Introduction
17 years ago
Wednesday, July 16, 2008
ED657: Lovaas MoABA Stuff
Ivar Lovaas: Applied Behavioral Analysis (ABA)
1) The Lovaas Institute: www.lovaas.com
This is the official website for Ole Ivar Lovaas. It provides basic academic & educational information for the Lovaas model of intervention and how it can be differentiated from other interventions used for individuals with autism. It also provides up-to-date news issues related to autism and interventions, case studies, and related intervention links. Additionally, certification requirements & qualifications can be found as well as the nearest Lovaas approved intervention institution in one’s area. This site is easy to navigate and provides excellent comprehensive information for parents and teachers regarding the Lovaas method of ABA.
2) Wikipedia, The Free Encyclopedia: http://en.wikipedia.org/wiki/Ivar_Lovaas
It is surprising that at one point I did not trust this source. As a novel concept, on-line encyclopedia, I was not assured the information was accurate, current, or even true! As reviews and studies of this site cumulated, it was simply put; this is an on-line encyclopedia in which one can have all the same expectations as if it were a collection of books. This sight gives the bottom line of who Lovaas is in very broad terms. Although for an interested party this may be a eureka experience, it is not so for one who is looking for more depth and scope of the man and his ‘invention.’ It does not focus much on ABA, yet provides a wide array of links and references one may benefit from.
3) About.com: http://autism.about.com/od/treatmentoptions/f/WhatisABA.htm
I found this site very complementary of other sights that discuss Lovaas as a clinical psychologist. Although there is some information on Lovaas one can get a much better understanding of three much related concepts which, in some cases, is used interchangeably. These are ABA, DTT, and The Lovaas Method. It provides a direct, long & short version of the differences of the three in a very informal, casual, understandable Q & A format. There are links to ABA and Lovaas if one’s interest were peaked.
4) Youtube.com: http://youtube.com/watch?v=593_9tGB3hs&feature=related
This site is not quite a favorite of mine, yet it provides a glimpse into the mind of a very young Lovaas during his early clinical psychology years. It is a black and white clip in which Lovaas is discussing experiments with mentally retarded and ‘autistic’ children. These studies are insightful in regards to Lovaas’ basic principles of reinforcement, ABA/Behavior Modification, and the treatment of autism. It seems to be a time post-shock treatment of the ‘mentally retarded,’ which Lovaas proclaimed the treatments as effective even for the most severe.
5) National Autistic Society, UK: http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=297&a=3345
This page starts out with a disclaimer stating, “This information sheet has been written to provide information on a particular intervention/approach and any research connected with it, not as a recommendation. The outcome of any approach will depend on the needs of the individual, which vary greatly, and the appropriate application of the intervention. An intervention that may help one individual may not be effective for another. It would therefore not be appropriate for the NAS to recommend any one particular practice or therapy.” Aside from not specifically stating the Lovaas method as the method of all methods for individuals with autism, the page went on to describe the Lovaas treatment in detail, but not depth. As it is a United Kingdom (UK) based site, one may be interested in the types of intervention used there. This page goes on to discuss some history of Lovaas, his research studies, behavior modification, benefits, and international contacts.
6) Families for Early Autism Treatment (BC): http://featbc.org/www/featbc/INFOSOURCES.html
This is a great resource to get information directly from the ‘horse’s mouth.’ FEAT BC is the Canadian chapter of the international Families for Early Autism Treatment Organization. In 1993, Lovaas wrote this as an open letter to any interested individuals as he starts the letter with, “To Whom It May Concern.” This letter discusses the most appropriate (“not ideal”) therapeutic intervention for children with autism. It includes and discusses such concepts as behavioral emphasis, consistency, integration, family involvement, one-to-one instruction, and intensity.
7) Education Resources Information Center (ERIC): www.eric.ed.gov http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED432078&ERICExtSearch_SearchType_0=no&accno=ED432078
ERIC is a great sight for academicians and educators interested in a number of topics. All one need do is type in a topic of interest an ERIC will provide the information on the paper addressing the topic. These are usually dissertations, theses, or other scholarly papers written by students, professors, or other investigators. In this case, this paper discusses Autism and an investigation into the Lovaas method. An abstract for all articles is provided so the reader can determine is the reading the entire article would be an investment or not. Excellent site for quick insight to the topic.
8) Applied Behavioral Associates, LLC: www.aba4kids.org
This site describes ABA, LLC as a clinical group practice that provides intervention and therapeutic techniques and strategies for children with behavioral issues and developmental disabilities. It briefly discusses ABA as an effective treatment as well as consultation services available. Employment opportunities are also indicated on the page. Overall, this site is a billboard ad on-line. Although there may be some substantive information regarding ABA and contact information, it is primarily a call for service. This is indicative of how influential the mere term ABA can be when treating individuals with autism and other disabilities.
9) Behavior Analyst Certification Board (BACB): www.bacb.com
What started as a pocket of individuals specially trained in ABA has now become and international organization of standards and practice. This is the official site of the BACB US. It provides information on ABA principle, how to become certified as a Board Certified Behavior Analyst (BCBA) or Assistant BCBA. The location of programs, usually within universities, types of training available, certification requirements and process, and other links are part of this site. This site is for practicing professionals looking to further their education and/or career.
10) Association for Behavior Analysis International: www.abainternational.org
I was surprised to learn that this organization has been in existence for almost 35 years! There are historical information, current new stories, future training and conference opportunities, job placements, and journal and resource links found on this site. Although the organization’s primary goal is to “develop, enhance, and support the growth and vitality of behavior analysis through research, education, and practice” they provide more information useful to the layperson and professional alike. It is a membership site that includes weighty perks for those who join. Tempting for some, yet when thinking about it, one can get similar information for free by simply coasting the web.
11) Journal of Applied Behavioral Analysis (JABA): http://seab.envmed.rochester.edu/jaba/
In these times professional journals can easily be accessed through the internet via websites. Although membership is required, in almost all cases, for full disclosure of the articles, briefs or abstracts are available to the non-member and visitors not yet committed to joining. One may receive a table of contents, but not the contents itself. In JABA’s case one would have to subscribe to the ‘mother’ journal JEAB: Journal of the Experimental Analysis of Behavior or maybe even join the SEAB (Society for the Experimental Analysis of Behavior). Overall, this journal site provides an overview of what one can expect to find in the journal. The information can be useful and assist one with better ABA searches within the internet or cyberweb.
12) Autism Treatment Info: http://www.autismtreatment.info/what+is+a+discrete+trial.aspx
For individuals who are familiar with Lovaas and more interested in his therapeutic treatment, this is the site to view. Parents, educators (including first time teachers), and professionals who have limited experience with autism treatments can benefit from this site. It provides basic information regarding ABA and DTT concepts and training strategies. Although Lovaas is not the primary focus on this sight, the focus on intervention captures the essence of Lovaas.
13) Autismconnect: http://www.autismconnect.org/interviews.asp?section=000100040001&id=4096
The best Lovaas information comes from Lovaas himself. In this web article, Lovaas is interviewed by Eileen Hopkins. Despite answering professional and some personal question, Lovaas seems to be very open and frank. He discusses his educational history and ABA impact. Surprisingly, credits his mother for all his success. What a guy!
14) Goliath Business Knowledge on Demand: http://goliath.ecnext.com/coms2/gi_0199-198358/The phantom-chaser-for-Ivar.html
Finding this business-oriented article about Lovaas was a surprise. How can the ends of polarized occupations meet? One end is the helping field (education, personal treatment) and the other is pure capitalism (cut-throat business, money making perspectives). Easy, the business of therapy has met the service of therapy in medicine. In this article, psychiatric community takes offense to Lovaas pontificating treatment for individuals with autism and severe mental retardation then utterly stunned and shocked at the undisputable evidence of behavioral and academic progress after treatment. This substantiates the claim of psychologist world-wide. That medicinal treatment, although having immediate effects, is secondary to mental, behavioral, or emotional treatment of the individual.
15) AOL video: http://video.aol.com/video-detail/lovaas-institute-partners-in-possibilities/3923340976
This video discusses behavioral treatments provided in the Lovaas Institute. The female narrator presents the use of Lovaas principles in the home and gives a good explanation of ABA. The primary focus of this video, as it seems, is to provide the audience with proof-positive evidence of the effectiveness of the Lovaas treatments for children with autism. There are other video links for true-life and actual individuals with autism, their behavior, and the interventions implemented for success. The before-and-after videos are the most interesting.
16) National Autism Association: http://www.nationalautismassociation.org/advisoryei.php
It is no surprise that Ole Ivar Lovaas is Board member of the Early Intervention Advisory Board. I liked this page because it provided a brief curriculum vitae on Lovaas. For basic educational information that may be used in reports or presentations, this is a good reference. Having no links or references on this page is understandable as the purpose of the page is strictly for reader information and exploration. I must note my immense surprise at some of the awards Lovaas received. He received the Edgar Doll Award, which is the equivalent to the Psychological Pulitzer and a Guggenheim Fellowship which makes a full program scholarship to Julliard look like a free day pass to Camille’s Dance & Music Studio in Tamuning.
Lesson Plan for training future & current teachers
Topic The Lovaas Model of ABA
Introduction Review Lovaas, ABA, DTT
Audience/Target group Current & future general & special education teachers (tertiary & graduate students) who currently have students with autism or will eventually receive students with autism.
Behavioral Objectives Students will successfully complete five discrete trials incorporating prompting & reinforcement during practice drills with 90% accuracy
Materials (lesson support resources) Picture cards, blocks, puzzles, academic file folders, student sensory reinforcers, powerpoint handouts, instructor powerpoint notes, white wall or projection screen.
Lesson time Prep time: 10 minutes Actual lesson time: 30 minutes
Technology Integration For students: Low tech visual cards. For Instructor: computer, digital projector, extension cords
Classroom Layout Tables will be parallel to each other with enough space between them for student chairs. Student chairs will be placed at the tables so students are across each other (up to four chairs per table at five tables). Students will face each other while still being able to attend to the teacher.
Instructional Strategies
Direct instruction with practice sessions utilizing the multi-modal approach. Visual Powerpoint presentation to guide students and instructor. Manipulatives for students to practice discrete trials. Incorporate out-of-seat tasks. Immediate reinforcement or correction throughout the lesson.
Prior Knowledge Review of Lovaas, ABA, & DTT in the powerpoint slides
Lesson Steps 1) Start preparatory measures at least 10 minutes prior to lesson. Review the powerpoint instructor notes prior to students arriving.
2) Set-up and ensure all technology equipment is working. Plug the extension cord & ensure all other plugs are in the cord, turn on the computer, connect the computer to the digital projector using the projector-to-computer cord, then turn on the projector. Pull up the powerpoint presentation on the computer desktop (ED657 lovaas lesson). If there is no projection, double-check the cords & plugs. If still no computer projection hold the “function” key down (bottom left of keyboard) & firmly but quickly tap “F5” (release the “function” key at the same time) and wait for the prompt. Click the first grid on the prompt (the computer to LCD control), then wait for another prompt & click, “yes.” Wait patiently, the image will project through the projector onto the screen. Once all the technology is up & running proceed to the next step.
3) Place reinforcer materials (in Ziploc bags) on the counters at the side of the room (in front of the windows) and randomly place trial materials (in the tub) at each table.
4) Place the handouts at each student seat and the instructor powerpoint notes where the computer is located with easy access to you (at front of room).
5) Ensure the first powerpoint slide is on the screen before students arrive (press F5 on the computer) You can maneuver through the slides using the up & down arrow keys at the bottom right of the keyboard.
6) When students arrive allow them to get settled, if it starts getting too loud (& it may) just announce that you will be starting soon. Then IMMEDIATELY take roll (student list is with notes). This should quiet the students down quickly.
7) Once roll is completed start the powerpoint presentation.
8) Use the powerpoint instructor notes to provide more information on the slide concepts.
9) SLIDES (coded as ”S”): (though times are approximate keep track to stay within 30 mins.)
a. Read S1, S2, & S3 (2 minutes)
b. Read notes for S4 (2 minutes)
c. At S5 have students practice discrete trials (IRF) in pairs for four minutes using the materials in front of them; provide feedback on how the students performed (or have a one minute testimony from a student) (5 minutes)
d. Read S6 notes (1.5 minutes)
e. S7 have students practice discrete trials (IRF) using all prompts in pairs for four minutes using the materials in front of them; Provide feedback on how the students performed (or have a one minute testimony from a student) (5 minutes)
f. Read S8 notes (1.5 minutes)
g. S9 have students practice discrete trials (IRF) using all prompts & reinforcers in pairs for four minutes using the materials in front of them; announce that only one student from each table will get a reinforcer bag on the counter prior to starting the trials. Provide feedback on how the students performed (or have a one minute testimony from a student) (5 minutes)
h. Once practice trials are done inform the students they have just successfully completed DTT & have an open group discussion. (6.5 minutes) Start with the following questions:
i. How will this approach affect your teaching style?
ii. How can you integrate this approach with you teaching style?
iii. How well do you think you are prepared to work with a student with autism?
i. Read S10 & S11 (1.5 minutes)
j. Project S12, yet no need to read it
10) Have students put all materials away reinforcers in Ziploc bags, manipulatives in containers.
11) If there is time, a brief discussion on what was just learned should occur. They have homework due in two days: submit a half-page essay on what they learned and how they will use it in their occupation & how they would FEEL if they found out they have a student with autism in their class.
Modifications Multi-modal approach addresses visual, aural, kinesthetic, and tactile learners. Practice sessions provide an avenue for student observation & immediate correction or praise.
Guided Practice Embedded within the power point presentation to complement the multi-modal approach
Checking for Understanding Embedded questions within the lesson. The Instructor will ask questions about previously learned concepts during the presentation as well as observe students as they apply concepts during practice of discrete trial sessions.
Methods of Evaluation Informal: Questions embedded within powerpoint presentation
Formal: Observation of practice sessions and written account of DTT.
Closure Review summary & discussion questions on the Powerpoint presentation (S10 &11)
Personal Reflection on this lesson I truly enjoy being part of the learning process. Even as an instructor, when using a multi-modal approach with some direct instruction and practice (hands-on) I can learn from students as well. The interaction between the instructor and students provides a great foundation for a safe learning environment. Students with diverse learning will benefit from this lesson as it provides verbal, visual, tactile, and kinesthetic levels of learning. Even though there is so much going on, the flow is clear and the lesson is easy to follow for the students and instructor.
I am also impressed to share an approach to teaching students with autism. Many teachers who have never had a student with autism become very intimidated. Hopefully this lesson will ‘lessen’ their fears and peak their interest.
Lesson Plan: generic
Topic Lovaas/ABA: DTT: Pre-readiness skills
Introduction ED657 students are observers. The teacher is going to a family home to conduct ABA sessions with a family that includes a child with autism.
Audience/Target group A four-year-old male student with severe autism & his family
Behavioral Objectives Student will identify 4 out of 5 nouns three opportunities daily with 80% accuracy.
Student will identify 4 out of 5 verbs three opportunities daily with 80% accuracy.
Materials (lesson support resources) Picture cards, blocks, typical household items (brush, cup, spoon), puzzles, academic file folders, student sensory reinforcers,CD player, family members.
Lesson time Prep time: 10 minutes Actual lesson time: 30 minutes twice a week
Technology Integration Low tech: visual cards High Tech: CD player (provided by family)
Classroom Layout Instruction will occur in the home in the living room area. The child will be in a secure seat and instructor in front of the child with the table or work bench in between. One parent will be to the instructor’s right and the other family member will be toward the left. Both family members will be easily visible to the student.
Instructional Strategies Lovaas Model of Applied Behavioral Analysis (ABA): Discrete Trial Teaching (DTT) session to address specific goals & objectives.
Prior Knowledge Table & chair set-up indicates DTT will begin & reinforcer assessment signals the student DTT sessions will start. Start sessions with familiar skills, use reinforcement schedule, and build on the skills. Intersperse varied tasks (out-of-seat, visual, verbal, written).
Lesson Steps 1) Call parents during the week to remind them of the time and day. Request they have the A++ reinforcer ready for the student (CD with favorite music).
2) Start preparatory measures at least 10 minutes prior to lesson. Ensure at least six (6) noun items and picture cards and six (6) verb items and cards are readily accessible. Make one noun & adjective container each for the instructor, family member 1, & family member 2. Ensure A, B, C reinforcers are available for assessment & use. Wear comfortable clothes as the session may end up on the floor, if necessary.
3) If it is the last session of the week ensure you have the data sheets to record weekly progress.
