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ESS512

Planning Principles and Assessment

Rachel Lane1133 2849

Programming for Students with High Support Needs

ESS512 | Programming for Students with High Support Needs

Contents

Case Study: Rita 2

Component A 3

Identification of Needs 3

Assessment of Adaptive Behaviour 7

Component B 15

Instructional Planning (IEPs) 15

Reference 22

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Case Study: RitaEverything seemed fine when Rita was born in six years ago. Rita had a passive temperament and

she thrived during her first few months of life but near her first birthday she seemed much more

irritable and grizzly. She started to cry and scream much more often and for no apparent reason.

Equally disturbing was the fact that she also stopped using the few single words that she had

previously mastered. She also seemed to be having a lot of trouble just moving around and was

especially clumsy when she used her hand to reach for and grasp something.

Shortly after these initial signs appeared, a serious hand mannerism was noticed. Now it seems that

all Rita wanted to do was rub her hands together as if she were continually washing them. At this

time Rita was seen at a paediatric clinic and was suspected of having Rett syndrome. This initial and

tentative diagnosis was later confirmed by a genetic test.

As with most girls with Rett syndrome, at six years of age Rita was unable to walk or talk, and unable

to use her hands very well for any real functional activity. She retains a number of informal gestures

such as facial expressions and body movements that seem to be her way of communicating. When

she likes something, music for example, she smiles the vocalises and wiggles excitedly. When she

does not like something she lets you know by looking away and tensing her arms.

Rita attends a special education classroom with four other children with high support needs

associated with a combination of developmental and physical disabilities. The classroom is staffed

by a teacher and teaching assistant. A large portion of the school day is spent with eating and self

care tasks. When instructional activities are implemented, Rita does not show much active

participation mainly because of her physical limitations although she is sometimes very alert and

responsive to surroundings. These times are increasingly interspersed with longer and longer period

in which she seems completely unresponsive to her surroundings. She essentially functions in the

profound range of intellectual disability although it has been difficult to get a good estimate of her

cognitive ability. It is certain that she requires full assistance with most daily living tasks such as

dressing toileting eating and washing.

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Component A

Identification of NeedsRita is a unique individual whose development of typical abilities have been adversely affected by a

genetic syndrome known as Rett Syndrome. According to the National Institute of Neurological

Disorders and Stroke [NINDS] (2015), Rett Syndrome is characterised by normal early growth and

development followed by a slowing of development, loss of purposeful use of the hands, distinctive

hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual

disability.

Significant consideration needs to be given to Rita’s cognitive and physical state. Wrestling, Fox &

Carter (2014) explain that individuals diagnosed as having a profound disability falls within the most

severe range of intellectual disability (p. 4). The fact that Rita seems to be falling into indeterminate

states for longer periods of time also needs to be considered (Wrestling, Fox & Carter, 2014, p. 5).

In order to adequately identify Rita’s needs, all stakeholders involved in Rita’s education need to be

identified and involved. In the initial Individual Education Plan (IEP) meeting, each stakeholder

should list their concerns (Lancaster, 2015).

The table below depicts the stakeholders identified for Rita’s case as well as their concerns:

Parents: Mr & Mrs Walker Student: Rita

Improve ability to effectively

communicate with both family

members and other members of the

community

Improve ability to assist with everyday

tasks such as dressing by increasing

functional capacity

Improve eating habits

Likes music (pop, contemporary)

Likes animals (particularly horses and

cats)

Shows interest in colourful picture

books, likes having these read to her

Dislikes certain foods (picky eater, does

not like textures of some foods)

Teacher: Mrs Lane Physiotherapist: Mr Tyson

Communication (expressive and

receptive) using physical gestures, eye

gaze as well as Augmentative and

Alternative communication (ACC)

devices

Responding to content throughout

Prevent deformity due to joint &

muscle contractures, foot deformities

and scoliosis

Improve walking ability

Improve transitional movements

Improve fitness and mobility (through

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units of work using pictures and

symbols

Increasing alertness and engagement

during tasks

hydrotherapy and physical therapy)

(Harris, n.d.)

