part 2: address sensory/biological, provide appropriate reinforcement, develop communication systems...
TRANSCRIPT
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Part 2: Address Sensory/Biological, Provide Appropriate Reinforcement, Develop
Communication Systems and Opportunities
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ASSESSMENT:Understand and Use “Picture of the Child” as the Foundation
GENERALIZATION:Activities and Opportunities
1) Address sensory and biological needs
2) Provide appropriate reinforcement
3) Opportunities to communicate and functional communication systems
4) Concrete supports to assist with participation and understanding
5) Address task demands
6) Systematic, planful instruction
7) Data driven decision making
8) Appropriate level of instruction
COMPREHENSIVE PROGRAM OF INSTRUCTION:
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Impacts All Aspects Of Learning
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Mouth Move Touch Look Listen
Calm
Alert
Upsets
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Impact of Sensory on: Impact of Sensory on:
Engagement Communication –
expressive, receptive, nonverbal
Play, Social Skills (including Recreation and Leisure)
Adaptive Skills Organization Skills
Orientation and Mobility (include sensory and motor skills)
Career and Life Education
Self Advocacy
**Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas…
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http://autismpdc.fpg.unc.edu/
http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/Reinforcement_Steps-Token.pdf
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Young Learners Middle and High School
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Designing and Implementing Systems to Communicate Intentionally and Effectively
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Opportunities and Systems for all Environments
Max Chelcia Chris
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Include: Description of the environment and the level of prompting needed.
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Communicative Function
Com
ple
x s
peech
(sen
ten
ces)
Mu
ltiple
word
ph
rases
On
e w
ord
utte
ran
ces
Ech
olia
Oth
er v
ocalizin
g
Com
ple
x s
ign
ing
Sin
gle
sig
ns
Poin
ting
Lead
ing
Sh
akes h
ead
Gra
b/re
ach
Giv
es o
bje
cts
Incre
ased
movem
en
t
Moves c
lose to
you
Moves a
way o
r leaves
Fix
ed
gaze
Facia
l exp
ressio
n
Ag
gre
ssio
n
Self-In
jury
Oth
er
Request attention
Request help
Request preferred food/objects/activities
Request break
Show you something or some place
Indicate physical pain(headache, illness)
Indicate confusion or unhappiness
Protest or reject a situation or activity
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* A Crucial Aspect of Fostering Communication Development
Opportunity to Communicate: A Crucial Aspect of Fostering Communication Development, IRCA Articles, Access Autism
* ACE – Analyzing the Communication Environment
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Language Samples Communication Function Form (Underlying Characteristics Checklist (UCC) STAR Curriculum –Student Learning Profile (1
, 2, 3) Do-Watch-Listen-Say: Communication and
Social Skills Assessment Comprehensive Assessment of Spoken
Language Clinical Evaluation of Language Fundamentals
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Does the student have a system to use in all environments?
Is the system matched to the student’s level of representation?
Is the system portable and can the student handle it?
Can the student use the system under stressful situations?
Is there data collection and analysis?
Allen
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1. Instructional Cue2. Student Response3. Consequence
(generally a reinforcer4. Pause (inter-trial
interval)
This teaching sequence is used with a curriculum that has scope and sequence with developmental levels of functional skills.
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Requesting Opportunities
Reinforcement What I will do What student will say (vocal, picture, device, sign)
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STAR
JL
JL JL
JL
Tangible Symbol System
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1) How to get help, when needed.2) How to communicate stress appropriately.3) How to comment appropriately.4) How to seek information.5) Understanding verbal directions.6) How to initiate and sustain a conversation.
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Topic Elaboration - Topical Conversation Activity Sheet, Finding Out About Someone
Structured Written Communication-Scripts
Cue Cards-written or auditory Games – i.e. Apples to Apples Social Skills Group Modeling – including Video
Autism Internet Moduleshttp://www.autisminternetmodules.org/mod_list.php
http://sharepoint.leon.k12.fl.us/fdlrsaten/wakulla/Shared%20Documents/Six%20Tips%20for%20Teaching%20Converesation%20Skills%20with%20Visual%20Strategies.pdf
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Teach Me Language STAR Curriculum PECS http://
www.socialthinking.com/home
Gense and Gense book
Autism Asperger Publishing Company (AAPC)
Autism Spectrum Disorders - Patricia Prelock
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Teach the Skills:1-1Small Group, with supportSmall Group
Generalize The Skill: Across Environments And Settings