The Work on the Methodologies & Best Practices Resource Guide Appendix Was Completed By

The work on the Methodologies & Best Practices Resource Guide Appendix was completed by:

Educators from across the State that participated in the Methodologies & Best Practices

Sub-Committee of the State Curriculum Appendix Committee.

The work on this Observational Assessment model was sponsored by:

Michigan Association of Administrators of Special Education (MAASE), with particular involvement from the subcommittee, Supervisors of Low Incidence Programs (SLIP).

January, 2007

Methodologies and Best Practices

Index

Name of Methodology/Resource / Page
Templates
Material/Resource Template / 3
Methodology Template / 4
Methodologies
Active Learning / 5
Applied Behavior Analysis / 6
Brain Gym / 11
M.O.V.E. (Mobility Opportunities Via Education) / 12
Picture Exchange Communication System (PECS) / 14
T.E.A.C.C.H. / 15
Resources
Catalogues / 16
Books / 19
Websites / 25
Recipes / 28
StartWrite / 32

Resources, methodology approaches, and interventions that appear to have promise for enriching the lives of individuals with cognitive impairments should be empirically evaluated prior to implementation or use. The resources and practices listed do not endorse any particular approach, strategy, product, or material.

Last Update:

Insert Name of Suggested Activity/Material/Resource
Insert Website, if applicable
Description – / Where to see it (if applicable) –
Who to contact/Publisher –
Instructional Area (cross-reference) to Curriculum Level(s): Participation SupportedInd. Both
Level:
Performance Expectation #:

Last Update:

Insert Name of Methodology
Insert Website, if applicable
Description – / Where to see it –
Who to contact –
Instructional Area (cross-reference) to Curriculum Level(s): Participation SupportedInd. Both
Level:
Performance Expectation #:

Last Update

Active Learning

Description-
This is learning that is not for a typical learner. Students are encouraged to discover on their own how items feel and work. The student doesn’t have to use the item for the intended purpose, they may create their own use for the item.., that’s okay. The goal is to create environments that offer immediate feedback and supports the learner so that the learner can take action on their own initiative to learn. Feedback should respond in several modes; auditory, tactile, visually, and olfactory. The environments should be rich in variety which means the item in the environment should be changed often. / Where to see it-
PenricktonCenter for Blind Children—Taylor, MI
Who to contact-

Instructional Area (cross-reference) to Curriculum Level(s): Participation SupportedInd. X Both
Level: Participation
Performance Expectation 1: Leisure and Productivity (I-VI)
Performance Expectation 2: Interactions (VII)
Performance Expectation 3: Communication (VIII)
Performance Expectation 4: Personal Care, Health & Safety (IX-XII)

Last Update: 2-28-06

Applied Behavior Analysis
Description:
Applied Behavior Analysis is a process primarily used to determine the underlying functions of a students’ behavior(s) and to tailor interventions to individual learners. A Functional Behavior Assessment is done through direct assessment (ex. observation and recording) and indirect assessment (ex. parent/student interviews). A behavior is usually observed in the setting in which the behavior is likely to occur.
A Functional Behavior Assessment may be conducted by recording data using the ABC Approach (see attached form samples):
Antecedent: What is/are the precipitating factors? What is happening before the behavior occurs? Who is around the student before the behavior is displayed? What time of day? Look at all aspects: medical, psychological, environmental, curricular, instructional, interactional, personal, and issues of control.
Behavior: What the person says or does.
Consequences: What is the perceived reward? Look at: Social/attention reward? Escape? Avoidance? Sensory/intrinsic reward?
Instructional interventions are then established to increase desired behaviors, to decrease or control precipitating factors, and to reduce unwanted behavioral rewards while increasing positive, appropriate rewards. / Where to see it:
Who to contact:
Instructional Area (cross-reference) to Curriculum Level(s): Participation SupportedInd. X Both
Level: Participation
Performance Expectation 2: Interactions (VII)

Learns Self Control
Responds to Reinforcement Program
Follows safety procedures
Follows directions and routines.
Develops positive classroom/work behaviors