4) When arriving to the home, be positive, energetic, and friendly. Greet the family members and the child. Set up the one-on-one work area so the child and instructor are facing each other with a work area in front of them. As the child will be starting school soon, attempt to use a table. Have an area to hold the materials & reinforcers. Have a trashcan within vision of the child. (2 mins)
5) Give each family member their container of noun & verb items/pictures and explain:
a. “I will start the session in a few minutes. Mom you can stand or sit behind me to the right so the child can have a clear vision of you. Brother you can sit or stand behind me toward the left so your brother has a clear vision of you. Ensure you are keeping watch of who is doing what task or holding what item as we should not have consecutive repeated requests. In other words, if mom is ‘brushing her hair’ brother shouldn’t ‘brush his hair’ he should be holding n item.” (3 mins)
b. Once family members are situated, get the child to the work area. If the child has difficulty, take a puzzle piece out of the puzzle and have the student find it OR have the student place an item on the table. Then encourage the behavior & assist the student to sit & firmly, but gently push the chair in to the table and provide social praise. (1-3 mins)
6) Complete a reinforcer assessment. Choose the top three items the child will most-likely enjoy. Place all three items on the table in front of the child at about the same distance from the child. Once the child grabs one item, remove the other two. Allow the child to play with the item for about four (4) seconds. This is the A reinforcer (remember the CD player w/the child’s favorite songs is the A++ reinforcer). Gently take the item away from the child stating, “My turn.” Next, quickly place the other two items in front of the child and the next item the child chooses is the B reinforcer. Allow the child to play with the item for about four (4) seconds then gently take the item away stating, “my turn.” The last item is the C reinforcer. (1-2 mins)
7) Now that you have differentiated reinforcement, you are ready to start the DTT sessions. Intersperse noun & adjective activities and items. (ensure items are easily accessible to the instructor & reinforcers are out of student’s visible range). Use the following procedures of DTT.
a. Instructions should be short & concise and one time only
b. Response should occur approximately 3-5 seconds after the response
c. Feedback can be positive or corrective, it should be immediate and provide information about the child’s behavior. Always add social encouragement when giving positive feedback.
d. If child gets incorrect: prompt until successful (no more than four prompts, fourth prompt is full physical to complete a successful trial)
e. If child gets correct: social and tangible praise. Use the reinforcer schedule to increase the time on task as well as the number of tasks within trials prior to reinforcement.
f. At the end of the session, high social praise while taking the child to the CD player and have him listen to the music.
8) Here is the sequence (Instructor starts with easy & familiar tasks; remember to use IRF, prompt, & reinforcement):
a. Instructor places three items on the table and asks for student, “give me spoon” wait from student response & provide appropriate feedback (prompt or reinforce as needed).
b. Instructor places three pictures on the table and asks for student, “point to cup” wait from student response & provide appropriate feedback (prompt or reinforce as needed).
c. Instructor places pictures of plate, spoon, & cup in front of student then hands the spoon to the student and instructs, “put with spoon” wait for student response & provide appropriate feedback (prompt or reinforce as needed).
d. Picture cards should be mixed in front of student. Instructor hands a cup to the student and asks, “match with cup” wait for student response & provide appropriate feedback (prompt or reinforce as needed).
e. (At this point the reinforcement schedule dictates to increase number of trials to three or four to receive a tangible or interactive reinforcer).
f. Instructor puts three items (brush, block, spoon) in front of student and asks, “give me brush,” wait for student response & provide appropriate feedback (prompt as needed).
g. Instructor states, “give to mom” while holding the object to student. Mom DOES NOT have an open-hand prompt. When mom gets brush she will provide social reinforcement and pretend to brush her hair. She will then ask student to brush his hair & provide prompt & reinforcement as necessary. She will ask student to give the brush back to the instructor (place back on the table). Wait for student response & provide appropriate feedback (prompt or reinforce as needed).
h. Instructor takes out the balloon and animatedly starts to blow (as a reinforcer) as student should become excited at this point. Do this three times.
i. Instructor places three objects (toothbrush, brush, spoon) in front of student and states, “give me toothbrush,” wait for student response & provide appropriate feedback (prompt as needed). Instructor asks student to give the item to brother. Brother DOES NOT have an open-hand prompt. Brother receives item and provides social reinforcement (brother keeps the item).
j. Brother takes crumpled paper from session container and instructs, “throw trash.” (prompt as needed).
k. Instructor takes out bubbles and starts to blow (as a reinforcer). Student should become excited at this point. Blow bubbles four times only.
l. Instructor states, “time to work” for the student to return to his seat. (prompt as needed).
m. Instructor takes cup, spoon, & plate out and places them in front of student. Instructor states, “its time to drink!” then starts pretending to drink then hands the cup to the students stating, “your turn.” (prompt as needed).
n. Instructor takes out picture cards of teeth & hair and a toothbrush & hairbrush. Instructor holds the hairbrush up and states, “match brush,” (prompt as needed).
o. Instructor uses picture cards of teeth & hair and a toothbrush & hairbrush. Instructor holds the toothbrush up and states, “match toothbrush,” (prompt as needed).
p. Instructor takes out mirror and places it in front of student stating, “touch mouth,” then “open mouth” (prompt as needed).
q. Instructor states, “touch eyes,” then “close eyes” (prompt as needed).
r. Instructor states, “touch cheeks,” then “do this” as cheeks puff out (prompt as needed).
s. Instructor states, “touch nose,” (prompt as needed).
t. Instructor states, “touch chin,” (prompt as needed).
u. Instructor states, “do this” while shaking head (prompt as needed)
v. Instructor states, “do this” while nodding head (prompt as needed) (10 mins)
9) Instructor strongly praises student proving social & verbal praise while taking student to the CD player. Student is allowed to turn on the CD player & listen to his music for five (5) minutes. (5 mins)
10) Instructor talks with mom & brother about session and encourages them to use these concepts with student daily. (5 mins)
11) Session is over.
Modifications One-to-one focused work, research-based instructional strategy, visual materials & prompts, interspersed tasks, constant reinforcement.
Checking for Understanding Embedded comprehension tasks within the lesson. Identifying picture & real life objects & tasks throughout session.
Methods of Evaluation Informal: Family accounts of student communication & identification skills during the week.
Formal: Formal data taken weekly (at the end of the week).
Closure Social & verbal reinforcement (“good job,” “you did well,” “excellent work,” etc.) & CD music (A++) at the end of the session.
Personal Reflection on this lesson There is no other educational experience so grand than to see a child with autism show some formof enjoyment within a lesson. If they can emote in one area there is a good chance that can be generalized to other areas of their development. Children with autism are a great challenge and being able to work with families to help their child can make a difference in the progress of that child. Dynamic education can truly be seen in the partnership between school and home.
1) The Lovaas Institute: www.lovaas.com
This is the official website for Ole Ivar Lovaas. It provides basic academic & educational information for the Lovaas model of intervention and how it can be differentiated from other interventions used for individuals with autism. It also provides up-to-date news issues related to autism and interventions, case studies, and related intervention links. Additionally, certification requirements & qualifications can be found as well as the nearest Lovaas approved intervention institution in one’s area. This site is easy to navigate and provides excellent comprehensive information for parents and teachers regarding the Lovaas method of ABA.
2) Wikipedia, The Free Encyclopedia: http://en.wikipedia.org/wiki/Ivar_Lovaas
It is surprising that at one point I did not trust this source. As a novel concept, on-line encyclopedia, I was not assured the information was accurate, current, or even true! As reviews and studies of this site cumulated, it was simply put; this is an on-line encyclopedia in which one can have all the same expectations as if it were a collection of books. This sight gives the bottom line of who Lovaas is in very broad terms. Although for an interested party this may be a eureka experience, it is not so for one who is looking for more depth and scope of the man and his ‘invention.’ It does not focus much on ABA, yet provides a wide array of links and references one may benefit from.
3) About.com: http://autism.about.com/od/treatmentoptions/f/WhatisABA.htm
I found this site very complementary of other sights that discuss Lovaas as a clinical psychologist. Although there is some information on Lovaas one can get a much better understanding of three much related concepts which, in some cases, is used interchangeably. These are ABA, DTT, and The Lovaas Method. It provides a direct, long & short version of the differences of the three in a very informal, casual, understandable Q & A format. There are links to ABA and Lovaas if one’s interest were peaked.
4) Youtube.com: http://youtube.com/watch?v=593_9tGB3hs&feature=related
This site is not quite a favorite of mine, yet it provides a glimpse into the mind of a very young Lovaas during his early clinical psychology years. It is a black and white clip in which Lovaas is discussing experiments with mentally retarded and ‘autistic’ children. These studies are insightful in regards to Lovaas’ basic principles of reinforcement, ABA/Behavior Modification, and the treatment of autism. It seems to be a time post-shock treatment of the ‘mentally retarded,’ which Lovaas proclaimed the treatments as effective even for the most severe.
5) National Autistic Society, UK: http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=297&a=3345
This page starts out with a disclaimer stating, “This information sheet has been written to provide information on a particular intervention/approach and any research connected with it, not as a recommendation. The outcome of any approach will depend on the needs of the individual, which vary greatly, and the appropriate application of the intervention. An intervention that may help one individual may not be effective for another. It would therefore not be appropriate for the NAS to recommend any one particular practice or therapy.” Aside from not specifically stating the Lovaas method as the method of all methods for individuals with autism, the page went on to describe the Lovaas treatment in detail, but not depth. As it is a United Kingdom (UK) based site, one may be interested in the types of intervention used there. This page goes on to discuss some history of Lovaas, his research studies, behavior modification, benefits, and international contacts.
6) Families for Early Autism Treatment (BC): http://featbc.org/www/featbc/INFOSOURCES.html
This is a great resource to get information directly from the ‘horse’s mouth.’ FEAT BC is the Canadian chapter of the international Families for Early Autism Treatment Organization. In 1993, Lovaas wrote this as an open letter to any interested individuals as he starts the letter with, “To Whom It May Concern.” This letter discusses the most appropriate (“not ideal”) therapeutic intervention for children with autism. It includes and discusses such concepts as behavioral emphasis, consistency, integration, family involvement, one-to-one instruction, and intensity.
7) Education Resources Information Center (ERIC): www.eric.ed.gov http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED432078&ERICExtSearch_SearchType_0=no&accno=ED432078
ERIC is a great sight for academicians and educators interested in a number of topics. All one need do is type in a topic of interest an ERIC will provide the information on the paper addressing the topic. These are usually dissertations, theses, or other scholarly papers written by students, professors, or other investigators. In this case, this paper discusses Autism and an investigation into the Lovaas method. An abstract for all articles is provided so the reader can determine is the reading the entire article would be an investment or not. Excellent site for quick insight to the topic.
8) Applied Behavioral Associates, LLC: www.aba4kids.org
This site describes ABA, LLC as a clinical group practice that provides intervention and therapeutic techniques and strategies for children with behavioral issues and developmental disabilities. It briefly discusses ABA as an effective treatment as well as consultation services available. Employment opportunities are also indicated on the page. Overall, this site is a billboard ad on-line. Although there may be some substantive information regarding ABA and contact information, it is primarily a call for service. This is indicative of how influential the mere term ABA can be when treating individuals with autism and other disabilities.
9) Behavior Analyst Certification Board (BACB): www.bacb.com
What started as a pocket of individuals specially trained in ABA has now become and international organization of standards and practice. This is the official site of the BACB US. It provides information on ABA principle, how to become certified as a Board Certified Behavior Analyst (BCBA) or Assistant BCBA. The location of programs, usually within universities, types of training available, certification requirements and process, and other links are part of this site. This site is for practicing professionals looking to further their education and/or career.
10) Association for Behavior Analysis International: www.abainternational.org
I was surprised to learn that this organization has been in existence for almost 35 years! There are historical information, current new stories, future training and conference opportunities, job placements, and journal and resource links found on this site. Although the organization’s primary goal is to “develop, enhance, and support the growth and vitality of behavior analysis through research, education, and practice” they provide more information useful to the layperson and professional alike. It is a membership site that includes weighty perks for those who join. Tempting for some, yet when thinking about it, one can get similar information for free by simply coasting the web.
11) Journal of Applied Behavioral Analysis (JABA): http://seab.envmed.rochester.edu/jaba/
In these times professional journals can easily be accessed through the internet via websites. Although membership is required, in almost all cases, for full disclosure of the articles, briefs or abstracts are available to the non-member and visitors not yet committed to joining. One may receive a table of contents, but not the contents itself. In JABA’s case one would have to subscribe to the ‘mother’ journal JEAB: Journal of the Experimental Analysis of Behavior or maybe even join the SEAB (Society for the Experimental Analysis of Behavior). Overall, this journal site provides an overview of what one can expect to find in the journal. The information can be useful and assist one with better ABA searches within the internet or cyberweb.
12) Autism Treatment Info: http://www.autismtreatment.info/what+is+a+discrete+trial.aspx
For individuals who are familiar with Lovaas and more interested in his therapeutic treatment, this is the site to view. Parents, educators (including first time teachers), and professionals who have limited experience with autism treatments can benefit from this site. It provides basic information regarding ABA and DTT concepts and training strategies. Although Lovaas is not the primary focus on this sight, the focus on intervention captures the essence of Lovaas.
13) Autismconnect: http://www.autismconnect.org/interviews.asp?section=000100040001&id=4096
The best Lovaas information comes from Lovaas himself. In this web article, Lovaas is interviewed by Eileen Hopkins. Despite answering professional and some personal question, Lovaas seems to be very open and frank. He discusses his educational history and ABA impact. Surprisingly, credits his mother for all his success. What a guy!
14) Goliath Business Knowledge on Demand: http://goliath.ecnext.com/coms2/gi_0199-198358/The phantom-chaser-for-Ivar.html
Finding this business-oriented article about Lovaas was a surprise. How can the ends of polarized occupations meet? One end is the helping field (education, personal treatment) and the other is pure capitalism (cut-throat business, money making perspectives). Easy, the business of therapy has met the service of therapy in medicine. In this article, psychiatric community takes offense to Lovaas pontificating treatment for individuals with autism and severe mental retardation then utterly stunned and shocked at the undisputable evidence of behavioral and academic progress after treatment. This substantiates the claim of psychologist world-wide. That medicinal treatment, although having immediate effects, is secondary to mental, behavioral, or emotional treatment of the individual.
15) AOL video: http://video.aol.com/video-detail/lovaas-institute-partners-in-possibilities/3923340976
This video discusses behavioral treatments provided in the Lovaas Institute. The female narrator presents the use of Lovaas principles in the home and gives a good explanation of ABA. The primary focus of this video, as it seems, is to provide the audience with proof-positive evidence of the effectiveness of the Lovaas treatments for children with autism. There are other video links for true-life and actual individuals with autism, their behavior, and the interventions implemented for success. The before-and-after videos are the most interesting.
16) National Autism Association: http://www.nationalautismassociation.org/advisoryei.php
It is no surprise that Ole Ivar Lovaas is Board member of the Early Intervention Advisory Board. I liked this page because it provided a brief curriculum vitae on Lovaas. For basic educational information that may be used in reports or presentations, this is a good reference. Having no links or references on this page is understandable as the purpose of the page is strictly for reader information and exploration. I must note my immense surprise at some of the awards Lovaas received. He received the Edgar Doll Award, which is the equivalent to the Psychological Pulitzer and a Guggenheim Fellowship which makes a full program scholarship to Julliard look like a free day pass to Camille’s Dance & Music Studio in Tamuning.
Lesson Plan for training future & current teachers
Topic The Lovaas Model of ABA
Introduction Review Lovaas, ABA, DTT
Audience/Target group Current & future general & special education teachers (tertiary & graduate students) who currently have students with autism or will eventually receive students with autism.
Behavioral Objectives Students will successfully complete five discrete trials incorporating prompting & reinforcement during practice drills with 90% accuracy
Materials (lesson support resources) Picture cards, blocks, puzzles, academic file folders, student sensory reinforcers, powerpoint handouts, instructor powerpoint notes, white wall or projection screen.
Lesson time Prep time: 10 minutes Actual lesson time: 30 minutes
Technology Integration For students: Low tech visual cards. For Instructor: computer, digital projector, extension cords
Classroom Layout Tables will be parallel to each other with enough space between them for student chairs. Student chairs will be placed at the tables so students are across each other (up to four chairs per table at five tables). Students will face each other while still being able to attend to the teacher.
Instructional Strategies
Direct instruction with practice sessions utilizing the multi-modal approach. Visual Powerpoint presentation to guide students and instructor. Manipulatives for students to practice discrete trials. Incorporate out-of-seat tasks. Immediate reinforcement or correction throughout the lesson.
Prior Knowledge Review of Lovaas, ABA, & DTT in the powerpoint slides
Lesson Steps 1) Start preparatory measures at least 10 minutes prior to lesson. Review the powerpoint instructor notes prior to students arriving.
2) Set-up and ensure all technology equipment is working. Plug the extension cord & ensure all other plugs are in the cord, turn on the computer, connect the computer to the digital projector using the projector-to-computer cord, then turn on the projector. Pull up the powerpoint presentation on the computer desktop (ED657 lovaas lesson). If there is no projection, double-check the cords & plugs. If still no computer projection hold the “function” key down (bottom left of keyboard) & firmly but quickly tap “F5” (release the “function” key at the same time) and wait for the prompt. Click the first grid on the prompt (the computer to LCD control), then wait for another prompt & click, “yes.” Wait patiently, the image will project through the projector onto the screen. Once all the technology is up & running proceed to the next step.
3) Place reinforcer materials (in Ziploc bags) on the counters at the side of the room (in front of the windows) and randomly place trial materials (in the tub) at each table.
4) Place the handouts at each student seat and the instructor powerpoint notes where the computer is located with easy access to you (at front of room).
5) Ensure the first powerpoint slide is on the screen before students arrive (press F5 on the computer) You can maneuver through the slides using the up & down arrow keys at the bottom right of the keyboard.
6) When students arrive allow them to get settled, if it starts getting too loud (& it may) just announce that you will be starting soon. Then IMMEDIATELY take roll (student list is with notes). This should quiet the students down quickly.
