Please complete midterm evaluation of course

1. Inclusion is an umbrella that keeps us dry when the downpours of life occur." Linda S. Wallace Please complete midterm evaluation of course Welcome to Week 5 : Teaching Functional Skills

2. Updates • This Week: • Quiz #2 • Next Week, May 8th: • Article Review #2 • May 15th, Quiz #3 • Check out “Teaching & Behavioral Principles” on the Wiki! http://fxinstructionaldesign.pbworks.com/w/page/49653082/FrontPage

3. Review for Quiz

4. Establishing stimulus control involves 2 overarching strategies • 1. A_____________ Strategies • 2. C_____________ Strategies • Why are they called these types of strategies?

5. Antecedent: Natural Cue that triggers [or should trigger]…. Behavior you want to Increase or Decrease Consequence: Natural outcome that consistently occurs after behavior Antecedent Strategies -Time Delay -Prompting -Pre-correction -Modeling Chaining -Most to Least -Least to Most -Total Task Consequence Strategies -Differential Reinforcement -Shaping -Error Correction Instructional Design -Range of Responses -Range of Examples -Positive Examples -Negative Examples -Minimally Different -Maximally Different

6. When to Use? • Least-to-Most Prompting • Pro (+): Gives the learner the opportunity to exhibit the correct response with the least restrictive level of prompting needed. • Con (-): Students may practice errors. • Most-to-Least Prompting • Begins with most restrictive prompt • E.g., physical or partial physical prompting • Use with students who are non-imitative learners who may not initially respond to less-restrictive prompts • Pro (+): Student practices success, while prompts are faded • Con (-): Requires high level of prompting from teacher • Remember to consider stigmatizing effects of intervention

7. 2 Basic Consequence Strategies • Differential Reinforcement • Providing reinforcement ONLY when student exhibits desired behavior • When desired behavior does not occur, no reinforcement provided • Error Correction • Errors do not result in reinforcement • Immediate feedback when errors occur • Quickly provide for an opportunity to practice with prompting (if needed…then fade)

8. Consequence Strategies • Schedules of reinforcement • Frequency and pattern of behaviors are reinforced • Ratio (according to # of responses) or • Interval (passage of time in relation to performance) schedules

9. Fixed vs Variable Schedules • Fixed: absolute predetermined number • Ratio (Fixed ratio; every 10 correct responses) • Intervals (Fixed intervals; every 10 seconds) • Variable: changing, non-fixed number of reinforcements, but offer reinforcement on a schedule that is an average of the reinforcement pattern selected. • Variable ratio: (VR:5=average of every fifth response; e.g., after 3, 7, 2, 8 [total 20..avg 5] • Variable interval: (VI:5=average of every five minutes; same example above)

10. Schedules of Reinforcement…Why?

11. “Rules to scheduling reinforcement when planning instruction (from Snell & Brown, 2011” 1. During acquisition stage of learning more instances of behavior should be encouraged by the continuous provision of small amounts of contingent reiforcement (e.g., a smile and task-specific praise, fulfilling a request, “high five”, or “Yes!”) instead of large amounts of reinforcement given less often.

12. Rule #2 2. After a higher rate or more accurate behavior has been established, reinforcers should be faded slowly from a continuous to a fixed schedule, which requires more behavior for each reinforcement. This will strengthen the behavior as the student learns to tolerate periods of nonreinforcement instead of abruptly giving up & not responding when reinforcment is not forthcoming

13. Rule #3 • Because students may learn to predict when reinforcement will occur, uneven patterns may result (e.g., rewarded for cleaning every Friday…won’t clean until Friday…vs random spot checks), so switch to a variable schedule • based on average of every fifth time, but may occur after 2nd behavior or 10th behavior…student doesn’t know so continues working hard!

14. Rule #4 • Reinforcers must be assessed periodically so that they continue to be reinforcing to the student. • Wise to offer students the opportunity to choose their reinforcer from a group of preferred activities/items.

15. Rule #5 • Reinforcers must be suited to student’s chronological age, the activity, and the learning situation. • Aim for replacing less appropriate reinforcers with ones that have more availability in the natural environments encountered by the student.

16. Rule #6 • The more immediately a reinforcer is presented following the peformance of the behavior, the greater will be its effect.

17. Quiz

18. Correct Quiz

19. What Are Functional Skills?

20. Remember Promote Self-Determination by… Promoting:

21. Self Determination: Defined Loman et al., 2010

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

24. Teaching Functional Skills • Teaching Personal Care Skills • Importance, Relation between Personal Care & Self-Determination, Tactics for teaching, Self-management • Eating/Meal-time skills • Toileting • Dressing • Teaching Leisure & Recreation Skills

25. Eating Skills Checklist (Browder, 2001) • Eating • Take food from spoon and swallow • Chew food • Choose between two food items • Express desire to eat • Feed self finger foods • Use a napkin • Use a spoon • Eat a sandwich • Pace eating (avoid stuffing mouth) • Spear with a fork • Eat without spilling

26. Drinking skills checklist • Swallow from a cup held by someone • Choose between two drinks • Hold own glass to drink • Drink from a soda can • Drink from a mug • Drink from a water fountain • Drink through a straw

