6/11/2018 Maryann Trott, BCBA (mtrott@salud.unm.edu) AUTISM - - PDF document

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AUTISM PROGRAMS/FROM COMMON CORE TO LESSON PLAN: IT REALLY DOES MAKE SENSE! Maryann Trott, BCBA (mtrott@salud.unm.edu)

Training Objectives

Participants will identify the purpose of the following: Common Core Standard IEP Goals Instructional Objectives Instructional Programs Lesson Plans Participants will state the components of: A measurable objective An instructional program A lesson plan

Common Core Standards in the IEP

Are intended to: Enable students to be involved in and progress in the general curriculum Promote a culture of high expectations Are not intended to: Be used as goals Be “one size fits all”

• “Some students . . . will require substantial

supports and accommodations to have meaningful access to certain standards in both instruction and assessment , based on their communication and academic needs”

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Common Core Standards in the IEP

Guidance from the NM PED http://ped.state.nm.us/ped/SEBdocuments/technical/IEP%20Manual%20October%202011.pdf Guidance from your school district: Contact the Special Education Department

What’s the difference between Goals and Objectives?

GOAL Goals are often more general than objectives Goals must be measureable (per NMPED manual IEP goals are intended to be attainable within one year OBJECTIVE Objectives are more specific Objectives are written to be accomplished in shorter period

• f time

For our purposes today, we will make little differentiation between goals and

• bjectives

Annual goals and objectives: What Goals?

Goals related to each core deficit that affect educational performance or the individual’s ability to access an environment

Based on present levels of performance Information should be:

• Current—based on recent data, observation, and evaluation;
• Relevant—related to how the individual’s disability affects his or her performance;
• Specific—described as precisely as possible (may include Level of learning);
• Objective—unbiased and from a variety of sources, such as formal observations, work samples, input

from instructors, parents, service providers, formal and informal assessments and tests; and

• Measurable—conclusions from assessments, test scores, and other quantifiable data.

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What are the core deficits of autism?

Communication Joint Attention Symbol Use Social development Peers Adults Cognitive development Including executive function (planning) Sensory & motor development Motor abilities Atypical sensory responses Motor stereotypies Sensory/arousal modulation Adaptive behaviors Social responsibility Independent performance of daily activities Problem behaviors National Research Council (2001) Educating children with autism. National Academy Press, Washington DC.

Goals should also address the level of learning

Acquisition Learn it Proficiency / Fluency Building Make it faster & better Maintenance Use it routinely Generalization Use it anywhere, whenever and wherever it’s needed

Skill Deficit Performance Deficit Levels of Learning

Making IEP goals make sense!

Make it small enough to be attainable in one year Avoid making too many goals The IEP team must prioritize the student’s needs . . . Then decide which and how many goals the student can reasonably be expected to attain within one year.” The students rate of learning must be assessed and taken into consideration For most students if there is not time to address each goal at least once per day, there are too many goals Make it specific While a goal is somewhat more general than an objective, it must still be specific to a single skill or a related set of skills Consider the learning level (acquisition, fluency building, maintenance, generalization) Consider student needs (Independence, partial participation, etc.) Measurement should objective, easy to do and make sense

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How about an example?

Increase receptive language by 50% within one year as measured by teacher observation Attainable within one year?

• How would you know?

Specific?

• What kind of receptive language? (Following directions,

identifying objects, interpreting statements) Learning level? Student needs? Measurement objective? Does it make sense?

Make it better!

When presented with one step verbal directions, S will follow the direction with no more than a 15 second latency, 4 out of 5

• pportunities on 3 school days with at least 2 different adults.

IEPs - Annual goals and objectives Goals are Based on Common Core Standards

Often helpful to work backwards

Find the standard that fits the goal/objective Use standards appropriate for the age/grade of the student Here’s an example: Common Core literacy standard - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• Goal: When presented with 10 pictures of concrete vocabulary

words and corresponding cards with the written word, S will match the words to the pictures with 100% accuracy on 4 out of 5 opportunities with at least two different instructors.

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IEPs - Annual goals and objectives Goals are Based on Common Core Standards

Common Core math standard - Solve real world problems involving multiplication of fractions and mixed numbers

• Goal: When presented with a calculator and a list of

grocery prices totaling no more than $20, S will add the prices and determine the correct bill ($5, $10, $20) to purchase the items with 100% accuracy on 4 out of 5

• pportunities with at least two different instructors.

Writing Objectives is for more than IEPs

When do you need to write goals and objectives? Anytime there is something to teach!

