1 / 88

Updates

Updates. Today: November 4 th – Task Analysis #1 No Class next Week (Veteran’s Day) Nov. 18 th : Dr. Samuel Sennott Guest Lecture (stay tuned) November 25 th - Task Analysis #2 & Quiz #3 December 2 nd - Ecological Assessment Report & Quiz #4

caesar-stanton
Download Presentation

Updates

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Updates • Today: November 4th – • Task Analysis #1 • No Class next Week (Veteran’s Day) • Nov. 18th: Dr. Samuel Sennott Guest Lecture (stay tuned) • November 25th- Task Analysis #2 & Quiz #3 • December 2nd- Ecological Assessment Report & Quiz #4 • December 9th- PLAAFP Assignment & Quiz #5 (optional)

  2. Agenda • Review • Discussion of Chapters 6 & 13 • Communication to Academics • Communication Assessment/ SETT • Alternative/Extended Assessment

  3. Mid-term Evaluations • Sheldon to improve • Readings • More videos! • Tell what is going to be on the quiz • More depth with assignments • You to improve • Review content more • Start assignments early • Organization • Take care of yourself

  4. Proposals • Readings • I will post an article or article(s) as an option to reading the chapters • More videos! • Tell what is going to be on the quiz • I will make sure previous slides are posted. • Prompt you on what slides are important • You are all doing well overall on this (and remember I will drop the lowest score) • More depth with assignments • I will make sure we model the assignments more in class • Please ask questions when we are working on them in class

  5. Overall Ratings averaged over 4.5 • Increased Knowledge (avg=4.5)- my most concerning • What do you want to know? • What will increase your knowledge?

  6. 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

  7. Review the task analysis on the data form so that steps … • 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” • 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]

  8. Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

  9. Functional Analysis • What is it? • Why do we do it? • How do we do it in Real Life/Real Classrooms?

  10. Functional Analysis Uses experimental method to determine function of behavior Requires strict env’l control Used predominantly in research w/ application to classroom Functional Behavioral Assessment Relies heavily on indirect measures (interviews & observations) to ID function of behavior Written into Special Education law for use in schools Results in a hypothesis of the function of behavior Functional Analysis v. FBA

  11. What would you use for the conditions to test this hypothesis? If Problem behavior occurs: Easy/Preferred Activity w/ Peers Ignore Provide him w/ attention from Peers Work Alone on easy task Remove the task Work w/ Peers on difficult task

  12. What would you use for the conditions to test this hypothesis? If Problem behavior occurs: Easy/Preferred Activity Ignore Provide him w/ attention Work Alone on easy task Remove the task Work w/ teacher on double digit problems

  13. Functional Communication Training: Carr & Durand, 1985 Desired Behavior Typical Consequence Summary of Behavior Setting Event Antecedent Problem Behavior Maintaining Consequence Alternate Behavior

  14. One Switch. One Head. One World • http://www.youtube.com/watch?v=cSSgndQ5mVs

  15. PrAACtical AAC • http://praacticalaac.org/strategy/aac-literacy-setting-the-stage/ • http://praacticalaac.org/strategy/aac-assessment-for-people-with-aphasia/

  16. IPAD Applications for Communication • Tap to Talk- Free, customizable, • http://www.youtube.com/watch?v=HK8QdV_sNtQ&list=UU7AdgilJ3U0vA8iGebhz16g&index=2 • Proloquo2Go-$199 • http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related • http://www.assistiveware.com/it-really-has-become-his-voice • http://www.assistiveware.com/he-always-understood • iCommunicate- $49.99, can upload pics to make storyboards for activities • http://www.youtube.com/watch?v=4FkSNMLVlmk • First Then- $9.99, • http://www.youtube.com/watch?v=PDLc0W3_5pk • Story kit- Free, You can record reading of a book and play back • Sounding board-$49.99, create custom boards with symbols or photos, http://www.youtube.com/watch?v=pNRU792h_NQ

  17. STUDENT TOOLS ENVIRONMENT TASK

  18. SETT- similar to ecological inventory

  19. STUDENT • What are the student’s current abilities? • What are the student’s special needs? • What are the functional areas of concern? • What are the other students doing that this student needs to be able to do? • What does the student need to be able to do that is difficult or • impossible to accomplish independently at this time?

  20. 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/manuals-materials/hey-can-i-try-that

  21. ENVIRONMENT • What activities take place in the environment? • Where will the student participate—classroom, home, community, therapy? • What is the physical arrangement? • What activities do other students do that this student cannot currently participate in? • What assistive technology does the student have access to or currently use?

  22. 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?

  23. Sensory Considerations STUDENT ENVIRONMENT Background noise Lighting (full spectrum vs. flourescent) Physical space • Visual (glare, color vs. black & white, white space between symbols, etc.) • Auditory (voice, volume, button click) • Tactile (velcro, weight) • Personal space • Student specific

  24. TASK • What specific tasks occur in the environment? • What activities is the student expected to do? • What does success look like?

  25. TOOLS • Are the tools being considered on a continuum from • no/low to high-tech? • Are the tools student centered and task oriented and • reflect the student’s current needs? • Are tools being considered because of their features • that are needed rather than brand names? • What is the cognitive load required by the student to use the tool? • What are the training requirements for the student, family and staff?

  26. http://www.youtube.com/watch?v=xatHPazOXw0&feature=related

  27. AT Continuum • Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools

  28. Assistive Technology for Communication Low Tech Tools

  29. Symbols for Communication • Real Object Symbols • Photographs & Pictures • Line Drawing Symbols • Textured Symbols • Letters & Words

  30. AT Communication ContinuumLow Tech Concrete Representations Real Objects • Calendar box • Tangible Symbols • Miniatures • TOBIs (true object based icon)

  31. AT Communication ContinuumLow Tech Communication system with pictures, symbols, letters &/or words

  32. Considerations for Designing Displays • Messages: which are needed, in what contexts • Symbols: depending on the individual & messages • How symbols are displayed: booklets, notebooks, wheelchair trays, scanners • Organizing symbols: context specific, how many per page, etc.

  33. 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

  34. Using Symbols to Promote Participation/Conversation • Calendar/Schedule Systems • Choice Displays • Remnant (e.g. Movie ticket, scraps from activities) Displays • Conversation Displays

  35. 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 • http://www.lburkhart.com/ • Pragmatic branch starters • 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=ux1KIrz5rpY&feature=related • http://www.youtube.com/watch?v=YDjVFXu9MZk&feature=related

  36. Assistive Technology for Communication Mid Tech Tools

  37. 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 array- vertical or horizontal?

  38. AT Communication ContinuumMid Tech Simple Voice Output Devices Step-by-step BIGmack CheapTalk Hip Talk

  39. AT Communication ContinuumMid Tech Speech Generating Device with levels Leo Tech series Bluebird II 7 Level Communication Builder Message Mate

  40. Assistive Technology for Communication High Tech Tools

  41. AT Communication ContinuumHigh Tech Speech Generating Devices with icon sequencing OR Vantage Plus Pathfinder Plus SpringBoard Lite

  42. AT Communication ContinuumHigh Tech Speech Generating Devices with a Dynamic Display Eyegaze System Dynavox V series & V-Max M3 Tango! ChatPC

  43. AT Communication ContinuumHigh Tech Text based device with speech synthesis DynaWrite LightWriter SL40 PolyTABLET with Persona Freedom LITE

  44. Hi-Tech: Speech Generating Devices • Devices “talk” when a student touches a symbol on the device • What are advantages/ disadvantages??

More Related