Level: Supported Independence
Performance Expectation 5: Participate Effectively in Group Situations

Improves Social Communication/Interpersonal Relationship Skills
Self-Advocacy in Group Situations
Self Control

Performance Expectation 6: Respond Effectively to Unexpected Events and Potentially Harmful Situations
I.Improves Affective Behavior
A. Awareness of Emotional and Social Boundaries
B. Ability to Confront Potentially Harmful Interactions with People
Performance Expectation 8: Proceed Appropriately Toward the Fulfillment of Personal Desires

Pursues Personal Desires

B. Adjusts to circumstances that are beyond his/her control

ABC OBSERVATION FORM

Student Name______Observation Date ______
Observer ______Time ______
Activity ______Class Period ______
Behavior ______
ANTECEDENT / BEHAVIOR / CONSEQUENCE

ABC OBSERVATION FORM

Student: ______Observer: ______
Date: ______Time: ______Activity: ______
Context of Incident
Antecedent
Behavior
Consequence
Comments/Other Observations

SCATTERPLOT ASSESSMENT (2 Week Period)

Student Name: ______Starting Date: ______

Observer: ______

Socially Engaged Low Rates of Social Engagement Not Socially Engaged

Time of Day
15 minute intervals / Date:
9:00
9:15
9:30
9:45
10:00
10:15
10:30
10:45
11:00
11:15
11:30
11:45
12:00
12:15
12:30
12:45
1:00
1:15
1:30
1:45
2:00
2:15
2:30

Last Update: May 22nd, 2006

Brain Gym

Description –
About Brain Gym
Brain Gym is a program of physical movements that enhance learning and performance in ALL areas.
Brain Gym includes 26 easy and enjoyable targeted activities that integrate body and mind to bring about rapid and often dramatic improvements in:
- Concentration, memory, reading, writing, organizing, listening, physical coordination, and more. / Where to see it –
Who to contact – Website
Instructional Area (cross-reference) to Curriculum Level(s): Participation ____Supported Ind. X Both
Level:
Performance Expectation #:
Can be used if adapted to the physical limitations of students and cognitive abilities.

Last Update: 10/11/05

M.O.V.E. (Mobility Opportunities Via Education)

Description- Mobility Opportunities Via Education, or MOVE, is a top-down, activity based curriculum
designed to teach students basic, functional motor skills needed for adult life in the home and community environments. It combines natural body mechanics with an instructional process designed to help the students acquire increased amounts of
independence necessary to sit, stand, walk and transition.
The curriculum includes a baseline assessment
of 16 motor skills and 73 motor milestones necessary to function in school, home, community.
There are complete instructions for the classroom and home to teach these milestones as
they relate to immediate and long range achievements the parents are hoping for by the
time their child graduates. The curriculum cannot be operated in a school setting without staff being trained, as the program is copyrighted. / Where to see it- There are 17 model sites throughout the world-- one in Michigan
OttawaAreaCenter
10160 96th AVE.
Zeeland, Michigan
49464
Contact: Vonnie VanderZwaag - director
Roger Buurma - physical therapist and MOVE International Trainer
International Trainer
phone: 1-877-702-8602
fax: 616-895-4223
Who to contact-
fax: 661-636-4045
address: MOVE International
1300 17th Street - City Centre
Bakersfield, CA.
93301-4533
phone: 800-397-MOVE
Instructional Area (cross-reference) to Curriculum Level(s): X Participation ____Supported Ind. Both
Instructional Area (cross-reference)
The entire MOVE curriculum or the 73 motor milestones could be substituted for Participation Level PE #5, in the schools allowed to use the MOVE program. Most of the goals & objectives of the Participation Curriculum Expectation #5 are perfect functional opportunities for teaching sit, stand, walk and transition motor milestones of the MOVE Program.
MOVE applies, or can be cross referenced, in the following areas:
Performance Expectation #1: Leisure and Productivity
II. Learns Movement/Exercise Patterns
A. Participates in proprioceptive and vestibular movement patterns (1-8), page 8-9
B. Participates in movement/equilibrium activities (1-11), page 9
D. Participates in exercise to improve/maintain physical fitness (1-5) page 33
Performance Expectation #4: Personal Care, Health & Safety
IX. Develops Positioning and Fitness Skills
A. Learns/improves/maintains movement/control of head (1-6), page 3
B. Learns/improves/maintains upper body movement/control (1-11), page 4
C. Learns/improves/maintains lower body movement/control (1-6), page 5
D. Learns/improves/maintains sitting skills(1-6), page 5
E. Improves body awareness(1-8), page 5-6
F. Learns/improves/maintains mobility and endurance (1-7), page 6
XII. Develops Personal Care Skills
Q. Learns good health and safety practices (1-3), page 26
Performance Expectation #5: Mobility
XIII. Learns Movement and Balance Skill
A-Ppages 1-12
XIV. Improves Walking and Mobility Skills
A-Gpages 13-16
I. Improves mobility in public buildings.(4-5) page 18
K. Uses a walker.(1-18) pages 19-20

