2. Session 4 Ecological Assessment

3. Agenda Review & Take Quiz Ability Awareness Activity Infused Skills Grid Activity Ecological Inventory Task Analysis Preference Assessment

4. Review for Quiz #1 Fall 2014 Full Time

5. Steps in Ecological Assessment Process Step 1: Plan with Student & Family Person-centered Planning Step 2: Summarize what is known about the student Record Review, IEP Review Step 3: Encourage Self-Determination/ Assess Student Preferences Preference Assessment Step 4: Assess student’s instructional program Daily Schedule Analysis Task Analyses Other Assessments Step 5: Develop ecological assessment report To inform IEP: PLAAFP, Goals & Objectives, Interventions

6. Types of Planning Traditional Experts made decisions about life Placed in programs to overcome areas of weakness Person expected to conform to program Person-Centered Focus person and those who know him/her make decisions Programs individualized and focuses on strengths Program adapted as need arises

7. Features of Person-Centered Planning Intentional planning for success (pre- planning) – range of purpose for planning - stage Focus on and driven by the student’s strengths, interests and preferences Focus on capacities and opportunities - establishes a vision The process is flexible, dynamic and informal Requires collaborative teamwork with commitment to action Requires an effective facilitator Excerpt from Flannery, B., Slovic, R. & McLean Person-Centered Planning: How do we know we are doing it?

8. Ability Awareness Alternatively called “disability awareness” Lessons, activities, discussions that teach students & staff about individual abilities Facilitates a dialogue about overall respect & dignity http://www.youtube.com/watch?v=akbHef74zMM&feature=related

9.  Systematic analysis using individual subjects as their own experimental control.  Main message: ◦ Single subject research is an approach to rigorous experimentation that involves small numbers of subjects, repeated observations of subjects over time, and employs research designs that allow each subject to provide his/her own experimental control.  Within-subject analysis  Fine-grained analysis across time and conditions

10.  A “practice” may be considered “evidence- based” when: ◦ The practice is operationally defined, and implemented with fidelity. ◦ The outcomes associated with the practice are operationally defined. ◦ The context in which the practice in use is operationally defined ◦ Results from the single subject studies used to assess the practice demonstrate experimental control. ◦ The effects are replicated across 5 single subject studies conducted in at least 3 locations, and with at least 20 different participants.

11. Level Trend Variability Immediacy of Effect Overlap Phase APhase BPhase A Phase B Research Question???

12.  There are 3 demonstrations of an effect at 3 points in time. ◦ Effect could be: change in trend or level ◦ Also want to see immediacy of effect  Good study design has at least 5 data points in each phase to establish a consistent pattern in the data (Horner et al., 2005).

13.  Grade Quiz

14. Loman et al., 2010

15. Self-Determination Educational Materials  http://www.ou.edu/content/education/centers-and- partnerships/zarrow/self-determination-education-materials.html http://www.ou.edu/content/education/centers-and- partnerships/zarrow/self-determination-education-materials.html  Who’s Future is it Anyway?  http://www.ou.edu/content/education/centers-and- partnerships/zarrow/self-determination-education- materials/whos-future-is-it-anyway.html://www.ou.edu/content/education/centers-and- partnerships/zarrow/self-determination-education- materials/whos-future-is-it-anyway.html

16. Social/Behavior Support System: School-wide PBS Academic Support System: Response to Intervention External Community Supports Context for: Person Centered Planning, Functional Assessment & Wraparound I hear “One Voice”

17. Horner (2011)

18. Six Guiding Principles to Creating an Inclusive School 1.All instruction is guided by General Education 2.All school resources are configured to benefit all students 3.School Proactively addresses social development and citizenship 4.School is data-based learning organization 5.School has open boundaries in relation to its families and its community 6.District supports school-centered approach and extensive systems-change activities required to implement a school-wide model Sailor & Roger, 2005

19. Christian M’s Story Video

20.  Cognitive Differences  Task Analysis

21. Ability Awareness Activity/Lesson Plan http://2014functionalassessmentsdep.pbwork s.com/w/file/83265523/Ability%20Awarenes s%20Lesson%20Plan%20Template.doc Video: “Just Ask”: Sensory Disabilities Video from “Talk”

22. Google Community Where we will share our video simulations and other cool information! “2014 Full Time SPED Inclusive Instruction” https://plus.google.com/u/0/communities/10 2015000846802965046

