Please start the entry activity #1 & 2 Only

1. Inclusion is an umbrella that keeps us dry when the downpours of life occur." Linda S. Wallace Welcome to Week 9 of Functional Curriculum Please start the entry activity #1 & 2 Only

2. Updates/Agenda • Today: Quiz #3 • Next Week, November 30th: Submit Work Sample & PowerPoint Presentation! • Review & Take Quiz #3 • Activity • Teaching Academic Skills

3. Ability Awareness • Remember that we are teaching about ABILITIES not DISABILITIES….. • Your goal in ability awareness is to educate others about how an individual is more SIMILAR than DIFFERENT & that DIFFERENCES are OK • Video clip contributed by Alana!! • http://www.youtube.com/watch?v=JnylM1hI2jc

4. BSP Test Results Are In!! Range of Post-Test Scores= 43% to 100% 13 scored over 85% 5 scored 100% Range of Pre-Test Scores= 14% to 79%

5. Quiz Review

6. Identifying the Alternate Behavior Yes or No? Why? What are the critical features of an Alternate Behavior? 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?

7. Teaching Behavior What are the critical features of Teaching Interventions? 1. First teach the Alternate Behavior Yes or No? Why? • Does Alt. Beh.: • Serve same Function? • Is it Easier? • Socially acceptable?

8. What do we need to teach student to achieve the desired behavior? 2. Next, teach content required to support student to achieve the Desired Behavior

9. Antecedent Interventions Critical features of Antecedent Interventions to prevent the Problem Behavior? • Does the intervention directly address: • the antecedent? • the Function of the problem behavior? Yes or No? Why?

10. 2. Next, identify ways to prompt/ precorrectthe alternate & desired behavior

11. Consequence Intervention: Reinforcing Positive Behavior Steps in Identifying Reinforcers? Critical features of Reinforcers? 1. Identify an intervention to Reinforce the Alternate Behavior • Is reinforcer valued? (start w/ function of behavior) • b) Are expectations & timeframes reasonable for the student? 2. Identify an intervention to Reinforce the Desired Behavior Yes or No? Why?

12. Consequence Intervention Responding to Problem Behavior Steps in Identifying Responses to Problem Behavior? Yes or No? Why? 1. Prompt the Alternate Behavior at earliest signs of problem behavior 2. Identify a response to problem behavior that does not reinforce the Problem Behavior

13. Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION AVOIDING DIFFICULT TASK Consequence (+) Reinforce (a)alternate behavior w/ oppt’y to avoid task & (b) desired behavior (effort on task) (-) problem behavior should not result in avoiding task; redirect to Alt. behavior Prevent Make task less difficult to avoid difficult task Alternatebehavior Must allow student to avoid difficult task

14. Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION GETTING ADULT ATTENTION Consequence (+) Reinforce both alternate behavior & desired behavior w/ adult attention (-) problem behavior should not result in adult attention; redirect to Alt. behavior Prevent Provide adult Attention in advance & often Alternatebehavior Must give student access to adult attention

15. Students with limited communication skills need to be taught a broad array of communicative functions…more than just requests

16. Communication Skills That Need to Be Taught…in addition to requests: • Rejecting or Protesting—”No” • Gaining attention • Greetings & Farewells • Social Niceties---”please”…”thank you”…”excuse me” • Commenting---”I like that”….”I think that needs more color”…etc. • Social Closeness—teasing, joking…”Look what I have” • Asking for information: “Where did you get that?” • Confirming or denying • Conversation skills- turn taking, wait time, responding and asking questions • Maintaining Conversations & Terminating Conversations

17. Quiz #3 • GROUP QUIZ!!!

18. #1.Name 5 communication skills that should be taught to students with limited communication skills…besides REQUESTING things

19. Communication Skills That Need to Be Taught…in addition to requests: • Rejecting or Protesting—”No” • Gaining attention • Greetings & Farewells • Social Niceties---”please”…”thank you”…”excuse me” • Commenting---”I like that”….”I think that needs more color”…etc. • Social Closeness—teasing, joking…”Look what I have” • Asking for information: “Where did you get that?” • Confirming or denying • Conversation skills- turn taking, wait time, responding and asking questions • Maintaining Conversations & Terminating Conversations

20. #2 Alternate Behavior • What are the 3 Critical Features of an Alternate Behavior?

