SPED 461, Fall 2013 Ariana Dymerski 10/16/13 SPED 461 CAP Summary of Resul s!

! "#C# is 20 years ol$ an$ is a s u$en in %e &oun' A$ul Pro'ram in C%am(ai'n, )*# "#C# is a male s u$en $ia'nose$ +i % Au ism S(e, rum Disor$er# -e re,ei.es ins ru, ion in a fun, ional life skills ,urri,ulum an$ %as

/een in %is y(e of ,urri,ulum sin,e %e +as 11 years ol$# 0%e na ural se in' is use$ for ins ru, ion an$ %e is in.ol.e$ in ,ommuni y1/ase$ a, i.i ies# "#C#2s 'oals ,urren ly fo,us on $aily li.in' skills su,% as %y'iene, ,ookin', an$ s%o((in', .o,a ional rainin' for an %our ea,% $ay, ,ommuni,a ion 'oals in usin' %is )(a$ +i % %e s(ee,% (a %olo'is , 'oin' ou o ea in %e ,ommuni y,

+orkin' ou a a fi ness ,en er, an$ (ar i,i(a in' in re,rea ion a, i.i ies# -e is .ery ,om(lian +i % a$ul s an$ is res(e, ful of ne+ a$ul s in %e room# "#C# ,urren ly uses .o,ali3a ions an$ %is )(a$ o .oi,e %is nee$s an$ refers o a (i, ure s,%e$ule %rou'%ou %e $ay# "#C# %as nee$s in es a/lis%in' an$

main ainin' ,ommuni,a ion +i % o %ers# Curren ly, "#C# (rimarily uses .o,ali3a ions, ye ,anno (ronoun,e %e en ire +or$ %e is referrin' o# Also, "#C# rarely ini ia es usin' %is )(a$, makin' i $iffi,ul for %im o /e in$e(en$en in ,ommuni y a, i.i ies# -e al+ays ,arries %is )(a$ on %im $urin' %e $ay, ye i remains in %e /a' if %e ea,%er is no $ili'en a/ou insis in' %e uses i $urin' all a, i.i ies# Due o %e )(a$ /ein' $ynami, an$ offerin' o %er a((li,a ions ou si$e of Prolo4uo2'o, "#C# %as rela e$ %is )(a$ o (layin' %is /o+lin' 'ame %a %e en5oys# S(e,ifi, an$ $aily ins ru, ion is nee$e$ o /reak "#C#2s %a/i of only ini ia in' o (lay %is 'ame on %e )(a$ an$ learn o

SPED 461, Fall 2013 use %e )(a$ for ,ommuni,a ion (ur(oses also# For "#C#2s e6(ressi.e ,ommuni,a ion skills, %e is 4ui,k o res(on$ o (rom( in' from %e ea,%er as +as in$i,a e$ in my $ire, o/ser.a ion assessmen s on Se( em/er 27, 2013 an$ 8, o/er 1, 2013# For e6(ressin' %imself, "#C# .aries /e +een usin' .o,ali3a ions an$ %is )(a$ o e6(ress %is nee$s# Curren ly "#C# is a/le o .o,ali3e +an in' o use %e /a %room 9Dire, )n era, ion Assessmen , 8, o/er, 2, 2013:, sayin' +%en %e is %un'ry, an$ in$i,a in' yes or no# A ,o(in' s ra e'y for "#C#2s lou$ %ummin' an$ /oun,in' is for %e ea,%er o say ,alm an$ 'es ure %er fin'er o %er mou % as ) o/ser.e$ on Se( em/er 27, 2013# "#C# is also a/le o re(ea

%e +or$ ,alm so

o self1moni or %imself# -e is 4ui,k o e6(ress 'ree in's an$ 'ra i u$e su,% as %ank you an$ %ello on,e (rom( e$ /y %e ea,%er# Al %ou'% "#C#2s )(a$ is e4ui((e$ +i % (%rases o use an$ %e s(ee,% (a %olo'is ins ru, s +i % %e $e.i,e on,e a +eek, %e is no re,ei.in' ins ru, ion from %e ea,%er or /ein' ,onsis en ly (rom( e$ o u ili3e %e )(a$# Durin' ,ommuni y ou in's, %e may re,ei.e (rom( in' from o %ers o say %ello, ye s ill nee$s (ro$$in' from %e ea,%er o en'a'e in e6(ressin' %imself as ) o/ser.e$ on 8, o/er 1, 2013# Also, "#C# is limi e$ in e6(ressin' %imself in %e ,ommuni y $ue o /ein' relian on ea,%er ,ues an$ /e,ause %e is no e6(e, e$ o ,ommuni,a e +i % %is $e.i,e on a re'ular /asis# )n$e(en$en,e is a le.el of ,om(e en,y %a "#C# nee$s ins ru, ion in# -e relies on %e ea,%er o remin$ %im an$ 'ui$e %im %rou'% %is rou ines# Also, sin,e %e $oes re4uire a $e.i,e for (ro(er ,ommuni,a ion in %e ,ommuni y on a ,onsis en /asis, %e is no a/le o ini ia e ,on.ersa ions or in$e(en$en ly fun, ion +i %in %e uni4ue nee$s of ea,% (la,e, su,% as or$erin' foo$ a a

SPED 461, Fall 2013 res auran 9Dire, 8/ser.a ion 2, 8, o/er 1, 2013:# 0%ese uni4ue nee$s o,,ur in o %er a, i.i ies as +ell su,% as (layin' a 'ame# -e %as learne$ %e rules of %e 'ame an$ %rou'% (rom( in' %e $oes limi e$ e6(ressi.e (%rases $urin' %e 'ame, i#e# sayin' ;no +%en %e %as one ,ar$ lef , as ) re,or$e$ on 8, o/er 2, 2013# Due o limi e$ (ra, i,e +i % %e )(a$, "#C# $oes no +illin'ly en'a'e in si$e ,on.ersa ions usin' %is ,on.ersa ions fol$er on %is )(a$ or %el( in %e flo+ of %e 'ame su,% as remin$in' a frien$ %a i is %eir urn# -e nee$s o learn o use %e )(a$ as a (ar of e.ery$ay rou ines so o allo+ %im o e6(ress %imself as o %er a$ul s $o# For "#C#2s re,e( i.e ,ommuni,a ion, %e is .ery s ron' in un$ers an$in' %rou'% many mo$es of ,ommuni,a ion# Durin' %e $ire, in era, ion assessmen s (erforme$ on si6 $ifferen $ays, "#C# +as ,om(e en in

res(on$in' o $ire, ions %rou'% %e ,ommuni,a ion mo$es of +ri en +or$s, (i, ures, an$ .er/al ins ru, ions# Al %ou'% %ere +ere a fe+ ins an,es +%en "#C# $i$ no res(on$ +i %in 10 se,on$s $urin' ea,% mo$e, %e +as a/le o re,o.er %rou'% a ea,%er (rom( of (oin in' o+ar$s +%a +as ,omman$e$# 0%rou'%ou %e ea,%er in er.ie+ on Se( em/er 20, 2013 an$ $ire,

o/ser.a ions on Se( em/er 27, 2013 an$ 8, o/er 1, 2013, i is also a((aren %a ea,%er (rom( in' is a s ron' (romo er in "#C#2s re,e( i.e

,ommuni,a ion# "#C#2s ea,%er no e$ %a 'i.en 112 s e( $ire, ions in $ifferen mo$es, "#C# +as .ery ,om(e en in follo+in' %rou'%# -e no only is a/le o follo+ $ire, ions, /u %e is also a/le o use e6(ressi.e lan'ua'e on,e (rom( e$ /y %e ea,%er, s%o+in' %e s ren' % in %is re,e( i.e ,ommuni,a ion# Al %ou'% "#C# %as s ren' %s in re,e( i.e ,ommuni,a ion, %e also %as