7) Once roll is completed start the powerpoint presentation.
8) Use the powerpoint instructor notes to provide more information on the slide concepts.
9) SLIDES (coded as ”S”): (though times are approximate keep track to stay within 30 mins.)
a. Read S1, S2, & S3 (2 minutes)
b. Read notes for S4 (2 minutes)
c. At S5 have students practice discrete trials (IRF) in pairs for four minutes using the materials in front of them; provide feedback on how the students performed (or have a one minute testimony from a student) (5 minutes)
d. Read S6 notes (1.5 minutes)
e. S7 have students practice discrete trials (IRF) using all prompts in pairs for four minutes using the materials in front of them; Provide feedback on how the students performed (or have a one minute testimony from a student) (5 minutes)
f. Read S8 notes (1.5 minutes)
g. S9 have students practice discrete trials (IRF) using all prompts & reinforcers in pairs for four minutes using the materials in front of them; announce that only one student from each table will get a reinforcer bag on the counter prior to starting the trials. Provide feedback on how the students performed (or have a one minute testimony from a student) (5 minutes)
h. Once practice trials are done inform the students they have just successfully completed DTT & have an open group discussion. (6.5 minutes) Start with the following questions:
i. How will this approach affect your teaching style?
ii. How can you integrate this approach with you teaching style?
iii. How well do you think you are prepared to work with a student with autism?
i. Read S10 & S11 (1.5 minutes)
j. Project S12, yet no need to read it
10) Have students put all materials away reinforcers in Ziploc bags, manipulatives in containers.
11) If there is time, a brief discussion on what was just learned should occur. They have homework due in two days: submit a half-page essay on what they learned and how they will use it in their occupation & how they would FEEL if they found out they have a student with autism in their class.
Modifications Multi-modal approach addresses visual, aural, kinesthetic, and tactile learners. Practice sessions provide an avenue for student observation & immediate correction or praise.
Guided Practice Embedded within the power point presentation to complement the multi-modal approach
Checking for Understanding Embedded questions within the lesson. The Instructor will ask questions about previously learned concepts during the presentation as well as observe students as they apply concepts during practice of discrete trial sessions.
Methods of Evaluation Informal: Questions embedded within powerpoint presentation
Formal: Observation of practice sessions and written account of DTT.
Closure Review summary & discussion questions on the Powerpoint presentation (S10 &11)
Personal Reflection on this lesson I truly enjoy being part of the learning process. Even as an instructor, when using a multi-modal approach with some direct instruction and practice (hands-on) I can learn from students as well. The interaction between the instructor and students provides a great foundation for a safe learning environment. Students with diverse learning will benefit from this lesson as it provides verbal, visual, tactile, and kinesthetic levels of learning. Even though there is so much going on, the flow is clear and the lesson is easy to follow for the students and instructor.
I am also impressed to share an approach to teaching students with autism. Many teachers who have never had a student with autism become very intimidated. Hopefully this lesson will ‘lessen’ their fears and peak their interest.
Lesson Plan: generic
Topic Lovaas/ABA: DTT: Pre-readiness skills
Introduction ED657 students are observers. The teacher is going to a family home to conduct ABA sessions with a family that includes a child with autism.
Audience/Target group A four-year-old male student with severe autism & his family
Behavioral Objectives Student will identify 4 out of 5 nouns three opportunities daily with 80% accuracy.
Student will identify 4 out of 5 verbs three opportunities daily with 80% accuracy.
Materials (lesson support resources) Picture cards, blocks, typical household items (brush, cup, spoon), puzzles, academic file folders, student sensory reinforcers,CD player, family members.
Lesson time Prep time: 10 minutes Actual lesson time: 30 minutes twice a week
Technology Integration Low tech: visual cards High Tech: CD player (provided by family)
Classroom Layout Instruction will occur in the home in the living room area. The child will be in a secure seat and instructor in front of the child with the table or work bench in between. One parent will be to the instructor’s right and the other family member will be toward the left. Both family members will be easily visible to the student.
Instructional Strategies Lovaas Model of Applied Behavioral Analysis (ABA): Discrete Trial Teaching (DTT) session to address specific goals & objectives.
Prior Knowledge Table & chair set-up indicates DTT will begin & reinforcer assessment signals the student DTT sessions will start. Start sessions with familiar skills, use reinforcement schedule, and build on the skills. Intersperse varied tasks (out-of-seat, visual, verbal, written).
Lesson Steps 1) Call parents during the week to remind them of the time and day. Request they have the A++ reinforcer ready for the student (CD with favorite music).
2) Start preparatory measures at least 10 minutes prior to lesson. Ensure at least six (6) noun items and picture cards and six (6) verb items and cards are readily accessible. Make one noun & adjective container each for the instructor, family member 1, & family member 2. Ensure A, B, C reinforcers are available for assessment & use. Wear comfortable clothes as the session may end up on the floor, if necessary.
3) If it is the last session of the week ensure you have the data sheets to record weekly progress.
4) When arriving to the home, be positive, energetic, and friendly. Greet the family members and the child. Set up the one-on-one work area so the child and instructor are facing each other with a work area in front of them. As the child will be starting school soon, attempt to use a table. Have an area to hold the materials & reinforcers. Have a trashcan within vision of the child. (2 mins)
5) Give each family member their container of noun & verb items/pictures and explain:
a. “I will start the session in a few minutes. Mom you can stand or sit behind me to the right so the child can have a clear vision of you. Brother you can sit or stand behind me toward the left so your brother has a clear vision of you. Ensure you are keeping watch of who is doing what task or holding what item as we should not have consecutive repeated requests. In other words, if mom is ‘brushing her hair’ brother shouldn’t ‘brush his hair’ he should be holding n item.” (3 mins)
b. Once family members are situated, get the child to the work area. If the child has difficulty, take a puzzle piece out of the puzzle and have the student find it OR have the student place an item on the table. Then encourage the behavior & assist the student to sit & firmly, but gently push the chair in to the table and provide social praise. (1-3 mins)
6) Complete a reinforcer assessment. Choose the top three items the child will most-likely enjoy. Place all three items on the table in front of the child at about the same distance from the child. Once the child grabs one item, remove the other two. Allow the child to play with the item for about four (4) seconds. This is the A reinforcer (remember the CD player w/the child’s favorite songs is the A++ reinforcer). Gently take the item away from the child stating, “My turn.” Next, quickly place the other two items in front of the child and the next item the child chooses is the B reinforcer. Allow the child to play with the item for about four (4) seconds then gently take the item away stating, “my turn.” The last item is the C reinforcer. (1-2 mins)
7) Now that you have differentiated reinforcement, you are ready to start the DTT sessions. Intersperse noun & adjective activities and items. (ensure items are easily accessible to the instructor & reinforcers are out of student’s visible range). Use the following procedures of DTT.
a. Instructions should be short & concise and one time only
b. Response should occur approximately 3-5 seconds after the response
c. Feedback can be positive or corrective, it should be immediate and provide information about the child’s behavior. Always add social encouragement when giving positive feedback.
d. If child gets incorrect: prompt until successful (no more than four prompts, fourth prompt is full physical to complete a successful trial)
e. If child gets correct: social and tangible praise. Use the reinforcer schedule to increase the time on task as well as the number of tasks within trials prior to reinforcement.
f. At the end of the session, high social praise while taking the child to the CD player and have him listen to the music.
8) Here is the sequence (Instructor starts with easy & familiar tasks; remember to use IRF, prompt, & reinforcement):
a. Instructor places three items on the table and asks for student, “give me spoon” wait from student response & provide appropriate feedback (prompt or reinforce as needed).
b. Instructor places three pictures on the table and asks for student, “point to cup” wait from student response & provide appropriate feedback (prompt or reinforce as needed).
c. Instructor places pictures of plate, spoon, & cup in front of student then hands the spoon to the student and instructs, “put with spoon” wait for student response & provide appropriate feedback (prompt or reinforce as needed).
d. Picture cards should be mixed in front of student. Instructor hands a cup to the student and asks, “match with cup” wait for student response & provide appropriate feedback (prompt or reinforce as needed).
e. (At this point the reinforcement schedule dictates to increase number of trials to three or four to receive a tangible or interactive reinforcer).
f. Instructor puts three items (brush, block, spoon) in front of student and asks, “give me brush,” wait for student response & provide appropriate feedback (prompt as needed).
g. Instructor states, “give to mom” while holding the object to student. Mom DOES NOT have an open-hand prompt. When mom gets brush she will provide social reinforcement and pretend to brush her hair. She will then ask student to brush his hair & provide prompt & reinforcement as necessary. She will ask student to give the brush back to the instructor (place back on the table). Wait for student response & provide appropriate feedback (prompt or reinforce as needed).
h. Instructor takes out the balloon and animatedly starts to blow (as a reinforcer) as student should become excited at this point. Do this three times.
i. Instructor places three objects (toothbrush, brush, spoon) in front of student and states, “give me toothbrush,” wait for student response & provide appropriate feedback (prompt as needed). Instructor asks student to give the item to brother. Brother DOES NOT have an open-hand prompt. Brother receives item and provides social reinforcement (brother keeps the item).
j. Brother takes crumpled paper from session container and instructs, “throw trash.” (prompt as needed).
k. Instructor takes out bubbles and starts to blow (as a reinforcer). Student should become excited at this point. Blow bubbles four times only.
l. Instructor states, “time to work” for the student to return to his seat. (prompt as needed).
m. Instructor takes cup, spoon, & plate out and places them in front of student. Instructor states, “its time to drink!” then starts pretending to drink then hands the cup to the students stating, “your turn.” (prompt as needed).
n. Instructor takes out picture cards of teeth & hair and a toothbrush & hairbrush. Instructor holds the hairbrush up and states, “match brush,” (prompt as needed).
o. Instructor uses picture cards of teeth & hair and a toothbrush & hairbrush. Instructor holds the toothbrush up and states, “match toothbrush,” (prompt as needed).
p. Instructor takes out mirror and places it in front of student stating, “touch mouth,” then “open mouth” (prompt as needed).
q. Instructor states, “touch eyes,” then “close eyes” (prompt as needed).
r. Instructor states, “touch cheeks,” then “do this” as cheeks puff out (prompt as needed).
s. Instructor states, “touch nose,” (prompt as needed).
t. Instructor states, “touch chin,” (prompt as needed).
u. Instructor states, “do this” while shaking head (prompt as needed)
v. Instructor states, “do this” while nodding head (prompt as needed) (10 mins)
9) Instructor strongly praises student proving social & verbal praise while taking student to the CD player. Student is allowed to turn on the CD player & listen to his music for five (5) minutes. (5 mins)
10) Instructor talks with mom & brother about session and encourages them to use these concepts with student daily. (5 mins)
11) Session is over.
Modifications One-to-one focused work, research-based instructional strategy, visual materials & prompts, interspersed tasks, constant reinforcement.
Checking for Understanding Embedded comprehension tasks within the lesson. Identifying picture & real life objects & tasks throughout session.
Methods of Evaluation Informal: Family accounts of student communication & identification skills during the week.
Formal: Formal data taken weekly (at the end of the week).
Closure Social & verbal reinforcement (“good job,” “you did well,” “excellent work,” etc.) & CD music (A++) at the end of the session.
Personal Reflection on this lesson There is no other educational experience so grand than to see a child with autism show some formof enjoyment within a lesson. If they can emote in one area there is a good chance that can be generalized to other areas of their development. Children with autism are a great challenge and being able to work with families to help their child can make a difference in the progress of that child. Dynamic education can truly be seen in the partnership between school and home.
ED656: revised Lesson Plan & Ancillaries for Problem Solving
Lesson Plan
Instructional Strategies Name: ED656 Advanced Techniques for Students with Learning Disabilities
Date: July 16, 2008
Introduction Subject: Problem Solving Strategies
Lesson time; 30 minutes
Grade: 7th & 8th grade students (at 4th & 5th grade functioning)
Problem solving is an important skill for all students. The methods learned in this lesson can be applied to all areas of students’ lives & will be referred to throughout the school year to encourage problem solving as part of their cognitive process.
Primary Instruction Method Implicit Instruction
Previous Lesson/Material Related to Lesson Prior Knowledge: Present typical math & social problem solving in daily life. We will dissect that strategy & apply it to other areas of learning for us & our students
GPSS Standards 4th & 5th: Determine & justify correct operation to solve problems.
Middle School: Solve realistic problems having consumer & realistic applications (5.MS.11)
Behavioral Objectives 1. In groups of three or four, students will solve one written academic problem (handout #4) with 80% accuracy.
2. In one large group, students will solve one fun & interactive problem requiring social interaction (sheet #5) with 80% accuracy.
Materials (resources needed to support the lesson) Brainteaser, academic, & social problem handouts. For ten students, five pieces of long (approximately 1.5 – 2 feet) rope, computer with problem solving test
Technology Integration four pieces of 1.5 – 2 feet rope, computer for computerized Problem Solving test
Classroom Layout Tables are parallel to each other with 3-4 students per table so each student is facing each other and has easy view of the instructor at the front of the class. (see Sheet #1, seating chart layout)
Anticipatory Set & Motivational Activity Present a computerized math reasoning problem that would impact students with a math disability. Have student groups (by table) determine a solution to the problem in four minutes (two 2-minute sessions). Read Sheet #2. Ensure the problem is downloaded on each computer at each table prior to students arriving.
Lesson steps 1) Download the “Frog Test” from Listserv files to each computer on each table prior to students arriving
2) Change up the seating arrangement (see seating chart, sheet #1) (1 min.) Script is found on the sheet #1
3) Complete the anticipatory set & motivational activity (“Frog Test”): read the instructions found on the teacher notes/Script of sheet #2 (5 mins.), including instructions)
4) Distribute handout #3 (four pages of Steps to problem solving)
5) Review the Problem solving concepts (see teacher notes & script on the teacher handout). Present this to the students in terms of questions so they may attempt to apply or define it or come up with solutions (9 mins.)
a. What do we consider a problem?
b. Step 1: How do we define it
c. Step 2: How do we analyze it
d. Step 3: How do we approach it
e. Step 4: How do we solve it & ensure the solution sticks
6) Let’s test it! Distribute handout #4 (academic word reasoning problem) and allow students, in groups by table, to find a solution using the problem solving steps. Let one group present their findings in one minute (4 mins.)
7) Let’s test it again! Have student move the tables toward the walls so there is an open space at the center of the class. Place the six pieces of rope in the center, one over the other at the center of each rope so it looks like a flower or sparkle (see example on sheet 5) Read sheet #5 aloud and have students start the activity. (9 mins.)
8) Distribute the homework activity handout #6 and announce the instructions found on the teacher notes (1 min.)
9) Ask motivating questions to close found on Sheet #7 (1 min.)
Modifications for students with SLD Modifications are embedded within the lesson for ALL to benefit (UDL concept). Handouts of steps are given to each student for review. All student groups included students at different levels of learning, activities include social & academic content, reminders of time are given, opportunities to use the Problem Solving steps throughout the week (w/reminders)
Check for Understanding Informal: Students answer questions within lesson
Formal: Final production of last problem solving activity & fun activity homework sheet they can work as a group or with family (Handout #6)
Assessments/Evaluation Test on the Problem Solving steps at the end of the week with group activity
Closure (Review, preview, transition) Motivating Questions: How can we use this in our daily lives? At school? At home? With parents? With friends? Peer pressure? Easier to find solution with by yourself or with the group?
Personal Reflection on this lesson This is an excellent lesson for students with varied levels of skill. Problem solving applies to all aspects of one’s life hence, a student with a reading problem can figure out solutions to social scenarios and apply that experience to reading. Also, these skills offer students an option to solve problems in all areas of their life. I enjoyed preparing this lesson and finding ways to bring the usefulness of problem solving to light. Ironically, I used the strategies I learned about problem solving to assist with the lesson & presentation of lesson itself!
Handouts
(All handouts & sheets come with teacher instructional versions) Sheet #1: Seating chart diagram
Sheet #2: Anticipatory Set & Motivational Activity Computer Problem
Handout #3: Steps to Problem Solving Sheets (four sheets: generic & for reading, math, social)
Handout #4: Academic Problem
Sheet #5: Final Problem solving group activity w/rope instructions
Handout #6: Motivational Homework that can be done as a group and with family
Sheet #7: Motivating Questions for closure
References Vaugh, S. & Bos, C. Strategies for Teaching Students with Learning & Behavior Problems, 7th
Ed. Upper Saddle, NJ: Pearson
Guam Public School System Content Standards
National Institute of Environmental Health Sciences: National Institutes of Health (NIH)
Department of Health and Human Services (DHHS) KIDS PAGES
http://kids.niehs.nih.gov/braintpics.htm
Using the Coping Model to teach Reading:
http://web.utk.edu/~dickinso/coping.htm
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
SHEET #2: Anticipatory Set & Motivational Activity, Teacher copy
1) Pull up the “FROG TEST” on the computers
2) SCRIPT:
“We are going to have a lot of fun today and learn at the same time. So if you get a bit excited I will help you manage yourself alright? Let’s start with our fun activity. On your computers is a test, it’s a fun test you can work on as a group! So you will have some time to figure the problem out. When OR IF you finish just raise your hand so we can all see how your team did it. So right now everyone at your table is your teammate and should be able to see the computer screen from where they are sitting. Are we all able to see the screen? Excellent Job! Now double-click on ‘Frog Test’ that is found on your desktop and start. You have four minutes. Begin.”
