SPED 509

1. SPED 509 • Journal Review (10-12 minutes) • Functional Routines/Task Analysis • Infused Skills Grid- Section 1-3C2 • Writing Goals/Objectives

2. Definitions • Universal Design- The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. Multiple forms of Representation, Engagement, & Expression • Specially Designed Instruction- Refers to the special methods, equipment, materials, and adaptations that are needed for a student to be successful in school and achieve IEP goals. This is written on the IEP and tells everyone who works with the child how to help him/her to learn.

3. 6 Major Principles of IDEA #1) Zero Reject- Schools must educate all children with disabilities. This principle applies regardless of the nature or severity of the disability; no child with disabilities may be excluded from a public education.

4. Nondiscriminatory Identification and Evaluation- • Schools must use nonbiased, multifactored methods of evaluation to determine whether a child has a disability and, if so, whether special education is needed.

5. 3) Free, Appropriate Public Education (FAPE). All children with disabilities, regardless of the type or severity of their disability, shall receive a free, appropriate public education

6. 4) Least Restrictive Environment (LRE). • IDEA mandates that students with disabilities be educated with children without disabilities to the maximum extent appropriate and that students with disabilities be removed to separate classes or schools only when the nature or severity of their disabilities is such that they cannot receive an appropriate education in a general education classroom with supplementary aids and services.

7. 5) Due Process Safeguards. • Schools must provide due process safeguards to protect the rights of children with disabilities and their parents.

8. 6) Parent and Student Participation and Shared Decision Making. • Schools must collaborate with parents and students with disabilities in the design and implementation of special education services.

9. Get out Work Sample Outline/ RubricSteps in Ecological Assessment Process Step 1: Plan with Student & Family Step 2: Summarize what is known about the student….Where in Work Sample?? Step 3: Encourage Self-Determination/ Assess Student Preferences….Where in Work Sample?? Step 4: Assess student’s instructional program…Where in Work Sample??? Step 5: Develop ecological assessment report…Where in Work Sample???

10. Step 4- Assess Student’s Instructional Program • Task Analytic Assessment is an assessment method of breaking down complex activities into smaller, teachable units into a series of sequentially ordered steps. • Video: http://www.youtube.com/watch?v=qGbie9K0M0g

11. Task Analysis: Why do it? • Create instructional objectives of teachable size • Facilitate a high success rate because the student is presented with, critically important yet achievable objectives • Ensure learner success • Allows the student to be successful . . . and initial success is predictive of longer range success

12. Do you use task analysis (TA) in your daily life? • To learn new skills • Recipe for a complicated dish (Mac & Cheese!) • Using a map to go someplace that we have never been (GPS to tell me when to turn) • Following instructions to build a piece of furniture (IKEA!!) • For individuals with disabilities, TA is a foundational approach for teaching (Taber et al., 2003) • Taught 6 secondary-school-age students with cognitive disabilities to use a cell phone if and when they became lost in the community

13. Teaching a student to answer a cell phone to get assistance: • Press the top-left (blue) button to turn on the phone. • Place phone in pocket, on belt, or in hand. • When the phone rings, remove the phone from pocket or belt (if in hand, hold up to visually check that it is ringing) • Press “YES” (or blue button) to answer the phone. • Put phone to ear to say, “Hello” • Listen for directions • Verbally describe the location an surroundings • Stay put • Continue to speak to the caller until found. • Once found, press, “No” (or red button) to hang up.

14. Increase success in conducting task analyses • Select a needed skill by using ecological inventory results (remember activity analysis/ADAPT) to identify a functional and age-appropriate skill that is an important target for a particular student. • Define the target skill simply, including a description of the settings and materials most suited to the natural performance of the task. • Perform the task and observe peers performing the task, using the chosen materials in the natural setting.

15. Increasing success cont’d… • Adapt the steps to suit the student’s abilities; employ as needed the principle of partial participation • Validate the task analysis by having the student perform the task, but provide assistance on steps that are unknown so that performance of all of the steps can be viewed. • Revise the task analysis so that it works; explore adding simple, nonstigmatizing adaptations to steps that appear to be unreasonable in an unadapted form

16. Writing the Task Analysis on the data collection form • State steps in observable terms. • Steps are ordered in logical sequence. • Written in second-person singular (“You”) so that they could serve as verbal prompts. • Use language that is not confusing to the student, with the performance details that are essential to assessing performance enclosed in parentheses e.g., Walk down the hallway (thru lobby to the left).