Occupational Therapist: Mrs Smith Speech Therapist: Mrs Parker

Maximise hand use for functional

activities

Develop ability to access

communication devices

Develop ability to access a variety of

assistive technology

Improve ability to assist with dressing,

perform independent feeding skills and

assist with grooming activities

Improve ability to tolerate sensory

input in school setting

(Lawton & Gutierrez, 2005)

Language stimulation

Development of receptive language

skills

Training for improved eye contact and

eye pointing

Increase visual and auditory attention

to stimuli

Turn taking

Development of specific aspects of

cognition and thinking, such as cause

and effect

Aided and unaided approaches to

Augmentative and Alternative

communication devices

(Rett UK, n.d.)

Nutritionist: Mrs Wright

Provide proper body positioning and a

calming feeding environment

Alternate feeding assistants where

possible to avoid feeding refusals due

to carer/teacher absence

Increase calories and proteins in diet to

promote growth and development

Encourage trying new and varied foods

(Seche & Geerts, 2008)

In order to ensure that the most appropriate educational goals are determined for Rita’s Individual

Education Plan (IEP), features of the Inclusion/Functional Instruction model must be considered.

Wrestling, Fox & Carter (2014) discuss these features including inclusion considerations (such as

adapting the curricula and learning materials to achieve success); social participation (targeting

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participation and engagement in home, school and community settings); functional age-appropriate

skills (aimed to increase independent living and partial participation); and non-school community-

based instruction (focusing on generalising skills in natural settings) (pp. 30-31).

Additionally, when prioritising goals for Rita’s IEP, it is important to allow for opportunities for self-

determination to occur. Wrestling, Fox & Carter (2014) refer to important life experiences that are

necessary to develop elements of self-determined behaviour, including choice making, decision

making, problem solving, and goal setting and attainment among others (p. 32).

An Ecological decision making tool may be used to achieve this. The tool provides a checklist which

allows the support team to determine if a skill meets the criteria as being high-priority. As such, the

tool can be used to prioritise skills that the student will be able to utilise across different contexts in

both current and future settings.

Please note: some of the stakeholders concerns above are interrelated and are included as only one

skill in the following table.

Ecological Decision Making Tool

Self-determination

Home environm

ent

School environment

Comm

unity environment

Age appropriateness

Across ages

Partial participation

Across curriculum -

comm

unication

Across curriculum – Physical

development

Across curriculum –

behaviour managem

ent /

Reading (responding to content

and looking at picture books using

ACC device)

Yes Yes Yes Yes Yes Yes Yes Yes Yes

Communication (using informal

gestures, ACC devices and eye

contact / eye pointing)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Responding to content in unit of

work


Increasing alertness and

awareness / visual and auditory


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attention to stimuli

Increasing functional capacity to

perform tasks (dressing)


Improve eating habits (alternating

feeding assistants, increase

calories and proteins, try new and

varied foods)

Yes Yes Yes Yes Yes Yes Yes Yes

Improve ability to tolerate sensory

input

Yes Yes Yes Yes Yes Yes Yes Yes

Turn taking Yes Yes Yes Yes Yes Yes Yes

Development of specific aspects

of cognition and thinking, such as

cause and effect


(Table derived and modified from Lancaster, 2015)

Given the Rita’s current and future life situation, skills must be prioritised within adaptive behaviour

domains that will be useful to her in the discourse of her everyday life. According to Slatter (2002, p.

190), adaptive behaviour is best viewed as having a multifactorial structure, including areas such as:

- Motor or physical skills

- Independent living skills

- Cognitive, communication and academic skills

- Social competence skills

In consideration of the ecological inventory, the following skills have been prioritised as they will

serve to benefit Rita across a variety of personal contexts and functional and curriculum areas. Some

of the selected skills serve as predecessors for other skills, and therefore must be taught first. For

example, Rita must be taught skills in communication and reading before she is expected to respond

to content in a unit of work. Thus, the skills of communicating and reading have been prioritised

over responding to content.

The programming summary table lists the skills within their adaptive behaviour areas and provides a

summary of how the skill will benefit Rita across the specified areas.