3) Start timing the students immediate & STICK TO THE TIME!
4) If a group finishes before time is up, have them show it to the class and allow the other groups to attempt to complete the test.
5) Congratulate the winning team & the other teams for trying hard and working together
6) Answer: Move the brown frog up once. Move green frog up once. Move second green frog up once. Move each brown frog up once. Move each green frog up once. Move each brown frog up once, again. Move each green frog up once, again. There you go. The goal is to keep each color frogs at an interval pattern (green-brown-green-brown-green, etc)
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
HANDOUT #3: Steps to Problem Solving; Teacher Copy
1) Distribute the attached student copies to each student prior to Problem Solving instruction. You will be focusing primarily on the first page (generalized steps to problem solving)
Four pages: Page 1: Generic Problem Solving Steps
Page 2: Example of Math Problem Solving steps
Page 3: Example of Reading Problem Solving steps
Page 4: Example of Social Problem Solving Steps
2) SCRIPT:
“As you probably guessed we will be learning about problem solving today. Every single one of you have done this at some time in your lives. What we will be doing today is going over the fundamental steps to solve any type of problem then apply it – or try it out – on some reading and social problems. You’ve already done the math problem with the frog test. How did you guys like it? (Allow for one or two short responses). Good. Let’s actually dissect what you did as individuals and as a group to get the solution. Turn to page one of you handout that reads, ‘steps to problem solving: generalized.’”
“Step 1: You identified the problem. At this step we need to be very specific and attempt to state the problem very clearly in one sentence. The problem, in most cases relates to the goal or outcome. So you had to get all the same colored frogs to the other side of the lily pads. That was the goal. The problem is HOW do we do it, step-by-step? So the problem, stated clearly is what? (wait for attempts to respond; provide encouraging feedback even if the answer is wrong). The problem is in the goal: Each group of colored frogs needs to be at the opposite side of the lily pads moving only one frog at a time, one jump at a time utilizing only one open stone at a time. You may not have said it that way, but generally that is what you were all figuring out. In most cases, we need to specifically state the problem to we can solve it. Right?”
“Step 2: Next, we need to analyze the problem. When we do this we are looking at the problem from all angles and coming up with a multitude of possible solutions. We may throw out most of the solutions, but we brainstorm them nonetheless. At this stage we take a look at how realistically the options are as solutions.”
“Step 3: This is the approach stage. After searching the angles and determining the best and most realistic approaches. We try it out. In some cases, when the problem is difficult or if we have the time, we may conduct brief trial and error approaches here. These trial and error sessions do not provide the solution they provide the reality of an approach to the solution. These trial and error sessions help us determine the long-lasting solutions to the problem.”
“Step 4: After solving the problem, check and double check the solution. Is it consistent? Can it hold? Can it be permanent? Is it, in fact, correct?”
“These are the basic fundamental steps to problem solving. If you briefly look at the Reading, Math, & Social problem solving steps you will see that they are very similar in design. Despite little differences, the problem solving steps follow a similar structure. How many of you have been doing this your whole life? How many will start using this method when the going gets tough – even with friends & family? Good for all of you.”
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
HANDOUT #4: Academic Problem; Teacher Copy
1) Distribute the attached student copies to each student prior to Academic Problem instruction
2) SCRIPT:
“Each group will be given the same story. Each group must answer the questions and come up with a conclusion to the story that includes a prediction. Ensure you can justify, through the story, your prediction. You will have about three minutes. You may read the story out loud in your group. You may begin.”
(Give a one minute call when there is only one minute left to wrap up. Once the students are done or at three minutes, whichever comes first, choose one group to share their answer for one minute.) (Any answer would be acceptable if the students were able to critically think about the solution and prediction).
3) Here is the story. DO NOT READ IT TO THE STUDENTS, this is merely for your reference.
“Joey was very short for his age and all the other third graders never let him forget it. He always enjoyed coming home with one exception, he was too short to push the elevator button to his 24th floor condo. Arnold, the doorman was usually helpful and really nice about it, but today he was helping Mr. Bags who always demanded attention. So, Joey was on his own today. He was thinking as he walked toward the elevator, ‘I could try jumping – again, or I could use my ruler, or I could stay in the elevator until someone finds my bones, argh!’ As Joey walked into the elevator and started taking his ruler out he saw two large hands open the elevator doors. A large man walked in and didn’t even look at Joey and Joey knew this man was a stranger. He was warned about strangers, but couldn’t move a muscle as the elevator doors closed. The man reached to push button….”
1.What grade is Joey? 2. About how old is Joey?
3. Did he have lots of friends? 4. How was Joey planning to press the elevator button?
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
SHEET #5: Final Problem Solving Large Group Activity; Teacher Copy
1) DO NOT HAND OUT TO STUDENTS
2) SCRIPT:
“Thanks for moving the desks so quietly and efficiently. You all did a great job. Now the hard work begins. See the ropes on the floor. You are all going to make a circle around the ropes then bend down and grab an end, remain down. Don’t try to look for the matching ends. Just grab the ends randomly. Then you will all stand at the same time. The goal is to untangle yourselves so you are one big circle, facing in and/or out is fine. Do you all understand? You’ll have about 9 minutes. Begin.” (Repeat directions is they do not understand. If they still don’t get it, walk them through it step-by-step using the directions.
3) How the ropes should look (using 5 pieces for 10 people):
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
Handout #6: Motivational Homework that can be done as a group and with family; Teacher Copy
1) Distribute the attached student copies to each student prior to Homework instruction
2) SCRIPT:
“Don’t start sighing, this homework is fun and you can complete it with your friends and family. We’ll see who has the most by the end of the week. Have fun with it, you’ll probably stump your family or friends.”
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
Sheet #7: Motivational Questions to Close; Teacher Copy
1) DO NOT DISTRIBUTE TO STUDENTS.
2) READ SCRIPT:
“You’ve done quite a bit in a short time. I will be encouraging and expecting you to use these strategies in your daily life, especially here at school. And an important point to remember is that solving problems is easier with more than one person. So study groups are encouraged as well. These questions should help you determine how to use these steps: How can we use this in our daily lives? At school? At home? With parents? With friends? Peer pressure? Easier to find solution with by yourself or with the group? Have a great day.”
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
HANDOUT #3a: Steps to Problem Solving: Generalized
Step 1: Identify the problem. At this step we need to be very specific and attempt to state the problem very clearly in one sentence. The problem, in most cases relates to the goal or outcome. We need to specifically state the problem to we can solve it.
Step 2: Analyze the problem. When we do this we are looking at the problem from all angles and coming up with a multitude of possible solutions. We may throw out most of the solutions, but we brainstorm them nonetheless. At this stage we take a look at how realistically the options are as solutions.
Step 3: Determine & use the Approach. After searching the angles and determining the best and most realistic approaches. We try it out. In some cases, when the problem is difficult or if we have the time, we may conduct brief trial and error approaches here. These trial and error sessions do not provide the solution they provide the reality of an approach to the solution. These trial and error sessions help us determine the long-lasting solutions to the problem.”
Step 4: After solving the problem, check and double check the solution. Is it consistent? Can it hold? Can it be permanent? Is it, in fact, correct?”
Instructional Strategies Name: ED656 Advanced Techniques for Students with Learning Disabilities
Date: July 16, 2008
Introduction Subject: Problem Solving Strategies
Lesson time; 30 minutes
Grade: 7th & 8th grade students (at 4th & 5th grade functioning)
Problem solving is an important skill for all students. The methods learned in this lesson can be applied to all areas of students’ lives & will be referred to throughout the school year to encourage problem solving as part of their cognitive process.
Primary Instruction Method Implicit Instruction
Previous Lesson/Material Related to Lesson Prior Knowledge: Present typical math & social problem solving in daily life. We will dissect that strategy & apply it to other areas of learning for us & our students
GPSS Standards 4th & 5th: Determine & justify correct operation to solve problems.
Middle School: Solve realistic problems having consumer & realistic applications (5.MS.11)
Behavioral Objectives 1. In groups of three or four, students will solve one written academic problem (handout #4) with 80% accuracy.
2. In one large group, students will solve one fun & interactive problem requiring social interaction (sheet #5) with 80% accuracy.
Materials (resources needed to support the lesson) Brainteaser, academic, & social problem handouts. For ten students, five pieces of long (approximately 1.5 – 2 feet) rope, computer with problem solving test
Technology Integration four pieces of 1.5 – 2 feet rope, computer for computerized Problem Solving test
Classroom Layout Tables are parallel to each other with 3-4 students per table so each student is facing each other and has easy view of the instructor at the front of the class. (see Sheet #1, seating chart layout)
Anticipatory Set & Motivational Activity Present a computerized math reasoning problem that would impact students with a math disability. Have student groups (by table) determine a solution to the problem in four minutes (two 2-minute sessions). Read Sheet #2. Ensure the problem is downloaded on each computer at each table prior to students arriving.
Lesson steps 1) Download the “Frog Test” from Listserv files to each computer on each table prior to students arriving
2) Change up the seating arrangement (see seating chart, sheet #1) (1 min.) Script is found on the sheet #1
3) Complete the anticipatory set & motivational activity (“Frog Test”): read the instructions found on the teacher notes/Script of sheet #2 (5 mins.), including instructions)
4) Distribute handout #3 (four pages of Steps to problem solving)
5) Review the Problem solving concepts (see teacher notes & script on the teacher handout). Present this to the students in terms of questions so they may attempt to apply or define it or come up with solutions (9 mins.)
a. What do we consider a problem?
b. Step 1: How do we define it
c. Step 2: How do we analyze it
d. Step 3: How do we approach it
e. Step 4: How do we solve it & ensure the solution sticks
6) Let’s test it! Distribute handout #4 (academic word reasoning problem) and allow students, in groups by table, to find a solution using the problem solving steps. Let one group present their findings in one minute (4 mins.)
7) Let’s test it again! Have student move the tables toward the walls so there is an open space at the center of the class. Place the six pieces of rope in the center, one over the other at the center of each rope so it looks like a flower or sparkle (see example on sheet 5) Read sheet #5 aloud and have students start the activity. (9 mins.)
8) Distribute the homework activity handout #6 and announce the instructions found on the teacher notes (1 min.)
9) Ask motivating questions to close found on Sheet #7 (1 min.)
Modifications for students with SLD Modifications are embedded within the lesson for ALL to benefit (UDL concept). Handouts of steps are given to each student for review. All student groups included students at different levels of learning, activities include social & academic content, reminders of time are given, opportunities to use the Problem Solving steps throughout the week (w/reminders)
Check for Understanding Informal: Students answer questions within lesson
Formal: Final production of last problem solving activity & fun activity homework sheet they can work as a group or with family (Handout #6)
Assessments/Evaluation Test on the Problem Solving steps at the end of the week with group activity
Closure (Review, preview, transition) Motivating Questions: How can we use this in our daily lives? At school? At home? With parents? With friends? Peer pressure? Easier to find solution with by yourself or with the group?
Personal Reflection on this lesson This is an excellent lesson for students with varied levels of skill. Problem solving applies to all aspects of one’s life hence, a student with a reading problem can figure out solutions to social scenarios and apply that experience to reading. Also, these skills offer students an option to solve problems in all areas of their life. I enjoyed preparing this lesson and finding ways to bring the usefulness of problem solving to light. Ironically, I used the strategies I learned about problem solving to assist with the lesson & presentation of lesson itself!
Handouts
(All handouts & sheets come with teacher instructional versions) Sheet #1: Seating chart diagram
Sheet #2: Anticipatory Set & Motivational Activity Computer Problem
Handout #3: Steps to Problem Solving Sheets (four sheets: generic & for reading, math, social)
Handout #4: Academic Problem
Sheet #5: Final Problem solving group activity w/rope instructions
Handout #6: Motivational Homework that can be done as a group and with family
Sheet #7: Motivating Questions for closure
References Vaugh, S. & Bos, C. Strategies for Teaching Students with Learning & Behavior Problems, 7th
Ed. Upper Saddle, NJ: Pearson
Guam Public School System Content Standards
National Institute of Environmental Health Sciences: National Institutes of Health (NIH)
Department of Health and Human Services (DHHS) KIDS PAGES
http://kids.niehs.nih.gov/braintpics.htm
Using the Coping Model to teach Reading:
http://web.utk.edu/~dickinso/coping.htm
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
SHEET #2: Anticipatory Set & Motivational Activity, Teacher copy
1) Pull up the “FROG TEST” on the computers
2) SCRIPT:
“We are going to have a lot of fun today and learn at the same time. So if you get a bit excited I will help you manage yourself alright? Let’s start with our fun activity. On your computers is a test, it’s a fun test you can work on as a group! So you will have some time to figure the problem out. When OR IF you finish just raise your hand so we can all see how your team did it. So right now everyone at your table is your teammate and should be able to see the computer screen from where they are sitting. Are we all able to see the screen? Excellent Job! Now double-click on ‘Frog Test’ that is found on your desktop and start. You have four minutes. Begin.”
3) Start timing the students immediate & STICK TO THE TIME!
4) If a group finishes before time is up, have them show it to the class and allow the other groups to attempt to complete the test.
5) Congratulate the winning team & the other teams for trying hard and working together
6) Answer: Move the brown frog up once. Move green frog up once. Move second green frog up once. Move each brown frog up once. Move each green frog up once. Move each brown frog up once, again. Move each green frog up once, again. There you go. The goal is to keep each color frogs at an interval pattern (green-brown-green-brown-green, etc)
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
HANDOUT #3: Steps to Problem Solving; Teacher Copy
1) Distribute the attached student copies to each student prior to Problem Solving instruction. You will be focusing primarily on the first page (generalized steps to problem solving)
Four pages: Page 1: Generic Problem Solving Steps
Page 2: Example of Math Problem Solving steps
Page 3: Example of Reading Problem Solving steps
Page 4: Example of Social Problem Solving Steps
2) SCRIPT:
“As you probably guessed we will be learning about problem solving today. Every single one of you have done this at some time in your lives. What we will be doing today is going over the fundamental steps to solve any type of problem then apply it – or try it out – on some reading and social problems. You’ve already done the math problem with the frog test. How did you guys like it? (Allow for one or two short responses). Good. Let’s actually dissect what you did as individuals and as a group to get the solution. Turn to page one of you handout that reads, ‘steps to problem solving: generalized.’”
“Step 1: You identified the problem. At this step we need to be very specific and attempt to state the problem very clearly in one sentence. The problem, in most cases relates to the goal or outcome. So you had to get all the same colored frogs to the other side of the lily pads. That was the goal. The problem is HOW do we do it, step-by-step? So the problem, stated clearly is what? (wait for attempts to respond; provide encouraging feedback even if the answer is wrong). The problem is in the goal: Each group of colored frogs needs to be at the opposite side of the lily pads moving only one frog at a time, one jump at a time utilizing only one open stone at a time. You may not have said it that way, but generally that is what you were all figuring out. In most cases, we need to specifically state the problem to we can solve it. Right?”
“Step 2: Next, we need to analyze the problem. When we do this we are looking at the problem from all angles and coming up with a multitude of possible solutions. We may throw out most of the solutions, but we brainstorm them nonetheless. At this stage we take a look at how realistically the options are as solutions.”
“Step 3: This is the approach stage. After searching the angles and determining the best and most realistic approaches. We try it out. In some cases, when the problem is difficult or if we have the time, we may conduct brief trial and error approaches here. These trial and error sessions do not provide the solution they provide the reality of an approach to the solution. These trial and error sessions help us determine the long-lasting solutions to the problem.”
“Step 4: After solving the problem, check and double check the solution. Is it consistent? Can it hold? Can it be permanent? Is it, in fact, correct?”
“These are the basic fundamental steps to problem solving. If you briefly look at the Reading, Math, & Social problem solving steps you will see that they are very similar in design. Despite little differences, the problem solving steps follow a similar structure. How many of you have been doing this your whole life? How many will start using this method when the going gets tough – even with friends & family? Good for all of you.”
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
HANDOUT #4: Academic Problem; Teacher Copy
1) Distribute the attached student copies to each student prior to Academic Problem instruction
2) SCRIPT:
“Each group will be given the same story. Each group must answer the questions and come up with a conclusion to the story that includes a prediction. Ensure you can justify, through the story, your prediction. You will have about three minutes. You may read the story out loud in your group. You may begin.”
(Give a one minute call when there is only one minute left to wrap up. Once the students are done or at three minutes, whichever comes first, choose one group to share their answer for one minute.) (Any answer would be acceptable if the students were able to critically think about the solution and prediction).
3) Here is the story. DO NOT READ IT TO THE STUDENTS, this is merely for your reference.
“Joey was very short for his age and all the other third graders never let him forget it. He always enjoyed coming home with one exception, he was too short to push the elevator button to his 24th floor condo. Arnold, the doorman was usually helpful and really nice about it, but today he was helping Mr. Bags who always demanded attention. So, Joey was on his own today. He was thinking as he walked toward the elevator, ‘I could try jumping – again, or I could use my ruler, or I could stay in the elevator until someone finds my bones, argh!’ As Joey walked into the elevator and started taking his ruler out he saw two large hands open the elevator doors. A large man walked in and didn’t even look at Joey and Joey knew this man was a stranger. He was warned about strangers, but couldn’t move a muscle as the elevator doors closed. The man reached to push button….”
