Transcript Functional Curriculum: Session 7

“If I could not express myself, I would
become like the tree in the forest—the
one for which it does not matter if it
makes a sound when it comes crashing
down, because there is no one around
to hear it. Unfortunately, there are still
many silent fallen trees all around us if
we stop and look.”
Bob Williams, AAC user with
complex communication needs
(Williams, 2000, p. 250)
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Complete Entry Activity
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Multicultural Issues in AAC
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Communication strategies are often
developed by the practitioners without
adequate knowledge of the AAC user’s
culture.
Providing a culturally acceptable strategic
system may enhance the strategic
competence while enabling the user
appropriate use of the chosen technology.
What can you do to ensure a student’s culture
is considered in the development of a
communication system?
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Quiz #2 Today
Next Week….November 16th:
Ability Awareness Lesson Plan Due
November 23rd: Quiz #3
November 30th: Submit Work Sample &
Powerpoint Presentation
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I will not be available on Monday & Tuesdaynormal office hours
I will make myself available on Friday.
Please email me if you would like to set up an
appointment.
◦ [email protected]
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Maintenance: skill continuing to occur for as
long as it is needed without having to be
taught again.
Common error in teaching is that the skill is
learned and generalized, but not practiced
sufficiently beyond initial learning
Maintenance strategies should be used in
addition to generalization strategies
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Overlearning
◦ Continue practicing a skill
◦ Leading to automaticity
◦ Overlearning opportunities should be at least 50%
of the opportunities necessary for the student to
initially learn the objective.
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Distributed Practice
◦ Practice during distributed learning sessions
◦ Practice is spread out across the day (vs massed
practice)
◦ Practice 1 wk, 2wks, 4 wks later to ensure retention
of skills
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Intermittent Reinforcement- variable
reinforcement schedule
Using a maintenance schedule- build in
practice for infrequently used skills
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Start teaching students to manage their
prompts and performance
Teach “self-talk” of what steps or what each
cue should be “saying” to them, etc.
◦ Chained: multi-step behaviors
 E.g. sweeping the floor, playing UNO, ordering food
◦ Discrete: stand alone (e.g., naming people,
matching numbers to quantities, reading words)
◦ It is sometimes hard to distinguish the difference,
depending on the learner
Cue
Response/
(opportunity to Behavior
respond)
Consequence
Pause
FR
Environment
provides a
natural cue
Student does Student gets
Student
each step
natural outcome focuses on
needed to
of activity
next routine
complete the
activity
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
Cue
(opportunity
to respond)
Response/
Behavior
Consequence
Pause
DTT
T provides
instructional
cue
(prompting
may be
needed)
Student
Responds
Teacher praises
and give child a
positive
reinforcer
There is a
pause
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
Cue
(opportunity to
respond)
Response/
Behavior
Consequence
Pause
PRT 1. S indicates
interest
2. Teacher
withholds
access to
desired
item/activity
Student
Responds
S gets desired
item
There is a
pause
EX
Student
imitates the
word car.
Teacher gives
student access to
car
Student plays
with car
1. Student
reaches for
car.
2. Teacher
withholds
and says,
“Car”
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“Appropriate responding in untrained
situations” (Haring, 1988).
What would be features of untrained
situations?
How determine relevant features of untrained
situations?
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Antecedent Generalization Strategies
◦ Teach in natural setting
◦ Use sufficient exemplars
◦ Train loosely
 (varying stimuli, responses, reinforcers allowed)
◦ Program common stimuli
 Training setting contains stimuli that are also in the
generalization setting
◦ General Case Design
 Using several specific exemplars based on the
learner’s “instructional universe”
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Introducing natural maintaining consequences
◦ Teaches skill during acquisition period that will be
reinforced by natural contingencies in the
environment in which behavior will occur, instead of
artificial reinforcers that were used during acquisition
Using Indiscriminable Contingencies
◦ Use of intermittent schedule of reinforcement
◦ Does not know when, where, or what will result in
reinforcement
Training to generalize: differential reinforcement in
“generalization” condition rather than original condition
1. Define the Instructional Universe
-Understand the student & where behaviors
need to be performed
2. Define the range of relevant stimulus and
response variation
-important to identify generic response
-all important stimuli that could prompt the target
responses listed
-possible variations of stimulus classes listed
-ways in which the learner might respond outlined
-List of anticipated problems, errors, exceptions
3. Select examples for teaching and probe
testing
-teaching: general case
-probe: testing generalization/variation
-don’t need all “stores”, but adequately
represent all variations of important stimuli
& responses
-positive & negative teaching examples
4. Sequence the teaching examples
Guidelines for sequencing:
A. Teach multiple components of an activity within an
instructional session
B. Present variations within individual sessions. Teach
as many examples as possible within instructional
sessions
C. Juxtapose most similar positive and negative
examples.
