Part 2: Address Sensory/Biological, Provide Appropriate Reinforcement, Develop

Communication Systems and Opportunities

ASSESSMENT:Understand and Use “Picture of the Child” as the Foundation

GENERALIZATION:Activities and Opportunities

1) Address sensory and biological needs

2) Provide appropriate reinforcement

3) Opportunities to communicate and functional communication systems

4) Concrete supports to assist with participation and understanding

5) Address task demands

6) Systematic, planful instruction

7) Data driven decision making

8) Appropriate level of instruction

COMPREHENSIVE PROGRAM OF INSTRUCTION:

Impacts All Aspects Of Learning

Mouth Move Touch Look Listen

Calm

Alert

Upsets

Impact of Sensory on: Impact of Sensory on:

Engagement Communication –

expressive, receptive, nonverbal

Play, Social Skills (including Recreation and Leisure)

Adaptive Skills Organization Skills

Orientation and Mobility (include sensory and motor skills)

Career and Life Education

Self Advocacy

**Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas…

http://autismpdc.fpg.unc.edu/

http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/Reinforcement_Steps-Token.pdf

Young Learners Middle and High School

Designing and Implementing Systems to Communicate Intentionally and Effectively

Opportunities and Systems for all Environments

Max Chelcia Chris

Include: Description of the environment and the level of prompting needed.

Communicative Function

Com

ple

x s

peech

(sen

ten

ces)

Mu

ltiple

word

ph

rases

On

e w

ord

utte

ran

ces

Ech

olia

Oth

er v

ocalizin

g

Com

ple

x s

ign

ing

Sin

gle

sig

ns

Poin

ting

Lead

ing

Sh

akes h

ead

Gra

b/re

ach

Giv

es o

bje

cts

Incre

ased

movem

en

t

Moves c

lose to

you

Moves a

way o

r leaves

Fix

ed

gaze

Facia

l exp

ressio

n

Ag

gre

ssio

n

Self-In

jury

Oth

er

Request attention

Request help

Request preferred food/objects/activities

Request break

Show you something or some place

Indicate physical pain(headache, illness)

Indicate confusion or unhappiness

Protest or reject a situation or activity

* A Crucial Aspect of Fostering Communication Development

Opportunity to Communicate: A Crucial Aspect of Fostering Communication Development, IRCA Articles, Access Autism

* ACE – Analyzing the Communication Environment

Language Samples Communication Function Form (Underlying Characteristics Checklist (UCC) STAR Curriculum –Student Learning Profile (1

, 2, 3) Do-Watch-Listen-Say: Communication and

Social Skills Assessment Comprehensive Assessment of Spoken

Language Clinical Evaluation of Language Fundamentals

Does the student have a system to use in all environments?

Is the system matched to the student’s level of representation?

Is the system portable and can the student handle it?

Can the student use the system under stressful situations?

Is there data collection and analysis?

Allen

1. Instructional Cue2. Student Response3. Consequence

(generally a reinforcer4. Pause (inter-trial

interval)

This teaching sequence is used with a curriculum that has scope and sequence with developmental levels of functional skills.

Requesting Opportunities

Reinforcement What I will do What student will say (vocal, picture, device, sign)

STAR

JL

JL JL

JL

Tangible Symbol System

1) How to get help, when needed.2) How to communicate stress appropriately.3) How to comment appropriately.4) How to seek information.5) Understanding verbal directions.6) How to initiate and sustain a conversation.

Topic Elaboration - Topical Conversation Activity Sheet, Finding Out About Someone

Structured Written Communication-Scripts

Cue Cards-written or auditory Games – i.e. Apples to Apples Social Skills Group Modeling – including Video

Autism Internet Moduleshttp://www.autisminternetmodules.org/mod_list.php

http://sharepoint.leon.k12.fl.us/fdlrsaten/wakulla/Shared%20Documents/Six%20Tips%20for%20Teaching%20Converesation%20Skills%20with%20Visual%20Strategies.pdf

Teach Me Language STAR Curriculum PECS http://

www.socialthinking.com/home

Gense and Gense book

Autism Asperger Publishing Company (AAPC)

Autism Spectrum Disorders - Patricia Prelock

Teach the Skills:1-1Small Group, with supportSmall Group

Generalize The Skill: Across Environments And Settings