Programming Summary Table

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Adaptive Behaviour Domain / Skill Independent living

Leisure skills

Vocational skills

Across-curriculum

areas

Home

School

Comm

unity

Communication Skills

Using informal gestures, ACC devices and eye

contact / eye pointing

X X X X X X X

Motor or Physical Skills

Increasing functional capacity to perform tasks

(dressing)

X X X X X X X

Independent Living Skills

Improve eating habits (alternating feeding

assistants, increase calories and proteins, try new

and varied foods)

X X X X X X

Social Competence Skills

Increasing alertness and awareness / visual and

auditory attention to stimuli

X X X X X X X

Academic Skills

Reading

X X X X X X X

(Table derived and modified from Lancaster, 2015)

Assessment of Adaptive Behaviour

Lancaster (2015) identifies four types of assessment of the target skills within the adaptive behaviour

domains as formal (standardised, normalised), informal (observational, ecological inventories), direct

(direct observation) and indirect assessment (information gathered by a third party).

Various types of these assessments may be used to measure the targeted skills to provide baseline

data, as well as guidance for instructional activities. The assessment should lead to functional

improvements and participatory skills (Wrestling, Fox & Carter, 2014, p. 133). Below is a summary of

formal assessments that could be used to gather information about Rita’s functional abilities in the

adaptive behaviour areas.

Formal Assessment Summary for Targeted Skills

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Area / Skill Assessment Rationale


Using informal gestures,

ACC devices and eye


Vineland Adaptive

Behavior Scales (VABS)

The communication domain of the VABS

provides information about the student’s

receptive and expressive language, as well as

reading and writing skills. The expanded form

provides items for individuals with severe

disabilities and the instrument allows for use in

educational programming (Taylor, 2006, pp.

214-216).


Increasing functional

capacity to perform

tasks (dressing)

Bruininks-Oseretsky

Test of Motor

Proficiency

The Bruininks-Oseretsky Test is useful in

assessing fine motor skills, developing and

evaluating motor training programs and

screening for special purposes (Slatter, 1990, p.

373).

Independent Living

Skills


(alternating feeding

assistants, increase

calories and proteins,

try new and varied

foods)

Vineland Adaptive

Behavior Scales (VABS)

The daily living skills domain of the VABS

includes three subdomains including personal,

domestic and community (Taylor, 2006, p.

213). The personal subdomain provides

information about eating and toileting, which

could be useful in providing information

needed to improve Rita’s eating habits.

Social Competence

Skills


awareness / visual and

auditory attention to

stimuli

Social Skills Rating

System (SSRS)

The SSRS allows evaluations by several

different stakeholders resulting in a more valid

assessment, and has sub-scales in cooperation,

assertion and self-control (Wrestler, Fox &

Carter, 2014, p. 134). This could provide useful

information about Rita’s ability to remain alert,

and what stimuli she attends to in social

contexts.

Academic Skills

Reading

Browder, Spooner,

Wakeman, Trela, and

Baker’s (2006) seven

steps for determining

Wrestler, Fox & Carter (2014) explain that to

target instructional goals for students with

severe disabilities, the teacher must determine

specific academic objectives based on the

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appropriate academic

instruction for students

with severe disabilities.

general curriculum. This requires a multi-step

process (p. 130). Browder, Spooner, Wakeman,

Trela, and Baker’s steps include:

1. Identify academic domains for

planning.

2. Identify state standards for the

student’s grade level.

3. Plan with general educators to focus

on typical materials, activities and

contexts.

4. Plan alternate achievement targets,

considering the student’s symbolic

level.

5. Review content and performance

centrality

6. Enhance the skills by applying long-

standing values.

7. Identify pivotal skills for the IEP and

balance with other priorities

(Wrestling, Fox & Carter, 2014, p. 131-132)

In addition to these formal assessment items and procedures, informal measures should be utilised

to assess Rita’s functional capacity in the target areas. Conducting ecological inventories and directly

observing students in natural settings provides an avenue to analyse student’s functioning in their

current environments (Wrestling, Fox & Carter, 2014, p. 125).

