Storey 1 Abbey Storey Informal Assessment Practicum January 20, 2013 1) Identify the student: The student I will

be working with, TM, is a 21-year-old male. TM is classified as having autism. TM goes to an alternative adult program for individuals with disabilities through Urbana School District 116 where he receives instruction in functional life skills and vocational placements. He also receives minutes in the areas of speech, occupational therapy and social work. He is friendly and enjoys discussing his favorite things with others. He is rather independent in that he rides the mtd bus to and from school and to places in the community on his own. He frequently creates excuses to do work, explaining that a part of his body hurts and dislikes waiting. Instruction will be provided in his school setting at the Wesley Foundation in room 126. 2) Identify the skill to be investigated: I will be investigating TMs monetary skills in order to prepare an instructional program on budgeting. 3) Brief summary of what is already known: TM is a student with many wants. He enjoys looking at the library catalog to borrow items, but often finds many online that he feels compelled to own instead. His parents and teacher are looking to help him learn about his money income, the importance of savings, how to keep track of his money and keep a budget in order to aid in determining wants from needs. 4) Questions: Area: Budgeting What? What does TM like? What motivates him?

Why? Source To determine how best to TM, co-op teacher tailor his learning experience to gain the most productive results. Answer: TM loves music, going to the library, spending time on the computer and cats. His favorite band is Pink Floyd but he also enjoys Tom Petty, the Eagles, Dire Straits and others. He likes to play games when he knows that he will win. What are TMs sources of To determine background Co-op teacher, TM income? knowledge and understand the money TM will be budgeting. Answer: TM works part time at Ford City washing cars to get money through the STEP program and also gets an allowance from his dad. He gets paid for overtime if he works over the designated amount of vocational hours currently set. When does TM get paid? To determine background Co-op teacher knowledge and how often

Storey 2 the budget will fluctuate. Answer: TM gets paid $10 twice per month on the 15th and the 30th. His teacher pays him for his vocational time, on the 15th and 30th out of pocket, and reimburses herself when the STEP check comes in at the end of the month. If he works overtime hours, he is paid overtime accordingly and can earn up to $5 extra dollars per month. His father gives him $20 for allowance every other Friday. Does TM currently use any To determine how to go Co-op teacher, TM type of budget? How does about instruction so that it he keep track of his money will be most useful and at present? accessible to the student. Answer: Currently TM keeps track of his money altogether in one Word document. There are no tables, charts or graphs, just notes he writes to himself and the running total. His parents and teacher would like him to keep track of his money from his dad and his money from working separately. Where does TM keep his To determine his current TM, co-op teacher money? level of independence on the topic and how it will impact his savings. Answer: TM keeps spending money in his wallet, with the amount varying daily. He keeps extra money in a zippered bag in the locked cabinet in the classroom. He currently has $40.06 in the zippered bag. What does TM spend his To determine how to create TM, co-op teacher money on? a budget- which areas will have more money allotted to them. Answer: TM likes to spend his money online shopping. He enjoys looking on Amazon and Ebay and enjoys browsing the app store and purchasing music off of iTunes. Can TM create a table in To find out if these could be Assessment of TM Word or Excel? possible programs to use for TMs budgeting upkeep. Procedure: 1) Ask TM to open up Word/Excel 2) Ask TM to create a table with two columns and five rows Answer: TM opened up a new Word document and showed me how to make a table by going to insert, table, and then he showed me how you decide the number of columns and rows by either typing it in or clicking the up and down arrow on the side. He showed me this in the document where he keeps track of what he has checked out from the library, which he updates daily. So he has daily use with making tables in Word. He does not know how to use Excel. Can TM use apps on his To find out if his preferred Assessment of TM phone? What kind does he item of an iPhone could be use proficiently if so? used as a medium for instruction. Procedures: 1) Ask TM what kind of apps he uses on his phone 2) Ask TM to show me his favorite app 3) Ask TM to show me how to go to the app store

Storey 3 Results: TM read me every single app he has on his phone, including the ones that came on the phone. He pointed out that he checks The Weather Channel and CU Transit apps everyday and that he enjoys playing Angry Birds. He said that he uses Safari, the phone, mail and music the most on his phone. He currently has an app called iSpending on his phone, but would not tell me what it is or let me look at it. He explained that he knows how to use the app store. Answer: TM has general knowledge of how to operate his iPhone. However, new apps introduce have different ways of being operated, so he would need initial instruction in how to operate a new application. Does TM know what To determine TMs current Assessment of TM monetary words mean and understanding of the topic associate the word with the to tailor instruction around. meaning? Procedures: 1) Provide TM with a sheet of monetary words (budget, cost, debt, expense, saving, spend, income, etc.) 2) As TM to provide me the definition of the words- either orally or typed on the computer Results: The first day this was tried (1/24), TM was asked, Do you know what ________ means? to which he would respond: I dont know any of these I cant remember I cant describe that I dont know or Not sure. Another tactic of showing him the word and asking him what it says, and then asking for a definition will be tried instead. The second day this was tried (1/25), TM was shown the words and asked if he could help me fill in the worksheet for my class. His response was I dont know these, lets look them up to which he pulled up google and typed in the words to search for their definitions. He then read me the definition, where I would ask him, what does that mean though? and he would say, Im not sure. Answer: TM does not have concrete knowledge about money concepts. He does not relate the words to their meanings. Instruction in this area is important in order to help him understand the relevance of saving. Summary: From observing and informally assessing TM I have learned that he lacks comprehension of monetary concepts that relate to budgeting, saving and spending. I do, however, question if his lack of focus and drive to complete work make him appear as though he knows less than he really does. His behavior and refusal to work interfere with complete understanding of his current knowledge, and will lead to difficulty in instruction later on. He does have rather advanced technology skills that will aid him in eventually maintaining a budget, with instructions to follow. 7) Generalization Objective:

Storey 4 TM will create two separate budgets, one for work money and one for money from his allowance, that will include the total amount of money and how much he can spend per month. TM will keep track of his spending by updating a spreadsheet with categories of types of expenses (music, library fines, food) daily for one month. TM will correctly define words related to money with 50% or higher accuracy for seven consecutive trials. On the 15th and 30th of every month TM will update his chosen budgeting method to reflect his payday from work without reminders for two consecutive months. After TM takes money from his zippered savings, or spends money in his wallet, he will open his chosen budgeting method to update the total without reminders for 5 consecutive instances. 8) Rationale for teaching this concept: TM is graduating one year from now in January of 2014. Understanding money concepts and being able to keep track of his money is a priority functional skill. He is working towards ensuring a paid job, which will lead to steady income in the future. Having the ability to save and budget his money will further aid independence for TM. Due to TMs large list of wants, it is essential that he understand how to save, why it is important, and how to go about the process of budgeting and keeping track of his money in order to be financially secure in the future. With the increased income comes an increased responsibility, which is necessary for TM to master.