Evidence-Based Practices and PredictorsLiving Skills 12.Social Skills 13.Interagency Collaboration...
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Real Life Engagement Strategies: Evidence-Based Practices and Predictors Chris Filler Program Director OCALI Lifespan Transitions Center [email protected] Stacy Collins Ohio Department of Developmental Disabilities Employment First Initiative [email protected]
Transcript of Evidence-Based Practices and PredictorsLiving Skills 12.Social Skills 13.Interagency Collaboration...
RealLifeEngagementStrategies:Evidence-BasedPracticesandPredictors
ChrisFillerProgramDirector
OCALILifespanTransitionsCenter
StacyCollinsOhioDepartment ofDevelopmental
Disabilities Employment FirstInitiative
Predictors,Practices
andPlanning
Predictors• The'What'• ProgramStructure
• ComponentstoAddress
Predictors,Practices
andPlanning
Predictors• The'What'• ProgramStructure
• ComponentstoAddress
Whatcanwedoforyouthwhiletheyare
stillinschool….
…..that canimprove success in:AdultEmployment,Community LivingandParticipation
andAdultLearning?
EvidenceBased
PREDICTORS ofPostSchool
Success
Evidence BasedPredictorsofPostSchoolSuccess:• areactivities,servicesand
supports• thatoccurduringtheschool
years• identifiedbyresearch• associatedwithhigherratesof
successinadultemployment,postsecondarytrainingandindependentliving
EvidenceBasedPredictors
• NSTTAC*reviewedtheliteratureonEvidenceBasedPracticestoincludecorrelationalresearchinsecondarytransitiontoidentifyevidence-basedpredictors thatarecorrelatedwithimprovedpost-schooloutcomesineducation,employment,and/orindependentliving.
*NSTTAC:National Secondary Transition andTechnical Assistance CenterNowNTACT:National Technical Assistance CenteronTransitionwww.transitionta.org
NSTTAC(NTACT)
17PredictorsofPostSchoolSuccess
1. CareerAwareness2. Occupational
Courses3. PaidWork
Employment/WorkExperience
4. VocationalEducation
5. WorkStudy6. Community
Experiences7. ExitExam
Requirements/HSDiploma
8. InclusioninGenEd
9. ProgramofStudy10.SelfAdvocacy/Self
Determination11.Self– Care/Ind.
LivingSkills12.SocialSkills13.Interagency
Collaboration14.Parent
Expectations15.Parental
Involvement16.StudentSupport17.TransitionProgram
NTACT:NationalTechnicalAssistanceCenteronTransition:www.transitionta.org
OhioEmployment FirstEBPredictorToolAlignedwithNSTTAC(NTACT)
NSTTAC17PredictorCategories
1. CareerAwareness2. OccupationalCourses3. PaidWorkEmployment/WorkExperience4. VocationalEducation5. WorkStudy6. CommunityExperiences7. ExitExamRequirements/HSDiploma8. InclusioninGenEd9. ProgramofStudy10. SelfAdvocacy/SelfDetermination11. Self– Care/Ind.LivingSkills12. SocialSkills13. InteragencyCollaboration14. ParentExpectations15. ParentalInvolvement16. StudentSupport17. Transition Program (Includesmanyareas)
EFEBPredictorsTool8PredictorAreas
1. CollaborativeNetworksforStudentSupport
2. IndividualizedCareerDevelopment3. AuthenticCommunityBasedWork
Experience4. SocialandSocial- EmotionalInstruction
andSkills5. Academic,Vocational,Occupational
EducationandPreparation6. SupportingParentalInvolvementand
Expectations7. Self-Determination,IndependentLiving
SkillsInstructionandSkillBuilding8. InclusivePracticesandPrograms.
IncludesEightPredictorCategoriesà Descriptionà Findings fromResearchà Implications forPracticeà Notes
Evidence Based Predictors for Post-School Success
Ohio Employment First Transition Framework Evidence Based Predictors Tool
Guidance for educational services, vocational programs and employment supports to prepare youth to successfully transition to community
www.ohioemploymentfirst.org
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Evidence Based Predictors for Post-School Success
www.ohioemploymentfirst.org
Descriptor
As a youth moves towards graduation, a variety of agencies, organizations and people can and should become part of the transition team. Adding agency partners and others to the team provides the youth with the support of a network of people who provide services and resources in multiple environments to prepare students to achieve their specific post school outcomes. Interagency collaboration and coordination is a clear, purposeful, and carefully designed process. It promotes cross agency, cross program, and cross-disciplinary collaborative efforts leading to tangible transition outcomes for youth.
Student support includes both formal and informal networks of people (e.g., family, friends, educators and adult service providers). Research indicates that youth success is enhanced by a network of people that provide support and resources, regardless of the formal or informal nature of that network. These networks promote individualized planning and services to prepare students to obtain their annual transition and post-secondary goals aligned with their preferences, interests, and needs.
Evidence from Research
Findings:
• Students who received assistance from 3 to 6 community-based agencies (as compared to students with assistance from 0 to 2 agencies) were more likely to be engaged in post-school employment or education
• Interagency collaboration and coordination, which is a clear, purposeful, and carefully designed process, promotes cross agency, cross program, and cross-disciplinary collaborative efforts leading to tangible transition outcomes for youth.
• Students with support from self-family-friend network to find a job were more likely to be engaged in post-school employment
• Students with formal or informal mentors had higher self-esteem and were more likely to be employed during high school
• Students with informal mentors are more likely to have greater academic success
• Students who had support from informal (family/friends) or formal (vocational rehabilitation service) were more likely to work in community based work settings
Predictor One:
Collaborative Networks for Student Support
Research shows that youth benefit from having a support network. Both ‘formal’ (agency based) networks and ‘informal’ (friends, family, community members) networks enhanced youth success.
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Evidence Based Predictors for Post-School Success
Implications for Practice
• In-person and other ongoing communication/collaboration strategies with partners in multiple agencies are key to successful youth outcomes.