Westling, Fox and Carter (2014) support the use of an ecological inventory, explaining that they may

be conducted to determine the types of activities an individual with severe disabilities might learn to

perform in different settings (p. 125). The results of the observation allow the planning team to

determine potential instructional and therapeutic needs (Wrestling, Fox & Carter, 2014, p. 125).

The following ecological inventory was created in response to the five skills identified from the

ecological decision making tool, following the steps for creating an ecological inventory outlined in

Wrestling, Fox & Carter, 2014 (p. 125).

Ecological Inventory for Rita’s Instructional Needs

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Key:

Y (Yes) = Examinee can perform skill at age-appropriate level

N (No) = Examinee cannot perform skill at age-appropriate level

DK (Don’t Know) = Don’t know whether examinee can perform skill at age-appropriate level

Area / Skill Indicator Y N DK


Using informal gestures,

ACC devices and eye


Uses Vocalization skills to communicate

- Sounds

- Yells

- Grunts

- Cry/whine

- Laugh

Uses body movement to communicate

- Moves closer

- Moves away

- Tenses

- Wiggles

- Repositions body

- Reaches/touches

- Pushes/pulls

- Points

Uses face/eye movement to communicate

- Purses lips

- Stares

- Opens eyes

- Closes eyes

- Shifts eye

- Gazes away

- Gazes toward

Uses breathing to communicate

- Rapid

- Slow

- Hold

- Swallow

- Sigh

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

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- Blow

Uses challenging behavior to communicate

- Aggression

- Tantrum

- Self-injury

- Destruction of items

Uses stereotypic movements to communicate

- Arm flapping

- Hand wringing

- Body rocking

- Head weaving

Uses symbolic forms to communicate

- Speech

- Manual signs

- Gestures

- Head nod

- Eye point

- Picture board

(Communication Assessment for Individuals with Severe

Disabilities, Brady, 2006)

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X


Increasing functional

capacity to perform

tasks (dressing)

Dressing

- Able to indicate clothing preference through

vocalization/body movement or face/eye

movement

- Able to partially assist dressing by repositioning

body

- Able to partially assist dressing by using hand

movement

- Able to partially assist dressing by using arm

movement

- Able to partially assist dressing by using leg

movement

- Able to fully participate in dressing

X

X

X

X

X

X

Independent Living Eating

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Skills


(alternating feeding

assistants, increase

calories and proteins,

try new and varied

foods)

- Able to indicate food preference through

vocalization/body movement or face/eye

movement

- Able to partially assist feeding using face

movement (open and close mouth, chewing)

- Able to partially assist feeding through body

movement (position body in upright position)

- Able to partially assist using arm and hand

movements

- Able to fully assist feeding through face

movement (face stays in correct position while

opening and closing mouth and chewing)

- Able to fully assist feeding through body

movement (maintain body in upright position)

- Able to fully assist using arm and hand

movements

- Tries new foods willingly

- Allows multiple/varied persons to assist in

feeding

X

X

X

X

X

X

X

X

Social Competence

Skills


awareness / visual and

auditory attention to

stimuli

On-task behaviour

- Directs attention to academic task for less than 1

minute

- Directs attention to academic task for 1 minute

- Directs attention to academic task for 1-5

minutes


minutes


minutes


minutes

- Interacts socially by gazing towards speaker

- Engages in tasks by touching content materials

- Indicates auditory awareness by responding to

X

X

X

X

X

X

X

X

X

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environmental cues

Academic Skills

Reading

Reading

- Recognises own name

- Engages in shared reading of familiar texts with

repeated language patterns by following reader

with eye gaze

- Spends time looking at books and other print

material

- Tells a story by arranging pictures on a story

board

- Attempts to read words in the environment by

looking at them

Comprehension

- Responds to stories read aloud/viewed by

connecting information and events to personal

experiences – pointing to pictures that relate to

personal life

- Retells some events in familiar stories using

visual symbols/pictures on story board

Vocabulary Knowledge

- Knows and uses a range of everyday words, e.g.

colours, familiar objects, places, names of family

members (indicates knowledge by pointing to

visual symbols).

