Chad Bobbit Skill Sequence Assignment

Chad Bobbit SPED 448 Skill Sequence Assignment While at a fitness class with her mother, S will fully participate in a physical fitness routine consisting of upper body, lower body, and core exercises at least once per week with 100% accuracy on all observed trials Student Description: (This student description is based on the mothers descriptions at our interview, as we did not have a chance to meet the student.) S is a 12 year-old girl who is in 5th grade. She is described as being friendly to everyone, helpful at home and school, as being compliant with doctors and dentists, and as having a willingness and enthusiasm to try new sports and activities. She communicates verbally and is working on holding conversations with peers and adults, using the proper tone of voice, communicating her name and address, and speaking the words that she is thinking. S is in a full-inclusion setting at her private school and uses assistance for writing, counting money, and other academic skills. She currently partially participates in most hygiene and grooming skills and remains with adult in all community settings. Her parents help her with all medications, but in the future she will administer them independently. She is currently involved in various YMCA activities involving athletics. She enjoys PE at school and is able to have activities adapted for her. She enjoys watching movies, playing Wii, cheering at sports games, shopping at Justice, eating out with her family, and playing with her younger sister. She is described as having a good memory of items needed when running errands with her family, and as having a good memory of names of peers and adults at her school. When prompted, S can participate in just about anything. Characteristics of Effective Learning Environments (characteristics of activities and settings in which the student tends to be successful)

-Verbal praise -Extra time for completing an activity -One-on-one instruction -Interactive activities -Activities related to singing/songs -Short breaks during long activities -Time to do activities of her choice -Athletic activities -Spectator activities -Using her iPad -Reminders of what to do/stay on task -Focus on one thing at a time -Opportunity to do the same activities or activities closely related to what other students are doing -Being treated as responsible and having the ability to make decisions

Instructional Program
Context for Instruction: Instruction will occur in a gymnasium or a large room that has been cleared of furniture and other objects that prevent a wide range of movement. Assessment will occur throughout instruction, as well as in the natural setting of a physical fitness class. Assessment and instruction will occur during Student Ss daily physical education class and when her and her mother sign up for an official class. Instruction will require 5-pound dumbbells for arm exercises and a soft mat for core exercises. Other learners present may include other students in the physical education class, as well as her mother if she wishes to participate in instructional time. Her mother and I would be demonstrating the skills, and Student S would mimic the exercise modeled. Program Objective:

While at a fitness class with her mother, S will fully participate in a physical fitness routine consisting of upper body, lower body, and core exercises at least once per week with 100% accuracy on all observed trials. Generalization: Student S will learn and practice certain exercises so that she may participate in physical fitness class with her mother in the community for recreational purposes. She will learn these through teacher modeling and exhibit these skills in practice the exact same way in which she would do in a physical fitness class. Instruction and practice will also occur in a space that is set up similarly to the environment where a fitness class would take place. This includes playing upbeat music, looking in a mirror sometimes, and using a larger, open space. I will also be talking her through the exercises as a fitness instructor might do during a session. Generalization will be monitored during actual physical fitness routines Student S attends with her mother. Between her mothers feedback, as well as observations in the natural setting, it will be able to be determined whether or not Student S is generalizing her exercise skills. These skills can also be generalized in a physical education setting. Her PE instructor could provide helpful insight as to what skills she is displaying during fitness activities. Rationale: Student S is learning to participate in physical fitness routines for multiple reasons. One is that it is important to her mother that they spend time together doing physically active activities. A second is that it is physically and mentally healthy for individuals to participate in physical activity on a regular basis. Exercise improves body composition for because of muscle strengthening and it uses nutrients gained through consumption of food. It improves an individuals mental state because exercise provides the body and mind with endorphins, which make you happy. Another reason Student S is learning to exercise is because it will create social