• Create outcome for each youth that is shared by all team members through the use of common data and information
• Identify and record the name and contact information of partners in a variety of systems including:
- Middle school and high school intervention specialists
- Other educators, such as transition coordinators
- County Board of Developmental Disabilities personnel such as SSAs (Service and Support Administrators)
- Opportunities for Ohioans with Disabilities personnel such as VR (Vocational Rehabilitation)
• Create connections for youth in the community that support the youth’s preferences, interests and strengths
• When meeting together as a cross-agency team, develop plans that expand resources and reduce duplication of effort
• Ensure personnel from multiple agencies are familiar with each systems’ terms and vocabulary
• Institute mentoring programs within the school and specialized for individual youth
• Create a network of informal support for each youth, in addition to any formal (agency) support available.
• Assure that the youth’s network includes individuals that can assist youth to explore financial support/benefits for which he/she may be eligible.
Notes
Predictor One:
Collaborative Networks for Student Support
Research shows that youth benefit from having a support network. Both ‘formal’ (agency based) networks and ‘informal’ (friends, family, community members) networks enhanced youth success.
• BriefOverview andDescription
• Evidence from Research
• Implications for Practice
OverviewandDescription
WhatDoestheResearchSay?
SoWhatDoesThisSuggestAbouttheWayWePractice?
Predictors,Practices
andPlanning
Predictors• The'What'• ProgramStructure
• ComponentstoAddress
EvidenceBasedPractices
KeyWords
Showntobeeffective…byresearch
…conscientioususeofcurrentbestevidenceinmakingdecisions
…resultedinconsistent,positiveresults…
…supportedbyresearch
….. teachaspecificskill &showntobeeffective
…beeneffectiveinhelpingstudentslearnspecificskills
EBP&P:‘Practices’
• Specificmethods• Usedtosuccessfully teachorinstructspecificskills/knowledge
• Underspecificconditions• Toadefinedgroup• ProvenwithResearch
SourcesforEvidenceBasedPracticeInformationNationalTechnicalAssistance CenteronTransition(NTACT)
formallyknownasNational Secondary Transition Technical Assistance Center (NSTTAC)www.transitionta.org
NationalProfessionalDevelopmentCenteronAutism
http://autismpdc.fpg.unc.edu/evidence-based-practices
National ProfessionalDevelopment CenteronAutism
CanWeUseTheseforAdults?
• While thesestrategiesarebasedontheresearchfocusedontransitionyouth,anumberofthesestudiesdidalsoincludeyoungadultswithdisabilities
• Ingeneral,thereislessresearch focusedonadultwithdisabilities. However, thesestrategiescomefromasolidfoundation
• Connectthestrategy,totheskillbeingtaught,totheperson’slearning style
• Collectdataandmonitorprogress• Iftargetedskills improve, thestrategybecomes ‘databased’forthatperson,regardlessofthefocusoftheresearch
EvidenceBasedPractices
EvidenceBasedPractices
EvidenceBasedPractices
OrganizationofTool
Neededtoavoidpagesofparagraphs.Butneededalsotolayalittlefoundation• Introduction
• What?• Why?• Who?• How?
OrganizationofTool
Theorganizationaldesignwasintended tobeuser-friendly toavoidoverwhelming thereader.
Needed tohavesubstance.1. LargeBlocks
• EBPName• EBPDescription orInformation
2. Information toDescribeandInformreader abouttheEBP.Whatisit?
3. TeamDiscussionQuestions4. ExamplesofHowtoUse. InrealEnvironments5. LinksforMoreInfo
- CompleteaswediscusseachEBP
- ConsiderPriorities
- Jotdownideasorquestions
SelfAdvocacy/SelfDetermination
SelfAdvocacy/
SelfDeterminati
on
- Skillstoallowyouthtotakechargeoftheirownlives.- Personmaycalluponsupport fromothers;however, isincontroloftheirownresourcesandhowtheyaredirected.
ComponentsofSelf-AdvocacyandSelf-Determination
Includesskillsinareassuchas:• choice-making• decisionmaking• problemsolving• goalsettingandattainment• independence• risk-takingandsafety• selfobservation• evaluationandreinforcement• self-instruction• leadership • self-awareness andselfknowledge
Thesebecome‘targetsofintervention’tobuild
effectiveself-determinationandself-advocacy
Self-DeterminationSkills WHATTOTEACHTodeveloptheSelf-Determination Skill
Choice-Making InvolvesteachingstudentstoidentifyinterestsandpreferencesandtoappropriatelyselectanoptionbasedonthosepreferencesandInterests.
ProblemSolving Involvesteachingstudentstoidentifyanddefineaproblemandtogeneratepotentialsolutions.
DecisionMaking Involvesteachingstudentstouseproblem-solvingskillsandselectasolution
Goal SettingandAttainment
Involvesteachingstudentstodefineandarticulateagoal,identifycurrentstatusinrelationtothegoal,developanactionplan,andevaluateprogresstowardachievingthegoal.
Self-regulation*Self-observation*Self-evaluation*Self-reinforcement
Includesteachingstudentstosolveproblemsoremployself-managementstrategies(e.g.,angercontrol).
Self-Advocacy Involvesteachingstudentsabouttheirbasicrightsandresponsibilities(knowledge),howtouseself-advocacyskillsandhowtobeeffectiveteammembers(atanindividualand/orsystemlevel).
SelfAwareness/SelfKnowledge
Involvesteachingstudentstoidentifycommonpsychologicalandphysicalneedsofpeople,recognizedifferencesamongpeople,andunderstandhowone'sactionsinfluenceothers.
PromotingStudentSelfDeterminationSkillsinIEPPlanningbyWood,Karvonen,Test,Browder,Algozzine
Self-DeterminationandDisability
• LESSSKILLED.Youth/adultswithdisabilities,asawhole,arelessself-determinedthantheirnon-disabledpeers
• CAPABLE.DoNOTassumethatthismeanstheyarenotcapableofself–determinationgiventherightinstructionandsupport
• NEEDaCHANCE.Opportunityiscritical.Peoplewithdisabilitiesreportfeweropportunitiestomakechoicesandexpresspreferences
AFewSelf-DeterminationResources• NationalCenteronSecondaryEducationand Transition
• http://www.ncset.org
• Youthhood.org• https://www.youthhood.org
• ArchivedWebinar:Evidence-Based PracticestoPromoteSelf-DeterminationbyKarrieA.Shogren,Ph.D.
