Best Practices

1. Best Practices Christine A. Macfarlane, Ph.D. Sped 535 Integrated Curriculum & Methods for Students with Disabilities: Functional

2. SPED 535 Functional

3. Age-appropriate curriculum and materials Specific objectives Functional activities Consistent cue hierarchy Data collection and charting Periodic revision of the IEP Classroom schedule Instruction outside of the classroom Integrated therapy Instruction in small groups Interaction with nonhandicapped Family involvement Bates, Renzaglia, & Wehman, (1981) SPED 535 Functional

4. Promoting generalization Improving attitudes toward people with disabilities Allowing daily, interaction with peers who do not have disabilities Partial participation Teaching academics Integrating instruction into the natural routine Integrating therapy Making instructional decisions to improve teaching Analyzing the functions of maladaptive behavior Snell, (1988) SPED 535 Functional

5. Teach functional skills and develop skill routines using those skills Provide natural opportunities to perform functional skills in natural settings to facilitate acquisition and generalization Sequence skill routines with functional consequences to enhance useful learning Communication (i.e., reciprocal exchange of information) is essential to social interaction Reinforce only the behaviors targeted for acquisition Finding the immediate cause of behavior is essential to changing it Observation and modeling (i.e., vicarious learning) is an efficient strategy for teaching complex behaviors Use a data-based decision process when making interventional changes Haring, (1994) SPED 535 Functional

6. Siegel-Causey & Allinder, (1998) • Data-based instruction • Functional skills • Transdisciplinary service delivery • General education participation SPED 535 Functional

7. Conduct individualized task and discrepancy analyses Use data to design individualized instruction programs Use data from CRTs and adaptive behavior measures to determine PLEP within environmental contexts Use data to make program changes Criteria are measurable and used to determine student is mastering objectives Data would be scheduled and collected around school activities Data-based instruction SPED 535 Functional

8. Functional skills • Achieve functional, generalized skills • Provide procedures for fading instructor assistance • Instruction cues are closely aligned with natural cues • Instruction occurs throughout the day • Provide longitudinal planning SPED 535 Functional

9. Transdisciplinary service delivery • Provide therapeutic programming across student’s schedule and environments • Provide supports across within functional activities and across natural environments • Practitioners from multiple disciplines work with educational team in a collaborative model SPED 535 Functional

10. General education participation • In general education buildings • SPED & GE teachers collaborate • A range of learning situations (independent work, small group, large group, one-to-one instruction, socialization, free time) • Inclusion in neighborhood schools SPED 535 Functional

11. Browder, (2001) • Self-determination • Family- and culture-centered planning • Educational accountability • Personalized curriculum • Inclusion • Functional and age-appropriate skills • Choice • Research as a resource for practice SPED 535 Functional

12. SPED 535 Functional

13. Belonging • Self-determined lives • Values, planning, & transition • Collaborative teaming & systems change • Working together for change • Teaching & learning • Life activities, adaptations, & supports • Communication • Positive behavioral supports • Sensory experience SPED 535 Functional

14. Best Practice Checklist 1 = no evidence of indicator 2 = some evidence of indicator 3 = fully implemented SPED 535 Functional

15. Indicators • Assessment • IEPs (In addition to meeting all federal and state requirements) • Instruction • Physical and medical management • Progress monitoring and evaluation SPED 535 Functional