No one form of communication will meet all
- Slides: 81
No one form of communication will meet all needs or all social situations � Teaching a combination of different modes is necessary ◦ Examples: Vocalization, body movements, pointing, facial expressions, nodding, gestures, use of object symbols, picture symbols, manual signs ◦ Morgan: A multiple-mode communicator! ◦ http: //www. youtube. com/watch? v=uh. LATQX 4 Ow&feature=related
Updates • Today – – Ecological Inventory/Daily Schedule Analysis & – Task Analysis #1 • Article Review #2 has been cancelled. – Your Article Review #1 score has been doubled – If you want to improve your score you can do Article Review #2 to receive a doubled score on that assignment (I will take the highest graded assignment) • May 20 th- Task Analysis #2 & Quiz • June 3 rd- Task Analysis #3 • June 10 th- Ecological Assessment Report
Steps in Ecological Assessment Process • Step 1: Plan with Student & Family – Person-centered Planning • Step 2: Summarize what is known about the student – Record Review, IEP Review • Step 3: Encourage Self-Determination/ Assess Student Preferences – Preference Assessment • Step 4: Assess student’s instructional program – Daily Schedule Analysis – Task Analyses – Other Assessments • Step 5: Develop ecological assessment report – To inform IEP: PLAAFP, Goals & Objectives, Interventions
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
Self-determination Assistive Technology Independence, Interdependence, Opportunities to Act Operational Competence Multi-modal expression -e. g. , Goal setting, choice-making, selfmanagement e. g. , How to use devices, low & hi tech options Grade Level Content Standards Personal Relevance Related to individual needs e. g. , social skills, daily living, vocational Pivotal Skills Important to learning across content areas e. g. , selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic organizers Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al. , 2010)
Functional Communication Training: Carr & Durand, 1985 Summary of Behavior Setting Event Antecedent Desired Behavior Typical Consequence Problem Behavior Maintaining Consequence Alternate Behavior
Basic Conditions for Communication (Beukelman & Mirenda, 2005) • At least 2 people who understand each other • Form (i. e. a way to send the message) • Content (i. e. , something to talk about) • Function: Reason/Purpose to communicate • Educational team members must ensure these are addressed
Ecological-Functional Assessment Process • Uses observational techniques to analyze skill demands of the natural environment and determine how the student performs within the environment • Leads directly to intervention plan (Snell, 2002)
Bryant, D. P. , Smith, D. D. , & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon. A ASK: What am I requiring students to do? D DETERMINE the prerequisite skills of the task. A ANALYZE the student’s strengths and needs. P PROPOSE and implement adaptations T TEST to determine if adaptations helped the student Standards/ Lesson Plan Observe steps ALL students are doing to achieve the standard Observe what TARGET student is doing— what steps can do. Identify TARGET STUDENT outcomes and adaptations needed based on observation Create a DATA collection plan. Bryant, D. P. , Smith, D. D. , & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.
Important Results from Ecological Inventory of Communication Skills • Student’s current FORM (modes) of communication. • What ways he/she is presently communicating • What ways could be used to communicate more effectively (fluency, comprehensible to others) • CONTENT of the environment and activities • Vocabulary: Expressive & Receptive • Natural Supports • Communication Partners (will have to teach them) • FUNCTION/ Intent of student’s communication • Requesting, Refusing, Initiating
Communication Ecological Inventory Worksheet (Figure 8 -10, p. 249, Best, Heller, Bigge, 2005) 1. Ask: Where does the student spend time? (environment, sub-environment, activities) 2. Select Activity: (e. g. , ordering food) 3. Observe: (for vocabulary used in activity) • List Expressive Vocabulary used in the activity • List Receptive Vocabulary used in the activity 4. Review listed words and determine which words & skills need to be taught to the student.
Ecological Inventory of Communication Skills Steps in Activity Natural Cues Comm. Skills Needed Student Discrepancy Interv. Performance Analysis Plan Receptive + or or Expressive Why sug student gest isn’t ions doing the step
Review Ecological Inventories • With a partner, share your ecological inventory • Did your partner look at an age appropriate general education class? • Did your partner identify ideas for how the student could participate in general education?
Review the task analysis on the data form so that steps … 1. 2. 3. 4. Are stated in terms of observable behavior Result in a visible change in the product or process Are ordered in a logical sequence 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] 23
Discussion Time!
TOOLS ENVIRONMENT STUDENT TASK
SETT- similar to ecological inventory Student S Environment E Task Tools T • What are the student’s current abilities? • What activities take • What specific tasks place in the occur in the environment? • What are the student’s special needs? • What activities do other students do that this student cannot currently participate in? • What are the functional areas of concern? • What assistive technology does the student have access to or currently use? • What activities is the student expected to do? • What does success look like? T • Are the tools being considered on a continuum from no/low to hightech? • 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?