• A well written objective can help you know the who, what, where,

when and (sometimes) how to teach Lesson plans Recreational activities Self-care and other everyday skills Social skills Vocational/work skills

• Without a measureable objective, you’re just guessing and hoping for

the best.

• Without a goal and/or objective, you’re wasting your time and, more

importantly, theirs!

Writing Objectives

All objectives contain: Antecedents/Conditions

• Setting
• Materials
• Prompts

Behavior

• What the student will do, not what s/he won’t do

Criterion

• How success will be measured

 Who is responsible for data collection (IEP requirement)

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Examples: Conditions (addresses level of learning and specific student needs)

Setting (specify the place/situation) In a small group setting . . . In any school setting . . . During a structured play activity During conversation with . . . Materials (specify what materials are present [or not]) When presented with. . . When a variety of materials are present . . . When materials are not available . . . Prompts (specify the type of prompt [or no prompt]) With a visual prompt With a verbal prompt Independently (usually best for IEP goal) Spontaneously

Remember, if a Potato Can Do It . . .

It’s not a behavior!

Sit still Be quiet Hands down

Behavior

What the learner will do! A behavior is anything an organism does A measurable behavior is something you can see or hear

• Feelings, attitudes, thoughts, etc. are not measurable
• How about things like “on task” or “pay attention”?
• What behaviors indicate that a learner is “on task” or “paying

attention?”

• Work completion
• Participating in a discussion/answering questions
• Responding to direction

Is he paying attention or day dreaming? Is he on task? Depends what the task is?

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Examples: Behaviors

• If there are multiple aspects, include all aspects

S will write a letter/email with an appropriate greeting and closing, including no less than 2 complete sentences stating the purpose and desired outcome  S will retrieve needed materials and complete a project using all necessary parts S will orally read the words in a passage of no less than X words

• May include latency (how long it takes the student to

start the task) and/or duration beginning the task within 1 minute; working on the task for no less than 10 minutes

Examples: Challenging Behaviors

Measure the behavior by reduction in the undesirable

• behavior. A baseline is required

Aggression toward others:

• In all school settings when presented with a visual prompt,

S will interact with adults and peers attempting no more than 1 aggressive act per week Self Injury

• In all school settings with picture communication cards

present, S will request (verbally or with a picture card) a break or item, attempting to injure self no more than 2 times per day

Goal Examples

Less Measurable S will not talk out during class time. Highly Measurable When the teacher asks a question during lecture-based instruction, S will raise his hand and wait to be called upon, without speaking out, 2 times per 30 minutes of instruction across 2 different teachers.

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Goal Examples

Less Measurable S will socialize more with peers. Highly Measurable While attending to preferred social toys in play-based settings, S will invite a preferred peer to join her in a play activity, 3 out of 5 opportunities across 2 different settings.

Goal Examples

Less Measurable

S will appropriately transition into the classroom.

Highly Measurable

While visually referencing his picture schedule (morning routine Task Analysis), S will independently follow all 6 steps of the TA, 4 out of 5 days.

Criterion

Tells you when the skill/behavior is learned to an acceptable level in order to Move to another skill Move to a more complex/independent level of the skill Also allows for data based decision making Is the skill too hard/complex? Is the skill appropriate for the student?

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Criterion

Percent is most appropriate if there are a set number of opportunities to respond Problems completed on a worksheet Words read from a list of (set number) Harder for things that can happen a variable number of times (would need to be % of opportunities) Greeting peers Participating in a conversation Completing tasks Often includes the opportunity to meet a given criteria on a specified number of days and/or with a specified number of individuals Addresses generalization

Examples - Criterion

% of trials/problems correct, X days out of X days No more than X behaviors, X days out of X days No less than X turns during X conversations (games, activities), X days /X days/ X partners X responses out of X opportunities, X days out of X days For X consecutive minutes, X days out of X days Taking no longer than X minutes, X days out of X days For at least X minutes Including no less than X significant points Having no more than 1 toileting accident per week for 2 consecutive weeks With no more than X errors, X days out of X days X number of times within X amount of time over X number of teachers

Measurement/Responsibility

Data collection (daily or weekly) is best

• Plan for data collection days or periods of time

Observation is least measurable Responsibility is usually “staff”

• In schools - related service goals are usually worked on in

classroom as well as therapy times

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An acronym for quality objectives

Antecedent Condition Criterion Observable Measurable Positive Linked to standards/ IEP/ assessment Individualized Socially valid/ meaningful High expectations/ challenging

C A C O M P L I S H

Krystal Day – day.368@osu.edu

Instructional Programming – the missing link

What is it?

