Mode & Direction Assessment PowerPoint...

TASN-Autism & Tertiary Behavior Supports

2013-2014 Webinar Series

1/15/2014

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Mode & Direction Assessment(Concrete to Abstract)

Lori Chambers MS, CCC/SLPRegional Systems Coordinator

TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State

Department of Education's Special Education Services. TASN Autism and Tertiary Behavior Supports does not

discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The

following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director,

Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214



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The Mode and Direction assessment helps us determine:

• The “mode” or type of visual icon that the individual understands best

• The direction that visual information should be presented (vertically or horizontally)

• Where a student is able to place their visual icons when a task is completed

A visual schedule tells a student where to go and when to go there

First here

Then here



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Overall Classroom Schedule

Individual schedules• Individualized according to each students needs• Help with student organization and understanding• Reduce anxiety• May travel or be made stationary



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A structured work system tells you whatwork and how much work needs to be done.

.

Structured Work System• Emphasize most important information• Provide a system of organization• Increase understanding• Reduce anxiety



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For More InformationCheck out

http://www.autisminternetmodules.org

1. Visual supports2. Structured work systems and activity

organization

Visual Support Hierarchy (P. Mirenda & P Lock, 1989)

1.ObjectsTOBI- true object based icon

2.Color Photos3.Black and White Photos4.Color line drawings5.Black and white line drawings6.Written word

This

doesn’t

always

apply for

students

with ASD



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Get out your assessment form

Part 1 Identifyingassesses the student’s ability to identify an object, picture or

word by it’s verbal label or function.

1. Put out a minimum of a field of three items. Replace items to always maintain field of three. May

need to change order so that they are not always the same

2. Ask student to “point to” or “give/hand me” or “which one do you drink from” (need to be aware

of student’s cognition and receptive comprehension). Start with objects, color photo, B&W photo,

color line drawing, B&W line drawing, and then written word (going from concrete to abstract).

3. Record (+/-) responses.

4. Identify which mode was identified the most accurately.

Mode

Item

Object Color

Photo

B&W

Photo

Color Line

Drawing

B&W Line

Drawing

Word

Ball

Cup

Glasses

Pencil

Spoon

Comments:



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Suggestions for administration

Make note of which prompt you use- label or functionStart with the most concrete mode appropriate for the student. If they do not identify pictures with 100% accuracy go back and try an easier mode.End with the most abstract- written wordRecord your responsesWhen you are finished, tally your responses to determine with which mode the student had the most success

Now lets look at a short video clip of the administration of the mode assessment:

Part 1- Identifying



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The worst day rule

• A student should be able to understand and use a schedule on even his worst day!

What does this mean?…..

Create individual schedules using the mode that your student is most likely to identify when stressed or tired. If they can identify photographs always but line drawings sometimes, go with the photos!

Schedule

Tip

#1



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Part 2 Matchingassesses the student’s ability to match items

within a mode and between modes.

1. Identify which of the modes the student was the most successful with in part 1:

___________________________.

2. Put out a minimum of a field of three of mode identified in Part 1, item 4.

3. Ask student to “match.” Choose another mode to see if they can match (i.e., place B&W

photos on the table and ask them to match the written word or a combination of other

modes).

4. Record (+/-) responses.

Mode

Item

Object Color

Photo

B&W

Photo

Color

Line

Drawing

B&W

Line

Drawing

Word

Ball

Cup

Glasses

Pencil

Spoon

Comments:

This information is helpful to determine how flexible your student is in understanding

a mode. After all not everything in the environment may look the same.



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Schedules are not work systems

• Schedules and work systems should not be combined!

A schedule tells you where to go.A work system tells you

what work to do and how much work to do.

Schedule

Tip

#2

Part 3 color and shape identification

1. Place the colored shapes out so that you have one of each color (white,

black, blue, red, orange, yellow, green). You may start with a smaller field

(replace items so that the field remains the same size).

2. Ask student “point to” or “give/hand me the green one”

3. Record (+/-) responses

Color White Black Blue Red Orange Yellow Green

Response

Comments:

1. Place the same color of various shapes on the table (i.e., red square, red

circle, red triangle, etc)

2. Ask student to “point to” or “give/hand me the circle”

3. Record (+/-) responses

Shape Square Circle Triangle Star

Response

Comments:



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Suggestions for administration

Colors should be tested using the same shape, each a different color.All shapes should be the same color to ensure that the student is only paying attention to the shape



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Students never out grow the need for a schedule.

NEVER

Schedules are vital organizational tools. They may change as a student matures and gains knowledge but they do not go away.Most of us use a type of schedule our whole lives, such as, calendars, day planners, watches, agendas, cell phones, t.v. guides etc.

Schedule

Tip

#3

Direction Assessment - assesses if the individual best understands first and next when items are presented Left-

to-right or Top-to-Bottom

1. Lay out items (i.e. edibles, preferred objects, or materials used in Mode

Assessment)

2. Let student know that when you are done they can play with, eat, etc

(whatever is appropriate for the items that you are using)

3. Lay out the items (3-5) in a row (top-to-bottom)

4. Ask student to “take the first one” (if they correctly take the first then say “take

the next one”)

5. Repeat for left-to-right

6. If there is no strong preference place the items in a + (top-to-bottom and left-

to-right)

7. Ask student to “take the first one”

Direction Left-to-Right Top-to-Bottom +Results

Comments:



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Lay out items (i.e. edibles, preferred objects, or materials used in Mode Assessment)

Let student know that when you are done they can play with, eat, etc (whatever is appropriate for the items that

you are using)

Lay out the items (3-5) in a row (top-to-bottom)

“Take the first one.”

“Take the next one.”

Repeat for left-to-right

If there is no strong preference place the

items in a + (top-to-bottom and left-to-

right)Ask student to “take the first one”



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Students will need to be taught how to use their schedule.

Teachers and staff will need to be taught how to support the

student’s independent use of that schedule.

Schedule

Tip

#4

Envelope Testdetermines if the student prefers to match, insert

or place icons next to the target.

1. Place an envelope with a visual on top

2. Hand the student the matching visual and tell them to “match”

3. Record response.

Matched on top

Inserted into envelope

Placed to the right of the envelope

Placed to the left of the envelope

Placed to the top of the envelope

Placed below the envelope

Comments:



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Match on top

Insert into envelope



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match next to the envelope



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A TOBI or True Object Based Iconis a good way to bridge the gap between objects and pictures.

Schedule

Tip

#5

Trouble Shooting the Mode and Direction Assessment

What if the items on the test don’t seem appropriate or interesting for my student?

Pictures and objects can be changed to suit the student’s needs

What if the student refuses to complete the assessment?

Breaks can be allowed, reinforcers given and multiple sessions used to complete the assessment.

What if my student doesn’t do well using any mode or direction?Start by teaching your student how to use an object schedule, giving them one object at a time with each transition. Don’t delay teaching a schedule because the student does poorly on the assessment!



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If at first you don’t succeed, try and try again!

Teaching a student to use his schedule takes time and consistency. If things don’t go

well at first, keep trying! You are building a life long skill vital to independence.

Schedule

Tip

#6

“Give a man a

visual schedule

and you will guide

him for a day.

Teach a man to make a

visual schedule

and you might actually

get a lunch break at

school.” ☺



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Mode and Direction Assessment

Thank you!

Visit us on our website at kansasasd.com



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TASN Autism and Tertiary Behavior Supports

www.KansasASD.comwww.TASNBehaviorSupports.com

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