Longitudinal Curriculum Development Program Plan Page 1 of 10

Longitudinal Curriculum Development Program Plan Karin Ackerman

AD

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A. Description of Student AD is in seventh grade at ABC middle school and is 14 years old, with Myotonic dystrophy. He is currently in a setting where he receives an alternate curriculum, which includes inclusive classes. He has low muscle tone, a condition that is progressive. He can walk independently as well as play sports. He does yoga at school and which has been successful. Myotonic dystrophy is progressive and his movements will become more and more restricted with time. He is currently working on his functional reading skills. He can read and enjoy books at his reading level. He is also learning functional math. He is learning to keep track of his budget and how to pay for items as a store. He has been progressing well in these areas but is still refining these skills. He is a very friendly and kind student that gets along well with his peers in all settings. He can carry conversations with others as well as play games with his peers. He really enjoys sports. His mother mentioned in our interview that he plays basketball and other sports with one of the neighborhood boys. He also really enjoys music. He has collected many t-shirts from his favorite musicians and bands. His free time at school is usually filled with listening to the iPod with his favorite music. He has several instruments and enjoys playing them. He has not received any lessons in playing any of his instruments but he still enjoys experimentally making music with them. AD also really enjoys watching television. He watches many different kinds of broadcast such as American Idol as well as Illini sporting events.

Longitudinal Curriculum Development Program Plan Page 3 of 10 ADs family consists of his mother, father, stepfather, and several stepsiblings. He is currently living with his mother and stepfather. He visits his father every other weekend, but he lives far away so it is a tiring trip. The family is warm and welcoming. They seem to make taking care of AD a high priority. They encourage him to play with the neighbors and to get involved in school activities. B. Description of Current Residence and Other Environments AD is currently living with his mother and stepfather. Their house was very welcoming and had a comfortable feeling. The house felt lived in but was very clean. He lives in a split-level house. The kitchen, bedrooms, family room, and bathroom are on the top floor. I was unable to see the lower level but I know that there is a large enough space that the family hosts parties down there. The kitchen and the family room are located at the front of the house and look out into the street. While, the bedrooms and bathroom are at the back of the house and look back into the backyard that contains a small swing set. The kitchen is a modest size and contains all the appliances including a dishwasher, oven, refrigerator, toaster, and microwave. The family room contains two couches, which are angled to look at the large screen television on the far end of the room. There is a dog that runs around enjoying the family and demanding attention. AD has his name hanging on his bedroom door, which contains a bed, a dresser and a television as well as his instruments. As of now he can independently navigate his house. In the future, as his condition is progressive, it may become more challenging. AD spends the majority of the day at school. His classroom has both middle school students as well as high school students. There are two teachers in the class

Longitudinal Curriculum Development Program Plan Page 4 of 10 with three paraprofessionals. The students get along fairly well with only minimal conflicts. There are desks that face the white board for every student. The far side of the room is filled and used mainly by the middle school while the side of the room closest to the door is used by the high school. There is a large octagonal table in the corner where the students play games and receive some instruction. There are two desks one for each teachers. The desk in the far right corner is the middle school life skills teachers desk. On the desk is a computer that AD uses for his touch money program and other math activities. AD primarily socializes with his middle school peers in both his inclusive classes as well as his self-contained classes. There is a small apartment style life skills room two doors down that instruction in cooking and other domestic skills takes place. In the back of the room there is a couch with a television and several board games. To the right of the couch there is a washer and drier. Then behind the couch there are two tables for eating and instructing. To the right of the tables there is a stove. The all the way to the left of the door there is a sink and refrigerator. Our class makes weekly visits to Wal-Mart, Dollar General, and various restaurants in the area. AD is very familiar with these places and can independently navigate them, as well as find a product he is searching for. C. Description of the Students Future Environment When my group and I interviewed ADs mother, she expressed that she would like him to live in an assisted apartment. We then went to interview personnel at the assisted apartment in Champaign. The employee was able to tell us much about the environment. We were unable to actually look at the apartments,

Longitudinal Curriculum Development Program Plan Page 5 of 10 but he described the setting to us. The apartments are single bedroom apartments and residents do not have roommates. Each person gets their own apartment and has to maintain it independently. The clients are expected to cook and clean independently. If they were unable to, then they would not be qualified to live in this environment. Also the employee expressed that if there are any extreme behavioral issues the person would also not be qualified to live in the facility. The employees assist the residents with paying bills, buying tickets for events, and some transportation. They can also assist residence by attending outing with them, making the residents feel more comfortable. Also they can assist the residents with purchasing food and other necessity items, but they do not assist in the actual cooking or cleaning. The assistance they provide is very limited the residents are expected to do most things independently. The employees do the outdoor maintenance so there is no need for the residents to work on up keep of the grounds. The program that runs these apartments does not schedule many social events. They leave the responsibility of social activities onto the residents. They will assist in buying tickets and transportation but in general they dont participate. The program does schedule holiday parties and a few select social gatherings, however. D. Completed Yellow Book E. Identification of Skills/IEP Objectives Domestic Skills/Objectives 1. AD will accurately verbally recite his home phone number, address, and name when asked, for 5/5 probe trials.

