Introduction to Systematic Instruction and Moderate to Severe Intellectual Disability

1

• Introduction to Systematic Instruction and
  Moderate to Severe Intellectual Disability

2
Learning Objectives

• Be aware of the basic components of an LSI for
  students with Moderate to Severe intellectual
  disability
• Understand the connection between strategies to
  support students with Moderate to Severe
  intellectual disability and their needs.
• Understand what systematic instruction means
• Understand activity Based objectives
• All of this information is for LSI-1, study it!

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Framework for Comprehensive Support of Student
Success Re-thinking Life
Skills(Adapted from Sugai et al., 2003)
Academic Systems
Social Systems/Life Skills
1-5
1-5
5-10
5-10
80-90
80-90
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Characteristics of Severe Disability- Youre the
Expert

• In your small groups generate the characteristics
  common for students with severe disability based
  on your reading of chapter 1. Think of 3 ways you
  might improve the learning potential of this
  population (Hint consider visual strategies
  reading)

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Mini-Capstone Activity

• You have read, seen, and we talked about life
  skills instruction as it relates to life skills
  domains and partial participation. Now I want you
  in groups of 6 develop a creative presentation
  that illustrates the domain you have been
  assigned, what you might teach a student in that
  domain. You can do a skit, cheer, rap etc. You
  should demonstrate what you learned, help others
  in class learn. You should be mindful of the
  things we have talked about in class, and
  inventories we have reviewed, and all reading to
  date.

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Life Skills Intervention

• Domain, Target Area, Outcome
• Environments
• Activity Based Objectives
• Behavioral Objective
• Connection to Standards
• Materials AT
• Systematic Instruction Procedures/Prompts/
  Reinforcement/Feedback
• Maintenance/ Generalization
• Data Collection

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Systematic Instruction

• Identify and define the desired behavior
• Identify shaping reinforcement procedures and
  prompts
• Collect data
• Measure effectiveness

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Naturalistic Instruction

• Students with severe disabilities need a lot
  repetition making natural instruction imperative
• Use natural opportunities throughout the day
• Plan for naturalistic instruction
• Naturalistic Cues
• It supports generalization
• What are some examples of natural teaching
  opportunities to teach life skills in a
  classroom? Natural Cues?

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Small Steps-Activity Based Cleaning the Table

• 1. Retrieve sponge from the cabinet
• In art Steve will retrieve sponge and close the
  door from the cabinet when finished when the
  teacher says clean up
• 2. Turn on cool water
• Once the door is closed Steve will turn on the
  cold water
• 3. Wet sponge
• When the water is running Steve will stick it
  under the faucet and soak it for only a few
  seconds
• 4. Ring excess water from sponge
• When Steve notices it is damp he pulls the sponge
  away and squeezes it
• 5. Wipe table (completely)
• Steve will walk over to the table once the sponge
  has been rinsed and wipe it off using a circular
  motion until he notices the whole table is damp
• 6. Check for missed spots
• After Steve notices the table is damp he double
  checks for missed dry spots or crumbs on the
  table
• 7. Wipe missed spots (if any)
• If missed spots are identified Steve wipes those
  sections until the missed spots are clean
• 8. Put sponge away
• Steve puts the sponge away when the missed spots
  have been cleaned , closing the door after he
  opens it and then goes to his assigned seat in
  art and waits for instructions.

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• A- Hitting a baseball during gym
• I am student with an intellectual disability, I
  love the game, but am easily distracted and do
  not look at the ball

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• B- Cook using a Microwave to warm a froze meal
• I am student with an intellectual disability and
  I have never done this at home before, and a
  forget the steps if I have to many

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• C- Tying my shoe when I go to school
• I have a student with an intellectual disability
  and I have poor fine motor, but if I dont hurry,
  I can tie my shoe

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• D- Making a Purchase in the Grocery store
• I am student with an intellectual disability-
  have difficulty making change

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• E- I am student with an intellectual disability,
  I love to go to McDonalds Restaurant, I need
  support knowing what my choices are, and I have
  to an augmentative communication device