21. Identifying the Alternate Behavior Yes or No? Why? What are the critical features of an Alternate Behavior? 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?

22. #3 Teaching Behavior • What are the 2 steps to teaching behavior to a student that requires a Behavior Support Plan? • Hint…..Think of the Competing Behavior Pathway AND short-term and long-term objectives.

23. Teaching Behavior What are the critical features of Teaching Interventions? 1. First teach the Alternate Behavior Yes or No? Why? • Does Alt. Beh.: • Serve same Function? • Is it Easier? • Socially acceptable?

24. What do we need to teach student to achieve the desired behavior? 2. Next, teach content required to support student to achieve the Desired Behavior

25. #4 Antecedent Interventions • What are the 2 critical features of Antecedent Interventions to preventproblem behavior?

26. Antecedent Interventions Critical features of Antecedent Interventions to prevent the Problem Behavior? • Does the intervention directly address: • the antecedent? • the Function of the problem behavior? Yes or No? Why?

27. #5 Consequence Interventions • The two steps to identifying interventions for reinforcement include: • Identify an intervention to reinforce the ___________ behavior • Identify an intervention to reinforce the ___________ behavior

28. Consequence Intervention: Reinforcing Positive Behavior Steps in Identifying Reinforcers? #6 Critical features of Reinforcers? 1. Identify an intervention to Reinforce the Alternate Behavior • Is reinforcer valued? (start w/ function of behavior) • b) Are expectations & timeframes reasonable for the student? 2. Identify an intervention to Reinforce the Desired Behavior Yes or No? Why?

29. Consequence Intervention Responding to Problem Behavior #7) Steps in Identifying Responses to Problem Behavior? Yes or No? Why? 1. Prompt the Alternate Behavior at earliest signs of problem behavior 2. Identify a response to problem behavior that does not reinforce the Problem Behavior

30. Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION AVOIDING DIFFICULT TASK Consequence (+) Reinforce (a)alternate behavior w/ oppt’y to avoid task& (b) desired behavior (effort on task) (-) problem behavior should not result in avoiding task; redirect to Alt. behavior Prevent Make task less difficult to avoid difficult task Alternatebehavior Must allow student to avoid difficult task

31. Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION GETTING ADULT ATTENTION Consequence (+) Reinforce both alternate behavior & desired behavior w/ adult attention (-) problem behavior should not result in adult attention; redirect to Alt. behavior Prevent Provide adult Attention in advance & often Alternatebehavior Must give student access to adult attention

32. Activity…on the back of your entry activity sheet • Answer the questions & work with a partner to come up with something you might do in your classroom.

33. Peer Support Plan

34. Instruction in the Content Areas • How should we determine/design instruction for students in the content areas? • Does disability dictate where a student receives instruction? • Does ability level in content area dictate where a student receives instruction? • Where do we start when we look at providing instruction for students with significant disabilities?

35. Why teach academic skills?

36. How should we select academic skills for instruction • Goals/objectives that build on student’s present level of performance (in using symbols/reading,etc.). ..how? • Align content with student’s ability to perform successfully in current environments…how? • Align content with the student’s long-term post-school goals…how? • Select academic content that is suited to the student’s chronological age…why?...how? • Select academic content that has the potential to enhance inclusion in school & community settings…how?

37. Developing Academic IEP goals & objectives: Comprehensive approach • Identify goals & objectives that are linked to the state’s academic content standards and are structured to document a student’s continuous progress toward mastering content. • Develop goals & objectives that are focused on learning academic content that is not aligned to the academic content standards but nonetheless are necessary for the student to perform successfully in home, school, and community settings.

