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slide1
“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
  • March 11th - PLAAFP Assignment
agenda
Agenda
  • 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
general assessment if
General Assessment if…
  • 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…
  • 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…
  • 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.
slide9
General Case Design— Why?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

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
  • 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
  • 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

discussion
Discussion
  • Evidence-based Practices for Students with Autism
evidence based practices
Evidence-Based Practices
  • National Professional Development Center (NPDC) on ASD
  • autismpdc.fpg.unc.edu/content/evidence-based-practice
  • National Standards Project (2009)
  • http://www.nationalautismcenter.org/
autism internet modules
Autism Internet Modules
  • http://www.autisminternetmodules.org/
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
  • 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
  • http://functionalworksample.pbworks.com/w/page/49912525/Writing%20IEP%20Goals%20%20Objectives
slide22
Qualities of a Well-Designed Standards-Based IEP

(modified from Wakeman et al., 2010)

using goalbook
Using Goalbook
  • https://goalbookapp.com/
  • Use Goal Wizard for your student OR browse goals.
slide24
General Case Design— Why?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

academic skills profile
Academic Skills Profile
  • http://functionalworksample.pbworks.com/w/file/49653031/Academic%20Skills%20profile.doc
writing goals
Writing Goals
  • 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
  • http://functionalworksample.pbworks.com/w/page/49912525/Writing%20IEP%20Goals%20%20Objectives
using goalbook1
Using Goalbook
  • https://goalbookapp.com/
  • Use Goal Wizard for your student OR browse goals.
evidence based practices1
Evidence-Based Practices
  • National Professional Development Center (NPDC) on ASD
  • autismpdc.fpg.unc.edu/content/evidence-based-practice
  • National Standards Project (2009)
  • http://www.nationalautismcenter.org/
autism internet modules1
Autism Internet Modules
  • http://www.autisminternetmodules.org/
swift swiftschools org
SWIFTswiftschools.org
  • http://vimeo.com/70794074
slide35
Quality of Inclusion Checklists
  • 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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