Introduction · High Frequency Word Wall Cards Goal: exposing students to high frequency words that are in reading materials Script # 5 Page 12 Word Study – word rime an d high-frequency

Instructional Guides Active Participation Scripts

© 2013 n2y ULS, Revised August 2012 Page 1 of 21

Introduction

The ULS Active Participation Scripts provide more direct guidelines for engaging students who have been identified as a “Level 1” in the Unique Learning System lessons. Prior to use of the scripts, read the Active Participation Guidelines located in the ULS Instructional Guides.

Engaging students with the most complex needs in meaningful reading activities provides a medium for active response training. An active response is one that can be recognized by others and has a defined reason for producing this response or behavior. These responses may be partner-perceived (unintentional or intentional behaviors), or responses may be produced as intentional or symbolic communication. An active response addresses overall goals to:

a) increase participation in activities of daily living, b) increase ability to exercise control over the individual’s own life, c) increase opportunities for others to interact with the individual and, d) develop skills that have potential for further learning.

Daily lesson opportunities should focus on increasing response forms, while decreasing the level of prompting. This will provide a means to collect data on student participation within Unique lessons.

Response Forms Trained responses take these forms: Visual focus: A visual look, glance or some type of eye contact Motor action: Movement of the head, the body or a limb; a smile Direct vocalization: Non-verbal vocalizations Identify the response mode that will be trained and reinforced: _____________________. All partners should be aware of what this response will look like.

Prompting Determine the level of prompting that is needed to obtain this response. This goal will be to decrease prompts over time. • Minimal Prompts: Student responds to natural cues with only periodic direct verbal, physical or gestural prompts to

demonstrate engagement or interaction. • Moderate Prompts: Student responds to some natural cues with verbal, physical or gestural prompts required for active

responses approximately 50 – 75% of the time. • Full Prompting: Student demonstrates only minimal active responses without direct verbal, physical or gestural prompts for

interaction. • No Response: Student does not show any response or refuses to respond, even with natural cues and/or physical, verbal or

gestural cues.



Prompting criteria

This basic prompting criterion is established in all activities. Present the interaction first with only natural cues and then increase prompting for three rounds.

Example 1. First natural cue, no prompting

• Let me know when you are ready to read. (Pause approximately 10 seconds.) 2. Second natural cue and prompt

• Let me know with your (expected response) when you are ready for me to read. (Provide minimal physical prompts if needed.) 3. Third cue

• I’m ready to read. (Increase level of prompting to gain a response.) Here we go.

Table of Contents

Script # 1

Page 3 Book Reading Goal: student engagement in a shared reading

Script # 2 Page 7

Comprehension Activities – multiple-choice Goal: giving response to questions (errorless if possible)

Script # 3 Page 9

Comprehension Activities – fill in the blank Goal: giving response to questions; providing a word choice in a sentence

Script # 4 Page 11

High Frequency Word Wall Cards Goal: exposing students to high frequency words that are in reading materials

Script # 5 Page 12

Word Study – word rime and high-frequency words Goal: exposing students to word study activities

Script # 6 Page 13

Word Sort – initial letter-sound matches Goal: exposing students to word study activities – letters and sounds

Script # 7 Page 14

Vocabulary Lessons Goal: awareness of vocabulary related to a topic

Script # 8 Page 16

Writing Lessons Goal: generating expressive ideas

Script # 9 Page 18

Math Lessons Goal: awareness of numbers in our lives; participation in activities that involve numbers

Script # 10 Page 21

Direction-Following – recipes, crafts, science experiments Goal: giving directions within an activity



Script # 1: Book Reading Goal: student engagement in a shared reading • Elementary Lessons 1, 3 • Middle School Lessons 1, 3, 5, 7, 9, 11, 13 • Intermediate Lessons 1, 3, 5, 6 • High School Lessons 1, 3, 5, 7, 9, 11, 13

Making Book Choices (optional)

Present two choices of books in visual line for the student.

Natural Cue: What book would you like to read today? We have (name book 1) or (name book 2). (Name book 1.) PAUSE (Name book 2.) PAUSE • If response is given: Good choice. Let’s read (name book).

Prompt 2: If no response, proceed to second cue: Let me know with your (expected response) which book we will read. (Name book 1.) PAUSE (Name book 2.) PAUSE If response is given: Good choice. Let’s read (name book).

Prompt 3: If no response, proceed to third cue with more direct prompting: I will help you pick a book. (increased prompt) (Name book 1.) PAUSE (Name book 2.) PAUSE (Make a choice with full prompt.) We have picked (name book).



