Welcome to Week 3 of Functional Curriculum SPED

Welcome to Week 3 of Functional Curriculum: SPED 534 • • Quiz #1 Next week: 10/19 Article Review #2: Due 11/2 Quiz #2: 11/9 Ability Awareness Lesson Plan: Due 11/1 • Please Get Started on the Entry Activities #1 & 2.

Today’s Agenda • • • Review Entry Activity Review Last Class Review Article Reviews Prompting Specialized Teaching Strategies

Consequences

Instructional Sequence Model: Structured, Clear Be direct with multiple examples & nonexamples p Lead: High levels of opportunities to respond (OTR), success p n n Individual Work - with clear teacher feedback -make sure students get it Group work -activities, experiments, etc. -chance to discover application to real world p Test - Make sure they have skill fluency

Instructional Methods p Students with intellectual disabilities learn best when instructional methods are explicit, systematic, and derived from empirical research such as the following practices (Heward, 2003)

Heward, 2003 p p Assess each student’s present levels of performance to help identify and prioritize most important instructional targets. Define and task-analyze the new knowledge or skills to be learned Design instructional methods and activities so the student has frequent opportunities for active student response in the form of guided and independent practice Use mediated scaffolding (provide and then fade prompts so student can respond to natural occurring stimuli)

Heward, 2003 continued p p Provide systematic consequences for student performance in the form of contingent reinforcement, instructional feedback, and error correction. Incorporate fluency-building activities into lessons Incorporate strategies for promoting generalization and maintenance of newly learned skills Conduct direct and frequent measurements of student performance, and use those data to instructional decisions.

Teaching Applications: Prompts p Defined: n Any antecedent stimulus ADDED to the presentation that increases the likelihood of correct responding. p Examples: n Verbal, gesture, physical, embedded (visual, auditory) n Modeling n Precorrection

What makes a good prompt? Increases likelihood of correct responding p Focuses attention on relevant features of task (Sd) p Ease of delivery p Ease of removal across trials p Good prompts are determined by the demands of the task AND the presenting skills of the learner. p As weak as possible (least intrusive) p Should be faded as rapidly as possible p

In-Class Activities 3 & 4 p Get together with a partner who reviewed a different article that you reviewed answer the questions. p Do this with another partner who reviewed a different article than you.

Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Sound Instructional Design Teach alternative that is more efficient Add effective & & remove ineffective reinforcers Sound Instructional Delivery Effective Response to Student behavior

Antecedent Strategies Time Delay Constant (CTD; Miracle et al. , 2001) Progressive (Wolery et al. , 1992) Prompting Systems Gestural, verbal, pre-recorded auditory prompts, pictorial prompts, model prompts, physical prompts, mixed prompts System of Least Prompts (or least-to-most prompting Most-to-Least Prompts

Establishing Stimulus Control using… p Time delay: n begin with a prompt that works and then increase the DELAY between presentation of the target stimulus and the added prompt p p p fixed Progressive Sd +Prompt response Sd …. response

Constant Time Delay (CTD) Commonly used to teach single, discrete behaviors such as sight words and naming objects : Attention Cue: “Get Ready” Task Direction: target stimulus + “read this” Delay period: Pause 4 to 5 seconds Effective Prompt: verbal, gestural, etc. Prompt must have worked in the past/ know that prompt works Ex: Teacher reading the sign followed by student imitating teacher’s words First several trials use zero-second delay period to provide initial instruction Ex: “Read the sign” & immediately say “walk” After initial trials, insert delay period

Progressive Time Delay Similar to CTD, but more effective for students with severe disabilities Difference is: gradually increases the time delay period between the direction and the prompt Go from zero-second to 1 -s (for several trails), then 2 -s (for several trials, then 3 s, etc…. Because delay period is gradually increased, more likely that the student will not be lost between direction and prompt

Guidelines for Selecting Prompts 1) Select the least intrusive, effective prompt 2) Combine prompts if necessary 3) select natural prompts and those related to the behavior 4) Provide only after students are attending 5) Provide in a supportive, instructive manner before response 6) Fade as soon as possible 7) Plan fading procedures beforehand

