Recent Changes

My Address
Hi guys, just wanted to let you know my address in writing, so you can get to if if you need to. It is 6141 Morning Wing Drive, 89031. It is not that bad to find : ) and is off of Tropical and Decatur, in the Highland Hills housing development. There is parking across the street and right in front of the house. Whoever gets here first gets to park in the driveway :P We will start around 6 pm on Tuesday, the 15th. You can also use my address to send gifts or money..hahahahaha See everyone tomorrow night!
Andey

Assignment 4: Paired Task Analysis
Task Analysis – Preparing for the day + Independent
- Prompted
+/ - = %
Setting: Classroom
SD: “Time to get ready for your day.”
Forward Chain

Date:

1. Enter classroom
2. Greet class
3. Take off jacket (if wearing one)
3. Unpack book bag
4. Put returned papers on round table
5. Put away folder In book bag and place on shelf
6. Go get a chair for your desk
7. Choose a book from either the bookshelf or your desk
8. Sit down and read at your desk until time for the “Pledge of Allegiance”
9. Listen to morning announcements
10.Say the “Pledge of Allegiance”

Read Mirenda Chapter 9
Trish - ASL Presentation
Alyssa - AAC apps for the iPad.
Linda Hodges Visual Strategies (30 minutes)
Class 7: February 9, 2011

Presentation Schedule:
February 2: Dan (Did you finalize your decision Dan?)
(American Sign Language).Language) and Alyssa (AAC apps for the iPad).
February 9: Andey and Sarah - PECS
February 15: Off Campus to work on your Portfolio.

Read Mirenda Chapter 9
Trish - ASL Presentation
Linda Hodges Visual Strategies (30 minutes)
Class 7: February 9, 2011
Sarah and Andey PECS Presentation

Assignment 3: Research and 5 Slide PPT
Communication Tools

Who?
Conner
11 years old
Moderate Autism
Recently moved from the Philippines
Has some verbal communication
Can read simple sight words
Has immediate Echolalia

What?
PECS
Visual schedules
Visual Task breakdown
Exchanging pictures for wants and needs
Word/Sentence building
Using pre-written sentences to communicate
Reading out loud to increase communication
Direct Identification
Identification of objects by repeating object name

Where?
Classroom
Uses visual schedules to complete tasks
Uses PECS to ask for preferred items/needs
Uses sentence cards to ask for help/break
Cafeteria
Identifies preferred objects in the cafeteria by pointing and repeating names
P.E.
Picture exchange and direct Identification

When?
During tasks that require steps to be broken down (3 or more)
During Lunch so that he is able to access items in the cafeteria
During times when Conner wants a break/help/restroom
Anytime that he wants to initiate conversation or interaction with others
When he wants to join an activity

Why?
To increase comprehension of English Words
To communicate wants and needs to others
To make friends and join group activities
To better access the school campus
To increase safety in the school community
To allow Conner to impact his world and give him choices
To provide multiple means of communication

How?
Introduce various PECS cards to Conner
Help Conner create sentence requests based on previously mastered phrases
Model how to do steps for tasks/schedules with pictures
Tell Conner the names of items he points to and help him with proper pronunciation
Pair items with pictures

Assignment 3: Research and 5 Slide PPT
Who? First Grade Male w/Echolia
Comes to PE class with his two classmates- both with low language skills.
Is a younger sibling of a sister with autism and echolia.
Is very active and cooperative, especially enjoys being in close proximity with peers.
Communication system in place is verbal prompts by adult and visual modeling by peers.

What? Class-Based Communication
Communication strategies implemented within the PE setting for the purpose of
To facilitate and engage in play experiences
Access the curriculum “with & as” typical peers
Remaining in proximity with peers
Employ social interactions, opportunities, and strategies.
Implement IEP directives, BIP, and accomodations

Where? General PE Setting
PE classroom
Field Area
Dots on blacktop
Playground, including play structure, tetherballs, basketball courts, volleyball courts, four square and seven square courts.

Why? Enhance Participation and Performance
Provide verbal prompts prior to, during, and after transitions adult directed.
Give Positive reinforcement often and during appropriate actions both verbal and non-verbal both adult and peer directed.
Physical modeling of skills, actions, expectations, and performance all peer directed.