Getting Ready to Read

Position the student, yourself and the book in a “triangle.” This allows you read jointly while still observing and prompting as needed. Plan an approximate 5-minute period of reading and observation that will not be disturbed by other activities in the classroom.

Book Student Partner

Reading Activity

Present book.

Natural Cue: Today we have a story about (describe). Let me know when you are ready for me to read. (PAUSE and

anticipate a response.) If response is given: Read from book.

Prompt 2: If no response, proceed to second cue: Let me know with your (expected response) when you are ready for me to read. If response is given: Read from book.

Prompt 3: If no response, proceed to third cue with more direct prompting: Let’s begin reading. (increased prompt) Read from book.

After Reading a Page

Pause at the end of a page; make an appropriate comment. Look at the picture of the (name). (PAUSE and anticipate a response.) If response is given, comment further on the picture. If no response, continue.

Natural Cue: Let’s turn the page and see what happens next. (PAUSE and anticipate a response.) If response is given, turn page and read on.

Prompt 2: If no response, proceed to second cue:



Let me know with your (expected response) when you are ready to read more. If response is given, turn page and read from book.

Prompt 3: If no response, proceed to third cue with more direct prompting: Let’s turn the page. (increased prompt) Read from book. NOTE: It is not necessary to do this for every page, but periodic engagement is good.

After Reading Book Activity

Natural Cue: I enjoyed reading this book with you. Did you like this book? (PAUSE and anticipate a response.) If response is given: We can read this book again at another time.

Prompt 2: If no response, proceed to second cue: Let me know with your (expected response) if you liked this book. If response is given: We can read this book again at another time.

Prompt 3: If no response, proceed to third cue with more direct prompting: I hope we read this book again. (increased prompt) It is fun to read with you.



Book Reading with a Single Message Voice Output Communication Aid (VOCA)

• A repeated line from a story may be programmed onto a single message VOCA. Other options for programming might be a comment or directive (e.g., Read me more; I like this story.) Do keep in mind that a single message lacks a degree of variety and can quickly limit communicative motivation. • Position the switch at a location where the student has a controlled movement that can be used to activate the switch. • Precede the activation of a switch with a communication or anticipation starter, such as:

o Your turn to read. o And…. o What happened?

• Follow prompting criteria to obtain an active activation of the switch. • After activation, reply with a communication comment and action, such as:

o That’s right. We’ll read on. Book Reading with a Sequenced Message VOCA

• A sequenced message VOCA offers more potential for varied communication messages. • Program the lines from the story for student “reading.” • Program varied comments and directives that could generically be related to the text reading (e.g., Good book;

Read more; Turn the page so I can see what happens; That’s interesting). • Position the switch at a location where the student has a controlled movement that can be used to activate it. • Follow prompting criteria to obtain an active activation of the switch. • After activation, reply with a communication comment and action in response to the message that was produced.



Script # 2: Comprehension Activities – multiple choice Goal: giving response to questions (errorless if possible) • Elementary Lessons 2, 4 • Middle School Lessons 3, 5, 7, 9, 11, 13 • Intermediate Lessons 2, 4 • High School Lessons 3, 5, 7, 9, 11, 13

The most effective way to present questions is on a 4 x 15-inch VELCRO® board. VELCRO®-sensitive material on both sides of a piece of foam board will enable you to have questions and response option cards available and ready to use with the student, with minimal re-adjustment. NOTE: Prompting can be presented in the same three-step process as in Script # 1.

Question response options can be presented in three ways

Single choice: The student is expected to give a response form after the question is asked. If any kind of response is given, you immediately have the correct answer.

Example: (showing question on board) Who is the story about? (Flip board over to show single answer.) Student gives a response. Yes, the story is about Grandma.

Errorless choices: Present two or three answer options in which either choice is correct. Note: With the Unique lesson and picture cards, you may need to use additional cards to present an errorless choice. Consider what answers could be presented in addition to the identified correct response that would be applicable.

Example: (showing question on board) Who is the story about? (Flip board over to show two or three answer choices.) (Word 1) PAUSE (Word 2) PAUSE Student gives a response. Yes, the story is about (selected word).



Correct Response Choices: Present two or three answer options.

