1. “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

2. Updates March 11 th - PLAAFP Assignment

3. 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

4. Review

6. 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

7. 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

8. 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.

9. 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

10. 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? General Case Programming

11. 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/Stimulu s: Green Light Antecedent/Stimulu s: Green Light Behavior: Drive or walk across the street Behavior: Drive or walk across the street

12. 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

13. 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

14. Discussion Evidence-based Practices for Students with Autism

15. 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/

17. Autism Internet Modules http://www.autisminternetmodules.org/

18. 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

19. Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, & Other Disabilities http://aacliteracy.psu.edu/

20. How would you assess reading for a student that does not use oral communication? Math? Science? Etc.? Standardized Tests??? Assessing Academic Skills

21. Writing Goals- Linking to the common core http://functionalworksample.pbworks.com/w/page/49912525 /Writing%20IEP%20Goals%20%20Objectives http://functionalworksample.pbworks.com/w/page/49912525 /Writing%20IEP%20Goals%20%20Objectives

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

23. Using Goalbook https://goalbookapp.com/ Use Goal Wizard for your student OR browse goals.

24. 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

25. Academic Skills Profile http://functionalworksample.pbworks.com/ w/file/49653031/Academic%20Skills%20pr ofile.dochttp://functionalworksample.pbworks.com/ w/file/49653031/Academic%20Skills%20pr ofile.doc

26. Writing Goals See Functional Work Sample Wiki http://functionalworksample.pbworks.com/ w/page/49912525/Writing%20IEP%20Goal s%20%20Objectiveshttp://functionalworksample.pbworks.com/ w/page/49912525/Writing%20IEP%20Goal s%20%20Objectives

27. Writing Goals- Linking to the common core http://functionalworksample.pbworks.com/w/page/49912525 /Writing%20IEP%20Goals%20%20Objectives http://functionalworksample.pbworks.com/w/page/49912525 /Writing%20IEP%20Goals%20%20Objectives

28. Using Goalbook https://goalbookapp.com/ Use Goal Wizard for your student OR browse goals.

29. 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

30. 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/

32. Autism Internet Modules http://www.autisminternetmodules.org/

33. 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

34. SWIFT swiftschools.org http://vimeo.com/70794074

35. Quality of Inclusion Checklists http://www.projectparticipate.org/handouts/Parentchecklist7 254.pdf http://www.projectparticipate.org/handouts/Parentchecklist7 254.pdf http://www3.hants.gov.uk/inclusion_checklist.pdf http://www.austinschools.org/lifeskills/standards_handbook/ documents/Inclusion%20Checklist%20for%20Your%20School. pdf http://www.austinschools.org/lifeskills/standards_handbook/ documents/Inclusion%20Checklist%20for%20Your%20School. pdf