By Betsy Murray DESCRIPTION OF LEARNER GOAL IEP
By: Betsy Murray
DESCRIPTION OF LEARNER GOAL • IEP Goal ◦ In 4/5 opportunities, KG will use language to express his feelings, wants, and needs when playing with or negotiating with another child, with minimum adult support, but including the use of supports. 1. Affects all areas of academic and functional performance 2. Promotes prosocial communication (responding with words, eye contact, raising hand)
AREA OF CONCERN • Struggles to communicate prosocially ◦ Engages in antisocial behaviors such as falling out of his seat, crying, making noise, gagging himself, avoiding eye contact, refusal to listen Data to support this need ◦ Baseline: average of 16% prosocial vocalizations over four, half hour periods ◦ Observations: seeks attention in group settings (antecedent) ◦ Interviews: limited use of words to address needs, wants, and thoughts
POWER CARD INTERVENTION • Strength-based intervention used to support positive communication and social skills ◦ Power cards: Using Special Interests to Motivate Youth with Asperger Syndrome and Autism by Elisa Gagnon 1. Utilizes student interests and visuals 2. Clear, simple phrases related to desired skills 3. Story scenario related to hero or favorite characters 4. Easily accessible 5. Encourages self-monitoring 6. Compensatory support: can be altered and used to maintain skills 7. Instructional support: set of objectives leading to desired goal
POWER CARD INTERVENTION
STEPS TO IMPLEMENT POWER CARD 1. Review baseline data and inform student of desired behaviors. Model these behaviors. 2. Read the power card to the student each day and explain its purpose. Review all positive behaviors. 3. Before beginning the intervention each day, remind student of rewards he/she could earn if the objective is met. 4. Discuss the importance of self-monitoring. Encourage the student to use the card during instructional time to remind himself of desired behaviors. 5. After the instructional period, discuss behaviors and growth. 6. Continue until the student begins to independently use the power card.
DRL DIFFERENTIAL REINFORCEMENT OF LOWER RATES OF BEHAVIOR • Used to decrease rate of behaviors that are inappropriate when they occur too often or rapidly ◦ Rather than stopping negative behavior completely, lower the number ◦ Promotes positive behaviors ◦ Realistic ◦ Delivered reinforcer if objective was met (Pokémon or snack)
DATA COLLECTION Student: KG Setting: (Math Opening: 9: 00 -9: 30 AM) Data Collector: Betsy Murray Duration: 30 minutes Objective: While participating in math opening, KG will orally communicate his thoughts and needs prosocially (responding to a greeting or question with words or verbally commenting) 50% of the time for 5 consecutive trials.
STUDEN T GROWT H
STUDEN T GROWT H
RATIONALE FOR INTERVENTION Meets learner’s interests/strengths/needs 1. Pokémon 2. Reading 3. Focuses on positive behaviors 4. Short directions 5. Self-monitoring 6. Incentive and skill builder 7. Age appropriate 8. Easy access
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