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In-Home Training: Problem Solving and Designing Visual Structure in the Home

In-Home Training: Problem Solving and Designing Visual Structure in the Home. Provided by:. AGENDA. Commissioner Rule Review In-Home Assessment Goal Writing Review of Structured Teaching Schedules Physical and Visual Structure 1:1/Direct Teaching Independent Work and Tasks(Chores)

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In-Home Training: Problem Solving and Designing Visual Structure in the Home

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  1. In-Home Training: Problem Solving and Designing Visual Structure in the Home Provided by:

  2. AGENDA • Commissioner Rule Review • In-Home Assessment • Goal Writing • Review of Structured Teaching • Schedules • Physical and Visual Structure • 1:1/Direct Teaching • Independent Work and Tasks(Chores) • Communication Supports

  3. Agenda, cont. • Simple Solutions • Task Analysis • Issues to Consider • Reflection

  4. Commissioner Rules Autism Spectrum / PDDTEA requirement – Chapter 89.1055 Content of the Individualized Education Program (IEP) For students eligible under §89.1040(c)(1) (Autism) of this title (relating to Eligibility Criteria), the strategies described in paragraphs (1)-(11) of this subsection shall be considered, based on peer-reviewed, research-based educational programming practices to the extent practicable and, when needed, addressed in the IEP:

  5. Autism Spectrum / PDDTEA requirement – Chapter 89.1055 1. Extended educational programming 2. Minimal unstructured time and active engagement 3. In-Home and community-based training or viable alternatives 4. Positive behavior support strategies 5. Futures planning 6. Parent and family training 7. Suitable staff to student ratio 8. Communication interventions 9. Social skills supports and strategies 10.Professional educator/ staff support 11. Teaching strategies based on peer reviewed, research-based practices

  6. Commissioner’s Rules/Guidance

  7. Process • Assess • Develop and Revise Goals and Objectives • Implement • Assess Progress

  8. In-Home Assessment • Should target parental priorities • Should assess skill level in both the home and school environments • Should be “user friendly” and easily understood

  9. Goal/Objective Writing • Measurable Goals/Objectives • Time Frame • Conditions • Behavior • Criterion

  10. Time Frame Identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion. Taken from Standards Based IEPs

  11. Conditions Specify the manner which progress toward the goal occurs. • Describe the specific resources that must be present for the child to reach the goal. • The condition of the goal should relate to the behavior being considered. Taken from Standards Based IEPs

  12. Behavior Clearly identifies the performance that is being monitored. It represents an action that can be directly observed and measured. Taken from Standards Based IEPs

  13. Criterion Identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specifies the amount of growth expected. Taken from Standards Based IEPs

  14. Levels of Learning • Acquisition-Introduction of new skill • Fluency-Increase quality and frequency of a skill • Maintenance-The ability to perform skill over time • Generalization-The ability to perform skill in a variety of settings and with different people *Keep these in mind when writing goals and objectives

  15. Sample Goals & Objectives • Self Care • By the end of the first 6 weeks of the school year, Robert will go into the bathroom and sit on the toilet when handed the bathroom card as a visual cue 2 out of 3 times. • Communication • Within 6 weeks beginning September 12, 201015, Robert will communicate his wants/needs by utilizing his communication notebook and exchanging an “I want” sentence 2 out 3 times.

  16. Thinking about the goals… • How do I generalize the goal to home? • What strategy would work best to teach this? • What materials can I use? • How do I collect data for this? • What is an extension of this skill?

  17. Sites for Evidence-Based Strategies • www.txautism.net • http://autismpdc.fpg.unc.edu/ • http://www.nationalautismcenter.org/ • http://www.nap.edu/openbook.php?record_id=10017&page=R1

  18. Group Activity • Choose one parental priority from each of the scenarios provided in which visual and physical structure would be appropriate and write a measurable goal. Remember to include time frame, conditions, behavior, and criterion. • Be ready to share your goal.

  19. Components of Structured Teaching • Schedules/Mini-Schedules or Work Systems • Physical/Visual Structure • Physical Structure/Boundaries • Visual Clarity • 1:1/Direct Teaching • Independent Work and tasks • Communication Supports What does Structured Teaching have to do with the home?

  20. Structured Teaching in the Home • Schedules, Mini Schedules/Work Systems • Schedules tell the student where to be • Mini Schedules/Work System tell the student what to do when they get there What are some reasons and ways schedules, mini-schedules/work systems could be used in the home?