Prompt Examples: What prompts might be useful? Natural Sd Target Behavior Consequence p (Prompt) p Teaching cursive writing p Teaching swallowing p Teaching Carl how to ask to enter a wall ball game. p Teaching Emily to move from one task to another without help. p Teaching Phil to wait at snack without grabbing food. p

Fading p Defined: Stimulus Fading n n p The gradual reduction or removal of a prompt. Fading is a process for transferring stimulus control. Examples: n n n Change in physical features (dashed lines) Change in specificity of verbal prompts (“pick up the screwdriver”…to… “what’s next”) Time delay (“Prompt+Sd”…. to… “Prompt…. Sd”)

Fading Prompts p Increasing Assistance (Least-to-Most Prompts)—start with least intrusive and add more intrusive if necessary. p Graduated Guidance (Hand-over-hand, physical guidance)— reducing full guidance to “shadowing”. p Time Delay—wait several seconds before prompting to allow student to respond. p Decreasing Assistance (Most-to-Least Prompts)—move to less intrusive prompt when behavior occurs reliably p http: //www. youtube. com/watch? v=Iwaq. Akwbd_w&feature =mfu_in_order&list=UL

System of Least Prompts AKA: least-to-most prompting OR least intrusive prompting OR increasing assistance Uses a brief waiting period Then, present hierarchy of increasingly intrusive prompts (minimal prompt to maximum prompt) e. g. , gestural, verbal, partial physical, full physical Provide a prompt on each trial with only the minimum intensity necessary to get the behavior to occur Most commonly used for teaching chained tasks (Doyle et al. , 1988)

Example: Teaching how to make coffee Work with a partner and do the following: 1. Task analysis of steps to complete 2. Determine a least-to-most hierarchy of prompts Example: 1. No prompt (time delay for 5 seconds) 2. Indirect verbal prompt (“what’s next? ”) 3. Direct verbal prompt (“Do ____”) 4. Partial physical prompt (nudge hand) 5. Fully physical assistance (fully guide hand)

Most-to-Least Prompts Opposite of the system of least prompts AKA: Decreasing assistance procedure Simultaneously providing target stimulus AND most intrusive prompt on the first set of trials Eliminates most errors that tend to occur in early learning trials. Commonly used with individuals with very severe/profound disabilities—start with full physical with verbal direction

How would you fade these prompts? Verbal prompt “move it to the tens” during two digit addition to prompt carrying. p Verbal prompt “ask nicely” when prompting Elsie to ask for toys/food, etc. p Physical prompt “touch on arm” as student points to communication board. p Gesture prompt, pointing to the correct color when asked to touch “yellow, etc” p Embedded prompt, dashed lines for writing p

Teaching Applications: Shaping p p Defined n Teaching new behaviors through differential reinforcement of successive approximations of correct responding. n Differential reinforcement for shaping means that responses that meet a certain criterion are reinforced, while those that do not meet the criterion are not. The Sd and reward are constant. What changes is the rule for delivering the reward. The goal is to improve the precision of the new skill.

Response Shaping 1. Behavior is present, but not fluent in the presence of the “signal” 2. Focus on CONSEQUENCES -requires powerful reinforcers -use differential reinforcement 3. Systematic reinforcement of successive approximations toward the target behavior -specify dimensions of the target/goal behavior -reinforce slight improvements/changes -takes time -avoid practicing errors

Establishing Stimulus Control: Teaching New Behaviors Shaping: Students learn new things when a teacher “shapes” an existing response into the desired behavior. Advantages of shaping: n n n faster than waiting for a correct response learner succeeds at a high rate still kind of slow because you are waiting for the learner

Designing Successful Shaping Programs Identify the terminal behavior (end result) p Identify the initial behavior p Identify intermediate behaviors p Determine the size of steps toward the goal p Reinforce successive approximations of the behavior p Monitor progress p n Example student accessing a switch

Shaping Example p Problem behavior: Students are off-task about 80% of the time when working with a partner. Off-topic conversation occurs and work is not completed. p Define the terminal behavior. p Define the initial behavior. p What will our “successive approximations” be?