SPED 461, Fall 2013 some nee$s %a %e s%oul$ re,ei.e ins ru, ion on# Durin' /o % %e $ire, o/ser.a ions an$ $ire, in era, ions, "#C# $emons ra e$ +eaknesses in res(on$in' $urin' so,ial ,on.ersa ions an$ af er /ein' aske$ a 4ues ion# Durin' lun,% +i % %is frien$s, %e +as oo (reo,,u(ie$ +i % %is foo$ %a %e $i$ no make any ,ommen s in o ,on.ersa ions o,,urrin' e.en %ou'% %e )(a$ +as on %e a/le# <%en /ein' aske$ 4ues ions %a re4uire$ more %an a yes or no res(onse, "#C# +oul$ also no res(on$ usin' %is )(a$, s un in' %e ,on.ersa ion# "#C# nee$s ins ru, ion in ,onsis en ly usin' %is )(a$ o res(on$ o o %ers, s(e,ifi,ally 4ues ions %a %e ,anno ans+er usin' .o,ali3a ions#

For "#C#2s so,ial in era, ion ,ommuni,a ion skills, %e %as many frien$s a s,%ool %a %e 'ree s +%en %e +alks in# -e uses /o$y 'es ures of %u''in' an$ %an$ s%akin' o e6(ress %is fon$ness of ea,% (eer an$ a$ul %e +orks +i %# <%ene.er "#C# s+i ,%es o a ne+ (ara(rofessional o +ork +i %, %e is 4ui,k o 'ree %e ne+ a$ul +i % a smile an$ %an$s%ake 90ea,%er )n er.ie+,

Se( em/er 20, 2013:# <%en (rom( e$ /y %e ea,%er, "#C# +ill use %is )(a$ o say -ello or use .o,ali3a ions su,% as =%i2 or ='oo$2 o 'ree o %ers# 0y(i,ally, "#C# says yes or no a((ro(ria ely +%en aske$ $ire, 4ues ions an$ if aske$ 4ues ions su,% as =+%a $o you like o $o,2 %e +ill say s%or res(onses su,% as /o+l or (o$, meanin' )(o$# Durin' %e $ire, in era, ion on 8, o/er 10, 2013, "#C# $emons ra e$ ,om(e en,y a/ou +%a are ri'% an$ +ron' a, ions o $o a s,%ool an$ in (u/li,# -e +as a/le o say no o .oi,e %is o(inion a/ou %e a, ions an$ $eem %em as ina((ro(ria e# 0%rou'% 4ues ionin' of

+%y /y %e ea,%er, "#C# +as a/le o 'i.e one1+or$ .o,ali3a ions as o +%y %e a, ions +ere ina((ro(ria e# "#C# %as /een au'% %o+ o a, like an a$ul an$ res(on$s in a +ay %a s%o+s un$ers an$in'#

SPED 461, Fall 2013 -o+e.er, "#C# %as limi e$ a/ili ies in ini ia in' an$ main ainin' ,on.ersa ions# Al %ou'% "#C# is frien$ly +i % %is (eers, %e $oes no en'a'e in (eer rela ions %a are y(i,al of %is a'e# <%ile (layin' 'ames, "#C# en$s o %um o %imself an$ only res(on$ o 4ues ions on,e (rom( e$ /y %e ea,%er 9Dire, )n era, ion 1, 8, o/er 2, 2013:# -e +ill also e6(ress (%ysi,al nee$s su,% as nee$in' o use %e /a %room, /u +ill no ini ia e si$e ,on.ersa ions +i % o %ers a %e a/le# Also, +%en "#C# is ou in (u/li,, %e %as limi e$

in era, ions +i % o %er a$ul s $ue o %is limi e$ usa'e +i % %e )(a$ an$ $e(en$en,e on a ea,%er# -e ,urren ly $oes no en'a'e in so,ial ,on.ersa ions +%en %e is ea in' a meal, 'i.in' no rea, ions o ,ommen s or ,ommen in' on o %er2s ,on.ersa ional ,on ri/u ions 9Dire, 8/ser.a ion 2, 8, o/er 1, 2013:# -e +ill also no en'a'e in y(i,al a$ul 'ree in's %a ,onsis of (ersonal 4ues ions su,% as =%o+ are you o$ay>2 o s%o+ (oli eness o (eo(le %e me in (u/li,# "#C# nee$s ins ru, ion in %o+ o /e re,e( i.e o so,ial ,on.ersa ions an$ res(on$ usin' %is )(a$ %a is e4ui((e$ +i % a fol$er $e$i,a e$ o %ese y(es of in era, ions# For "#C#2s assis i.e e,%nolo'y usa'e, %e is ,omfor a/le fin$in' i ems %a %e (ra, i,es on a more ,onsis en /asis +i % %e s(ee,% (a %olo'is on,e a +eek# Durin' %is ime +i % %e s(ee,% (a %olo'is , "#C# uses %is $e.i,e o say %ello, %o+ are you>, an$ ) like you, o or$er lun,% menu foo$s +%en 'e in' %is meal in %e ,afe eria, an$ o alk a/ou a, i.i ies %e likes o $o su,% as /o+lin' an$ sayin' yes or no o a, i.i ies s%e asks a/ou # Durin' %e $ire, in era, ion assessmen on 8, o/er 4, 2013, "#C# +as ,om(e en in fin$in' %ese (ar i,ular i ems /y na.i'a in' %rou'% %e $ifferen fol$ers# Some i ems su,% as fin$in' %e /u on for re,y,lin' %e 5o/ %e $oes

SPED 461, Fall 2013 e.ery$ay %e nee$e$ more ea,%er (rom( in'# Al %ou'% %e nee$e$ e6 ra (rom( in', %e +as s ill a/le o in$e(en$en ly lo,a e %e ,ommuni,a ion /u on# For i ems %a "#C# $i$ no fin$ $urin' %e $ire, in era, ion assessmen on 8, o/er 4, 2013, %e of en ,oul$ no fin$ %e fol$er %ey +ere lo,a e$ in# 0%is ,oul$ /e $ue o "#C#2s in,onsis en use of %e )(a$ on a $aily /asis, makin' i $iffi,ul for %im o na.i'a e o %e ,orre, /u on# <%en %e +as una/le o fin$ %e ,orre, /u on %e /e,ame a'i a e$ an$ +oul$ re(ea e$ly a( o %er /u ons %a %e +as more familiar +i % su,% as ) like you# Also, "#C# %a$ .ery li le (rom( in' o use %is $e.i,e $urin' %e $ire, o/ser.a ions on Se( em/er 27, 2013 an$ 8, o/er 1, 2013 +%en %e +as in %e ,ommuni y amon's o %er a$ul s# -e is no ,om(e en +i % all /u ons on %is )(a$

/e,ause %e is no /ein' e6(e, e$ o use %e $e.i,e in or$er o %a.e %is nee$s me # "#C# nee$s ins ru, ion on %e lo,a ion of all ne,essary i ems in %is $e.i,e an$ s%oul$ /e 'i.en $ire, o((or uni ies +%ere %e ,an (ra, i,e usin' ea,% fol$er of res(onses# 0o (re(are for "#C#2s (referen,e assessmen , a Reinfor,emen Assessmen for )n$i.i$uals +i % Se.ere Disa/ili ies in er.ie+ +as $one +i % %e ea,%er an$ (ara(rofessional on Se( em/er 20, 2013 o re,ei.e ans+ers a/ou %is ,urren (referen,es %a %ey are a+are of# )nsi'% +as 'i.en in o a o (ar i,ular

uni4ue .arie y of (referen,es ran'in' from foo$s "#C# likes o ea

ou,%es "#C# likes o feel# 0%is informa ion +as use$ o $e.elo( a lis of se.en o/5e, s %a %e %a$ a ran'e of (referen,e for /ase$ on %is rankin's of 16 o/5e, s follo+in' %e in er.ie+# 0%e o/5e, s ,%osen +ere an )(a$, )(o$ ?ano, Sun C%i(s, ,om(u er ime, +ris /an$, (o( ,an, an$ (en an$ (a(er# From %e

