Long Curriculum Development Program

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Marian Stauder

Longitudinal Curriculum Development Program:

M.B.

Spring 2012


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Description of Student:

M.B. is a 10th grade student. He is 16 years old, and he has Down Syndrome. He also has

type one diabetes. He excels at functional reading and counting money. He attends two classes

with his peers without disabilities: choir, which is not modified, and keyboarding, which is. His

curriculum consists of functional skills; he has the ability to complete most of these tasks with

minimal assistance. He can work for up to 45 minutes to an hour at a time. He can dress himself (in

clothing without buttons or zippers), eat, and toilet, all completely independently.

M.B. is able to physically navigate his environment. He does not take the bus at his

mothers request, but she foresees it as a skill he could easily learn. M.B. is very friendly; he

enjoys spending time with his brothers, cousins, and classmates. He is very upset when he misses

school and is unable to see his friends. However, M.B. has no real friendships outside of his family

and school. He is able to communicate fairly well, and he works on conversation skills with a

speech therapist.

M.B. enjoys flipping through magazines, watching movies, and especially listening to

music. He told me that his favorite movie was Toy Story 2. M.B. likes to swim, and he enjoys

watching his brothers play basketball. M.B.s dislikes are fairly typical for students his age; they

include working for over an hour at a time and going to the dentists office. He also is afraid of

storms, but he has turned this fear into an interest in the weather. He does not like loud noises or

crowded areas.


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Description of Current Environments:

M.B. lives at home with his mother, father, and younger brother. His older brother lived

with them up until he started college last fall. He lives in a two-story house in an affluent

subdivision in Champaign. His house has a finished basement, four bedrooms, and three

bathrooms. His mother insists on doing most chores, laundry, and cooking around the house.

When interviewing his mother, the barrier with the skills that M.B. does not complete is not

that she believes him incapable. Usually, she does not view this skill as important because some

aspect of the skill is unsafe. (As an example, she does not foresee M.B. riding the bus by himself

because she worries about him making it to his destination safely.) Other skills she does not view

her son needing are skills like cooking meals, doing dishes, and most housekeeping tasks, because

those are things she does for all of her children and values doing out of love.

M.B. attends Centennial High School. His class consists of anywhere from 7 to 10 other

high school students with disabilities. Also present in the classroom are two teachers, two student

teachers, and at least two aides. In addition to his time in the functional skills classroom, M.B.

receives community instruction, mainly cleaning at a nursing home facility. M.B. takes choir (all-

boys) and keyboarding (where he has an alternate curriculum) with his classmates.

In his classroom, M.B. does not have his own desk space, instead working at a table with

other students. Most of his time in the school day, however, is spent outside the classroom; if he is

in the school building, he is either collecting recycling or cleaning railing, handles, and doorknobs.

He also spends time working on community skills, such as grocery shopping, as well as vocational

cleaning and dishwashing.


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Description of Potential Future Environment

For M.B., we looked into a CILA group home through DSC. Although we want M.B. to be

as independent as possible, his diabetes puts a limit on how independent he can be. Because of this,

M.B.s mother would prefer for M.B. to live with their family. We agree with her that supervised

apartment living would provide too many obstacles, especially in regards to who would have the

responsibilities of checking M.B.s blood sugar and having to make sophisticated judgment calls

based on those levels. However, we believe that it may be possible for M.B. to live happily in a

CILA facility.

The beauty of DSC group homes is that they are very flexible to the needs of the

individual. Each home can provide housing for somewhere between 5 and 8 individuals with

developmental disabilities. The homes are physically accessible, and a trained staff member is

available at all times. M.B.s mothers reservations about a CILA facility stem from anxiety about

finding a staff that is trustworthy, especially in regards to M.B.s blood sugar levels.

The only real requirement for a prospective resident of DSC is having a job, and that would

not be an issue for M.B., who is working on vocational skills through school and already has a

paying job. If this were to change, he has the skills to work, either for DSC or another employer.

Also, the representative I talked to mentioned that individuals should get along with

housemates to come extent. This is something I dont foresee to be an issue, but some skills

targeted will increase his social skills, thus increasing his capacity to get along with his

housemates.

Since there were very few actual requirements for future skills, we used our judgment in

regards to what skills that would be most useful in allowing M.B. to be as independent as possible,

to be able to utilize community resources, and to be able to engage in social and leisure activities.


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We selected skills for the future environment that, while not explicitly required, we believe would

be beneficial for M.B. and would allow him to live a happier, more independent life.

The pressing issue with the future environment is that DSC staff cannot administer

injections, which would mean that either a nurse would have to come to the home to administer

M.B.s insulin, or M.B. would have to do that himself. The DSC representative stated that a nurse

might not be available, so it is very important for M.B. to learn this skill to live in this setting.


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4. Yellow Book: submitted separately

5. Objectives:

Community:

-When at Subway, M.B. will order and pay with cash for his own meal independently,

completing 100% of the mandatory steps of the task analysis correctly on 3 consecutive trials.

-When at a grocery store, M.B. will use a list to select and pay for 3 items, completing

100% of the mandatory steps of the task analysis correctly on 3 consecutive trials.

-When at a doctors office with a familiar adult, M.B. will accurately answer all of the

doctors questions and follow all of the doctors directions, giving a responding action or remark

that scores a 4 our of 5 on the rubric on 3 consecutive occasions. (The term doctors office

includes dentists and other doctors: skill will be generalized by training sufficient exemplars.)