Example: (showing question on board) Who is the story about? (Flip board over to show two or three answer choices.) (Word 1) PAUSE (Word 2) PAUSE Student gives a response. Correct response selected: Yes, the story is about (selected word). Incorrect response selected: Let’s check that in the book. (Go to book and show the correct response). This answer

is not right. (Remove card.) Show question on the board. Who is the story about? (Flip board over to show remaining answer choice[s].) Student gives a response. Correct response selected: Yes, the story is about (selected word).



Script # 3: Comprehension Activities – fill in the blank Goal: giving response to questions; providing a word choice in a sentence • Elementary Lessons 4, 6, 7, 9, 10 • Middle School Lessons 2, 3, 5, 7, 9, 11, 13 • Intermediate Lessons 5, 6, 8, 9 • High School Lessons 2, 3, 5, 7, 9, 11, 13

The most effective way to present questions is on a 4 x 15-inch VELCRO® board. VELCRO®-sensitive material on both sides of a piece of foam board will enable you to have questions and response option cards available and ready to use with the student, with minimal re-adjustment. NOTE: Prompting can be presented in the same three-step process as in Script # 1. Fill-in-the-blank formats are used in the comprehension questions, as well as the word study activities at the

Elementary and Intermediate levels.

Question response options can be presented in three ways

Single choice: The student is expected to give a response form after the question is asked. If any kind of response is given, you immediately have the correct answer.

Example: (showing question on board) Many memorials are in (blank). (Flip board over to show single answer.) Student gives a response. Yes, Washington, D.C. (Read sentence with word.) Many memorials are in Washington, D.C.

Errorless choices: Present two or three answer options in which either choice is correct. Note: With the Unique lesson and picture cards, you may need to use additional cards to present an errorless choice. Consider what answers could be presented in addition to the identified correct response that would be applicable.

Example: (showing question on board) Many memorials are in (blank). (Flip board over to show two or three answer choices.)

(Word 1) PAUSE (Word 2) PAUSE Student gives a response. Yes, many memorials are in (selected word).



Correct Response Choices: Present two or three answer options.

Example: (showing question on board) Many memorials are in (blank). (Flip board over to show two or three answer choices.)

(Word 1) PAUSE (Word 2) PAUSE Student gives a response. Correct response selected: Yes, many memorials are in (selected word). Incorrect response selected: Let’s check that in the book. (Go to book and show the correct response). This answer is

not right. (remove card)

Show question on the board. Many memorials are in (blank). (Flip board over to show remaining answer choice[s].)

Student gives a response. Correct response selected: Yes, many memorials are in (selected word).



Script # 4: High-frequency Word Wall Cards Goal: exposing students to high frequency words that are in reading materials • Elementary Lesson 5 • Intermediate Lesson 7

While many students at Level 1 may not become true readers, the exposure to this vocabulary can be another way to engage them in an activity of the classroom and content within daily conversations. You may be surprised and discover skills and abilities that were not anticipated. (Never stop believing!) NOTE: Prompting can be presented in the same three-step process as in Script # 1.

Errorless Choice of Words: • Let’s pick a word to put on our word wall. (Present two word choices.)

(Word 1) PAUSE (Word 2) PAUSE Student gives a response. Follow prompting criteria if no response is given. Good choice. Let’s put up the word (selected word).

• Word wall introductions can and should include activities that spell the word, say the word and use the word in context. This may be associated with a motoric response, such as clapping when spelling the word. The motor response may be assisted or alongside the student to hear the patterned beats of the letters.

Go, let’s say the word, go. Let’s spell the word: g – o. (clap, clap) Let’s say the word, go. Let’s spell the word: g – o. (clap, clap) I like to go to school.



Script # 5: Word Study – word rime and high-frequency words Goal: exposing students to word study activities • Elementary Lessons 6, 7, 9, 10 • Intermediate Lessons 8, 9

Word Study activities present skills that enable students to use initial sounds and letters and word rime families to decode new words. At this point, we want to mention that the decision at an early age to involve all students in word study is considered a good idea. We never know what “light” we may awaken! Involve all students in word study activities. Word Study activities may be presented in ways similar to the multiple-choice activities in Script # 2: Single choice: The student is expected to give a response form after the question is asked. If any kind of response is given, you immediately have the correct answer. Errorless choices: Present two or three answer options in which either choice is correct. Correct Response Choices: Present two or three answer options. The emphasis in this activity is on hearing and making a selection when hearing two words paired.

• What word rhymes with bike? (Present sentence; present picture cards.) • Bike; like (pause for a response) • Bike; to (pause for a response)

For a correct response: Yes, bike and like rhyme. For an incorrect response, repeat using prompting criteria.

