A Step by Step curriculum

A Step-by-Step Curriculum for Early Learners

with Autism Spectrum Disorders

Lindsay Hilsen, M.Ed., BCBA

Lindsay Hilsen, M.Ed, BCBA


Approved NJ Early Intervention System Curriculum


NJEIS Requirements• Comprehensive Curriculum

1. Address core areas identified by National Research Council (2001)• Functional, spontaneous communication• Social skills• Cognitive development• Play skills• Fine and gross motor skills• Inclusion of peers• Proactive strategies to address problem behavior when necessary

2. 75% of the intervention/strategies have been identified as “established” National Standards Project (2009)

3. Has defined measures for determining progress and defined processes to troubleshoot when progress is limited


3 Parts to the Curriculum

• Assessment• Curriculum• Mastered Section


Programs

• Over 90 programs• Broken down into categories

– basic programs, behavior, motor, receptive, expressive, action, communication, intraverbal, play, self help, sort/match, academic


Assessment

• Baseline• Progress


Assessment Example


Selecting Goals

• In early intervention you need to look at child’s IFSP outcomes and base it off of those.

• You will also need to assess the child and look at the total percentages of each program to see if it should be a program.


Early Intervention Outcome Example

• Imitate and produce simple and environmental sounds


Selecting Goals for Early Intervention

• Look at table of contents• Look at picking programs• Look at curriculum assessment


Selecting Goals for Preschool

• Base it on the IEP• Assessment results


Curriculum

•Look at assessment to see what step you should start on

– Sample: Quiet HandsThe child was able to complete step 1 according to the

assessment so start on step 2•Generalization is built into each step•Measurement/Criterion

– Probe or Trial by Trial– 3 Consecutive Y’s or 90% independent over 3 consecutive

days


Curriculum Example


Basic Principles

• Prompt• Shape• Reinforce• Intersperse


PromptingPROMPT NAME PROMPT ABBREVIATION PROMPT DESCRIPTION

Physical Prompt P You use hand over hand so

there is no room for error

Faded Physical FP You use more of guide from

the shoulder or elbow and

lead the student to the

correct answer

Gesture G You point to the correct

answer, you can also use

your eyes to “gesture” or

look at the correct answer

The most common prompts are provided below in a most to least intrusive hierarchy.


PromptingVerbal V or VP You provide the student with

the exact word/words that you

want them to say (Ex. “what

is your name- Johnny”

student then says “Johnny”

Faded Verbal FV You provide the student with

the start of the word/words

that you want them to say

(Ex. “what is your name- Joh”

student then says “Johnny”


Discrete Trial

• Discrete trial is when you take an isolated task and present the student with a cue (Sd-discriminative stimulus) that indicates to them what they need to do.


Discrete Trial• The first way: • Present the Sd (discriminative stimulus, cue) • Wait 3-30 seconds (processing time depending on students needs)• Correct response mark a + (for independent)• The below example will demonstrate what to do for an incorrect

response– Present Sd – Wait time--- student begins to respond incorrectly/does not respond– Immediately try to interrupt and prompt to the correct response– Then do a teaching trial (this is the errorless part discussed earlier in

the book)• Represent Sd and immediately prompt correct response. Remember this is all

one trial.


Discrete Trial-example• Adult- Sd: “touch head”• Student- correct response, student touches head (see box 1

receptive body id)• Adult- “great job touching your head. Do this (open mouth)”• Student- student opens his mouth (see box 1 oral motor)• Adult- “wow I love the way you opened your mouth, now give me a

high five”• Student- No Response • Adult- physically prompts student to give a high five and then does

a teaching trial (immediately represents Sd “give me a high five” and the adult immediately prompts the student to give a high five. This is all one trial (see box 1 one step directions).


Discrete Trial Data Sheet-1st way Example

Student's Name: Johnny

Date: 4/1/11

PROGRAM NAME STEP/SET 1 2 3 4 5 6 7 8 9 1

0

TOTAL

%

RECEPTIVE BODY ID Head + F

P

Oral Motor “do this(open

mouth)”

+ +

Follows one step

directions

“give me high five” P +


Discrete Trial GraphPERCENT

CORRECT

Step 1 Step 2

DATE


Graphing Reminders• Include the date• I like to include the initials of the person that

worked with the student that day/session. I write the initials under the date.

• Include trend lines. This is the straight line that is used to separate the steps. It shows that you are now working on a new step.

• Connect the dots on the same step. • Do not connect the last dot of one step and the

very next dot on the next step.


Probe• Probe data can either be collected daily, weekly, bi-weekly,

monthly etc. • So the question is how do you take probe data?

– The purpose of probe data is to test to see if the student has the skill the first time presented that day.

– So that is exactly when you take the data. – At this point you will present the Sd and if the student can do it

independently then you will circle Y (yes) or the student could not do it independently then you will circle N (no).

– You will then move on to the next program and probe that skill. – Once you are finished probing for the day, you can then put

your data sheet away and just focus on teaching the skill.


Probe ExamplePROGRAM: Gross Motor Imitation CRITERIA: 3 consecutive Y’s

STEP

4/1/11 4/2/11 4/4/11 4/8/11 4/8/11 4/9/11

Clap

Hands

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

4/10/11 4/11/11 4/12/11 4/14/11

Stamp

Feet

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N

Y

/

N


1st TRIAL PROBE WITH PROMPT LEVELS

• I really like to see the prompt level that was required in order for the student to be successful.

• I can tell if the student is making progress. – For example, if I am working on a skill for 2 months and all I see

on the probe data sheet is all N’s circled, I am going to discontinue that program due to lack of progress.

– However, if I am taking prompt levels, then I will hopefully see that for the first couple of sessions the student needed a physical prompt, then a couple of session after, the student needed a faded physical, then a few session after that they only needed a gestural prompt and so on. This was I can see that the student is making progress and therefore, the program would not need to be discontinued.


Probe with Prompt Levels

Program Name Write in the box below the date and the score (P-physical prompt,

FP-faded physical, G-gesture, V-verbal prompt, FV-faded verbal,

+-independent)

Gross Motor

Imitation (clap

hands)

4/1/11

P

4/2/11

P

4/3/11

FP

4/4/11

+

4/8/11

+

4/9/11

+

Receptive Body Id

(head)

4/1/11

+

4/3/11

+

4/4/11

+


1st trial Probe Graph

Y S/G FP/FV PP/VP

4/2/11

4/1/11

4/3/11

4/4/11


Mastered

• Designed as probe data• Each time a step is mastered it should go into

the mastered routine– Probe 2x per month

• Child receives a N data point, probe the skill the next day, if the child receives another N then the step/program needs to go back into the daily teaching routine until criteria of mastery is met again.


Mastered Example


Ordering the Book• http://www.amazon.com/Curriculum-Learners-

Autism-Spectrum-Disorders/dp/1849058741/ref=sr_1_1?ie=UTF8&qid=1331562508&sr=8-1

• http://www.barnesandnoble.com/w/step-by-step-curriculum-for-early-learners-with-an-autism-spectrum-disorder-lindsay-hilsen/1101207398?ean=9781849058742&itm=1&usri=a+step+by+step+curriculum+for+eraly+learners

• http://www.jkp.com/catalogue/book/9781849058742


Thank You

Questions???


Date post:	24-May-2015
Category:	Education
Upload:	fhccommunity
View:	377 times
Download:	6 times

A Step by Step curriculum

Education