STUDENT • What are the ent student’s curr abilities? • What ar e student’s the special needs? e the • What ar as of al are function n? concer • What a other s re the tu doing dents that th is studen tn be abl eeds to e to do ? dent es the stu • What do le to do that e ab need to b lt or is difficu sh accompli to le ib s s is impo ently at th independ ? 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/manualsmaterials/hey-can-i-try-that
ENVIRONMENT s • What activitie the take place in environment? • Where w ill the student p articipate — classroom commun , home, ity, thera py? the • What is physical ent? arrangem • What other s activities do tud this st ents do that u curren dent cannot tly par ticipat e in? istive • What ass es the y do technolog cess to or ave ac student h use? currently
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
TASK • What specific the tasks occur in environment? • What ac tivities is the stude expected nt to do? ss es succe o d t a h • W ? look like
TOOLS being • Are the tools a on considered om fr continuum -tech? no/low to high • Are the tools stu dent centered and task oriented and reflect th e studen t’s current n eeds? ls being • Are too cause of ed be consider atures their fe ather needed r ? that are s nd name than bra • What is load re the cognitiv studen quired by th e t to us e e the t ool? the • What are training e ents for th m e ir u q e r amily and student, f staff?
http: //www. youtube. co m/watch? v=xat. HPaz OXw 0&feature=relate d
AT Continuum • Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools
Assistive Technology for Communication Low Tech Tools
Symbols for Communication � Real Object Symbols � Photographs � Line & Pictures Drawing Symbols � Textured � Letters Symbols & Words
AT Communication Continuum Low Tech Concrete Representations Real Objects – Calendar box – Tangible Symbols – Miniatures – TOBIs (true object based icon)
AT Communication Continuum Low Tech Communication system with pictures, symbols, letters &/or words
Considerations for Designing Displays � Messages: � Symbols: which are needed, in what contexts 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 � Choice Systems Displays � Remnant (e. g. Movie ticket, scraps from activities) Displays � Conversation Displays
Porter & Burkhart, PODD � 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 � Pragmatic branch starters ◦ http: //www. lburkhart. com/ ◦ 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=ux 1 KIrz 5 rp. Y&feature=related http: //www. youtube. com/watch? v=YDj. VFXu 9 MZk&feature=related
Assistive Technology for Communication Mid Tech Tools
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 arrayvertical or horizontal? ◦ ◦ ◦
AT Communication Continuum Mid Tech Simple Voice Output Devices Step-by-step BIGmack Cheap. Talk Hip Talk
AT Communication Continuum Mid Tech Speech Generating Device with levels Leo Tech series Bluebird II Message Mate 7 Level Communication Builder
Assistive Technology for Communication High Tech Tools
AT Communication Continuum High Tech Speech Generating Devices with icon sequencing OR Vantage Plus Pathfinder Plus Spring. Board Lite
AT Communication Continuum High Tech Speech Generating Devices with a Dynamic Display Dynavox V series & V-Max Eyegaze System M 3 Tango! Chat. PC
AT Communication Continuum High Tech Text based device with speech synthesis Dyna. Write Light. Writer SL 40 Freedom LITE Poly. TABLET with Persona
Hi-Tech: Speech Generating Devices � Devices “talk” when a student touches a symbol on the device � What are advantages/ disadvantages? ?
IPAD Applications � IPAD applications for communication and other low-cost apps � Tap to Talk- Free, customizable, � i. Communicate- $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, � Proloquo 2 Go-$199 � � http: //www 1. teachertube. com/view. Video. php? title=Student_Demonstrating_Prolo quo 2 Go_with_Monkey_Diving&video_id=94307 http: //www. youtube. com/watch? v=d. Kc 1 Ss 5 d 1 Nw&feature=related
A ntecedent: Natural Cue that triggers [or should trigger]…. B ehavior you want to Increase or Decrease C onsequence: Natural outcome that consistently occurs after behavior Antecedent Strategies Instructional Design Consequence Strategies -Time Delay -Range of Responses -Range of Examples -Positive Examples -Negative Examples -Minimally Different -Maximally Different -Differential Reinforcement -Prompting -Pre-correction -Modeling -Shaping -Error Correction
General Case Design— Why? Determine what to teach and features need to vary to increase generalization. 1. Define the Instructional Universe 2. Define the Range of Relevant Stimulus and Response Variation 3. Select Examples for Teaching & Testing 4. Sequencing Teaching Examples 5. Teaching the Examples 6. Testing with Non-trained Probe Examples
General Case Programming 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?
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/Stimulu s: 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 Behavior: Peer Relations • • No elbowing others No kicking No hitting No pinching No biting No scratching Etc. . . Academic Skill: Addition • • 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. . .
Teaching Behaviors Behavior: Peer Relations Academic Skill: Addition • Hands and feet to self or • Respect others • 2+2 = 4
Instructional Concept #3 Range of Examples Show all the possibilities
Effective Instruction Effective instruction is: • • Effective example selection and sequencing Task analysis Facilitate success Delivered at the level of the student
INEFFECTIVE INSTRUCTION • INEFFECTIVE MODELS Walk on green Don’t walk on red • • INEFFECTIVE PRACTICE • - Walk on green Don’t walk • on red • • TESTING OUTCOMES • Green light = S YE Walk E R U L I FA NO LIGHT = ? =?
Instructional Concept #4 Logical Sequencing Juxtapose positive and negative examples
INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS = osh INEFFECTIVE PRACTICE - = osh TESTING OUTCOMES Osh = ? F E R U L I A
EFFECTIVE INSTRUCTION EFFECTIVE MODELS = osh = not osh EFFECTIVE PRACTICE - = osh TESTING OUTCOMES Osh = = not osh = osh S S RED SIDED RECTANGLE E C C U S
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 • Test -activities, experiments, etc. -chance to discover application to real world - 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 (i. Pad with Proloquo 2 go) • 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/
Self-assessment/Feedback
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