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Essential Components of a Program of Instruction for Every Student with ASDVI

Essential Components of a Program of Instruction for Every Student with ASDVI. Part 2: Address Sensory/Biological, Provide Appropriate Reinforcement, Develop Communication Systems and Opportunities. GENERALIZATION: Activities and Opportunities. COMPREHENSIVE PROGRAM OF INSTRUCTION:.

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Essential Components of a Program of Instruction for Every Student with ASDVI

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  1. Essential Components of a Program of Instruction for Every Student with ASDVI Part 2: Address Sensory/Biological, Provide Appropriate Reinforcement, Develop Communication Systems and Opportunities

  2. GENERALIZATION: Activities and Opportunities COMPREHENSIVE PROGRAM OF INSTRUCTION: • 4) Concrete supports to assist with participation and understanding • Address task demands • Systematic, planful instruction • Data driven decision making • Appropriate level of instruction Address sensory and biological needs Provide appropriate reinforcement Opportunities to communicate and functional communication systems ASSESSMENT: Understand and Use “Picture of the Child” as the Foundation

  3. Sensory and Biological Needs Impacts All Aspects Of Learning

  4. A Very Important Story….

  5. Address Sensory

  6. Changing alertness level-

  7. http://www.sensory-processing-disorder.com/

  8. ASDVI (Autism Spectrum Disorderwith Vision Impairment) Expanded Core • Engagement • Communication – expressive, receptive, nonverbal • Play, Social Skills (including Recreation and Leisure) • Adaptive Skills • Organization Skills • Orientation and Mobility (include sensory and motor skills) • Career and Life Education • Self Advocacy **Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas… Impact of Sensory on: Impact of Sensory on:

  9. Plan for Generalization…

  10. Reinforcement http://autismpdc.fpg.unc.edu/ http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/Reinforcement_Steps-Token.pdf

  11. USE OF REINFORCEMENT Young Learners Middle and High School

  12. Every Individual Deserves to Communicate Designing and Implementing Systems to Communicate Intentionally and Effectively

  13. Communication Opportunities and Systems for all Environments Chris Chelcia Max

  14. Assessment Include: Description of the environment and the level of prompting needed.

  15. PRIMARY MEANS OF COMMUNICATION

  16. Opportunity to Communicate: * A Crucial Aspect of Fostering Communication Development Opportunity to Communicate: A Crucial Aspect of Fostering Communication Development, IRCA Articles, Access Autism * ACE – Analyzing the Communication Environment

  17. TOOLS • Language Samples • Communication Function Form • (Underlying Characteristics Checklist (UCC) • STAR Curriculum –Student Learning Profile (1, 2, 3) • Do-Watch-Listen-Say: Communication and Social Skills Assessment • Comprehensive Assessment of Spoken Language • Clinical Evaluation of Language Fundamentals

  18. Communication Systems • Does the student have a system to use in all environments? • Is the system matched to the student’s level of representation? • Is the system portable and can the student handle it? • Can the student use the system under stressful situations? • Is there data collection and analysis? Allen

  19. ABA Instructional Sequence • This teaching sequence is used with a curriculum that has scope and sequence with developmental levels of functional skills. • Instructional Cue • Student Response • Consequence (generally a reinforcer • Pause (inter-trial interval)

  20. Requesting Opportunities

  21. STAR PECS Tangible Symbol System JL JL JL JL

  22. Some Essential Communication Skills • How to get help, when needed. • How to communicate stress appropriately. • How to comment appropriately. • How to seek information. • Understanding verbal directions. • How to initiate and sustain a conversation.

  23. Strategies and Activities • Autism Internet Moduleshttp://www.autisminternetmodules.org/mod_list.php • http://sharepoint.leon.k12.fl.us/fdlrsaten/wakulla/Shared%20Documents/Six%20Tips%20for%20Teaching%20Converesation%20Skills%20with%20Visual%20Strategies.pdf • Topic Elaboration - Topical Conversation Activity Sheet, Finding Out About Someone • Structured Written Communication-Scripts • Cue Cards-written or auditory • Games – i.e. Apples to Apples • Social Skills Group • Modeling – including Video

  24. Resources: Autism Spectrum Disorders - Patricia Prelock • Teach Me Language • STAR Curriculum • PECS • http://www.socialthinking.com/home • Gense and Gense book • Autism Asperger Publishing Company (AAPC)

  25. Teach the Skills: 1-1 Small Group, with support Small Group Generalize The Skill: Across Environments And Settings

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