Functional Math and In V ivo I nstruction

1. Functional Math and In Vivo Instruction 2010 Region 3 Education Service Center / Texas A&M University

2. Objectives 2010 Region 3 Education Service Center / Texas A&M University By the end of this training, you will be able to • describe strategies for teaching functional math • explain teaching approaches of different functional math skills • define in vivo instruction • illustrate using in vivo instruction to teach math skills

3. Functional Math Skills Handout #1 2010 Region 3 Education Service Center / Texas A&M University • Basic math skills • Prenumber skills • Counting • Numerals and place value • Computational skills • Questions—What are some math skills applied in adulthood? In what activities and settings? • Money skills • Time • Calendar use (Best, Heller, and Bigge, 2010)

4. Importance of Functional Math 2010 Region 3 Education Service Center / Texas A&M University • Functional academics are skills that can be applied when performing daily activities • Functional math skills are basic math concepts that can be applied to other skills, such as money skills, telling time, and using calendars • Most studies about teaching math skills to students with moderate to severe disabilities are focused on teaching functional math skills • Store purchases (Wheeler et al., 1980; Westling, Floyd, and Carr, 1990) • Writing and cashing checks (McDonnell and Ferguson, 1989) • Using vending machines (Browder, Snell, and Wildonger, 1988)

5. Prenumber skills Activity #1a 2010 Region 3 Education Service Center / Texas A&M University • One-to-one correspondence • Object discrimination and classification • Descriptive comparisons • Seriation (Best et al., 2010)

6. Counting Activity #1b * ** * ** * * * * * * * * * *** *** *** * *** *** ** *** *** *** *** * *** *** *** 2010 Region 3 Education Service Center / Texas A&M University • Rote counting—“How far can you count?” • Rational counting • Patterned counting • Counting on • Skip counting (Best et al., 2010)

7. Numerals and Place Values Activity #2 Easy Difficult 2010 Region 3 Education Service Center / Texas A&M University Steps: • Matching numerals • Numeral identification • Matching numerals to items • Identifying place values (Best et al., 2010)

8. Computational Skills 2010 Region 3 Education Service Center / Texas A&M University • Addition • Subtraction • Multiplication • Division

9. Computational Skills 2010 Region 3 Education Service Center / Texas A&M University TouchMath—www.touchmath.com

10. Computational skills 2010 Region 3 Education Service Center / Texas A&M University MathLine—www.howbrite.com Video

11. Computational skills 8 + 4__ \\\\ 12 • Student makes tally marks beside the smaller number (4). • Student says the larger number, “8.” • Student touches each mark and counts, “9, 10, 11, 12.” • Student writes the answer “12.” 8 - 4__ \\\\ • Student says the small number, “4.” • Student says, “5,” and makes a mark below the line, says, “6,” and makes a mark, says “7” and makes a mark, and says, “8,” and makes a mark. • Student counts the marks. • Student writes the answer “4.” 2010 Region 3 Education Service Center / Texas A&M University Math Marks (Best et al., 2010)

12. Money skills 2010 Region 3 Education Service Center / Texas A&M University Traditional money instruction • Matching “like” coins • Identifying the name and value of a penny and a nickel • Identifying the name and value of a dime • Identifying the name and value of a quarter • Identifying and counting dollar bills • Counting “like” coins • Counting “unlike” coins • Verifying change • Decimal notation • Making purchases with money • Word problems • Money management and related skills (Best et al., 2010)

13. Alternative Money Skills 2010 Region 3 Education Service Center / Texas A&M University • Using real money to teach • A dollar-first sequence for teaching money skills • One-dollar bill • Ones to tens (one-more-than/next-dollar strategy) • Ten-dollar bill • Mixed tens and ones • Equivalence • Coins

14. Alternative Money Skills 2010 Region 3 Education Service Center / Texas A&M University Coin counting (Lowe and Cuvo, 1976) • Count nickels by five • Count dimes by counting each coin with two 5s • Count nickels and dimes together with finger prompting • Count quarters by counting each coin with five 5s • Count pennies last

