Curriculum and Instruction

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Curriculum and Instruction
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Assumptions

• Often use developmental approach
• Based on the notion that people learn in a
  predictable sequence.
• Students with disabilities do not learn using
  this approach because they do not learn in a
  normal sequence
• Can Become a barrier to learning achievable
  functional skills
• Focus on form rather than function
• Encourages teachers and related service
  professional to view students as developmental
  young and they do not focus on age appropriate
  skills.
• Curriculum focused on typical development fail to
  provide information about the contexts and
  functions that are important to the student.

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Assumptions

• Every child can learn.
• Do not create meaningless goals, spend time
  conducting appropriate assessments to determine
  what needs to be taught
• A transdiciplinary team is necessary
• Teams are a vital part of the process for
  individuals with multiple disabilities.
• Families are vital
• Need to be informed and active participants in
  the process.

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Assumptions

• Instruction must be individualized
• Do not use deficit-based models. Focus on
  strengths, needs, and desires of the student
• IEP is the core planning document.
• Input from the entire team.
• Teaching strategies should be inclusive.
• Individual support strategies and resources.
• Developed so the student has more control over
  his or her environment.

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Assumptions

• Functional/ecological Curriculum Approach
• Students with multiple disabilities need to
  acquire functional and age-appropriate skills.
• Reflects higher expectations for the student and
  promotes opportunities to acquire age appropriate
  skills.
• Typically organized around primary domains.
• School, Domestic, vocational community, and,
  recreation and leisure

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Steps for Developing Curriculum

• Establishing the Planning Team
• Student, parent, teacher (general and special),
  related service providers.
• Points to remember
• Assessment becomes meaningless when it is used
  to
• Assign a label.
• Only identify a students deficits.
• Reinforce parental or professional biases.
• Established a shared purpose
• Emphasize integrated service delivery approach

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Steps for Developing Curriculum

• Select and prioritize potential goals.
• Based on immediate and future needs.
• Maximize participation in home, school, and
  community settings.
• Have members complete pre-planning form. Use
  Coach or adaption 1-3 (step 2.1)
• Identify environments for student participation.
• Emphasis is placed on typical environments.
• Identify strategies that can be used to support
  student in these environments.

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Ecological Assessment Meeting

• Component 1 Ecological Assessment Meeting. (50
  points) Due February 26, 2008
• The Ecological assessment assignment is the first
  component of a four part project (50 points). For
  this assignment, you need to select a student
  with severe disabilities it is important that
  the student you select presents support needs
  that are not confined to special education
  services. That is, the more related services
  identified as support needs for your student, the
  better your chances of demonstrating a
  transdisciplinary approach to the IEP process.
• You need to provide a detailed description of the
  student including (1) age, (2) description of the
  students disability and the extent to which
  he/she as been included in regular education, (3)
  types of related service he/she receives, (4)
  description of how often the student receives
  these services, who implements the services, (5)
  a description of your participation in delivering
  related services, (6) a rational for the type of
  assessment you are you using to determine you
  students education and related service support
  needs, and (7) detailed description of the
  transdisciplinary meeting that includes who
  attended the meeting, approach you used, what you
  thought work and did not work, and ideas on how
  you can improve you next meeting.
•  
• Conduct a transdisciplinary assessment meeting.
  Provide all forms you used and information that
  you collected during your meeting. You can
  create your own documentation forms or use the
  COACH or MAPS.

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Steps

• Identify priorities.
• Increase participation in activities and use
  materials that are typically used by peers
  without disabilities.
• Increase opportunities across a variety of
  activities and environments.
• Contribute to an activity outcome targeted tasks
  should lead to a large activity.
• Increase interaction with peers without
  disabilities
• Increase communication repertoire so student can
  functional communicate to others who are not
  familiar to student.
• Increase mobility and movement across all
  activities.
• Increase skills that facilitate meeting students
  basic needs (eating, hygeine)

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Steps

• Conduct Ecological inventories
• Assess student performance in natural
  environments
• Identify priority skills and performance issues.
• Use observation guide to identify functional
  outcome areas.
• Self-care
• Motor sensory
• Communication
• Social behavioral

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Steps

• Develop goals and objectives based on
  assessments.
• Operationalize goals and objectives.
• Measurable and observable
• Result in an outcome that is functional for the
  student.
• Must be age-appropriate
• Must be generalizable
• Specify priority environments in which the target
  behavior will occur.
• Potato test. Is the goal something that a
  potato can do.
• Bill will lie quietly for 20-minutes in a
  sidelyer

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Steps

• Review of goal development
• Annual Goals
• A statement of the long-term outcomes of
  instruction.
• Should be specific and can be accomplished within
  a 12 month period.
• Short-term Objectives
• A series of measurable intermediate behaviors
  that the student must master to meet the goal.
• Milestones in measuring progress.