23. COACH Simulation You may complete the simulation with a partner or a group or with a case study if you are unable to access a parent to work with in the short timeline. You will complete Part A of coach and create a presentation to share on the google community: “2014 Full Time SPED Inclusive Instruction”

24. Steps in Ecological Assessment Process Step 1: Plan with Student & Family Person-centered Planning Step 2: Summarize what is known about the student Record Review, IEP Review Step 3: Encourage Self-Determination/ Assess Student Preferences Preference Assessment Step 4: Assess student’s instructional program Daily Schedule Analysis Task Analyses Other Assessments Step 5: Develop ecological assessment report To inform IEP: PLAAFP, Goals & Objectives, Interventions

25. Preference Assessment

26. Preference Assessments Why are preference assessments so important? Want to be seen as the “giver of good things” Natural consequences may not be reinforcing to the learner. https://www.youtube.com/watch?v=4hRet6DcJ10 https://www.youtube.com/watch?v=tXY4VFMi0KI

27. Preference Assessments Why are preference assessments so important? Want to be seen as the “giver of good things” Natural consequences may not be reinforcing to the learner. Assignment due: February 4 th We will discuss in more depth next class period (possibly today if we have time!) https://www.youtube.com/watch?v=qt9vUHeKYPc

28. Steps in Ecological Assessment Process Step 1: Plan with Student & Family Person-centered Planning Step 2: Summarize what is known about the student Record Review, IEP Review Step 3: Encourage Self-Determination/ Assess Student Preferences Preference Assessment Step 4: Assess student’s instructional program Daily Schedule Analysis Task Analyses Other Assessments Step 5: Develop ecological assessment report To inform IEP: PLAAFP, Goals & Objectives, Interventions

29. A ASK: What am I requiring students to do? D DETERMINE the prerequisite skills of the task. A ANALYZE the student’s strengths and needs. P PROPOSE and implement adaptations T TEST to determine if adaptations helped the student Standards/ Lesson Plan Observe steps ALL students are doing to achieve the standard Observe what TARGET student is doing— what steps can do. Identify TARGET STUDENT outcomes and adaptations needed based on observation Create a DATA collection plan. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

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

31. Infused Skills Grid Focus on Goals. Increase Participation

32. Case Study :Isaac Isaac is one of your students in your class. He loves music- especially reggae, He is a visual learner, likes puzzles, blocks, and riding bike Isaac has very limited verbal language and is learning to use picture exchange communication (PECS) and sign language to communicate with others as well as picture schedules to participate in his general education classes/ activities. Objectives for Isaac: 1.Use picture schedule to follow class routine. 2.Use sign language, PECS to communicate (make requests, label objects) 3.Write CVC words from left to right 4.Correctly identify letters/sounds/words by pointing 5.Engage in reciprocal play (taking turns, sharing objects with others) 6.Count & add numbers up to 30

34. Case Study :Isaac Isaac is one of your students in your class. He loves music- especially reggae, He is a visual learner, likes puzzles, blocks, and riding bike Isaac has very limited verbal language and is learning to use picture exchange communication (PECS) and sign language to communicate with others as well as picture schedules to participate in his general education classes/ activities. Objectives for Isaac: 1.Use picture schedule to follow class routine. 2.Use sign language, PECS to communicate (make requests, label objects) 3.Write CVC words from left to right 4.Correctly identify letters/sounds/words by pointing 5.Engage in reciprocal play (taking turns, sharing objects with others) 6.Count & add numbers up to 30

36. For your student: Complete the Infused Skills Grid

37. A ASK: What am I requiring students to do? D DETERMINE the prerequisite skills of the task. A ANALYZE the student’s strengths and needs. P PROPOSE and implement adaptations T TEST to determine if adaptations helped the student Standards/ Lesson Plan Observe steps ALL students are doing to achieve the standard Observe what TARGET student is doing— what steps can do. Identify TARGET STUDENT outcomes and adaptations needed based on observation Create a DATA collection plan. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

38. Ecological Inventory/Daily Schedule Analysis Due: Next week 10/27

40. Task/Routine Analysis Task Analysis #1 Due 11/17(from one of the following domains) Academic Routine Communication/Social Skill Routine Daily Living/Organizational Routine Task Analysis #2 Due 11/24 From a different domain that was selected in Task Analysis #1 (above)

44. Preference Assessment

45. Preference Assessments Why are preference assessments so important? Want to be seen as the “giver of good things” Natural consequences may not be reinforcing to the learner.

