Essential Components of a Program of Instruction for Every Student with ASDVI

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Essential Components of a Program of Instruction
for Every Student with ASDVI

• Part 2 Address Sensory/Biological, Provide
  Appropriate Reinforcement, Develop Communication
  Systems and Opportunities

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GENERALIZATION Activities and Opportunities
COMPREHENSIVE PROGRAM OF INSTRUCTION

• 4) Concrete supports to assist with participation
  and understanding
• Address task demands
• Systematic, planful instruction
• Data driven decision making
• Appropriate level of instruction

• Address sensory and biological needs
• Provide appropriate reinforcement
• Opportunities to communicate and functional
  communication systems

ASSESSMENT Understand and Use Picture of the
Child as the Foundation
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Sensory and Biological Needs

• Impacts All Aspects Of Learning

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A Very Important Story.
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Address Sensory
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Changing alertness level-
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http//www.sensory-processing-disorder.com/
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ASDVI (Autism Spectrum Disorderwith Vision
Impairment) Expanded Core

• 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

• Impact of Sensory on

• Impact of Sensory on

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Plan for Generalization
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Reinforcement
http//autismpdc.fpg.unc.edu/
http//autismpdc.fpg.unc.edu/sites/autismpdc.fpg.u
nc.edu/files/Reinforcement_Steps-Token.pdf
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USE OF REINFORCEMENT

• Young Learners

• Middle and High School

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Every Individual Deserves to Communicate

• Designing and Implementing Systems to Communicate
  Intentionally and Effectively

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Communication

• Opportunities and Systems for all Environments

Chris
Chelcia
Max
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Assessment

• Include Description of the environment and the
  level of prompting needed.

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PRIMARY MEANS OF COMMUNICATION
Communicative Function Complex speech (sentences) Multiple word phrases One word utterances Echolia Other vocalizing Complex signing Single signs Pointing Leading Shakes head Grab/reach Gives objects Increased movement Moves close to you Moves away or leaves Fixed gaze Facial expression Aggression Self-Injury Other
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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Opportunity to Communicate

• 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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TOOLS

• 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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Communication Systems

• Does the student have a system to use in all
  environments?
• Is the system matched to the students 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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ABA Instructional Sequence

• This teaching sequence is used with a curriculum
  that has scope and sequence with developmental
  levels of functional skills.

1. Instructional Cue
2. Student Response
3. Consequence (generally a reinforcer
4. Pause (inter-trial interval)

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Requesting Opportunities
Reinforcement What I will do What student will say (vocal, picture, device, sign)










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STAR
PECS
Tangible Symbol System
JL
JL
JL
JL
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Some Essential Communication Skills

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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Strategies and Activities

• 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.autisminternetm
  odules.org/mod_list.php
• http//sharepoint.leon.k12.fl.us/fdlrsaten/wakulla
  /Shared20Documents/Six20Tips20for20Teaching20
  Converesation20Skills20with20Visual20Strategie
  s.pdf

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Resources

• 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
• 1-1
• Small Group, with support
• Small Group

• Generalize The Skill
• Across Environments And Settings