Updates

• Today: November 4th –– Task Analysis #1

• No Class next Week (Veteran’s Day)• Nov. 18th: Dr. Samuel Sennott Guest Lecture

(stay tuned)

• November 25th- Task Analysis #2 & Quiz #3

• December 2nd- Ecological Assessment Report & Quiz #4

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

Agenda

• Review • Discussion of Chapters 6 & 13• Communication to Academics

– Communication Assessment/ SETT– Alternative/Extended Assessment

Mid-term Evaluations

• Sheldon to improve– Readings – More videos!– Tell what is going to be on the quiz– More depth with assignments

• You to improve– Review content more– Start assignments early– Organization– Take care of yourself

Proposals

• Readings – I will post an article or article(s) as an option to reading the chapters

• More videos!

• Tell what is going to be on the quiz– I will make sure previous slides are posted.– Prompt you on what slides are important– You are all doing well overall on this (and remember I will drop the

lowest score)• More depth with assignments

– I will make sure we model the assignments more in class– Please ask questions when we are working on them in class

Overall Ratings averaged over 4.5

• Increased Knowledge (avg=4.5)- my most concerning– What do you want to know?– What will increase your knowledge?

Review from Preference Assessment Assignment

• Selecting Forms- How you will display the choices to the student– Rationale: Why did you select that form….based on previous

experience? Why not other forms?• Operationally Defining Behaviors

– Remember must be measurable & observable– Engaged?

• Define more concretely

• Summary– Write them professionally, but in a way that is jargon-free.– Focus is on presenting to a parent at an IEP meeting

Review the task analysis on the data form so that steps …1. Are stated in terms of observable behavior2. Result in a visible change in the product or process3. Are ordered in a logical sequence4. Are written in the second-person singular so that they could

serve as verbal prompts (if used)…example: Step #7- “Go sit on rainbow rug”

5. Use language that is not confusing to the student, with the performance details that are essential to assessing performance enclosed in parentheses

Ex. Step #6- Go to schedule get Ms. W’s room card [when circle done]

11

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)

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

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Participant 98

Control ConditionEscape ConditionAttention Condition

Perc

enta

ge o

f Occ

urre

nce

of P

robl

em B

ehav

ior

Functional Communication Training: Carr & Durand, 1985

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

AntecedentSetting Event

Summary of Behavior

One Switch. One Head. One World

• http://www.youtube.com/watch?v=cSSgndQ5mVs

PrAACtical AAC

• http://praacticalaac.org/strategy/aac-literacy-setting-the-stage/

• http://praacticalaac.org/strategy/aac-assessment-for-people-with-aphasia/

• Tap to Talk- Free, customizable, • http://www.youtube.com/watch?v=HK8QdV_sNtQ&list=UU7AdgilJ3U0vA8iGebhz16g&index=2

• Proloquo2Go-$199• http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related• http://www.assistiveware.com/it-really-has-become-his-voice• http://www.assistiveware.com/he-always-understood

• iCommunicate- $49.99, can upload pics to make storyboards for activities• http://www.youtube.com/watch?v=4FkSNMLVlmk

• First Then- $9.99, • http://www.youtube.com/watch?v=PDLc0W3_5pk

• Story kit- Free, You can record reading of a book and play back• Sounding board-$49.99, create custom boards with symbols or photos,

http://www.youtube.com/watch?v=pNRU792h_NQ

IPAD Applications for Communication

TASK

STUDENT

EN

VIR

ON

ME

NT

TO

OL

S

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?

• What are the

functional areas of

concern?

• What are the student’s special needs?

• What are the

student’s current

abilities?

• What are the other students doing that this student needs to be able to do?

• What does the student

need to be able to do that

is difficult or

impossible to accomplish

independently at this

time?

STUDENT

A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from www.educationtechpoints.org/manuals-materials/hey-can-i-try-that

STUDENT

• What assistive

technology does the

student have access to or

currently use?

• What activities

take place in the

environment?

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

ENVIRONMENT

• What is the

physical

arrangement?

• Where will the student participate—classroom, home, community, therapy?

Sensory Considerations (new)

New section as a subset of Student & Environment

– Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ?

– Do the learning environment(s) impact the sensory issues of the student?

Sensory Considerations

STUDENT• Visual (glare, color vs.

black & white, white space between symbols, etc.)

• Auditory (voice, volume, button click)

• Tactile (velcro, weight)

• Personal space• Student specific

ENVIRONMENT• Background noise• Lighting (full

spectrum vs. flourescent)

• Physical space

•What does success

look like?

•What activities is the student expected to do?

• What specific

tasks occur in the

environment?

TASK

• Are tools being

considered because of

their features

that are needed rather

than brand names?

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

• Are the tools being

considered on a

continuum from

no/low to high-tech?

•What is the cognitive load required by the

student to use the tool?

• What are the

training

requirements for the

student, family and

staff?

