The Impact of Communication and Behavior on Learning/Evaluation
SpEd 417/517
Guest Speaker
InstructionIntegration and performance of cognitive, social, and motor skillsCommunication Bill of Rights -
National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992
Trend shift to multimodal communicationSix tenets
Skill Development
Early communicationpre-linguistic skillspragmatics
Intentionalityperlocutionary stageillocutionary stagelocutionary stage
Means & 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
Assessment
Skills assessmentreceptive and expressive languageecological assessmentcommunication mode
Augmentative and Alternative Communication
Family involvementGestural communicationAided systemsSelection and use of AAC
Instructional Strategies
Interaction styleSocial exchangesInteractionDesigning strategiesNaturalistic proceduresInterrupted chainsConversational skill trainingVan Dijk Method
Challenging Behavior
TrendsCommunicative intentBehaviors may signify a more global problem
Defining Problem Behavior
StereotypicSelf-injuriousAggressiveSocially inappropriate
Functional Approach to Behavior Modification
Eliminative approachPositive behavior support
Functional assessmentSupport plan developmentPlan implementation and evaluation
Functional Assessment
Indirect assessmentDirect assessmentSetting eventsHypotheses developmentExperimental analysis
Components of a Functional Behavioral Assessment
Strengths
Problem behaviors
Desired behaviors
Slow triggers
Fast triggers
Actual consequence
Perceived function
Hypothesis
Behavior Support Plan
Teach functionally equivalent communication skillsDevelop support plan
long-term supportsreplacement skillsprevention strategiesconsequence strategiesongoing assessment process
Reinforcement strategiesConsequent strategies
Designing a Behavioral Intervention Plan
Consider one behavioral categoryStereotypic behaviorSelf-injuriousAggressiveSocially inappropriate
Westling & Fox Chapter 9
Evaluating student progressAlternate assessmentStudent portfolio assessmentDirect measurement procedures
Alternate Assessment
Authentic skillsSkills across domainsMeasures taken across timeAdequate supportsassistive devicespeopleother supportsServe to improve student programming
Portfolio Assessment
schedule of student activitiesdaily logincident record
Direct Assessment
defining the behaviorobservation of the behaviorrecording the data
event recordingrate measurespartial-interval recordingmomentary time samplinglatency measurementduration measureswhole-interval recordingtask analytic recording
Direct Assessment
Data collection during baseline, instruction, and probe sessions
Data collection during generalizationGraphing direct measurement dataInterpreting graphs
Activity AnalysisGeneric response components identified
Discriminative stimuli that prompts target response
Range of stimulus characteristics
Response variation of the learner
Anticipated problems, errors, exceptions
Peer interaction