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TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/22/2014
1
Assessing Student Schedules & Work
SystemsMary Schlyer Woodworth
TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State
Department of Education's Special Education Services. TASN Autism and Tertiary Behavior Supports does not
discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The
following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director,
Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214
Where do I begin when developing a schedule or work system ?
• Begin by creating a schedule and work system for each student
• Instruct• Assess• Restructure• Reassess
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/22/2014
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An Under Utilized Resource
This Guide will be referred to throughout the
presentation
Structured Teaching Assessment
Guide to Individualizing the Schedule
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2013-2014 Webinar Series
1/22/2014
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Instructions
• Step One - Preparation• Step Two - Assessment• Step Three - Restructuring• Step Four - Recording Progress• Step Five - Data Gathering
Refer to Guide page 3
Individual Schedule
• Definition: A visual/concrete method used to tell a child which activities will make up their day and the order in which they will occur.
• Purpose: To teach flexibility; top to bottom/ left to right progression; to aid in transitions; to provide predictability; to establish a routine; to teach the concepts of first-then and finished; and, to accommodate receptive language deficits.
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
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SKILL AREA I. INITIATION: HOW DOES THE STUDENT KNOW WHEN TO CHECK HIS SCHEDULE?
Refer to Guide page 5
Cues that represent schedule
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SKILL AREA II. IDENTIFIES OWN SCHEDULE: WHERE IN THE CLASSROOM IS THE SCHEDULE, HOW IS IT MARKED?
Refer to Guide page 5
Identifies own Schedule
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Central Schedule Area
Home Schedule
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Portable Schedules
SKILL AREA III. IDENTIFIES WHICH CUE IS NEXT IN SEQUENCE: HOW MANY CUES WILL BE PRESENTED AT A TIME (LENGTH OF SCHEDULE)?
Refer to Guide page 5
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One Transition at a Time
One Transition at a Time Photograph
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First – Then Photographs
First – Then Icon or text
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Full Day
SKILL AREA IV. UNDERSTANDS MEANING OF THE VISUAL CUE: WHAT TYPE OF CUE DOES THE STUDENT MOST EASILY UNDERSTAND (LEVEL OF ABSTRACTNESS)?
Refer to Guide page 6
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Levels of Abstractness
Object
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Objects
Part of Product Label
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True Object Based Icon (tobi)
More tobi’s
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Photograph
Colored Drawings/Icons
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Black and White Line Drawings/Icons
Text Lists
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Text List
Combination Schedule and Work System
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Combination schedule and work system (2)
Combination schedules
• Icon schedule with reinforcer
• Written list schedule with reinforcer
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SKILL AREA V. STAYING ON TRACK: WHAT DOES THE STUDENT DO WITH THE VISUAL CUE AT THE INITIATION OR COMPLETION OF EACH ACTIVITY?
Refer to Guide page 6
Object Jigs
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Container with Matching tobi
Photo Matching
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Pocket with Matching Icon
Crossing Off or Checkmark
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Icon checklist
Considerations: Things to think about when individualizing a schedule
• Level of functioning (Mode Assessment)• Format for presentation• Flexibility• Mobility• Transition area• Routine for checking schedule• Students special interests• Visual cue for schedule
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Concept of Finished:
• A clear sense of closure or finished must be provided for all transitions
• A receptacle or jig can be used for the object level• A pocket or identical photograph/icon is provided for
matching levels• A means of crossing out, or checking off items is used at
the list level
Schedule
Schedule WORKSHEET
(Appendix A)
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Keep in Mind
• You are assessing the student’s ability to use a schedule, not his ability to memorize a routine sequence of activities
• If you typically follow the exact same routine every day, you’ll need to begin to vary the sequence of your student’s activities one week prior to assessment
Step One: Prepare
• Set up the schedule • Copy the Schedule WORKSHEET
document • Complete student information section at
the top of the page• Complete the Individualization portion of
the form
Refer to Guide page 5 & 6
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Blue Section: IndividualizationReflects Student’s Current Schedule
Step Two: Assess
• Observe the student using the schedule
• Record “Yes” or “No” for each skill area
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Red Section: Independent?Any physical, verbal, or gestural help to transition results in a NO rating in response to this question.
Step Three: Restructure
• If the student was not independent in a Skill Area, restructure the schedule
• Describe the changes in the space provided under Restructure for that Skill Area
Refer to Guide pages 5 & 6
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Green Section: RestructuringDescribe the changes that will be made to restructure the schedule for each Skill Area that the Student is not yet independent in.
Step Four: Record Keeping
• Transfer score from “Independent?” section to
Data Sheet in Guide
Refer to Guide page 12
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Restructure & Reassess
• Make all the changes indicated by the assessment,
• Teach your student to use the newly restructured schedule
• Reassess• Continue with this process of
reassessment and restructuring
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Data Sheet for Schedules
• Record data on the five different Skill Areas
• Record data on whether or not student remains in area
• Record information on five transitions• Space for comments
Data Sheet for ScheduleVisual Schedules
Student: _______________________________________ Date: _______________________________
Schedule: ______________________________________ Transition Cue: _______________________
Coding: 1 = fail 3 = verbal prompt 5 = material prompt
2 = physical prompt 4 = gestural prompt 6 = independent
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Remember
• The goal is independence • Continue use of current system until
student is completely independent for a period of six months to a year
Structured Teaching Assessment
Guide to Individualizing the Work System
TASN-Autism & Tertiary Behavior Supports
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Instructions
• Step One - Preparation• Step Two - Assessment• Step Three - Restructuring• Step Four - Recording Progress• Step Five - Data Gathering
Refer to Guide page 7
Work Systems
• Definition: A systematic means of presenting information in a way that is received and understood by the child
• Purpose: To visually answer four key questions:
• How much work?• What work?• When is the task finished?• What comes next?