• http://aaidd.org/education/education-archive/2014/10/14/default-calendar/evidence-based-practices-to-promote-self-determination#.Vqzx-IQwhlI
• OhioEmploymentFirst:JobSeekersGuide• http://jobguide.ohioemploymentfirst.org
• OpeningDoorstoSelfDeterminationSkills• http://www.witc.edu/stusvcscontent/docs/accommodations/Opening-Doors-self-
determination.pdf
• NationalGateway toSelf-Determination– ResourcesandProducts
• http://ngsd.org/everyone/ngsd-products
• OhioMeans Jobs-Backpack
• https://jobseeker.k-12.ohiomeansjobs.monster.com/seeker.aspx
• https://jobseeker.k-12.ohiomeansjobs.monster.com/ExploreIt/DefaultCci.aspx#/step/1
• JobTIPS• http://do2learn.com/JobTIPS/
PublishedCurriculums
• TheChoiceMaker Curriculum(withTheSelf-DirectedIEPmaterials)
• Martin,Marshall,Maxson,&Jerman,1993
• NEXTS.T.E.P. Curriculum• Halpern,Herr,Doren,&Wolf,2000
• Self-AdvocacyStrategy• VanReusen,Bos,Schumaker,&Deshler,2002
• StepstoSelf-Determination(2ndEd.)• Hoffman&Field,2005
• Self-DeterminedLearningModelofInstruction
• Wehmeyer,Palmer,Agran,Mithaug,&Martin,2000
• WhoseFutureisitAnyway?(2ndEd.)• Wehmeyer,Lawrence,Kelchner,Palmer,
Garner,&Soukup,2004
OpeningDoorstoSelfDeterminationSkills
• http://www.witc.edu/stusvcscontent/docs/accommodations/Opening-Doors-self-determination.pdf
Self-DeterminationTipsforParents
NationalCenteronSecondaryEducationandTransitionhttp://www.ncset.orghttp://www.ncset.org/topics/sdmhs/resources.asp?topic=30
Youthhood.org• Self-AwarenessandKnowledge,ChoiceMaking
https://www.youthhood.org
OhioMeansJobsK-12‘Backpack’• CareerPlanning
• ChoiceMakingandDecisionMaking
• SelfKnowledge
• https://jobseeker.k-12.ohiomeansjobs.monster.com/ExploreIt/DefaultCci.aspx#/step/1
JobTipshttp://do2learn.com/JobTIPS/DeterminingInterests/SocialSkillsAssessments/Assessments.html
Self-Monitoring
SelfMonitoring/SelfManagement
• Self-MonitoringandSelf-ManagementInterventionsprovideyouththestrategiestobecomelessdependentof‘in-person’assistance,suchasaidesandcoaches.
• Suchstrategiesprovidetheyouthwithskillstobecomeawareoftheirownneedsandlevelofperformance.
Self-Management InterventionsIncludemethodsusedbythepersontomanage,monitor,recordand/orassesstheirprogressandachievement
1. Goalsetting• Aprocess where ayouth self-selects atargetforimprovement
2. Self-monitoring• Amulti-step processtoobserveandrecordone’sbehavior
3. Self-evaluationandReinforcement• Aprocess where ayouth comparesher/hisprogresstoanestablishedgoal
and isreinforced forsuccess
4. Self-instruction• Techniques ayouth uses totellhimorherselfwhattodo andthen
following through
5. Strategyinstruction• Teaching youth aseries ofstepstofollow independently tosolve problems
orachieveoutcomes
oring
Steps
Self%Management%Plan%This%Plan%is%for:% % Date:%
Learner/Job3Seeker/Student% Team%Members%1.#What#is#the#goal?##What#independent#skill#or#action#does#the#person#want#to#accomplish#or#manage?#This%is%the%goal%that%I%have%selected.%I%will%be%able%to:%%%%%%#
6.#How#will#team#members#(teacher/job#coach/#paraprofessional)#teach#the#self?management#process#(Steps#1?5)#to#the#person?###%The%following%interventions%and%instructional%strategies%will%be%used%to%teach%the%process%and%the%use%of%strategies/supports%in%order%that%he/she%is%able%to%independently%achieve%the%targeted%goal:#
2.#What#are#the#steps#or#actions#needed#to#accomplish#the#goal?#I%will%do%the%following:%########
3.#What#is#the#method#to#evaluate#progress#or#success?#I%will%keep%track%of%how%well%I%am%doing%or%if%I%have%accomplished%the%goal%by%doing%the%following:%###
4.#What#will#reinforce#the#person#to#work#for#success,#try#harder#or#keep#‘raising#the#bar’?##I%will%reward%myself%when%I%accomplish%my%goal%by:%%###
5.#What#supports#or#strategies#will#be#used#to#help#the#person#remember#what#to#do?#I%will%remember%to%follow%the%steps%to%reach%my%goal%using%these%supports:%###########
#
Iamgoingtoloose15pounds
1. Eatmoreveggies/Fruit fordessert2. Stopgoingtofastfoodrestaurants for
lunch3. 3milewalks/5timesaweek
1. After thefirst5poundsIwillgotolunchwithmyfriends andgetdessert
2. After thefirst10pounds,Iwillbuyanewpairofpants
3. After 15poundsIwillbuythatsize6dress Ihavebeen eyeing andgotomyhighschoolclassreunion
1. Read the‘Youcandoit”Blog2. Scale3. Remindernotesonthefridge
1. WeightcontrolclassattheNatatorium2. Discussionwithmyphysician
1.Weighmyself nowinthemorning2.Weighmyself everyotherdayinthemorning3.Keep adailyjournal
oring
Steps
Self%Management%Plan%This%Plan%is%for:% % Date:%
Learner/Job3Seeker/Student% Team%Members%1.#What#is#the#goal?##What#independent#skill#or#action#does#the#person#want#to#accomplish#or#manage?#This%is%the%goal%that%I%have%selected.%I%will%be%able%to:%%%%%%#
6.#How#will#team#members#(teacher/job#coach/#paraprofessional)#teach#the#self?management#process#(Steps#1?5)#to#the#person?###%The%following%interventions%and%instructional%strategies%will%be%used%to%teach%the%process%and%the%use%of%strategies/supports%in%order%that%he/she%is%able%to%independently%achieve%the%targeted%goal:#
2.#What#are#the#steps#or#actions#needed#to#accomplish#the#goal?#I%will%do%the%following:%########
3.#What#is#the#method#to#evaluate#progress#or#success?#I%will%keep%track%of%how%well%I%am%doing%or%if%I%have%accomplished%the%goal%by%doing%the%following:%###
4.#What#will#reinforce#the#person#to#work#for#success,#try#harder#or#keep#‘raising#the#bar’?##I%will%reward%myself%when%I%accomplish%my%goal%by:%%###
5.#What#supports#or#strategies#will#be#used#to#help#the#person#remember#what#to#do?#I%will%remember%to%follow%the%steps%to%reach%my%goal%using%these%supports:%###########
#
Iamgoingtocontrolmyanger.Iwill remaincalmontheoutside.