• NOTE: Prompting can be presented in the same three-step process as in Script # 1.



Script # 6: Word Sort – initial letter-sound matches Goal: exposing students to word study activities – letters and sounds • Elementary Lesson 11 • Intermediate Lesson 10

Word Sort activities are focused on initial letters and sounds of words. However, they also provide a means for picture recognition. While building an awareness of the letters and sounds, we are also naming and identifying pictures. Word sort activities are preferred when presented as an errorless choice. That is, the choices of pictures presented will all begin with the letter that is presented. This is the letter T. T makes the sound /t/. (Present letter.) Find a word that begins with T. (Word 1) PAUSE (Word 2) PAUSE Either selection will be correct. Yes, (word selected) begins with T.




Script # 7: Vocabulary Lessons Goal: awareness of vocabulary related to a topic • Elementary Lesson 12 • Middle School Lesson 15 • Intermediate Lesson 11 • High School Lesson 15

Vocabulary lessons are presented in a game-playing format. This type of format provides interactive opportunities for students with significant disabilities. It also provides a reinforcement of the unit vocabulary. State vocabulary of a picture while letting the student view the picture. Build vocabulary meaning by relating words or pictures to the unit or personal experiences.

NOTE: Prompting can be presented in the same three-step process as in Script # 1. Elementary Match Game

• Lay all cards face down for a match game. Picture cards may be selected through a positive indicator that is made when cards are pointed to by a facilitator: Let me know which card you want to pick. (Point to a card in a row) This one? PAUSE This one? PAUSE, etc.

The student will make the first selection of a card. The facilitator will make the second selection.

• Use a talking switch with sequenced messages (e.g., my turn; pick a card for me; what’s that picture?; do I have a match?).

Intermediate Bingo

• Student may announce pictures for the game: Present two pictures for a choice selection (errorless choice). What is our next word? (Word 1) PAUSE (Word 2)

PAUSE When a word is selected: The next word is (word selected). Does anyone have that picture?

Words from the bingo game may also be randomly programmed on a sequenced message switch. The student will announce a word choice each time the switch is activated: We are ready for the next word. The word is (switch activation – word announced). Present the switch at a location that can be activated on cue.



Middle School Board Game

• Student may announce pictures for the game:

Present two pictures for a choice selection (errorless choice). What is our next word? (Word 1) PAUSE (Word 2) PAUSE

When a word is selected: The next word is (word selected). Does anyone have that picture?

Words from the board game may also be randomly programmed on a sequenced message switch. The student will announce

a word choice each time the switch is activated: We are ready for the next word. The word is (switch activation – word announced). Present the switch at a location that can be activated on cue. All players will look for this picture on his or her strip.

High School Quiz Game

• Student may select a category for the next question to be presented to the other student.

What will be our next category for (student name)? Select one, please. Edison PAUSE da Vinci PAUSE Goodall PAUSE Wright Brothers PAUSE

When a category is selected, the other student will select a card to be read in this category.



Script # 8: Writing Lessons Goal: generating expressive ideas • Elementary Lessons 14, 15, 16, 17, 30 • Middle School Lessons 16, 17, 18, 30 • Intermediate Lessons 13, 14, 15, 30 • High School Lessons 16, 17, 18, 30

Writing activities are means to engage students in self-creation. Many writing activities lend to verbal expression when the product can be re-told using a communication aid (VOCA). The Unique writing activities provide a template format that allows for completion with a picture or word that has been selected from errorless choices.

Response to Literature, Patterned Stories, Writing Time and Journal Writing Many of the writing activities at the Elementary and Intermediate Levels are a response to literature. In this way, a typical book has been read aloud for engagement of the topic. The student selects pictures or words to complete template sentences related to the book.

In our story, we read about (topic). These pictures show many of the things we read about. (Discuss and name pictures.)

Now it is your turn to write a story. You will select one of these pictures to finish your story.

• Read the patterned sentences. • Follow the script format of the fill-in-the-blank format of Script # 3, using single option pictures, errorless choices or correct response choices. I saw a (blank) looking at me. What did you see? Squirrel PAUSE Rabbit PAUSE Deer PAUSE

• If a response is made for a selection, place this picture in the sentence and read the entire paragraph or sentence. I saw a (named picture) looking at me.


The writing document has now been completed and can be transferred into a verbal message for re-reading of what has been written.

• I went on a nature walk. • What did I see? • I saw a squirrel looking at me.

