Bridget Golden Sped 448: Instructional Setting Inventory Spring 2013

Step 1: Potential Settings for Instruction

Community Domain Skill: Ordering After requesting her meal of choice to the McDonalds cashier, L.F. will finish her request by saying please. She will say, please, after her request with 100% accuracy over a period of 7 consecutive probe trials. McDonalds Burger King (near school) Subway (near school) General Education Classroom what period/time of day/class Cafeteria Skill: Monetary Exchange When ordering a meal at the McDonalds cash register, L.F. will look at the amount due on the screen and use the number before the dot plus one more strategy in order to determine how much money to give to the cashier. She will do this with 100% accuracy over a period of 8 consecutive probe trials. McDonalds Burger King (near school) Subway (near school) General Education Classroom what period/time of day/class Leisure Domain Skill: Watching Movies When she wants to watch a movie on her home television, L.F. will remove DVD from the case by holding it with her fingers on the edge of the disc. She will do this with 100% accuracy on 5/5 probe trials. Home TV living room General Education Classroom (TV travels from classroom to classroom) what period/time of day/class Skill: Watching Movies After watching a movie on her home television, L.F. will return the DVD to the case by holding it with her fingers on the edge of the disc. She will do this with 100% accuracy on 5/5 probe trials. Home TV living room General Education Classroom (TV travels from classroom to classroom) Skill: Computer Use When directed to open the Internet server (at home, at school in computer lab, in community), L.F. will open server independently. Mastery will be when she completes 100% of the steps of the task analysis for opening the Internet server for a period of 5 consecutive school days. Home computer

School computer lab General Education Classroom what time of day/period Champaign Public Library

Skill: Computer Use When at home, in the computer lab, or in the community, L.F. will turn on the computer system by pressing the power button independently. Mastery will be when L.F. can turn on computer without prompting on 5 consecutive probe trials. Home computer School computer lab General Education Classroom (if computers present) what time of day/period Champaign Public Library Domestic Domain Skill: Hand Washing After using the restroom (at home, school, community, etc.), L.F. will wash her hands with soap (1 pump) for a period of 30 seconds. Mastery will be when L.F. does this with 100% accuracy over a period of six consecutive probe trials. Home bathroom Home kitchen General Education Classroom what time of day/period School bathroom McDonalds bathroom OCharleys bathroom Burger King bathroom (near school) Subway bathroom (near school) Champaign Public Library bathroom Skill: Toileting After using the restroom (at home, school, community, etc.), L.F. will flush the toilet (press down/pull up on knob) with 100% accuracy for a period of 8 consecutive probe trials. Home bathroom School bathroom McDonalds bathroom OCharleys bathroom Burger King bathroom (near school) Subway bathroom (near school) Champaign Public Library bathroom Skill: Chew Properly When eating breakfast, lunch, dinner, or snack, L.F. will chew with her mouth closed (top lip touching bottom lip) 100% of the time she is chewing. She will do this on five consecutive probe

trials.

Home kitchen Cafeteria General Education Classroom McDonalds OCharleys Burger King (near school) Subway (near school)

Skill: Drink Properly When drinking from a water fountain (at school, in community), L.F. will drink water ejecting from the spout without placing lips on the spout. She will do this with 100% accuracy on 5 consecutive probe trials. Main Hallway water fountain Cafeteria water fountain McDonalds water foundatin Burger King water fountain (near school) Subway water fountain (near school)

Step 2: Characteristics of Effective Learning Environments

This student tends to be most successful in settings/activities displaying the following characteristics: Individualized and/or small group instruction One:One instruction for some activities Token Economy System for reinforcement Consistent verbal/gestured prompting for completing a sequence of tasks Positive environment Supervised environment: reminders to stay on task/behave properly Hands on activities Limited distractions Surrounded by peers of same age/both genders Activities with musical incorporation Activities including community-based instruction Independent completion Naturally occurring environment Activities of short duration (10-20 minutes) Interaction with peers

Step 3: Procedures for Inventorying Settings

Thomas Paine Elementary School

Observation: to occur during school day while students present Settings: 3rd grade general education classroom, Main hallway, Computer Lab, Bathroom, Cafeteria Discussion/interview with general education teacher Information recorded by hand with paper and pencil. Documentation of setting observed, adults present, students present, resources present, possible distractions, etc. Community locations: Although instruction could potentially occur in these settings, an elementary school student will realistically not be taught by a teacher in these settings. Therefore, they will not be considered for an inventory.

Step 4: Inventory of the Potential Settings (attached) Step 5: Appropriate Settings for Instruction
*Age of student: _3rd grade___ IEP Objective After requesting her meal of choice to the McDonalds cashier, L.F. will finish her request by saying please. She will say, please, after her request with 100% accuracy over a period of 7 consecutive probe trials. When ordering a meal at the McDonalds cash register, L.F. will look at the amount due on the screen and use the number before the dot plus one more strategy in order to determine how much money to give to the cashier. She will do this with 100% accuracy over a period of 8 consecutive probe trials. When she wants to watch a movie on her home television, L.F. will remove DVD from the Settings #1 McDonalds #2 Mrs. Reders Science class, before class starts Activities Ordering a meal of choice