Shaping: How would you use shaping to. . p Develop skill of saying “thank you” (in different ways) to peers. p Develop skill of reading third grade material at 150 words correct per minute. p Develop ability of a pre-schooler to stay in morning circle for 10 min without screaming

Chaining p A procedure to teach complex skills. n n n p Requires a “task” that is organized into a sequence of “responses. ” Each of the responses serves as a “link” in “chain of behavior” Main idea n p Reinforce combinations of simple behaviors so they become an integrated, whole. Based on “task analysis” logic The reward at the end of a chain will maintain all the other responses in the chain. The goal is to teach that each step has an Sd-> R. Each R generates a new Sd until the final step which ends with a Sr+ (reward). Three basic approaches n n n Total Task Chaining Forward chaining Backward chaining

Chaining for multiple-step behaviors, Total Task p Total Task Training: n n n Instruction begins by starting with the first step in the chain and teaching each successive step in order until the chain of responses is completed. Successful with all sorts of chained tasks Works best if the chain is not too long (chained tasks can be subdivided or a single training trial can be too lengthy). Main advantage: all teaching opportunities are used (each step is taught each time) and the task is completed. May produce faster learning than other chaining methods. More natural approach than the other options

Forward Chaining n n Begin instruction by starting with the student performing any learned steps in order up to the first unmastered response, at which point instruction occurs. Remainder of chain completed by teacher or by student with assistance Useful with many self-care routines and chained academic tasks (e. g. , use of number line, telephone dialing, calculator use, etc. ) May be stigmatizing when assistance with unlearned part of the task is obvious…so think of how to do this and respect student’s dignity

Forward Chaining 1. 2. 3. 4. Student does FIRST STEP, teacher does the rest of chain. Keep adding steps until student completes entire chain. Reinforce student for completing the desired number of steps requested by the teacher. Useful when prompting is difficult. Video: http: //www. youtube. com/watch? v=V 1 q. H bhr. Ve. E 0

Backward Chaining p Backward n n n Instruction begins by helping the student perform the entire chain up until the last step of the chain, at which point instruction occurs. Useful with many self-care routines Advantage over forward chaining: student is being assisted through the task, completes the task quickly, and gets reinforcement early in learning. May also be stigmatizing, respect student’s dignity With all of these chaining strategies reinforcement is given quickly (e. g. , praise) after each response and again at the end of the chain (e. g. , a short break)

Backward Chaining Teacher does all but last step, student completes LAST STEP. 2. Keep adding steps until student completes entire chain 3. Reinforce student for completing the desired number steps requested bythe teacher. 4. Often used with functional skills 5. Student can perform steps with prompts. Video: http: //www. youtube. com/watch? v=Lb. Bj 4 Tzi 9 CQ 1.

Visual Modality Strategies Visual Supports -Use of visual symbols & objects Visual Schedules Activity Boards Rule Scripts/ Social Stories Video Modeling

Checklist for individualization of visual schedules Determine Form of Representation Object that will be used in activity Object that is symbolic of activity/area Photograph Icon Picture/word combination Single word Phrases or sentences For more information go to http: //www. teacch. com/

Determine Length of Visual Schedule One item at a time, signifying transition Two items, signifying first—then sequence Three or four items, up to an hour 2 hours Half day Full day

Determine presentation format One item at a time Left to right sequence Top to bottom sequence Multiple rows

Determine ways to manipulate the schedule Carry object to be used Carry visual cue to be matched (in basket, box, pocket, on VELCRO) Turn over visual cue on schedule as completed Mark off visual cue on schedule as completed

Determine location of schedule Teacher takes schedule information to student Stationary schedule in central location on table Stationary schedule in central location on shelf or wall Portable schedule: “pull-off” segment of schedule Portable schedule: on clipboard Portable schedule: in notebook

Determine initiation of the use of the schedule Teacher takes schedule information to student Student goes to schedule with transition symbol: From same room, schedule within view From a variety of locations Student cue travels to schedule using verbal From same room, schedule within view From a variety of locations Student spontaneously checks schedule

TEACCH Treatment and Education of Autistic and Communication related handicapped CHildren -http: //www. teacch. com/ -Established in the early 1970 s by Eric Schopler -Structured Teaching Model -Physical organization, scheduling, visual (picture and color) approach, use of reinforcement strategies p

