Planning for Individualized Instruction
Katherine Miller
ECSE 602
Present Level of Academic Performance
Brian:
Brian is a 3 year old with a diagnosis of apraxia who has suffered from serious recurrent ear infections that have caused intermittent hearing loss. Brian is very curious and enjoys playing with toys such as tucks or blocks. He is able to communicate using a few sounds, the most common being "ticka-ticka." He often changes to intonation of the sound to discriminate between certain objects. When adults try to give him a new sound or word to use, Brian turns his head away or buries his face. He has difficulty understanding the consequences of his actions and often acts impulsively. Examples include not looking where he is going and or watching what he is doing. Brian also exhibits aggressive behaviors such as pinching and grabbing toys from other students. Based on classroom observations, it seems that several instances of aggression are the result of frustration with his inability to communicate with his teachers or with his peers.
Goal:
Brian will use a specific name to refer to a preferred toy by using verbal communication to say a word or to make a sound.
Objective 1:
Brian will attend to his teacher when he is shown a picture of blocks while it is labeled and pointed to by his teacher in 4/5 occurrences for 3 consecutive weeks.
Objective 2:
Brian will attend to his teacher when she shows him a picture of blocks and says the word "blocks." Brian will point to the picture after his teacher labels it in 4/5 occurrences for 3 consecutive weeks.
Objective 3:
Brian will attend to his teacher when she shows him a picture of blocks. He will point to the picture and use verbal communication to use one consistent name to label the object in the picture in 4/5 occurrences for 3 consecutive weeks.
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Embedded Learning Opportunity: Brian
Routine: Communication
Objective:
Brian will attend to his teacher when he is shown a picture of blocks while it is labeled and pointed to by his teacher in 4/5 occurrences for 3 consecutive weeks.
What will you do?
Brian will be provided with multiple opportunities throughout the day to point and label the picture of a preferred item (blocks). Specifically these opportunities will be during free choice time and learning centers.
What will you say?
Brian will be approached by his teacher and will be presented with a picture of a preferred item (blocks) during free play or center time when he is likely to want to play with his favorite toys. Brian's teacher will say "What is this?" his teacher will then answer his or her own question by pointing to the picture and saying "blocks."
How will you respond?
Brian will receive positive reinforcement when he looks at his teacher when he attends to her for the duration of time that it takes for her to ask him what the picture is and for her to point to it and label it. The teacher will reiterate to Brian what he has done correctly by saying, "Brian did a good job listening!" A tangible representation of the picture will also be presented to Brian for him to play with for a few minutes if he attends to the teacher. Once Brian masters this objective, his teacher will move on to objective 2.
What materials will you need?
Picture card of preferred item (blocks)
How many opportunities will you provide?
Brian will be given the opportunity to attend to this exercise at least 9 times each day. During free choice time his teacher will present the picture at least 3 times with at least 3 minutes between each opportunity. During learning centers, Brian's teacher will present the picture at least 6 times with at least 3 minutes between each opportunity.
Child-Focused Instructional Strategy: Brian
Objective: (Objective 2, *this will only be used after objective 1 has been mastered)
Brian will attend to his teacher when she shows him a picture of blocks and says the word “blocks.”Brian will point to the picture after his teacher labels it in 4/5 occurrences for 3 consecutive weeks.
Routine:Once a day during individualized instruction
Materials: Flashcard of preferred object
Specific strategy used to teach the skill:The specific strategy that will be used will be time delay. When the picture is presented to Brian he will be given 5 seconds to respond. If his attention is held and he does not respond, a verbal prompt will be given to him. For example “Brian do you see blocks?”
Specific Reinforcement Strategy: Positive reinforcement and praise will be used at school and at home. Parents will be encouraged to be specific with their praise, for example “Good pointing!”instead of saying “Good job!”They will be instructed to keep their praise in simple language due to Brain’s limited receptive language. He will also be rewarded with the item he points to (blocks) if he successfully completes the task.
Teaching the Skill
Antecedent: Brian will be sitting with is teacher for individual instruction. They will play with the tangible representation of the preferred item (blocks). The teacher will have a timer present with 1 minute on the clock. Brian will be shown the timer and it will be explained that when the timer goes off its break time. Once the timer goes off the teacher will temporarily cover the blocks, say Brian’s name to get his attention, and present Brian with the picture while labeling it.
Home: Brain’s parents will work on teaching this skill by working with him individually at home while he plays with toys. They will practice pointing to familiar objects in books during story time before Brian goes to sleep to encourage the skill.
Behavior:
When the timer goes off, Brian will look at his teacher when he says her name. When the teacher Shows him the picture and says blocks, Brian will point to the picture he is being shown. Initially, hand-over-hand prompts may be necessary to assist Brian. Once he completes the task, the cover will be taken off of the blocks on the table and he may go back to playing. Brian’s teacher will do this 3 times per session so it will take a short amount of time.
Home: His parents will practice the skill informally at home during play time and story time (Brian will be sent home with a card similar to the one the teacher uses in class). The teacher will discuss progress with them each day via email.
Consequence
School: Brian will be positively praised for pointing to the picture that is labeled. Praise will be specific, such as “good pointing!”and “you found the blocks!”As Brian improves, the teacher will fade prompting but continue to use positive praise.
Home: Brian’s parents will also be encouraged to use positive reinforcement when Brian completes his task. They will also be encouraged to fade prompting but to continue using positive praise because if successful, this strategy may be implemented to teach Brian other words.