1.What grade is Joey? 2. About how old is Joey?
3. Did he have lots of friends? 4. How was Joey planning to press the elevator button?
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
SHEET #5: Final Problem Solving Large Group Activity; Teacher Copy
1) DO NOT HAND OUT TO STUDENTS
2) SCRIPT:
“Thanks for moving the desks so quietly and efficiently. You all did a great job. Now the hard work begins. See the ropes on the floor. You are all going to make a circle around the ropes then bend down and grab an end, remain down. Don’t try to look for the matching ends. Just grab the ends randomly. Then you will all stand at the same time. The goal is to untangle yourselves so you are one big circle, facing in and/or out is fine. Do you all understand? You’ll have about 9 minutes. Begin.” (Repeat directions is they do not understand. If they still don’t get it, walk them through it step-by-step using the directions.
3) How the ropes should look (using 5 pieces for 10 people):
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
Handout #6: Motivational Homework that can be done as a group and with family; Teacher Copy
1) Distribute the attached student copies to each student prior to Homework instruction
2) SCRIPT:
“Don’t start sighing, this homework is fun and you can complete it with your friends and family. We’ll see who has the most by the end of the week. Have fun with it, you’ll probably stump your family or friends.”
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
Sheet #7: Motivational Questions to Close; Teacher Copy
1) DO NOT DISTRIBUTE TO STUDENTS.
2) READ SCRIPT:
“You’ve done quite a bit in a short time. I will be encouraging and expecting you to use these strategies in your daily life, especially here at school. And an important point to remember is that solving problems is easier with more than one person. So study groups are encouraged as well. These questions should help you determine how to use these steps: How can we use this in our daily lives? At school? At home? With parents? With friends? Peer pressure? Easier to find solution with by yourself or with the group? Have a great day.”
ED656 Adv. Tech. LD, Problem Solving Ancillary documents
HANDOUT #3a: Steps to Problem Solving: Generalized
Step 1: Identify the problem. At this step we need to be very specific and attempt to state the problem very clearly in one sentence. The problem, in most cases relates to the goal or outcome. We need to specifically state the problem to we can solve it.
Step 2: Analyze the problem. When we do this we are looking at the problem from all angles and coming up with a multitude of possible solutions. We may throw out most of the solutions, but we brainstorm them nonetheless. At this stage we take a look at how realistically the options are as solutions.
Step 3: Determine & use the Approach. After searching the angles and determining the best and most realistic approaches. We try it out. In some cases, when the problem is difficult or if we have the time, we may conduct brief trial and error approaches here. These trial and error sessions do not provide the solution they provide the reality of an approach to the solution. These trial and error sessions help us determine the long-lasting solutions to the problem.”
Step 4: After solving the problem, check and double check the solution. Is it consistent? Can it hold? Can it be permanent? Is it, in fact, correct?”
ED656: RtI Website Research
Response to Intervention
1) National Center on Response to Intervention: http://www.rti4success.org
This is an easy website to review, just type in the URL address and you are ready to peruse a user-friendly site. It answers fundamental questions for the novice such as, “What is RTI?” and sophisticated questions like, “Who are the stakeholders of RTI?” A teacher can learn specific planning in the elementary and secondary levels as well as the recommended ‘Tiers of instruction.’ It addresses such issues as cultural and linguistic diversity, behavioral interventions, early screening, English Language Learners (ELL), action planning, and much more. This is a great resource for the seasoned and new teacher. It includes specific topics such as math and literacy.
This website is maintained and updated by the US Department of Education Office of Special Education (USDOE OSEP) under the American Institutes for Research ®.
2) Wrightslaw: http://www.wrightslaw.com/info/rti.index.htm
One of my favorite websites links the RTI concept method to identifying Learning Disabilities per IDEA 2004. Every educator should be aware of this new intervention as it affects the general education teacher as well as the special education teacher. The websites provides fundamental information about the RTI technique as well as ways to link it to exploring whether a child may have a disability. This is an excellent range of information for the teacher, parent, and litigator.
Primarily, this site provides informational links as well as website links to related topics or issues dealing with RTI and related concerns. For example there are related sites to research-based reading and math instruction, basic information about learning disabilities, and skill/tier building for RTI. Additionally, there are helpful articles and publications to read as soon as you click on the URL! The sight is maintained by Wrightslaw and was last updated June 2008.
3) National Center for Learning Disabilities: http://www.ncld.org/content/view/1002/389
This is an interesting website as it provides a vast array of educational information for teachers, parents, and related parties. Because of its vastness, one would have to go to “LD infozone” as there is no RTI identified. If one were just to peruse the web, however, you can type in the specific URL for the RTI page and it will take you there. You can also do a search within the site, yet if one were not familiar with education one would not know to connect RTI with learning disabilities. This site needs to be more specific identifying RTI as it now is an integral part of our American school system and IDEA 2004.
All that aside, once the page is reached it provides general information for parents and teachers as well as a wide array of related sites and articles to review. It includes, parent guides, latest news issues, case studies, core findings, workshops on RTI, and most importantly how school districts can implement RTI’s multi-tiered instruction. The links are topic-specific and much of the research is up-to-date. This is a good sight for the informed parent or educator. This sight is maintained by NCLD and although no updates of the website can be determined, the articles are as recent as March 2008 (found in a related sight).
4) US Department of Education: http://idea.ed.gov/explore/view/p/,root,dynamic,QaCorner,8
The USDOE sight provides substantial information regarding the education of students in any American Educational Institution. This is one of my recommended sights for any educator – general or special – when concerns regarding education arise. USDOE addresses IDEA as well as NCLB and other historical educational milestones. This site is simple to peruse for a computer and web literate individual. One may type in the specific URL for RTI on the USDOE site or simply type in www.ed.gov and maneuver to the RTI question & answer page via the Q&A corner.
This RTI question and answer page is the perfect resource to determine how RTI affects what we do as general and special education teachers per IDEA 2004. This added responsibility holds general education teachers accountable to effective response interventions that are research-based prior to determining or suspecting a learning disability. The questions seem like typical questions from general and special education teacher, principals, attorneys, parents, and other education related personnel.
5) International Reading Association: http://www.reading.org/resources/issues/focus_rti.html
This website is very applicable to Guam education as the local IRA chapter is quite active with a high membership number, year round activities, annual guest authors, and teacher grants. The IRA simplistically describes RTI in a manner that the novice teacher or layperson can understand. It also describes the implications for RTI in the general education classroom and school district as a whole. The sight provides discussion on the new and expanded roles of the general education teacher in attempting to prevent unnecessary referrals to special education. It also highlights the monitoring of student progress to determine if the intervention type produces academic growth.
The links to pages, articles, and other websites are numerous. They can lead a teacher to any number of concerns regarding interventions for struggling learners or slow learners. Also, an RTI resource library is available for more information regarding the technical jargon of RTI. A number of meetings and events are also available. Maneuvering through this site requires a bit of browser knowledge. Unless one knows what to look for and under which title, the novice looking for RTI within the site may not find it. Luckily, this site provides a direct link to worde search engines like www.google.com or www.yahoo.com.
1) National Center on Response to Intervention: http://www.rti4success.org
This is an easy website to review, just type in the URL address and you are ready to peruse a user-friendly site. It answers fundamental questions for the novice such as, “What is RTI?” and sophisticated questions like, “Who are the stakeholders of RTI?” A teacher can learn specific planning in the elementary and secondary levels as well as the recommended ‘Tiers of instruction.’ It addresses such issues as cultural and linguistic diversity, behavioral interventions, early screening, English Language Learners (ELL), action planning, and much more. This is a great resource for the seasoned and new teacher. It includes specific topics such as math and literacy.
This website is maintained and updated by the US Department of Education Office of Special Education (USDOE OSEP) under the American Institutes for Research ®.
2) Wrightslaw: http://www.wrightslaw.com/info/rti.index.htm
One of my favorite websites links the RTI concept method to identifying Learning Disabilities per IDEA 2004. Every educator should be aware of this new intervention as it affects the general education teacher as well as the special education teacher. The websites provides fundamental information about the RTI technique as well as ways to link it to exploring whether a child may have a disability. This is an excellent range of information for the teacher, parent, and litigator.
Primarily, this site provides informational links as well as website links to related topics or issues dealing with RTI and related concerns. For example there are related sites to research-based reading and math instruction, basic information about learning disabilities, and skill/tier building for RTI. Additionally, there are helpful articles and publications to read as soon as you click on the URL! The sight is maintained by Wrightslaw and was last updated June 2008.
3) National Center for Learning Disabilities: http://www.ncld.org/content/view/1002/389
This is an interesting website as it provides a vast array of educational information for teachers, parents, and related parties. Because of its vastness, one would have to go to “LD infozone” as there is no RTI identified. If one were just to peruse the web, however, you can type in the specific URL for the RTI page and it will take you there. You can also do a search within the site, yet if one were not familiar with education one would not know to connect RTI with learning disabilities. This site needs to be more specific identifying RTI as it now is an integral part of our American school system and IDEA 2004.
All that aside, once the page is reached it provides general information for parents and teachers as well as a wide array of related sites and articles to review. It includes, parent guides, latest news issues, case studies, core findings, workshops on RTI, and most importantly how school districts can implement RTI’s multi-tiered instruction. The links are topic-specific and much of the research is up-to-date. This is a good sight for the informed parent or educator. This sight is maintained by NCLD and although no updates of the website can be determined, the articles are as recent as March 2008 (found in a related sight).
4) US Department of Education: http://idea.ed.gov/explore/view/p/,root,dynamic,QaCorner,8
The USDOE sight provides substantial information regarding the education of students in any American Educational Institution. This is one of my recommended sights for any educator – general or special – when concerns regarding education arise. USDOE addresses IDEA as well as NCLB and other historical educational milestones. This site is simple to peruse for a computer and web literate individual. One may type in the specific URL for RTI on the USDOE site or simply type in www.ed.gov and maneuver to the RTI question & answer page via the Q&A corner.
This RTI question and answer page is the perfect resource to determine how RTI affects what we do as general and special education teachers per IDEA 2004. This added responsibility holds general education teachers accountable to effective response interventions that are research-based prior to determining or suspecting a learning disability. The questions seem like typical questions from general and special education teacher, principals, attorneys, parents, and other education related personnel.
5) International Reading Association: http://www.reading.org/resources/issues/focus_rti.html
This website is very applicable to Guam education as the local IRA chapter is quite active with a high membership number, year round activities, annual guest authors, and teacher grants. The IRA simplistically describes RTI in a manner that the novice teacher or layperson can understand. It also describes the implications for RTI in the general education classroom and school district as a whole. The sight provides discussion on the new and expanded roles of the general education teacher in attempting to prevent unnecessary referrals to special education. It also highlights the monitoring of student progress to determine if the intervention type produces academic growth.
The links to pages, articles, and other websites are numerous. They can lead a teacher to any number of concerns regarding interventions for struggling learners or slow learners. Also, an RTI resource library is available for more information regarding the technical jargon of RTI. A number of meetings and events are also available. Maneuvering through this site requires a bit of browser knowledge. Unless one knows what to look for and under which title, the novice looking for RTI within the site may not find it. Luckily, this site provides a direct link to worde search engines like www.google.com or www.yahoo.com.
Saturday, June 28, 2008
Paula's Demonstration 3: TTY
Paula R. Ulloa
ED443G, Assistive Technology
Dr. J. Cyrus
June 30, 2008
Demonstration 3
Product: Tele TYpewriter (TTY) aka TDD (Telecommunications Device for the Deaf)
Brand: Ultratec
Distributors: Ultratec, Inc. Madison WI
Product name: The SUPERPRINT
Function:
Allows individuals who are deaf or HoH to have telephone conversations with anyone. These services are extended to internet browsing and ordering through IP relay services. Calls placed to or from a non-TTY user can be placed through the Telecommunications Relay Service
Price:
Superprint basic $499.00 (additional features range from $5.00 [paper rolls, dust covers] - $99.00 [extended warranty])
Superprint Pro80 Series $579.00 (“most sophisticated model”)
Non-print range from $299 – 379 (covers, warranty, built in flasher, ringing option, etc)
Mini-prints range from $349 - $679 (covers, warranty, caller ID, & special features)
Public Access TTY: ranges $700-$1500 can be placed in public phone stalls (installation not included but is easy to install)
Availability:
through Various distributors
Vehicles (OnStar TTY Interface Module (OTIM)* enables the deaf, hard of hearing, and speech-impaired
subscribers to receive most OnStar services in English text.)
Internet (IP relay)
Other brands: Varied & numerous
Preliminary needs:
Ø Telephone (TTY not needed be: of relay service = dial 711)
o Traditional relay services have all communication in text only, through a TTY or via the internet.
o A broadband video relay service uses a videophone or a webcam, and a sign language interpreter.
o Using a regular telephone, a traditional relay service can be accessed 24 hours a day by dialing either 711 or a toll-free number. The Federal Communications Commission has a fact sheet on using 711 to contact a relay service. Every state has its own relay service. An internet relay service can be accessed via a relay service website or instant messaging. Video relays are accessed by contacting the relay service via the videophone.
o All conversations are considered confidential
o Telecommunications relay service provides voice telephone access to people who use TTYs. Specially trained relay agents complete calls and stay on-line to relay messages either by TTY, or verbally to hearing parties. This service is available 24 hours a day with no restrictions to the length or number of calls placed.
Features:
Ø Manufacturer warranty, cases, covers, tech support, some have caller ID etc.
Ø Some TTYs are now equipped with both Baudot and ASCII. Baudot is the communication code used by TTYs, and ASCII is the code used by computers. A TTY equipped with ASCII allows the user to call any computer that has a telecommunication set-up. If the TTY does not have ASCII, the computer must have a special modem to translate the Baudot code.
Ø TTYs do not require special telephone equipment or installation. The telephone receiver, or handset, is put in the cradle of the acoustic coupler on the TTY before the conversation begins. The MODEM converts electric TTY impulses into acoustic signals and transmits those tones to the telephone receiver.
Getting Started:
Ø TTY: HOW IT WORKS: This device 'rings' via flashing light or the more recent vibrating wrist band that resembles a watch. The TTY consists of a keyboard, which hold somewhere from 20 to 30 character keys, a display screen, and a modem. The letters that the TTY usre types into the machine are turned into electrical signals that can travel over regular telephone lines. When the signals reach their destination (in this case another TTY) they are converted back into letters which appear on a display screen, are printed out on paper or both. Some of the newer TTYs are even equipped with answering machines.
Ø MRC (Message Relay Centers) & HOW THEY WORK: A hearing caller who needs to get in touch with a TTY user yet does not possess a TTY of his own can use a MRC to make his call. The caller simply calls MRC in their state. The operator at the center will use a TTY to call the party that the hearing person is trying to reach. The operator acts as an interpreter, typing the hearing person's message into a TTY and reading the response to him as it returns. (This works vice versa for a deaf caller trying to reach a hearing party.)
Users & Caveats:
Ø WHO USES IT: The TTY has 4 million users nationwide. 3 million of tese users are hearing impaired and the other 1 million have severe speech impairments.
Ø ADVANTAGES: Without a means of Telecommunication, the deaf were, in a sense, isolated from many people and services. Life without a telephone substitute involved many miles of driving to deliver and relay messages. (Which was very time consuming and frustrating.) The TTY gives deaf people the luxury of just being able to pick up the phone and chat. It also provided an easier way to connect to police and fire stations in case of emergency. And with the later creation of MRCs (message relay centers) the TTY users could connect to any phone anywhere in the world.
Ø DISADVANTAGES: TTY users must know how to type. The alarmingly high spelling error rate of 5-6% (10% of which is TTY machine related as in the misfunction of a key) sometimes causes a problem in communication. One half million of TTY users communicate using ASL (American Sign Language) or which there is no written counterpart. ASL also has a grammatical system which differs greatly from that of Standard English. If a TTY user is especially "chatty", the other party must just sit quietly until the "chatty" person sends the message, which they must then read and respond to. A conversation such as this would end up taking much longer than the avg. phone call.
Ø MRC COST: $300-$600 depending on what type of model you purchase. (source: Communications of the ACM May 1992 v35 n5 p80)TTYs (TDD) can be rented from US West for five dollars a month.
Ø MRC ADVANTAGES: The deaf can connect to any phone anywhere at any time. Their communication is no longer limited to other TTY users. It opened up many services including mail order catalogs.
Ø MRC COST: free (same cost as call would have cost to dial direct)
Ø IP relay crimes
Ø International (interpreters)
GLOSSARY OF TERMS
TTY, TDD, and TEXT TELEPHONE - All refer to the same device. TTY is the preferred acronym.
AUTO ID - Automatically transmits an audible tone to identify TTY calls. Helpful in emergency situations.
TURBO CODE - Allows typed information to transmit faster.
MEMORY - Memory buffers allow information to be saved and retrieved as needed.
TTY ANNOUNCER - Pre-programmed voice announcement that identifies a TTY call.
VCO- Voice Carry Over, used in conjunction with the relay service where user talks into handset & reads incoming conversation.
HCO - Hearing Carry Over, used in conjunction with the relay service, the user listens to the other party and types their response using a TTY.