This similar script can be used for most all writing activities, including:



Book Report • Use book covers and pictures from the book to

interpret a response to a question in the book report. What is the name of your book?

• Student looks at or touches book cover. Yes, the name of your book is (title).

• Scribe the response into the book report template. • Record the book report on a VOCA for retell.

Topic Paragraph • Use pictures from other activities in the unit to

prompt the response. Also, taking photographs during related activities can prompt the participation in the writing activity.

What was the name of the activity we did

this month? (Present photo.) Yes, we (name activity).

• Scribe into report template or affix picture. • Record the book report on a VOCA for retell.



Script # 9: Math Lessons Goal: awareness of numbers in our lives; participation in activities that involve numbers • Elementary Lessons 19, 22, 23, 25 • Middle School Lessons 19, 22, 23, 25 • Intermediate Lessons 16, 18, 19, 24 • High School Lessons 19, 22, 23, 25

Numbers are a part of daily activities. The goal of math activities may be very different than those for students who will learn the numbers, complete calculations and engage in problem-solving skills. At Level 1, participation in the same or similar activity will involve many types of errorless choice-making.

Counting and Number Recognition

Present the math scenario. Paige went on a nature walk. She saw birds. How many birds do you think she saw? (errorless choice)

Four PAUSE Five PAUSE Six PAUSE NOTE: Prompting can be presented in the same three-step process as in Script # 1. When a choice is made: Five birds. Let’s count them. One, two, three, four, five. Five birds. (Place birds on a VELCRO® board as they are counted.)

Now it is your turn to count. (Present sequenced switch with number-counting recorded. As the switch is activated, it will

count until reaching the desired number; then remove the switch.)

1 2 3 4 5



Addition and Subtraction

Addition and subtraction problems can be generated using the same number selection process as in the previous example.

Paige went on a nature walk. She saw birds. How many birds do you think she saw? (errorless choice)

• Student makes errorless choice of numbers.


• Count that number of objects or pictures.

Drew went on a nature walk. He saw birds. How many birds do you think he saw? (errorless choice)

• Student makes errorless choice of numbers.


• Count that number of objects or pictures.

Now let’s count to see how many birds they saw altogether.

• Present sequenced switch with number counting recorded. As the switch is activated, it will count until reaching the desired number; then remove the switch.

1 2 3 4 5

Algebra problems can be generated in the same way as the addition and subtraction problems. Model by showing the math sentence and how it is put together.

Read the math sentence. (Present a switch with sentence recorded.)

3 plus 2 equals 5



Money Money problems can be modified to encourage a choice of objects for purchase, as well as an exchange of money for an object being purchased. This is a real-world example of how money skills can be practiced in daily activities.

Emily went to the candy store. What will she buy? (errorless choice) Present pictures of items for purchase.

Bubble gum PAUSE sucker PAUSE o NOTE: Prompting can be presented in the same 3 step process as in Script # 1

When a choice is made: That’s a good choice. Bubble gum costs 10 cents. Here is the money to buy the bubble gum. Will you pay for the bubble gum? (Prompt as

needed to make a physical exchange of money.)

Time

Time lessons may be presented as an errorless choice, or a correct answer may be presented.

• Read the scenario aloud as it is presented.

What time is Parker meeting his cousins for breakfast? 8:00 PAUSE 6:00 PAUSE NOTE: Prompting can be presented in the same three-step process as in Script # 1.

If correct response is selected: Yes, Parker is meeting his cousins at 8:00. If incorrect response: 6:00? Let’s check that out. (Re-read scenario and remove 6:00 time card.) Represent with one choice card. Repeat choice-making scenario with single choice. Yes, Parker is meeting his cousins

at 8:00.



Script # 10: Direction-Following – recipes, crafts, science experiments Goal: giving directions within an activity • Elementary Lessons 21, 26, 28 • Middle School Lessons 20, 28 • Intermediate Lessons 21, 22, 28 • High School Lessons 20, 28

Direction-following is built into many activities. Students with Level 1 needs may participate in these activities by giving directions to others. • Program the directions for an activity on a sequenced message device (VOCA). • Peer pressure may play a factor in encouraging the student to activate the switch: “Hurry up…tell us what to do next.” We are ready to begin. What do we do first? (Pause, wait for switch activation.) What’s next? (Pause, wait for switch activation.)

Recipe

Craft

Recipe

Science Experiment

Documents

Introduction · High Frequency Word Wall Cards Goal: exposing students to high frequency words that are in reading materials Script # 5 Page 12 Word Study – word rime an d high-frequency