Session 3 SPE 568 Curriculum Strategies 1

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Session 3 SPE 568 Curriculum Strategies 1

• This powerpoint presentation will be available at
  http//jeffmcnair.com
• under the lectures link.

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IEP Goals and Objectives

• 1. Objectives should fill an instructional day
  and include plans for monitoring instruction.
• 2. Skills can be discrete (isolated response) and
  multiple- stepped (sequence of multiple
  behaviors).
• 3. Clear and concise with little or no ambiguity.
• 4. Data collection strategy reflected in the
  objective.

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IEP Goals and Objectives

• 5. Task Analysis (Activity)
• a). steps stated in observable terms
• b). result in a visible change in product or
  process
• c). are ordered in a logical sequence
• d). are written in second person
• singular so can serve as verbal prompts

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Stages of Learning

• http//jeffmcnair.com/CalBaptist/CBUTransition/Tra
  nsition/intervention_phases.htm
• 1. Acquisition Stage
• a). teach core steps while keeping errors low
• b). greater structure used in order to shape
  performance and minimize errors

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Stages of Learning

• http//jeffmcnair.com/CalBaptist/CBUTransition/Tra
  nsition/intervention_phases.htm
• 2. Advanced Stages teachers should gradually
  pull away
• a). Maintenance Stage prevent forgetting and
  promote perfection through practice
• b). Fluency or Proficiency Stage build
  performance to typical rate for natural setting
  and perfect skill so it suits students age
• c). Generalization Stage perform under
  changes in stimuli, adapt performance

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Articulating the teaching structure

• 1. Who Will Teach? general/special education
  teacher/instructional aide
• 2. When and Where Will Teaching Occur?
• a). The general education classroom and
  consultation from special education
• b). Collaborative teaching
• c). Pull-in with collaborative teaching
• d). Pullout with collaborative teaming

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Articulating the teaching structure

• 3. What Teaching Arrangement?
• a). One-to-one Instruction
• b). Enhanced Group Instruction
• c). Observation Learning/incidental learning
• d). Students as Tutors
• e). Cooperative Learning Groups
• f). Group Instruction Guidelines/Methods to
  Build Group Participation Skills

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Articulating the teaching structure Group
Instruction

• g). Group Instruction Guidelines/Methods to
• Build Group Participation Skills (Activity)
• -Tandem Instruction
• -Sequential Instruction
• -Concurrent Instruction
• -Combination Groups

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Data gathering strategies

• http//jeffmcnair.com/CalBaptist/CBUTransition/Tra
  nsition/new_page_5.htm
• 1. Informal Assessment Data (more in chapter 5)
• 2. Refine Goals and Objectives
• a). Aim dates
• b). Aim line
• http//jeffmcnair.com/CalBaptist/CBUTransition/Tra
  nsition/using_an_aim_line.htm

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Antecedent Teaching Methods

• 1. Discriminative Stimuli recognizing and
  responding to the sD
• 2. Opportunities for expressing student choice
  versus student preference
• 3. Types of Instructional Prompts (see p 137-138)
• a). Spoken or Signed Prompts
• b). Pictorial or Written Prompts
• c). Gestural Prompts
• d). Model Prompts
• e). Partial Physical Prompts
• f). Full Physical Prompts

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Antecedent Teaching Methods

• 4. Prompting Systems (see p 139-141) (Activity)
• a). Constant Time Delay
• b). Simultaneous Prompting
• c). System of Least Prompts (Increasing
  Assistance)
• d). Progressive Time Delay
• e). Most-to-least Prompt Hierarchy
• (Decreasing Assistance)
• f). Graduated Guidance

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Alternatives to Response Prompt Systems (1/3)

• 1. Universal Design materials and curricula
  created from the start to have alternative ways
  of being accessed so individuals can participate
  with fewer teacher modifications and prompts.
• 2. Naturalistic Teaching Procedures use
  flexible response latency, planned prompts, means
  to handle errors, and reinforcing consequences,
  in the context of ongoing routines.
• 3. Stimulus Modification Procedures
  progressively more difficult to discriminate
  teaching stimuli until they ultimately become the
  natural.

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Alternatives to Response Prompt Systems (2/3)

• 4. Guidelines for using Naturalistic and
  Structured Prompts and Cues
• -Select least intrusive prompt
• -Select prompt that suits the student
• -Choose prompts natural to the target behavior
• -Highlight natural prompts (trapping)
• -Provide latency before and after prompt to
  allow
• opportunity to respond
• -Avoid repeating a prompt for the same response
• -Only prompt when student attending
• -Fade prompts as soon as possible
• -Do not introduce prompts unnecessarily
• -Early reinforce for responding to prompt, later
  
• differentially

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Selecting Consequence Teaching Methods

• 1. Positive Reinforcement
• a). Primary versus secondary reinforcement
• b). Reinforcement Schedules
• -Fixed/Variable ratio
• -Interval
• 2. Other Consequence Strategies for Building
• Skills (see 148-150)
• a). Shaping
• b). Response Chaining Forward Chaining
• c). Response Chaining Backward Chaining
• d). Response Chaining total Task
• e). Incorrect response errors versus
• nonresponse errors

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Adapting General Education Class Work and
Activities (1/3)

• 1. Ways to conceptualize activity adaptations
• a). Same activity student with disabilities
• participates in the same activity
• b). Multilevel student(s) participate in same
• activity with different level of difficulty
• c). Curriculum Overlapping participate in same
• activity but work on different skills

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Adapting General Education Class Work and
Activities (2/3)

• 2. A Model for Making Adaptations
• a). Curricular Adaptations alter what is
  taught
• b). Instructional Adaptations alter how
  students are
• taught
• c). Alternative Adaptations Change to a more
  functional
• version of routines/activities
• d). Using the Model
• 1). Gather and share information about the
  student,
• classroom, and routines (before schools
• starts or in the first month)
• 2). Determine when adaptations are needed
• 3). Decide how team members will plan
• 4). Plan and implement adaptations, first
  general,
• then specific
• 5). Plan and implement alternative activities,
  if
• needed
• 6). Monitor and evaluate

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Adapting General Education Class Work and
Activities (3/3)

• 3. Teachers Instructional Record Keeping
• a). Minimally need simple and team generated
• data collection forms
• b). Guidelines for teaching students and
• monitoring their progress