1. Understandwhatitfeels likewhenIamstartingtogetangryandUnderstandwhatthingsmakemeangry2. Avoidthose things3. IfIcannotavoid,use breathingtechniquesandself- prompting
1. IfImake itthroughtheclassIgetapoint2. IfIget“x”pointsIearn timeinthegymshootinghoops3. IfIearn“x”pointsIget toleave schoolearlythenextday.4. Ifeel incontrol
1. Make alistofthetop5thingsthatmaymakemeexplodeandbe readyforthem!Putthemonmysmartphonewallpaper
2. 5Pointscale3. CalmApponmyphone4. Reviewmystrategies before eachclass
1. Use aSocialAutopsyand“EmotionThermometer”tohelpidentifyandunderstandthefeelings andemotionsofanger
2. Review andHelpDevelop5Pointscaletoknowwhattodowhenthosethingsoccurorhowtoavoidormanage thesituations.
1. Checklistattheendofeach classperiod2. PersonalRating3. Comparetoteacher rating
GuidelinestoKeepInMindwhendetermining behaviorstoaddresswithSelfMonitoring/Self-Management
Self-MonitoringStrategiesforUseintheClassroom:APromisingPracticetoSupportProductiveBehaviorforStudentsWithEmotionalorBehavioralDisorders(2009)byHollyM.Menzies,CaliforniaStateUniversity,LosAngelesand
KathleenLynneLaneandJohannaMarieLee,VanderbiltUniversity
Self-Monitoring• Teach person how to track their own behavior/work• Develop system for tracking and teach to the individual• Remember to reinforce progress
DetailedChecklistLaminatedRing
CalmCounter:HelpsaYouthSelfMonitorEmotionalRegulation
CalmCounter isavisualandaudiotooltohelppeople calmdownwhen theyareangryoranxious.
Theappincludes asocialstoryaboutanger,andaudio/visual toolsforcalmingdown.
SelfMonitoringSheets
Craig’s Tuesday Morning Swipe Badge
! DONE
Put away coat and lunch
! DONE
Collect Recycle Floor one
! DONE
Collect Recycle Floor two
! DONE
Dump Recycle
! DONE
Return Cans
! DONE
Water Plants Room 205 and 210
! DONE
Vacuum Hallway
! DONE
Things IWanttoBuyWithMyPaycheck
Monday Iworked
Tuesday Iworked
Thursday Iworked
Saturday Iworked
iTunesMusic Dinner atBW3 OSUTee Shirt Movie
Target.IsDefinition
Clear?
Target.IsDefinition
Clear?
Whatarethereinforcers?Notclear.However the
numbers intheratingscalemaybemotivating tothe
student
SelfManagementTools
Rating Description What to try
5• Hot, need to move,
cannot respond, must leave the room
• Go to break area and do calming sequence
4 • Dizzy; can’t focus on work or class
• Relaxation imagery, squeeze ball
3 • Stomach starting to get tight and upset
• Deep breaths,• Water bottle
2 • “Buzzing” in my upper arms
• Squeeze ball, stop work for 1 minute
1 • Paying attention; able to work; relaxed
• Keep it going
Example Incredible 5-Point Scale
AFiveisAgainsttheLawByKariDunnBaron
ExamplesFivePointScale
Stress Thermometer
Tests!! Ask for a break for a drink of water
When the other guys don’t listening to me
When I’m introduced to new people
Think about the ocean. And take 5 deep breaths
Use my scripts I learned
“This iswhat happens thatstressesmeout”
“This iswhat Icandotohelp”
NoStressJ
MostStressEver!
IndividualizedSupport
PowerCardsBackground:
GigiloveseverythingaboutTheVoice,especiallythejudges. Gigiishavingtroublewithmakingmistakes.Shegetsreallyupsetandgivesuponwhateversheistryingtodo.
Script:
SometimescontestantsonTheVoicedon’tdosowell.Theymakemistakesduringtheirperformance.Thejudgestellthecontestantstheydon’thavetobeperfectandthatit’sokaytomakeamistake.Thejudgeshelpthecontestants learnhowtostaycalmandtryagain.Thecontestantsthinkaboutthemistake,staycalm,andtryagain.
Remember, TheVoice Judges say:
>Youdon’t havetobeperfect.
>It’s okaytomakeamistake.
>Just staycalmand tryagain.
PowerCards
Metallica(Stays(Calm(Lars%and%James%are%in%the%
Band%Metallica%
SocialAutopsy
MOBILETECHNOLOGY
MOBILETECHNOLOGY
• Mobiletechnologyistechnologythatisportable
• Anydevicethatyoucancarrywithyoutoperformawidevarietyof“tasks”.
• MostoftenwethinkofMobileTechnologyinthecontextofSmartphonesorTabletsthatuseApplicationsor APPS!
Don’tForgetPreloadedAppsorFunctions
• Calendar and Reminders for alarms and prompts• Camera for visual schedules• Video Camera for instructional video modeling• Maps for transitioning to locations, transportation• Clock, timer, alarm, stopwatch for staying on task,
moving through a sequence of tasks
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ImprovementorAdjuncttoCurrentSupports• MobileTechnologycanbeusedtosolvesomeofthecurrentbarriersthatmayrequiremoreinvasiveororlessindependentsupport
Job Challenge Current Intervention Consider Mobile Technology Understanding how to start a work task, break the task into steps and adhere to a deadline for completion.