- Knows and uses some subject-specific words in

areas of interest, e.g. animals, games (indicates

knowledge by pointing to visual symbols).

- Shows curiosity about words and their meaning.

Phonics

- Identifies one letter that is the same in two

words.

- Identifies some letter names, e.g. first letter of

own name.

Phonemic Awareness

X

X

X

X

X

X

X

X

X

X

X

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- Notices that some words rhyme in verses, chants

and jingles (indicates knowledge by pointing to

visual symbols).

- Beginning to identify words that start with the

same initial sound (indicates knowledge by

pointing to visual symbols).

Concepts about print

- Shows beginning awareness that print relates to

spoken language by reacting to spoken language

read to her in text

- Identifies writing in a picture or poster.

- Recognises the meaning of some letters and

symbols, e.g. common logos, street signs

(indicates knowledge by pointing to visual

symbols).

- Knows how to handle books, e.g. turns pages in

book or ACC device, looks at detail in pictures,

ect.

- Shows awareness that print and images are

different (in print and on screen).

- Shows beginning awareness of reading from left

to right (indicates awareness by moving head/eye

gaze).

- Is learning to point to the first word to read a

sentence or story

Derived and modified from the NSW Literacy Continuum

K-6 (Cluster 1) (2012)

X

X

X

X

X

X

X

X

Component B

Instructional Planning (IEPs)The following pages outline the instructional plans for each of the five skills outlined above.

Adaptive Behaviour Area: Communication Skills

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Skill: Using informal gestures, ACC devices and eye contact / eye pointing

Assessment: The ecological inventory revealed that Rita is unable to perform the following functions

using body movements to communicate: reaches/touches, pushes/pulls, points. These are essential

functions for her to perform more advanced symbolic forms to communicate.

Focus: The first functional skill will focus on teaching Rita to reach and touch objects.

Progression: Rita may progress to using body movements such as pushes/pulls, and points. An

alternate communication form to be taught could be eye pointing.

Student: Rita

Behavioural objective: Given full assistance, Rita will reach out and touch a large symbol on her ACC

device when it is offered to her 80% of the time for 5 consecutive days (simple, discrete behaviour).

Task analysis/functional routine:

1. Place ACC device with large symbol on screen on work space in front of Rita.

2. Gaze toward the screen.

3. Move hand toward the screen.

4. Extend fingers toward the screen.

5. Touch fingers on top of the large symbol on the screen.

6. Flex fingers away from the screen.

7. Move hand away from the screen.

Instructional procedure:

Prompting sequence: Most-to-least prompts. Minimum 2 days of 80% correct responding with 4

trials per day before moving to next level of prompting.

1. Full physical assistance (will fully guide student through steps 2-7 of the task analysis)

2. Partial physical prompt (will nudge the student’s hand in the direction of the actions)

3. Model the step (model steps 2-7 of the task analysis)

4. Verbal direction (verbally explain steps 2-7 of the task analysis)

5. Verbal suggestion (verbally suggest the step in the task analysis to be completed – What do

you do with your fingers?)

6. Gesture (point towards the screen of the ACC device)

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7. No prompt

Reinforcement: During the first objective of training, verbally reinforce Rita after each of the steps 2-

7 in the task analysis with specific feedback by saying “I like the way you…” or something similar.

During the next objective, only reinforce after every second step or any step she experiences

difficulty completing. Continue reducing comments until verbal recognition is only delivered after

the full sequence is completed. After the entire task can be completed with no prompt, introduce

time limit and reinforce for faster performance.

Adaptive Behavior Area: Motor or Physical Skills

Skill: Increasing functional capacity to perform tasks (dressing)

Assessment: The ecological inventory indicated that Rita is able to partially assist in dressing by

repositioning her body, however she exhibits no component elements of self-determination such as

choice making (Wrestler, Fox & Carter, 2014, p. 32). The behavioral objective listed above (reach and

touch), once generalized, should act as a behavioral cusp to benefit Rita in making these choices as

she will be able to communicate her dressing choice (Wrestler, Fox & Carter, 2014, p. 143).

Additionally, the inventory revealed that Rita is unable to partially assist in dressing by using hand,

arm and leg movement.