38. Approaches to determining goals & objectives aligned with standards • Standards-based • Identify the academic content standards for all students, identify benchmarks, identify level of performance, adapts learning outcome so they match student’s abilities • Standards-referenced • Identify priority skills based on ecological inventories, identify grade-level academic standards that match the critical functions of those skills

39. Literacy research for students with significant disabilities • Erickson, Koppenhaver, Yoder, & Nance, 1997 • Similar strategies for all students • Justice & Pullen, 2003; Rowland & Schweigert, 2000 • Systematic instruction • Browder et al., 2006 • Meta-analysis on reading instruction for individuals with cognitive disabilities

40. Emergent Literacy Instructional Practices • Literacy-rich environment (Kuby et al., 1999) • Text, pictures, graphics that are meaningful to students in that setting • Frequent opportunities to interact with books and other engaging print materials individually and in group play • Listen & Respond to stories adults read aloud to them • Experiment with writing and drawing about authentic topics that are related to their lives (Katims, 1994; Mirenda, 2003) • Sustained interactions with “literate models” (Kluth & Chalder-Olcott, 2008)

41. Other Emergent Literacy Instructional Practices • Read Alouds- “shared reading or story based lessons” • Adult reads to 1 or more students • Students encouraged to retell the story or interact with the story during or after the read aloud. • Provides learners with access to quality literature and early literacy skills • Can use pictures with text • E.g., Writing with Symbols and other software

43. Related standards • Knowledge of concepts about print • Vocabulary and expressive language skills • Listening comprehension skills • Understanding a narrative • Sequence and prediction skills • Monitoring of understanding • Content knowledge of a topic being read

44. Examples of education reading software • Bailey’s Book House (www.riverdeep.net) • Letters, words, rhyming, prepositions, adjectives, sentence building • Edmark Words Around Me (www.riverdeep.net) • Word identification, plurals, categorization, sameness, difference • Edmark Reading program (www.riverdeep.net) • Comprehension of sight words through story reading, picture matching • Simon Sounds it Out (www.donjohnston.com) • Letter sounds, word families, onsets, rimes • Start-to-Finish books (www.donjohnston.com) • Reading comprehension through end-of-story quizzes • Intellitools Reading: Balanced Literacy (www.intellitools.com) • Phonics, guided reading, comprehension

45. Teaching Functional Literacy Skills • Ability to acquire information through varied modes: words, symbols, photos, & objects • Can be used to enhance participation in everyday activities (Alberto et al., 2007) • Sight word instruction (Gunning, 2002) • High frequency words • Select words for instruction that are most meaningful and useful to the student (e.g., daily routines, academic activities, preferences) • Think ecological approach…remember our activities • Conventional skills- Dolch words; encountered in all kinds of reading materials.

46. Instructional Methods • Prompting and Fading • Embedded Instruction • Allows students with more extensive support needs to receive intensive, individualized instruction within ongoing activities in general education (McDonnell et al., 2006) • Shown effective in teaching sight words to students • Students generalize information learned to typical materials in the classroom • E.g., selecting 4 words from the science unit to teach a student…using time delay • Stimulus Prompts- picture cue initially then faded

47. Phonological Awareness & Phonics • PA- recognize and manipulate sounds (e.g., recognize rhymes and segment syllables) • Phonics- association between the sounds and the letters • More students with severe disabilities are capable of learning and applying more decoding skills than was previously thought possible (Conners et al., 2006; Cupples & Iacano, 2000) • Taught using assortment of strategies • Picture cues, prompts, modeling, constant time delay

48. Decoding Procedure Used (Heller, Alberto, & Fredrick (2008) • Constant time delay with 5 students with moderate ID • Read CVC OR CVVC words • Taught students to: • Point to the target word • Slowly say each sound in the word • Say the sounds in the word quickly (to blend) • All students learned to decode 12 target words • Blending was the hardest for them to master

49. Systematic Instruction to Teach Decoding Skills to Middle School Students • Bradford et al., 2006 • Published reading program based on systematic, explicit instruction to successfully teach decoding skills to students with moderate or severe disabilities • Sound-letter correspondences, decoding words, & reading words in sentences and short paragraphs. • “Corrective Reading Program, Decoding A (Engelmann, Carnine, & Johnson, 1988)

50. Vocabulary Development • Instruction in vocabulary improves reading comprehension (Browder et al., 2006) • Used in: • Listening • Speaking(using AAC) • Reading • Writing