“They had all this strange equipment and weights and mirrors and bars. But the weirdest part of th...
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“They had all this strange equipment and weights and mirrors and bars. But the weirdest part of the physical therapy room was the staircase. There was this staircase with a handrail on either side but the stairs didn't go anywhere -- they went right into the wall! The physical therapist would come up to me and say, "Walk up the stairs." And I'd say, "Why? They don't go anywhere." But she'd say, "Never mind, walk up the stairs." So, I'd walk up the stairs and nearly kill myself getting up there. When I got to the top the physical therapist would say, "Good! Now walk back down the stairs." I'd say, "Wait a minute! If you didn't want me up here in the first place, why did you ask me to walk up here?“

-Norman Kunc,

“The Stairs Don’t Go Anywhere”

http://www.normemma.com/articles/arstairs.htm


Updates

Updates

  • March 11th - PLAAFP Assignment


Agenda

Agenda

  • Review

  • Discussion of Evidence-based Practices for Students with Autism

  • Literacy for Students with Developmental Disabilities

  • Writing Goals- Linking to the Common Core

  • Evidence-based practices within UDL framework


Review

Review


Alternate extended assessment

Alternate/ Extended Assessment


General assessment if

General Assessment if…

  • Performs at or around grade level

  • Difficulties primarily in reading, but other subject areas fall within the normal range

  • Is reading within two to three grades of his/her enrolled level


Standard extended if

Standard Extended if…

  • Student well below grade level in reading

  • Academic difficulties are generalized (all subject areas)

  • Benefits from specialized individual supports

  • General curriculum must be significantly reduced in breadth, depth, & complexity


Scaffold extended assessment if

Scaffold Extended Assessment if…

  • Performance is significantly impacted due to the nature of disability

  • Does not read

  • Has academic, mobility, receptive, & expressive language difficulties that are generalized relies on individual supports & adaptations to access reduced content materials.


Updates

General Case Design— Why?Determine what to teach and features need to varyto 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

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

  • 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/Stimulus:

Green Light

Behavior:

Drive or walk across the street


Teaching and stimulus control

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


Universal design for learning framework 3 principles cast org

Universal Design For Learning Framework: 3 Principles (cast.org)


Discussion

Discussion

  • Evidence-based Practices for Students with Autism


Evidence based practices

Evidence-Based Practices

  • National Professional Development Center (NPDC) on ASD

  • autismpdc.fpg.unc.edu/content/evidence-based-practice

  • National Standards Project (2009)

  • http://www.nationalautismcenter.org/


Evidenced based practices

Evidenced-based Practices


Autism internet modules

Autism Internet Modules

  • http://www.autisminternetmodules.org/


Evidence based practices by udl area

Evidence-Based Practices by UDL Area


Literacy instruction for individuals with autism cerebral palsy down syndrome other disabilities

Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, & Other Disabilities

  • http://aacliteracy.psu.edu/


Assessing academic skills

Assessing Academic Skills

  • How would you assess reading for a student that does not use oral communication?

  • Math?

  • Science?

  • Etc.?

  • Standardized Tests???


Writing goals linking to the common core

Writing Goals- Linking to the common core

  • http://functionalworksample.pbworks.com/w/page/49912525/Writing%20IEP%20Goals%20%20Objectives


Updates

Qualities of a Well-Designed Standards-Based IEP

(modified from Wakeman et al., 2010)


Using goalbook

Using Goalbook

  • https://goalbookapp.com/

  • Use Goal Wizard for your student OR browse goals.


Updates

General Case Design— Why?Determine what to teach and features need to varyto 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


Academic skills profile

Academic Skills Profile

  • http://functionalworksample.pbworks.com/w/file/49653031/Academic%20Skills%20profile.doc


Writing goals

Writing Goals

  • See Functional Work Sample Wiki

  • http://functionalworksample.pbworks.com/w/page/49912525/Writing%20IEP%20Goals%20%20Objectives


Writing goals linking to the common core1

Writing Goals- Linking to the common core

  • http://functionalworksample.pbworks.com/w/page/49912525/Writing%20IEP%20Goals%20%20Objectives


Using goalbook1

Using Goalbook

  • https://goalbookapp.com/

  • Use Goal Wizard for your student OR browse goals.


Universal design for learning framework 3 principles cast org1

Universal Design For Learning Framework: 3 Principles (cast.org)


Evidence based practices1

Evidence-Based Practices

  • National Professional Development Center (NPDC) on ASD

  • autismpdc.fpg.unc.edu/content/evidence-based-practice

  • National Standards Project (2009)

  • http://www.nationalautismcenter.org/


Evidenced based practices1

Evidenced-based Practices


Autism internet modules1

Autism Internet Modules

  • http://www.autisminternetmodules.org/


Evidence based practices by udl area1

Evidence-Based Practices by UDL Area


Swift swiftschools org

SWIFTswiftschools.org

  • http://vimeo.com/70794074


Updates

  • Quality of Inclusion Checklists

  • http://www.projectparticipate.org/handouts/Parentchecklist7254.pdf

  • http://www3.hants.gov.uk/inclusion_checklist.pdf

  • http://www.austinschools.org/lifeskills/standards_handbook/documents/Inclusion%20Checklist%20for%20Your%20School.pdf


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