Jake Fishbain Description of Student (5):

SPED 461 Communication Program

November 3, 12

GP has a cognitive disability and adaptive behavior delays that adversely effect acquisition, maintenance, and generalization of skills. Special education is needed to address all areas of academics, daily living skills, independent functioning, social skills, and community/functional life skills. She began receiving special education services in 1998 due to a developmental delay. A behavior plan was implemented in 2002 for arguing, toileting, and rude language. This plan has been discontinued. She is working on appropriate peer interaction, good social skills, and being polite and comfortable in a social setting. GP is a loving, friendly, and compassionate girl. Her teacher said, her social skills are incredibly good, and Gs mother agreed. The only issue mentioned was what both her teacher and her mother considered to be typical teenage argumentativeness. Her previous adaptive behavior assessment resulted in an extremely low adaptive behavior level. It was determined at the domain meeting that no further adaptive behavior assessment was necessary to determine eligibility. (taken from IEP Document) GP is in a functional life skills program. Her related services include an aide in class, speech/language services, and supported employment. She is 36% inside regular education, 100% special education. Supplementary aids, accommodations, and modifications include alternate assessments, performance based work, extended time (x3), read aloud, scribe, and calculator. G is a very friendly young lady! She has made huge progress in telling time, which she can tell to the nearest 5 minutes with 89% accuracy on an analog clock. She can cross the street at a controlled intersection, can identify strangers and the safety strategies, and uses appropriate bus behavior when riding the MTD. G has improved her attitude at school and uses age appropriate and polite language with her staff, students, and community workers. (taken from IEP Document) G can use the next dollar method with 95% accuracy when it is below $15, her speech makes it difficult to understand clearly and leads to recounting or repeating numbers. G can use the next dollar strategy when paying with $1 bills in simulation and in the community. (taken from IEP Document) G shows her dash bus pass upon entering the bus. She finds an empty seat and quietly sits until her stop. She requires verbal and gestural prompting to pull the stop chord. She can find a recipe of her choice that she would like to cook and can identify ingredients she can see. When reading a recipe (with pictures) she is able to identify 20% of the needed ingredients and 48% of the items then needed to be purchased. G will choose the same item to engage in for recreation/leisure time and needs prompting to choose or engage in another activity. When left

Jake Fishbain

SPED 461 Communication Program

November 3, 12

to make her own choice, G will look at a magazine independently and not engage in an activity with peers. (taken from IEP Document) Two important skills to address: Understanding complex instructions (more than one step)Based upon the social skills assessment, this skill is one of very high importance in GPs classroom. This skill will also allow G to advance in world of employment. Being able to understand, comprehend/process, and act upon complex instructions will also increase GPs independence in that she will not need an aide around at all times to give step by step directions. This will, in turn, help increase Gs self - advocacy skills. This task seems to be a gateway to unlimited other paths for G. Each representative setting can benefit from her being able to accept more complex direction and it may even aid in her conversations with peers and helping others. Mrs. R specifically said in our interview that G can only comprehend one step forcing Mrs. R to always be on her back. She will be able to answer questions more completely with the exact direction and also help her friends with tasks they may be struggling with should she know or be provided the instructions. Initiating conversation with othersSocially, I believe this is one of the most important skills to have for GP. It is hard excel and succeed without being able to talk to others when you need help. This was also marked as a highly important in Gs classroom when looking at the Social Skills assessment. Being able to initiate conversation will help a lot in work settings with efficiency, as she will not stand dormantly waiting for someone to approach her. She will also be able to engage more social situations such as starting a game with friends or asking a peer to hang out. When observing G and through interviews, we noticed that a lot of empty time can be eliminating through the acquisition of this skills allowing more free time or room for growth within instruction for GP. Annual or Broad Objective (5): When in an instructional setting across environments, GP will independently follow a picture activity schedule with up to 5 steps following a given verbal cue (i.e., check your schedule), on 3 out of 5 consecutive trials. Sub-objectives/Instructional Objectives/Benchmarks (5): 1. While at work, GP will clear cups, plates, and bowls into the proper receptacle with only one verbal initial prompt for 5/5 consecutive trials with 90% accuracy. 100% accuracy is denoted as each item placed into its correct corresponding bin. 2. While preparing for work across settings, and given a verbal cue (i.e., what do we do here at work?), GP will accurately verbally identify the consecutive order of tasks referring to her picture schedule including clearing (1), resetting (2), and cleaning workstation (3) for