D. Use cumulative programming. If all examples cannot
be taught in one session, work on a few at a time,
adding new examples to already learned examples in
each new session.
E. Teach the general case before exceptions.
5. Teach sequence
6. Test using the non-trained probe examples
-to determine whether generalization has
occurred.
Consider these steps when collaborating and
designing instruction for students.
1.
2.
3.
4.
5.
6.
Think long term and broader
environments….where/when/how do you want the
student to perform these skills in the future?
Outline the steps student needs to perform to
complete task/routine.
Identify the cue for each step.
Identify the variation in the features of each cue for
each step.
Identify the variation in the
conditions/environments student will need to
perform task
Systematically introduce these variations to avoid
stipulation
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Learner (who)
Behavior (what)
Condition (when, where, with whom)
Criterion (how much, how fast)
Given a 15 min daily snack period with
seven other children, Darin will use a
“please-statement” to verbally request an
item at least two times across 4 of 5 snack
periods.
◦ Chained: multi-step behaviors
 E.g. sweeping the floor, playing UNO, ordering food
◦ Discrete: stand alone (e.g., naming people,
matching numbers to quantities, reading words)
◦ It is sometimes hard to distinguish the difference,
depending on the learner
Cue
(opportunity
to respond)
Response/
Behavior
Consequence
Pause
DTT
T provides
instructional
cue
(prompting
may be
needed)
Student
Responds
Teacher praises
and give child a
positive
reinforcer
There is a
pause
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
Cue
(opportunity to
respond)
Response/
Behavior
Consequence
Pause
PRT 1. S indicates
interest
2. Teacher
withholds
access to
desired
item/activity
Student
Responds
S gets desired
item
There is a
pause
EX
Student
imitates the
word car.
Teacher gives
student access to
car
Student plays
with car
1. Student
reaches for
car.
2. Teacher
withholds
and says,
“Car”
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Forward Chaining
Backward Chaining
Total Task Chaining
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
“Appropriate responding in untrained
situations” (Haring, 1988).
What would be features of untrained
situations?
How determine relevant features of untrained
situations?

Antecedent Generalization Strategies
◦ Teach in natural setting
◦ Use sufficient exemplars
◦ Train loosely
 (varying stimuli, responses, reinforcers allowed)
◦ Program common stimuli
 Training setting contains stimuli that are also in the
generalization setting
◦ General Case Design
 Using several specific exemplars based on the
learner’s “instructional universe”



Introducing natural maintaining consequences
◦ Teaches skill during acquisition period that will be
reinforced by natural contingencies in the
environment in which behavior will occur, instead of
artificial reinforcers that were used during acquisition
Using Indiscriminable Contingencies
◦ Use of intermittent schedule of reinforcement
◦ Does not know when, where, or what will result in
reinforcement
Training to generalize: differential reinforcement in
“generalization” condition rather than original condition
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Learner (who)
Behavior (what)
Condition (when, where, with whom)
Criterion (how much, how fast)
Given a 15 min daily snack period with
seven other children, Darin will use a
“please-statement” to verbally request an
item at least two times across 4 of 5 snack
periods.
Like teaching other skills:
Use systematic instruction & evidence-based
practices
Communication Bill of Rights
Each person has a right to:
Request desired objects, actions, events, & people
Refuse undesired objects, etc.
Express personal preferences & feelings.
Be offered choices & alternatives.
Reject offered choices & alternatives.
Request & receive another person’s
attention/interaction
• Ask for & receive info about changes in routine &
environment.
• Receive intervention to improve communication
From the National Joint Committee for the
skills
Communicative Needs of Persons with Severe
•
•
•
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•
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Disabilities. (1992). Guidelines for meeting the
communication needs of persons with severe disabilities.
ASHA, 34(Suppl. 7), 2–3.
Communication Bill of Rights
Each person has a right to:
• Receive a response to any communication, whether
or not the responder can fill the request.
• Have access to augmentative and alternative
communication and other assistive technology
services & devices at all times.
• Be in environments that promote one’s
communication as a full partner with other people,
including peers.
• Be spoken to with respect & courtesy.
• Be spoken to directly and not spoken for or talked
about in 3rd person while present.
