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TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
1
Mode & Direction Assessment(Concrete to Abstract)
Lori Chambers MS, CCC/SLPRegional Systems Coordinator
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
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
2
The Mode and Direction assessment helps us determine:
• The “mode” or type of visual icon that the individual understands best
• The direction that visual information should be presented (vertically or horizontally)
• Where a student is able to place their visual icons when a task is completed
A visual schedule tells a student where to go and when to go there
First here
Then here
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
3
Overall Classroom Schedule
Individual schedules• Individualized according to each students needs• Help with student organization and understanding• Reduce anxiety• May travel or be made stationary
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
4
A structured work system tells you whatwork and how much work needs to be done.
.
Structured Work System• Emphasize most important information• Provide a system of organization• Increase understanding• Reduce anxiety
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
5
For More InformationCheck out
http://www.autisminternetmodules.org
1. Visual supports2. Structured work systems and activity
organization
Visual Support Hierarchy (P. Mirenda & P Lock, 1989)
1.ObjectsTOBI- true object based icon
2.Color Photos3.Black and White Photos4.Color line drawings5.Black and white line drawings6.Written word
This
doesn’t
always
apply for
students
with ASD
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
6
Get out your assessment form
Part 1 Identifyingassesses the student’s ability to identify an object, picture or
word by it’s verbal label or function.
1. Put out a minimum of a field of three items. Replace items to always maintain field of three. May
need to change order so that they are not always the same
2. Ask student to “point to” or “give/hand me” or “which one do you drink from” (need to be aware
of student’s cognition and receptive comprehension). Start with objects, color photo, B&W photo,
color line drawing, B&W line drawing, and then written word (going from concrete to abstract).
3. Record (+/-) responses.
4. Identify which mode was identified the most accurately.
Mode
Item
Object Color
Photo
B&W
Photo
Color Line
Drawing
B&W Line
Drawing
Word
Ball
Cup
Glasses
Pencil
Spoon
Comments:
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
7
Suggestions for administration
Make note of which prompt you use- label or functionStart with the most concrete mode appropriate for the student. If they do not identify pictures with 100% accuracy go back and try an easier mode.End with the most abstract- written wordRecord your responsesWhen you are finished, tally your responses to determine with which mode the student had the most success
Now lets look at a short video clip of the administration of the mode assessment:
Part 1- Identifying
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
8
The worst day rule
• A student should be able to understand and use a schedule on even his worst day!
What does this mean?…..
Create individual schedules using the mode that your student is most likely to identify when stressed or tired. If they can identify photographs always but line drawings sometimes, go with the photos!
Schedule
Tip
#1
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
9
Part 2 Matchingassesses the student’s ability to match items
within a mode and between modes.
1. Identify which of the modes the student was the most successful with in part 1:
___________________________.
2. Put out a minimum of a field of three of mode identified in Part 1, item 4.
3. Ask student to “match.” Choose another mode to see if they can match (i.e., place B&W
photos on the table and ask them to match the written word or a combination of other
modes).
4. Record (+/-) responses.
Mode
Item
Object Color
Photo
B&W
Photo
Color
Line
Drawing
B&W
Line
Drawing
Word
Ball
Cup
Glasses
Pencil
Spoon
Comments:
This information is helpful to determine how flexible your student is in understanding
a mode. After all not everything in the environment may look the same.
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
10
Schedules are not work systems
• Schedules and work systems should not be combined!
A schedule tells you where to go.A work system tells you
what work to do and how much work to do.
Schedule
Tip
#2
Part 3 color and shape identification
1. Place the colored shapes out so that you have one of each color (white,
black, blue, red, orange, yellow, green). You may start with a smaller field
(replace items so that the field remains the same size).
2. Ask student “point to” or “give/hand me the green one”
3. Record (+/-) responses
Color White Black Blue Red Orange Yellow Green
Response
Comments:
1. Place the same color of various shapes on the table (i.e., red square, red
circle, red triangle, etc)
2. Ask student to “point to” or “give/hand me the circle”
3. Record (+/-) responses
Shape Square Circle Triangle Star
Response
Comments:
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
11
Suggestions for administration
Colors should be tested using the same shape, each a different color.All shapes should be the same color to ensure that the student is only paying attention to the shape
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
12
Students never out grow the need for a schedule.
NEVER
Schedules are vital organizational tools. They may change as a student matures and gains knowledge but they do not go away.Most of us use a type of schedule our whole lives, such as, calendars, day planners, watches, agendas, cell phones, t.v. guides etc.
Schedule
Tip
#3
Direction Assessment - assesses if the individual best understands first and next when items are presented Left-
to-right or Top-to-Bottom
1. Lay out items (i.e. edibles, preferred objects, or materials used in Mode
Assessment)
2. Let student know that when you are done they can play with, eat, etc
(whatever is appropriate for the items that you are using)
3. Lay out the items (3-5) in a row (top-to-bottom)
4. Ask student to “take the first one” (if they correctly take the first then say “take
the next one”)
5. Repeat for left-to-right
6. If there is no strong preference place the items in a + (top-to-bottom and left-
to-right)
7. Ask student to “take the first one”
Direction Left-to-Right Top-to-Bottom +Results
Comments:
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
13
Lay out items (i.e. edibles, preferred objects, or materials used in Mode Assessment)
Let student know that when you are done they can play with, eat, etc (whatever is appropriate for the items that
you are using)
Lay out the items (3-5) in a row (top-to-bottom)
“Take the first one.”
“Take the next one.”
Repeat for left-to-right
If there is no strong preference place the
items in a + (top-to-bottom and left-to-
right)Ask student to “take the first one”
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
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Students will need to be taught how to use their schedule.
Teachers and staff will need to be taught how to support the
student’s independent use of that schedule.
Schedule
Tip
#4
Envelope Testdetermines if the student prefers to match, insert
or place icons next to the target.
1. Place an envelope with a visual on top
2. Hand the student the matching visual and tell them to “match”
3. Record response.
Matched on top
Inserted into envelope
Placed to the right of the envelope
Placed to the left of the envelope
Placed to the top of the envelope
Placed below the envelope
Comments:
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
15
Match on top
Insert into envelope
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
16
match next to the envelope
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
17
A TOBI or True Object Based Iconis a good way to bridge the gap between objects and pictures.
Schedule
Tip
#5
Trouble Shooting the Mode and Direction Assessment
What if the items on the test don’t seem appropriate or interesting for my student?
Pictures and objects can be changed to suit the student’s needs
What if the student refuses to complete the assessment?
Breaks can be allowed, reinforcers given and multiple sessions used to complete the assessment.
What if my student doesn’t do well using any mode or direction?Start by teaching your student how to use an object schedule, giving them one object at a time with each transition. Don’t delay teaching a schedule because the student does poorly on the assessment!
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
18
If at first you don’t succeed, try and try again!
Teaching a student to use his schedule takes time and consistency. If things don’t go
well at first, keep trying! You are building a life long skill vital to independence.
Schedule
Tip
#6
“Give a man a
visual schedule
and you will guide
him for a day.
Teach a man to make a
visual schedule
and you might actually
get a lunch break at
school.” ☺
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
19
Mode and Direction Assessment
Thank you!
Visit us on our website at kansasasd.com
TASN-Autism & Tertiary Behavior Supports
2013-2014 Webinar Series
1/15/2014
20
TASN Autism and Tertiary Behavior Supports
www.KansasASD.comwww.TASNBehaviorSupports.com