#1 McDonalds #2 Mrs. Reders Math class

Monetary Skills Paying for meal

#1 Mrs. Reders Science class #2 School Library

DVD care

case by holding it with her fingers on the edge of the disc. She will do this with 100% accuracy on 5/5 probe trials. After watching a movie on her home television, L.F. will return the DVD to the case by holding it with her fingers on the edge of the disc. She will do this with 100% accuracy on 5/5 probe trials. When directed to open the Internet server (at home, at school in computer lab, in community), L.F. will open server independently. Mastery will be when she completes 100% of the steps of the task analysis for opening the Internet server for a period of 5 consecutive school days. When at home, in the computer lab, or in the community, L.F. will turn on the computer system by pressing the power button independently. Mastery will be when L.F. can turn on computer without prompting on 5 consecutive probe trials. After using the restroom (at home, school, community, etc.), L.F. will wash her hands with soap (1 pump) for a period of 30 seconds. Mastery will be when L.F. does this with 100% accuracy over a period of six consecutive probe trials. After using the restroom (at home, school,

#1 Mrs. Reders Science class #2 School Library

DVD care

#1 School Computer Lab #2 School Library #3 Mrs. Reders Math class #4 Mrs. Reders Science class #1 School Computer Lab #2 School Library #3 Mrs. Reders Math class #4 Mrs. Reders Science class #1 School bathroom #1 #2 School bathroom #2 #3 Mrs. Reders Science class #4 Mrs. Reders Math class #5 McDonalds bathroom #1 School bathroom #1

Internet usage Independence on computer Playing academic or leisure games on computer

Computer usage Independence on computer

Washing hands Application of soap

Flushing toilet

community, etc.), L.F. will flush the toilet (press down/pull up on knob) with 100% accuracy for a period of 8 consecutive probe trials. When eating breakfast, lunch, dinner, or snack, L.F. will chew with her mouth closed (top lip touching bottom lip) 100% of the time she is chewing. She will do this on five consecutive probe trials. When drinking from a water fountain (at school, in community), L.F. will drink water ejecting from the spout without placing lips on the spout. She will do this with 100% accuracy on 5 consecutive probe trials.

#2 School bathroom #2 #3 McDonalds bathroom

#1 School Cafeteria/gymnasium (Breakfast time) #2 Mrs. Reders Math class #3 McDonalds #1 Main Hallway water fountain #2 School Cafeteria/gymnasium #3 McDonalds

Chewing properly

Drinking properly at water fountain

Step 6: Rationale for Recommendations

Since my student, LF, is in elementary school, the most realistic and appropriate settings for instruction are located within her school. Since she is so young, her opportunities to venture into the community are much less consistent so school settings would be more beneficial for consistent instruction. However, since a McDonalds restaurant is located nearby LFs school and seems to be the most appropriate setting for the instruction of a few of her IEP objectives, that is why it was chosen as the best setting for those particular skills. The most ideal setting for teaching Objectives #1 & #2 (Ordering & Monetary Exchange) is the McDonalds near LFs school. This setting is not only a natural environment, but also an environment that LF can improve her community and functional life skills. McDonalds is a positive environment with an atmosphere that could be great for individualized or small-group

instruction. The next best place for teaching these skills would be Mrs. Reders general education Science class and Math class, respectively. But it may not be the most individualized and realistic setting for these skills since the curriculum taught by the general education teacher in math and science does not really focus on these particular skills. Furthermore, LF has already mastered the skill of placing a lunch order within the school setting, so limiting her instruction to the school environment would not be facilitating further development of the ordering skill. Since McDonalds is easily accessible and most realistic while also a setting in which numerous skills can be targeted, I believe that instruction should occur in this environment. The best settings for teaching DVD care skills (objectives #3 & #4) include Mrs. Reders general education science class and the School Library. Both of these environments facilitate to the instruction of these skills because the setting provides opportunities for placing DVDs into computers/DVD players on the many computers available. These settings are great because they are positive environments, locations that LF would be surrounded by her peers (boys and girls), located within the school (which is conducive to her elementary age), and settings that LF can work on skills both independently and with some individual instruction when needed. Objectives #5 and #6 are skills targeting independent computer usage. The most appropriate setting for these skills would be the schools computer lab. Most general education classes visit the computer lab at least once a week, so this would be great for consistent instruction on the desktop computers. However, these skills can also be taught in the library or Mrs. Reders general education math and science classes since there are computers in the classroom. These settings would encourage even further development integrated with content from other classes, such as turning on the computer/using the Internet for mathematical purposes or reading purposes.

Objectives #7 & #8 are domestic skills related to handwashing and toileting. The best instructional setting for these objectives would be either of the two girls bathrooms inventoried. Both of these skills could be taught one after another, and since the settings are located in the school and would be frequently visited, instruction would remain consistent over the course of the school year. However, handwashing could also occur in other settings as well including the general education classroom (both math and science class), and McDonalds in the community. (Toileting could also be taught at McDonalds). All of these settings would provide opportunities for instruction on appropriate handwashing/soap dispensing. These opportunities include after using the bathroom, before snack time, before lunch, after lunch, after using chalk, etc. These settings are also conducive to the student because instruction would occur in the most inclusive setting surrounded by her peers. Objectives #9 & #10 are concentrated on eating and drinking properly. Instruction for eating appropriately would be most successful when taught in the schools cafeteria/gymnasium on a consistent basis. This instruction could occur every morning during breakfast time or every afternoon during lunchtime. The instruction would be in an inclusive, positive, setting in which LF would be surrounded by peers and adult supervisors. Instruction for drinking properly out of a water fountain would be most effectively taught at either of the schools water fountains inventoried in the main hallway and in the cafeteria/gymnasium. Instruction for eating could also occur in the general education classroom, such as Mrs. Reders math class, in situations that they are given some sort of snack, but would be less consistent than in the cafeteria. Finally, both of these skills could also occur at McDonalds as well. All of these settings would be appropriate for furthering LFs skills since instruction for an elementary-aged student is unlikely to occur in the home by a teacher.

10