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Steps

• Review of goal development
• Conditions
• Describes the context of performance.
• Materials available
• Assistance provided
• Where performance will occur
• Response
• Describes the behaviors to be mastered by the
  student.
• Observable.
• Measurable.

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Steps

• Review of goal development
• Criterion
• Describes the standards that the student must
  meet to demonstrate mastery.
• Provides a basis for determining the
  effectiveness of the instructional program.
• Level of performance.
• Accuracy, independence, how long, etc.
• Number of replications.
• Number of trials, sessions, or observations.

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Steps

• Review of goal development
• EXAMPLE
• Annual Goal
• When in the boys locker room, Bob will dress down
  for PE without teacher assistance on five
  consecutive sessions.
• When in the boys locker room with his key, Bob
  will lock and unlock his padlock without teacher
  assistance on 3 consecutive sessions.
• When in the boys locker room, Bob will tie his
  gym shoes without teacher assistance on 3
  consecutive sessions.

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Steps

• Review of goal development
• EXAMPLE
• ANNUAL GOAL
• Martha will improve visual scanning and focusing
  to make and convey choices in daily routines.
• When positioned in her chair with her head
  stabilized and presented with two objects at eye
  level, Martha will look at each object for 1
  second and focus her preference for 5 seconds, in
  3 out of 4 trials, on 3 consecutive trials in
  each of the following situations
• Mealtime (choose drink)
• Free time (choose activity)

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Steps

• Establish Instructional Procedures (review)
• Determine practical strategies to used to teach
  indentified skill.
• Are you teaching a discrete response or chain
• Discrete
• Naming numerals
• Picking up an object
• Decoding vowels
• Imitating a sound
• Chained
• Requires the student to perform several behaviors
  in a specific sequence.
• May or may not produce a functional outcome for
  the student

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Activity

• Ricardo is included in a general education food
  an nutrition class where is required to stand at
  a counter to prepare food. Hip and knee flexion
  contractures and poor coordination cause him to
  slowly droop to the floor. The OT/PT recommended
  that Ricardo use a parapodium stander in the
  foods and nutrition classroom so that his legs
  were properly aligned and to use his hands for
  food preparation. However, while the stander is
  helping, Ricardo is still having some problems
  bearing weight using the stander for long periods
  of time. The PT recommends that you develop a
  shaping program that will increase his ability to
  independently use the stander Write an IEP goal
  and objectives for Ricardo, given this scenario.

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Activity

• Martha is a 12-year-old with intellectual
  disabilities and speech delays. The speech
  therapist and special education teacher noticed
  that she consistently followed directions and
  answered questions. However, she rarely engages
  in communication or activities unless she is
  verbal directed to do so. Therefore, the team
  establish a priority to use incidental teaching
  to teach Marta to make requests using graphic and
  simple vocal phrases during her 3 inclusive
  classes. Develop an IEP goal and objectives for
  this priority

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Establish Instructional Procedures (review)
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Establish Instructional Procedures (review)
Controlling Stimulus Teacher Prompt
Controlling Stimulus Using the Restroom
Transfer of Stimulus Control
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Establish Instructional Procedures
(review)
Least Intrusive
More Intrusive
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Establish Instructional Procedures (review)

• Prompting
• Transfer of stimulus control from trainer
  assistance to natural stimuli.
• Several strategies can be used
• Most-to-least prompts
• Provide progressively less intrusive prompts
  until the individual can independently perform
  the task.
• System of least prompts
• Letting the individual respond at the level of
  prompt they need to do the behavior correctly on
  each trial.
• Time delay
• Systematically fade prompts in time.
• Constant time delay
• Progressive time delay

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Establish Instructional Procedures (review)

• Reinforcement
• During acquisition, reinforce immediately after
  the correct response.
• Reinforcement should be age appropriate.
• Gradually fade reinforcement to natural levels.

Never use food or drink as a reinforcer
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Establish Instructional Procedures (review)

• Error Correction
• Develop systematic error correction procedures.
• Purpose is to cause the behavior to occur
  correctly.
• If error occurs, repeat the target stimulus and
  do immediately to the previous level of
  prompting.

Your not doing it right!
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Establish Instructional Procedures (review)

• Data Collection
• Data collection procedure must reflect type of
  task being performed.
• Baseline
• Appropriate Sequencing
• Data Summary