Transcript opportunity to respond

Welcome to Functional Curriculum: Week 7
Task Analyses Suggestions
Objectives- write a complete objective
including the learner, condition, skill,
criteria, by when, & “as measured by”…
 Relevant/critical features to vary- think
critically.

 What would you change/introduce to increase
generalization used in this routine?
Steps- Word them in a way that it could
be a verbal prompt, e.g. “Raise hand.”
 Anecdotal comments-write about that
activity, anything different you noticed

Quick Review
• What are some antecedent strategies?
– Think prompt (correct responses) & prevent (errors)
• Why consequence strategies?
– To reinforce (increase) expected behaviors
– To make errors extinct
– Effectively respond to correct & incorrect behaviors
• Give an example of generalization strategies
presented in class on Monday?
Functional Routines
Instruction
Cue
(opportunity
to respond)
Response/
Behavior
Consequence
Pause
FR
Environment
provides a
natural cue
Student
does each
step needed
to complete
the activity
Student gets
natural
outcome of
activity
Student
focuses on
next routine
EX
Student’s bus
arrives and
door
opens.
Other
students
get off bus
S gets off
bus, goes in
the correct
direction,
enters
building,
goes to
class, puts
away
materials
Student is now
inside with
other students
and has inviting
activities to do.
Teacher offers
praise
Student
transitions
to next
routine
Discrete Trial Training
Cue
Response
(opportunity /
to respond) Behavior
Consequence
Pause
DTT
T provides
instructional
cue
(prompting
may be
needed)
Student
Responds
Teacher praises There is a
and give child a pause
positive
reinforcer
EX
1. Student
indicates
interest in
chips
2. Teacher
says “Give
me a car”
Student
gives car
to teacher
Teacher praises
student and
gives student a
chip
Student
eats chip
and teacher
waits a few
seconds
before next
cue
Discrete Trial Training Video

http://www.youtube.com/watch?v=2afb4i
7LMJc
Pivotal Response Training
Cue
(opportunity
to respond)
Response/
Behavior
Consequence
Pause
There is a
pause
PR
T
1. S indicates
Student
interest
Responds
2. Teacher
withholds
access to
desired
item/activity
S gets desired
item
EX
1. Student
reaches for
car.
2. Teacher
withholds
and says,
“Car”
Teacher gives
Student plays
student access to with car
car
Student
imitates the
word car.
Video Examples
http://www.asatonline.org/intervention/vi
deos.htm
 Picture Exchange Communication System
(PECS)

 Six Phases
http://www.youtube.com/watch?v=ZP48lx
nNdHM
 http://www.youtube.com/watch?v=tr3lQX
NEcps&feature=related
 http://www.youtube.com/watch?v=ZrELO
VWnp28&feature=related

K-W-L about Communication skills for
students with sig. disabilities

“Want to Know(s)”
Best Practices/Research

Importance (Causton-Theoharis, Ashby, &
Cosier, 2009; Han & Chadsey, 2004;
Light, 1997)
 Social closeness,
 Talking most frequently reported activity by schoolaged students (more frequently as they get older)
 Promote friendships & alleviate loneliness
 Reduction in challenging behavior when given
appropriate means to communicate (Durand &
Merges, 2001)
 Higher quality of life (Agran & Hughes, 2005)
How to establish baseline skills
student already has?

Significant other interviews

Ecological Assessment

Direct observation in natural environments
Interrupted chain procedures
 Interrupt a routine that student has to
complete and see how student communicates
Assess student in interactions with other students
Provide direct assessments to determine if
student understands words, pictures, symbols,
etc.



Take Typical Language Samples
As we talked about last class, take an
inventory of the vocabulary used in the
settings student’s are in or will be going
to.
 Conversation inventories with same age
peers
 Could use audio recorder if allowed.

Research on Comm. Assessment
Standardized Tests may provide ageequivalencies in receptive & expressive
language, but often fail to recognize the
unique characteristics of students with
severe disabilities (Cress, 2002; Ross &
Cress, 2006; Snell, 2002).
 Recommendation is interviewing
significant others (Bailey, Stoner,
Parrette, & Angelo, 2006)


Analyze Communication Environment (Blackstone
& Hunt Bert, 2003; Downing, 2005); Use of
Video recordings (Suarez & Daniels, 2009)
Reference for Gathering
Info/Assessing Communication
Blackstone & Hunt-Berg (2003). Social
Networks: A Communication Inventory for
Individuals with Complex Communication
Needs and Their Communication Partners
 Guides team in efforts to collect info on
student’s skills & abilities, various modes
of expression used by the student, and
who the typical communication partners
are for the student.
 Targets info concerning how the student
selects a message, typical topics of
conversation, supportive strategies

Resistant student and/or Refusal
to learn to use his device
 This may mean that the device/system is not
meaningful or does not meet a communicative need
(OR BOTH)
 Re-evaluate student’s opportunities to
communicate.
 May need to manipulate the environment in such a
way that necessitates the student use the
device/system (Reichle, 1997; Snell, 2002)
 May be too difficult in comparison to other
communicative means…think of some unaided
means of communication (facial expressions,
gestures, etc.) OR different symbols, colors, etc.
How to select communication
devices?