REFERENCES
about.com http://deafness.about.com/cs/relayservices/a/internetrelay.htm
ADCO Hearing Products Inc. http://www.adcohearing.com/tty_what_tty.html
ATT wireless www.ATT.com
Captions.com www.Captions.com
Onstar http://www.onstar.com/us_english/jsp/explore/onstar_basics/helpful_info.jsp?info-view=tty
How does the service work?
A2.
The OnStar TTY Interface Module (OTIM)* enables the deaf, hard of hearing, and speech-impaired subscribers to receive most OnStar services in English text.
To connect to OnStar, simply push the OnStar button and a dedicated OnStar TTY Advisor will be ready to assist you. The OnStar TTY Interface Module (OTIM*) is connected directly to the OnStar system before you leave the dealership so that your OnStar service is available as quickly and seamlessly as possible. Included with the system is a TTY device and dial pad for use in the vehicle.
* WARNING: This equipment is installed by your GM dealer. Under no circumstance should your dealer-installed equipment be removed from your vehicle. (The TTY device may be transferred in and out of the vehicle. It is important to remember to bring the device back into the vehicle to use OnStar TTY.) Failure to comply with this process may cause permanent damage to your equipment. Damaged or misplaced equipment may prohibit communication with OnStar.
Is there an additional cost to have the OnStar TTY service?
A3.
Eligible subscribers can request the TTY equipment through their GM dealer. Most or all of the equipment cost can be reimbursed through the GM Mobility Reimbursement Program during the first year of ownership, subject to program rules. The use of OnStar services requires an active OnStar subscription. In addition, access to OnStar's Hands-Free Calling capability requires prepaid OnStar Hands-Free Calling minutes. A dedicated OnStar TTY Advisor will be happy to provide you with plan and pricing information.
Potomac Technology http://www.potomactech.com/index.phtml
Precise hearing http://precisehearing.com/krown
Ultratec.com www.ultratec.com
ED443G, Assistive Technology
Dr. J. Cyrus
June 30, 2008
Demonstration 3
Product: Tele TYpewriter (TTY) aka TDD (Telecommunications Device for the Deaf)
Brand: Ultratec
Distributors: Ultratec, Inc. Madison WI
Product name: The SUPERPRINT
Function:
Allows individuals who are deaf or HoH to have telephone conversations with anyone. These services are extended to internet browsing and ordering through IP relay services. Calls placed to or from a non-TTY user can be placed through the Telecommunications Relay Service
Price:
Superprint basic $499.00 (additional features range from $5.00 [paper rolls, dust covers] - $99.00 [extended warranty])
Superprint Pro80 Series $579.00 (“most sophisticated model”)
Non-print range from $299 – 379 (covers, warranty, built in flasher, ringing option, etc)
Mini-prints range from $349 - $679 (covers, warranty, caller ID, & special features)
Public Access TTY: ranges $700-$1500 can be placed in public phone stalls (installation not included but is easy to install)
Availability:
through Various distributors
Vehicles (OnStar TTY Interface Module (OTIM)* enables the deaf, hard of hearing, and speech-impaired
subscribers to receive most OnStar services in English text.)
Internet (IP relay)
Other brands: Varied & numerous
Preliminary needs:
Ø Telephone (TTY not needed be: of relay service = dial 711)
o Traditional relay services have all communication in text only, through a TTY or via the internet.
o A broadband video relay service uses a videophone or a webcam, and a sign language interpreter.
o Using a regular telephone, a traditional relay service can be accessed 24 hours a day by dialing either 711 or a toll-free number. The Federal Communications Commission has a fact sheet on using 711 to contact a relay service. Every state has its own relay service. An internet relay service can be accessed via a relay service website or instant messaging. Video relays are accessed by contacting the relay service via the videophone.
o All conversations are considered confidential
o Telecommunications relay service provides voice telephone access to people who use TTYs. Specially trained relay agents complete calls and stay on-line to relay messages either by TTY, or verbally to hearing parties. This service is available 24 hours a day with no restrictions to the length or number of calls placed.
Features:
Ø Manufacturer warranty, cases, covers, tech support, some have caller ID etc.
Ø Some TTYs are now equipped with both Baudot and ASCII. Baudot is the communication code used by TTYs, and ASCII is the code used by computers. A TTY equipped with ASCII allows the user to call any computer that has a telecommunication set-up. If the TTY does not have ASCII, the computer must have a special modem to translate the Baudot code.
Ø TTYs do not require special telephone equipment or installation. The telephone receiver, or handset, is put in the cradle of the acoustic coupler on the TTY before the conversation begins. The MODEM converts electric TTY impulses into acoustic signals and transmits those tones to the telephone receiver.
Getting Started:
Ø TTY: HOW IT WORKS: This device 'rings' via flashing light or the more recent vibrating wrist band that resembles a watch. The TTY consists of a keyboard, which hold somewhere from 20 to 30 character keys, a display screen, and a modem. The letters that the TTY usre types into the machine are turned into electrical signals that can travel over regular telephone lines. When the signals reach their destination (in this case another TTY) they are converted back into letters which appear on a display screen, are printed out on paper or both. Some of the newer TTYs are even equipped with answering machines.
Ø MRC (Message Relay Centers) & HOW THEY WORK: A hearing caller who needs to get in touch with a TTY user yet does not possess a TTY of his own can use a MRC to make his call. The caller simply calls MRC in their state. The operator at the center will use a TTY to call the party that the hearing person is trying to reach. The operator acts as an interpreter, typing the hearing person's message into a TTY and reading the response to him as it returns. (This works vice versa for a deaf caller trying to reach a hearing party.)
Users & Caveats:
Ø WHO USES IT: The TTY has 4 million users nationwide. 3 million of tese users are hearing impaired and the other 1 million have severe speech impairments.
Ø ADVANTAGES: Without a means of Telecommunication, the deaf were, in a sense, isolated from many people and services. Life without a telephone substitute involved many miles of driving to deliver and relay messages. (Which was very time consuming and frustrating.) The TTY gives deaf people the luxury of just being able to pick up the phone and chat. It also provided an easier way to connect to police and fire stations in case of emergency. And with the later creation of MRCs (message relay centers) the TTY users could connect to any phone anywhere in the world.
Ø DISADVANTAGES: TTY users must know how to type. The alarmingly high spelling error rate of 5-6% (10% of which is TTY machine related as in the misfunction of a key) sometimes causes a problem in communication. One half million of TTY users communicate using ASL (American Sign Language) or which there is no written counterpart. ASL also has a grammatical system which differs greatly from that of Standard English. If a TTY user is especially "chatty", the other party must just sit quietly until the "chatty" person sends the message, which they must then read and respond to. A conversation such as this would end up taking much longer than the avg. phone call.
Ø MRC COST: $300-$600 depending on what type of model you purchase. (source: Communications of the ACM May 1992 v35 n5 p80)TTYs (TDD) can be rented from US West for five dollars a month.
Ø MRC ADVANTAGES: The deaf can connect to any phone anywhere at any time. Their communication is no longer limited to other TTY users. It opened up many services including mail order catalogs.
Ø MRC COST: free (same cost as call would have cost to dial direct)
Ø IP relay crimes
Ø International (interpreters)
GLOSSARY OF TERMS
TTY, TDD, and TEXT TELEPHONE - All refer to the same device. TTY is the preferred acronym.
AUTO ID - Automatically transmits an audible tone to identify TTY calls. Helpful in emergency situations.
TURBO CODE - Allows typed information to transmit faster.
MEMORY - Memory buffers allow information to be saved and retrieved as needed.
TTY ANNOUNCER - Pre-programmed voice announcement that identifies a TTY call.
VCO- Voice Carry Over, used in conjunction with the relay service where user talks into handset & reads incoming conversation.
HCO - Hearing Carry Over, used in conjunction with the relay service, the user listens to the other party and types their response using a TTY.
REFERENCES
about.com http://deafness.about.com/cs/relayservices/a/internetrelay.htm
ADCO Hearing Products Inc. http://www.adcohearing.com/tty_what_tty.html
ATT wireless www.ATT.com
Captions.com www.Captions.com
Onstar http://www.onstar.com/us_english/jsp/explore/onstar_basics/helpful_info.jsp?info-view=tty
How does the service work?
A2.
The OnStar TTY Interface Module (OTIM)* enables the deaf, hard of hearing, and speech-impaired subscribers to receive most OnStar services in English text.
To connect to OnStar, simply push the OnStar button and a dedicated OnStar TTY Advisor will be ready to assist you. The OnStar TTY Interface Module (OTIM*) is connected directly to the OnStar system before you leave the dealership so that your OnStar service is available as quickly and seamlessly as possible. Included with the system is a TTY device and dial pad for use in the vehicle.
* WARNING: This equipment is installed by your GM dealer. Under no circumstance should your dealer-installed equipment be removed from your vehicle. (The TTY device may be transferred in and out of the vehicle. It is important to remember to bring the device back into the vehicle to use OnStar TTY.) Failure to comply with this process may cause permanent damage to your equipment. Damaged or misplaced equipment may prohibit communication with OnStar.
Is there an additional cost to have the OnStar TTY service?
A3.
Eligible subscribers can request the TTY equipment through their GM dealer. Most or all of the equipment cost can be reimbursed through the GM Mobility Reimbursement Program during the first year of ownership, subject to program rules. The use of OnStar services requires an active OnStar subscription. In addition, access to OnStar's Hands-Free Calling capability requires prepaid OnStar Hands-Free Calling minutes. A dedicated OnStar TTY Advisor will be happy to provide you with plan and pricing information.
Potomac Technology http://www.potomactech.com/index.phtml
Precise hearing http://precisehearing.com/krown
Ultratec.com www.ultratec.com
Paula's Case Study AT Evaluation Report
Paula R. Ulloa
ED 4443G
Assistive Technology
Dr. J. Cyrus
AT Evaluation Case Study 1
June 30, 2008
Assistive Technology (AT) Evaluation Report
Student: Sarah Case Study Grade: 3rd SY: 2007-2008
The following report indicates current functioning gathered from previous reports, and current academic, personal (including self-help), and social needs as indicated by parent(s) and general education teacher. The assistive technology report is determined based on an individual’s needs. Hence, this report is not exhaustive as more information is required for further AT assessment needs for the student. All recommendations in this report are made to provide Sara education in the Least Restrictive Environment (LRE). This is a preliminary suggestive report based on current information provided.
Student information & current functioning:
1) Sara has Down Syndrome
2) Sara is eight years old
3) Sara is in third grade
4) Her social skills are comparable to her typical peers
5) She attend Special Education classes part of the day and is in general education classes for the part of the day
6) Her Speech and Language skills are at a 5 years old level; Kindergarten equivalent
7) Oral reading (expressive reading) is affected by her speech difficulties
8) Fine motor coordination problems which may OR may not affect her cursive writing
9) Reads at a second grade level
10) Has "reasonably good comprehension:"
11) Addition with carry over (at least double digit?)
12) Subtraction with borrowing (at least double digits?)
13) Parents would like Sara in general education class
14) Parents believe Sara's writing and speaking problems are keeping her from her best work
15) Current third grade (general education?) teacher "suggests" Sara cannot keep up with her classmates
16) Current third grade teacher recommends a self-contained classroom to be 'with peers who work at her pace'
Student needs:
Ø Speech & Language services (Specific needs are not clear, AT specialist will work with Speech Therapist to determine effective AT devices for Sara)
Ø Occupational Therapy (OT) (fine motor) (Specific needs are not clear, if there are OT services, AT specialist will work with OT to determine effective AT devices for Sara)
Ø Environment: Classroom, social, and possible lunch/snack setting. Sara’s social level is comparable to her peers at this time hence no current needs are indicated in a social setting. However, speech occurs in all environments and augmentative communication devices may benefit Sara. Continuous observation of peer-relations & social skills is recommended as Sara gets older and peer interests vary.
Parent Concerns:
Ø Would like Sara in general education class
Ø Sara’s writing & speaking problems keep her from her best work
AT Device recommendations & outcomes:
Potential AT devices for Speech & Language:
Sara’s expressive reading skills are affected by her speech impediment, yet seems to be socially comparable to that of her typical peers. This indicates that Sara is able to speak well enough to socially interact with peers without the need of an AT device at this time. The following recommendation may be used primarily for expressive reading lessons in and out of the classroom, but limited to a secondary output device for social interaction. Further information regarding when, where, and in what situation to use the AT device may be ascertained from the Speech Therapist.
Ø Picture/word to voice output to be used as an augmentative device. Current devices available in our district include:
o Go talk
o Go talk 2000
o Might Mo
o Photo talk 2008
o Numerous computer programs addressing language comprehension and speech
Potential AT devices for OT therapy:
Fine motor coordination is indicated as a need by Sara’s general education teacher. This affects Sara’s cursive writing and may affect her holding and manipulating utensils in other environments (snack & lunch time). The following are AT device recommendation to assist Sara with her fine motor skills. Further information on how often to use the devices, where, and in what situations may be ascertained from the Occupational Therapist.
Ø Light-tech weighted pen
Ø Wax strings to assist with size & movement of writing instrument (inconspicuous)
Ø Universal Design door handles
Ø Universal Designs for sink handles
Ø Computerized cursive writing program
Auxiliary AT devices:
Ø Computer (CPU, monitor, mouse, keyboard)
Ø Large keys keyboard
Ø Computer programs (games & academics): would help fine motor skills, social interaction, and act as an academic supplement. (CompuThera, Words Around Me, or Earobics)
Ø Programs would be apropos to elementary students and would be very easy to learn and use
Ø Teachers may check out educational computer programs from the AT office in the Division of Special Education
Ø Teacher must designate a desk for the computer
Ø The desk should be near an electrical outlet and any wire access to the internet
Pilot Period:
Ø Sara’s use of all devices will be monitored during the first week by general and special education teacher, speech and occupational therapists, and AT specialist
Ø The team will meet at the end of the week to determine how well Sara is functioning with the devices and whether alternative devices are needed.
Ø Parents will be part of this meeting.
AT direct or consultative services:
The following consultative services are recommended:
Ø Provide computer hook-up in classroom
Ø Install all computer programs
Ø Train teachers, therapists, and parents (opt) in computer programs
Ø Train teachers, therapists, and parents (opt) in Speech and Language augmentative device
Ø Provide disability & AT sensitivity training to school peers
Ø Monitor use of AT devices & change-up if necessary
Ø Consult teachers and therapists monthly to determine continued effectiveness of AT devices
Ø Consult teachers and therapists monthly to determine upgrading computer programs
Ø Other consultative services may be determined
Direct services are not recommended at this time.
Intended educational outcomes of AT device interventions:
Sara’s use of the speech and language augmentative device is intended to promote & improve her speech and language skills. It is important to note that it is not a substitute for Sara’s speaking, rather allow her to clarify what she has said. Additionally, the speech therapist may want to consider allowing Sara to attempt clearly repeating what is said in the AT device. This device should be used primarily in the academic classroom as Sara’s speech is not an impediment to socialization with peers. If there are no physiological deficiencies in Sara’s speech functioning, this device is intended to be temporary and increase clarity in Sara’s speech.
Sara’s fine motor skills may or may not be affecting her cursive writing skills. Cursive writing is difficult for students with a severe learning disability or mild to moderate metal retardation. Nonetheless, a weighted pencil and wax string may assist Sara in keeping with cursive writing size limits and flow. The IEP team should determine whether cursive writing is an integral part of Sara’s curriculum if she is able to handwrite successfully. Additionally, a fine motor skills deficit will affect all areas of Sara’s life. Areas in which to consider using the AT weights for instruments include breakfast, lunch and snack for utensils. Also, observation of utilizing door and sink handles to determine effectiveness and upgrades is highly recommended. The Universal Designs for the handles is intended to imbed Sara’s needs into the typical environment without specifically indicating the need for Sara. Also, the weighted instruments and writing wax strings are intended to be temporary and used in conjunction with OT therapy.
The computer and computerized academic & social learning is a comprehensive system to address all needs indicated by the general education teacher and parents. Speech and language programs will address the academic and speech & language needs and the keyboard and mouse manipulation is intended to increase Sara’s fine motor coordination. As Sara maneuvers through the internet and academic programs her reading skills should gain more fluency which in turn should positively affect her cursive writing. As Sara continues to improve in keyboarding skills the large key keyboard may be switched-up to the typical keyboard. As students in general enjoy the use of computers, this AT device may be used to explore alternatives to social interaction with typical peers. The computer use is also intended to introduce Sara to computer knowledge necessary to the youth of today. This computer program, although temporary, is intended to assist Sara in all areas of designated needs as well as integrate much needed technology for individuals with disabilities.
As stated previously, further information on the outcomes may be ascertained from the therapists.
Factors to Consider:
Sara’s recommended AT devices range from light-tech to high tech and are all currently available in the AT office of the Division of Special Education. Should parents or teachers require or request further computer hardware or software ordering and budget requirements may prolong the receipt of the AT device. All AT devices have AT specialist consultation services that include training in installation, use, maintenance, and troubleshooting. If the site is unable to use the AT device for any reason the appropriate personnel should contact the AT office immediately. All programs and AT devices are ordered and reviewed with the intention of being user-friendly to children of disabilities and acceptance of typical peers in a social setting, with ability. It is important to remember, all AT devices are intended to assist individuals with disabilities temporarily or permanently so they may receive education in the Least Restrictive Environment (LRE).
