Functional Skills Lesson Plan By J C Case

Functional Skills Lesson Plan By: J. C.

Case Study J. R. is 16 and a sophomore at Lindenwood High School. J. R. was born and diagnosed over the years with multiple disabilities. One of his physical disabilities is his elongated head, which is caused by access fluid in his brain. He wears glasses on a daily basis because of his poor eyesight and to help with depth perception. J. R. also struggles with fine motor skills and does not have a lot of hand strength. This causes his handwriting and eating skills to become very messy. J. R. has almost perfect attendance at school. The students at the school are very accepting of J. R. and his disabilities and he is not made fun of. During school days J. R. goes job shadowing with his para and other students, however, it is unlikely that he will be able to hold a job. J. R. cannot go unattended throughout the day. J. R. 's mother is a single mom who has recently rejoined the workforce. J. R. 's father passed away unexpectedly less than two years ago and this has taken a toll on his family. Since the incident, J. R. has developed a nervous habit of pulling out his hair which has resulted in bald spots. J. R. 's mom is very involved in J. R. 's schooling and is a very intelligent woman. J. R. also has a twin sister who attends the same school. J. R. 's sister does not have any disabilities. J. R. 's teachers describe his characteristics as those of a child suffering from a traumatic brain injury. He will master a skill one day only to forget in the next. He is very inconsistent in his abilities. J. R. has adapted some forms of learned helplessness from having his disability and being sheltered his whole life. His teachers are working on having him participate and do more hands on work, but J. R. does not like having to do more work. Until recently, J. R. has taken classes that have been to hard for him and he is used to sitting in class and not doing anything, but now he is in more resource and self contained classes and is having to work harder. J. R. participates in after school tutoring to strengthen his work ethic and complete his assignments. Overall J. R. is a joy to have in class and provides a smiling face every Monday morning.

Domain: Activity: J. R. will learn to do a load of laundry on his own following the steps. Outcome: J. R. will successfully be able to start a load of laundry in the washing machine. Cognitive: * Will be aware of the washing machine and its buttons. Motor: * Will be able to turn on the washing machine. *Will be able to turn the desired buttons. *Will be able to open and close the washing machine. *Putting the clothes into the machine along with the soap. Health: *Will be able to successfully wash dirty clothing. Communication: *Will be able to read the directions and correctly place the soap, softener, and bleach in the correct spot. *Ask for help if needed Social Skills *Be able to know how to do laundry for college and in a laundromat.

Task Analysis Step 1: Sort out the dirty clothes into three piles, each of which will be washed separately Step 2: Prepare all your clothes by making sure everything is out of your pockets

Step 3: Get the laundry detergent and fill the cap to the desired line and pour into machine. Step 4: Put your clothes into the washing machine

Step 5: Select the appropriate water temperature Step 6: Wait for cycle to complete

Discrepancy Analysis Forgets to shut the lid to start the machine. Forgets to set the correct water temperature. Puts too much clothing into the machine.

Instructional Plan I will start by teaching the process over a period of one week using the direct instruction and modeling. I will show him how to correctly sort laundry into darks, lights, and whites. After that I will show him how to correctly pour the detergent to the desired fill line. I will explain the process of choosing a water temperature and how to select the right one. Finally I will show him how to start and load the machine. After I have shown him the process I will allow him to practice it using the least to most prompt hierarchy. 1. No prompt (wait and see if he knows how to do the first step of sorting the various items of clothing). 2. Verbal Direction (you need to sort the laundry, that is our first step. Sort the laundry now) 3. Gestural Prompt (I will point to the laundry) 4. Partial Physical Prompt (Hand him a piece of clothing) 5. Full Physical Prompt (You need to start sorting the laundry as I hand him the clothes) My prompts will be dependent on what J. R. needs on certain days and how well he remembers. Because his skills flucuate daily these prompts may or may not be needed. I will fade the prompts after he has done the task on day two. If an errior occurs I will bring the prompts back. To correct the error I will redirect J. R. to what he was suppose to do and make him back up to the correct step.

Discrepancy Chart Week 1 Domain: Correctly follow the steps to complete a load of laundry on his own. Environment: Teachers Lounge/Sped room Activity: Doing a load of laundry Skill Clusters No Prompt Sort Dark Clothes x Sort Light Clothes x Sort White Clothes x Prompt Assistance Needed a little help deciding what was light and dark. Check all pockets on clothing x Pour soap into cap to line 2 x Pour soap into machine Needed help locating the fill line. Hard to see the different fill lines even for me. x Put dark clothes into machine x Select water temperature x Close washing machine lid Comments x Didn't know which pile was dark between the lighter and darker clothes Needed help one which way to turn it. Hard to know which color needs what temperature. Did ask me if he should close the lid while he was closing it.

Behavior Chart Over two data weeks

Summary Evaluation J. R. is a 16 year old sophomore in high school who has an education diagnosis of multiple disabilities. His abilities often depict that of a traumatic brain injury and his skills vary from day to day. He is often forgetful and each week is like he is learning something all over again. For this assignment I wanted J. R. to be able to learn to do a load of laundry on his own. He is getting to be old enough to help around the house and be able to perform tasks for his own basic needs. J. R. was evaluated on his ability to do a load of laundry for a total of five days over a two week period. There were nine tasks that J. R. was evaluated on in order to be able to perform his functional skill. Each prompt is charted on a discrepancy chart. I worked with J. R. the week before, helping to familiarize him with the vocabulary of laundry items and also pictures of various washing machines. He knows not all machines are alike and it is ok to as for help. The first and second week seemed to be about the same, but his success was higher the second week. He ended up completing the task with a 90% accuracy. I believe his data on day one of each week was similar because he was board with the topic after a while. He is somewhat lazy in doing his tasks and this was very hands on for J. R. . I do believe it was essential for him to learn to be successful in doing his own laundry at home and outside of school.