  21. Going to bed and getting up in the morning Toileting / dressing / bathing / tooth brushingVisiting relatives Playing independently and with others For Such things as …

  22. Daily Schedules • Types of Schedules * Object * Icon/Line Drawing * Photo * Written word

  23. ObjectSchedules

  24. Icon/Line-Drawing Schedules

  25. Photo Schedules

  26. Written word

  27. Provides a visual support to the verbal request “check your schedule” Facilitates the transition back to the schedule from highly desired activities Helps to disengage from one activity to focus on a new activity May lead to independence A Transition Marker Research has indicated that using a visual cue during a transition can decrease challenging behavior and increase following transition demands (Schmit, Alper, Raschke, & Ryndak, 2000).

  28. Mini-Schedules/Work(Chore) Sytems

  29. Group Activity • Choose one parental priority from a scenario where a visual schedule or mini-schedule/work system would be appropriate and create the schedule • Put it into place in the “mock” home • Decide who will be the home trainer and who will be the student • Do a trial run through • Be ready to share your group’s idea

  30. Structured Teaching in the Home • Physical/Visual Structure • Physical/Visual Boundaries • Home has natural boundaries but more may be needed • May need physical boundaries to help them understand where their body is in space Think about how physical/Visual structure might be used in the home environment

  31. Eating with the family Communicating Doing chores / homework For Such Things As …

  32. Physical/Visual Structure • Clarify expectations through: • Physical Boundaries/Defined Areas • Shelves • Desks • Partitions • Visual Boundaries • Carpet • Signs/Labels • Outlines • Color coding

  33. Physical/Visual Structure • Placing Furniture strategically around the room • Play rugs • Carpet squares • Tape on the floor or chair • Jigs to know where things belong

  34. Things to think about… • Color coded place mats for family members • Take place mat to: • Restaurant • Relatives • School • Boundaries for homework area • Labeled areas in the bedroom • Foot prints at the door to teach wait • Stop sign on the door

  35. Structured Teaching in the Home • 1:1/Direct Teaching • In-Home training • Parents teaching a new skill or assisting with homework • Place for child to learn/gain social understanding Can you think of other ways/reasons a 1:1/direct teach could be used or might be needed?

  36. Structured Teaching in the Home • Independent Work and Tasks(Chores) • Create independence for work at home • Student becomes a contributing member of the family Are there other reasons/ways independent work/chores could be used in the home?

  37. Factors to Consider When Determining Tasks/Chores • Level of Independence • Emerging skills • Strengths and weaknesses • Interests • Work habits (organization, distractibility, attention span, motivation)

  38. Criteria to Consider When Selecting Appropriate Tasks and Objectives • Developmentally appropriate • Functional • Increase independence

  39. Group Activity • Choose one parental priority from a scenario where a task or chore would be appropriate. As a group, design how you will structure that task. • Remember to check for… • materials define the task • well organized • of high interest • appropriate ability level • Put it into place in the “mock” home • Decide who will be the home trainer and who will be the student • Do a trial run through • Be ready to share your group’s idea

  40. Structured Teaching in the Home • Communication Supports-Expressive(Production) & Receptive(Comprehension) • Express wants and needs • Make choices • Make social greetings • Clearer understanding of expectations Can you think of any other reasons/ways communication supports can be used to aid expressive and receptive skills?

  41. When thinking about communication supports first consider… • Form • How the student communicates • Function • Why the student communicates

  42. Multi-word Single word Word Approximations Echolalia Facial Expression Eye Gaze Leading Tantrum or Self Injury Crying or whining Forms of Communication

  43. The Functions of Communication • Greetings • Request social rountine • Request information • Comments • Request action • Requesting objests • Protesting Behavior Regulation Communication/Social Functions

  44. In other words, what kind of verbal skills does the student use? Non-verbal - makes sounds - behaviors Low verbal – has some words – doesn’t use them all of the time Echolalic – repeats what others say – repeats videos, tv shows etc. Verbal – talks in some short sentences Verbal, but may have a problem with word recall Has a limited menu of responses

  45. To make this simple, we need to think about.. • How do they communicate • What do they need to communicate • Who do they need to communicate with • Where they will communicate

  46. Supports for Requesting

  47. Group Activity • Choose one parental priority from a scenario where a communication support would be appropriate. As a group, design how you will structure that task. • Decide on: Where will the communication will take place? Who will they be communicating with? What is it they need to communicate? • Put it into place in the “mock” home • Be ready to share your group’s idea

  48. Task Analysis • A process by which a task is broken down into its component parts • Why task analysis? • Helps determine what the child is able to do will to avoid re-teaching acquired steps • Allow for challenges to be identified and more easily addressed • Takes advantage of child’s inflexibility/desire to follow established routines • Can be a valuable tool for to help students gain independence • Excellent way to create data sheets for data collection

  49. Task Analysis • Determine what task you want the student to perform • Decide what steps will be required to complete the task • Decide what order to teach the steps in. • Often helpful to role play steps to ensure the sequence is accurate

  50. Task Analysis Data Sheet

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