SAM

choolwide

pplications

odel

SAM

choolwide

pplications

odel

SAMSAM

choolwide

pplications

odel

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

• http://vimeo.com/70794074

Updates

• Today: Ecological Assessment Report & Quiz #4

• December 9th- PLAAFP Assignment & Quiz #5 (optional)

• Please come and check with me regarding your assignments and grades for this term.

Agenda

• Review & Quiz• Discussion of Chapter 11 OR Autism Internet

Modules• Writing Goals- Linking to the Common Core• Self-Determination Assessments• Evidence-based practices within UDL

framework• Evaluating School wide Environments

Functional Analysis

• What is it?• Why do we do it?• How do we do it in Real Life/Real Classrooms?

Functional Analysis v. FBA

Functional Analysis Uses experimental method to determine function of behavior Requires strict env’l control Used predominantly in research w/ application to classroom

Functional Behavioral Assessment Relies heavily on indirect measures (interviews & observations)

to ID function of behavior Written into Special Education law for use in schools Results in a hypothesis of the function of behavior

What would you use for the conditions to test this hypothesis?

Antecedent Behavior Consequence

Small group writing tasks (writing paragraphs)

Makes faces and yells at other students

Get Peer Attention

Control Condition?

Attention Condition?

Escape Condition?

Easy/Preferred Activity w/ Peers

If Problem behavior occurs:

Ignore

Work Alone on easy task

Work w/ Peers on difficult task

Provide him w/ attention from Peers

Remove the task

What would you use for the conditions to test this hypothesis?

Antecedent Behavior Consequence

Double digit addition problems

Breaks pencil, tears up papers

Avoid Math Task

Control Condition?

Attention Condition?

Escape Condition?

Easy/Preferred Activity

If Problem behavior occurs:

Ignore

Work Alone on easy task

Work w/ teacher on double digit problems

Provide him w/ attention

Remove the task

Functional Communication Training: Carr & Durand, 1985

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

AntecedentSetting Event

Summary of Behavior

SETT- similar to ecological inventoryStudent

S

Environment

E

Task

T

Tools

T•What are the student’s current abilities?

•What are the student’s special needs?

•What are the functional areas of concern?

•What activities take place in the environment?

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

•What assistive technology does the student have access to or currently use?

•What specific tasks occur in the environment?

•What activities is the student expected to do?

•What does success look like?

•Are the tools being considered on a continuum from no/low to high-tech?

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

•What are the training requirements for the student, family and staff?

Alternate/ Extended Assessment

General Assessment if…

Performs at or around grade level Difficulties primarily in reading,

but other subject areas fall within the normal range

Is reading within two to three grades of his/her enrolled level

Standard Extended if…

Student well below grade level in reading

Academic difficulties are generalized (all subject areas)

Benefits from specialized individual supports

General curriculum must be significantly reduced in breadth, depth, & complexity

Scaffold Extended Assessment if… Performance is significantly

impacted due to the nature of disability

Does not read Has academic, mobility, receptive,

& expressive language difficulties that are generalized relies on individual supports & adaptations to access reduced content materials.

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

1. Define the Instructional Universe

2. Define the Range of Relevant Stimulus and

Response Variation

3. Select Examples for Teaching & Testing

4. Sequencing Teaching Examples

5. Teaching the Examples

6. Testing with Non-trained Probe Examples

Quiz

Academic Skills Profile

• http://functionalworksample.pbworks.com/w/file/49653031/Academic%20Skills%20profile.doc

Writing Goals

• See Functional Work Sample Wiki• http://

functionalworksample.pbworks.com/w/page/49912525/Writing%20IEP%20Goals%20%20Objectives

Writing Goals- Linking to the common core• http://functionalworksample.pbworks.com/w/page/49912525

/Writing%20IEP%20Goals%20%20Objectives

Self-determinationIndependence, Interdependence, Opportunities to Act

-e.g., Goal setting, choice-making, self-management

Assistive TechnologyOperational CompetenceMulti-modal expression

e.g., How to use devices, low & hi tech options

Personal RelevanceRelated to individual needs

e.g., social skills, daily living, vocational

Pivotal SkillsImportant to learning across content areas e.g., selecting from a field of 4, using asking

/answering “Wh” questions, sequencing events, using graphic organizers

Grade Level Content Standards

Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

Using Goalbook• https://goalbookapp.com/

• Use Goal Wizard for your student OR browse goals.

Self-Determination Assessments & Materials• From wiki

Universal Design For Learning Framework: 3 Principles (cast.org)

Multiple Means of Representation

Multiple Means of Expression

Multiple Means of Engagement

Provide multiple, flexible methods of presentation.

Presented materials/curriculum is designed to be adjustable from the beginning so that it can adapt to the needs of diverse learners without significant add-ons.

E.g., Text with pictures to show behavioral expectations, expectations are presented in a clear and consistent manner.

Provide multiple , flexible methods of expression

Curriculum is designed to allow for different ways students can express what they know.

E.g., Students can express understanding by: writing, speaking, using sign language, manipulating objects/pictures, augmentative communication devices

Provide multiple options for engagement to stimulate interest and motivation

Engagement: voluntary attention and interest to the task shown by the learner

E.g., age-appropriate materials, culturally relevant, meaningful materials, choices

Evidence-Based Practices • National Professional Development Center (NPDC) on ASD• autismpdc.fpg.unc.edu/content/evidence-based-practice

• National Standards Project (2009)• http://www.nationalautismcenter.org/

Evidenced-based Practices

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

Evidence-Based Practices by UDL AreaRepresentation Expression Engagement

Visual Strategies(Picture Symbols/Schedules)

Augmentative Communication

Social Narratives/Power Cards

Video Modeling Functional Communication

Training

Reinforcement

Modeling/Prompting Time Delay Peer-mediated intervention

Naturalistic Interventions

Discrete Trial Training

Self-management

Task Analysis- Chaining

Pivotal Response Training

Naturalistic Interventions

Structured Work Systems/Activities

Response Interruption

SWIFTswiftschools.org• http://vimeo.com/70794074

• Quality of Inclusion Checklists• http://www.projectparticipate.org/handouts/Parentchecklist7

254.pdf

• http://www3.hants.gov.uk/inclusion_checklist.pdf• http://www.austinschools.org/lifeskills/standards_handbook/

documents/Inclusion%20Checklist%20for%20Your%20School.pdf