Longitudinal Curriculum Development Program Plan Page 6 of 10 2. AD will accurately describe how to call and inform emergency services (911) in the event of an emergency for 5/5 probe trials. 3. When asked what to do in an emergency situation, AD will verbally describe the steps of the emergency evacuation protocol for 5/5 probe trials. 4. AD will use a pincer grasp to zip up his jacket using an adapted grip on the zipper. He will do this independently when opportunity arises for five days. 5. When in the bathroom, AD will independently wipe after defecating when the need arises for five consecutive opportunities. 6. In the life skills room, AD will independently prepare a meal by following a picture recipe. He will do this accurately for 3/3 probe trials. 7. AD will use his medication properly when needed for 5/5 opportunities Leisure Recreation Skills/Objectives 8. When in a movie theater or play, AD will independently follow the task analysis for getting and paying for a movie ticket. He will do this for 5/5 opportunities. 9. When shopping with friends, AD will independently pay for his items with the correct amount of money and collect change if needed. He will do this for 5/5 opportunities.

Longitudinal Curriculum Development Program Plan Page 7 of 10 10. When attending a dance or social gathering, AD will hold a conversation with a friend or peer for 5 minutes, for 5 consecutive opportunities. Community Skills/Objectives 11. When at Wal-Mart or Dollar General AD will select the needed items on the list independently for 5/5 probe trials. 12. AD will call his doctor or dentist on the phone and will follow the task analysis for scheduling an appointment for 3/3 opportunities. 13. When at McDonalds or Taco Bell AD will select an item off the menu and order it, completely independently for 5/5 probe trials. 14. When at the library AD will locate 2 or more books, CDs, or DVDs he desires and checks them out with his library card with complete independence for 5/5 probe trials. 15. When at Home Town Buffet AD will pay for his food with the correct amount of money and collect the change if needed with complete independence for 5/5 probe trials. 16. When at Red Lobster AD will pay for his meal and include accurate tip with complete independence for 5/5 probe trials. 17. When in need of a haircut and at a barber shop, AD will schedule a walk in appointment independently for 5/5 probe trials. E. Rational for Skills Selected for Instruction Domestic Domain.

Longitudinal Curriculum Development Program Plan Page 8 of 10 After using the weighting and ranking systems I was able to see the most important skills he needs to learn. I have been able to pick from these skills and develop objectives for the next year. I focused on the most important skills with the highest ranking and created enough objectives that I believe he can obtain within the next year. The first skill cluster that I focused on was emergency procedures. Being able to use emergency procedures are important for his health and safety. AD needs to be able to call emergency services when there is need for it. He also needs to know his name, address and phone number to tell the emergency services. Using the phones as well as recalling his other information can practice these skills together. The next skill I focused on was using the pincer grasp to zip up his coat. For his future environment one of their requirements is that he can dress himself. He is very capable of dressing himself and using zippers with a slight modification. If there is something added onto the zipper that he could better grasp he will be able to independently zip his jacket. The future environment expressed that he has to be completely independent in using the restroom. Therefore he needs to be able to wipe after defecating. This is very important to the future environment; therefore I selected it for instruction. The future environment also expressed that AD will have to independently cook for himself. Therefore he will be focusing on following recipe and cooking meals and snacks in the kitchen in the life skills room. These two skills can easily be clustered together. Following a recipe as well as being able to independently cook something can easily be done at the same time.

Longitudinal Curriculum Development Program Plan Page 9 of 10 Leisure Recreation Domain For these activities I chose movie theaters and plays because he really enjoys these activities. He can also do these activities with friends and family as well as in school. These skills can be used to refine his social skills as well has generalize his ability to pay for items. I also chose going to a dance because this an important part of the middle and high school experience. His friends go to the dances and he will also be able to practice social skills as well as exercise and have fun. These skills can even be generalized into the social gatherings he will be able to attend when living in the assisted apartment. Community Domain I chose these skills because as in the other domains these were identified as the most important skills. I chose purchasing items at Wal-Mart and Dollar General because the class goes there several times a week. In addition, ADs mother told us that they go to either on of those places at least once a week. In his future environment AD will have to independently shop for the things he needs. Minimal support can be offered if needed, but AD is capable of doing this skill independently. Scheduling medical appointments are also important to the student. He needs to go to six-month check ups. He needs to be able to independently schedule these appointments ADs family goes to McDonalds and Taco Bell often, so he needs to be able to independently order for himself. In his future environment they expect him to be

Longitudinal Curriculum Development Program Plan Page 10 of 10 able to order off the menu. With his reading skills he will be able to read the menu and order from it. He will also be able to use this skill when with friends. Going to Old Country Buffet and purchasing his meal can be generalized from paying at Wal-Mart or Dollar General. This skill can be used to generalize the skill of purchasing that AD has practiced at Wal-Mart. Paying for his meal at McDonalds will help him generalize this skill. There are a lot of similarities but enough differences to required a different skill. When going to Red Lobster AD will have to learn to pay for himself when in his future environment. This means that he will have to pay tip also. This is another skill that can generalize with paying for items. Going to get a hair cut is also something he will have to do independently in his future environment. Therefore it is important for him to learn how to schedule one and pay for it on his own. Another skill that will be taught this year is going to the library. With ADs reading skills he is able to locate books, CDs, DVDs, and other items. Using these skills he will generalize them into finding books and other items he desires. This is another skill that he will be able to use with family, at school, and even with friends. Having this skill will allow him to go to the library and select a movie that he and his friends would like to see.