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College and Career Readiness Instruction and Assessment for Pre -intentional and Pre-symbolic Communicators.
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College and Career Readiness Instruction and Assessment for Pre-intentional and Pre-symbolic Communicators The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department of Education should be inferred.
Pre-intentional and Pre-symbolic Communicators • The DLM First Contact Survey (n=46,161) • 24% use singlewords, signs, or symbols for a restricted range of communication purposes. • 9% cannot use words, signs, or symbols to communicate. • 3% exhibit no intentional communication.
DLM is committed to ensuring full participation and successful assessment of EACH student with significant cognitive disabilities, including those who are at the earliest stages of communication.
View of the Learning Map with Essential Elements Highlighted
Closer View of the Learning Map with the Linkage Levels for a Single Essential Element Highlighted
DLM Linkage Levels • Initial Precursor • Distal Precursor • Proximal Precursor • Target • Successor
ELA.RL.3.3 Identify the feelings of the characters in a story
ELA.EE.RL.3.3 Identify the feelings of the characters in a story ELA.EE.RL.3.3
ELA.EE.RL.3.3 Identify the feelings of the characters in a story – closer view
Feelings of CharactersELA.EE.RL.3.3 Identify the feelings of the characters in a story
DLM’s Expanded Taxonomy of Cognitive Processes: Why • Webb’s (1997) Depth of Knowledge • a 4-point scale often used in alignment studies • not adequate for the cognitive processes exhibited by the full range of students who take AA-AAS. • Links for Academic Learning (Flowers, Wakeman, Browder, & Karvonen, 2009) • Extended Bloom’s taxonomy to capture early intentional responses (attend) and collapse top end • not adequate for students with preintentional and presymbolic communication.
DLM’s Expanded Taxonomy of Cognitive Processes • Pre-intentional • Attend • Respond • Replicate • Remember • Understand • Apply • Analyze • Evaluate • Create
DLM New Processes • Pre-intentional - Behavior reflects a general state but does not reflect intentional behavior. Intent is inferred by others. • Attend - Orients to objects, people or activity. Indicates selective attention to stimuli in the academic learning environment. • Respond - Intentional response using any mode of expression. Indicates joint attention to materials and activities in the academic learning environment. • Replicate - Performs rote task in familiar or practiced context.
Replicate and Remember • Replicate - Performs rote task in familiar or practiced context. • Remember- Retrieve relevant knowledge from long-term memory in a novel context.
Identifying the Best Place to Start: Initialization • Purpose: Use data from the First Contact Survey to create a systematic process to determine the linkage level at which individual students will enter the system for the first time. • Goal: Maximize the likelihood that the student will be successful with the first items without delivering items that are too easy.
C1 No Yes C2a C3 C6 No No Initial Yes Yes No Yes Communication Initialization Flow Chart C2b Target C4a C7a Yes No No Yes No Yes C4b Proximal C2c C7b Target Target Yes No Yes Yes No C4c Proximal C7c Distal Proximal Yes Yes Distal Distal
http://dlmpd.com/clds/instructional-resources/ Familiar Texts and Objects
Objects Called out in DLM™ • 1 object that is needed to study • 1 object that is needed to eat • 1 object that is needed to play games • 3 objects that are unrelated to these activities
Page 3 of Friends are Great Book from Released Testlet - Repeat
Page 6 of Friends are Great book from Released Testlet - repeated
