Instructional Strategies

BEFORE: http://www.mnddc.org/parallels2/four/video/video44-tryanotherway.html#

AFTER: http://www.mnddc.org/past/videoclips/cambridge-teach_after.html

“Learning for students with physical, health, and multiple disabilities does not occur without considerable effort on the part of the student and the educational team. It does not occur simply by osmosis, or simply providing a demonstration for the student to imitate. The student must be provided systematic instruction, and physical and/or sensory support so that he may access the instruction provided.”

“It is the teacher who has the expertise in the selection, analysis, and sequencing of content. It is the teacher who has the expertise in selection and delivery of instructional strategies which enable mastery of content.”

http://www.mnddc.org/parallels2/four/video/video44-tryanotherway.html#

http://www.youtube.com/watch?v=u-zeVeY2zYY

Try Another Way

1. General grade level appropriate curriculum without modifications2. General education curriculum with modifications to accommodate

for the physical impairments3. General advanced or above grade level academic curriculum with or

without modifications for the physical impairment4. Parallel curriculum that uses the general education curriculum, but

at a reduced level of complexity5. Lower grade level curriculum, that targets lower grade level

objectives6. Functional academic curriculum that unlike the general education

curriculum has an applied skills focus and targets functional academics

7. Functional curriculum that targets life management skills including such areas as daily living skills, social skills, vocational skills, and leisure skills (Bigge, 1991)

Seven Curriculum Options for Students with Physical Disabilities

1. increases the independence 2. provides future access3. increases participation in skills4. increases control5. expands participation in environments 6. increases social interactions7. reduces stigmatization

Determining if a skill is functional:

Ecological InventoryAssess student’s capabilityAdaptation or Modification

Determining what functional goals are appropriate:

1. List current and future student environments per domain2. Identify the relevant sub-environments within each

environment3. List the priority activities that occur in each sub-environment4. Identify the priority skills needed to engage in the activities5. Prioritize among the activities for placement on the IEP

Ecological Inventory

Community

Bank Post Office Bus Stop

Counter Stamp Machine Mail Slots

Stand in Line

Mail Package

Find end of lineMaintain appro. distanceMove up when line moves

Put pkg on counterGive mailing info to clerk

Pay approp $Obtain receipt

Move out of line

1. Use self as example2. Pick a domain3. Environments4. Sub-environments5. Activities6. Skills

Activity- Ecological Inventory

student preferencesparent preferencesteacher preferencessafety concernsfrequency of occurrence of the skill across environmentssocial significanceage appropriatenessaccess to a future environmentavailability of time, materials, and appropriate settings

for instruction

Prioritizing activities and skills

A list of consecutive, small

measurable steps of a

task.

Do a load of laundry1.Retrieve laundry basket2.Put white clothes in one pile3.Put colored clothes in another pile4.Locate washing machine5.Open lid6.Evenly put colored clothes in washer7.Locate detergent8.Add one scoop9.Close lid10.Turn dial to cold wash11.Press button to turn on washer

Task Analysis

1. Retrieve laundry basket2. Put white clothes in one

pile3. Put colored clothes in

another pile4. Locate washing machine5. Open lid6. Evenly put colored clothes

in washer7. Locate detergent8. Add one scoop9. Close lid10. Turn dial to cold wash11. Press button to turn on

washer

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Take one skill from your ecological inventoryMake a detailed task analysis

Activity- Task Analysis

A direct measure of a student’s performance capability.Observe skill performance

Natural environmentMissing skills Target missing skills

Discrepancy Analysis

1. Task Analysis2. Observe Performance3. Data collection4. Instructional Planning

Discrepancy Analysis steps

Task Analysis

Score (IVP) Student error

Performance Discrepancy

Adaptation

Get basket I

Sort colors V Unsure of task

L Provide model

Sort whites V Unsure of task

L Provide model

Find washer I

Open lid I

Put in clothes

P Unbalanced load

P, L

Locate soap I

Add one scoop

P Spills soap P Provide bigger

handle grip

Close lid I

Turn on washer

P Difficult to turn dial

P Add visual prompt and

grips

Adaptations: those strategies that preserve the intent or goal of a particular curricular activity by using different materials or sequences.