Jake Fishbain

SPED 461 Communication Program

November 3, 12

3/5 opportunities presented with 100% order accuracy. a. While preparing for work across settings, and given a verbal cue, GP will accurately verbally identify the consecutive order of tasks referring to her picture schedule involved within: i. Clearing: cups, plates, bowls, silverware (1); napkins, center-pieces (2); table cloths (3); wipe tables (4) ii. Resetting: table cloth (1); napkins, center-pieces (2); cups, plates, bowls, silverware (3) iii. Cleaning workstation: checking tables (1); putting work materials away (2), checking out (3) GP will do so for 3/5 opportunities presented with 100% order accuracy. 3. When in any instructional setting and given a verbal prompt, GP will follow instruction by completing a requested task of two or more steps utilizing a given picture schedule on 3 out of five consecutive trials. a. 3+ steps b. 4+ steps c. 5+ steps Suggested Intervention and Rationale (5): Intervention strategies will be taken and modified from MacDuff et. al.s Teaching Children with Autism to use Photographic Activity Schedules: Maintenance and Generalization of Complex Response Chains. In this study, teaching the use of pictorial schedules was investigated through disseminating them throughout the students with purpose to provide a prompting system as opposed to verbal direction. Manual or physical prompting was used, yet faded to graduated guidance, spatial fading, and shadowing. The results indicated that with each application of teaching pictorial schedules, on-task behavior immediately increased for all youths. Clinical data also indicated that the 4 participants involved had learned to do a variety of recreation and home-living tasks utilizing picture schedules as well. Using the preceding strategies as well as implementing the following procedures, as used by MacDuff et. al. a successful and applicable learning environment and method can be implemented for GP. Instructional Method and Procedural steps (5): 1. Participant (GP) enters the teaching condition and chooses a seat. The picture schedule is placed on the table or desk in front of GP. 2. Teacher stands next to bench where she sits 3. Primary instructor gives initial direction (i.e., we are going to begin our work day now). 4. The teacher waits 10 seconds for the target child to respond (stand up and move to her picture schedule) a. **If GP does not get up, the teacher places a hand on her should and guides her to the picture schedule as a prompt

Jake Fishbain

SPED 461 Communication Program

November 3, 12

b. **If GP arose, but did not move toward the picture schedule, the same verbal prompt is delivered. 5. Graduated guidance is delivered from behind GP. When GP scores as on-task and on-schedule during at least 80% of the time samples, the teacher fades prompting: a. Manual/full physical: hand-over-hand prompting to lead Gp to open the picture schedule and engage in the activity. b. Spatial fading: changing the type of manual prompting (hand-over-hand to hand on elbow or shoulder) c. Shadowing: following GPs actions without any physical contact. d. Fade proximity: move fully away to across the room, etc. Maintenance: 1. Seat GP at any desk or table with the picture schedule in front of her. 2. Do not provide any prompts to GP in maintenance who have completed training. 3. If GP does not begin an activity without prompting, a teacher is in the room to present the verbal prompt as needed.
During maintenance, prompts will not be provided to GP unless necessary. If prompting is needed, procedures from instruction (above) will be followed; but GP is given the chance to perform said activity without a prompt/prior to it being given.

Generalization: 1. Seat GP at any desk or table with picture schedule in front of her. 2. Allow GP to follow the picture schedule independently without any prompting. During generalization, teachers will not be present in the room at all, and will be unable to give any prompts at all. Also, 2 out of the 5 steps involved in GPs picture schedule will be altered to visuals and steps she has not seen before. Data Collection and Projected Data Display (5):

Jake Fishbain

SPED 461 Communication Program

November 3, 12

Weekly Prompting System Frequency for GP

CLEARING (week 3)
3.5 3 2.5 2 1.5 1 0.5 0 Clear cups, Remove Remove table Wipe tables plates, bowls, napkins & cloths & silverware center pieces FP/M (full physical/manual) SF (spatial fading) SH (shadowing) FP (fading proximity)

Weekly Prompting System Frequency for GP

RESET (week 1)
3.5 3 2.5 2 1.5 1 0.5 0 Reset table cloth Reset napkins & Reset cups, plates, center pieces bowls, & silverware FP/M (full physical/manual) SF (spatial fading) SH (shadowing) FP (fading proximity)

Jake Fishbain

SPED 461 Communication Program

November 3, 12

Weekly Prompting System Frequency for GP

CLEAN-UP (week 6)
6 5 4 3 2 1 0 Check tables Put work materials away Check out FP/M (full physical/manual) SF (spatial fading) SH (shadowing) FP (fading proximity)

Jake Fishbain AAC system materials (10):

SPED 461 Communication Program

November 3, 12

Jake Fishbain

SPED 461 Communication Program

November 3, 12

Jake Fishbain

SPED 461 Communication Program

November 3, 12

Jake Fishbain References (5):

SPED 461 Communication Program

November 3, 12

MacDuff, G. S., Krantz, P., & McClannahan, L. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97. Zimbelman, M., Paschal, A., Hawley, S. R., Molgaard, C. A., & St.Romain, T. (2007). Addressing physical inactivity among developmentally disabled students through visual schedules and social stories.Research in developmental disablilities, 28, 386-396. Holifield, C., Goodman, J., Hazelkorn, M., & Heflin, L. J. (2010). Using self-monitoring to increase attending to task and academic accuracy in children with autism. Hammill institute on disablilities, 25(4), 230-238. Lal, R., & Bali, M. (2007). Effect of visual strategies on development of communication skills in children with autsim. Asia pacific disability rehabilitation journal, 18(2), 120-130. Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental retardation, 38(2), 131137.

Additional Components: Well organized, logical, good spelling and grammar, etc. (5) High quality: maximum effort (5) 2-page outline of program (7)