• Have clear, meaningful, and culturally &
linguistically appropriate communication.
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Standardized Tests will not provide the information
you need
Assessment driven by questions that need to be
answered to help benefit from communication
intervention—Team Effort
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Interviews with Significant Others &
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Ecological-Functional Assessment Process
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Functional Behavioral Assessments (FBA)
Summary of Behavior
Setting
Event
Antecedent
Desired
Behavior
Typical
Consequence
Problem
Behavior
Maintaining
Consequence
Alternate
Behavior
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Current communication
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Environmental conditions
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Motor capabilities
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Cognitive/linguistic capacities
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Language capacities
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Literacy capacities
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Sensory/perceptual capacities
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Receptive skills for a specific activity need to be
identified
What does the student do to demonstrate that the
message has been received and understood?
Document what forms of communication seem to
be best understood
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Any attempt by the student to start, maintain, or end a
communicative exchange should be noted.
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How the students communicates (the form)—Skill level?
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Why the student is communicating (function/intent)—
different forms of communication for different purposes?
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What the student talks about (content)—information on
breadth of skills and accessibility?
1. List Domains
2. List environments
3. List subenvironments
4. List activities
associated with each
sub environment
5. Task analyze each
activity to identify skills
6. Observe the
performance of the
activity to identify needs
1.
Ask: Where does the student spend time?
(environment, sub-environment, activities)
2. Select Activity: (e.g., ordering food)
3. Observe: (for vocabulary used in activity)
 List Expressive Vocabulary used in the activity
 List Receptive Vocabulary used in the activity
4. Review listed words and determine which
words & skills need to be taught to the student.
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Where does the student spend time?
◦ Environment: Community: McDonald’s
◦ Sub-environment: McDonald’s counter area
◦ Activities: Ordering food, waiting in line, socializing
in line
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Select activity: Ordering Food
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Observe vocabulary used in activity
◦ Expressive: “I want, hamburger, fish sandwich,
small, medium, large, coke, milkshake, yes/no,
that’s all, thank you, my order is wrong, I need,
extra ketchup, for here, please repeat that, how
much?”
◦ Receptive: “May I help you?, Is that all?, Here or to
go?, Your order will be ready soon?, I don’t
understand, Your total is_____”
Review listed words: which are above, below, and
at the student’s level. Which are within or outside
student’s experience, which are necessary for the
task
Steps in
Activity
Natural
Cues
Comm. Skills
Needed
Student
Discrepancy Interv.
Performance Analysis
Plan
Receptive + or or
Expressive
Why
sug
student gest
isn’t
ions
doing
the step
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http://www.wati.org/?pageLoad=content/sup
ports/free/index.php
Number of free publications
WATI Assessment- provides an overview of
the assistive technology consideration,
assessment and planning process
WATI AT Checklist in your book pg. 514-515
SETT- similar to ecological inventory
Student
S
Environment
E
Task
Tools
T
T
•Are the tools
being considered
on a continuum
from no/low to
high-tech?
•What are the
student’s current
abilities?
•What activities
take place in the
environment?
•What specific
tasks occur in the
environment?
•What are the
student’s special
needs?
•What activities do
other students do
that this student
cannot currently
participate in?
•What activities is
the student
expected to do?
•What are the
functional areas of
concern?
•What assistive
technology does
the student have
access to or
currently use?
•Are the tools
student centered
and task oriented
and reflect the
student’s current
•What does
success look like? needs?
•What are the
training
requirements for
the student, family
and staff?
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)
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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.
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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.
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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;
Consider:
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What to communicate about
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Activities/environments used in
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People communicate with
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Establishing Want/No
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Response Prompt Strategies (Time Delay, System of
Least/Maximum Prompts)
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Milieu Teaching- modeling, requesting, time delay, incidental
teaching (e.g., pivotal response training)
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Environmental Arrangement & Interrupted-Chain Strategy
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Greetings & Farewells
◦ Age-appropriate vocabulary, mannerisms
◦ May not necessarily need a Speech Generated
Device (SGD)
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Asking for Attention/Help- “Can I Play?”
Requesting objects/activities/people
Turn taking
Approval & Rejection
Commenting
Asking questions
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Social Closeness
◦ Observe what typical students do to achieve this
◦ E.g., admiring another’s hairstyle, telling secrets
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Asking peer-focused questions
◦ “what are you doing this weekend?”
