Transcript Critical Features Part 2

Part 2: Address Sensory/Biological, Provide
Appropriate Reinforcement, Develop
Communication Systems and Opportunities
GENERALIZATION:
Activities and Opportunities
COMPREHENSIVE PROGRAM OF INSTRUCTION:
1)
2)
3)
Address sensory and 4)
biological needs
Provide appropriate
5)
reinforcement
Opportunities to
communicate and
functional
communication
systems
6)
7)
8)
Concrete supports to
assist with participation
and understanding
Address task demands
Systematic, planful
instruction
Data driven decision
making
Appropriate level of
instruction
ASSESSMENT:
Understand and Use “Picture of the Child” as the Foundation
Impacts All Aspects Of Learning
Mouth
Calm
Alert
Upsets
Move
Touch
Look
Listen
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Engagement
Communication –
expressive, receptive,
nonverbal
Play, Social Skills (including
Recreation and Leisure)
Adaptive Skills
Organization Skills
Impact of Sensory on:
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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:
http://autismpdc.fpg.unc.edu/
http://autismpdc.fpg.unc.edu/sites/au
tismpdc.fpg.unc.edu/files/Reinforceme
nt_Steps-Token.pdf
Young Learners
Middle and High School
Designing and Implementing Systems to
Communicate Intentionally and Effectively
Opportunities and Systems for all
Environments
Max
Chelcia
Chris
Include: Description of the environment and
the level of prompting needed.
Other
Self-Injury
Aggression
Facial expression
Fixed gaze
Moves away or leaves
Moves close to you
Increased movement
Gives objects
Grab/reach
Shakes head
Leading
Protest or reject a
situation or activity
Pointing
Indicate confusion or
unhappiness
Single signs
Indicate physical pain
(headache, illness)
Complex signing
Show you something or
some place
Other vocalizing
Request break
Echolia
Request preferred
food/objects/activities
One word utterances
Request help
Multiple word phrases
Request attention
Complex speech
(sentences)
Communicative
Function
* 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
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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
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Does the student have
a system to use in all
environments?
Is the system matched
to the student’s level
of representation?
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Allen
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?
1.
2.
3.
4.
Instructional Cue
Student Response
Consequence
(generally a reinforcer
Pause (inter-trial
interval)
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This teaching
sequence is used
with a curriculum
that has scope and
sequence with
developmental
levels of functional
skills.
Requesting Opportunities
Reinforcement
What I will do
What student will say
(vocal, picture, device, sign)
STAR
Tangible Symbol System
JL
JL
JL
JL
1)
2)
3)
4)
5)
6)
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.
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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
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Autism Internet
Modules
http://www.autisminte
rnetmodules.org/mod_
list.php
http://sharepoint.leon.
k12.fl.us/fdlrsaten/wa
kulla/Shared%20Docu
ments/Six%20Tips%20f
or%20Teaching%20Con
veresation%20Skills%20
with%20Visual%20Strat
egies.pdf
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Teach Me Language
STAR Curriculum
PECS
http://www.socialthink
ing.com/home
Gense and Gense book
Autism Asperger
Publishing Company
(AAPC)
Autism Spectrum
Disorders - Patricia
Prelock
Teach the Skills:
1-1
Small Group, with
support
Small Group
Generalize The
Skill:
Across
Environments And
Settings