Setting up an Integrated Life Skills Program

Setting up an Integrated Life Skills Program

Secondary

Penny Williams BCBA, [email protected]

Why is it so difficult to design for multiple student needs?

Who Are Your Students?

Varying abilities and needs

academicbehavior individual

adaptivegroups

General Considerations

Staffing/Student Ratios

•Student assignment •Student abilities

Critical Elements

Environment

Goals and Objectives Instructional

Groupings

Environment: Areas

Individual •Space•Staffing

Small Group

•Space•Staffing•Students

Large Group

•Space•Staffing•Students

Self Contained

General Education Classroom

MaterialsAge Group•Preschool•Elementary•Middle/High School

Type of Classroom•Self Contained•General EducationSpace in Classroom•Individual•Small Group•Large Group

Materials: Elementary

• Individual Grades• Academic Content• Independence• Daily Living Skills• Leisure • Social

• Mixed Grades• Academic Content• Independence• Daily Living Skills (adaptive)• Leisure • Social• Consider individual vs group

materials

Materials: Middle/High School• Individual Grades

• Academic Content• Independence• Daily Living Skills• Leisure• Social

• Mixed Grades• Academic Content• Independence• Daily Living Skills (adaptive)• Leisure• Social• Prevocation/vocation

Materials: Areas• Individual

• What do the materials allow you to do or not do?

• Are materials easily accessed by adults and students?

• Promote engagement?

• Small and Large Group• What do the materials allow you

to do or not do?• Are materials easily accessed by

adults and students?• Promote engagement and

interaction?

Action List for Setting Up Environment

Physical Space

•Instruction spaces•Traffic areas•Leisure areas•Calm down areas

Matierals

•Individual work•Projects•Hygiene•Leisure•Large group

Visuals

•Individual•Large group•Small group

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The basics still applyAppropriat

e goalsPlanning for instruction

Intervention strategies

Using appropriate

supports

Monitoring progress

1 • What are you going to teach?

2 • How are you going to teach the skills and behaviors?

3 • How will you know that your teaching has been effective?

Three Important Questions

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Olivia’s Objectives (social goals)

ArrivalJournal Time

Initiate greetings and respond to greetings from peers.

Group Meeting Respond on topic. Maintain conversations for at least 2 turns.

Reading Participate with reading buddy (read out loud, take turns, answer questions).

Recess Initiate greetings and respond to greetings from peers.Play social games with 2 or more peers.

Math Participate in group game with peers (take turns, answer questions).

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Olivia’s Objectives What the teacher can do?

Data Collection Comments

Initiate greetings and respond to greetings

from peers.

Review social story, prompt if necessary, SR+

Initiate: P P Respond: P +

Jack and Beth

Respond on topic. Maintain

conversations for at least 2 turns.

Review social story, prompt if necessary, SR+

Respond: P PMaintain: P +

Participate with reading buddy (read out loud, take turns, answer questions).

Write page numbers to be read on goal sheet, SR+

Read: 2 pgsQuestions: +

+

Quinn

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Example: Mixed Population Class

Sean Conner Kayla Jason

Arrival/Meeting

Responding GreetingsManage materials

Manage materials GreetingsManage materials

Work (Indiv and Group) MatchingSight words, math

ReadingMath

ReadingMath

ReadingMath

Snack Initiatingwaiting

Comment to Peers Comment to Peers Comment to Peers

Recess Sustained engageFollow directions

Emotional reg Problem Solving Turn taking

Work (Indiv and Group) Independent work Independent workGroup math

Independent workGroup reading

Independent workGroup math

Project InitiatingTurn takingFollow directions

CommentingEmotion regulation

Commenting Turn takingcommenting

Students/Goals: Areas

Individual •Adult Directed•Independence

Small Group

•Adult Directed•Independence•Group Skills

Large Group

•Adult Directed•Independence•Group Skills

Individual Work and Instruction Space is Important

Attention

Build Skills

Behavior

Physical Structure

organized so the student can understand where different activities take place and where materials are kept

Consider: •Size of room, specific areas for learning specific tasks, individualization

Keep in mind: •Establish clear visual and/or physical boundaries•Minimize visual and auditory distractions

Physical Structure

Independent Work Centers – Middle School Classroom

Independent Work System - Elementary

Physical Structure

•Leisure•Work•Individual Teaching

Areas

•Clear boundaries (rugs, bookshelves, tape, etc.)•Materials marked (pictures, numbers, color coded, etc.

Layout

Physical Structure

Physical Structure• Is there space provided for individual

and group work?• Are work areas located in least

distractible settings?

• Are work areas marked so that a student can find his own way?

• Are there consistent work areas for those students who need them?

• Are there places for students to put finished work?

• Are a student's materials easily accessible and clearly marked for him or her?