Job coach does a task analysis, writes a sequence of steps. Provides a time line and prompts.
Step-by-step video based on the task analysis. Peer as a model. Download to iPod. Set timed alarms as prompts. Trains worker how to use.
Asking too many questions or not enough about work related tasks
Answer a limited number of questions. Create a behavior plan to limit number. Provide written instructions and prompt to use.
Type answers to commonly asked questions (like FAQ’s) into notes utility and train with fading prompts to use. Research shows that workers are more motivated to use a device rather than paper. Use a reward app or a favorite game on the device during break time as a reward for reducing or increasing the number of work questions asked.
Anxiety when there are loud noises in the work place or when co-workers talk too much.
Practice Deep Breathing to relax. If allowed wear headphones with favorite music. If possible take a walking break to reduce anxiety.
Use headphones and iPod with either white noise or favorite music and relaxation application.
Using appropriate social skills on the job, greeting customers, handling frustration. Worker wants to hug customers.
Job coach models how to correctly greet customer and rehearses with worker. Prompts him and praises him when he is able to greet correctly.
SLP creates social stories about greeting the customers and handling frustration on an application for the iPhone that the worker already has. He views it at the start of every shift and if he begins getting frustrated.
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Jeff,21yearsoldwithASD,madenoeyecontact,had littlesocialawareness.Whenanxious hewould spinslowlyandhum.
WorkChallengesCouldnotworkindependently10hrs.aweekasacustodianatafastfoodrestaurantevenafter2weekstrainingandajobcoach.Couldnottransitionbetweendifferenttasks,rememberallthestepsofataskorwouldstayononestependlessly.Didnotrefertojobchecklistunlessprompted.Complaintsweremadeabouthisspinning,hummingandstampingfeetandcoachthoughthemightlosehisjob.
Technology andResults• TrainedinuseofiPodTouch
• AlarmreminderswithClocktomovebetweentasks
• Givencaseandbeltclip
• Notesdoneforeachtaskwithstepbystepinstructions&atasklist
• VoiceMemousedforauditoryreviewofnotesinstructions
Afteroneweekofdeviceuse,performingtasksonhisown.Nooutbursts.
Ayearlaterstillonthejobwithdevice.
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(CondensedfromGentry,2012)
Individual and Employment
Challenges Technology Used Results
Grace, ASD, 60 years Employment: Clerical at university
Transitioning, handling work situations, independence traveling, anxiety.
Used iPod Touch 2. Notes, Clock, Video Camera, Music, Simply Being (relaxation $1.99) Podcasts
Continues use of iPod for 6 months & performs job duties successfully. Custom made videos help navigate maze of offices. Relaxation app and downloaded music help with anxiety.
Lily, Down Syndrome with ASD, 20 years Employment: Housekeeping at hospital
Does not read, use a calendar independently, nor tell time. When frustrated will avoid work, make calls.
Camera, iCal, Photos, StoryKit (picture list, social stories, free) VoCal (voice reminder, .99) iRewards (free) Toca hair salon (game reward .99)
Device use resulted in improved work performance, fewer behavior problems, decreased phone calls to coach and mother. After month, device lost on bus. During week it took to replace, behavior problems increased, work performance suffered. (Gentry, Lau, Molinelli, Fallen & Kriner, 2012)
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Individual and Employment Challenges Technology Used Results Alex, ASD, age 22 Employment: Inventory & Stocking at a vending machine business
Was not able to complete inventory, fill out order forms or fulfill orders.
Used video iPods with specifically created instructional video models for each of their tasks.
With the video models for each of these tasks he achieved mean scores of 99%, 87% and 88% respectively on percentage of steps correctly completed. (Kellems & Morningstar, 2012)
Sam, ASD, age 20 Employment: Custodial tasks at a bowling alley.
Could not perform bathroom cleaning, vacuuming and outside cleaning independently. Without device baseline was 34%, 47% and 12% respectively.
Used video iPods with specifically created instructional video models for each of their tasks.
With device mean scores were 96%, 95%, 93%. (Kellems & Morningstar, 2012)
Four Individuals: #1: DD & hearing impairment, distractibility, age 47 #2-4: 3 males, DD, ages 20-36 Employment: 26 Step valve assembly at factory
All participants had severe disabilities, were from an Activity center and never worked before.
VICAID software on an adapted Palmtop computer with one large key. Headphones or vibrating device in a pocket used for timed prompts. Pictures of task sequences were scanned into computer. Wireless connection used to alert job coach when assistance needed.
All were able to learn the task correctly after a short period of intensive training. (Furniss, Lancioni, Rocha, Cunha, Seedhouse, Morato & O’Reilly, 2001)
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RESOURCESOhioEmploymentFirstProviderSupportWebinars
www.ohioemploymentfirst.org
VIDEOMODELING
• Integratevideoclipsof“modeledbehavior”
• Allowspersontoseeand‘study’desiredbehavior
• Growingbodyofevidenceofeffectivenesswithmanyindividualswithdisabilities
TeachExpectationswithVideo Modeling
• Mobiletechnologyhasmostoftenbeenusedasaflexible,portablemethodtoprovideinstructionalvideomodelingwithprompts.
• Smartphones• iPods• iPads
http://www.iidc.indiana.edu/pages/video-self-modeling-how-to-and-examples
VideoModeling
ChainingandPrompting
ExaminingTwoEBPthatareusedtogethertoteachnewskills
Chaining
• ChainingStrategies areawaytoteachapersontoperformasequenceoftasksorsteps
• Taskanalysis• Analyzesthetasktobeperformedtoidentifythesmallerstepnecessarytocompletethetask
• Guidetheyouthtolearneachstep• Goal:Youthsuccessfully/accuratelycompletesentireactivity
‘TaskAnalysis’• Taskanalysisistheprocessofbreakingaskilldownintosmaller,moremanageablecomponents.
• Usedtoteachlearnersaskillthatistoochallengingtoteachallatonce.