Specialized Teaching Strategies p Visual modality strategies n p Visual supports, visual schedules, activity boards, rule scripts, video modeling, Task analysis & chaining n Forward, backward, interrupted Discrete teaching trials p Prompting systems, time-delay, p Antecedent & Consequence strategies p

Chained response skills vs discrete response skills Chained: multi-step behaviors E. g. sweeping the floor, playing UNO, ordering food Discrete: stand alone (e. g. , naming people, matching numbers to quantities, reading words) It is sometimes hard to distinguish the difference, depending on the learner

Decide whether these objectives include chained or discrete behaviors Following the use of the toilet, Marc will wash his hands by completing 8 of 10 task steps independently When asked to circle a word (e. g. , nap, mop, map) that matches a picture on a worksheet, Marc will correctly circle the word 75% of the worksheet for two probes in a row When given a slant board to hold his papers and a template to limit the range of writing, Marc will print all of the letters of the alphabet from a model 100% of the time on two probes in a row. During lunch time at school, Marc will complete 10 of the 12 steps independently: get in line, go to cafeteria…. etc…. and return to the classroom.

Functional Routines Instruction Cue (opportunity to respond) Response/ Behavior Consequence Pause FR Environment provides a natural cue Student does each step needed to complete the activity Student gets natural outcome of activity Student focuses on next routine EX Student’s bus arrives and door opens. Other students get off bus S gets off bus, goes in the correct direction, enters building, goes to class, puts away materials Student is now inside with other students and has inviting activities to do. Teacher offers praise Student transitions to next routine

Discrete Trial Training (DTT) Strategy based on ABA principles p Breaking skills down into smaller components and teaching those smaller sub-skills individually p Mass Trials and Repeated Practice p Use of prompting when necessary p Leaf, R. , & Mc. Eachin, J. (1999). A Work In Progress. New York, New York: DRL Books Green, G. , Luce, S. , & Maurice, C. (1996). Behavioral Intervention for Young Children with Autism: A Manual for Parents and Professionals. Austin, Texas: Pro-Ed. Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86 -92.

“Discrete Trial” 1. 2. 3. 4. 5. Initial Instruction (“Touch your nose”) A prompt or cue given by the teacher to help the child respond correctly (Teacher points to child’s nose) A response given by the child (Child touches nose) An appropriate consequence (“Nice job touching your nose” + sticker) Pause between consecutive trials (1 -5 seconds before next trial)

Discrete Trial Training Cue (opportunity to respond) Response/ Behavior Consequence Pause DTT T provides instructional cue (prompting may be needed) Student Responds Teacher praises and give child a positive reinforcer There is a pause EX 1. Student indicates interest in chips 2. Teacher says “Give me a car” Student Teacher praises gives car to student and teacher gives student a chip Student eats chip and teacher waits a few seconds before next cue

Pivotal Response Training & Verbal Behavior Approach p “How to Teach Pivotal Behaviors to Children with Autism: A Training Manual” n p http: //www. users. qwest. net/~tbharris/prt. htm Barbera, M. & Rasmussen, T. (2007). The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders. Philadelphia, PA: Kingsley Publishing.

Discrete Trial Training Videos � http: //www. youtube. com/watch? v=2 afb 4 i 7 L MJc � http: //www. youtube. com/watch? v=cp_gz. UTC m 8 g&feature=mfu_in_order&list=UL

Pivotal Response Training Cue (opportunity to respond) PRT 1. S indicates interest 2. Teacher withholds access to desired item/activity EX 1. Student reaches for car. 2. Teacher withholds and says, “Car” Response/ Behavior Consequence Pause Student Responds S gets desired item There is a pause Student imitates the word car. Teacher gives student access to car Student plays with car

Video Examples � http: //www. asatonline. org/intervention/vide os. htm

Picture Exchange Communication System (PECS) � Frost, L. A. & Bondy, A. S. (1994). The Picture exchange communication system: Training manual. Cherry Hill, NJ: Pyramid Educational Consultants.