SPED 461, Fall 2013

(referen,e assessmen , i +as $e ermine$ %a "#C# mos (referre$ Sun C%i(s# Durin' ea,% session, "#C# ,%ose %e Sun C%i(s firs , s%o+in' a s ron' in eres in foo$ i ems an$ for ea in'# -e also s ron'ly (referre$ %is +ris /an$, )(a$, an$ )(o$ ?ano# 0%ese (referen,es ,oul$ /e use$ as reinfor,emen o/5e, s /e,ause %ey are an'i/le, easy o allo ime for, an$ are a'e a((ro(ria e#

"#C# also s%o+e$ %is in eres in %ese o/5e, s /e,ause %e imme$ia ely en'a'e$ +i % %e i em on,e %e +as 'i.en %e ,%an,e o ,%oose one# )$en ifyin' %is y(e of /e%a.ior as a form of in eres ,an assis in o %er ,ommuni,a ion ins ru, ion# ?o in' +%en %e (refers a (ar i,ular a, i.i y or (erson ,an assis in fin$in' asks %a %e (refers o $o +%en ins ru, in' on skills %a are un$esira/le# "#C#2s non(referen,es +ere a (o( ,an, ,om(u er, an$ (en an$ (a(er# Al %ou'% %ese i ems are a'e a((ro(ria e, ,om(are$ +i % %e a((eal of %e o %er i ems, "#C# $i$ no (refer o +ork +i % %ese i ems an$ of en ,%ose %em las # -is $isin eres in %e i ems +as s%o+n %rou'% %is la,k of in era, ions +i % %e i ems# -e +oul$ (i,k u( %e i ems o ake /a,k o %is $esk an$ %en +oul$ imme$ia ely (la,e %e i ems on %e $esk an$ s o( ou,%in' %em for %e remain$er of %e ime# -e s%o+e$ .ery o/.ious $isin eres in %e i ems an$ %is /e%a.ior ,an /e u ili3e$ +%en ea,%in' ,ommuni,a ion skills %a %e $oes no (refer# )f %e s u$en s%o+s %is y(e of /e%a.ior $urin' an a, i.i y, $ifferen ia ion s%oul$ o,,ur so o (re.en frus ra ion or $isin eres in learnin'# Communi,a ion s%oul$ /e a (osi i.e e6(erien,e an$ so a.oi$in' asks %a %e s u$en +ill s%o+ li le in eres +i % ,an /e er %e 4uali y of (lanne$ ins ru, ion# Priori y Communi,a ion Skills!

SPED 461, Fall 2013 0%e +o mos im(or an skills for "#C# o a$$ress in %is ins ru, ion are e6(ressi.e ,ommuni,a ion an$ so,ial in era, ions# For e6(ressi.e ,ommuni,a ion, %e $a a ,olle, e$ $urin' %e $ire, o/ser.a ions an$ $ire, in era, ions s%o+ %a %e s ru''les o use 'ree in's +i %ou /ein' (rom( e$ /y %e ea,%er# Al %ou'% o %ers in %e en.ironmen may 'i.e ,ues su,% as sayin' %ello firs , "#C# +ill only res(on$ on,e a ea,%er (rom( s %im o say %i# A %a ime, "#C# +ill only use .o,ali3a ions %a are limi e$ o one1+or$

res(onses# ) is im(or an for "#C# o /e,ome ,onfi$en in usin' %is )(a$ o e6(ress forms of 'ree in's o o %er a$ul s %e ,omes a,ross in %e ,ommuni y# -e %as $e.elo(e$ rela ions%i(s +i % (eers an$ ea,%ers a s,%ool an$ so %e uses 'es ures o e6(ress %imself# <%en %e is in %e ,ommuni y, i is no a'e a((ro(ria e for %im o %u' or %an$s%ake a$ul s %e ,ommuni,a es +i %, s(e,ifi,ally %ose (ro.i$in' a ser.i,e o %im# )ns ru, ion on %e )(a$ +ill %el( %im o /e,ome in$e(en$en in in era, in' +i % o %er a$ul s %a is a((ro(ria e for %e se in'# For so,ial in era, ions, "#C# s ru''les o en'a'e in ,on.ersa ions %a o,,ur $urin' na urally o,,urrin' imes# 0%e $a a ,olle, e$ $urin' %e $ire, o/ser.a ion 2 on 8, o/er 1, 2013 s%o+s %a $urin' a meal, "#C# i'nores o %ers a %e a/le an$ +ill no use %is )(a$ %a is a,,essi/le# -e may

res(on$ o sim(le 4ues ions, /u for %e mos (ar , %e +ill no main ain urn akin' or ,ommen in' o o %er2s res(onses# A %e a'e of 20 years ol$, i is

im(or an for "#C# o /e a/le o use meal imes as a so,ial e.en for %eal % reasons an$ men al +ellness reasons# ) is im(or an for "#C# o /e a/le o so,iali3e +i % o %er a$ul s usin' a form of ,ommuni,a ion +%ere %e ,an e6(an$ more on a su/5e, # Curren ly, "#C# is limi e$ o %is .o,ali3a ions %a

SPED 461, Fall 2013 allo+ %im o say yes or no mos of %e ime# Due o %e (oor ,onsis en,y of usin' %is )(a$, %e %as 'ro+n a,,us ome$ o ,%oosin' %e form of ,ommuni,a ion %a is %e easies , ye is also %e mos limi in' for %im# )(a$ ins ru, ion +oul$ e6(an$ %is 4uan i y of ,on.ersa ions an$ 4uali y of informa ion /ein' e6,%an'e$#

SPED 461, Fall 2013

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<orks Ci e$ De*eon, )#@#, A )+a a, B#A# 91CC6:# E.alua ion of a mul i(le s imulus (resen a ion forma for assessin' reinfor,er (referen,es# Journal of Applied Behavior Analysis, 29, D1C1D33# Do+nin', "# 9200D:# Teaching communication skills to students with severe disabilities 92n$ e$#:. Bal imore, ED! Paul -# Brookes Pu/lis%in' Com(any# Fis%er, <#<#, Pia33a, C#C#, Bo+man, *#@#, A Amari, A# 91CC6:# )n e'ra in' ,are'i.er re(or +i % a 3 sys ema i, ,%oi,e assessmen # American Journal on !etardation, "#", 1D2D# ental

SPED 461, Fall 2013

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Cooperating Teacher Interview Worksheet 1. Please (ro.i$e a /rief $es,ri( ion of %e fo,us s u$en 2s ,urren e$u,a ional (ro'ram, in$i.i$ual s ren' %s, an$ nee$s a,ross so,ial, ,ommuni,a ion, a,a$emi,, an$ a$a( i.e $omains> "#C# is in a fun, ional life skills ,urri,ulum# -is 'oals are in %e areas of $omes i,s, re,rea ion, ,ommuni,a ion, an$ .o,a ional skills# -e ,an follo+ 1 o 2 s e( $ire, ions# For %is e6(ressi.e ,ommuni,a ion %e uses an iPa$ or s%or +or$s# <e use ,almin' s ra e'ies su,% as a fin'er 'es ure o %e mou % for %el(in' %im self1moni or %is /oun,in'# 2. <%a are %e fo,us s u$en 2s ,urren e6(ressi.e ,ommuni,a ion skills 9e#'#, si'ns, s(ee,%, ,%allen'in' /e%a.ior, e ,#:> -e uses %e iPa$ +i % %e a(( (rolo4uo2'o# -e %as ,%allen'in' /e%a.iors +%en %e ,anF e6(ress %imself or if o %ers $onF un$ers an$ %is nee$s# <e are +orkin' on %im no %u''in' as mu,% $ue o %is a'e# 3. <%a are %e fo,us s u$en 2s ,urren re,e( i.e ,ommuni,a ion skills 9e#'#, %o+ $oes %e s u$en follo+ $ire, ions, res(onse o en.ironmen al ,ues, e ,#:> -e ,an follo+ 1 o 2 s e( $ire, ions an$ %e follo+s a .isual s,%e$ule for familiar rou ines su,% as %is +ork rou ine an$ $aily s,%e$ule# 4. <%a are %e fo,us s u$en 2s ,urren so,ial /e%a.iors an$ in era, ion skills in s ru, ure$ an$ non1s ru, ure$ a, i.i ies> -e $oes no ini ia e ,on.ersa ions /u %e +ill en'a'e in 'ames an$ s(or s +i % o %ers on,e ini ia e$ /y s aff# 5. <%a are %e s u$en 2s (referen,es an$ non(referen,es> -o+ are %e s u$en 2s (referen,es use$ for ,ommuni,a ion an$ ins ru, ion> -is (referen,es are foo$, /alls, musi,, iPa$ /o+lin', /o+lin', %is +ris /an$, an$ e6er,ise# -is non(referen,es are rea$in' +a ,%in' a mo.ie an$ si in' asks su,% as $oin' a (u33le or $ra+in' +i % (en an$ (a(er# 6. <%a ea,%in' s ra e'ies, (rom( s, an$ re+ar$s +ork for %e s u$en > Using a visual schedule helps J.C. focus on rou ine as!s. "e also uses ver#al pro$p s