Last Update

Picture Exchange Communication System (PECS)

Description-
PECS was developed in 1985 as a unique augmentative/alternative communication system that allows persons with autism and/or other communication deficits to initiate conversation through the exchange of pictures. / Where to see it-
HeartwoodSchool, Mason, MI
517 244-1401.
OldVillageSchool, Northville, MI
248 344-8629
Who to contact-
Andrew Bondy and Lori Frost at Pyramid Educational Consultants, INC.
1 888 PECS and
Instructional Area (cross-reference) to Curriculum Level(s): Participation SupportedInd. X Both
Instructional Area (cross-reference)
Level: Participation Curricululm
PE 3- Communication
PE 3 VIII E-Develops alternate communication skills
PE1 IA-Interact with others during leisure activities
PE1 II O-Participates in community outings/activities
PE1 II P-Participates in leisure/recreation routines in community
PE1 IV C,D,E,F-Reaching, grasping, releasing, and adjusting hand movements
PE1 V C-Learns work relating to fine motor skills

Last Update 10/11/05

T.E.A.C.C.H.

Description- Treatment and Education of Autistic and related Communication handicapped Children.
The T.E.A.C.C.H. program focuses on Children with Autism and targets critical areas in executive functioning, engagement, communication, and social skills. T.E.A.C.C.H. focuses on providing structure and organization in a classroom including the physical structure. It provides students with visual strategies to enable them to become as independent as possible. The T.E.A.C.C.H. program builds on the child’s already existing skills and interests. It uses daily schedules and work systems in the classroom to help make directions clear and precise. / Where to see it-
In classrooms with Children with Autism Spectrum Disorders.
Who to contact-
Gary Mesibov at
Instructional Area (cross-reference) to Curriculum Level(s): Participation _____Supported Ind. X Both

Resources

Catalogs:

Abilitations 1-800-850-8602 or

Provide “movement activity products, equipment and sensory products designed specifically for the changing needs of children.”

Ablenet 1-800-322-0956 or

Provides communication tools, participation tools, curricular programs, educational resources, etc.

Attainment Company 1-800-327-4269 or

Beyond Play 1-877-428-1244 or

Childswork Childsplay 1-800-962-1141 or

Discount School Supply 1-800-627-2829 or

Provides various educational products including art supplies puzzles, furniture, manipulatives, etc.

Don Johnston 1-800-999-4660 or “The Leader in Learning Intervention Resources”

Edmark Reading Program 1-800-897-3202 or

Educators Publishing Service 1-800-225-5750 or

“Trusted Literacy Solutions for Every Child”

Enabling Devices 1-800-832-8697 or

Provides augmentative communication devices, switches, sensory devices, etc.

Flaghouse Special Populations 1-800-793-7900 or

Provides products to meet therapy and special education needs from early intervention to aging populations.

Hatch Early Childhood 1-800-624-7968 or

Provides resources for early childhood education.

James Stanfield 1-800-421-6534 or

Kaplan 1-800-334-2014 or

Laureate Learning Systems 1-800-562-6801 or

Leapfrog Schoolhouse 1-800-883-7430 or

Mayer-Johnson 1-800-588-4548 or

Provide software (including Boardmaker), hardware, books and accessories.