17. Ways to increase the relevance & utility of TA • Component Model of Functional Life Routines (Brown et al., 1987) • Found areas of concern of traditional TA for assessment • Limited in scope: -Traditional: tasks into observable motor skills (e.g., pick up hairbrush, bring brush to head, brush down, etc.) -Component Model: related skills associated with meaningful performance in the natural environment (e.g., choosing a hairstyle, what to do if you have a knot in your hair, etc.) -other ex: initiating an activity, socializing during the activity, communicating about the activity, problem solving as needed, making choices related to the activity, & monitoring the quality of the activity.

18. Other ways to improve TA • Consider the natural cues in the environment & ways that typical people perform tasks • Eg., lunch bell vs teacher prompt • The way a task is ended • For students with physical disabilities, ending a task may mean indicating when they would like the activity to end. • TA should include the expectation of performing in ways that reflect typical performance and/or allow meaningful participation so that skills are more functional and complete.

19. More improvement in TA • Sample the range of behaviors necessary for functional use of the routine. • E.g., “wash hands and face” • 1. washes hands and face with soap & water without prompting • 2. washes hands with soap • 3. washes face with soap • 4. washes hands and face with water • 5. dries hands and face. • Does the completion of these steps imply mastery? • Should also learn: when hands need to be washed, check to make sure that they are clean, & where to find more soap when the soap runs out.

20. What do students with intellectual disabilities need to learn? • Curriculum Goals? • Putting pegs into pegboards? • Several weeks on learning the 50 states and their capitals? • Goals should be: 1. Individualized (i.e., person-centered) 2. Based on state content standards. 3. Measurable & Observable

21. Infused Skills Grid • Focus on Goals. • Increase Participation

22. C2. Alignment to the general education curriculum – Using the infused skills grid, identify when the student’s academic priorities can be addressed in the grade appropriate general education classroom. http://addspedfunctionalassessment.pbworks.com/w/file/46388124/Infused_Skills_Grid%20For%20Work%20Sample.doc

23. Goals & Objectives • Write complete objectives • Use task analysis to write behavioral (instructional) objectives

24. Behavioral Objectives • Defined • Description of anticipated change in behavior • Who will do what under specified conditions/ contexts • Levels • Goals • Change in behavior over a year. • Behavioral Objectives • Change in behavior over a 1-4 month period. • Short-term vs Long-term • Short term = intial skills • Long-term= terminal skills

25. Behavioral Objectives • Why Write Behavioral Objectives? • Facilitate curriculum design • Assist in assessing progress • Improved communication • Among multiple instructors • Among multiple evaluators (staff, family) • Legal/professional accountability • Legal requirement in special education

26. Elements of Objectives • Learner (who) • Behavior (what) • Condition (when, where, with whom) • Criterion (how much, how fast) • Given a 15 min daily snack period with seven other children, Darin will use a “please-statement” to verbally request an itemat least two times across 4 of 5 snack periods.

27. Writing Objectives • Behaviors are observable • Conditions are replicable • can be presented multiple times • Criteria are measurable • acquisition (accuracy) • speed (fluency)

28. More Helpful Hints • be sure that the criterion matches the behavior • be sure that the conditions are clear and make sense • be sure that the objective is stated in positive terms • be sure that baseline rates have been used to set criteria • be sure that filler words are avoided (e.g., will be able to, will demonstrate) -- just say will behavior

29. Behavioral ObjectivesExamples • Given a 15 minute free time activity, Polly will keep her hands engaged in appropriate activities (drawing, playing with toys) or to her sides during 90% of that period for 8 of 10 days by the end of the month. • Given a teacher direction to sit down, Franklin will take a seat at his desk within 10 seconds of the direction, during 85% of opportunities for 3 consecutive days by the end of the week. • When presented with pictures, Sid will correctly state the emotion in the picture with 80% accuracy over 3 consecutive trials by the end of this learning section.

30. Non-ExamplesWhat’s wrong with these objectives? • Jethro will raise his hand before speaking, 100% of the time for 2 consecutive days by the end of the week. • Given a rolling pin and a recipe, Wilma will think of 3 ways to use the rolling pin for 3 of 5 trials within month. • Each time that Hugh is directed to say he’s sorry, he will do so with 80% accuracy over 2 consecutive days by the end of the school year. • When confronted by an angry peer after falling off of the bars during a rainstorm and tearing a hole in his pants, Benny will tell the teacher 100% of the time for 4 consecutive days by the end of the quarter.

31. Improve this example • Ovid will raise his hand instead of yelling out during math seat work. • Is this objective intended to • teach hand raising? • teach asking for help? • teach to request teacher attention less often? • Learner: • Condition: • Behavior: • Criteria:

32. How do I know what the right objectives are? • Each skill must be broken down into smaller steps which are teachable - this is known as task analysis (think of chaining) • A task analysis is • the process of breaking skills into teachable steps • the product (teaching sequence) that is created by the task analysis process