Conduct person-centered ecological assessment
on communication
Team approach- teacher, SLP, parents
Consider contextual-fit
Consider: durability, ease of use, transportability,
flexibility, cultural sensitivity, cost of device, &
quality of speech (McCord & Soto, 2004;
Mirenda, 1999).
Ability of student to access an AAC system need
to be assessed prior to purchasing system
Funding for AAC?
http://www.aacfundinghelp.com/
 Low-incidence funding

 (property of school)
Health Insurance (property of student)
 Medicare (property of student)
 Department of Rehabilitation

 Dependent on potential for employability w/ device

In Oregon, Educational Service District
(ESD) may have guidelines for this.
Collaborating with SLPs?
Developing a communication system for a
student is a team effort.
 Speech/Language Pathologists will be your
“go-to” person to collaborate with when
selecting system, designing instruction,
implementing communication instruction
 Work closely with them.
 Make sure you emphasize the ecological
assessments and preference assessments
conducted with student.

Working with Parents?
Consider their home-language, culture,
and long-term vision for the student’s
communication.
 Want to build system so that you can
bridge home and school vocabulary,
language, etc.
 May be an issue when device is not
allowed to go home.
 Try to work with school to allow device to
go home. Parents may need to sign
responsibility for device.

Research on Intervention
Strategies
Comm. Skills are best taught throughout
the day where they typically occur or are
expected to occur (Beukelman & Mirenda,
2002; Fox, 1989; Haring et al., 1985)
 Students without disabilities play a critical
role in the development of communication
for students with severe disabilities
(Carter & Hughes, 2005; Kamps et al.,
2002; Von Tetzchner et al., 2005;

Communication Skills Across
Classes & Subjects

Greetings & Farewells
 Age-appropriate vocabulary, mannerisms
 May not necessarily need a Speech Generated
Device (SGD)
Asking for Attention/Help
 Comments of Approval & Rejection
 Social Closeness

 Observe what typical students do to achieve this
 E.g., admiring another’s hairstyle, telling secrets