Focus: The first physical skill will focus on teaching Rita to move her hand into assistive positions to

partially assist in dressing.

Progression: Rita may progress to using arm and leg movements to partially assist in dressing. Self-

determination could also be encouraged by teaching reach and touch, head nodding and eye

pointing.

Student: Rita

Behavioural objective: Given partial assistance, Rita will extend both hands with palms facing

inwards to assist with dressing 90% of the time for 7 consecutive days (simple, discrete behaviour).


1. Reposition body to upright position.

2. Extend fingers into an open-palm position on left hand.

3. Extend fingers into an open-palm position on right hand.

4. Rotate left wrist so that palm is facing inward.

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5. Rotate right wrist so that palm is facing inward.


Prompting sequence: Most-to-least prompts. Minimum 4 days of 90% correct responding with 2

trials per day before moving to next level of prompting.





5. Verbal suggestion (verbally suggest the step in the task analysis to be completed – What do

you do with your fingers?)

6. Gesture (hold out hands)

7. No prompt







Adaptive Behavior Area: Independent Living Skills

Skill: Improve eating habits (alternating feeding assistants, increase calories and proteins, try new

and varied foods)

Assessment: The ecological inventory indicated that Rita is able to partially assist in feeding through

face movement (opening and closing mouth, chewing) and body movement (positioning body in

upright position), however she experiences difficulty maintaining the correct face and body positions

throughout the feeding process. Additionally, her results indicate that while she is able to indicate

food preference, she does not try new foods willingly and does not allow multiple or varied persons

to assist with feeding.

Focus: As a main concern of Rita’s parents and nutritionist were her eating habits, her first skill will

focus on teaching her to try new foods willingly.

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Progression: After this skill is mastered, teaching should focus on teaching Rita to allow multiple

persons to assist her with feeding as this will decrease the pressure on her parents and teacher to be

present at all eating times. Additionally, increasing her ability to partially assist in feeding should be

taught.

Ethical considerations: The aim of this objective is to encourage Rita to try new and varied foods so

that she can meet her nutritional needs and experience a better quality of life. It is important that

the foods introduced are healthy and fresh. It is important to consider Rita’s self-determination if

she indicates a distaste for a new food after various trials. She should be given plenty of sensory

information about the new food before trying it, through sight, smell and touch.

Student: Rita

Behavioural objective: Given a home or school environment Rita will taste, chew and swallow one

new type of healthy food (fruit or vegetable) a minimum 80% of the time, every day the week for

two months (1 new type of food per week) (continuous, ongoing behaviour).


1. Look at new food.

2. Smell new food.

3. Touch new food with hand.

4. Open mouth.

5. Chew new food.

6. Swallow new food.

7. Open mouth for next bite.

8. Repeat process until food is finished.


Prompting sequence: Least-to-most prompts using progressive time delay (PTD). The instructor

should begin with 0-second time delay trials, followed by several 1-second trials, then 2-second

trials, then 3-second trials, and so forth until no prompt is needed.

1. No prompt (completion of the prior step is to serve as the cue to do the next step)

2. Gestural prompt (point to the food or mouth)

3. Pictorial prompt (a pictorial representation of the steps is presented on a story board in front

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of the student)

4. Model prompt (demonstrate the process)

5. Partial physical prompt (nudge students hands toward the new food)

6. Full physical prompt (physically guide the student through the process)

Reinforcement: Reinforcement is particularly important for this behavioural outcome as it is an

undesired activity for the student. During the first objective of training, verbally reinforce Rita after

each of the steps 1-8 in the task analysis by saying “good girl” or something similar. After the entire

process is complete, reward Rita with an activity that she enjoys such as listening to her favourite

music. During the next objective, only reinforce after every second step or any step that she

demonstrates non-compliant behaviours on. Continue reducing comments until verbal recognition is

only delivered after the full sequence is completed and reward is not necessary.

Adaptive Behaviour Area: Social Competence Skills

Skill: Increasing alertness and awareness / visual and auditory attention to stimuli

Assessment: The ecological inventory revealed that Rita is able to direct her attention to a task for 1-

5 minutes, however, her alertness and awareness generally diminishes after this timeframe.

