Demonstrate%20the%20ability%20to%20provide%20cognitive%20instruction%20using%20functional%20life%20activities%20for%20students%20with%20profound%20mental%20retardation - PowerPoint PPT Presentation
Title:
Demonstrate%20the%20ability%20to%20provide%20cognitive%20instruction%20using%20functional%20life%20activities%20for%20students%20with%20profound%20mental%20retardation
Description:
Course Objective: Demonstrate the ability to provide cognitive instruction using functional life activities for students with profound mental retardation – PowerPoint PPT presentation
Number of Views:143
Avg rating:3.0/5.0
Title: Demonstrate%20the%20ability%20to%20provide%20cognitive%20instruction%20using%20functional%20life%20activities%20for%20students%20with%20profound%20mental%20retardation
1
SpEd 417/517 Course Objective
- Demonstrate the ability to provide cognitive
instruction using functional life activities for
students with profound mental retardation
2
Westling FoxChapter 7
- Effective teaching
- determining objectives to teach
- function over form
- extending the objective
- partial participation
- Good general teaching practice
- Learning new behaviors and skills
- Operant learning
3
Principles of effective teaching
- Functional tasks and materials
- Natural settings and cues
- Transdisciplinary services and integrated therapy
- Interaction with individuals who do not have
disabilities - Data-based instruction
- Partial participation
- Scheduling matrix
4
Prioritizing Objectives
- Categories of behaviors
- Simple, discreet behaviors - simple movements
that occur across different settings - Continuous, ongoing behaviors - how long will a
behavior occur - Complex, chained skills - chain of related
behaviors required to complete a task - Functional routines - task analyses that contain
several behaviors in a chain - access to a particular activity in the natural
context - initiated by a natural cue in the environment
- natural consequence serves as reinforcer -
critical event
5
Prioritizing Objectives
- Behavioral cusp - behavioral change that has
consequences for the learner that go beyond
itself - access to new reinforcers, contigencies,
environments - generativeness
- competition with inappropriate responses
- number of people affected
- social validity
6
Operant Learning
- behavior occurs as a function of the environment
- behavior consequence high probability of
future occurrence - antecedent (discriminative stimuli) behavior
consequence high probability of future
occurrence when antecedent is present - differential reinforcement leads to learned
behaviors - stimulus control when a behavior is influenced
to occur or not occur by certain environmental
conditions (antecedents and reinforcers)
7
Systematic Instruction
- Early form - adult controlled learning situations
including task selection, preparation of
materials, use of direct prompts, determination
of acceptable performance, and schedules of
rewards - Combination of environmental, incidental, and
systematic strategies that are neither intrusive
or stigmatizing can be most effective and least
restrictive alternatives - Art and Science
- Analytical approach is the science - define
needs and solutions and evaluate effectiveness - Intuitive approach is the art - necessary when
solutions are not predictable or effective
8
Principles of systematic instruction
- How often and where instruction will occur?
- How the student will be prepared for instruction?
- What system and type of cues and prompts will be
used to elicit the desired performance? - What adaptations will be used to enhance
performance? - How performance will be assessed?
- How will home/school communicate about
performance?
9
Westling FoxChapter 7
- Instructional tactics
- Prompting systems
- Non-direct instruction
- Modifying stimulus materials
- Natural cues
- Reinforcing correct responses
- Delivery of reinforcement
- Correcting errors
- Increasing compliance
- Writing an instructional program
10
Instructional Tactics
- Modifying stimulus materials
- stimulus shaping and fading
- modifying complexity
- Natural cues
- Reinforcing correct responses
- selecting reinforcers
- preference assessment
- food and drink as reinforcers
- Correcting errors
- types of errors
- error correction procedure
- Increasing compliance
11
Instructional Tactics
- Instructional prompts - gestural, verbal,
auditory, pictorial, model, physical, mixed - Use of prompts
- Constant time delay vs. progressive time delay
- System of least prompts
- Most to least prompts
- Antecedent prompt and test
- Nondirect instruction
- observational vs. incidental learning
12
Behavioral Supports
- Reducing problem behavior - functional analysis
- Description of behavior
- Identification of variable
- Hypothesis - what maintains behavior
- Predictors and consequences
- Behavioral support plan
- Description of problem behavior
- Hypothesis
- Environmental procedures to address problem
behavior - Plan for implementing changes in immediate
antecedents - Consequences
- Monitoring and evaluation procedures
13
Westling FoxChapter 8
- Generalization
- train and hope
- use of consequences
- arranging antecedents
- use of peers
- self-mediation
- Applying generalization strategies
- tactics of generalization programming
- incorporating peers
- self-instruction
- decision rules
- general case method
14
Westling FoxChapter 8
- Teaching skill maintenance
- skill overlearning
- learning through distributed
- distributed practice
- intermittent reinforcement
- ratio vs. interval
- building on learned skills
- maintenance schedule
- home and community application
- Writing instructional programs to include
generalization and maintenance
15
Environmental Analysis
- Ecological inventory
- analysis of activities required within a
particular setting - delineate the types of performance and skills
that would be expected by a person without a
disability in the environment - following analysis, the ability to function in
the environment is directly observed to determine
instructional needs and interventions
16
Activity
- Consider different learning environments
- classroom setting
- simulated activity
- real-life setting
- Consider each domain area and one activity
- Home Living
- making bed
- cooking
- Community
- making purchase
- using the bus
17
Activity
- Vocational
- job interview
- washing dishes
- Recreation/Leisure
- playing darts
- going on a date
- School
- using the library
- completing a science experiment
18
Activity
- Classroom
- what materials are needed?
