Updates Today: Ecological Assessment Report & Quiz #4 December 9 th - PLAAFP Assignment & Quiz #5 (optional) Please come and check with me regarding your assignments and grades for this term.

Agenda Review & Quiz Discussion of Chapter 11 OR Autism Internet Modules Writing Goals- Linking to the Common Core Self-Determination Assessments Evidence-based practices within UDL framework Evaluating School wide Environments

Functional Analysis What is it? Why do we do it? How do we do it in Real Life/Real Classrooms?

Functional Analysis v. FBA Functional Analysis  Uses experimental method to determine function of behavior  Requires strict env’l control  Used predominantly in research w/ application to classroom Functional Behavioral Assessment  Relies heavily on indirect measures (interviews & observations) to ID function of behavior  Written into Special Education law for use in schools  Results in a hypothesis of the function of behavior

What would you use for the conditions to test this hypothesis? AntecedentBehaviorConsequence Small group writing tasks (writing paragraphs) Makes faces and yells at other students Get Peer Attention Control Condition? Attention Condition? Escape Condition? Ignore Work Alone on easy task Work w/ Peers on difficult task Provide him w/ attention from Peers Remove the task

What would you use for the conditions to test this hypothesis? AntecedentBehaviorConsequence Double digit addition problems Breaks pencil, tears up papers Avoid Math Task Control Condition? Attention Condition? Escape Condition? Ignore Work Alone on easy task Work w/ teacher on double digit problems Provide him w/ attention Remove the task

Functional Communication Training: Carr & Durand, 1985 Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior

SETT- similar to ecological inventory Student S Environment E Task T Tools T What are the student’s current abilities? What are the student’s special needs? What are the functional areas of concern? What activities take place in the environment? What activities do other students do that this student cannot currently participate in? What assistive technology does the student have access to or currently use? What specific tasks occur in the environment? What activities is the student expected to do? What does success look like? Are the tools being considered on a continuum from no/low to high- tech? Are the tools student centered and task oriented and reflect the student’s current needs? What are the training requirements for the student, family and staff?

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…  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…  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.

General Case Design— Why? Determine what to teach and features need to vary to 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

Quiz

Academic Skills Profile w/file/ /Academic%20Skills%20pr ofile.dochttp://functionalworksample.pbworks.com/ w/file/ /Academic%20Skills%20pr ofile.doc

Writing Goals See Functional Work Sample Wiki w/page/ /Writing%20IEP%20Goal s%20%20Objectiveshttp://functionalworksample.pbworks.com/ w/page/ /Writing%20IEP%20Goal s%20%20Objectives

Writing Goals- Linking to the common core /Writing%20IEP%20Goals%20%20Objectives /Writing%20IEP%20Goals%20%20Objectives

Self-determination Independence, Interdependence, Opportunities to Act -e.g., Goal setting, choice-making, self-management Assistive Technology Operational Competence Multi-modal expression e.g., How to use devices, low & hi tech options Personal Relevance Related to individual needs e.g., social skills, daily living, vocational Pivotal Skills Important to learning across content areas e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic organizers Grade Level Content Standards Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

Using Goalbook Use Goal Wizard for your student OR browse goals.

Self-Determination Assessments & Materials From wiki

Universal Design For Learning Framework: 3 Principles (cast.org) Multiple Means of Representation Multiple Means of Expression Multiple Means of Engagement Provide multiple, flexible methods of presentation. Presented materials/curriculum is designed to be adjustable from the beginning so that it can adapt to the needs of diverse learners without significant add-ons. E.g., Text with pictures to show behavioral expectations, expectations are presented in a clear and consistent manner. Provide multiple, flexible methods of expression Curriculum is designed to allow for different ways students can express what they know. E.g., Students can express understanding by: writing, speaking, using sign language, manipulating objects/pictures, augmentative communication devices Provide multiple options for engagement to stimulate interest and motivation Engagement: voluntary attention and interest to the task shown by the learner E.g., age-appropriate materials, culturally relevant, meaningful materials, choices

Evidence-Based Practices National Professional Development Center (NPDC) on ASD autismpdc.fpg.unc.edu/content/evidence-based-practice National Standards Project (2009)

Autism Internet Modules

Evidence-Based Practices by UDL Area RepresentationExpressionEngagement Visual Strategies (Picture Symbols/Schedules) Augmentative Communication Social Narratives/ Power Cards Video ModelingFunctional Communication Training Reinforcement Modeling/Prompting Time DelayPeer-mediated intervention Naturalistic Interventions Discrete Trial Training Self-management Task Analysis- Chaining Pivotal Response Training Naturalistic Interventions Structured Work Systems/Activities Response Interruption

SWIFT swiftschools.org

Quality of Inclusion Checklists pdf pdf documents/Inclusion%20Checklist%20for%20Your%20School. pdf documents/Inclusion%20Checklist%20for%20Your%20School. pdf