Physical

Structure

Individual Visual Schedule

Gives students the sequence of activityMay be an object, symbol, written word, or photograph

Tells the student where he/she is suppose to be and what they are suppose to be doing

Individ

ual Schedule

Individual Visual Schedule

•“we don’t fade schedules from our students since they are a tool for life-long independence. Rather, we design schedules to grow with the child”

TEACCH

Individ

ual Schedule

Written Work System: Making LunchMaterials for making lunch would be placed into color coded bins.

Individual Visual Schedule•Is there a balance of individual, independent, group, and leisure activities incorporated daily?

•Is the schedule represented in a form that is easily comprehended by the student?

•Does the schedule help a student with transitions -- where to go and what to do?

Individual Schedule

Individual Visual Schedule•Does the schedule help a student know where and when to begin and end a task?

•How are transitions and changes in activity signaled? timer rings? teacher direction? student monitors clock?

•Do individual student schedules consider student needs for break times, reinforcement, nonpreferred activities followed by preferred activities?

Individual Schedule

Data collection and progress monitoring

Why should I collect data?

•Collecting data should be linked to instruction

•When writing criteria on the objective the data collection method should always be the first thing to consider

How do I know what data to collect?

How often should I collect data?

•Summarize data (convert to percentage, total numbers)

•Make it visual (graph it)

•Make instructional decision based on information (continue, change instruction, etc.)

What do I do with the data once I have collected it?

• Program is working• Task to difficult• Can perform some

but not all the task• Compliance

problem• Mastered program

Use data patterns to inform your

decisions about what to do next

How do I make decisions based on the graphs?

DATE 4/3 4/4 4/5 4/6 4/7

Goal: 10 10 10 10 10 10

Double digit add/ 9 9 9 9 9 9

subtraction 8 8 8 8 8 8

7 7 7 7 7 7

6 6 6 6 6 6

5 5 5 5 5 5

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

0 0 0 0 0 0

How will I or my team manage all of the data sheets?

• Use one data form to collect information on many different target behaviors

Ball + +apple + +book + +Shoes

- -

cup + -

red - -blue + -Green + +yellow + +pink + +

Rec/Exp Id #s Prompt

Test

1

2

3

4

5

Sequencing Prompt

Test

Sequence 1

Sequence 3

Sequence 2

Sequence 1

Sequence 3

Rec/Exp Colors Prompt

Test

red

blue

green

yellow

pink

Social Interactions

Prompt

Test

Comment to peer

Comment to peer

Respond to peers

Respond to peers

Initiate to peersFunctional Play Promp

tTest

pegs

Potato head

duplos

puzzle

Play dough

Turn taking Prompt

Test

Take turn

Give turn

Take turn

Give turn

Take turn

Imitation Prompt

Test

Clap hands

Tap head

Tap legs

Tap tummy

Tap table

Rec ID Prompt

Test

Ball

Apple

Book

Shoes

cup

Rec Id Actions Prompt

Test

Jumping

Running

Kicking

Sitting

Pointing

Hand Washing Name:

Objective:

Criteria:

Date: Trial 1 2 3 4 5 6 7 8 9 10 Turn on

water Wet hands Put Soap

onto hands Rub hands back and forth

Rinse

Turn off water

Get Paper Towel

Dry hands Throw towel in trash

Assistance I I I I I I I I I I G/V G/V G/V G/V G/V G/V G/V G/V G/V G/V

PP PP PP PP PP PP PP PP PP PP FP FP FP FP FP FP FP FP FP FP R R R R R R R R R R




Rinse Turn off water

Get Paper Towel


Assistance I I I I I I I I I I G/V G/V G/V G/V G/V G/V G/V G/V G/V G/V PP PP PP PP PP PP PP PP PP PP FP FP FP FP FP FP FP FP FP FP R R R R R R R R R R




Rinse Turn off water

Get Paper Towel


Assistance I I I I I I I I I I G/V G/V G/V G/V G/V G/V G/V G/V G/V G/V PP PP PP PP PP PP PP PP PP PP FP FP FP FP FP FP FP FP FP FP R R R R R R R R R R

Following Directions

Name:

Objective:

Criteria: Date Direction Given Followed

Direction? 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R 1 V/G PP FP R Key: I = Independent G/V = Gestural/ Verbal Cue PP = Partial Physical Assistance FP = Full Physical Assistance R = Resistance/ Refusal

3 Step Sequence Data Sheet

Name:

Objective:

Criteria:

4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0

Date Date Date Date Date Date Date Date Date

Activity:

4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0


Activity:

4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0


Activity:

4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0


Activity:

4 – I ndependent 1 – Full Physical 3 – Verbal/ Gestural 0 – Refusal 2 – Partial Physical

Visual Schedule

Date: Date: Date: Look at schedule

I G PP FP NR Look at schedule


I G PP FP NR Get materials for step 1



I G PP FP NR Do step 1



I G PP FP NR Put materials away (step 1)












I G PP FP NR

Date: Date: Date: Look at schedule





















I G PP FP NR

Setting up an Integrated Life Skills Program

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