• DiscreteSteps• Togethercompleteofthetaskoractivity• Identifytheamountofassistanceneeded• Canteachby‘chaining’ thestepstogether
BrushingTeeth(Matsonetal.,1990)
1. Obtainsmaterials2. Takes capofftoothpaste3. Putspasteonbrush4. Replaces toothpaste cap5. Wetsbrush6. Brushes leftoutersurfaces7. Brushesfrontoutersurfaces8. Brushesrightoutersurfaces9. Brushes lowerrightchewingsurfaces10. Brushes lowerleftchewingsurfaces11. Brushesupper leftchewingsurfaces
12. Brushesupperrightchewingsurfaces
13. Brushesupperrightinsidesurfaces14. Brushesupperfrontinside surfaces15. Brushesupper leftinside surfaces16. Brushes lowerleft inside surfaces17. Brushes lowerfrontinsidesurfaces18. Brushes lowerrightinside surfaces19. Rinses toothbrush20. Wipesmouthandhands21. Returnsmaterials
ChainingOptions• Forwardchaining
• Teachonlythefirststepofthetaskanalysisanddoalltheother stepsofthetaskanalysisforthestudent.
• After thestudentmastersstep1,thenonlyteachstep2,whilemaintainingstep1.
• Reinforcement forthetargetedstep
• Backwardchaining• Teachonlythelaststepofthetaskanalysis.
• Doalltheother stepsofthetaskanalysisforthestudent,untilthestudentmastersthelaststep.
• Thenteach thesecond tolaststeponlyandexpect thestudent tocontinueindependently completingthelaststepofthetaskanalysis.
• Reinforcement forthetargetedstep
ChainingOptions• TotalTaskChaining
• Studentisgivenopportunitytoperformeachstepeverytimeopportunity.
• Forexample:Whenputtingonpants,thestudenthastheopportunitytoperformeachstepEVERYtimehe/sheputsonpants.
• Reinforcementasneeded
BackwardChainingExample• Connieislearningtomakedouble-sided,colorcopiesonherjobsite.
• Ataskanalysisiscompletedthatidentifiesmultiplestepsthatincludeloadingpaperinthecorrectdrawer,loadingstaples,andputtinginapasswordtoaccessthecopier.
• ThejobcoachbeginsbyshowingConniehowtodoallthestepsofthetaskusingachecklist.
• Thecoachthencompleteseachstepuntilthelaststep,whichispushingtheprintbutton. ThejobcoachpromptsConnietocompletethechainbypointingtotheprintbutton,whichshethenpushes.
• Thecoachprovides verbalpraiseforConnie’ssuccessandthenbeginstheprocessagain,onlythistime,thecoach doesnotdothelasttwosteps.
• Conniesuccessfulcompletesbothandisagainreinforced.Thebackwards-chainingprocesscontinuesinthismanneruntilConnieiscompletingallofthestepsindependently,accuratelyandconsistently.
WhenshouldIuseChaining?
• Fortaskswithanestablished, predictable sequenceofsteps.Thatdonotchange.
• Forapersonthatlearnsbestwhenpresentedwithsmallchunksofinformationatonetimetomasteraskillorconcept.
• Forapersonthatdesiresstructuredlearningenvironments.
• AfteraTaskAnalysisiscompleteandtheinstructor/coach hastrieditoutherself.
AlsoConsider…• Stepsforpreparation.Suchasgatheringmaterials.
• Location.Doeswherethetaskoccurschangethesteps?
• PrerequisitesSkills.Isthereasetof‘precursor-skills/knowledge’thatarerequiredtobeabletocompletethetargettask/activity?Example:
• OilChange.DoIknowhowtopickthecorrectoil?• Greetingco-workers.DoIknowwhoismyco-worker?• CompletinganAcademicAssignment.DoIknowhowtoremainfocusedon
theassignment.• Whatifthingsdonotgoasplanned?DoIknowhowtoaskforhelpwhenI
findmyselfunsurepartoftheprocess?
• Others???
OnceyouhavecompletedtheTaskAnalysis,andtheselectedtheChainingProcess…....
…..YouneedtoconsidertheuseofPrompts
Prompting:AnInstructionalStrategy
PromptingAnyassistancegiventhatsupportslearning or
initiatestheuse ofaspecificskill
Prompting
UsedbyEveryone!AlltheTime!VeryEffective!
Howeverissuesorconcernsfrequentlyarise.Whatissue/concernshaveyouseenrelatedtoprompting?
PromptingErrors
• Overprompting…studentdoesnottry• Inconsistentprompting…teamnotonthesame
page• Lackoffading …..poorplanningofthelevelof
promptstouseandhowtofade• Lackofdata…..collectedorreviewed
TwoConsiderations
WhatTYPEofPrompttouse HOWtousethe
Prompt
TypesofPrompts• VerbalPrompts:
• SpokenStatements,Questions,Optionsthathelpsapersonacquire targetskills(e.g.“Youmightneedtotryitadifferentway”“Writeyourname”)
• GesturalPrompts:• Coachesmakemovements thatcuethepersontouseaparticularbehavior/skill (e.g.
pointingtothetopofthepaper forthetowritename)
• ModelPrompts:• Coachesperformthetargetskillorbehavior.
• PhysicalPrompts:• Coaches touchpersontohelpthemusethetargetbehaviororskill(e.g.tappinga
youth’shandtocuehertobeginwritinghername)
• VisualPrompts:• Coachesshowpicturesofeventsthatprovideinformationabouthowtousethe
targetskillsorbehavior(e.g.taskanalysischecklist,picturecard)
WhatPrompttoUseandWhen?ConsideraPromptHierarchy
HowtoUsethePromptMost-to-Least
• Promptsgiventocompleteeachstepofthetaskcorrectly
• Graduallytheamountofassistanceprovidedisreducedasthepersonmakesprogresstowardsindependence.
• Usedwhenteachingnewskill
Least-to-Most• Personhasopportunitytoperformeachstepindependentlyorwiththeleastamountofassistance
• Greaterdegreesofassistanceareprovidedifthepersondemonstrateshe/sheisunabletoperformthestepscorrectly
• Usewhenpersonhasalreadybeentaughtorpracticesskills
Whendo‘Prompts’becomeSupports/Accommodations?
PromptsAssistancetosupportlearningortoinitiatetheuseofaspecificskill.