SPED 461, Fall 2013

12

fro$ s aff and is a#le o follo% he direc ions. & he 'oung &dul (rogra$) s uden s do no earn re%ards due o heir age) #u J.C. does en*o+ lis ening o his $usic) singing) and pla+ing on his i(ad. 7. <%a $o you ,onsi$er o /e %e fo,us s u$en 2s (riori y ,ommuni,a ion nee$s> -is main ,ommuni,a ion nee$s are in %e areas of ini ia ion an$ usin' %is iPa$ on a more ,onsis en /asis# 8. ,ha +pes of &- does he focus s uden curren l+ use. "o% is he s uden accessing) and using echnolog+ /e.g.) is posi ioning a fac or0. "e uses a visual schedule and he app (rolo1uo2go on his i(ad. 2nce pro$p ed #+ he eacher) J.C. is a#le o use #o h i e$s %i h ver#al assis ance fro$ he eacher. 9. ,ha co$$unica ion devices and s+s e$s have #een ried in he pas for social) acade$ic) and adap ive needs. ,ha %or!ed) and %ha did no %or!. 3n he pas ) J.C. has #een ins ruc ed using (4C5. "e %as una#le o #eco$e independen using he s+s e$ and so a visual schedule and he i(ad #egan o #e ins ruc ed upon. 10. ,ha are so$e possi#le &-6&&C op ions ha +ou) or he paren s %ould li!e o e7plore. J.C.8s paren s have old $e ha he+ %ould li!e o e7plore he i(ad $ini so o give hi$ an easier ravel op ion. 9ore ins ruc ion using he social language folder on his i(ad is needed #efore a e$p ing ano her device. 11. As a s u$en ea,%er in your (ro'ram, +%a +oul$ you like o see me %el( %is fo,us s u$en +i % as i (er ains o %is/%er ,ommuni,a ion nee$s> 3 %ould li!e o see he s uden receive dail+ ins ruc ion on using he i(ad during his dail+ rou ines so o help hi$ ini ia e gree ing people and al!ing o peers. 12. )f no alrea$y men ione$, (lease $es,ri/e %e fo,us s u$en 2s o %er ser.i,es an$/or su((or s in$i,a e$ in %e )EP o %el( %is s u$en in %e area of ,ommuni,a ion# J.C. receives 60 $inu es of speech $inu es a %ee! %here he %or!s on using he i(ad during na ural si ua ions and se ings.
3n ervie%er: &riana 5 uden 3ni ials: J.C. 5 uden 2vervie%: ;a e: 9620 &ge: 20 -i$e: 10:00a$ < 10:30a$ >rade: 'oung &dul (rogra$ 3n ervie%ee 3ni ials: =.C. (ri$ar+ 5pecial 4duca ion 4ligi#ili + Ca egor+: &u is$

47pressive Co$$unica ion:

Becep ive

J.C. is in a func ional life s!ills curriculu$ %i h goals in do$es ics) recrea ion) co$$unica ion) and voca ional s!ills. "e is also involved in co$$uni +?#ased ins ruc ion. J.C. is proficien a his %or!ou rou ines and a his *o# ha he %or!s five da+s a %ee! a in an office. J.C. has co$$unica ion needs in his e7pressive language in using his 3pad and single %ords o conve+ his %an s and needs. "e also has needs in pro#le$ solving) #eing a%are of s rangers) and u ili@ing cal$ing s ra egies. 3n he pas ) eachers have ried eaching sign language o J.C.) #u he persis ed in using vocali@a ions as his pri$ar+ for$ of co$$unica ion. J.C. is a#le o vocali@e he firs s+lla#le of a single %ord o co$$unica e needs /A#a8 for #a hroo$0 and use his 3pad o $a!e choices) al hough i a!es he pro$p ing of he eacher for hi$ o a!e ou his 3pad o #e used. "e $a+ hi or push %hen he can8 e7press his needs or if o hers don8 unders and his needs. 3n order o sho% caring o%ards ano her person) he %ill hug and s1uee@e he o her person8s hands. J.C. is a#le o follo% 1?2 s ep direc ions fro$ a ver#al pro$p %i hou needing re$inders. J.C. is

SPED 461, Fall 2013

Co$$unica ion: 5ocial Cehaviors and 3n erac ion 5!ills: (riori + Co$$unica ion Deeds: Curren &&C) &-) Bela ed 5ervices) and 2 her Co$$unica ion 5uppor s. 5 uden 8s preferences and non?preferences.

13

also a#le o use a visual schedule %here he personall+ $anipula es he pic ures o change he schedule on a dail+ #asis. &ll pic ures and rou ines are fa$iliar o hi$. J.C. does no ini ia e social in erac ions #e+ond gree ings %i h hugs and hand sha!es. 2nce pro$p ed #+ he eacher) J.C. %ill engage in a ga$e or spor #ased on %ha he eacher sugges s. J.C.8s co$$unica ion priori ies focus around his 3pad usage. J.C. is ver+ passive a#ou using his 3pad) $a!ing i i$por an for he eacher o #e vigilan a#ou insis ing ha J.C. uses his 3pad o $a!e re1ues s. 3 is also a priori + for J.C. o use his 3pad or %ords o as! for help %hen i is needed. 2n he 3pad) J.C. uses he app (rolo1uo2go o e7press %an s and co$$unica e in isola ed se ings such as lunch selec ions. ,hen pro$p ed #+ he eacher) J.C. also uses he 3pad o re1ues personal needs such as needing o use he #a hroo$. J.C. also uses visual schedules a %or! and for planning his da+ schedule. "e is a#le o $anipula e he schedule %i h direc pro$p ing #+ he eacher) recogni@ing all pic ures and order %ords such as af er and #efore. J.C. receives 60 $inu es of speech a %ee!. J.C. has received (4C5 raining in he pas ) ho%ever is ina#ili + o ini ia e pic ure rades $a!es i difficul for fluen co$$unica ion. J.C. prefers his 3pad o pla+ #o%ling) 3pod Dano o lis en o $usic) food) hangers) and hand?si@ed #alls. J.C. does no li!e co$pu ers) reading) %a ching $ovies) pu@@les

SPED 461, Fall 2013 Ecological Inventory Worksheet Ei ness Cen er a (ar!land 5e ing: ,or!ing ou on he read$ill &c ivi +: ;irec 2#serva ion: Cues6pro$p s: -he cler! pu s his hand ou indica ing o hand hi$ he card. -he eacher ver#all+ pro$p s s uden o sa+ hello) han! +ou) and e7cuse $e. -eacher pro$p ed using a ges ure o indica e for he s uden o #e cal$. 1 2 /circle he appropria e nu$#er0

