6/11/2018 Maryann Trott, BCBA (mtrott@salud.unm.edu) AUTISM - PDF document

6/11/2018 Maryann Trott, BCBA (mtrott@salud.unm.edu) AUTISM PROGRAMS/FROM COMMON CORE TO LESSON PLAN: IT REALLY DOES MAKE SENSE! Training Objectives Participants will identify the purpose of the following:  Common Core Standard  IEP Goals  Instructional Objectives  Instructional Programs  Lesson Plans Participants will state the components of:  A measurable objective  An instructional program  A lesson plan Common Core Standards in the IEP Are intended to: Are not intended to: Enable students to be involved in and Be used as goals progress in the general curriculum Be “one size fits all” Promote a culture of high expectations ◦ “Some students . . . will require substantial supports and accommodations to have meaningful access to certain standards in both instruction and assessment , based on their communication and academic needs” 1

6/11/2018 Common Core Standards in the IEP Guidance from the NM PED http://ped.state.nm.us/ped/SEBdocuments/technical/IEP%20Manual%20October%202011.pdf Guidance from your school district: Contact the Special Education Department What’s the difference between Goals and Objectives? GOAL OBJECTIVE Objectives are more specific Goals are often more general than objectives Objectives are written to be accomplished in shorter period Goals must be measureable (per of time NMPED manual IEP goals are intended to be attainable within one year For our purposes today, we will make little differentiation between goals and objectives Annual goals and objectives: What Goals? Goals related to each core deficit that affect educational performance or the individual’s ability to access an environment Based on present levels of performance Information should be : ◦ Current — based on recent data, observation, and evaluation; ◦ Relevant — related to how the individual’s disability affects his or her performance; ◦ Specific — described as precisely as possible (may include Level of learning); ◦ Objective — unbiased and from a variety of sources, such as formal observations, work samples, input from instructors, parents, service providers, formal and informal assessments and tests; and ◦ Measurable — conclusions from assessments, test scores, and other quantifiable data. 2

6/11/2018 What are the core deficits of autism? Communication Sensory & motor development  Joint Attention  Motor abilities  Symbol Use  Atypical sensory responses  Motor stereotypies Social development  Sensory/arousal modulation  Peers  Adults Adaptive behaviors  Social responsibility Cognitive development  Independent performance of daily activities  Including executive function (planning) Problem behaviors National Research Council (2001) Educating children with autism. National Academy Press, Washington DC. Goals should also address the level of learning Levels of Learning Proficiency / Fluency Generalization Maintenance Acquisition Use it anywhere, Building Use it whenever and Learn it Make it wherever it’s routinely faster & needed better Performance Skill Deficit Deficit Making IEP goals make sense! Make it small enough to be attainable in one year Avoid making too many goals  The IEP team must prioritize the student’s needs . . . Then decide which and how many goals the student can reasonably be expected to attain within one year.”  The students rate of learning must be assessed and taken into consideration  For most students if there is not time to address each goal at least once per day, there are too many goals Make it specific  While a goal is somewhat more general than an objective, it must still be specific to a single skill or a related set of skills Consider the learning level (acquisition, fluency building, maintenance, generalization) Consider student needs (Independence, partial participation, etc.) Measurement should objective, easy to do and make sense 3

6/11/2018 How about an example? Increase receptive language by 50% within one year as measured by teacher observation  Attainable within one year? ◦ How would you know?  Specific? ◦ What kind of receptive language? (Following directions, identifying objects, interpreting statements)  Learning level?  Student needs?  Measurement objective? Does it make sense? Make it better! When presented with one step verbal directions, S will follow the direction with no more than a 15 second latency, 4 out of 5 opportunities on 3 school days with at least 2 different adults. IEPs - Annual goals and objectives Goals are Based on Common Core Standards Often helpful to work backwards  Find the standard that fits the goal/objective  Use standards appropriate for the age/grade of the student Here’s an example:  Common Core literacy standard - Use knowledge of language and its conventions when writing, speaking, reading, or listening. ◦ Goal: When presented with 10 pictures of concrete vocabulary words and corresponding cards with the written word, S will match the words to the pictures with 100% accuracy on 4 out of 5 opportunities with at least two different instructors. 4

6/11/2018 IEPs - Annual goals and objectives Goals are Based on Common Core Standards  Common Core math standard - Solve real world problems involving multiplication of fractions and mixed numbers ◦ Goal: When presented with a calculator and a list of grocery prices totaling no more than $20, S will add the prices and determine the correct bill ($5, $10, $20) to purchase the items with 100% accuracy on 4 out of 5 opportunities with at least two different instructors. Writing Objectives is for more than IEPs When do you need to write goals and objectives?  Anytime there is something to teach! ◦ A well written objective can help you know the who, what, where, when and (sometimes) how to teach  Lesson plans  Recreational activities  Self-care and other everyday skills  Social skills  Vocational/work skills ◦ Without a measureable objective, you’re just guessing and hoping for the best. ◦ Without a goal and/or objective, you’re wasting your time and, more importantly, theirs! Writing Objectives All objectives contain:  Antecedents/Conditions ◦ Setting ◦ Materials ◦ Prompts  Behavior ◦ What the student will do, not what s/he won’t do  Criterion ◦ How success will be measured  Who is responsible for data collection (IEP requirement) 5

6/11/2018 Examples: Conditions (addresses level of learning and specific student needs) Setting (specify the place/situation)  In a small group setting . . .  In any school setting . . .  During a structured play activity  During conversation with . . . Materials (specify what materials are present [or not])  When presented with. . .  When a variety of materials are present . . .  When materials are not available . . . Prompts (specify the type of prompt [or no prompt])  With a visual prompt  With a verbal prompt  Independently (u sually best for IEP goal)  Spontaneously Remember, if a Potato Can Do It . . . It’s not a behavior! Sit still Be quiet Hands down Behavior What the learner will do!  A behavior is anything an organism does  A measurable behavior is something you can see or hear ◦ Feelings, attitudes, thoughts, etc. are not measurable ◦ How about things like “on task” or “pay attention”? Is he paying ◦ What behaviors indicate that a learner is “on task” or “paying attention or day attention?” dreaming? ◦ Work completion Is he on task? ◦ Participating in a discussion/answering questions Depends what the ◦ Responding to direction task is? 6

6/11/2018 Examples: Behaviors • If there are multiple aspects, include all aspects  S will write a letter/email with an appropriate greeting and closing, including no less than 2 complete sentences stating the purpose and desired outcome  S will retrieve needed materials and complete a project using all necessary parts  S will orally read the words in a passage of no less than X words • May include latency (how long it takes the student to start the task) and/or duration  beginning the task within 1 minute; working on the task for no less than 10 minutes Examples: Challenging Behaviors Measure the behavior by reduction in the undesirable behavior. A baseline is required  Aggression toward others: ◦ In all school settings when presented with a visual prompt, S will interact with adults and peers attempting no more than 1 aggressive act per week  Self Injury ◦ In all school settings with picture communication cards present, S will request (verbally or with a picture card) a break or item, attempting to injure self no more than 2 times per day Goal Examples Less Measurable S will not talk out during class time. Highly Measurable When the teacher asks a question during lecture-based instruction, S will raise his hand and wait to be called upon, without speaking out, 2 times per 30 minutes of instruction across 2 different teachers. 7