Modifications: changes made to facilitate the involvement of a child with special needs, but which may change the goal or outcome of the activity.

Adaptations and Modifications

PortabilityAge-appropriateDurabilityLeast Intrusive FundingAccessibility

Adaptation Considerations

FeasibleEngagingToward IndependenceDefinite PurposePart of overal planEducational BenefitNon-stigmatizingContinual evaluation

Successful Adaptations

EnvironmentalMaterialInstructionalActivity

Types of Adaptations

Behavioral arrangementPhysical arrangementSensory arrangement

Environmental Adaptations

Alter COMPLEXITY of formatAlter MOTOR requirementsAlter SENSORY requirementsUse of technology

Material Adaptations

Instructional GroupingsTeaching FormatRate of InstructionAlternative ApproachesAdjust language levelBreaksSequence SettingsOrganization

Instructional Adaptations

Parallel activity/materialsAlternative student responsesPartial ParticipationReduced ResponsesAlternate OutcomesAdditional TimeVarious Activity formats

Activity Adaptations/ Modifications

Instruction= 1) arrangement of learning materials and the 2) systematic presentation of opportunities for student response to promote:

student understanding skill acquisitionstudent mastery

Instructional Strategies

“Alterations of, or additions to, the instructional material to focus student attention on the natural cue(s) for making correct responses.”

Antecedent Prompts

Focus attention on the natural cueAs weak as possibleFaded as rapidly as possibleUnplanned prompts should be avoided

Effective Antecedent Prompting

Expanded feature promptsRelevant feature promptsProximity promptsAssociative promptsModelingSelf-operated picture promptsSelf-operated auditory promptsLearning strategies

Types of Antecedent Prompts

=provide added components or elaboration to the natural antecedent cue

Expanded Feature Prompts

Expanded Feature Prompt

=highlight the feature of the task materials on which the student should focus in order to make the correct response.

Relevant Feature Prompts

Should

Would

Could

Relevant feature prompt

Relevant Feature Prompt

C a t

=Changing the placement of materials on the table in front of the student

Proximity Prompts

=presentation of an abstract concept paired with a more concrete representation

Associative Prompts

FORK

=perform the task to provide a sample of requested behavior

Gain student’s attention: “do this”Student must have a clear view of demonstrationDemonstration pace allows for clear discrimination of

steps Length of steps should be made as short as possible

during acquisition

Modeling

=physical sample as a visual prompt related to task

Match-to-Sample

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Self-Operated Prompts=student operated ongoing direction for task performance

May be used during initial instruction or as an ongoing self-operated system

“Behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner’s encoding process.”

Mnemonics Rhythmic structures Mental imagery Specific outlines

Learning Strategies

Mneumonic

=guidance and assistance in the actual performance of the behavior

Used to assist the student to initiate a motor response, provide guided practice of a motor response, and inhibit the student from practicing errors.

Response Prompts

Full physical prompt: total assistance to the studentPartial physical prompt: assistance to initiate or provide

direction for performanceModel prompt: model is presented concurrently with student

performance occasioning coactive imitation by the studentGesture Prompt: signal to perform a behaviorVerbal prompt: assistance beyond initial verbal instruction

5 Types of Response Prompts

= Delay between activity request and promptOne response prompt type

1. Initial instruction2. Zero delay3. Increase delay

Time Delay Procedure

Full Physical GuidancePartial Physical Guidance

ModelingGestures

Verbal Prompts

System of “Most” Prompts

Full Physical GuidancePartial Physical Guidance

ModelingGestures

Verbal Prompts

System of “Least” Prompts

An extension of full physical prompting.Provides an amount of continuous physical contact by

the teacher necessary for the student to correctly complete a response

Graduated Guidance

Functional RelationshipBaselineGoal/ objective

Data Collection

Assistive Technology

=any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.

(20 U.S.C. 1401 § 602 [1])

Assistive Technology Device

=Assistive technology services means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Services include: evaluation; purchasing, leasing, or otherwise providing for the acquisition of AT; selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing AT devices; coordinating and using other therapies; training and technical assistance for such child; training or AT for professionals.