14

&riana ;+$ers!i &ssessor: J.C. 5 uden 3ni ials: 9627613 < 9:00?10:00a$ ;a e6-i$e: 5 eps in he ac ivi +: 1. >ree Cler! 2. "and over card 3. ,ai o a!e card #ac! 4. (u card #ac! in o lan+ard holder 5. 5a+ han! +ou 6. ,al! o #ench 7. 5a+ e7cuse %hen $oving hroughou he aisles 8. -a!e off *ac!e and #ag 9. 5a+ e7cuse $e if people are si ing on #ench 10. Eind open read$ill 11. ,or!ou on read$ill

Co$$unica ion s!ills 5 uden perfor$ance: needed in he ac ivi +: 5 uden 47press heavil+ relied gree ings and on pro$p s gra i ude ei her fro$ he ver#all+) eacher o hrough a u ili@e co$$unica io co$$unica io n device) or n in gaining hrough his needs. ges ures 5 uden did no Ce recep ive o ini ia e using cues #+ o hers his 3pad and i using he g+$ %as lef in his such as he #ag. cler!8s hand 5 uden #eing ou or if %al!ed in o a person o her g+$ si ing on he $e$#ers #ench sa+s one %al!ing #+. $o$en %hile (laced *ac!e he+ are and #ag on he ga hering heir floor ne7 o i e$s. he #ench due 5ocial o people

;iscrepanc+ #e %een ,ha co$$unica ion he co$$unica ion s!ills does he s uden s!ills needed and he need o learn. s uden 8s -he s uden perfor$ance. needs o learn -he s uden is o u ili@e his a#le o co$$unica io $aneuver n device in hrough he e7pressive fi ness cen er languageF he is %i h no curren l+ no assis ance) +e pro$p ed o does no u ili@e use he device) co$$unica io so he does no n o gain his use i . needs. -he s uden "e is no self? needs o learn a%are) causing social e i1ue e hi$ o ha is par icipa e in e7pec ed a 20 sociall+ +ears old. "e inappropria e should learn o #ehaviors such %ai for o hers as $a!ing loud o pass #+ in a noises a he narro% aisle

SPED 461, Fall 2013 co$$unica io n s!ills on ho% loud o #e in he fi ness cen er and ho% close o s and or %al! #+ a person. si ing on he #ench. 2nce pro$p ed o sa+ e7cuse $e he did and pic!ed up his i e$s. ,hile he %as on he read$ill) he $ade ver+ loud singing noises and #anged his fee on he #oard a he fron of he $achine. -eacher pro$p ed s uden o #e cal$ during he %or!ou . fi ness cen er. 5 uden also needed pro$p ing o use e7pressive language in response o o hers such as %hen he cler! said have a good da+. -he s uden needs assis ance in $aneuvering appropria el+ o differen sec ions of he fi ness cen er so o no #u$p o her g+$ $e$#ers.

15 and %al! 2f . #ehind ano her person. & he g+$) he needs o learn o #e self?a%are of his volu$e #ecause in his se ing) loud noises do no occur ver+ of en.

SPED 461, Fall 2013

16

&riana ;+$ers!i &ssessor: J.C. 5 uden 3ni ials: 1061613 < 11:30a$?1:00p$ ;a e6-i$e: 5 eps in he ac ivi +: Cues6pro$p s: 1. ,al! o -eacher old res auran s uden o a!e 2. ,ai in line) a ou 3pad leas 2f . Cashier said #ehind person can 3 a!e +our ahead order 3. >ree cashier -eacher as!ed 4. 3ndica e i e$s s uden o %an ed press i e$s he 5. "and $one+ %an s on his o cashier 3pad 6. ,ai for Cashier held change and ou hand for receip $one+ 7. 5a+ han! +ou -eacher 8. ,ai for food pro$p ed 9. -a!e food s uden o a!e 10. 5a+ han! +ou ou $one+ 11. ,al! o a#le fro$ his %alle %here friends -eacher old are si ing s uden o %ai 12. 4a and engage

Ecological Inventory Worksheet 9ar!e (lace 9all 5e ing: >oing ou o ea &c ivi +: ;irec 2#serva ion: 1 2 /circle he appropria e nu$#er0 ;iscrepanc+ #e %een he co$$unica ion s!ills needed and he s uden 8s perfor$ance. -he s uden re1uired pro$p ing o perfor$ s!ills needed o order food independen l+ using his 3pad. -he s uden did no perfor$ he e7pressive language of sa+ing han! +ou and a gree ing. -he s uden ,ha co$$unica ion s!ills does he s uden need o learn. -he s uden needs o learn o use his 3pad independen l+ %hen ordering food such as opening up o he food page and pressing he correc response. -he s uden needs o learn o engage in social co$$unica io n %hen going ou o a $eal. -he s uden

Co$$unica ion s!ills 5 uden perfor$ance: needed in he ac ivi +: -he s uden 47press %as reluc an gree ings and o use his 3pad gra i ude ei her and needed ver#all+) $an+ pro$p s hrough a fro$ he co$$unica io eacher o n device) or ini ia e hrough e7pressing his ges ures order o he cashier. Ce recep ive o -he s uden cues #+ cashier such as sa+ing did no e7press can 3 a!e +our gree ings or order and gra i ude even pu ing ou af er pro$p ed heir hand for #+ he eacher $one+ and indirec l+ #+ he cashier. (ar icipa e in -he s uden conversa ions during he %ai ed for his

SPED 461, Fall 2013 in conversa ions 13. ,ai for friends o finish $eal for his friend o finish ea ing $eal so o no #e rude. -his can #e done ei her ver#all+ or hrough his 3pad. change and food appropria el+ #+ s anding ou of he %a+ of he line. ;uring he $eal) he s uden did no engage in conversa ion %i h he o her s uden a he a#le) even hough his 3pad %as placed on he a#le. loo!s o food as a reinforce$en ) so his social co$$unica io n %as hal ed during his i$e.

17 should use his 3pad o ini ia e conversa ions such as ho% are +ou or %ha are +ou doing onigh .

SPED 461, Fall 2013 Language Sa ple !atasheet 9ar!e (lace 9all 5e ing: 4a ing =unch &c ivi +:

18

&riana ;+$ers!i &ssessor: 1061613 < 11:30a$?1:00p$ ;a e6-i$e:

Eor$s of co$$unica ion: Co$$unica ion 3 %i nessed %as ver#al al!ing and posi ive ges ures such as hugging. (eople engaged in social co$$unica ion in e7changing s ories) recep ive co$$unica ion such as ga hering nap!ins and s ra%s %hen as!ed) and e7pressive co$$unica ion such as ini ia ing conversa ion and placing orders. =anguage sa$ple: -al!ing a#ou %or! < &s!ed ho% each o her8s da+ is Eirs Eriend: ? =ong da+ #ecause of #oss ? 47 ra paper %or! ? Conference $ee ing a 3:00p$ ha da+ 5econd Eriend: ? 4$plo+ee ca$e in la e ? ;oes no unders and %h+ he person %or!s here ? =eaving %or! earl+ for doc or8s appoin $en Be1ues ing help ? &s!ing for a nap!in ? &s!ing o refill soda cup &s!ed a#ou each o her8s fa$il+ Eirs Eriend: ? "us#and is going o a #achelor par + ha %ee!end ? -hin!ing a#ou #u+ing a ne% car ? 9o$ is co$ing in o o%n 5econd Eriend: ? ;augh er is en*o+ing preschool (urpose6func ion: 5ocial closeness ? >iving specifics a#ou heir %or! da+ ? GJoe gave $e he final presen a ion o finish in %o hoursH ? (ersonal infor$a ion a#ou heir da+ ? G3 have #een having pains in $+ s o$ach a nigh H Co$$en ing ? G3 a$ having he sa$e issue %i h $+ secre ar+H Be1ues ing ? GCan +ou pass $e a nap!in.H ? 3f +ou are ge ing up) %ill +ou gra# $e $ore die co!e.H Be1ues ing infor$a ion ? G,hen is +our $o$ co$ing in o o%n.H ? G"o% is +our hus#and.H Co$$en ing ? G-ell $e ho% he %ee!end goesIH 9a!ing co$$en s