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SKILL AREA I. IDENTIFICATION OF WHAT WORK: WHAT TYPE OF VISUAL CUE WILL LABEL EACH TASK, CONTAINER OR FOLDER?
Refer to Guide page 9
Tasks in single units
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Matching
Matching (2)
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Matching Numerals
Text lists: single sheet of paper
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Combination schedule and work system
SKILL AREA II. UNDERSTANDING HOW MUCH WORK: SEQUENCE IN WHICH CUES OR TASKS ARE PRESENTED
Refer to Guide page 9
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Tasks waiting on left
Tasks on left
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Matching left to right
Color matching, left to right work system
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Left to right, folder system
Left to right flip system for Direct Instruction
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Top to bottom
Text Lists
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Text list with specific information
(Procedural Task Analysis)
SKILL AREA III. MOVEMENT WHILE WORKING: HOW FAR WILL THE STUDENT TRAVEL TO GET TASKS?
Refer to Guide page 10
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Student does not leave seat
Stretch to left
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Reach to left
Leave seat to get work
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SKILL AREA IV: STAYING ON TRACK/CONCEPT OF FINISHED: HOW WILL THE STUDENT MARK PROGRESS THROUGH THE WORK SYSTEM AND KNOW WHEN HE IS FINISHED?
Refer to Guide page 10
Tasks on immediate left, finished on right
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Matching system, Finished when all bins are matched
Staying on Track:Text List with Box Check System
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Finished within the Task & for Folder in Independent Work
Staying on track: text list with specific information
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Staying on track: text list with specific information (2)
Saying on track: text list with specific information, Finished
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SKILL AREA V. MOVEMENT AFTER EACH TASK: HOW FAR WILL THE STUDENT TRAVEL WHEN PLACING COMPLETED WORK IN THE FINISHED LOCATION?
Refer to Guide page 10
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Finished as Part of Folder Work System
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Finished for folder work systems
SKILL AREA VI. UNDERSTANDING WHAT COMES NEXT: WHAT TYPE OF VISUAL CUE IS USED TO COMMUNICATE WHAT’S NEXT/CHOICE?
Refer to Guide page 11
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Considerations:• Length of Work System
• In-seat behavior, one high interest item for the time allotted
• Two or more tasks assigned for the time allotted• Working for time allotted
• Tasks that have been presented and mastered in one to one teaching sessions become part of a child’s work system
• The work system is not a choice board, however work can be reinforced by including a choice card at the end of the work system. The child must follow the system to arrive at the choice option
• The work system and daily schedule are separate components of structured teaching
Work System
Work System WORKSHEET
(Appendix B)
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
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Keep in Mind
• You are assessing your student’s ability to use a work system
• Assign tasks that you know the student has already mastered so your help will not be needed for the tasks
• This is not an assessment of his skills in the tasks themselves (separate goal and data sheet for that in handouts)
Step One: Prepare
• Copy the Work System WORKSHEET document and complete student information section
• Under the Individualization section, mark the appropriate numbered box in each of the six Skill Areas which describe how the student’s work system is currently individualized (refer to Guide pages 9 – 11)
TASN-Autism & Tertiary Behavior Supports
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Blue Section: IndividualizationDescribe Student’s Current Work System for each Skill Area
Step Two: Assess
• Observe the student using the work system during a few independent work sessions
• Record “Yes” or “No”
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Red Section: Independent?Observe Student following Current Work System. Anyprompting in a Skill Areas is recorded as a NO to the question.
Step Three: Restructure
• If the student was not independent in a Skill Area, restructure the work
• Describe the changes in the space provided under Restructure for that Skill Area
Refer to Guide pages 9, 10, & 11
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Green Section: RestructuringRecord strategies for restructuring each of the Skill Areas that the student is not independent in.
Step Four: Record Keeping
• Add the total number of items marked ‘Yes’ under the “Independent?” column
• Record on Data Sheet (page 12)
Refer to Guide page 12
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/22/2014
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Restructure & Reassess
• Make all the changes indicated by the assessment
• Teach your student to use the newly restructured work system
• Reassess • Continue with this process of
reassessment and restructuring
TASN-Autism & Tertiary Behavior Supports
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Data Sheet for Work System
• Allows you to record data on six different Skill Areas covered in Structured Teaching Assessment manual
• Allows you to record data on six different trials with space for comments
• Allows you to record the level of support
Data Sheet for Work SystemWork System
Student: _______________________________________ Date: _______________________________
Work System: ______________________________________
Coding: 1 = fail 3 = verbal prompt 5 = material prompt
2 = physical prompt 4 = gestural prompt 6 = independent
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Remember
• The goal is to design a work system which will help your student function most independently
• Continue use of current system until student is completely independent for a period of six months to a year
Questions?