Jeremy Wilson, MA, BCBA, BICM Tiffany Wilson, MA, Education Specialist, BICM.

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  • Jeremy Wilson, MA, BCBA, BICMTiffany Wilson, MA, Education Specialist, BICM

  • Our GoalsYour ExperiencesInclusion, Integration, and MainstreamingBrief Overview of IDEA 2004, FAPE, and LREUnderstanding the Commitment The Role of AssessmentsThe IEP and Your TeamImplementing the IEPLink between home and schoolAdaptive Skills and Social SkillsFinal Thoughts: Role of ABAQuestions

  • Is to simply expose you to what inclusive practices are and how they work Empower

  • Briefly write down your experiences of times you asked for your child to be included with his/her peersHow did that experience make you feel?Did you attempt to participate more or less during your childs IEP meeting?Do you feel like you are a collaborative member of your childs educational decision making process?

  • Mainstreaming

    The student is strategically placed in a general education classroom for a specific subject that he/she does not have difficulties with

  • Integration

    The student is in a special day program and may be placed by that special education teacher strategically in general education setting for part of the day

  • Inclusion

    The student is a functioning member of the general education classroom setting and educating that student is a team approach, lessons are modified and or adapted, and support staff (SLP, OT, 1:1 paraprofessional) provide support within the context of the classroom instruction

  • Equal Membership of all studentsShared ownership of all studentsNecessary Support for all studentsPositive and riched learning environment for all studentsExpectations for all students to learn

  • A sense of belongingDevelopment of Natural supportsEnhanced skill development in academics and social aspectsDevelop more appropriate behaviorsDevelopment of friendshipsEducate individuals without DD

  • IDEA 2004 embodies the requirements regarding FAPE and LRE FAPE (free appropriate public education) meaning the students education is tailored in order to meet their needsLRE (least restrictive environment) to the maximum extent possible, students w/ DD be educated with there peers w/o DD

  • Understand the commitmentKnow your childs needsBegin develop your teamThorough AssessmentDevelop a Strong IEPImplementation and Close Monitoring of IEP

  • This will require changing the attitudes of the teachers, principles, teacher assistants, supplemental supports, the district, and so forthIt require positive rapport building and building collaborative relationships This will require explanation of needed supports and each team members role Open communication between school and parentAttempt to eliminate potential barriers (fear)

  • Know and be able to articulate your childs abilities and difficulties effectivelyOffer assistance with developing instructional supportsBehavior acquisition and behavior reduction strategies 5+5 Now identify and compose a list of 5 things your child does well and 5 things your child has difficulty with

  • Next to each item under 5 things they do well indicate what type of subject your child would do well inFor the other column, indicate possible supports you are using at home, or strategies that are used to improve those skillsRemember that these are significant to you!!!

  • Consider this a recruitment process Understanding of commitment + positive rapport with potential members + willingness to collaborate = favorable recruit

  • Indirect AssessmentsQuestionnaires, Interviews, and record review (student work portfolio), MappingDirect AssessmentObservation of the child engaging in learning opportunities in their natural environment throughout the day

  • Assessments should be meaningfulWhat should be assessed:Functional skills (Self help, Communication, and so forth)Academic Skills (Math, Language Arts, Social Studies, Science)Additional Supplemental SupportsBehaviors Targeted for reduction (Behaviors that would significantly impede upon learning without a plan in place) Current and Future classroom environmentsAvailable staffing, physical organization, available natural supports

  • Assessment drives instruction!!!!Essential for the development of a sound IEPGoals should be developed from the assessments conductedLevel of supplemental supports should be specific, provided within the context of the area of need and outlined in IEPGeneral supportive instructional procedures should be developedGeneral procedures for after meeting goals should be developedStaffing plan should be developed and includedMonitoring and correspondence PlanBehavior Support Plan (BSP)

  • Goals and ObjectivesDoes the goal truly relate to an identified need?Does the goal indicate the context? Activity based?Are the goals related to the state standards for student outcomes?Simple and clear quantifiable criteria?

  • Sample Goal:

    When asked which activity comes next during his school day, Steve will identify the number of his next activity on his daily pictorial schedule by pointing to that the number in 8/10 times per day over 2 months.



  • Make sure all needed staff are on board and ready to provide supportTry to avoid having two staff working with your child at one time, unless it is for modeling purposes

  • ID students abilities and adapt activities to allow participation and skill buildingDevelop skill table for curriculum Ensure that there is active learning occurringLearner is actively involved in all or part of each activity

  • Purpose of activity?Intent of the activity?Meaningfulness of activity?Instruction/materials be adapted?Can all students engage with different purposes?

  • Color ID, matching/sortingSamenessVocab development: Receptive/ExpressiveBasic Math conceptsReading: Pics, words, 3D items

  • 1-1 correspondenceNumber writing/IDNumber MatchingGeometryBig/little, same/differentOrdinal numbersRecognize sequenceConcept of morePurchasing items

  • When students are doing math:Uses calculatorUses manipulativesUses sequenced pictorial steps

  • ManipulativesMagnetic numbersSticky labelsNumber stampsDiceDominoesGame boards

  • When students are reading:Peer interactively reads to student - asks when to turn pageStudent reads adapted material with picturesStudent listens to story in from CD or tape.

  • Words/phrases from textSelf authored storiesComicsWorksheetsDaily schedulePictures

  • Follow student interestEnsure repeated exposureGood fontUse practical meaningful site words

  • Student sequences pictures/words/numbers to relate the eventChoose appropriate answersRespond to yes/no questionsComplete worksheet with partial answers

  • Student chooses story topic from picturesStudent illustrates/writes using picturesStudent uses computer

  • Pics, photos, drawingsWritten words on magnets, sticker, cards, and so forthRubber stampsstickers

  • Student can:Match word to picture and picture to wordsIndicate first letter to be spelledChooses object of interest, write spelling word to go with itListening from a tape

  • Work doesnt stop when the child leaves school Additional supports at home to provide further remediation skills, work with behaviors, generalize skills learned in home, and/or prime new skills being taught in schoolUse of ABA Services, Social Skills Instruction, and/or Adaptive Skills

  • Opportunity to address social skill deficits in other environmentsAn opportunity to build upon peer relationships in a structured environmentContinuing to develop a natural supports in communitySocial skills can address conversation skills, play interaction, and so forth

  • Opportunity to target functional skills in the home and community environmentsBuild upon skills related to community based instructionMoney skills, requesting items from a clerk, and so forthSkills need to purposeful and age appropriate

  • Downing, June E. (2002), Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers, Brookes Publishing Co.

  • Jeremy Wilson, MA, BCBA, BICMFamily Centered Practices Providing ABA Services818.914.4921805.339.0210

    Tiffany Wilson, Education Specialist, MA, BICMPassport to Adaptive LivingSocial Skills Instruction and Adaptive Skills Instruction818.914.4921805.339.0210


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