46. Examples of Preference Assessments http://www.youtube.com/watch?v=35dI56- Bf3k&noredirect=1 http://www.youtube.com/watch?v=35dI56- Bf3k&noredirect=1 http://vimeo.com/15635464 http://www.youtube.com/watch?v=b_zLm2cppLo

47. Rating Scale of Potential Reinforcers Blank Template & Example on the wiki

48. Direct Observation is most reliable method for assessing preferences From list, directly manipulate potentially preferred items and observe to identify which items are actually preferred. Free Access or Forced Choice of reinforcing items

49. Systematic Preference Assessments Can be used for a number of reasons, but mostly used to identify potential reinforcers Good idea is to start with: An interview of significant others to find out about a variety of items and activities a learner might like http://www.youtube.com/watch?v=opD476Uetwg&feature=r elmfu http://www.youtube.com/watch?v=opD476Uetwg&feature=r elmfu http://www.youtube.com/watch?v=35dI56-Bf3k

50. Steps in Conducting a Systematic Preference Assessment 1.Define the purpose of the assessment. 2.Select the range of sampling options 3.Determine the forms of the sampling options 4.Define the student’s responses for preference and non- preference of options 5.Outline presentation procedures 6.Determine sampling schedule & location 7.Observe & record responses to options 8.Summarize & make recommendations based on assessment. Take a look at the Template and Example from the wiki.

51. 1. Define the purpose of the assessment Planning for the immediate context Provide the focus person with the opportunity to become familiar with the range of options available in the daily routine of a person without disabilities Planning for lifestyle enhancement Major life decisions, exposure to experiences Planning Instruction & intervention Identify things that will reinforce behaviors Guiding question should be: “How will this information be used to promote the student’s self-determination?”

52. 2. Select the range of sampling options Consider the category based on the purpose: Foods, drinks, tangibles, formats, job types (e.g., clerical, custodial, etc.) Within that category determine the options (must be meaningful) Applesauce, mandarin oranges, yogurt, etc. Tasks within a job: photocopying, shredding, etc. Graphic organizers, cloze strategy, partners

53. 3. Determine the forms of the sampling options Options can be either presented in their actual forms or represented with symbols or objects Pictures (of them doing the job) Video tape clips A portion of the actual activity Menu Flyer

54. 4. Define the student’s responses for preference and non-preference of options Discrete responses -e.g., approaching, engaging, initiating Multi-component responses -e.g., manipulation for at least 30 seconds plus sustained eye contact for at least 15 seconds, plus positive vocalizations while manipulating them. Define both positive response (indicating preference) and negative response (indicating non-preference)

55. 5. Outline presentation procedures Provide step by step instructions of how to present the options to the student Define whether you will use Single item presentation (one option; e.g., going to the movies) Paired-item presentation (two options; e.g., markers or crayons) Group presentations (three or more options, remove item selected, offer remaining options, re-present to determine hieararchy)

56. 6. Determine sampling schedule & location Want to present options within the most natural setting Determine when the options will be presented: Massed in brief trials When the learner is familiar with the items available Distributed across the day e.g., different types of materials for instruction Combination of massed and distributed Narrowing job interests to schedule job tryouts Specifically scheduled events Touring housing options with a realtor Important to note who presented the options

57. 7. Observe & record responses to options Record the responses of the student Indicate the percentage an option is selected AND/OR Indicate how long student engaged with option AND/OR Hierarchy of preferences

58. 8. Summarize & make recommendations based on assessment See example Want to ensure that the language is parent and teacher friendly. Make sure the purpose is expressed and the outcome is clearly described.

59. Free Access Steps (Ortiz & Carr, 2000) Identify several potentially preferred items (checklist or interview of others) Position items so that the learner has access to all items Spread around the room in the learner’s reach/view Observe the learner on several occasions Document the first item (& successive items) the learner approaches and note the total duration of time the learner engages with each item.

60. Form 5.2

61. In-Class Activity Outline a “free access” preference assessment for the case study Practice doing this with a partner.

62. Forced Choice Steps (Piazza, Fisher, Hagopian, Bowman, & Toole, 1996) Identify several potentially preferred items Present items in pairs. Randomize the presentation of items in pairs and order of pairs (to prevent the same item from being presented too many times in a row) Randomize the position of the items Observe the item in each pair the learner selects.

63. Forced Choice Form 5.3

64. In-Class Activity Outline a “forced choice” preference assessment for the case study for your ecological inventory Practice doing this with a partner