SPED 461, Fall 2013 ? ? ,a ching a ne% elevision sho%) 5candal ;ad is #uilding a %or!#ench for her hus#and ? G3 have o s op %a ching so $uch -JIH

19

SPED 461, Fall 2013 !ata "nalysis Worksheet Da$e: &riana ;+$ers!i 5 uden 3ni ials: E#pressive =anguage sa$ple /if appropria e0: Co$$unica ion s!ills needed in he ac ivi +: 9a!ing re1ues s) re1ues ing infor$a ion -han! +ou) e7cuse $e) and place food order a a res auran Co$$en ing J.C. ;a e: $eceptive 10612613 Social

20

3ni ia ing conversa ions) $a!ing co$$en s) social closeness Bespond o conversa ions hrough $a!ing co$$en s and re1ues ing infor$a ion. 3ni ia e conversa ions. 5 uden does no ini ia e in erac ions %i h people he !no%s) onl+ responds %hen as!ed direc +es6no 1ues ions. 5 uden ignores his 3pad) $a!ing conversa ion li$i ed and none7is en .

5 uden perfor$ance:

5 uden does no use his 3pad o e7press needs or ini ia e ver#al gra i ude co$$en s. 5 uden is dependen on eacher pro$p ing o e7press needs #o h hrough ver#al and 3pad usage.

Bespond o cues given #+ o hers in he environ$en such as he cashier6cler!s hand ou and sa+ing have a good da+. 5 uden does no independen l+ respond o social cues and %ill respond %i h appropria e ac ions once pro$p ed #+ he eacher. 5 uden is dependen on eacher pro$p ing and re1uires assis ance hroughou he as! o ac age appropria el+.

;iscrepanc+:

Co$$unica ion learning needs:

5 uden needs o learn o #e independen in ini ia ing e7pressive ver#al co$$en s in order o e7hi#i age appropria e #ehaviors.

-he s uden needs o learn o use his 3pad o respond o ver#al re1ues s and ac appropria el+.

-he s uden needs o learn o use his 3pad o encourage and elonga e conversa ions #e %een friends.

SPED 461, Fall 2013

Eocus 5 uden : /ini ials or fa!e na$e0 J.C. &ssessor: &riana ;+$ers!i ;a e: =oca ion: 'oung &dul (rogra$ 5i e 3ndividuals involved /2nl+ nu$#er 1062613 and ini ials0. =eng h of &c ivi +: 4 s uden s 15 $inu es &.C.) 5.C.) B.>.) J.C. ;escrip ion of &c ivi +: -he s uden s %ere pla+ing Uno. &ll s uden s unders ood he rules of he ga$e and pla+ed #+ dra%ing one card a a i$e %hen he+ did no have a $ove. ,a+s he s uden co$$unica es during he ac ivi + /speech) poin ing6ges ures) co$$unica ion device) s+$#ols) e c.0. -he s uden used his 3pad) ges ures) and vocali@a ions o co$$unica e during he ga$e. %oca&ulary or 'essages (se)* +ro pte) or Spontaneous Be1ues s /G3 %an KH0: ,hen J.C. %an ed o use he #a hroo$) he said A#a8 several i$es. Be*ec s /G3 don8 %an ) 3 don8 li!e) e c.0: ,hen as!ed if he %an ed o deal he cards o each person) J.C. said Anuh8 several i$es and shoo! his head no. 4$o ions /G38$ $ad)H G38$ happ+.H0 -o indica e he %as en*o+ing he ga$e) J.C. roc!ed in his chair and $a!ed loud hu$$ing noises. Co$$en ing6;escri#ing6(roviding 3nfor$a ion /G3 %en o he $ovies)H G3 had oas for #rea!fas .H G3 a$ a #ig #ro her.H G3 have a *o!e.H0: & he #eginning of he ga$e %hen as!ed ho% he %as ha da+) he said Agoo8 several i$es o indica e he %as doing good. J.C. used his 3pad o sa+ Uno %hen he had one card lef o use. &ns%ering 1ues ions: 3f a friend as!ed if he had a cer ain color card) J.C. %ould sha!e his head and hen gra# a ne% card fro$ he dec! /even if he had he par icular color card0. 5pon aneous

21

(ro$p ed

S(on aneous

Prom( e$

Prom( e$

SPED 461, Fall 2013

&s!ing 1ues ions: Using J.C.8s 3pad) he as!ed %hose urn is i . -hese phrases are loca ed in he ga$e 1ues ions folder ha he eacher helped hi$ pull up o use. -opics: ,hose urn is i .) ;o +ou have a red card /an+ color0.) ;o +ou have a s!ip) %ild) reverse.) ;id +ou sa+ Uno. 2 her.: 9an+ s uden s %ere holding heir o%n side conversa ions ha %ould las a#ou 2 co$$en s long. J.C. did no engage in hese side conversa ions.

22

Prom( e$

Prom( e$

,-$' ./ "ssess ent

SPED 461, Fall 2013

23

&ssessor: &riana ;+$ers!i Eocus 5 uden : /3ni ials or fa!e na$e0: J.C. 3ndica e he da es +ou conduc ed he assess$en . 2c . 2)3)4)7)8)9 ,ri en ;irec ions63ns ruc ion /se ing6con e7 3ns ruc ion %hen direc ion6ins ruc ion is presen ed s /,ords0 o he s uden .0 1. &f er J.C. is done %i h his chore a he school si e) as! he s uden o flip his na$e card. 0 ? J.C. %as 1uic! o respond o ver#al ins ruc ions and pho os %i hin 3 sec. ? J.C. did no %an o concen ra e on he %ords presen ed o hi$) $a!ing hi$ ignore he direc ions. 2. &f er ea ing lunch) as! J.C. o use he #a hroo$. ? J.C. %as 1uic! o respond o ver#al 0 ins ruc ions and pho os %i hin 3 sec. ? J.C. oo! he paper %i h he %ords #u %ould no loo! a he %ord for long enough o process he direc ions. 3. ,hen preparing o go o he fi ness cen er) as! J.C. o ge his #us pass. ? J.C. unders ood all hree $odes of 1 direc ions) $a!ing hi$ respond %i hin 5 sec. ? "e firs gra##ed his #ag firs and hen %en o ge his #us pass < he $a+ have hough he direc ions %ere for #o h i e$s. 4. Cefore ea ing lunch) as! J.C. o %ash his hands. ? Ceing ha he hand %ashing %as a 1 ne% pic ure he had no seen #efore) he did no respond.

Jer#al 3ns ruc ion

>es ure

5+$#ol /line dra%ing0

(ho o

2#*ec

SPED 461, Fall 2013

? J.C. oo! he full 10 sec. o respond o he ver#al ins ruc ions #ecause he %an ed o ea ) +e decided o follo% direc ions firs . 5. -o do his chore) as! J.C. o ge he Cloro7 ,ipes. ? J.C. 1uic!l+ responded o he re1ues ha %ere given hrough ver#al ins ruc ions and pho os. ? -he %ord Cloro7 ,ipes did no regis er a response fro$ J.C. 6. -o order his food in he school cafe eria) as! J.C. o a!e ou his 3pad. ? J.C. responded o he pho o and %ords #ecause he %as handed he direc ions) $a!ing hi$ respond 1uic!l+ %hen receiving a reinforcing i e$. ? J.C. did no respond o he ver#al ins ruc ions of pulling ou his 3pad) he %an ed o 1uic!l+ a!e food %i hou ordering using %ords.

