A. Describe the lesson or activity including a description of the environment.

At various locations throughout the University of Arizona campus, the student checks her
iPad schedule every morning and multiple times a day with a peer mentor. In doing so, she
determines what activities she should be participating in and the assignments she needs to
complete.
B. Provide a detailed describe the barrier(s).
The student is able to read many sight words however is unable to read most of the words
used in her schedule and thus relies on a peer to tell her what her daily activities are.
C. Describe the adaptation and how it will eliminate the barrier.
The adaptation is a schedule that uses text, personal photos, and speech to express her
daily activities. The student will be able to check her daily schedule independently and
determine what activities she has next. When an activity is completed she can mark it as
done, this visual cue will help keep track of where she is in her schedule.
D. Write an observable/measurable goal for the student that integrates the use of
their adaptation within the activity.
Using her adapted schedule the student will independently mark off completed activities
and determine what is next.
E. Criteria and Data Collection Form:
Below are two different Data Collection Forms. The first form takes data every hour or
seven times each day. The second form takes data twice a day, once in the morning and
once in the afternoon.
C = A verbal or physical cue was needed to complete task
Y = Did task independently without cue
N= Did not compete task
X = Didnt start a new activity at this time
(left blank) = Did not take data at this time

1.
Dominique: Independent Schedule Use
Marked Done Press Next
Monday
10:00AM
I
I
11:00AM
C
I
12:00PM
C
I
1:00PM
C
C

2:00PM
X
X
3:00PM
N
C
4:00PM
C
Tuesday
*These times would repeat each day

2.
Dominique: Independent Schedule Use
Marked Done Press Next
Monday
AM
PM
Tuesday
AM
PM
Wednesday
AM
PM
Thursday
AM
PM
Friday
AM
PM

F. Describe the specific contributions made by team members.

Peers: Peers, particularly those who are assigned to support the student, can assist by
prompting the student during activity transitions to look at their schedule, mark off
finished activities, and determine whats next. Then, prompt the student to make the
transition to the new activity. The peer should give least intrusive prompts and allow
30-60 seconds of wait time after prompting.
Occupational Therapist: The OT can support the student in turning the volume up or
down to they are able to listen to their schedule and communicate it to others. They
can assist the student to effectively press the small white box that marks the activity as
done. In addition, the OT can help the student position their iPad stand to a 45 degree
angle.
Physical Therapist: The PT can position the student to a 90-90-90 position while
seated so they can be more effective. They can adapt or suggest certain seats so the
student is able to easily sit in this position. In addition, the PT can support the student
in using their iPad stand at a 45 degree angle.

Speech Language Pathologist: The SLP can support the student in reading the
schedule before and after the device verbalizes it. In addition, they can support the
student in communicating their schedule to peers and teachers. The SLP can sync the
students communication device with common phrases during scheduled activities and
support the student in using both apps.
Parent: The parents will make sure that their childs iPad fully charged prior to school
and outings. In addition, they will support their child to use the scheduling application
and communication device during activities on the weekends.
Teacher (special ed. and/or general ed.): Teachers will determine the effectiveness
of the scheduling application and adapt accordingly. They will communicate with all
individuals who work with the student a common method of support (wait time and
least intrusive prompting) as well as how the application works.
Adaptive PE: Not applicable
G. Provide an ecological inventory (task analysis) of the activity or lesson.
Starting the day:
1. Take off backpack
2. Unzip top pocket of backpack
3. Take out iPad
4. Put iPad on table
5. Open iPad case by lifting flap
6. Lye flap flat on the table
7. Flip iPad over
8. Lift flap
9. Insert flap into back of iPad case
10. Lift and/or turn iPad so it is facing you
11. Press the home button
12. Swipe screen the bottom of the screen to the right (to unlock)
13. Press on the Visual Planner App on front page
14. Press first activity for the day (the app verbalizes arrive on campus)
15. Press the white square in upper left corner (marks activity as done)
16. Press next activity button (the app verbalizes scheduling in Education room 257)
17. Press the home button
18. Remove inserted flap from back of iPad case
19. Close iPad case
20. Put iPad in backpack
21. Zip top pocket of backpack
22. Put backpack on
23. Walk to Education room 257