-During the day (and in the Champaign-Urbana area), M.B. will locate (using a schedule),

board, and depart from an MTD, reaching the destination and completing all mandatory steps of

the task analysis on 5 consecutive trials.

Recreation/Leisure:

-At a social group composing at least 2 non-related peers without disabilities, M.B. will

engage in three five-minute conversations, initiating one, maintaining a topic of interest on 3

consecutive occasions.

-At the pool, M.B. will tread water for two minutes, keeping his head above water, for 5

consecutive trials. (The objective is basically to keep him alive if he falls into a pool, but this was

the measurable way I would ensure he could do that.)


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Domestic:

When he is feeling fatigued or agitated in any environment, M.B. will verbally tell a

familiar adult he needs his blood sugar checked within 15 minutes on all (minimum 5) occurrences

for one month. (This one is hardly observable, but symptoms of this are important to notice. Note:

these symptoms dont automatically indicate a blood sugar problem, but it should still be checked.)

At mealtimes, M.B. will check his blood sugar in the company of an adult and, after being

told what dose to administer by a trained (to make reasonable deduction on doses) adult, will

administer the pre-measured amount of insulin by way of vaccination, accurately completing all

mandatory steps of the task-analysis on 6 consecutive occasions.

When he wakes up, before he goes to bed, and after meals (this is optional but it will

provide more of an opportunity to practice the skill), M.B. will brush his teeth, correctly

completing 100% mandatory steps of the task analysis for three consecutive days.

Every day, M.B. will use his electric razor to shave his face, completing 100% of the

mandatory steps of the task analysis for 3 consecutive days. (The task analysis will denote different

regions of the face and criteria for completion of each step.)

In the morning before school or work, M.B. will prepare his own sandwich and pack his

own lunch, completing 100% of the mandatory steps of the task analysis for 3 consecutive days.

(one of the mandatory steps will include cutting the sandwich in half with a knife, cutting fruit, or

something of that nature.)

After physical activity (basketball or swimming), M.B. will shower without assistance,

completing 100% of mandatory steps of the task analysis in fifteen minutes every day for one

week.


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When changing clothes for (or from) an activity, when putting on a coat, or when using the

restroom, M.B. will dress himself independently, accurately completing 100% of steps of the task

analysis on all opportunities for three consecutive days (the task analysis and generalization plan

will clarify that this includes buttons and zippers which, on their own, are not activity based).

When preparing lunch, dinner, or a snack, M.B. will use provided instructions to

microwave a packaged food item, completing 100% of the mandatory steps if the task analysis on

five consecutive trials.

In the presence of a tornado, fire, or medical emergency, M.B. will demonstrate the

prescribed response as denoted by the task analysis of each emergency, completing 100% of the

steps of each for all occasions or simulated occasions (drills) for 1 month. (Id probably have a

weekly drill, so four times a month).

6. Rationale

Type and Number:

A total of 15 objectives, while ambitious, is reasonable for M.B. Many of these skills have

specific time constraints, so having more skills would ensure a full school day. As an example,

teaching M.B. how to respond to emergencies would not occur in a natural setting and will

probably not occur daily. Also, I would rather be overly ambitious than run out of skills.

For the most part, I picked skills that were highest ranked in each domain. For community

skills, I chose the top 4 ranked skills, in addition to the 6 th ranked skill, which was of a similar skill

set as the 4th ranked skill (doctors and dentists offices). For leisure skills, I chose the skills that

were ranked 1st and 2nd in more athletic activities because I figured exercise was more important

than a spectator activity, which would not contribute to M.B.s fitness. I also chose interacting in a

social group, which was ranked 1st as a social activity, because M.B.s mother expressed an interest


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in M.B. gaining more social skills. Spectator activities were not chosen because they were more

difficult to schedule and provided more obstacles, namely that the environments were crowded and

noisy, something M.B. doesnt like.

I used most skills from the domestic domain because domestic skills are of huge

importance for M.B., especially in regards to safety, health, and independence. It was also the

domain with the most skills.

The two skill clusters that almost made the list of objectives were dishes and laundry,

which are both skills that will benefit M.B. in the future. However, 17 objectives might be a little

much, and both skills have several components. They are not skills that are overly necessary at the

current time, so those skills, while important, will be taught in the coming years.

Why Clustered:

I clustered doctors and dentists appointments because the skills required are very similar,

and both occur relatively infrequently. I also lumped several emergency skills into one objective

because they bear many similarities and they all occur very rarely. The difference between these

skills could be generalization as opposed to completely separate instruction, and both cases would

create greater opportunities for practicing the general protocol as opposed to learning the skills as

separate entities.

I lumped packing lunch, preparing lunch, and using a knife, because all three skills can be

completed in one task: making and packing a sandwich lunch.

There are some skills that I did not cluster that I would still teach together. As an example,

the shower lesson would definitely be a more appropriate place for initial instruction of fastening

and unfastening, especially zippers on pants. I would also teach the blood sugar/insulin skill with

managing physical wellness in regards to blood sugar, and both skills would correlate with


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doctors visits. In many cases, the skills were separated into separate objectives due to how

specific they need to be, not their relationships to other skills.

Long Curriculum Development Program

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