27. Dressing/Undressing Checklist • Choose between two clothing options • Select outfit for the day • Choose accessories for personal style • Move arms and lift legs to help in dressing • Communicate when help is needed in dressing • Pull down pants in restroom • Take off clothing (shoes, socks, jacket, shirt, pants, etc.) • Get dressed (button, snap, zip, velcro)

28. Washing hands or face checklist • Ask for help with washing hands or face • Choose between two types of soap • Determine whether water is comfortable temperature • Participate in washing: moving hands to water, move face on cloth. • Grasp/release paper towel in trash • Wash own hands when told • Initiate washing hands and face

29. Other grooming • Ask for help with combing/styling hair • Comb/style own hair • Care for nails • Use makeup • Leave restroom groomed for public: • Clothing straight • Zippers & fasteners closed • Hair neat • Hands washed • Face clean • Make up on neatly

30. Toileting: Designing bowel/bladder management plans • Ask: • Will the student work towards using toilet based on internal cues? • Will student use toilet on a specific time schedule? • Will student use: incontinence products (pull-ups); catheterization, other? • Initiation • Student will take care of needs without prompting? • Prompted ? • Ask for help? • Prompted to ask for help? • Adult will initiate toileting?

31. Using toilet or alternative methods? • Perform all steps independently? • Prompted with goal of independence? • Interactive; student will perform some steps without prompts? • Interactive; student will be prompted to perform some steps? • Accident management • Student will manage? Prompted to manage? Perform some steps? Adult provide all cleanup?

32. Functional Routines Instruction

33. Data Collection Procedures for Functional Routines • Task Analysis • Record Prompt Level Used • Identify Features to Vary to Promote Generalization

37. Using Excel to Graph Progress Monitoring Data Sheldon Loman, Ph.D.

38. Video Examples from Dr. David Allen • Data 1 – • http://www.screencast.com/t/brEX27PB • Chart 1 – • http://www.screencast.com/t/FTtFODV6w • Data 2 – • http://www.screencast.com/t/pFtZwYbCsg • Chart 2 – • http://www.screencast.com/t/QJHlxCnHAa

39. Entering Data into Excel • Title the Spreadsheet in the Tab at the bottom of the screen. • Label Column A going down your “DAYS” (1, 2, 3…) or dates (may get look too busy on graph….Dates may get cumbersome on graph. • Only put in the days/dates you have data for (unless doing projections)

40. Enter baseline or first intervention data in Column B • Name Column B your baseline or the intervention you used first (Intervention 1) • Input data from this phase going down the column. • When you are ready to start to input data for a second intervention, name that in Column C…This will allow you to show a break in the data between phases. • Continue step 2 until you have a third intervention, etc.

41. Graphing your data • Select the data you want to graph by clicking and dragging the cells you wish to graph. DO NOT INCLUDE THE DAYS/DATES in your selection. • Select the type of graph you want to create…In our case today it will be “Line with Markers” • Once you have your graph on your spreadsheet you can adjust it by clicking on the graph

42. Adding Title, Labeling Axes, & Legends • By clicking on your graph you can label the Graph and the Horizontal and Vertical Axes. • Go to Layout and select the Chart Title and Axis Titles

43. Formatting Numbers in Axes • Click on the Axis you want to format • Right click OR go to Format, then Format Selection. • Here you will be able to adjust the minimum and maximum values OR major units, etc.

44. Creating a Trendline • You can create a trendline based on any series of your data (but you usually want it based on your first series) • Click on your graph • Go to the layout tab • Select trendline • Select type of trendline (usually linear is what you want) • Select the series you want the trend to be based on • You can create aim lines using this feature OR you can draw your aim line

45. Adding Lines and captions, etc. to your graph • You can add lines for targeted criteria or shifts in the intervention by using the INSERT Shapes feature. • Here you can select a shape or line and draw it on your graph to represent changes in your data. • You may want to do this in the final document you will be pasting the document to (e.g., MS Word)

46. Adding Data to your graph • Once you have your data graphed you may want to add data to your graph. • To do this you input the data the same way you did originally. • Then click on the graph and right click OR double click and use the SELECT DATA option. • Then, click and drag the data you want shown on your graph.

47. Alternate/ Extended Assessment

48. Oregon’s Extended Assessment • Alternate assessments designed specifically for students with significant cognitive disabilities. • Decision to administer is made by the IEP team • Based on alternate achievement standards with content that is reduced in depth, breadth, complexity, • test results from these assessments are not comparable to results achieved on the state’s general assessment • http://www.ode.state.or.us/search/page/?id=2691

49. Oregon Extended Assessment • Online there is an administration manual, FAQs for parents, scoring guides, sample tests. http://www.ode.state.or.us/search/results/?id=178 • A training and proficiency website is located at: http://or.k12test.com • This website is used by all assessors as part of the qualification process to become a Qualified Assessor (QA) or Qualified Trainer (QT).

50. Overview of Extended Assessment • Subject areas of Reading, (No longer doing Writing), & Science. • Organized into 3 grade levels • Elementary (grades 3-5) • Middle (grades 6-8) • High (grade 11) • Mathematics- each grade (3rd -8th , & 11th ) has a unique test