� Picture (PECS) Exchange Communication System ◦ Six Phases � http: //www. youtube. com/watch? v=ZP 48 lxn. N d. HM � http: //www. youtube. com/watch? v=tr 3 l. QXNEc ps&feature=related � http: //www. youtube. com/watch? v=Zr. ELOVWn p 28&feature=related

SPED 509 Announcements � Check the Wiki…New stuff posted ◦ Example Work Samples…these were done based on a different rubric so will be different from yours! ◦ Field Experience Documents Section Expanded �Supervision Binder Recommendations �http: //addspedfunctionalassessment. pbworks. com/w/ page/46202080/SPED%20509

SPED 509 � Journal Review (10 -12 minutes) Example Work Samples (15 -30 minutes) http: //addspedfunctionalassessment. pbworks. com/w/page/ 46816011/Example%20 Work%20 Samples � � � Observation Form Review (20 -30 minutes) Section 1 -3 Comprehensive Functional Curriculum Assessments � Ecological Inventory/Discrepancy Analysis � Functional Routines/Task Analysis

Observation Form Review � Where would you find this form if you wanted to know what it looked like? � http: //addspedfunctionalassessment. pbwork s. com/w/page/42472366/Front. Page

Deepening Prior Knowledge: using observation forms across a range of students’ abilities n In 3 groups: n Select the item you think might be most difficult to know if it was implemented appropriately. (2 minutes) n As a group, create a matrix that helps address one example of successful implementation. (510 minutes) 61

What might this look like? Followed curriculum prompting protocols/instructional plan Elementary Age Range Secondary Low Inc Performance Level/Ability Hi Inc The teacher candidate is using working from their assessment the lesson plan and using response options activities are related to the (e. g. asking the student to point to lesson objective a real object to assess vocabulary and stated on knowledge) that are the lesson plan. described in plan Routine 1. 2. 3. 4. 5. The teacher candidate is working from their instructional plan and using the prompting protocols (e. g. , verbal prompts) described in the plan The teacher candidate is using Reading Mastery, and is reading from the scripted lesson plan, using signaling to elicit unison oral responses, and using all parts of the lesson materials, which is reflected in lesson plans 62 and lesson materials.

Your turn: What might this look like? _____________ Low Inc Hi Inc Performance Level/Ability Low Inc. Secondary Elementary Age Range Secondary Hi Inc. Secondary Routine Low Inc. Elementary 1. 2. 3. 4. 5. Hi Inc. Secondary 63

Competencies n 1: Not yet in place n Does not implement or implements ineffectively n 2: Attempts to Implement n Attempts implementation or is partially effective n 3: Implements Effectively n Effectively implements sometimes, but not consistent n 4: Implements Consistently & Effectively n Consistently and effectively implements 64

Positive to Corrective Ratio n Positive feedback n n n an item that contains a positive evaluative term like (e. g. good, well done) Acknowledgement of appropriate behaviors, or correct academic responses (yes, five; I see Jorge is waiting quietly). Non example – repeating answer with no indication of correctness n Corrective feedback n n an item that contains a negative or corrective evaluative term or negative tone (e. g. stop talking) Acknowledgement or correction of inappropriate behaviors, or correction of academic errors n n (e. g. that’s a teacher point for not following directions, that word is cape, what word? ) Non-example n Repeating the prompt (put your pencils down… put your pencils down) Practice Coding: 65

Take a look at your observation form to find this section.

Opportunity to Respond: Mark a tally in this box when the teacher provides a request that requires a student response Examples: “What word? ” “What’s this? ” “Show me the circle? ” “What’s next (showing a picture schedule)? ”

Correct: Mark a tally in this box when the student responds correctly (or at the prompt level outlined) to a teacher’s request Examples: Student reads correct word. Student points to correct word/pictures/objects. Student performs at prompt level dictated by teacher.

Incorrect: Mark a tally in this box if the student did not respond correctly to teacher’s requests Examples: Says wrong sound/word Student requires more intrusive prompt than designed (e. g. , use of touch/tap prompts after others haven’t worked).

Teacher Correction: Mark a tally here if a teacher provides feedback on target skill. Examples: Teacher says, “That word is___”. Teacher models/prompts student to complete the skill correctly after a mistake OR uses more intrusive prompt.

