WELCOME TO WEEK 10 OF FUNCTIONAL CURRICULUM In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have. -- Lee Iacocca
In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have. - PowerPoint PPT Presentation
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WELCOME TO WEEK 10 OF
FUNCTIONAL CURRICULUM
In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.-- Lee Iacocca
UpdatesToday- Instructional Plan for Academic
Skills
June 6th- Ecological Assessment Report,Annotated Bibliography & Presentations
June 8th- Implementation Plan (for one of your instructional plans)
Please check with me during the break concerning missing assignments.
Today’s Agenda
Review Course
Discuss academic instruction for students with significant disabilities
Review
Social/Behavior Support System: School-wide PBS
Academic Support System: Response to Intervention
External Community Supports
Context for: Functional Assessment, Person Centered Planning, & Wraparound
Collaboratively Outline Behavior SupportsPlan that speaks with “One Voice” Consistently Implement, Monitor, Evaluate, COMMUNICATE
FBA Identifying:Routines, Setting Events, Antecedents, & Functions of Interfering Behaviors
Ongoing Comprehensive Implementation:
Wraparound
Functional Assessment
Person-Centered
Planning
Strength-based shared understanding of : Values, Long-term Goals, Current Programs, Possible variables influencing behaviors
Practice Guide for Self Determination
Loman et al., 2010
Causal Agency/ Independence Proxy Agency
Opportunities
PracticesGoal Setting
Set
Self-Monitoring
Self –instruction
Self-evaluation
Self-reinforcement
Self-feedback
Choice/Dec. Making
Prob. Solving
Self-Adv
Social Capital
Soc Inclusion
Enriched Environment
Dignity of Risk
Person-Centered Planning
Teacher-Directed Strategies
Self-Directed Strategies
Family Supports Organize Env. Systems
Sailor, 2008
Change
Guiding Principles for Designing Instruction
• Self-determination: honor students’ preferences• Family- & culture-centered planning• Educational accountability: all students can learn & deserve
high quality instruction• Personalized curriculum: draw from both adaptations of
academic curriculum & life skills the students need for current & future environments
• Inclusion: enhance participation in inclusive settings• Functional & age-appropriate skills: daily living and
appropriate to students chronological age• Choice: encourage choice-making• Research as a resource for practice: data-based intervention
research provides resource for what & how to teach
Capacity-building perspective “Rebecca is a 16-year old girl with brown eyes
and black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….
Steps in Ecological Assessment Process
Step 1: Plan with Student & Family Step 2: Summarize what is known about
What Other Students Are Doing Target Student Performance
(+/-)Comments
Skills in Need of Instruction
BSP Results
So this is what we want….
Maintaining Consequence & Function
Problem Behavior
Alternate Behavior
Antecedent
Targeted RoutineDesired Behavior
Natural Consequence
But… start with the Alternate Behavior? Why can’t we go right to the Desired Behavior?
FBA: Summary of Behavior
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
FUNCTION is where student behavior intersects with the environmentFunction = LearningStudent learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B
Targeted Routine
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 activity4. Review listed words and determine which words
& skills need to be taught to the student.
When designing an instructional plan for a student…Think A,B,Cs You’ve identified the Behavior from your
assessments (ecological, task, FBA, etc.) Then you outline…… Antecedent Strategies
What are these? Why? Consequence Strategies
What are these? Why? Then…..plan for….
FadingMaintenanceGeneralization
Functional Routines InstructionCue(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
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 gives car to teacher
Teacher praises student and gives student a chip
Student eats chip and teacher waits a few seconds before next cue
Pivotal Response Training
Cue(opportunity to respond)
Response/Behavior
Consequence Pause
PRT 1. S indicates interest
2. Teacher withholds access to desired item/activity
Student Responds
S gets desired item
There is a pause
EX 1. Student reaches for car.
2. Teacher withholds and says, “Car”
Student imitates the word car.
Teacher gives student access to car
Student plays with car
DATA COLLECTIONDATE: TIME: 15 MINUTES
Prompted Independent/item in sight
Ball IIII IIIBook II 5 + IIIChip 5+ 5+ III ICandy II IIIIJuice 5 + I I
Identify goals & objectives that are linked to the state’s academic content standards and are structured to document a student’s continuous progress toward mastering content.
Develop goals & objectives that are focused on learning academic content that is not aligned to the academic content standards but nonetheless are necessary for the student to perform successfully in home, school, and community settings.
Approaches to determining goals & objectives aligned with standards
Standards-basedIdentify the academic content standards
for all students, identify benchmarks, identify level of performance, adapts learning outcome so they match student’s abilities
Standards-referencedIdentify priority skills based on
ecological inventories, identify grade-level academic standards that match the critical functions of those skills
Literacy research for students with significant disabilities Erickson, Koppenhaver, Yoder, & Nance,