At any time the educational staff deems it necessary to add, upgrade, change, or review any type of AT device for students with special needs, contact with the AT office is recommended. Additionally, at any time parents of students with special needs request training in the AT device their child is using, the AT office must be contacted so we may accommodate the request. We strongly encourage parents to be aware of all the interventions their child is receiving.
Summary & Conclusion:
At her current functioning as reported by educational staff, Sara may benefit from the use of AT devices in her educational setting. The recommended AT devices are limited in that more specific information is needed from the general and special education teacher, therapists, and parents. Further evaluations or classroom assessments are recommended in the areas of reading comprehension, expressive & receptive language, current socialization level (is it in fact aligned with her typical peers?), services she is addressing in the special education class, specific fine motor functioning, and potential reasons for deficits in cursive writing (fine motor vs. cognition). All these issues impact the AT assessment and intervention. For example, if Sara’s cursive writing issue stems from cognition, then a different AT device will be recommended. For now, we must presume the cursive writing issue stems from a fine motor issue.
Additionally, Sara’s general education teacher (GET) has not specified Sara’s specific need in ‘keeping up with her classmates.’ There are several issues here. First, in comparing Sara to her typical peers we are denying her disability, thus providing a disservice which may affect her education. If the GET can specify Sara’s needs, without comparison to typical peer, the IEP team can attempt to address those needs so Sara may continue to receive education in the LRE, which, in this case, is currently the general education classroom. If Sara is unable to receive meaningful education in the general education classroom with supports, then specific time in the special education classroom should be considered. Sara’s social and basic academic (reading & math) skills are not far from her typical peers, hence, she should not be in a self-contained classroom. GET specifies “at her pace” which indicates Sara may simply need more time or modified work to complete assignments. Again, teacher should be more specific in this area. Also, in-house consultation on modification and accommodations from the Principal Teacher, a grade level chair, or special education teacher should be made available to the GET.
An important part of the AT assessment includes the parent request. Parents would like Sara to remain in the general education classroom. The time period is not clear, so we must presume it is for the same time period she is currently in the general education room, which is ‘part’ of the day. Parents may not be aware that they just requested that Sara be afforded all resources to enable her to receive meaningful education in the general education classroom. As LRE is a specific right to students with special needs per IDEIA 2004, the district must ensure all supportive resources have been explored to assist Sara in the general education classroom. The evaluations – or lack of in this case – directly impact the type of AT needs Sara may be expected to receive. This is very serious and a second meeting to determine further appropriate supports should be held after all evaluations or classroom assessments have been conducted. This second meeting should not hold up the current AT recommendations, yet will hold up the placement of Sara in a self-contained class. Placement should not be considered until all AT supports and teacher interventions (including supports determined after the second meeting) have been in place and determined successful or not as well as documented by general education teacher and therapists. Parents concerns regarding Sara’s writing and speaking problems should be specified so they may be discussed and addressed by the educational team. Training in Down Syndrome including speech & language and Occupational needs of children with Down Syndrome should be made available through the Technical Assistant office of the Division of Special Education. Additionally, current local supports (government agencies, community & parent support groups) and information via internet should be made available to parents.
Finally, Sara’s transition needs must be addressed. This includes her receiving education staff for the next school year, natural supports in the community & home, and determined progress with the use of all the AT devices. If there are natural environments in which Sara can generalize her skills these should be considered by parent and the AT specialist. For example, if Sara becomes proficient in the use of the computer, parents may take her to the local library so she may search for books via the computerized catalog system.
Overall, despite the lack of information, Sara’s educational, personal, and social AT needs will be addressed to ensure she is receiving meaningful education in the LRE.
ED 4443G
Assistive Technology
Dr. J. Cyrus
AT Evaluation Case Study 1
June 30, 2008
Assistive Technology (AT) Evaluation Report
Student: Sarah Case Study Grade: 3rd SY: 2007-2008
The following report indicates current functioning gathered from previous reports, and current academic, personal (including self-help), and social needs as indicated by parent(s) and general education teacher. The assistive technology report is determined based on an individual’s needs. Hence, this report is not exhaustive as more information is required for further AT assessment needs for the student. All recommendations in this report are made to provide Sara education in the Least Restrictive Environment (LRE). This is a preliminary suggestive report based on current information provided.
Student information & current functioning:
1) Sara has Down Syndrome
2) Sara is eight years old
3) Sara is in third grade
4) Her social skills are comparable to her typical peers
5) She attend Special Education classes part of the day and is in general education classes for the part of the day
6) Her Speech and Language skills are at a 5 years old level; Kindergarten equivalent
7) Oral reading (expressive reading) is affected by her speech difficulties
8) Fine motor coordination problems which may OR may not affect her cursive writing
9) Reads at a second grade level
10) Has "reasonably good comprehension:"
11) Addition with carry over (at least double digit?)
12) Subtraction with borrowing (at least double digits?)
13) Parents would like Sara in general education class
14) Parents believe Sara's writing and speaking problems are keeping her from her best work
15) Current third grade (general education?) teacher "suggests" Sara cannot keep up with her classmates
16) Current third grade teacher recommends a self-contained classroom to be 'with peers who work at her pace'
Student needs:
Ø Speech & Language services (Specific needs are not clear, AT specialist will work with Speech Therapist to determine effective AT devices for Sara)
Ø Occupational Therapy (OT) (fine motor) (Specific needs are not clear, if there are OT services, AT specialist will work with OT to determine effective AT devices for Sara)
Ø Environment: Classroom, social, and possible lunch/snack setting. Sara’s social level is comparable to her peers at this time hence no current needs are indicated in a social setting. However, speech occurs in all environments and augmentative communication devices may benefit Sara. Continuous observation of peer-relations & social skills is recommended as Sara gets older and peer interests vary.
Parent Concerns:
Ø Would like Sara in general education class
Ø Sara’s writing & speaking problems keep her from her best work
AT Device recommendations & outcomes:
Potential AT devices for Speech & Language:
Sara’s expressive reading skills are affected by her speech impediment, yet seems to be socially comparable to that of her typical peers. This indicates that Sara is able to speak well enough to socially interact with peers without the need of an AT device at this time. The following recommendation may be used primarily for expressive reading lessons in and out of the classroom, but limited to a secondary output device for social interaction. Further information regarding when, where, and in what situation to use the AT device may be ascertained from the Speech Therapist.
Ø Picture/word to voice output to be used as an augmentative device. Current devices available in our district include:
o Go talk
o Go talk 2000
o Might Mo
o Photo talk 2008
o Numerous computer programs addressing language comprehension and speech
Potential AT devices for OT therapy:
Fine motor coordination is indicated as a need by Sara’s general education teacher. This affects Sara’s cursive writing and may affect her holding and manipulating utensils in other environments (snack & lunch time). The following are AT device recommendation to assist Sara with her fine motor skills. Further information on how often to use the devices, where, and in what situations may be ascertained from the Occupational Therapist.
Ø Light-tech weighted pen
Ø Wax strings to assist with size & movement of writing instrument (inconspicuous)
Ø Universal Design door handles
Ø Universal Designs for sink handles
Ø Computerized cursive writing program
Auxiliary AT devices:
Ø Computer (CPU, monitor, mouse, keyboard)
Ø Large keys keyboard
Ø Computer programs (games & academics): would help fine motor skills, social interaction, and act as an academic supplement. (CompuThera, Words Around Me, or Earobics)
Ø Programs would be apropos to elementary students and would be very easy to learn and use
Ø Teachers may check out educational computer programs from the AT office in the Division of Special Education
Ø Teacher must designate a desk for the computer
Ø The desk should be near an electrical outlet and any wire access to the internet
Pilot Period:
Ø Sara’s use of all devices will be monitored during the first week by general and special education teacher, speech and occupational therapists, and AT specialist
Ø The team will meet at the end of the week to determine how well Sara is functioning with the devices and whether alternative devices are needed.
Ø Parents will be part of this meeting.
AT direct or consultative services:
The following consultative services are recommended:
Ø Provide computer hook-up in classroom
Ø Install all computer programs
Ø Train teachers, therapists, and parents (opt) in computer programs
Ø Train teachers, therapists, and parents (opt) in Speech and Language augmentative device
Ø Provide disability & AT sensitivity training to school peers
Ø Monitor use of AT devices & change-up if necessary
Ø Consult teachers and therapists monthly to determine continued effectiveness of AT devices
Ø Consult teachers and therapists monthly to determine upgrading computer programs
Ø Other consultative services may be determined
Direct services are not recommended at this time.
Intended educational outcomes of AT device interventions:
Sara’s use of the speech and language augmentative device is intended to promote & improve her speech and language skills. It is important to note that it is not a substitute for Sara’s speaking, rather allow her to clarify what she has said. Additionally, the speech therapist may want to consider allowing Sara to attempt clearly repeating what is said in the AT device. This device should be used primarily in the academic classroom as Sara’s speech is not an impediment to socialization with peers. If there are no physiological deficiencies in Sara’s speech functioning, this device is intended to be temporary and increase clarity in Sara’s speech.
Sara’s fine motor skills may or may not be affecting her cursive writing skills. Cursive writing is difficult for students with a severe learning disability or mild to moderate metal retardation. Nonetheless, a weighted pencil and wax string may assist Sara in keeping with cursive writing size limits and flow. The IEP team should determine whether cursive writing is an integral part of Sara’s curriculum if she is able to handwrite successfully. Additionally, a fine motor skills deficit will affect all areas of Sara’s life. Areas in which to consider using the AT weights for instruments include breakfast, lunch and snack for utensils. Also, observation of utilizing door and sink handles to determine effectiveness and upgrades is highly recommended. The Universal Designs for the handles is intended to imbed Sara’s needs into the typical environment without specifically indicating the need for Sara. Also, the weighted instruments and writing wax strings are intended to be temporary and used in conjunction with OT therapy.
The computer and computerized academic & social learning is a comprehensive system to address all needs indicated by the general education teacher and parents. Speech and language programs will address the academic and speech & language needs and the keyboard and mouse manipulation is intended to increase Sara’s fine motor coordination. As Sara maneuvers through the internet and academic programs her reading skills should gain more fluency which in turn should positively affect her cursive writing. As Sara continues to improve in keyboarding skills the large key keyboard may be switched-up to the typical keyboard. As students in general enjoy the use of computers, this AT device may be used to explore alternatives to social interaction with typical peers. The computer use is also intended to introduce Sara to computer knowledge necessary to the youth of today. This computer program, although temporary, is intended to assist Sara in all areas of designated needs as well as integrate much needed technology for individuals with disabilities.
As stated previously, further information on the outcomes may be ascertained from the therapists.
Factors to Consider:
Sara’s recommended AT devices range from light-tech to high tech and are all currently available in the AT office of the Division of Special Education. Should parents or teachers require or request further computer hardware or software ordering and budget requirements may prolong the receipt of the AT device. All AT devices have AT specialist consultation services that include training in installation, use, maintenance, and troubleshooting. If the site is unable to use the AT device for any reason the appropriate personnel should contact the AT office immediately. All programs and AT devices are ordered and reviewed with the intention of being user-friendly to children of disabilities and acceptance of typical peers in a social setting, with ability. It is important to remember, all AT devices are intended to assist individuals with disabilities temporarily or permanently so they may receive education in the Least Restrictive Environment (LRE).
At any time the educational staff deems it necessary to add, upgrade, change, or review any type of AT device for students with special needs, contact with the AT office is recommended. Additionally, at any time parents of students with special needs request training in the AT device their child is using, the AT office must be contacted so we may accommodate the request. We strongly encourage parents to be aware of all the interventions their child is receiving.
Summary & Conclusion:
At her current functioning as reported by educational staff, Sara may benefit from the use of AT devices in her educational setting. The recommended AT devices are limited in that more specific information is needed from the general and special education teacher, therapists, and parents. Further evaluations or classroom assessments are recommended in the areas of reading comprehension, expressive & receptive language, current socialization level (is it in fact aligned with her typical peers?), services she is addressing in the special education class, specific fine motor functioning, and potential reasons for deficits in cursive writing (fine motor vs. cognition). All these issues impact the AT assessment and intervention. For example, if Sara’s cursive writing issue stems from cognition, then a different AT device will be recommended. For now, we must presume the cursive writing issue stems from a fine motor issue.
Additionally, Sara’s general education teacher (GET) has not specified Sara’s specific need in ‘keeping up with her classmates.’ There are several issues here. First, in comparing Sara to her typical peers we are denying her disability, thus providing a disservice which may affect her education. If the GET can specify Sara’s needs, without comparison to typical peer, the IEP team can attempt to address those needs so Sara may continue to receive education in the LRE, which, in this case, is currently the general education classroom. If Sara is unable to receive meaningful education in the general education classroom with supports, then specific time in the special education classroom should be considered. Sara’s social and basic academic (reading & math) skills are not far from her typical peers, hence, she should not be in a self-contained classroom. GET specifies “at her pace” which indicates Sara may simply need more time or modified work to complete assignments. Again, teacher should be more specific in this area. Also, in-house consultation on modification and accommodations from the Principal Teacher, a grade level chair, or special education teacher should be made available to the GET.
An important part of the AT assessment includes the parent request. Parents would like Sara to remain in the general education classroom. The time period is not clear, so we must presume it is for the same time period she is currently in the general education room, which is ‘part’ of the day. Parents may not be aware that they just requested that Sara be afforded all resources to enable her to receive meaningful education in the general education classroom. As LRE is a specific right to students with special needs per IDEIA 2004, the district must ensure all supportive resources have been explored to assist Sara in the general education classroom. The evaluations – or lack of in this case – directly impact the type of AT needs Sara may be expected to receive. This is very serious and a second meeting to determine further appropriate supports should be held after all evaluations or classroom assessments have been conducted. This second meeting should not hold up the current AT recommendations, yet will hold up the placement of Sara in a self-contained class. Placement should not be considered until all AT supports and teacher interventions (including supports determined after the second meeting) have been in place and determined successful or not as well as documented by general education teacher and therapists. Parents concerns regarding Sara’s writing and speaking problems should be specified so they may be discussed and addressed by the educational team. Training in Down Syndrome including speech & language and Occupational needs of children with Down Syndrome should be made available through the Technical Assistant office of the Division of Special Education. Additionally, current local supports (government agencies, community & parent support groups) and information via internet should be made available to parents.
Finally, Sara’s transition needs must be addressed. This includes her receiving education staff for the next school year, natural supports in the community & home, and determined progress with the use of all the AT devices. If there are natural environments in which Sara can generalize her skills these should be considered by parent and the AT specialist. For example, if Sara becomes proficient in the use of the computer, parents may take her to the local library so she may search for books via the computerized catalog system.
Overall, despite the lack of information, Sara’s educational, personal, and social AT needs will be addressed to ensure she is receiving meaningful education in the LRE.
Tuesday, June 24, 2008
Assitive Technology & Special Education
A whole new world of sports....Special Olympics and Assistive Technology as you've never seen before...
CS1: The Saga of Sarah continues...
Case Study: What are Sara's needs? What kinds of service providers need to be consulted for the AT disposition for Sara? What kinds of questions need to be addressed? How can assistive technology devices and services enable Sara to receive an education in the least restrictive environment? What kinds of technology should go in Sara's IEP? How would you make a case for putting assistive technology into her IEP? Is there a 'knowledge gap' between Sara's mother and Sara's teacher?
---------------------------------------------
Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.
---------------------------------------------------
Second Thoughts... after reviewing classmates responses
After reading the comments of my classmates, it seems that we are generally on the same page regarding needed information and potential services. We agree that more accurate & specific levels of functioning information is needed, determined that, at least, Speech Language therapist/Pathologist (SLT/P) & Occupational Therapist (OT) services (direct & consult) are needed, and Sara's Least Restrictive Environment (LRE) is NOT in a self-contained class. This is a good start, now let's outline and see some more issues more clearly. Let's review:
1) Sara has Down Syndrome (disability would most likely fall under Mental Retardation as there is no IDEA catergory for Syndromes)
2) Sara is eight y/o in the third grade
3) Her social skills are comparable to her typical peers
4) She attend Special Education classes part of the day and is in general education classes for the part of the day
5) Her Speech and Language skills are at a 5 y/o level; Kindergarten equivalent
6) Oral reading (expressive reading) is affected by her speech difficulties
7) Does this affect her expressive language as well, if so does it affect her socialization?
8) She has fine motor coordination problems which may OR may not affect her cursive writing
9) She reads at a second grade level
10) she has "reasonably good comprehension:" what exactly does this mean? what is her comprehension level? more information is needed here.
11) addition with carry over (at least double digit?)
12) subtraction with borrowing (at least double digits?)
13) Parents would like Sara in GE class
14) Parents believe Sara's writing and speaking problems are keeping her from her best work
15) Current third grade (general education?) teacher "suggests" Sara cannot keep up with her classmates
16) Current third grade teacher (general education teacher: GET?) recommends a self-contained classroom to be 'with peers who work at her pace'
Although the Present levels of functioning are vague it is suggested that Sara is socially typical; reading & math skills are at a comparable level; reading comprehension is "reasonably" good; fine motor coordination & Speech & language (S/L) are areas of concern (to include cursive writing). It is also apparent that Sara is currently receving special education (Sped) services as she is in the general education class (GE) only part of the day. The assumption is that she is receiving special education for speech & language in the resource room (RR) as well as individual & group sessions from a speech therapist. There is a possiblity of having goals & objectives for these areas.