15. Coin Counting example (Snell and Brown, 2000, p. 534) 2010 Region 3 Education Service Center / Texas A&M University John is learning how to count a combination of five coins (a quarter, two dimes, a nickel, and a penny). John arranges them as quarter, dime, dime, nickel, penny. He will then use finger tapping to count in a sequence as follows:

16. Time Video 2010 Region 3 Education Service Center / Texas A&M University Steps: • Clock identification • Telling time to the hour • Telling time to the half hour • Telling time to the quarter hour • Telling time in 5-minute increments • Telling time to the minute • Alternate ways of expressing time • Minutes before an hour (Best et al., 2010)

17. Alternative Strategies for Teaching Time 2010 Region 3 Education Service Center / Texas A&M University • Using a schedule card and digital watch • Modifying the analog clock

18. Calendar Systems 2010 Region 3 Education Service Center / Texas A&M University • Days-weeks-months-years • Daily calendar • Weekly strips • Resource—templates for calendar

19. Hierarchy of Visual Representation • Object • Object paired with photograph • Photograph • Photograph paired with color line drawing • Line drawing (color or black/white) • Line drawing paired with text • Text Lower visual discrimination level Higher visual discrimination level 2010 Region 3 Education Service Center / Texas A&M University

20. Discussion 2010 Region 3 Education Service Center / Texas A&M University • Kelly is a twelfth grader who has severe intellectual disabilities. She has very limited vocabulary. • Jason is an eighth grader who has autism. He is included in all general education classes. • Simon has moderate intellectual disabilities and is working on reading some simple words. • Charles has a visual impairment. He can see text by using a magnifier, but he has difficulty in differentiating colors, pictures, and line drawings.

21. Tips for Teaching Functional Math Skills 2010 Region 3 Education Service Center / Texas A&M University • Use individualized instruction • Address phases of learning • Use explicit and systematic instruction • Use in vivo instruction (Collins, Kleinert, and Land, 2006)

22. In Vivo instruction 2010 Region 3 Education Service Center / Texas A&M University • In vivo (“in life”) instruction, also known as community-based instruction, means the teaching takes place in an actual community setting involving a real-life activity (Snell and Brown, 2000) • Several studies have employed the in vivo instruction to teach purchasing skills and other functional measurement skills • Using vending machines (Browder, Snell, and Wildonger, 1988) • Making purchases by using the next-dollar strategy (Colyer and Collins, 1996) • Cashing checks and using an ATM (McDonnell and Ferguson, 1989)

23. Group Discussion Activity #3 2010 Region 3 Education Service Center / Texas A&M University • Systematic instruction • Task analysis (TA) • Time delay and system of prompting • Feedback • Reinforcement • Scheduled sessions • Both in classroom simulated training and community-based training • Varied instruction format • Group instruction • One-to-one instruction • Generalization to different sites

24. Planning for in vivo instruction 2010 Region 3 Education Service Center / Texas A&M University Three questions to ask: • Where will the instruction occur?(post office, bank, mall, department stores, home, gym) • With whom will the instruction occur?(teachers, job coaches, family members, peers) • How often will the instruction occur?(twice a week, every vocational training session, daily)

25. Sample Activity 2010 Region 3 Education Service Center / Texas A&M University

26. Planning Considerations 2010 Region 3 Education Service Center / Texas A&M University • Choosing appropriate instructional setting • Accommodating students’ special needs • Transportation arrangement • Instructors • Balancing community-based instruction and general education inclusion

27. Instructional Format 2010 Region 3 Education Service Center / Texas A&M University Functional math skills can be taught through direct instruction through different formats: • One-to-one teaching • Small-group instruction • Observational learning • Independent practice under the guidance of a teacher, paraprofessional, or peer

28. Activity Activity #4 2010 Region 3 Education Service Center / Texas A&M University • ScenarioKelly is a 10-year-old student with severe cerebral palsy. She is learning the task of using an elevator. The teacher will tell her which floor to go to. Kelly will identify the current floor number on the wall, decide whether to go up or down, and then use the elevator to go to the designated floor. • DirectionsBased on this scenario, plan a community-based lesson by completing a table.

29. Closure 2010 Region 3 Education Service Center / Texas A&M University Take out your Change of Practice Plan. Think about what you learned in this module, and relate it to your classroom. Write down some ideas of what you want to start using in your classroom.