(20 U.S.C. 1401 § 602 [2])

AT Services

Determining the need for AT

AT consideration

Current interventions are

working

AT already being used and

is working

AT not used or needs not

being met

Don’t know enough

Continue- No AT

needed

Continue in IEP; clearly

describe

Plan AT to try and write in

IEP; describe AT

features and type

Stop IEP and

reconvene later with more info or people

Schedule eval. And

write in IEP

AT Consideration

1. What task is it that we want this student to do, that s/he is unable to do at a level that reflects his/her skills and abilities?

2. Is the student currently able to complete tasks with special strategies or accommodations?

3. Is AT currently used to address this task?4. Would the use of AT help the student perform this

skill more easily or efficiently, in the LRE, or perform successfully with less personal assistance?

Questions to consider

Assistive Technology Assessment

SETT (Student, Environment, Task, & Tools)MPT (Matching Person to TechnologyWATI (Wisconsin Assistive Technology Initiative)QIAT (Quality Indicators in Assistive Technology)

Assistive Technology Assessment: SETT

S= StudentE= EnvironmentT= TaskT= Tools neededLink needs to appropriate technology

(while considering environment and task)Individualized to student (&

environment and task)Team decision making process

SETT Steps

1. Collect Info Student, environment, tasks

2. Generate Solutions Identifying tools, selecting tools

3. Implement Plan AT trials, selection & implementation

4. Integrate AT in the IEP Special Ed, related service, or supplemental service

ATTO (2005). The SETT Framework: An Assessment Process. Retrieved from: http://atto.buffalo.edu/registered/ATBasics/Foundation/Assessment/

sett.php

Assistive Technology Assessment: MPT

Matching Person & Technology (decision making process)

1. Determination of goals2. Identification of technologies previously used (&

assessment)3. AT options4. Trials5. Decision & Implementation6. Written summary and recommendations

Assistive Technology Assessment: WATI

http://www.wati.org/Wisconsin Assistive Technology Initiative Resources- info, checklist, profiles5 step process to assessment

1. Problem Identification2. Solution Generation3. Solution Selection4. Implementation5. Follow-up

Assistive Technology Assessment: QIAT

Quality Indicators for AT Consideration:1. Assistive tech consideration for all2. Collaborative decision making process3. Team has necessary knowledge and skills4. AT needs based on IEP goals & appropriate state

standards5. Collection of data for decision making6. Explore a range of AT devices (features)7. Documentation in IEP

QIAT (2009). Consideration of AT Needs. Retrieved from: http://natri.uky.edu/assoc_projects/qiat/documents/1%20QIAT%20QIs%20Consideration.html

QIAT- Common Errors in AT Consideration Process

AT only for students with severe disabilitiesNo AT knowledge on IEP teamNo consistent decision making processAT consideration constricted to familiar devicesFailure to consider curriculum access and FAPEFailure to document rationale when no AT needed

QIAT (2009). Consideration of AT Needs. Retrieved from: http://natri.uky.edu/assoc_projects/qiat/documents/1%20QIAT%20QIs%20Consideration.html

Without proper positioning, AT cannot be used to its best advantage

Teachers need to provide input when there are changes to a child’s schedule and AT may be impacted.

AT for Positioning and Seating

Body PositionsRounded backSliding out of seatLeaning of the body to

either side or forward Head leaning to the side,

tilted forward, or thrown far back

ConsequencesSpinal deformityRespiration interferenceProblems with eating,

digestionDifficulty with phonationImpaired visual fieldPoor motor control of upper

body and head

Consequences

Manual wheelchairs May require seating supports

Power wheelchairs Seating supports Service support

Travel stroller chair Often first wheelchair Heavy, difficult to maneuver

Mobility variations Prone scooter board Hand propelled wheelchair Walkers Modified crutches

Location of materials and equipment Height of location Under access

Work surface modification

AT for Mobility

Augmentative and Alternative CommunicationAugmentative= add toAlternative= instead/ in spite ofCommunication= expressive/ receptive communication

Ranges widely from high to low tech

AT for Communication

Low Tech AAC

High Tech AAC