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

2. July 12, 2004SPED 535 Functional2

3. July 12, 2004SPED 535 Functional3 Bates, Renzaglia, & Wehman, (1981)  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

4. July 12, 2004SPED 535 Functional4 Snell, (1988)  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

5. July 12, 2004SPED 535 Functional5 Haring, (1994)  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

6. July 12, 2004SPED 535 Functional6  Data-based instruction  Functional skills  Transdisciplinary service delivery  General education participation Siegel-Causey & Allinder, (1998)

7. July 12, 2004SPED 535 Functional7 Data-based instruction  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

8. July 12, 2004SPED 535 Functional8 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

9. July 12, 2004SPED 535 Functional9 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

10. July 12, 2004SPED 535 Functional10 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

11. July 12, 2004SPED 535 Functional11 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

12. July 12, 2004SPED 535 Functional12

13. July 12, 2004SPED 535 Functional13  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

14. July 12, 2004SPED 535 Functional14 Best Practice Checklist 1 = no evidence of indicator 2 = some evidence of indicator 3 = fully implemented

15. July 12, 2004SPED 535 Functional15 Indicators  Assessment  IEPs (In addition to meeting all federal and state requirements)  Instruction  Physical and medical management  Progress monitoring and evaluation