InstructionalTool
Support/AccommodationOngoingSupportstolearn,useaskill,completeatask,etc.ToolforIndependence
www.djfiddlefoundation.org
UsingChainingLowtechexampleofchainingofmakingahotdog
REMINDER:UseVisualPrompts(Insteadofaperson-prompt)
VisualSupportoftheTaskChainingtheSteps
http://www.autismoutreach.ca/assets/HoldenMakingCake.pdf
VisualSupports
VisualSupports
Represent thecomplexityofthementalandphysicalworldin
whichwelive
Tohelppeoplefunction
EFFCIENTLY
EFFECTIVELY
INDEPENDENTLY
VisualSupports areVisualDisplays
DailySchedules andTasks
Reminders ofRulesorCommunication
Checklists ofSteps
Choices orOptions
Lowtechnology
High-technology
VisualSupportsandStrategies
• Communicate informationTOindividuals (Whatisgoingon,willhappen,orwillchange)
• AssistPersontoCommunicate toOTHERS
• Usedtoprovide choicesorcommunicate rules
• Helporganize thinkingandproblem solving
• Supporttask/jobcompletion… andmoreindependently
• Assist inunderstandingand/orremembering academiccontent
OrganizingThinking• VisualSupportstoassistwithvisualizingconcepts,connections,surroundings,andproblemsolving
• graphicorganizers• cognitiveorganizers• cognitivemaps• structured overviews• treediagrams• conceptmaps• templates• thinkingmaps
GraphicOrganizers
Mapping
VisualSupportsforCommunication
App-etizer:Pic-ZTag(“LetmeIntroduceMyself”)
iPod,iPhone,iPad
SocialInstruction:CommunicateExpectations
JobTIPSwww.do2learn.com/JobTIPS/
QuickandEasy:DryEraseBoards
PhotoJobSchedule
OrganizationalSupports
“Jig”5
VisualSupports:FoundationalforTEACCHProgram• StructuredTeaching
• Externalorganizationalsupportstoaddresschallengeswithattentionandexecutivefunction
• Visualand/orwritteninformationtosupplementverbalcommunication
• Structuredsupportforsocialcommunication• Physicalorganization• Individualizedschedules• Work(Activity)systems• Visualstructureofmaterialsintasksandactivities
Timer
Work Schedule:
Tuesday October 5, 2010
Sign In
Set Timer for 45 minutes
Check your email
ICHAT Chris
Recycle
Shelve library Books
Set timer to 15 minutes Take a break
Work Schedule:
WorkAssignmentsonVelcroSchedule
Sometimes peoplewanttoknowwhatothers aredoing…this provides aniceopportunity toshowwhereorwhatothers aredoing
WordWorkSchedule
Velcro
To`Do’
‘Done’
SimpleWorkSchedulewithIcons
PictureandWordSchedules
INTRODUCE TO MELODY AND CHRIS
CDS
BINDER
BOOKLETS
SHREDDING
LIBRARY BOOKS
GIVE TOUR OF BUILDING
COPYING
WrittenVisualRoutine
TaskDirections
• StepbyStep• CrossOff
Directions• Dryeraseto
useagain
App:VisualSchedulePlanner
Visual SchedulePlannerisacompletelycustomizableAudio-VisualSchedule/Calendar specifically designedforindividualswhomaybenefitfrom theuseofvisualsupportstoeasetransitions,anxietyorforthosewhomayneedawaytovisuallyrepresentthe"events"intheirday.
App-etizer: ActiveIcons
ActiveIcons isavery visual wayofkeeping trackhowyour dayunfolds. Selecting Iconstodescribewhatisonyour schedule makesthis averyvisually appealingorganizational tool.AnIcon(picture) isbetterthan athousandwords. Seeingwhatisonyourschedule reallymakesActiveIconsthegotoscheduler foryour dailyroutines andactivities.
EndlessIdeas!
• VisualSupportscanbefoundeverywhereandhavemultipleintendeduses
GenericandIntendedtobeusedbyall(labels forgroceryisles,greetingcarddisplaymarkers,storesigns,streetsigns,etc.)
Veryspecific foranindividual andatask
(communication deviceprogrammedfora
specific taskorenvironment)
COMMUNITYBASEDINSTRUCTION
or
• CBIisaneffectiveinstructionalmethodforteaching,inreal-lifesettings,theskillsthatstudentswillneedforfunctionaldailylivingasadults.
TRUE FALSE
TRUE• CBIisusedtopreparestudentsfortransitiontoadulthood,toliveindependently,andenhancequalityoflifethroughtheuseofenvironmentswhichtheywilltypicallynavigateasadults.
Example:• Teachmoneyuseinsetting
andsituationwheremoneyisnaturallyusedsuchasgrocerystores,restaurants,etc.
or
• ItisbesttobegintheuseofCBIwhenyouthturnsage14.
TRUE FALSE
FALSE• Whilethisisactuallynot‘false’,itisimportanttounderstandthatCBIhasbeenshowntobeusefulforstudentsatveryyoungages.DiscussionswithteachersofelementaryagestudentsonthebenefitsofCBImayimproveskillsforstudentspriortoenteringthe‘transitionyears’
or
• CBIisoftenusedinavarietyofprograms.OnecouldoffermanyexamplesofCBI.OneexampleofCBIcommonlyusedinschoolsis‘FieldTrips’.
TRUE FALSE
FALSE• FieldTripsgenerallydonotmeetthedefinitionofCBI.
• CBIisstructuredandplanned.Itoccursregularlyandusessystematicinstruction.CBIusesconsistentteachingstrategiesandisatafrequencynecessaryforthestudenttodevelopskills.Datatomeasure
or
• ManyeducatorsreportthatstudentmotivationisincreasedduringCBIduetostudentinvolvementin‘reallife’activitiesofpersonalrelevance.
TRUE FALSE
TRUE• Oftenstudentsthatstruggleinatypicalacademicorclassroomenvironmentthrivewhentheeducationalenvironmentiscloselyrelatedtotheir‘reallife’.
or
• CBIisusedprimarilytofocusondailylivingskillsanddoesnotgenerallyfocusonteachingspecificjobskills.
