Instructional Strategies

1. Instructional Strategies

2. BEFORE: http://www.mnddc.org/parallels2/four/video/video44-tryanotherway.html# AFTER: http://www.mnddc.org/past/videoclips/cambridge-teach_after.html

3. “Learning for students with physical, health, and multiple disabilities does not occur without considerable effort on the part of the student and the educational team. It does not occur simply by osmosis, or simply providing a demonstration for the student to imitate. The student must be provided systematic instruction, and physical and/or sensory support so that he may access the instruction provided.”

4. “It is the teacher who has the expertise in the selection, analysis, and sequencing of content. It is the teacher who has the expertise in selection and delivery of instructional strategies which enable mastery of content.”

5. Try Another Way http://www.mnddc.org/parallels2/four/video/video44-tryanotherway.html# http://www.youtube.com/watch?v=u-zeVeY2zYY

6. Seven Curriculum Options for Students with Physical Disabilities • General grade level appropriate curriculum without modifications • General education curriculum with modifications to accommodate for the physical impairments • General advanced or above grade level academic curriculum with or without modifications for the physical impairment • Parallel curriculum that uses the general education curriculum, but at a reduced level of complexity • Lower grade level curriculum, that targets lower grade level objectives • Functional academic curriculum that unlike the general education curriculum has an applied skills focus and targets functional academics • Functional curriculum that targets life management skills including such areas as daily living skills, social skills, vocational skills, and leisure skills (Bigge, 1991)

7. Determining if a skill is functional: • increases the independence • provides future access • increases participation in skills • increases control • expands participation in environments • increases social interactions • reduces stigmatization

8. Determining what functional goals are appropriate: • Ecological Inventory • Assess student’s capability • Adaptation or Modification

9. Ecological Inventory • List current and future student environments per domain • Identify the relevant sub-environments within each environment • List the priority activities that occur in each sub-environment • Identify the priority skills needed to engage in the activities • Prioritize among the activities for placement on the IEP

10. Community Bank Post Office Bus Stop Counter Stamp Machine Mail Slots Stand in Line Find end of line Maintain appro. distance Move up when line moves Mail Package Put pkg on counter Give mailing info to clerk Pay approp $ Obtain receipt Move out of line

11. Activity- Ecological Inventory • Use self as example • Pick a domain • Environments • Sub-environments • Activities • Skills

12. Prioritizing activities and skills • student preferences • parent preferences • teacher preferences • safety concerns • frequency of occurrence of the skill across environments • social significance • age appropriateness • access to a future environment • availability of time, materials, and appropriate settings for instruction

13. Task Analysis Do a load of laundry • Retrieve laundry basket • Put white clothes in one pile • Put colored clothes in another pile • Locate washing machine • Open lid • Evenly put colored clothes in washer • Locate detergent • Add one scoop • Close lid • Turn dial to cold wash • Press button to turn on washer A list of consecutive, small measurable steps of a task.

14. Retrieve laundry basket Put white clothes in one pile Put colored clothes in another pile Locate washing machine Open lid Evenly put colored clothes in washer Locate detergent Add one scoop Close lid Turn dial to cold wash Press button to turn on washer

15. Activity- Task Analysis • Take one skill from your ecological inventory • Make a detailed task analysis

16. Discrepancy Analysis • A direct measure of a student’s performance capability. • Observe skill performance • Natural environment • Missing skills • Target missing skills

17. Discrepancy Analysis steps • Task Analysis • Observe Performance • Data collection • Instructional Planning

19. Adaptations and Modifications • Adaptations: those strategies that preserve the intent or goal of a particular curricular activity by using different materials or sequences. • Modifications: changes made to facilitate the involvement of a child with special needs, but which may change the goal or outcome of the activity.

20. Adaptation Considerations • Portability • Age-appropriate • Durability • Least Intrusive • Funding • Accessibility

21. Successful Adaptations • Feasible • Engaging • Toward Independence • Definite Purpose • Part of overal plan • Educational Benefit • Non-stigmatizing • Continual evaluation

22. Types of Adaptations • Environmental • Material • Instructional • Activity

23. Environmental Adaptations • Behavioral arrangement • Physical arrangement • Sensory arrangement

24. Material Adaptations • Alter COMPLEXITY of format • Alter MOTOR requirements • Alter SENSORY requirements • Use of technology

25. Instructional Adaptations • Instructional Groupings • Teaching Format • Rate of Instruction • Alternative Approaches • Adjust language level • Breaks • Sequence • Settings • Organization

26. Activity Adaptations/ Modifications • Parallel activity/materials • Alternative student responses • Partial Participation • Reduced Responses • Alternate Outcomes • Additional Time • Various Activity formats

27. Instructional Strategies Instruction= 1) arrangement of learning materials and the 2) systematic presentation of opportunities for student response to promote: • student understanding • skill acquisition • student mastery

28. Antecedent Prompts • “Alterations of, or additions to, the instructional material to focus student attention on the natural cue(s) for making correct responses.”

29. Effective Antecedent Prompting • Focus attention on the natural cue • As weak as possible • Faded as rapidly as possible • Unplanned prompts should be avoided

30. Types of Antecedent Prompts • Expanded feature prompts • Relevant feature prompts • Proximity prompts • Associative prompts • Modeling • Self-operated picture prompts • Self-operated auditory prompts • Learning strategies

31. Expanded Feature Prompts =provide added components or elaboration to the natural antecedent cue

32. Expanded Feature Prompt

33. Relevant Feature Prompts =highlight the feature of the task materials on which the student should focus in order to make the correct response. Should Would Could

34. Relevant feature prompt

35. Relevant Feature Prompt C a t

36. Proximity Prompts =Changing the placement of materials on the table in front of the student

37. Associative Prompts =presentation of an abstract concept paired with a more concrete representation FORK

38. Modeling =perform the task to provide a sample of requested behavior • Gain student’s attention: “do this” • Student must have a clear view of demonstration • Demonstration pace allows for clear discrimination of steps • Length of steps should be made as short as possible during acquisition

39. Match-to-Sample =physical sample as a visual prompt related to task 0294662 0294635 4179396 0294635

40. Self-Operated Prompts =student operated ongoing direction for task performance • May be used during initial instruction or as an ongoing self-operated system

41. Learning Strategies “Behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner’s encoding process.” • Mnemonics • Rhythmic structures • Mental imagery • Specific outlines

42. Mneumonic

43. Response Prompts =guidance and assistance in the actual performance of the behavior • Used to assist the student to initiate a motor response, provide guided practice of a motor response, and inhibit the student from practicing errors.

44. 5 Types of Response Prompts • Full physical prompt: total assistance to the student • Partial physical prompt: assistance to initiate or provide direction for performance • Model prompt: model is presented concurrently with student performance occasioning coactive imitation by the student • Gesture Prompt: signal to perform a behavior • Verbal prompt: assistance beyond initial verbal instruction

45. Time Delay Procedure = Delay between activity request and prompt • One response prompt type • Initial instruction • Zero delay • Increase delay

46. System of “Most” Prompts Full Physical Guidance Partial Physical Guidance Modeling Gestures Verbal Prompts

47. System of “Least” Prompts Full Physical Guidance Partial Physical Guidance Modeling Gestures Verbal Prompts

48. Graduated Guidance • An extension of full physical prompting. • Provides an amount of continuous physical contact by the teacher necessary for the student to correctly complete a response

49. Data Collection • Functional Relationship • Baseline • Goal/ objective

50. Assistive Technology