Additionally, the assessment indicated that Rita often does not interact socially by gazing towards

the speaker or engage in tasks by touching content materials.

Focus: Teaching will focus on increasing Rita’s on task behavior by providing her with a specific

sequence of behaviours that she should engage in during cooperative learning activities.

Progression: Rita should be taught sequences of behaviours that she may apply in different contexts

to increase her ability to interact socially, and remain engaged in tasks.

Student: Rita

Behavioural objective: In cooperative learning activities (small group work), Rita will remain engaged

and pay visual attention to content materials and group members 70% of the time for five days per

week (continuous, ongoing behaviour).


1. Sit in down in area with group members.

2. Gaze toward each member of the group.

3. Gaze toward the content materials.

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4. Touch the content materials.

5. Gaze toward the teacher.

6. Continue to gaze toward the teacher while they speak.

7. Gaze toward other group members when they speak.

8. Continue to gaze toward the group members speak.

9. Look at pictures presented.

10. Select picture that symbolises content of group work.


Prompting sequence: Least-to-most using progressive time delay (PTD). The instructor should begin

with 0-second time delay trials, followed by several 1-second trials, then 2-second trials, then 3-

second trials, and so forth until no prompt is needed.

1. No prompt (completion of the prior step is to serve as the cue to do the next step)

2. Gestural prompt (point in the direction that the student should gaze)

3. Pictorial prompt (a pictorial representation of the steps is presented on a story board in front

of the student)

4. Model prompt (demonstrate the process)

5. Partial physical prompt (gently move the students head to gaze in the correct position)

6. Full physical prompt (physically guide the student through the process)





the full sequence is completed. After the full sequence, Rita may be rewarded for staying on task for

certain time periods, for example, she is rewarded with looking at a picture books featuring her

favourite animals if she remains on task for 6 minutes, then 7 minutes, and so forth.

Adaptive Behaviour Area: Academic Skills

Skill: Reading

Assessment: The ecological inventory provided extensive information about Rita’s literacy

20 | R a c h e l L a n e ( 1 1 3 3 2 8 4 9 )


capabilities in the areas of reading, comprehension, vocabulary knowledge, phonics, phonemic

awareness and concepts about print. The results also affirm that Rita enjoys engaging in shared

reading and spending time looking at books.

Focus: This behavioral objective is going to focus on the modified Cluster 1 reading marker from the

NSW Literacy Continuum (2012), ‘recognizes own name’.

Progression: Other markers from the different areas within Cluster 1 may be worked on during

literacy lessons simultaneously. Once Cluster 1 skills are mastered, teaching should focus on Cluster

2 markers.

Student: Rita

Behavioural objective: When presented with a picture card with her name on it, Rita will match her

name card with another name card that is mixed with three name cards with different names on

them. Behaviour will occur 100% of the time for 10 consecutive school days (simple, discrete

behaviour).


1. Gaze at name card.

2. Gaze at name card while teacher runs finger under word and says ‘Rita’.

3. Look at the four name cards on board.

4. Reach and touch (or eye point at) the card that spells Rita.


Prompting sequence: Least-to-most using progressive time delay (PTD). The instructor should begin

with 0-second time delay trials, followed by several 1-second trials, then 2-second trials, then 3-

second trials, and so forth until no prompt is needed.

1. No Prompt

2. Gesture (point toward name card)

3. Verbal suggestion (verbally suggest the step in the task analysis to be completed – Which

card matched ‘Rita’?)





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(Instructional strategies were derived and modified from Wrestling, Fox & Carter, 2014, chapter 7:

Teaching Students to Acquire New Skills, and Alberto & Troutman, 2006, Differential Reinforcement:

Antecedent Control and Shaping)

ReferencesAlberto, P., & Troutman, A. (2006). Differential reinforcement: antecedent control and shaping. In

Applied behaviour analysis for teachers (pp. 303-335). Upper Saddle River, N.J.:

Pearson/Merrill Prentice Hall.

Brady, N. (2006). Communication Assessment Strategies for Individuals with Severe Disabilities.