Nasco Special Education 1-800-558-9595 or

PCI Special Education and Learning Differences

Middle School, High School and Adult

1-800-594-4263 or

Provides educational materials for reading, math, social studies, life skills, communication, etc.

Primary Concepts 1-800-660-8646 or

ProEd 1-800-897-3202 r

Rigby 1-800-531-5015 or

Sensory Comfort 1-888-436-2622 or

Provides resources to “make life more comfortable for children and adults who have Sensory Processing Differences”.

SoftTouch, Inc. 1-877-763-8868 or Software programs including Cause & Effect, Testing/Assessment, Early Concepts, Literacy for All, Vocabulary Builders, etc.

Southpaw Enterprises 1-800-228-1698 or

Provide sensory integration and developmental products.

Special Education 1-800-688-3224 or

SRA 1-888-SRA-4543 or

Steck Vaughn 1-800-531-5015 or

Tools For Success 1-800-933-1933 or

Books:

365 Ways to a Smarter Preschooler

Marilee Robin Burton and Susan G. MacDonald

Publications International, Ltd.  2000

ISBN# 0-7853-4400-4

Absolutely Autumntime: The Activity Professional’s Weekly Theme Guide
Becky Daniel

Grimm & Associates  1996

ISBN# 1-56490-028-2

Art for Me, Too!

Pat Mervine, Michelle Burton, and Lynn Wood

Mayer-Johnson  1996

ISBN# 1-884135-31-5

Babies with Down Syndrome: A New Parents’ Guide

Karen Stray-Gunderson, Editor

ISBN# 0-933149-64-6

The Bi-Polar Child

Papolos and Papolos

Book of Possibilities Elementary Edition

Book of Possibilities Secondary Edition

Helen Canfield and Peggy Locke

AbleNet, Inc.  1998

A Child’s Seasonal Treasury

Betty Jones

A Children’s Kitchen Garden: A Book of Gardening, Cooking, & Learning

Georgeanne & Ethel Brennan

Classroom Language Skills for Children with Down Syndrome: A Guide for Parents and Teachers

Libby Kumin

ISBN# 1-890627-11-9

Do Touch: Instant, Easy Hand-On Learning Experiences for Young ChildrenLabritta Gilbert

Gryphon House  1989

ISBN# 0-87659-118-7

Do-Watch-Say-Listen: Communication Intervention for Children with Autism

Kathleen Ann Quill

The Down Syndrome Nutrition Handbook: A Guide to Promoting Healthy Lifestyles

Joan E. Guthrie Medlen

ISBN# 1-890627-23-2

Early Childhood Themes Through the Year

Debbie Thompson and Darlene Hardwick

Teacher Created Materials  1993

ISBN# 0-7439-3647-7

Early Communication Skills for Children with Down Syndrome: A Guide for Parents and Professionals

Libby Kumin

ISBN# 1-890627-27-5

Early Sensory Skills

Jackie Cooke

Winslow Press Ltd.  1996

ISBN# 0-86388-145-9

The Explosive Child

Ross Greene

Fun with My 5 Senses

Sarah Williamson

Williamson Publishing Co.  1998

ISBN # 1-885593-19-8

The Giant Encyclopedia of Theme Activities for Children 2 to 5:

Over 600 Favorite Activities Created by Teachers for Teachers

Gryphon House, Inc.  1993

ISBN# 0-87659-166-7

Honest Pretzels and 65 Other Amazing Recipes for Cooks Ages 8 & Up

Mollie Katzen

I Can Cook, Too!

Pat Mervine, Michelle Burton, and Lynn Wood

Mayer-Johnson 

ISBN#

Jumbo Book of Preschool Activities

Shirley Jones

Teacher Created Materials, Inc.  1999

ISBN# 0-7439-3648-5

Lotions, Potions, and Slime: Mudpies and More!