Teacher Correction: Mark a tally here if a teacher provides feedbackto on target skill. We expect the teacher quickly provide another opportunity for the student to respond to get this request correct (even with more Examples: intrusive prompting). Teacher says, “That word is___”. We want student to end models/prompts teaching Teacher session with student to complete the skill success and not an error. correctly after a mistake OR uses more intrusive prompt.

OTRs…what you want to see…. Fast paced instruction… high OTRs

Correct responses…what you want to see…. Greater than 80% of OTRs with Correct Responses

Incorrect/Teacher Corrections what you want to see…. Every incorrect response with a teacher correction

Get out Work Sample Outline/ Rubric Steps in Ecological Assessment Process Step 1: Plan with Student & Family Step 2: Summarize what is known about the student…. Where in Work Sample? ? Step 3: Encourage Self-Determination/ Assess Student Preferences…. Where in Work Sample? ? Step 4: Assess student’s instructional program…Where in Work Sample? ? ? Step 5: Develop ecological assessment report…Where in Work Sample? ? ? Review of Section 1 -3 on wiki: http: //addspedfunctionalassessment. pbworks. com/w/pag e/46357689/Work%20 Sample%20 Documents

Step 4 Assess Student’s Instructional Program Task Analytic Assessment is an assessment method of breaking down complex activities into smaller, teachable units into a series of sequentially ordered steps. Video: http: //www. youtube. com/watch? v=q. Gbie 9 K 0 M 0 g

Task Analysis: Why do it? • Create instructional objectives of teachable size � Facilitate a high success rate because the student is presented with, critically important yet achievable objectives • Ensure learner success � Allows the student to be successful. . . and initial success is predictive of longer range success

Do you use task analysis (TA) in your daily life? � To learn new skills ◦ Recipe for a complicated dish (Mac & Cheese!) ◦ Using a map to go someplace that we have never been (GPS to tell me when to turn) ◦ Following instructions to build a piece of furniture (IKEA!!) ◦ For individuals with disabilities, TA is a foundational approach for teaching (Taber et al. , 2003) �Taught 6 secondary-school-age students with cognitive disabilities to use a cell phone if and when they became lost in the community

Teaching a student to answer a cell phone to get assistance: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Press the top-left (blue) button to turn on the phone. Place phone in pocket, on belt, or in hand. When the phone rings, remove the phone from pocket or belt (if in hand, hold up to visually check that it is ringing) Press “YES” (or blue button) to answer the phone. Put phone to ear to say, “Hello” Listen for directions Verbally describe the location an surroundings Stay put Continue to speak to the caller until found. Once found, press, “No” (or red button) to hang up.

Increase success in conducting task analyses 1. Select a needed skill by using ecological inventory results (remember activity analysis/ADAPT) to identify a functional and age-appropriate skill that is an important target for a particular student. 2. Define the target skill simply, including a description of the settings and materials most suited to the natural performance of the task. 3. Perform the task and observe peers performing the task, using the chosen materials in the natural setting.

Increasing success cont’d… 4. Adapt the steps to suit the student’s abilities; employ as needed the principle of partial participation 5. Validate the task analysis by having the student perform the task, but provide assistance on steps that are unknown so that performance of all of the steps can be viewed. 6. Revise the task analysis so that it works; explore adding simple, nonstigmatizing adaptations to steps that appear to be unreasonable in an unadapted form

Writing the Task Analysis on the data collection form 1. State steps in observable terms. 2. Steps are ordered in logical sequence. 3. Written in second-person singular (“You”) so that they could serve as verbal prompts. 4. Use language that is not confusing to the student, with the performance details that are essential to assessing performance enclosed in parentheses e. g. , Walk down the hallway (thru lobby to the left).

Ways to increase the relevance & utility of TA � Component Model of Functional Life Routines (Brown et al. , 1987) ◦ Found areas of concern of traditional TA for assessment 1. Limited in scope: -Traditional: tasks into observable motor skills (e. g. , pick up hairbrush, bring brush to head, brush down, etc. ) -Component Model: related skills associated with meaningful performance in the natural environment (e. g. , choosing a hairstyle, what to do if you have a knot in your hair, etc. ) -other ex: initiating an activity, socializing during the activity, communicating about the activity, problem solving as needed, making choices related to the activity, & monitoring the quality of the activity.