As Sara is currently socially comparable to her peers it would be detrimental to her social (& possibly language) development to place her in a self-contained classroom, particularly since the issue is Sara keeping up with her typical peers. How Sara performs in class with the use of recommended modifications & accommodations is instrinsic and should not be compared to her peers, particularly when Sara's disability is part of that direct comparison. Much care must be taken here. Sara's parents also prefer that she be in the general education classroom as much as possible, yet seem to yield to the GET's suggestions. Parents may simply not be aware of the IDEA concept of LRE as well as IEP allowable supports for Sara in the GE class, or even the option of increasing RR time. As parents are a part of the IEP team, these concepts should be made clear to them. Should parents retain legal representation as a result of a disagreement in placement of Sara, the school district will have to explain more than just placement. A potential for updating and quantifying assessments (rdg, math, Language, Fine motor, speech, etc.) & evaluations may occur which would affect placement eventually. The fact that not enough information is provided prevents the IEP team from making valid program and placement decisions. It is not fair to Sara, despite well-intended decisions.
Some potential AT devices for Sara may include computerized reading, language, and "writing" programs. This would require a computer with program capabilities and training the teacher(s) & Sara. Some Programs may include CompuThera, Words Around Me, or Earobics. I would exercise caution and yield to the speech therapist's recommendation of whether to use a picture communication system (PCS) as a primary means to communicate to others. If Sara has a moderate ability to speak to others she should keep talking, if there is such an impediment that she is noncomprehendible then a PCS is an option. This is a very delicate issue given Sara's comparable social skills to that of her peers as well as speech being part of the support for language & social skills development.
Sara may also benefit from a weighted pencil. The weight of the pencil may allow for more coordination & control.
This is a lot to chew on for now. I look forward to your responses and input.
---------------------------------------------
Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.
---------------------------------------------------
Second Thoughts... after reviewing classmates responses
After reading the comments of my classmates, it seems that we are generally on the same page regarding needed information and potential services. We agree that more accurate & specific levels of functioning information is needed, determined that, at least, Speech Language therapist/Pathologist (SLT/P) & Occupational Therapist (OT) services (direct & consult) are needed, and Sara's Least Restrictive Environment (LRE) is NOT in a self-contained class. This is a good start, now let's outline and see some more issues more clearly. Let's review:
1) Sara has Down Syndrome (disability would most likely fall under Mental Retardation as there is no IDEA catergory for Syndromes)
2) Sara is eight y/o in the third grade
3) Her social skills are comparable to her typical peers
4) She attend Special Education classes part of the day and is in general education classes for the part of the day
5) Her Speech and Language skills are at a 5 y/o level; Kindergarten equivalent
6) Oral reading (expressive reading) is affected by her speech difficulties
7) Does this affect her expressive language as well, if so does it affect her socialization?
8) She has fine motor coordination problems which may OR may not affect her cursive writing
9) She reads at a second grade level
10) she has "reasonably good comprehension:" what exactly does this mean? what is her comprehension level? more information is needed here.
11) addition with carry over (at least double digit?)
12) subtraction with borrowing (at least double digits?)
13) Parents would like Sara in GE class
14) Parents believe Sara's writing and speaking problems are keeping her from her best work
15) Current third grade (general education?) teacher "suggests" Sara cannot keep up with her classmates
16) Current third grade teacher (general education teacher: GET?) recommends a self-contained classroom to be 'with peers who work at her pace'
Although the Present levels of functioning are vague it is suggested that Sara is socially typical; reading & math skills are at a comparable level; reading comprehension is "reasonably" good; fine motor coordination & Speech & language (S/L) are areas of concern (to include cursive writing). It is also apparent that Sara is currently receving special education (Sped) services as she is in the general education class (GE) only part of the day. The assumption is that she is receiving special education for speech & language in the resource room (RR) as well as individual & group sessions from a speech therapist. There is a possiblity of having goals & objectives for these areas.
As Sara is currently socially comparable to her peers it would be detrimental to her social (& possibly language) development to place her in a self-contained classroom, particularly since the issue is Sara keeping up with her typical peers. How Sara performs in class with the use of recommended modifications & accommodations is instrinsic and should not be compared to her peers, particularly when Sara's disability is part of that direct comparison. Much care must be taken here. Sara's parents also prefer that she be in the general education classroom as much as possible, yet seem to yield to the GET's suggestions. Parents may simply not be aware of the IDEA concept of LRE as well as IEP allowable supports for Sara in the GE class, or even the option of increasing RR time. As parents are a part of the IEP team, these concepts should be made clear to them. Should parents retain legal representation as a result of a disagreement in placement of Sara, the school district will have to explain more than just placement. A potential for updating and quantifying assessments (rdg, math, Language, Fine motor, speech, etc.) & evaluations may occur which would affect placement eventually. The fact that not enough information is provided prevents the IEP team from making valid program and placement decisions. It is not fair to Sara, despite well-intended decisions.
Some potential AT devices for Sara may include computerized reading, language, and "writing" programs. This would require a computer with program capabilities and training the teacher(s) & Sara. Some Programs may include CompuThera, Words Around Me, or Earobics. I would exercise caution and yield to the speech therapist's recommendation of whether to use a picture communication system (PCS) as a primary means to communicate to others. If Sara has a moderate ability to speak to others she should keep talking, if there is such an impediment that she is noncomprehendible then a PCS is an option. This is a very delicate issue given Sara's comparable social skills to that of her peers as well as speech being part of the support for language & social skills development.
Sara may also benefit from a weighted pencil. The weight of the pencil may allow for more coordination & control.
This is a lot to chew on for now. I look forward to your responses and input.
Monday, June 23, 2008
Paula's Demonstration 2: DNS Speech Recognition
Paula R. Ulloa
ED443G, Assistive Technology
Dr. J. Cyrus
June 23, 2008
Demonstration 2
Product: Speech Recognition Software
Brand: Dragon®
Distributors: Nuance Communications (MA) www.nuance.com
Product name: Naturally Speaking® Preferred 9
Function: Turns speech into text & voice controls computer functions
Type: High Tech computer software
Status: won 175+ awards, including PC Magazine, cnet Editor’s choice, & PC World’s 100 best products of 2006
Price: From Nuance Communications>>$99.99 (Standard-primary dictation) $199.99 (preferred-Navigates through programs) $9.99 s/h; From E-Bay DNS 8 Voice to text from $1.00 ($9.99 s/h) - $70.00
Availability: on-line at www.nuance.com, E-Bay (careful),
Other brands:
Ø Microsoft Voice Command ($30 - $39) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø DNS ($621-$772) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø Global Marketing Partners ($79-$80) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø European brands> Speech technology Center, http://speechpro.com/eng/company/acomp (Russian, French, British; Technical Forensic functions)
Ø For Mac Users: A number of voice recognition programs & functions from Braille to changing one’s voice http://www.apple.com/macosx/features/300.html#universalaccess
Ø Site for other links, old and new: http://www.linc.org/voicesw.html
Preliminary needs: Personal Computer (PC) with IBM compatibility (Microsoft Windows compatibility)
Ø Minimum system requirements: 1 GHz processor (Faster processor = faster performance)
Ø 1 GB RAM
Ø 2.5 GB hard disk space
Ø Windows Vista, MS windows XP (SP1 or higher), Home and Professional, 2000 (SP4 or higher)
Ø Creative sound blaster® 16 or better (sound must support 16 bit recording)
Ø MS Internet Explorer® or higher
Ø CD-ROM drive (for installation)
Ø A web connection (required for activation)
Features: 9th edition is 99% accurate
Ø works with most desktop applications
Ø quick installation with on-screen tutorials
Ø create documents, reports, & e-mails faster (we speak three times faster than we type)
Ø browse net verbally
Ø reduce risk of carpal tunnel
Ø works with Pocket PC Palm Tungsten™ to transcribe recordings
Ø Nuance® approved Bluetooth microphone
Getting Started:
Ø Create a user (Creates a profile: recognizes speech, pronunciation, tone, rate, pitch)
o This may take up to 45 minutes but you can take a break
o It’s recommended to choose the “best match” speech model & vocabulary despite needing more memory and a faster processor
Ø User type: either speaking directly to the computer or via another recording device
Ø Adjust microphone
Ø Complete training portion of program
Start Dictation:
Ø start Dragon NaturallySpeaking (DNS) from windows
Ø position microphone
Ø start program you would like to talk to (recommended to start with Dragon NaturallySpeaking) but you can now operate your system by voice
Ø turn microphone on (click red microphone in the DNS window OR press + key on the numeric keypad
Ø click on the window of the program you would like to talk to (DNS will type commands in the active windows)
Dictating:
Ø speak clearly & fluidly
Ø don’t pause
Ø see the quick reference for commands & mistakes in dictation
Ø state punctuation
Ø New paragraph = enter 2x; new line = enter 1x
Ø Erase: Scratch that
Ø Correct Mistake: Correct that (DISTINGUISH between the two as DNS learns to associate the sound of one word with the written form of another
Users & Caveats:
Ø Professionals: Secretaries, court reporters, team meetings, news reporters, students, teachers, investigators (forensics), medical doctors, mental health professionals,
Ø Individuals with poor fine motor skills (can’t type or write)
Ø Individuals with poor vision (can’t see screen or keyboard well)
Ø Individuals with a distinct speech impediment will have difficulty and may not benefit from this program
Ø Need existing computer & computer knowledge for the program
Ø Still requires some fine motor skills at the start of program (and possibly throughout program for the more anomalous tasks such as correction of spelling or adding names)
ED443G, Assistive Technology
Dr. J. Cyrus
June 23, 2008
Demonstration 2
Product: Speech Recognition Software
Brand: Dragon®
Distributors: Nuance Communications (MA) www.nuance.com
Product name: Naturally Speaking® Preferred 9
Function: Turns speech into text & voice controls computer functions
Type: High Tech computer software
Status: won 175+ awards, including PC Magazine, cnet Editor’s choice, & PC World’s 100 best products of 2006
Price: From Nuance Communications>>$99.99 (Standard-primary dictation) $199.99 (preferred-Navigates through programs) $9.99 s/h; From E-Bay DNS 8 Voice to text from $1.00 ($9.99 s/h) - $70.00
Availability: on-line at www.nuance.com, E-Bay (careful),
Other brands:
Ø Microsoft Voice Command ($30 - $39) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø DNS ($621-$772) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø Global Marketing Partners ($79-$80) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø European brands> Speech technology Center, http://speechpro.com/eng/company/acomp (Russian, French, British; Technical Forensic functions)
Ø For Mac Users: A number of voice recognition programs & functions from Braille to changing one’s voice http://www.apple.com/macosx/features/300.html#universalaccess
Ø Site for other links, old and new: http://www.linc.org/voicesw.html
Preliminary needs: Personal Computer (PC) with IBM compatibility (Microsoft Windows compatibility)
Ø Minimum system requirements: 1 GHz processor (Faster processor = faster performance)
Ø 1 GB RAM
Ø 2.5 GB hard disk space
Ø Windows Vista, MS windows XP (SP1 or higher), Home and Professional, 2000 (SP4 or higher)
Ø Creative sound blaster® 16 or better (sound must support 16 bit recording)
Ø MS Internet Explorer® or higher
Ø CD-ROM drive (for installation)
Ø A web connection (required for activation)
Features: 9th edition is 99% accurate
Ø works with most desktop applications
Ø quick installation with on-screen tutorials
Ø create documents, reports, & e-mails faster (we speak three times faster than we type)
Ø browse net verbally
Ø reduce risk of carpal tunnel
Ø works with Pocket PC Palm Tungsten™ to transcribe recordings
Ø Nuance® approved Bluetooth microphone
Getting Started:
Ø Create a user (Creates a profile: recognizes speech, pronunciation, tone, rate, pitch)
o This may take up to 45 minutes but you can take a break
o It’s recommended to choose the “best match” speech model & vocabulary despite needing more memory and a faster processor
Ø User type: either speaking directly to the computer or via another recording device
Ø Adjust microphone
Ø Complete training portion of program
Start Dictation:
Ø start Dragon NaturallySpeaking (DNS) from windows
Ø position microphone
Ø start program you would like to talk to (recommended to start with Dragon NaturallySpeaking) but you can now operate your system by voice
Ø turn microphone on (click red microphone in the DNS window OR press + key on the numeric keypad
Ø click on the window of the program you would like to talk to (DNS will type commands in the active windows)
Dictating:
Ø speak clearly & fluidly
Ø don’t pause
Ø see the quick reference for commands & mistakes in dictation
Ø state punctuation
Ø New paragraph = enter 2x; new line = enter 1x
Ø Erase: Scratch that
Ø Correct Mistake: Correct that (DISTINGUISH between the two as DNS learns to associate the sound of one word with the written form of another
Users & Caveats:
Ø Professionals: Secretaries, court reporters, team meetings, news reporters, students, teachers, investigators (forensics), medical doctors, mental health professionals,
Ø Individuals with poor fine motor skills (can’t type or write)
Ø Individuals with poor vision (can’t see screen or keyboard well)
Ø Individuals with a distinct speech impediment will have difficulty and may not benefit from this program
Ø Need existing computer & computer knowledge for the program
Ø Still requires some fine motor skills at the start of program (and possibly throughout program for the more anomalous tasks such as correction of spelling or adding names)
Paula's Demostration 1: Handheld Magnifier
PAULA R. ULLOA
ED443G Assistive Tech
Dr. J. Cyrus
June 23, 2008
Product: Handheld Magnifier w/Contrast & Brightness for the visually impaired
Product name: Quicklook Zoom
Company: Ash Technologies Limited, Ireland www.ashtech.ie/.webloc
Distributor: Freedom Vision www.freedomvision.net/Pri#C7D37615
Tami WayMountain View, CA 94041Tel: 800-961-1334Fax: 650-968-4740
info@freedomvision.ne
Released: 2004
NYT article: May 25, 2008
Price: $400S/H: $20.00
Description:
➢ 3x to 18x magnification range
➢ Battery last from 4 up to 7 hours; 3 hour charge time
➢ Ergonomic rubberised lightweight housing.
➢ Flip the camera open to operate
➢ Dimensions: 171x95x28mm (6.7x3.7x1.1 inches)
➢ Weight: 8.4 oz
➢ Display: 4.3” 16:9 jigh brightness LCD
➢ Modes: Full color & high contrast w/56 colour options
➢ Left or right handedness
ED443G Assistive Tech
Dr. J. Cyrus
June 23, 2008
Product: Handheld Magnifier w/Contrast & Brightness for the visually impaired
Product name: Quicklook Zoom
Company: Ash Technologies Limited, Ireland www.ashtech.ie/.webloc
Distributor: Freedom Vision www.freedomvision.net/Pri#C7D37615
Tami WayMountain View, CA 94041Tel: 800-961-1334Fax: 650-968-4740
info@freedomvision.ne
Released: 2004
NYT article: May 25, 2008
Price: $400S/H: $20.00
Description:
➢ 3x to 18x magnification range
➢ Battery last from 4 up to 7 hours; 3 hour charge time
➢ Ergonomic rubberised lightweight housing.
➢ Flip the camera open to operate
➢ Dimensions: 171x95x28mm (6.7x3.7x1.1 inches)
➢ Weight: 8.4 oz
➢ Display: 4.3” 16:9 jigh brightness LCD
➢ Modes: Full color & high contrast w/56 colour options
➢ Left or right handedness
Sunday, June 22, 2008
Paula Sarah CS1 First Comment
It is evident Sarah is entering an educational level that is more challenging than previous levels. The work of third graders requires more synthesis of the information provided to the students and, although Sarah is able to complete basic math concepts and fundamental reading comprehension, it seems she has reached a plateau relative to the general education curriculum in which she has competed with her typical peers.
There are some key questions that need to be addressed with this higher functioning individual with Down Syndrome. What part of Sarah's language, specifically, needs improvement? What are her specific scores for math, reading (including comprehension), and language arts? What part of her fine motor skills is affecting her education and will there be any potentially related / subsequent problems (i.e. holding a pencil affecting feeding)? Can using a keyboard assist with this skill? Is cursive an integral part of her curriculum (as it helps with reading fluency)?
There are some potential needs for Assistive Technology at this time that may assist Sarah in the least restrictive environment (resource room or general education class). Sarah may benefit from a computer to assist with academic skills. With consultation from the Speech Therapist, will augmentative speech technology assist or hinder Sarah's speech abilities?
As we learn more about Sarah I am sure we will be able to put together an excellent Assistive or Adaptive Technology plan whereby Sarah can receive meaningful education in the least restrictive environment.
There are some key questions that need to be addressed with this higher functioning individual with Down Syndrome. What part of Sarah's language, specifically, needs improvement? What are her specific scores for math, reading (including comprehension), and language arts? What part of her fine motor skills is affecting her education and will there be any potentially related / subsequent problems (i.e. holding a pencil affecting feeding)? Can using a keyboard assist with this skill? Is cursive an integral part of her curriculum (as it helps with reading fluency)?
There are some potential needs for Assistive Technology at this time that may assist Sarah in the least restrictive environment (resource room or general education class). Sarah may benefit from a computer to assist with academic skills. With consultation from the Speech Therapist, will augmentative speech technology assist or hinder Sarah's speech abilities?
As we learn more about Sarah I am sure we will be able to put together an excellent Assistive or Adaptive Technology plan whereby Sarah can receive meaningful education in the least restrictive environment.
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