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http :// youtube/watch?v=bllazKRgwHM vimeo/70794074

http :// www.youtube.com/watch?v=bllazKRgwHM http://vimeo.com/70794074. 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

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http :// youtube/watch?v=bllazKRgwHM vimeo/70794074

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  1. http://www.youtube.com/watch?v=bllazKRgwHM • http://vimeo.com/70794074

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

  3. 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

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

  5. 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 Functional Analysis v. FBA

  6. What would you use for the conditions to test this hypothesis? If Problem behavior occurs: Easy/Preferred Activity w/ Peers Ignore Provide him w/ attention from Peers Work Alone on easy task Remove the task Work w/ Peers on difficult task

  7. What would you use for the conditions to test this hypothesis? If Problem behavior occurs: Easy/Preferred Activity Ignore Provide him w/ attention Work Alone on easy task Remove the task Work w/ teacher on double digit problems

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

  9. SETT- similar to ecological inventory

  10. Alternate/ Extended Assessment

  11. 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

  12. 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

  13. 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.

  14. 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

  15. Quiz

  16. Academic Skills Profile • http://functionalworksample.pbworks.com/w/file/49653031/Academic%20Skills%20profile.doc

  17. Writing Goals • See Functional Work Sample Wiki • http://functionalworksample.pbworks.com/w/page/49912525/Writing%20IEP%20Goals%20%20Objectives

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

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

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

  21. Self-Determination Assessments & Materials • From wiki

  22. Universal Design For Learning Framework: 3 Principles (cast.org)

  23. 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/

  24. Evidenced-based Practices

  25. Autism Internet Modules • http://www.autisminternetmodules.org/

  26. Evidence-Based Practices by UDL Area

  27. SWIFTswiftschools.org • http://vimeo.com/70794074

  28. 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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