Nancy Blakely

Tricycle Press  1996

ISBN# 1-883672-21-X

The Mudpies Activity Book: Recipes for Invention

Nancy Blakely

The Mudpies Book of Boredom Busters

Nancy Blakey

Tricycle Press  1999

ISBN# 1-883672-86-4

More Mudpies

Nancy Blakey

The New Language of Toys: Teaching Communication Skills to Children with Special Needs, A Guide for Parents and Teachers

Sue Schwartz

ISBN# 1-890627-48-8

Parachute Play for Indoor/Outdoor Fun

Liz and Dick Wilmes

Building Blocks Publications  1985

ISBN# 0-943452-03-1

A Picture’s worth: PECS and Other Visual Communication Strategies in Autism

Andy Bondy & Lori Frost

ISBN# 0-933149-96-4

Pretend Soup and Other Real Recipes: A Cookbook for Preschoolers & Up

Mollie Katzen & Ann Henderson

Science Crafts for Kids: 50 Fantastic Things to Invent & Create

Gwen Diehn & Terry Krautwurst

Discovery Toys, Inc.  1994

ISBN# 0-8069-0283-3

Solving Behavior Problems in Autism: Improving Communication with Visual Strategies

Linda A. Hodgdon

Star-Spangled Summertime: The Activity Professional’s Weekly Theme Guide

Becky Daniel

Gary Grimm & Associates  1996

ISBN# 1-56490-027-4

Surprise-Studded Springtime: Weekly Thematic Activities for Seniors

Becky Daniel

Gary Grimm & Associates  1996

ISBN# 1-56490-026-6

Teaching Reading to Children with Down Syndrome: A Guide for Parents and Teachers

Patricia Logan Oelwein

ISBN# 0-933149-55-7

Theme Adventures: Bright Ideas to Turn Any Day into a Classroom Celebration

Veronica Terrill

Good Apple  1992

ISBN# 0-86653-610-8

Warm and Wondrous Wintertime: The Activity Professional’s Weekly Theme Guide

Becky Daniel

Gary Grimm & Associates  1996

ISBN# 1-56490-023-1

Websites:

Parenting ideas

Free online resources; Create lessons, rubrics, classroom calendars

Teaching basics

Emergent Literacy

A game every day

American Library Association site - many great links

Make math worksheets and flashcards, play games

Teaching Time

USDA site - check out the Sci 4 Kids area

standards based lessons for the arts

lesson plans, themes, printables

themes, other excellent sites for children

Picture Recipes

Augmentative Communication

Tumble Books-Canton Library

Great resources and ideas for children’s music

American Sign Language video clip library

Games/Calculators

Comprehensive site for online museums

Tips and leads for grant writing

Activities, lessons, etc.

Emergent Literacy Activities

K-6 Arts lesson plans

Learn about musical instruments

Make Bingo Cards

for Parents, Students, and Teachers on topics such as diversity and sensory activities

Worksheets, activities, etc.

Drill games in content areas

Teacher tools

NASA - primary resources

From Houghton Mifflin – activities and textbook support for HM books

A little bit of everything for teachers

crafts and ideas

game rules

preschool activities

President’s Council on Physical Fitness

Resources for instrumental music for classroom projects

Divided into content areas; kids games

Children’s Activities

Science Power Points

Gutenburg Project – Free e-books

Cool science information for kids

Teaching tips

Interesting stuff!

Information on bugs

Sites for teachers and students

Resources for K-12 Music Educators

Creating art with technology

Exploring your body for kids

Sponsored by the Federal CitizenInformationCenter – kids government site

Student and teacher resources

Basic and theme sheets and lessons (worksheets)

Worksheets Central; Rubrics Central

Many lesson plans for teachers

Lesson plans

Good resources for primary sources

Lycos Zone; Features a teachers zone and a parents zone

Children’s storybooks on the web

Fun math facts and games

Monterey Bay Aquarium; Live web cams of sea life

Teaching Money

Museums online

Ecology information for kids

Teaching tips, classroom management, etc.

Weekly news magazine and activities for students (subscription cost)

National Network for Childcare

Library of virtual math manipulatives; Hands-on math

Great resources and lessons

For Teachers by Teachers