Data Collection:
School: A specific data sheet will be used to help the teacher track Brian’s progress. The sheet will a space for the time the strategy was implemented which will be filled in, a space for attention, which will be checked if Brian attends to the teacher, and a space for pointing, which will be checked if he successfully points to the picture. A place for notes will be available at the bottom of each column to make note of any prompts required.
Home: Brian’s parents will be sent home with the same data sheet and will be shown how to use it. They will be encouraged to take data at least 2 times a week.
Child Activity Matrix
Student:Brian Age: 48 months Class: Self-containedDays: M-F Key: CM=curriculum modification; ELO=embedded learning opportunities; CFIS=child-focused instructional strategyBottom of Form
Present Level of Academic Performance
Daniel:
Daniel is a 3 year old with diagnoses of Down syndrome and juvenile diabetes. He has been walking without assistance for 2 months; however, he gets tired after a few feet and gestures to be picked up or sits down on the floor. He is able to communicate using one-word utterances, although his speech is sometimes difficult to understand. Daniel does not enjoy doing anything that required finger coordination and often chooses not to participate in these activities if he has the choice. Based on classroom observations and consultations with his occupational therapist, it seems that Brian dislikes these types of activities because, he has trouble with fine motor tasks due to his small hands and fingers and weak muscles in his hands.
Goal:
Daniel will develop his fine motor skills by gripping a marker, taking the cap off, and making a mark on a sheet of paper without assistance from his teacher.
Objective 1:
When being handed a marker by his teacher, Daniel will use a grip provided by his occupational therapist to hold the pen and make a mark on a sheet of paper.
Objective 2:
When being prompted to write or color and handed a marker with the cap on, Daniel will take the cap off by holding the marker with one hand and using his other to pull the cap off in 4/5 occurrences for 3 consecutive weeks.
Objective 3:
When being prompted to write or color, Daniel will hold a writing utensil or paint pen to scribble on a page for at least 3 minutes in 4/5 occurrences for 3 consecutive weeks.
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Embedded Learning Opportunity: Object
Routine: Writing skills
Objective:
When being handed a marker by his teacher, Daniel will use a grip provided by his occupational therapist to hold the pen and make a mark on a sheet of paper in 4/5 occurrences for 3 consecutive weeks.
What will you do?
Daniel will be given several opportunities throughout the day to hold a writing utensil and use it functionally: arrival, free choice time, learning centers, individualized instruction.
What will you say:
Daniel will be prompted naturally because all of the students in the class will be provided the same opportunity to use a writing utensil. Opportunities include but are not limited to "signing in" during arrival and making a mark on the picture of a center he would like to go to during learning centers. As Daniel sees his peers modeling how to hold the utensil, he may be encouraged to participate as well.
How will you respond:
Daniel will receive positive reinforcement for participating in the activities which require him to grip. He will also receive a sticker in a sticker book. Once he receives a full page of stickers he will be able to choose a prize from the classroom's "treasure chest."
What materials will you need?stickers, sheets that correspond with daily activities, writing utensil
How many opportunities will you provide?
Daniel will be given 4 opportunities each day to grip a writing utensil and mark a sheet of paper. The opportunities are scatter throughout the day during specific times and are delivered in functional ways.
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Child Focused Instructional Strategy
Objective: When being prompted to write or color, Daniel will hold a writing utensil or paint pen to scribble on a page for at least 3 minutes in 4/5 occurrences for 3 consecutive weeks.
Routine/Time of Day: 2 different times of day (small group instruction and crafts)
Materials: writing utensil, paper, social story
Specific strategy used to teach skill: The specific strategies used to teach this skill will be a social story paired with peer-mediated instruction. Beginning before specific instruction, the social story will be read to Daniel and his peers to prepare them for their task.
Specific Reinforcement strategy: The strategies used in the the CFIS will be consistent with the ones used in the ELO. Positive reinforcement and earning stickers in his sticker book will be used.
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Teaching the Skill
Antecedent:
School: In order to prompt the story, the teacher will say "its time to make a craft, lets read our story about having fun during craft time"
Home: A copy of the social story will also be provided to Daniel's parents. They can use this at home when Daniel is playing. After reading the story they should encourage him to play with writing utensils such as crayons.
Behavior:
School: Daniel will willingly grab the writing utensil and engage in coloring or writing for at least 3 minutes. When the procedure is initially introduced, the teacher may need to prompt Daniel so that he can make the connection between the social story and the task.
Home: Daniel's parents will be told that the target amount of time is 3 minutes and they they may also need to prompt him initially.
Consequences:
School: Daniel will be positively praised for completing the task of taking the writing utensil and coloring/writing for at least 3 minutes. Specific feedback such as "You did a great job holding your crayon and coloring!" should be used as opposed to "good job!" He will also receive a sticker for his sticker book.
Home: Daniel's parents will be encouraged to use positive praise and to implement a simple reward system at home similar to the stickers that are used at school.
Data Collection:
School: A specific data sheet which will mark whether or not he willingly accepted the writing utensil and how much time he colored for will be used to track progress. There will be an additional column on the sheet to make notes about prompts that were needed.
Home: Daniel's Parents will receive a copy of the data sheet and will be encouraged to use it at home at least twice a week. They can send it to the teacher with Daniel when he goes to school.
Child Activity Matrix
Student:DanielAge: 48 months Class: inclusive Days: M-FKey: CM=curriculum modification; ELO=embedded learning opportunities; CFIS=child-focused instructional