TOOLS

http://www.youtube.com/watch?v=xatHPazOXw0&feature=related

AT Continuum

• Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools

Low Tech Tools

Assistive Technology for Communication

Symbols for Communication Real Object Symbols

Photographs & Pictures

Line Drawing Symbols

Textured Symbols

Letters & Words

AT Communication ContinuumLow Tech

Concrete Representations

Real Objects– Calendar box

– Tangible Symbols

– Miniatures

– TOBIs (true object based icon)

AT Communication ContinuumLow Tech

Communication system with pictures, symbols, letters &/or

words

Considerations for Designing Displays Messages: which are needed, in what contexts

Symbols: depending on the individual & messages

How symbols are displayed: booklets, notebooks, wheelchair trays, scanners

Organizing symbols: context specific, how many per page, etc.

Selecting Symbols—What to look for? Should make sense to the user &

communication partners (assess with range of choices)

Similarity between the symbols & what represents should be obvious

Students sensory modalities should be considered

Symbols introduced gradually building on current communication skills

Using Symbols to Promote Participation/Conversation Calendar/Schedule Systems Choice Displays Remnant (e.g. Movie ticket, scraps from

activities) Displays Conversation Displays

Pragmatic Organization Dynamic Display (PODD) http://www.novita.org.au/Content.aspx?p=683#What_is_PODD

Vocabulary is organized according to communication function and discourse requirements

Simplified Technology by Linda Burkhart◦ http://www.lburkhart.com/

Pragmatic branch starters◦ I like this, I don’t like this, I want something, Quick

word/question, I have an idea, I want to show you something…

http://www.youtube.com/watch?v=ux1KIrz5rpY&feature=related http://www.youtube.com/watch?v=YDjVFXu9MZk&feature=related

Porter & Burkhart, PODD

Mid Tech Tools

Assistive Technology for Communication

Graphic arrays Designing communication

boards or communication notebooks◦ Choosing items◦ Size of each item◦ Positioning each item◦ Accessibility of each item◦ Perception of each item (both user

and communication partner)◦ Item placement/ordering- groups?

Effort in scanning?◦ Motor involvement in using array-

vertical or horizontal?

AT Communication ContinuumMid Tech

Simple Voice Output DevicesBIGmack Step-by-step

CheapTalk

Hip Talk

AT Communication ContinuumMid Tech

Speech Generating Device with levels

Bluebird II

Tech series

Message Mate7 Level Communication Builder

Leo

High Tech Tools

Assistive Technology for Communication

AT Communication ContinuumHigh Tech

Speech Generating Devices with icon sequencing OR

Pathfinder Plus

Vantage Plus

SpringBoard Lite

AT Communication ContinuumHigh Tech

Speech Generating Devices with a Dynamic Display

Dynavox V series & V-Max

M3

ChatPC

Tango!

Eyegaze System

AT Communication ContinuumHigh Tech

Text based device with speech synthesis

DynaWrite

PolyTABLET with Persona

LightWriter SL40

Freedom LITE

Hi-Tech: Speech Generating Devices Devices “talk” when a student touches a

symbol on the device

What are advantages/ disadvantages??

IPAD applications for communication and other low-cost apps

Tap to Talk- Free, customizable, iCommunicate- $49.99, can upload pics to

make storyboards for activities First Then- $9.99, Story kit- Free, You can record reading of a

book and play back Sounding board-$49.99, create custom

boards with symbols or photos, Proloquo2Go-$199 http://www1.teachertube.com/viewVideo.php?title=Student_Demonstrating_Prol

oquo2Go_with_Monkey_Diving&video_id=94307 http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related

IPAD Applications

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

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

1. Define the instructional universe (IU).---How?-Person-Centered Planning/ File Review/ IEP

2. Define the range of relevant stimulus & response variation within that IU.—-How?

-Task Analysis

3. Select examples for the IU for use in teaching and probe testing.—How? Positive & Negative Examples

4. Sequence teaching examples.---How? Juxtapose maximally different, then minimally different examples.

5. Teach the examples.---How? Using Antecedent & Consequence Strategies

6. Test with non-trained probe examples— How?

General Case Programming

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

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

Stimulus control and teaching• For any skill, teach a) what, b) when, c) why.• What = the new response (skill)• When = the stimulus that signals when to perform the

new response• Why = what is the likely consequence (reward)

Teaching and Stimulus Control• Define the naturally occurring pattern• Setting Event -> Stimulus -> Response -> Consequence

• Define what you will “add” to assist learning.

• Setting Event -> Stimulus -> Response -> Consequence

Prompt Extra Reward

or Correction

Why is stimulus control important?For each example define a response and its controlling stimulus

• Reading • Math• Social initiations• Joining a playground game• Getting help from an adult• Getting a cookie at snack• Following the instruction to “line up”

Ineffective Instruction

• Sets the occasion for student failure

Teaching Behaviors

• No elbowing others• No kicking• No hitting• No pinching• No biting• No scratching• Etc. . .

• 2+2 is not 1• 2+2 is not 2• 2+2 is not 3• 2+2 is not 5• 2+2 is not 6• 2+2 is not 7• Etc. . .

