Session 3 SPE 568 Curriculum Strategies 1

1. Session 3 SPE 568  Curriculum Strategies 1 This powerpoint presentation will be available at http://jeffmcnair.com under the “lectures link.”

2. IEP Goals and Objectives 1. Objectives should fill an instructional day and include plans for monitoring instruction. 2. Skills can be discrete (isolated response) and multiple- stepped (sequence of multiple behaviors). 3. Clear and concise with little or no ambiguity. 4. Data collection strategy reflected in the objective.

3. IEP Goals and Objectives 5. Task Analysis (Activity) a). steps stated in observable terms b). result in a visible change in product or process c). are ordered in a logical sequence d). are written in second person singular so can serve as verbal prompts

4. Stages of Learning http://jeffmcnair.com/CalBaptist/CBUTransition/Transition/intervention_phases.htm 1. Acquisition Stage a). teach core steps while keeping errors low b). greater structure used in order to shape performance and minimize errors

5. Stages of Learning http://jeffmcnair.com/CalBaptist/CBUTransition/Transition/intervention_phases.htm 2. Advanced Stages – teachers should gradually “pull away” a). Maintenance Stage – prevent forgetting and promote perfection through practice b). Fluency or Proficiency Stage – build performance to typical rate for natural setting and perfect skill so it suits student’s age c). Generalization Stage – perform under changes in stimuli, adapt performance

6. Articulating the teaching structure 1. Who Will Teach? – general/special education teacher/instructional aide 2. When and Where Will Teaching Occur? a). The general education classroom and “consultation” from special education b). Collaborative teaching c). Pull-in with collaborative teaching d). Pullout with collaborative teaming

7. Articulating the teaching structure 3. What Teaching Arrangement? a). One-to-one Instruction b). Enhanced Group Instruction c). Observation Learning/incidental learning d). Students as Tutors e). Cooperative Learning Groups f). Group Instruction Guidelines/Methods to Build Group Participation Skills

8. Articulating the teaching structure – Group Instruction g). Group Instruction Guidelines/Methods to Build Group Participation Skills (Activity) -Tandem Instruction -Sequential Instruction -Concurrent Instruction -Combination Groups

9. Data gathering strategies http://jeffmcnair.com/CalBaptist/CBUTransition/Transition/new_page_5.htm 1. Informal Assessment Data (more in chapter 5) 2. Refine Goals and Objectives a). Aim dates b). Aim line http://jeffmcnair.com/CalBaptist/CBUTransition/Transition/using_an_aim_line.htm

10. Antecedent Teaching Methods 1. Discriminative Stimuli – recognizing and responding to the sD 2. Opportunities for expressing student choice versus student preference 3. Types of Instructional Prompts (see p 137-138) a). Spoken or Signed Prompts b). Pictorial or Written Prompts c). Gestural Prompts d). Model Prompts e). Partial Physical Prompts f). Full Physical Prompts

11. Antecedent Teaching Methods 4. Prompting Systems (see p 139-141) (Activity) a). Constant Time Delay b). Simultaneous Prompting c). System of Least Prompts (Increasing Assistance) d). Progressive Time Delay e). Most-to-least Prompt Hierarchy (Decreasing Assistance) f). Graduated Guidance

12. Alternatives to Response Prompt Systems (1/3) 1. Universal Design – materials and curricula created from the start to have alternative ways of being accessed so individuals can participate with fewer teacher modifications and prompts. 2. Naturalistic Teaching Procedures – use flexible response latency, planned prompts, means to handle errors, and reinforcing consequences, in the context of ongoing routines. 3. Stimulus Modification Procedures – progressively more difficult to discriminate teaching stimuli until they ultimately become the natural.

13. Alternatives to Response Prompt Systems (2/3) 4. Guidelines for using Naturalistic and Structured Prompts and Cues -Select least intrusive prompt -Select prompt that suits the student -Choose prompts natural to the target behavior -Highlight natural prompts (trapping) -Provide latency before and after prompt to allow opportunity to respond -Avoid repeating a prompt for the same response -Only prompt when student attending -Fade prompts as soon as possible -Do not introduce prompts unnecessarily -Early reinforce for responding to prompt, later differentially

14. Selecting Consequence Teaching Methods 1. Positive Reinforcement a). Primary versus secondary reinforcement b). Reinforcement Schedules -Fixed/Variable ratio -Interval 2. Other Consequence Strategies for Building Skills (see 148-150) a). Shaping b). Response Chaining: Forward Chaining c). Response Chaining: Backward Chaining d). Response Chaining: total Task e). Incorrect response errors versus nonresponse errors

15. Adapting General Education Class Work and Activities (1/3) 1. Ways to conceptualize activity adaptations a). Same activity – student with disabilities participates in the same activity b). Multilevel – student(s) participate in same activity with different level of difficulty c). Curriculum Overlapping– participate in same activity but work on different skills

16. Adapting General Education Class Work and Activities (2/3) 2. A Model for Making Adaptations a). Curricular Adaptations – alter what is taught b). Instructional Adaptations – alter how students are taught c). Alternative Adaptations – Change to a more functional version of routines/activities d). Using the Model 1). Gather and share information about the student, classroom, and routines (before schools starts or in the first month) 2). Determine when adaptations are needed 3). Decide how team members will plan 4). Plan and implement adaptations, first general, then specific 5). Plan and implement alternative activities, if needed 6). Monitor and evaluate

17. Adapting General Education Class Work and Activities (3/3) 3. Teachers’ Instructional Record Keeping a). Minimally need simple and team generated data collection forms b). Guidelines for teaching students and monitoring their progress