24

SPED 461, Fall 2013

,-$' C2 "ssess ent &ssessor: &riana ;+$ers!i Eocus 5 uden : /ini ials or fa!e na$e0 J.C. ;a e/s0 of assess$en : 10610613 5i ua ions and 5e ing6Con e7 1. 5 ephen is #ored a %or! and he sings ver+ loudl+. Besponse of 5 uden Do) Cal$ 47pec ed or Une7pec ed 47pec ed) he s uden is %or!ing on s a+ing cal$ a %or! also. &lso) as an adul ) he is #eing augh o ac age appropria el+) *us as his ans%er %as. 47pec ed) hroughou school +ears s uden s are augh a#ou personal space and ha is %ha J.C.8s ans%er represen ed. 47pec ed) J.C. ans%ered ha food is a personal o#*ec ha o hers should no ouch) $uch li!e ho% adul s #elieve and ac . 47pec ed) learning o con rol one8s e$o ions is an i$por an rai of adul hood. "is response of cal$ sho%s ha he unders ood ha "arr+ responded inappropria el+. Une7pec ed) J.C. sa% he response as causing a $ess and ha he %ould have o clean. "o%ever) $os adul s %ould sa+ ha he s uden %as #eing disrespec ful and ha she should learn proper social e i1ue e.

25

2. Jeff goes o he s ore and pushes he person in fron of hi$ in he chec! ou line.

Do) 5pace) "ands

3. &lice is hungr+ so she a!es her friends chips and ea s he$ %i hou as!ing.

Do) "ands) 9ine

4. "arr+ is ired and does no %an o go o %or!) so he +ells a he eacher.

Do) Cal$

5. Carrie goes ou o ea and #egins o hro% her food a her friend si ing across fro$ her %hen she ge s upse .

Do) 9ess) Clean

SPED 461, Fall 2013

6. Joe %al!s in o school and sla$s he #a hroo$ door shu #ecause he did no %an o %a!e up ha earl+. Do) Cal$) =oud 47pec ed) responding in a loud fashion is no appropria e and his response of cal$ indica es ha he !no%s ha his %as a %rong response #+ a s uden .

26

Do es and 47plana ion: J.C. %as 1uic! o ans%er %he her he si ua ion %as appropria e or inappropria e) #u s ruggled o ell $e %h+ he si ua ion %as %rong or righ . 2nce 3 pro$p ed several i$es and %ai ed 10 seconds) he s uden %as a#le o give $e shor responses. &l hough his 3pad %as ou ) he used his ver#al a#ili ies o ans%er he 1ues ions.

SPED 461, Fall 2013

27

(&B- C &ssessor: &riana ;+$ers!i Eocus 5 uden : /ini ials or fa!e na$e0 J.C. ;a e/s0 of assess$en : 1064613 5e ing: Crea! i$e af er lunch -i$e: 11:30a$?12:00p$

;escrip ion of no ech /signs6ges ures0) lo% /non elec ronic or si$ple echnolog+0 or high ech s+s e$ /voice ou pu co$$unica ion device %i h op ion of $ore han 4 $essages??elec ronic0: J.C. uses he app (rolo1uo2go on his 3pad. (rogra$$ed in o his app are several folders ha he 5peech -herapis has inpu . Eolders are divided in o differen phrases #ased on needs: gree ings) food) ga$e phrases) and conversa ion s ar ers.

Co$$unica ion 5+$#ol) 5ign) or 9essage /lis he$0 1. "ello 2. "o% are +ou. 3. >ood?#+e 4. Corn dog 5. ;ie Co!e 6. 9c ;onald8s 7. Ca hroo$ 8. ,ash "ands 9. Co%ling

,as he s uden a#le o de$ons ra e or find he $essage. 'es 'es 'es 'es 'es 'es Do Do 'es

3f "igh -echKho% did he s uden access and naviga e he device. 47plain: -he s uden %as fluen in finding he gree ings folder. -he s uden %as fluen in finding he gree ings folder. -he s uden %as fluen in finding he gree ings folder. -he s uden 1uic!l+ found he food sec ion and scrolled do%n un il he found corndog. -he s uden 1uic!l+ found he food sec ion and scrolled do%n un il he found die co!e. -he s uden found he res auran s folder o loca e 9c;onald8s. -he s uden $oved in o he gree ings and ga$e folderF could no find he places folder. -he s uden !ep going o he food folder. -he s uden found he recrea ion folder o

SPED 461, Fall 2013 find #o%ling. -he s uden !ep going in o he gree ings folder. -he s uden !ep going in o he gree ings folder. -he s uden 1uic!l+ found he food sec ion and scrolled do%n un il he found 1uesadilla. -he s uden did no !no% %here o find he ga$es. "e !ep clic!ing ou of he app. -he s uden !ep going o recrea ion o find he phrase. -he s uden found he %or! folder o find rec+cling. -he s uden !ep going in o he gree ings folder. -he s uden found he phrase 1uic!l+ and !ep clic!ing i . -he s uden %ould no leave he page ha had his phrase) +e %ould no clic! he phrase. Eound he co$$ands on he ho$epage 1uic!l+. Eound he co$$ands on he ho$epage 1uic!l+.

28

10. "app+ 11. &ngr+ 12. Luesadilla 13. Uno 14. 5hredding 15. Bec+cling 16. 3 %an K 17. 3 li!e +ou 18. 3 don8 li!e +ou 19. 'es 20. Do

Do Do 'es Do Do 'es Do 'es Do 'es 'es

5 uden 8s Da$e: J.C.

SPED 461, Fall 2013 ;a e: 9620613 Becorder: &riana ;+$ers!i $ein3orce ent "ssess ent 3or In)ivi)uals with Severe !isa&ilities 4$"IS!5 3n ervie%ed he paraprofessional and eacher %ho %or! %i h J.C. $os of en: 1# Some ,%il$ren really en5oy lookin' a %in's su,% as a mirror, /ri'% li'% s, s%iny o/5e, s, s(innin' o/5e, s, 0G, e ,# <%a are %e %in's you %ink "#C# mos likes o +a ,%> "#C# mos likes o +a ,% %is /o+lin' a(( on %e )(a$ an$ %e li'% /oun,e off of a so$a ,an# Some ,%il$ren really en5oy $ifferen soun$s su,% as lis enin' o musi,, ,ar soun$s, +%is les, /ee(s, sirens, ,la((in', (eo(le sin'in', e ,# <%a are %e %in's you %ink "#C# mos likes o lis en o> J.C. $os li!es o lis en o BMC on his 3pod Dano) people singing and clapping) he shredder) and repea ed phrases #eing said on his 3pad. Some ,%il$ren really en5oy $ifferen smells su,% as (erfume, flo+ers, ,offee, (ine rees, e ,# <%a are %e %in's you %ink "#C# mos likes o smell> J.C. $os li!es o s$ell a7e cologne and he air condi ioner $achine.

29

2#

3#

4#

Some ,%il$ren really en5oy ,er ain foo$ or sna,ks su,% as i,e ,ream, (i33a, 5ui,e, 'ra%am ,ra,kers, E,Donal$2s %am/ur'ers, e ,# <%a are %e %in's you %ink "#C# mos likes o ea > "#C# mos likes o ea S eak an$ S%ake %am/ur'ers, Sun C%i(s, ,%i,ken (a ies, Ganilla <afers, Crys al *i'% Pa,ke s in +a er, an$ sof s%ell a,os from a,o /ell# Some ,%il$ren really en5oy (%ysi,al (lay or mo.emen su,% as /ein' i,kle$, +res lin', runnin', $an,in', s+in'in', /ein' (ulle$ on a s,oo er /oar$, e ,# <%a a, i.i ies like %is $o you %ink "#C# mos en5oys> J.C. li!es o lis en o $usic on his 3pod Dano) pla+ he #o%ling ga$e on his 3pad) go #o%ling) and %al! on he read$ill. Some ,%il$ren really en5oy ou,%in' %in's of $ifferen em(era ures, ,ol$ %in's like sno+ or an i,e (a,k, or +arm %in's like a %an$ +armer or a ,u( ,on ainin' %o ea or ,offee# <%a a, i.i ies like %is $o you %ink "#C# mos en5oys> J.C. li!es o s1uee@e people8s ar$s %i h %o hands and hold ice?cold %a er #o les.