Retrieved from www2.ku.edu/~lsi/files/brady_west_car.ppt

Garrett, S. A. (n.d.). Rett UK: Speech and Language Therapy. Retrieved from

https://www.google.com.au/webhp?sourceid=chrome-

instant&rlz=1C1ARAB_enAU491AU491&ion=1&espv=2&ie=UTF-

8#q=speech+therapy+for+rett+syndrome

Harris, J. (n.d.). Role of Physiotherapists in Rett Syndrome. Retrieved from

http://www.apsu.org.au/assets/workshops/rett/Physio-Rett.pdf

Lancaster, J. (2015). Online Lecture 1: ESS512 Welcome and Component A. Retrieved March 19,

2015, from Charles Sturt University website: https://connect.csu.edu.au/p4eswi5g1u4/?

launcher=false&fcsContent=true&pbMode=normal

Lancaster, J. (2015). Online Lecture 2: ESS512 Component A, Unit 2. Retrieved March 19, 2015, from

Charles Sturt University website: https://connect.csu.edu.au/p8ozwr3ubx5/?

launcher=false&fcsContent=true&pbMode=normal

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https://connect.csu.edu.au/p8ozwr3ubx5/?launcher=false&fcsContent=true&pbMode=normal

https://connect.csu.edu.au/p8ozwr3ubx5/?launcher=false&fcsContent=true&pbMode=normal

https://connect.csu.edu.au/p4eswi5g1u4/?launcher=false&fcsContent=true&pbMode=normal

https://connect.csu.edu.au/p4eswi5g1u4/?launcher=false&fcsContent=true&pbMode=normal

http://www.apsu.org.au/assets/workshops/rett/Physio-Rett.pdf

https://www.google.com.au/webhp?sourceid=chrome-instant&rlz=1C1ARAB_enAU491AU491&ion=1&espv=2&ie=UTF-8#q=speech+therapy+for+rett+syndrome




Lawton, M. & Gutierrez, B. (2005). Role of Occupational Therapy in Rett Syndrome. Retrieved from

http://www.apsu.org.au/assets/workshops/rett/aa-Role-of-Occupational-Therapy-in-Rett-

Syndrome-Outline-8-11BG-ML.pdf

National Institute of Neurological Disorders and Stroke. (2015). Rett Syndrome Fact Sheet. In

Publications. Retrieved from http://www.ninds.nih.gov/disorders/rett/detail_rett.htm

Seche, G. & Geerts, S. (2008). Nutrition Management of Children with Rett Syndrome: An Update.

Nutrition Focus for Children with Special Health Care Needs, 23(6), pp. 1-8.

Slatter, J. M. (1990). Assessment of visual-motor perception, auditory perception, and motor

proficiency. In Assessment of Children (3rd ed.) (pp. 359-374). San Deigo, Calif: Jerome M.

Slatter.

Slatter, J. M. (2002) Assessment of adaptive behaviour. In Assessment of Children: behavioural and

clinical applications (4th ed.) (pp. 189-211). San Diego, Calif: Jerome M. Slatter.

State of New South Wales, Department of Education and Communities, Curriculum and Learning

Innovation Centre (2012). Literacy Continuum K-6. Retrieved from

http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/continuum/

k6_contin_2012.pdf

Taylor, R. L. (2006). Assessment of adaptive behaviour. In Assessment to exceptional students:

educational and psychological procedures (7th ed.) (pp. 196-222). Boston: Pearson Allyn and

Bacon.

Westling, D, Fox, L. & Carter, E. (2014). Teaching students with severe disabilities. Australia: Pearson.

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http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/continuum/k6_contin_2012.pdf

http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/continuum/k6_contin_2012.pdf

http://www.ninds.nih.gov/disorders/rett/detail_rett.htm

http://www.apsu.org.au/assets/workshops/rett/aa-Role-of-Occupational-Therapy-in-Rett-Syndrome-Outline-8-11BG-ML.pdf

http://www.apsu.org.au/assets/workshops/rett/aa-Role-of-Occupational-Therapy-in-Rett-Syndrome-Outline-8-11BG-ML.pdf

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