Other ways to improve TA � Consider the natural cues in the environment & ways that typical people perform tasks ◦ Eg. , lunch bell vs teacher prompt ◦ The way a task is ended �For students with physical disabilities, ending a task may mean indicating when they would like the activity to end. � TA should include the expectation of performing in ways that reflect typical performance and/or allow meaningful participation so that skills are more functional and complete.

More improvement in TA � Sample the range of behaviors necessary for functional use of the routine. � E. g. , “wash hands and face” ◦ 1. washes hands and face with soap & water without prompting ◦ 2. washes hands with soap ◦ 3. washes face with soap ◦ 4. washes hands and face with water ◦ 5. dries hands and face. ◦ Does the completion of these steps imply mastery? � Should also learn: when hands need to be washed, check to make sure that they are clean, & where to find more soap when the soap runs out.

What do students with intellectual disabilities need to learn? • Curriculum Goals? – Putting pegs into pegboards? – Several weeks on learning the 50 states and their capitals? • Goals should be: 1. Individualized (i. e. , person-centered) 2. Based on state content standards. 3. Measurable & Observable

Goals & Objectives • Write complete objectives • Use task analysis to write behavioral (instructional) objectives

Behavioral Objectives • Defined – Description of anticipated change in behavior • Who will do what under specified conditions/ contexts • Levels – Goals • Change in behavior over a year. – Behavioral Objectives • • Change in behavior over a 1 -4 month period. Short-term vs Long-term Short term = intial skills Long-term= terminal skills

Behavioral Objectives • Why Write Behavioral Objectives? – Facilitate curriculum design – Assist in assessing progress – Improved communication • Among multiple instructors • Among multiple evaluators (staff, family) – Legal/professional accountability • Legal requirement in special education

Elements of Objectives • • Learner (who) Behavior (what) Condition (when, where, with whom) Criterion (how much, how fast) • Given a 15 min daily snack period with seven other children, Darin will use a “please-statement” to verbally request an item at least two times across 4 of 5 snack periods.

Writing Objectives • Behaviors are observable • Conditions are replicable – can be presented multiple times • Criteria are measurable – acquisition (accuracy) – speed (fluency)

More Helpful Hints • be sure that the criterion matches the behavior • be sure that the conditions are clear and make sense • be sure that the objective is stated in positive terms • be sure that baseline rates have been used to set criteria • be sure that filler words are avoided (e. g. , will be able to, will demonstrate) -- just say will behavior

Behavioral Objectives Examples • Given a 15 minute free time activity, Polly will keep her hands engaged in appropriate activities (drawing, playing with toys) or to her sides during 90% of that period for 8 of 10 days by the end of the month. • Given a teacher direction to sit down, Franklin will take a seat at his desk within 10 seconds of the direction, during 85% of opportunities for 3 consecutive days by the end of the week. • When presented with pictures, Sid will correctly state the emotion in the picture with 80% accuracy over 3 consecutive trials by the end of this learning section.

Non-Examples What’s wrong with these objectives? • Jethro will raise his hand before speaking, 100% of the time for 2 consecutive days by the end of the week. • Given a rolling pin and a recipe, Wilma will think of 3 ways to use the rolling pin for 3 of 5 trials within month. • Each time that Hugh is directed to say he’s sorry, he will do so with 80% accuracy over 2 consecutive days by the end of the school year. • When confronted by an angry peer after falling off of the bars during a rainstorm and tearing a hole in his pants, Benny will tell the teacher 100% of the time for 4 consecutive days by the end of the quarter.

Improve this example • Ovid will raise his hand instead of yelling out during math seat work. – Is this objective intended to • teach hand raising? • teach asking for help? • teach to request teacher attention less often? • • Learner: Condition: Behavior: Criteria:

How do I know what the right objectives are? • Each skill must be broken down into smaller steps which are teachable - this is known as task analysis (think of chaining) • A task analysis is – the process of breaking skills into teachable steps – the product (teaching sequence) that is created by the task analysis process