Communicative Skills specific to a class or
an activity
Augmentative & Alternative
Communication is…
• “any means that helps a person
communicate when
conventional speaking, writing,
and/or understanding others are
not possible.”
(McCormic, Loeb, & Schieffelbusch, 2003)
• “any item, piece of equipment, or
product system, whether
acquired commercially off the
self, modified, or customized,
that is used to increase, maintain,
or improve the functional
capabilities of children with
disabilities.” (IDEA, 1990 ~ Federal Register)
Two types of AAC techniques
• Unaided- Do not require any
external equipment (i.e.
manual signs, facial expressions,
gestures)
• Aided- Incorporate external
devices (i.e., computers,
microswitches, or speechgenerating devices (SGDs)
• Most people use both to
communicate in different
situations with different people
Communication System
Combination of all of the
techniques used by an
individual student
Unaided Communication
• Teachers need to be
attuned to how student
communicates
• Understand what various
gestures, vocalization, and
other techniques mean
Gesture Dictionary
What John
Does
What it
means
Runs to the
door
“I want a
drink of
water”
Grabs another
student’s arm
“I like
you”
How to Respond
Let him go for a drink
of water from the water
fountain or set a timer
for when he can go
Explain the meaning to
John’s classmate &
help them work
together
When is unaided communication
appropriate?
• Used when students have
no other way to get their
messages across
• Must be socially
acceptable & intelligible
Manual Signs: Pros & Cons
• Some people who can hear
use manual signs (e.g. ASL)
• Advantage: requires no
equipment
• Disadvantage: Many people
do not understand signs,
therefore limited
communication partners
• What are other pros or cons?
When to teach signs
• Poor prognosis for speech
• Signing partners available
• Physically able
• Adequate cognitive skills
• A portable communication
system is desirable
Aided Communication
• Low-Tech/Non-electronic:
symbols, and
communication displays
• Hi-Tech/Electronic:
Speech-generating
devices
• Advantages/
Disadvantages of both?
Symbols for Communication
• Real Object Symbols
• Photographs & Pictures
• Line Drawing Symbols
• Textured Symbols
• Letters & Words
Selecting Symbols—What to look
for?
• Should make sense to the user &
communication partners (assess with
range of choices)
• Similarity between the symbols & what
represents should be obvious
• Students sensory modalities should be
considered
• Symbols introduced gradually building
on current communication skills
Communication Displays-examples
• Velcro board with a few picture
symbols that students point to
• Plexiglas eye gaze display that a
student uses eye to “point” (Figure
8-19, p.261)
• Communication Book or Wallet
Considerations for Designing
Displays
• Messages: which are needed,
in what contexts
• Symbols: depending on the
individual & messages
• How symbols are displayed:
booklets, notebooks,
wheelchair trays, scanners
• Organizing symbols: context
specific, how many per page,
etc.
Graphic arrays
• Designing communication
boards or communication
notebooks
–
–
–
–
–
Choosing items
Size of each item
Positioning each item
Accessibility of each item
Perception of each item (both user
and communication partner)
– Item placement/ordering- groups?
Effort in scanning?
– Motor involvement in using arrayvertical or horizontal?
Using Symbols to Promote
Participation/Conversation
• Calendar/Schedule
Systems
• Choice Displays
• Remnant (e.g. Movie
ticket, scraps from
activities) Displays
• Conversation Displays
Hi-Tech: Speech Generating
Devices
• Devices “talk” when a
student touches a symbol
on the device
• What are advantages/
disadvantages??
Types of Electronic Devices
• Single-level Devices: deliver a limited
number of messages (about 20), simple to
program & operate (e.g. BIGmack)
• Multi-level Devices: Up to thousands of
messages, more difficult to program,
multiple symbol displays to program
messages on two or more levels.
• Comprehensive Devices: “dynamic
display” technology
Supporting AAC learners is a
collaborative effort
–
–
–
–
–
Family/caregivers & friends
Present & future employers
Teachers (SPED & Gen Ed.)
Speech/language specialists
Physical & occupational
therapists
– Student
Supporting AAC Learners (continued)
• Access to AAC
– Available
– Accessible
– Appropriate
• Atmosphere of acceptance
– Nonjudgmental - OK to make
mistakes, model correct response,
praise attempts, allow more time,
minimize peer pressure, reinforce
tolerance of individual differences.
Teaching Communication Skills
• General Education Classroom
Ideal environment- numerous
opportunities to communicate
with responsive communicative
partners
• However, students need
specific & systematic instruction
to acquire desired skills
• Educational Team must
develop teaching strategies
and implement them
consistently
Things to Consider with AAC
• Mode of communication – Input: how
the student receives the message;
• Output: means in which the student
transmits the messages to others
• Mechanism for communication –
Gestures, Vocalizations, Graphic
• Type of selection - Direct selection,
Scanning, Encoding
• Physical display - Number of graphic
symbols, Spacing and arrangement,
Background, Orientation, Fixed or
dynamic
• Vocabulary selection
• Output - Print copy, Speech, Scan
display
What do we choose to teach?
Consider:
• What to communicate
about
• Activities/environments
used in
• People communicate with
Initial Instructional Strategies
• Establishing Want/No
• Response Prompt Strategies (Time
Delay, System of Least/Maximum
Prompts)
• Milieu Teaching- modeling, manding,
time delay, incidental teaching
• Environmental Arrangement &
Interrupted-chain Strategy
• Conversation skill training
Supporting AAC Learners (continued)
• AAC Training
– Training for student,
parents/family/friends, teachers,
employers, peers
– Training in the use/maintenance
of the system
– Training in
facilitative/instructional
techniques that promote
communication
Teaching Functional Skills
 Teaching Personal Care Skills
 Importance, Relation between Personal Care & SelfDetermination, Tactics for teaching, Self-management
 Eating/Meal-time skills
 Toileting
 Dressing
 Teaching Leisure & Recreation Skills
Eating Skills Checklist
(Browder, 2001)
 Eating
 Take food from spoon and swallow
 Chew food
 Choose between two food items
 Express desire to eat
 Feed self finger foods
 Use a napkin
 Use a spoon
 Eat a sandwich
 Pace eating (avoid stuffing mouth)
 Spear with a fork
 Eat without spilling
Drinking skills checklist
 Swallow from a cup held by someone
 Choose between two drinks
 Hold own glass to drink
 Drink from a soda can
 Drink from a mug
 Drink from a water fountain
 Drink through a straw
Dressing/Undressing Checklist
 Choose between two clothing options
 Select outfit for the day
 Choose accessories for personal style
 Move arms and lift legs to help in dressing
 Communicate when help is needed in dressing
 Pull down pants in restroom
 Take of clothing (shoes, socks, jacket, shirt, pants, etc.)
 Get dressed (button, snap, zip, velcro)
Washing hands or face checklist
 Ask for help with washing hands or face
 Choose between two types of soap
 Determine whether water is comfortable temperature
 Participate in washing: moving hands to water, move
face on cloth.
 Grasp/release paper towel in trash
 Wash own hands when told
 Initiate washing hands and face
Other grooming





Ask for help with combing/styling hair
Comb/style own hair
Care for nails
Use makeup
Leave restroom groomed for public:
 Clothing straight
 Zippers & fasteners closed
 Hair neat
 Hands washed
 Face clean
 Make up on neatly
Toileting: Designing bowel/bladder
management plans
 Ask:
 Will the student work towards using toilet based on internal
cues?
 Will student use toilet on a specific time schedule?
 Will student use: incontinence products (pull-ups);
catheterization, other?
 Initiation
 Student will take care of needs without prompting?
 Prompted ?
 Ask for help?
 Prompted to ask for help?
 Adult will initiate toileting?
Using toilet or alternative
methods?
 Perform all steps independently?
 Prompted with goal of independence?
 Interactive; student will perform some steps without
prompts?
 Interactive; student will be prompted to perform some
steps?
 Accident management
 Student will manage? Prompted to manage? Perform
some steps? Adult provide all cleanup?