The Impact of Communication and Behavior on Learning/ Evaluation SpEd 417/517

The Impact of Communication and Behavior on Learning/Evaluation

The Impact of Communication and Behavior on Learning/Evaluation

SpEd 417/517SpEd 417/517

Guest SpeakerGuest Speaker

InstructionInstruction

Integration and performance of cognitive, social, and motor skills

Communication Bill of Rights -

National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992

Trend shift to multimodal communication

Six tenets

Integration and performance of cognitive, social, and motor skills

Communication Bill of Rights -

National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992

Trend shift to multimodal communication

Six tenets

Skill DevelopmentSkill Development

Early communication

pre-linguistic skills

pragmatics

Intentionality

perlocutionary stage

illocutionary stage

locutionary stage

Early communication

pre-linguistic skills

pragmatics

Intentionality

perlocutionary stage

illocutionary stage

locutionary stage

Means & FunctionsMeans & Functions

Means used for communicative functionsnon-verbalidiosyncratic behavior - eye poking, slapping, etc.conventional means - pointing, words, etc.

Above means used to express communicative functions

behavioral regulationsocial interactionjoint attention

Means used for communicative functionsnon-verbalidiosyncratic behavior - eye poking, slapping, etc.conventional means - pointing, words, etc.

Above means used to express communicative functions

behavioral regulationsocial interactionjoint attention

AssessmentAssessment

Skills assessment

receptive and expressive language

ecological assessment

communication mode

Skills assessment

receptive and expressive language

ecological assessment

communication mode

Augmentative and Alternative Communication

Augmentative and Alternative Communication

Family involvement

Gestural communication

Aided systems

Selection and use of AAC

Family involvement

Gestural communication

Aided systems

Selection and use of AAC

Instructional StrategiesInstructional Strategies

Interaction styleSocial exchangesInteractionDesigning strategiesNaturalistic proceduresInterrupted chainsConversational skill trainingVan Dijk Method

Interaction styleSocial exchangesInteractionDesigning strategiesNaturalistic proceduresInterrupted chainsConversational skill trainingVan Dijk Method

Challenging BehaviorChallenging Behavior

Trends

Communicative intent

Behaviors may signify a more global problem

Trends

Communicative intent

Behaviors may signify a more global problem

Defining Problem Behavior

Defining Problem Behavior

Stereotypic

Self-injurious

Aggressive

Socially inappropriate

Stereotypic

Self-injurious

Aggressive

Socially inappropriate

Functional Approach to Behavior Modification

Functional Approach to Behavior Modification

Eliminative approach

Positive behavior support

Functional assessment

Support plan development

Plan implementation and evaluation

Eliminative approach

Positive behavior support

Functional assessment

Support plan development

Plan implementation and evaluation

Functional AssessmentFunctional Assessment

Indirect assessment

Direct assessment

Setting events

Hypotheses development

Experimental analysis

Indirect assessment

Direct assessment

Setting events

Hypotheses development

Experimental analysis

Components of a Functional Behavioral Assessment

Components of a Functional Behavioral Assessment

Strengths

Problem behaviors

Desired behaviors

Slow triggers

Fast triggers

Actual consequence

Perceived function

Hypothesis

Strengths

Problem behaviors

Desired behaviors

Slow triggers

Fast triggers

Actual consequence

Perceived function

Hypothesis

Behavior Support PlanBehavior Support Plan

Teach functionally equivalent communication skillsDevelop support plan

long-term supportsreplacement skillsprevention strategiesconsequence strategiesongoing assessment process

Reinforcement strategiesConsequent strategies

Teach functionally equivalent communication skillsDevelop support plan

long-term supportsreplacement skillsprevention strategiesconsequence strategiesongoing assessment process

Reinforcement strategiesConsequent strategies

Designing a Behavioral Intervention Plan

Designing a Behavioral Intervention Plan

Consider one behavioral category

Stereotypic behavior

Self-injurious

Aggressive

Socially inappropriate

Consider one behavioral category

Stereotypic behavior

Self-injurious

Aggressive

Socially inappropriate

Westling & Fox Chapter 9

Westling & Fox Chapter 9

Evaluating student progress

Alternate assessment

Student portfolio assessment

Direct measurement procedures

Evaluating student progress

Alternate assessment

Student portfolio assessment

Direct measurement procedures

Alternate AssessmentAlternate Assessment

Authentic skillsSkills across domainsMeasures taken across timeAdequate supportsassistive devicespeopleother supportsServe to improve student programming

Authentic skillsSkills across domainsMeasures taken across timeAdequate supportsassistive devicespeopleother supportsServe to improve student programming

Portfolio AssessmentPortfolio Assessment

schedule of student activities

daily log

incident record

schedule of student activities

daily log

incident record

Direct AssessmentDirect Assessment

defining the behaviorobservation of the behaviorrecording the data

event recordingrate measurespartial-interval recordingmomentary time samplinglatency measurementduration measureswhole-interval recordingtask analytic recording

defining the behaviorobservation of the behaviorrecording the data

event recordingrate measurespartial-interval recordingmomentary time samplinglatency measurementduration measureswhole-interval recordingtask analytic recording

Direct AssessmentDirect Assessment

Data collection during baseline, instruction, and probe sessions

Data collection during generalization

Graphing direct measurement data

Interpreting graphs

Data collection during baseline, instruction, and probe sessions

Data collection during generalization

Graphing direct measurement data

Interpreting graphs

Activity AnalysisActivity Analysis

Generic response components identified

Discriminative stimuli that prompts target response

Range of stimulus characteristics

Response variation of the learner

Anticipated problems, errors, exceptions

Peer interaction

Generic response components identified

Discriminative stimuli that prompts target response

Range of stimulus characteristics

Response variation of the learner

Anticipated problems, errors, exceptions

Peer interaction