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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 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."

  • March 11th - PLAAFP Assignment


Agenda
Agenda 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."

  • 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 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."


Alternate extended assessment

Alternate/ 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." Extended Assessment


General assessment if
General Assessment if… 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."

  • 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… 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."

  • 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… 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."

  • 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.


General Case Design— Why? 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." 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 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."

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 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."

  • 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 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."

  • 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 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." (cast.org)


Discussion
Discussion 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."

  • Evidence-based Practices for Students with Autism


Evidence based practices
Evidence-Based Practices 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."

  • 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 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."


Autism internet modules
Autism Internet Modules 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."

  • http://www.autisminternetmodules.org/


Evidence based practices by udl area
Evidence-Based Practices by UDL Area 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."


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 Palsy, Down Syndrome, & Other Disabilities

  • 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 Palsy, Down Syndrome, & Other Disabilities

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


Qualities of a Well-Designed Standards-Based IEP Palsy, Down Syndrome, & Other Disabilities

(modified from Wakeman et al., 2010)


Using goalbook
Using Palsy, Down Syndrome, & Other DisabilitiesGoalbook

  • https://goalbookapp.com/

  • Use Goal Wizard for your student OR browse goals.


General Case Design— Why? Palsy, Down Syndrome, & Other DisabilitiesDetermine 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 Palsy, Down Syndrome, & Other Disabilities

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


Writing goals
Writing Goals Palsy, Down Syndrome, & Other Disabilities

  • 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 Palsy, Down Syndrome, & Other Disabilities

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


Using goalbook1
Using Palsy, Down Syndrome, & Other DisabilitiesGoalbook

  • 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 Palsy, Down Syndrome, & Other Disabilities(cast.org)


Evidence based practices1
Evidence-Based Practices Palsy, Down Syndrome, & Other Disabilities

  • 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 Palsy, Down Syndrome, & Other Disabilities


Autism internet modules1
Autism Internet Modules Palsy, Down Syndrome, & Other Disabilities

  • http://www.autisminternetmodules.org/


Evidence based practices by udl area1
Evidence-Based Practices by UDL Area Palsy, Down Syndrome, & Other Disabilities


Swift swiftschools org
SWIFT Palsy, Down Syndrome, & Other Disabilitiesswiftschools.org

  • http://vimeo.com/70794074


  • Quality of Inclusion Checklists Palsy, Down Syndrome, & Other Disabilities

  • 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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