D#

6#

SPED 461, Fall 2013 7#

30

Some ,%il$ren really en5oy feelin' $ifferen sensa ions su,% as s(las%in' +a er in a sink, a .i/ra or a'ains %e skin, or %e feel of air /lo+n on %e fa,e from a fan# <%a a, i.i ies like %is $o you %ink "#C# mos en5oys> J.C. li!es o feel he air condi ioning #lo% on o his face) feel o#*ec s li!e a o%el or #all #ounce in his hand) and ap his head agains he des!. Some ,%il$ren really en5oy i +%en o %ers 'i.e %em a en ion su,% as a %u', a (a on %e /a,k, ,la((in', sayin' I@oo$ 5o/J, e ,# <%a forms of a en ion $o you %ink "#C# mos en5oys> "#C# en5oys /ein' smile$ a , re,ei.in' a %u', an$ /ein' ol$ %a %e ,an %a.e a /reak# Some ,%il$ren really en5oy ,er ain oys or o/5e, s su,% as (u33les, oy ,ars, /alloons, ,omi, /ooks, flas%li'% , /u//les, e ,# <%a are "#C#2s fa.ori e oys or o/5e, s> "#C# en5oys (layin' +i % +ris /an$s, o+el, /alls, an$ (o( ,ans# <%a are some o %er i ems or a, i.i ies %a "#C# really en5oys> "#C# also en5oys o /oun,e in offi,e ,%airs an$ +a ,% %e mo.ie Fin$in' ?emo#

H#

C#

10#

SPED 461, Fall 2013 Ban!ed 5 i$uli: 1# Sun C%i(s 2# Ganilla <afers 3# )(o$ ?ano 4# <ris /an$ D# )(a$ 6# -an$ Ball 7# Po( Can H# 0o+el C# Crys al *i'% Pa,ke in <a er 10# Air Con$i ionin' 11# Com(u er 12# A6e Colo'ne 13# 8ffi,e C%air 14# <a er Bo le 1D# Break 0ime 16# Pen an$ Pa(er

31

?o es! ) (resen e$ %e s imuli o %e s u$en +i % (i, ures on an in$e6 ,ar$# Al %ou'% %e s u$en ,an rea$ s%or +or$s, ) %ou'% i +oul$ /e more a((ro(ria e for %im o re,ei.e a .isual in or$er o /e er rank %is (referen,es# 0%e s u$en nee$e$ (rom( in' so o $es,ri/e +%a %e +as o /e $oin' an$ +%a %e (i, ures s oo$ for# -e +as .ery e6,i e$ a/ou %e firs C i ems# ) ook mu,% lon'er for %im o /e +illin' o make a ,%oi,e for %e ne6 7 i ems#

SPED 461, Fall 2013

95,2 /(reference &ssess$en 0 Eocus 5 uden :NJ.C.NNNNNNNNNNN &ssessor:NNN&riana ;+$ers!iNNNNNNNNNNNN 5e ing6Con e7 : ;uring Crea! i$e af er %or!N 3 e$s ;a e: 9623 5ession 1
2rder 5elec ed

32

;a e: 9624 5ession 2
2rder 5elec ed

;a e: 9625 5ession 3
2rder 5elec ed

;a e: 9626 5ession 4
2rder 5elec ed

;a e: 9627 5ession 5
2rder 5elec ed

-o al /&dd order nu$#ers across sessions0

9ean
/-o al6Osessions0

Ban! P
/=o%es $ean is $os preferred0

1. 5un Chips 2. 3pod Dano 3. 3pad 4. Co$pu er 5. ,ris #and 6. (op Can 7. (en and (aper

1 2 3 6 4 5 7

1 5 2 6 3 4 7

1 3 5 7 2 4 6

1 3 4 5 2 7 6

1 4 2 5 3 6 7

5 17 16 29 14 26 33

565 1765 1665 2965 1465 2665 3365

1 3.4 3.2 5.8 2.8 5.2 6.6

Ban!ing of (reference Ban! 1

/$os preferred0

3 e$
5un Chips ,ris #and 3pad 3pod Dano (op can Co$pu er (en and (aper

2 3 4 5 6 7 8
/leas preferred0

"))itional 6otes a&out how these pre3erences7nonpre3erences can &e use) 3or co

unication &y the stu)ent. ou,% %em

S%o+e$ %e $i$ no like ,er ain i ems /y (i,kin' u( %e i ems an$ %en (la,in' %em $o+n imme$ia ely an$ +oul$ no a'ain %is ,ommuni,a es %a %e $oes no (refer %ese i ems an$ ,an /e ransla e$ o o %er i ems an$ asks#

SPED 461, Fall 2013

33

-e s%o+e$ %a %e like$ i ems /y imme$ia ely in era, in' +i % %e i em i#e# (u in' on %e musi, an$ ,li,kin' o a 'ame on %is )(a$ %is ,ommuni,a es %a %e (refers %ese i ems an$ %is ,an /e ransla e$ o o %er i ems an$ asks# 0%e s u$en s%o+e$ $isin eres in %e o/5e, s %e $i$ no (refer /y (la,in' %em on %e a/le an$ si in' ,on en ly +i %ou $oin' any %in' a all# ) ,an use %is si'n of $isin eres o 5u$'e %o+ %e feels a/ou ,er ain asks in %e fu ure, so o $ifferen ia e ,er ain as(e, s as nee$e$# 3 can *udge ha he $os preferred i e$s ha he engaged %i h can #e used as a for$ of reinforce$en in he fu ure) serving as a $o iva or during undesired ac ivi ies.

Da$e:NN&riana ;+$ers!iNNNNNNNNNNNN

Du$#er:NNN7NNNNNNNNNNNNNNNN

SPED 461, Fall 2013 ;a e6-i$e:N9618613NN6:00p$NNNN

Co

34 3ns ruc or:NCher+l =igh ?5hrinerNNNNNNNNN

unication "ssess ent +ro8ect* $e9uire) 'eeting 4worth : pts.5

+lanning Worksheet* Stu)ent )escription* Jac! is 20 +ears old and is a s uden in he 'oung &dul (rogra$. "e has au is$ and does no use ver#al co$$unica ion o e7press his needs. "e is %ell li!ed #+ ever+one a school and par icipa es in he sa$e ac ivi ies. Is this stu)ent appropriate 3or this assign ent; <es 6o ""C nee)s* Jac! uses an 3pad on occasion. -he 3pad has a series of co$$ands ha Jac! can use o e7press his needs and par icipa e in conversa ions. What is your preli inary plan 3or collecting evi)ence to assess the stu)ent=s e#pressive> receptive> an) social skills; -hrough one?on?one in erac ions) 3 plan o assess his e7pressive and recep ive s!ills. 3 plan o pla+ Uno %i h he s uden and record he +pes of co$$unica ion he e7presses. Using ver#al pro$p s) a pic ure lis ) and sho%ing he ac ual o#*ec s) 3 %ill assess ho% %ell he s uden responds o each +pe of $ode. 3 %ill give Jac! 6 direc ions during his ne% %or! si e %here he is curren l+ learning ho% his rou ine flo%s. ;uring lunch i$e) 3 %ill presen conversa ional opics o Jac! and ano her class$a e. 3 %ill record %hich social s!ills are #eing de$ons ra ed. Instructor 3ee)&ack /no e: leave this blank until meeting0: Student is appropriate and because of his age, using a setting such as the fitness center or Illini Union is appropriate for getting a language sample and for observation. Is this stu)ent appropriate 3or this assign ent; Eollo%?up 9ee ing Beco$$ended: 'es 6 Do Schedule Meeting if any questions arise. <es 6o