When? Only Response
Response to physical prompts and verbal cueing.
Response to visual models provided by peers.
Response to proximity of result and learned schedule.
NO effective system in place for REQUESTS...
Student will hit, kick or run away.

How? Peer Models
Visual model
Immediate model
Appropriate model
Social model
Mirror model
Students with ASD have a greater advantage to be typical in the PE setting when using peer models.

Assignment 3: Research and 5 Slide PPT
Who?

This method of technology is employed in an intermediate autism classroom.

The students in the classroom are in grades
3-5 in a classroom in an upper middle class suburb of Las Vegas, Nevada.

The students are all fourth grade males.
Students in the speech class are combined primary and intermediate autism classes.

What?

www.News-2-You.com

It is an online weekly newspaper that offers visual-graphic supports for readers.

Offers several differentiated versions: regular, higher, simplified, and advanced.

Worksheets and lesson planning ideas are included, which are tied to the curriculum.

When?

The newspaper itself is used during speech time by the Speech-Language Pathologist.

I use the worksheets to supplement work for my students, to help them reach their benchmarks.

I also am able to use ideas for centers, as well as special days, such as Fun Friday, when we may try out the recipe of the week.

Where?

www.News-2-You.com

Teacher is able to easily access newspaper and worksheets on the internet.

Username: school name (do not add ES/MS/HS)
Password: access

Why?

It is easy for teachers to access and is aligned with curriculum standards.

It is filled with a multitude of cross-curricular ideas that can be used in the classroom.

It offers topics of interest to students.

Helpful for students who have low language abilities and/or reading deficits since it offers visual-graphic supports to aid with processing of information.

How?

Small groups
Centers
1:1
Independent work

References:

Mirenda, P. & Iacono, T. (2009) Autism Spectrum Disorder and AAC. Baltimore, Maryland: Paul H. Brookes Publishing Company

Wheelock, Daniel. (2011) Assistive Technology Services: Three Levels of Access.

https;//www.news-2-you.com retrieved February 5, 2011 from http://news2you.n2y.com/

Assignment 3: Research and 5 Slide PPT
The SCERTS Model
Who?
The model is used to fit the needs of all individuals across the spectrum of autism, no matter their level of functionality or age.

What is this model?
S-social
C-Communication
E-Emotional
R-Regulation
T-Transactional
S-Support

When is this model being used?

The SCERTS model is used in all aspects of the individuals life. The same educational supports are being used at home. Along with the emotional supports at home are carried over into school. It is a team effort to develop the plan.

Where?
This model is a team based approach, therefore being seen across the home, school and community.

Why the SCERTS model?
The SCERTS model is a framework to support all areas that affect an individual with ASD. Communication, Emotional and Social supports are put into place to help cope with commonly seen problem areas. It takes the best approaches of choice and combines what works best.

As referenced from:
http://www.youtube.com/watch?v=srJ2BnR-Qp8

Assignment 3: Research and 5 Slide PPT
PECs and Other Visual/AT Reinforcement

Used in the Intermediate Autism Classroom

What?
Visual Scheduling
Visual Prompting Boards
Visual and Verbal Cueing
Go Talk 6 & 9
Visual & Verbal Differentiation in Lessons

Where?
In the classroom
The cafeteria
During "specials"
During and prior to transitions

When?
During whole & small group instruction
Individualized teaching and learning
Prior to transitions
During social skills instruction

How?
Clearly and Consistently
In single and multi-step applications
By all staff working directly with the students
Teacher and 3 paras

Why?
To help facilitate effective communication
To reduce stressors
To enhance learning opportunities and quality
To promote growth and development
Because research shows it works!

References
Bruckenbury, T. Burroughs, E., & Hewitt, L.E. (2007) Bowling Green University. Language, speech, and hearing services (39)78-88.
DOI: 10.1044/0161-1461(2008/008)

Mirenda, P. & Iacono, T. (2009) Autism spectrum disorder and aac. Baltimore, Maryland: Paul H. Brookes Publishing Company