- what does the environment look like?
- are there any natural cues?
- Simulated activity
- how would materials look different?
- how could the environment enhance success?
- what about natural cues?
- Real life setting
- what is the amount time and financial investment?
- what is the environment like?
- how are natural cues presented?
19
Presentation
20
Curriculum Instruction
- Curriculum
- Determines strengths, interests, dreams, and
nightmares - Determine capabilities and challenges for child
- Decide the challenges to be addressed
- Write activity-based goals and objectives
- Instruction
- Determine individual student plans
- Determine individual teaching strategies
- Develop strategies for measuring progress
21
Curriculum
- General education curriculum
- General education curriculum adapted to focus on
the most essential skills - Sequenced functional skills curriculum
- Embedded functional skills curriculum
22
Instruction
- The intervention methods associated with each of
the various disciplines, as well as the more
multifaceted interventions designed by an
educational team collectively. - The goal is to enable students with disabilities
to participate in a variety of home, school, and
community routines, with a variety of people,
using the supports and responding to the cues
that occur naturally in those settings.
23
Instruction
- Teams need to consider appropriate adaptations
and supports (ie. AT, related services) to allow
student to benefit from special education. - Due to unique learning needs, instructional
stategies need to be designed in consideration of
special physical, sensory, and health issues. - Teams need to have the ability to determine the
difference between specific impairments and
behaviors. If behavior is identified as the
issue, then teams need to implement strategies to
reduce challenging behaviors
24
Stages of learning
- Acquisition - learn it
- Maintenance - use it routinely
- Fluency or proficiency - make it better or faster
- Generalization - use it anywhere and whenever
possible
25
General education reform literature
- Advocates instruction designed to reach children
and youth of diverse cultures, abilities, and
learning styles - Actively involve them through hands-on and
exploratory activities, interdisciplinary and
thematic instruction, and community-referenced
instruction - Guide them to work individually, with partners,
and in small groups to learn the academic
curriculum as well as the social - Only as special as necessary - participate in
regular curriculum as long as it meets the
students needs
26
Integration phases
- Full inclusion - ages 3-6
- Integration - ages 7-10
- Community intensive - ages 11-13
- Transition - ages 14-18
- Integrated work and community living - ages 18-22
27
Determine individual student plan
- Scheduling matrix
- ensures meaningful inclusion
- opportunity to learn skills at naturally
occurring time and in response to natural cues - practice skills in different situations
- organizing day
- Methods for participation in regular education
opportunities - specific adaptations
- curriculum adaptation strategies
- Same curriculum (S)
- Multilevel curriculum (ML)
- Curriculum overlapping (CO)
28
Scheduling Matrix
29
Determine individual teaching strategies
- Prepare student for instruction
- positioning
- transition time
- opportunities for movement
- awareness of daily routine
- Determine individual learning styles -
multi-sensory emphasis
30
Develop strategies for measuring progress
- Will it be useful or meaningful?
- Is it practical?
- Portfolio assessment
31
Ecological InventoryAssignment 2
- Life Domain - describe domain area
- Environment - describe the environment where
activity will take place - Sub-environment - describe actual location of
instruction - Activity - describe activity
- Skills - list at least 10 detailed skills/steps
that are required to complete task for
non-disabled person
32
Ecological Inventory
- Domain Recreation/LeisureLeisure is recognized
as a state of being which is characterized by an
individual's perceived freedom, intrinsic
motivation and feelings of pleasure the leisure
state is usually achieved through participation
in recreational activities.
33
Ecological Inventory
- Environment Local YMCAThe F-M Family YMCA is a
not-for-profit community service organization
dedicated to enhancing the spirit, mind, and body
of all persons through quality leadership,
programs, services, and facilities.
34
Ecological Inventory
- Sub-Environment Climbing wall roomSensory
Characteristics Large open room, sound of
humming from vents, sounds of other
climbers/helpers, bright lights, contrasting
colors of rocks/wall, feeling of rocks on
hands/feet, shifting body position, moving
extremities, pulling of muscles to climb upward,
swinging of body from pulley system, ringing of
bell, descending body
35
Ecological Inventory
- Activity Climbing on the climbing wallIts an
exciting and adventurous total body workout that
combines grace, precision and skill. Climbing
develops a unique combination of balance,
strength and flexibility providing a complete
experience for the body as well as the mind and
spirit.
36
Ecological Inventory
- Standing while putting on gear
- Grasping straps while stepping into gear
- Pulling gear up to waist
- Pulling straps up to shoulders
- Waiting for gear to be strapped to pulley system
- Reaching above head and grasping rocks
- Stepping with one foot onto rock
- Alternately placing feet and hands on rocks
- Maintaining postural control to hang onto rocks
Skills
37
Ecological Inventory
- Reaching to ring bell at the top of the wall
- Releasing rocks to allowing body to hang from
pulley system - Pushing off wall with legs while being lowered to
ground - Waiting for gear to be released
- Pulling off gear from shoulders and waist
- Stepping out of gear