opportunities in the community for her to participate in. Physical fitness classes are a popular part of life for many individuals, and Student S has been known to enjoy physical activity. This is a life-long activity that Student S can participate in. Assessment Procedures: 1. Student should be equip with a space large enough for physical activity, as well as a soft mat and 5-pound dumbbells. Instructor will stand or sit out in front of the student with a writing utensil and a paper with each exercise written on it. 2. Instructor will prompt a student to perform a physical fitness exercise. 3. Instructor will wait 5 seconds for student to start to perform the correct exercise. 4. If the student performs the correct exercise, the instructor will give the student a checkmark for that exercise. 5. If the student does not perform the exercise correctly or within 5 seconds, they receive a minus. 6. The instructor will then prompt the student to perform the next skill on the list, again waiting 5 seconds for the student to begin. 7. The grading procedure remains the same for each exercise, check for correct and a minus for incorrect or no response. 8. The assessment is over when Student S have been prompted to do, and has been graded, on all of the exercises. Assessment Schedule: Student S will be assessed once per week on the first day of instruction for that week. She will also be assessed at her first physical fitness class and in randomly observed probes thereafter. While in school, Student S will be assessed on each exercise once, all the way through the list of exercises. While in the natural setting, Student S will be assessed based on the exercises that are prompted by the instructor throughout the class, and whether or not Student S completes the exercises desired. Instructional Procedures: 1. Each day of instruction, the teacher will clear an open space for the student to use, and lay out a soft mat and 5-pound dumbbells near the activity area. 2. On the first day of instruction, the teacher will use zero second time delay when modeling each skill/exercise. 3. The teacher will prompt the student to perform an exercise, and as soon as the teacher has finished saying the name of the exercise, the teacher will perform the exercise.

4. The teacher will then wait for the student to mimic the exercise. 5. If the student does not mimic the exercise, the teacher will again prompt the student to perform the exercise, and using zero second time delay, will perform the exercise again. 6. The teacher will repeat the exercise until the student mimics the exercise. 7. After the student has performed the exercise, the teacher will move on to the next exercise and use the same steps to model an exercise and have the student mimic each exercise. This will go on until the student has performed all the exercises in the skill sequence. 8. On the second day of instruction, and on each day from then on, the teacher will use three second time delay to teach/practice each exercise. 9. The teacher will prompt the student to perform an exercise, and the teacher will wait three seconds for the student to perform the skill. 10. If the student performs the exercise, the teacher will provide verbal praise and then prompt the student to do the next exercise. 11. If the student does not start to perform the exercise with three seconds, the instructor will model the exercise and again prompt the student to perform the skill. 12. The teacher will repeat this process until the student has modeled the intended skill. 13. Once the student has successfully performed the exercise, the teacher will move on to the next exercise. 14. The teacher will continue to do each exercise on the skill sequence in this manner until the student has performed it correctly; using three second time delay for the remainder of the instructional time. Verbal praise is given each time an exercise is done correctly.

Reinforcement: Student S will receive verbal praise each time she performs an exercise correctly. It does not matter whether it is her first try after a verbal prompt, or if it is after the teacher has modeled the skill several times. The teacher will reinforce the correct response each time one is given during instructional periods. Student S enjoys physical activities, so no physical reinforcer is necessary to promote correct responses. The teacher will also make calls home, send notes home, or send emails to her parents to let them know when Student S is doing very well. These communications will encourage the family the let Student S know how great she is doing. Maintenance:

Skill maintenance will be achieved through continuous practice and reinforcers within the home. These skills are important to Student Ss mother, which will be a great help in making sure Student S is performing the skills outside the classroom. Student S will also start to attend weekly fitness classes, which will further continue to help Student S maintain the skills she has learned. As mentioned previously, random assessment observations in the natural setting will also help to evaluate the effectiveness of skill maintenance for Student S. The daily instruction will promote skill maintenance for a long time to come as well.

Rationale for Choice of Methods/Procedures: I chose these procedures and these skills because I know that Student S enjoys physical activity, as well direct instruction. The articles I found showed a joint belief that teacher modeling was the best strategy for teaching persons with disabilities to do physical fitness routines. I believe this will be an effective strategy because it provides clear expectations, a distinct visual for the student, and can be repeated several times until the student performs the exercise correctly. I also chose to use time delay during instruction. I believe that the zero second time delay for day one, and the three second time delay for the rest of instruction will both be effective in getting Student S to successfully perform the skills in a timely fashion. By using zero second time delay on the first day, the student is able to view each skill without any confusion about what is expected. After day one of instruction, using three second time delay provides my particular student with enough time to start performing the skill unless she is confused or does not remember. This is not too long of a pause though, and she will use the teacher modeling to recall how to perform the exercise correctly.

My student will succeed using these methods because she is capable of performing each skill, and she is able to mimic actions she sees. She will benefit from repeated teacher modeling because she sometimes has a tendency to lose focus, but with repeated modeling she will be able to quickly become reengaged. She will also be successful because she will enjoy the physical activities, especially when she gets to do them with her mother.