TRUE FALSE
TRUE• Whilespecificjobsskillsareoftenbesttaughton-the-job,CBIisgenerallyfocusedonthedailylivingskillsthatapersonneedstosuccessfullynavigatethecommunity.Mostoftheresearchhasfocusedoncommunityskillssuchasbankingandshopping.
• However,instructionalmethodsusedinCBIcanbeusedinon-the-job-training.
or
• CBIisusedtoteachspecific,discretecommunitybasedskills,inanauthenticsetting,withthegoalofgeneralizationandincreasedindependence.
TRUE FALSE
AND
WhileCBIcanincludeinstructioninspecificcommunitybasedskills,thefocusesisonasetofskillsoractivitynotisolatedskillsExample:Shoppingforclothing• Choosingastore,navigatingtothesectionwiththetypeofclothingneeded,selectingtherightsize,undressing,tryingclotheson,decidingifthearticleiswhatoneneeds,dressing,navigatingtothecheckout,finallypayingfortheitemAndYes…itdoesuse anauthenticsetting,withthegoalofgeneralizationandincreasedindependence.
TRUE FALSE
Considerations
• CBIisconductedwhereandwhen theskillnaturallyoccurs
• Itfocusesontheactivity(notasplinterskill)
• Generallydoesnotrefer totheactualvocational/work/jobskillbutinsteadisthewraparound
• Transportation orGoingouttoeat
• Thelengthoftimebetween instructional sessionswillvarydependinguponstudentneedsandthetasktobelearned.
• PrimaryGoal:Toteachskillsetsthatleadtogreater independence andahigherqualityoflife tosuccessfullyparticipate inthecommunitylife.
ComputerAidedInstruction
ComputerAidedInstruction
Instructionorremediationpresentedthroughthecomputertothe student,orinteractivelearningthroughcomputer
ComputerAidedInstruction(CAI)
• Inisolation orincombinationwithconventional (face-to-face)methods
• ResearchsuggestsacombinationofconventionalandCAIinstructionismosteffective
• Examples ofuse inemployment environments:
• TeachnurseshowtoperformIVinjections• Teachjetenginemechanicsmaintenancetasks• Providesafetyinstructionforfoodserviceworkers
• Andforstudentswithdisabilities canincludeaccommodations:
• screen-readingprogramsforuserswithvisualimpairment• specializedinteractivedevices(rollerballs,joysticks,andoversizedkeyboards)
BenefitsConcerns• SelfPaced
• SelfDirected
• Immediate Feedback
• Oftenoffersabilitytoscaffoldthedifficulty
• Optionforrepeating informationmultiple times formastery
• Multi-Sensory
• TechnologyMotivatingformanylearners
• Oftengathersdataforteacherprogressmonitoring
• Learnermaybeleftonownfrequentlyorforlongperiods
• Canbeoverwhelming–TechnologyandInformation
• EquipmentMalfunctionandMaintenance
• Weblinksfail
• Marketing– Difficulttodeterminewhatprogramorplatformisreallyeffectivewiththeclaimsmadeinadvertising.
Simulation
Simulation
• Usesmaterialsandsituationsininstructionalsettingsthatapproximatethenaturalconditions
• Practicestheresponsesassociatedwithskillsandbehaviorsexpectedincommunityandworksettings.
Simulation
• Youthengageinsimulationstorehearseroutines,procedures,socialresponses,etc.
• Providesa‘safe’environmentaspreparationforperformingincommunity,homeorworksites
• Expectationtomoveskilltoauthenticenvironment
SimulationandCommunityBasedInstruction• CombiningtwoEBP
• https://www.youtube.com/watch?v=qTAE-DEWmjM
Mnemonics
• Memorydevicesthathelplearnersrecalllargerpiecesofinformation
• Typesofmnemonicsinclude• Music,Name,Expression/Word,Model,Ode/Rhyme,NoteOrganization,Image,Connection,andSpellingMnemonics
Let’sLookataFew….
• Music• The‘ABCSong’
• UsingNamestorememberinformation• ROYG.BIV =colorsofthespectrum(Red,Orange,Yellow,Green,Blue,Indigo,Violet.)
• Pvt.TimHall =Essentialaminoacids(Phenylanine,Valine,Threonine,Tryptophan,Isolucine,Histidine,Arginine,Leucine,Lysine.
ExpressionorWordMnemonic
Firstletterofeachiteminalistisarrangedtoformaphraseorword• Examples:
• FANBOYS• For,And,Nor,But,Or,Yet(7coordinatingconjunctions)
• PleaseExcuseMyDearAuntSally• Parentheses,Exponents,Multiply,Divide,Add,andSubtract(Theorderofoperationsformath)
RhymeandSpellingMnemonics
Examplesinclude:1. 30dayshathSeptember, April,June,andNovember.
Alltheresthave31ExceptFebruarymydearson.Ithas28andthatisfineButinLeapYearithas29.
2. “I”before“E”exceptafter“C”orwhensounding like “A”inneighbor andweigh
3. Howtospell ‘arithmetic’:A RatInTheHouseMayEatTheIceCream
4. Aprincipal ataschoolisyourpal,andaprinciple youbelieve orfollowisarule.
ImageMnemonics
ApicturethatpromotesrecallofinformationThesilliertheImageMnemonic is,theeasieritistorecalltherelatedinformation.Example:
• Foramedstudenttoeasilyrecallthedepressantdrugs(barbiturates,alcohol,andtranquilizers)thinkofaconfused‘BAT’thattookthedrugs.
NoteOrganizationMnemonics
• Thewaytextbookandlecturenotesareorganizedcaninhibitlearningorrecallorpromoteit.
• Becauseorganizationofnotescanpromoterecall,itisamemorydeviceormnemonic
• Example:• Notecards• Outlines
GroupDiscussion:WhoWouldRespondtoMnemonics?
• Whatlearnercharacteristicsmightyouobservethatwouldmakeyouconsiderusingamnemonicstrategy?
• Hasanyoneusedamnemonicstrategyforthefollowing:
• Academicskillorknowledge?• Workplaceenvironment?• SocialSituation?• Other?
- CompleteaswediscusseachEBP
- ConsiderPriorities
- Jotdownideasorquestions
