

back 1. Start by asking the child to learn to sign

for reinforcer (far item) 2. Then…imitating using toys, matching

identical objects, simple puzzles

Discrete Trial TrainingCue(opportunity to respond)

Response/Behavior

Consequence Pause

DTT T provides instructional cue (prompting may be needed)

Student Responds

Teacher praises and give child a positive reinforcer

There is a pause

Correct Responses- give student reinforcerIn general: 3 in a row correct then move to next step/ skill in program

Skill #1: Ring Bell

+

Data Collection

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

Data Collection

1. It is not overly distracting for the child2. It is never the correct response3. In the same classification (object or

picture)4. Not an item you are currently teaching

Arick et al., 2004

Rules/ Suggestions about the Distractor

Stop & restart trial Repeat Cue Prompt with just enough assistance to get

correct response. R+ with social praise only or very little

reinforcer (not the big R+) Repeat trial (with big R+ available)

Arick et al., 2004

If the student makes an error…

For a correct response 1:1 tangible reward or token (Big R+ for this

student and 1:1 social praise.

For a prompted response 1:1 Social praise and (only if needed with

this student) 1:1 little reward (not big R+)

Arick et al., 2004

General Reinforcement Procedure

+ = correct response

Ø = incorrect/no response and then corrected with a prompt

0 = incorrect/no response and not correct even with a prompt

Data Collection

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

+

Data Collection- Correct Responses

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

+ 0

Data Collection- Incorrect Trial

Student Makes Error

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

+ Ø

Data Collection- Error Correction

Student Makes Error. Always

provide a correction

procedure (/) after an error

(0)

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

+ Ø +

Next Trial After Prompted Trial

After prompted trial, keep position of

items the same

Reinforce student sitting in chair Reinforce student’s hands in lap Present cue in timely manner Reinforce correct program response Reinforce frequently for sitting Reinforce frequently for hands in lap

Arick et al., 2010

Recommendations for DT Sessions

Find motivating reinforcers Reinforcers in view, ready to deliver Arrange environment for success Reinforce for a few seconds of side by side

sitting Do not allow student to have access to the

reinforcer unless they are sitting in the chair.

Arick et al., 2010

Teaching Sitting in a Chair

Find extremely motivating reinforcers Talk about the reinforcers End sessions with correct response sequence and

good behavior Withdraw & ignore tantrum behavior Present a simple trial when tantrum stops Redirect with a series of simple trials from an

easier program Conduct an FBA

Arick et al., 2010

Ideas for decreasing crying & tantrum behavior

Allow time for student to enjoy the reinforcer

Use “my turn” and hold out your hand May need physical prompt first Place reinforcer in plain view, start right

away, reinforce for correct response A timer can help with sharing issues Use token reinforcement system to teach

delayed gratification

Arick et al., 2010

Teaching Sharing & Waiting

Using DTT, Teach your partner to:1. Imitate an action using an item (e.g. ringing a bell, writing a letter) [X] 2. Identify “Da Kine” [Y](teacher chooses what “Da Kine” means)

Teacher:◦ Present “X” only until 3 consecutive responses correct.◦ Present “X” with a “Distractor” until 3 consecutive

responses correct.◦ Present “Y” only until 3 consecutive correct responses◦ Present “Y” with a Distractor until 3 consecutive

correct responses◦ Present X & Y (randomly present until 3 consecutive

correct for each X & Y)

Practice

Student◦ Do not get every trial correct, ◦ but do get 3 correct eventually so that “Teacher”

can move on to presenting the other skills.

Take turns choosing a different action and a different meaning for “Da Kine”

Practice

Pivotal Response Training & Verbal Behavior Approach• “How to Teach Pivotal Behaviors to Children with Autism:

A Training Manual”• http://www.users.qwest.net/~tbharris/prt.htm

• Barbera, M. & Rasmussen, T. (2007). The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders. Philadelphia, PA: Kingsley Publishing.

Pivotal Response TrainingCue(opportunity to respond)

Response/Behavior

Consequence Pause

PRT 1. S indicates interest

2. Teacher withholds access to desired item/activity

Student Responds

S gets desired item There is a pause

EX 1. Student reaches for car.

2. Teacher withholds and says, “Car”

Student imitates the word car.

Teacher gives student access to car

Student plays with car

http://www.asatonline.org/treatment/videos

You can take it with you Can be used by parents/ peers/siblings Increases motivation Decreases frustration Increases generalization and maintenance

of intervention gains

Advantages

If Grabbing Objects/toys◦ Avoid by teaching “hands down” and reinforce teaching

“my turn” and block/withold to encourage verbal language

If Throwing Objects/toys◦ Avoid by teaching “do this” and show the student what

TO DO; teach them to say “no ______” for rejecting an object (have other reinforcing items to choose from)

If Crying/Screaming◦ Avoid by having highly reinforcing items; ignoring

behavior if possible; waiting till quite then reinforce; ending session on a positive (maybe start with shorter session)

Arick et al., 2010

Work on Behavior Throughout the Session

If aggressive (e.g., pinching, hitting)◦ Teach “hands down” and reinforce; ignore

behavior; provide frequent reinforcement for appropriate behaviors (“hands down”, “my turn”)

Lack of appropriate responding◦ Secure student’s attention before presenting cue;

present a clear cue; have highly motivating items and market the items!

Arick et al., 2010

Work on Behavior throughout the session

Teacher: Your goal is to teach:◦ Turn taking: My turn…Your turn.◦ Student to say the preferred item they are playing

with in order to get it back.

Practice….take turns playing the role of student and teacher