• A simple plan for how a learning objective will be

addressed

• Building skills – academic, functional, communication, social,

motor

• Decreasing behaviors
• Enables everyone to do it the same way (fidelity of

implementation)

• Takes some time up front but saves time later on
• Makes it easy if/when, changes are necessary
• Makes writing progress toward goals and present levels

really easy!

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Instructional Program Student: Any Kid School: Yours Start Date: 9-15-16 Teachers: MA, CB, MJ Aim Date: 11-15-16 Updated: Objective: When presented with a one step verbal direction, S will follow the direction with no more than a 5 second latency completing the direction within 1 minute, 4 out of 5 opportunities on 3 school days with at least 2 different adults. Grouping: 1:1 Teaching Times: Any structured classroom activity Setting: Classroom only Materials: data sheet with directions Procedure: When close to AK, give a one step direction to perform familiar tasks (see data sheet) Corrects: Give specific praise and encourage peers or other adults to praise and give a high 5. Intermittently, offer an additional reinforcer. Errors: Interrupt errors with a verbal prompt. “Let’s try again” Model or ask a peer to model. Repeat the direction. Reinforcers: High 5, taking things to the office, reduce written work by 1 problem/question Prompt/prompt fading: Using a 5 second time delay, use a gestural prompt. If AK responds prior to the end of 5 seconds, do not prompt. Fluency: Latency 15 seconds. Task completed within 60 seconds Generalization: As successful, more adults should give directions in multiple settings Data Collection: Count and chart corrects for 5 opportunities daily Instructional Program Student: Any Kid School: Yours Start Date: 9-15-16 Teachers: MA, CB, MJ Aim Date: 11-15-16 Updated: 10-6-16 Objective: When presented with a one step verbal direction, S will follow the direction with no more than a 5 second latency completing the direction within 1 minute, 4 out of 5 opportunities on 3 school days with at least 2 different adults. Grouping: Small Group Teaching Times: Any structured school activity Setting: Any school setting Materials: data sheet with directions Procedure: When close to AK, give a one step direction to perform familiar tasks (see data sheet) Corrects: Intermittently praise or encourage peers to praise and give a high 5. Intermittently,

• ffer an additional reinforcer.

Errors: Interrupt errors with a gestural prompt. “Let’s try again” Model or ask a peer to model. Repeat the direction. Reinforcers: High 5, taking things to the office, reduce written work by 1 problem/question Prompt/prompt fading: gestural prompts only for error correction Fluency: Latency 5 seconds. Task completed within 60 seconds Generalization: Adults and peers should give directions in multiple settings Data Collection: Count and chart corrects for 5

• pportunities daily

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Finally, we get to Lesson Planning

What is a lesson plan?

• A lesson plan is a teacher's detailed description of the course of instruction,
• r 'learning trajectory' for a lesson. A daily lesson plan is developed by a

teacher to guide class learning. Details will vary depending on the preference

• f the teacher, subject being covered, and the needs of the students.

(Wikipedia) How is it different from an Instructional Plan?

• Includes a general objective for the lesson
• May include more students
• Plan for specific topics, themes, instructional areas (access to general

education curriculum)

• A lesson plan may offer instructional opportunities for a variety of instructional

plans

How about an example?

Circle time plan:

• Which components address the

specific needs of specific students (requesting, pointing, peer interaction, following directions, etc., etc. These are all instructional plans)

• Modifications to the activities
• Materials needed
• Which students do what

A sample template

Lesson Lesson Leader Date: Subject Area/Theme: Objective: Materials: Procedure: Students: Objective Instructors

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A sample template

Lesson - Art Lesson Leader: Ms D. Date: 11-20-16 Subject Area/Theme: Thanksgiving decoration Objective: Each student will participate in completing at least one of the attached sample products and request at least one item needed to complete the product. Materials: See attached samples Procedure: Read Thanksgiving poem. Show samples. Ask each student to show or point to the one he/she wants to complete. Seat each student near a collection of needed items (i.e. – one has paper, one has glue, one has scissors) Students ask peers for needed items Students: Objective Instructors AK Verbally names at least 2 colors

• Mr. K

MS Cuts out circle on the line

• Mr. K

RD Remains seated at the table for 5 minutes

• Ms. P

LT Follows at least four, 2 step directions with no more than a 5 second latency

• Ms. P

Questions??? You can do it!!

Presentation title

SUBTITLE

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