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Holding a conversation
Communicative Skills specific to a class or an
activity
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Language Comprehension
◦ Understanding spoken language and graphic
symbols (if used for device)
◦ Using visual schedules, sequences
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Receptive Vocabulary
◦ Teaching the meaning of specific vocabulary words
◦ Using both spoken language and graphic symbols
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Expressive Vocabulary
◦ Developmental Vocabulary
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Developmental Vocabulary
◦ To encourage language & vocabulary growth
◦ Should include words or messages that encourage
students to use various language structures and
combinations
 E.g., more, no, there
◦ Variety of nouns, verbs, & adjectives to support
word combinations
 E.g., more car, OR no eat
◦ As vocabulary expands encourage use of
combinations of 2,3,4, or more
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Substantive words (i.e., people, places, things)
Relational words (e.g., big, little)
Generic verbs (e.g., give, get, make)
Specific verbs (e.g., eat, drink, sleep)
Emotional state words (e.g., happy, scared)
Affirmation/negation words (e.g., yes, no, not)
Recurrence/discontinuation words (e.g., more, all gone)
Proper names for people first (Mike) and personal
pronouns (his) later
Single adjectives first (e.g., hot, dirty) & polar opposites
later (e.g., cold, clean)
Relevant colors
Relevant prepositions (e.g., on, over)
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If limited sight word recognition…
Messages chosen from a functional rather
than developmental perspective
Single words or whole messages are selected
to meet individual communication needs.
◦ One or more symbols to represent messages
◦ Age/context/culturally appropriate.
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Include some developmental vocabulary in
AAC systems
◦ Added whenever new environments or participation
opportunities are included
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Words & messages that are commonly used
by a variety of individuals and occur very
frequently.
Sources to identify core vocabulary items
◦ 1. Word lists based on the vocabulary-use patterns
of other individuals who successfully use AAC
systems (http://aac.unl.edu/vocabulary.html)
◦ 2. Word lists based on the use patterns of the
specific individual
◦ 3. Word lists based on the performance of natural
speakers or writers in similar contexts.
◦ http://www.youtube.com/watch?v=Vib2__BDCXc
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?
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Behavioral approach to teach self-initiated requesting with
aided symbols
Teaches requesting as the very first skill in the person’s
communicative repertoire, without requiring the individual
to have skills such as eye contact, imitation, facial
orientation, match-to-sample, or labeling as prerequisites
Manual by Frost & Bondy (2002)
Taught to exchange symbols for desired items rather than
point to them on a communication display; communication
partner provides the requested item or activity
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http://www.youtube.com/watch?v=ZP48lxnN
dHM
http://www.youtube.com/watch?v=tr3lQXNEc
ps&feature=related
http://www.youtube.com/watch?v=ZrELOVWn
p28&feature=related
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
http://www.youtube.com/
watch?v=mCeOMoQPn_
8
Eye-gaze technology
http://www.youtube.co
m/watch?v=DgTMBwc
oicY
http://www.youtube.
com/watch?v=Aoo
DQOzdOyE
http://www.youtu
be.com/watch?v=
Rz2HpGC9vbw
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
http://www.youtu
be.com/watch?v
=S7ShtIwkuwY
http://www.yout
ube.com/watch
?v=2iYxYh_ZfQk
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
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Need to teach students how to use their AAC
system
AAC places an array of motor, visual,
auditory, and cognitive demands on student
Programming- may be done by SLP or
teacher, but…
Students need to know how to operate
devices
◦ E.g., scanning can be complicated and multi-step
◦ May want to teach specific operational skills as an
objective untied to actually requesting items, etc.
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
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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
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Choosing Outcomes and Accommodations for
Children (COACH, Giangreco et al., 2011).
Vermont Independent Services Team
Approach (VISTA; Giangreco, 1996)
Unified Plan of Support (Hunt et al., 2003)
Goal Attainment Scaling (GAS; Schlosser,
2002)
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Simple method for evaluating individual
progress toward unique goals
Helps develop consensus-based goal-setting
Looks at more than just one outcome
measure that the student either achieves or
does not achieve
5 possible outcomes are determined for each
to goal
Expected outcome=0, above expectations +1
& +2, below expectations -1 & -2
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http://www.otap-oregon.org/Pages/Default.aspx
Try to get involved with AT/AAC team in your
district… or whoever is doing it and make a
“team”
Proloquo2Go
http://www.youtube.com/watch?v=dKc1Ss5d1N
w&feature=related
http://www.youtube.com/watch?v=WeWvnWMx6c
http://www.youtube.com/watch?v=4FkSNMLVlm
k