Behavior: Peer Relations

Academic Skill:Addition

Teaching Behaviors

• Hands and feet to self or

• Respect others

• 2+2 = 4

Behavior: Peer Relations

Academic Skill: Addition

Instructional Concept #3

Range of Examples

Show all the possibilities

Effective Instruction

• Effective example selection and sequencing• Task analysis• Facilitate success• Delivered at the level of the student

Effective instruction is:

INEFFECTIVE INSTRUCTION• INEFFECTIVE MODELS

•

• INEFFECTIVE PRACTICE• - •

•

• TESTING OUTCOMES• -

Walk on green Walk on green Don’t walk on red

Walk on green Don’t walk on red

Green light =WalkYES

NO LIGHT =?

= ?

FAILURE

Instructional Concept #4

Logical Sequencing

Juxtapose positive and negative examples

INEFFECTIVE INSTRUCTIONINEFFECTIVE MODELS

INEFFECTIVE PRACTICE-

TESTING OUTCOMES-

FAILURE

= osh = osh= osh

= osh = osh

Osh = ?

EFFECTIVE MODELS

EFFECTIVE PRACTICE-

TESTING OUTCOMES-

EFFECTIVE INSTRUCTION

= osh = osh= osh

Osh =

= not osh

= not osh = osh

RED SIDED RECTANGLESUCCESS

= osh

Instructional Sequence

• Model: Structured, Clear Be direct with multiple examples & non-examples

• Lead: High levels of opportunities to respond (OTR), success

• Individual Work - with clear teacher feedback-make sure students get it

• Group work -activities, experiments, etc.-chance to discover application to real world

• Test - Make sure they have skill fluency

Teaching and Stimulus Control• Define the naturally occurring pattern• Setting Event -> Stimulus -> Response -> Consequence

• Define what you will “add” to assist learning.

• Setting Event -> Stimulus -> Response -> Consequence

Prompt Extra Reward

or Correction

Step 1- Defining the Instructional Universe• Jamal’s team (Mom, Dad, Jamal, etc.) decided that they

wanted Jamal to ask for a break (behavior) within the following activities:

• 1. In school during a number of activities with a number of peers.

• 2. Activities at home with family members.• 3. Activities in the community (soccer, tennis) with different

coaches and peers.

Step 2- Identify the Range of Stimulus & Response variation in the Instructional Universe• Range of stimulus (Antecedent) variation

• 1. Activities at school • What can vary? Times of day, activities (difficulty, interest, setting)

peers, staff• 2. Activities at home

• What can vary? Activity (interest, chore, recreational), Parent home• 3. Activities in community? Soccer, Tennis, coaches, peers, etc.

• Range of behavior (requesting a break) variation • Using device (iPad with Proloquo2go)• Pointing to graphic symbol for BREAK• Point to watch (on self or others)

Step 3- Select examples • Positive examples for when to ask for a break

• 1. Reading sight words with peers• 2. Playing soccer or tennis• 3. Playing games with family

• Negative examples of when to ask for a break• 1. When riding in car/bus to an event• 2. When first asked to do a chore (must attempt chore)• 3. When having to get ready for school.

Step 4- Sequence examples• May teach with the following sequence:• Positive example #1: Reading sight words (OK for break)• Positive example #2: Playing soccer (OK for break)• Negative example #1: Riding to event (Not OK)• Positive example #1: Reading sight words (OK for break)• Negative example #2: Getting ready for school (not OK)• Etc……

Step 5- Teach examples • Use prompts and reinforcers to improve performance.

Step 6- Test in non-trained setting • After success with multiple stimuli in trained situations, test

within an un-trained situation (example: tennis [if not used in training] OR math class [if not used in training])

Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, & Other Disabilities• http://aacliteracy.psu.edu/

Alternate/ Extended Assessment

Oregon’s Extended Assessment

Alternate assessments designed specifically for students with significant cognitive disabilities.

Decision to administer is made by the IEP team Based on alternate achievement standards with

content that is reduced in depth, breadth, complexity,

test results from these assessments are not comparable to results achieved on the state’s general assessment

http://www.ode.state.or.us/search/page/?id=2691

Oregon Extended Assessment

Online there is an administration manual, FAQs for parents, scoring guides, sample tests. http://www.ode.state.or.us/search/results/?id=178

A training and proficiency website is located at: http://or.k12test.com

This website is used by all assessors as

part of the qualification process to become a Qualified Assessor (QA) or Qualified Trainer (QT).

Overview of Extended Assessment Subject areas of Reading, (No longer

doing Writing), & Science. Organized into 3 grade levels

Elementary (grades 3-5)Middle (grades 6-8)High (grade 11)

Mathematics- each grade (3rd -8th , & 11th ) has a unique test

Extended Assessment Format

2 administration formats provided for each grade level: Standard & Scaffold administration

Each test begins with a “Prerequisite Skills “ task

Followed by 10 content-level Tasks referred to as the “Content Prompts”.Each Content Prompt Task consists of

up to 5 test items.

IEP team decision-making General Assessment Standard Extended Assessment Scaffold 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.

Look at some examples

Form groups with one person in each group that has a sample of: MathScienceReadingWriting

Discuss the test items, scoring, & difference between Standard & Scaffold administration items

How would you assess reading for a student that does not use oral communication?

Math? Science? Etc.? Standardized Tests???

Assessing Academic Skills