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Fostering Student Independence: How to Develop a Needs Assessment and Fade Plan
Council For Exceptional ChildrenApril 7, 2005
Janet HullSchool Based Resource Teacher
Anne Arundel County Public [email protected]
Participants will be able to: Identify at least two questions to ask before
determining the need for a Temporary Support Assistant (TSA), (Using Decision Making Flowcharts as part of a Needs Assessment)
Identify reasons for building student independence
Identify elements of a Fade Plan
Identify examples of prompts
Identify at least three guidelines for “Effective Prompting”
Identify two means by which prompts can be faded
Temporary Support Assistants (TSA)
Questions to ask before determining the need for Temporary Support Assistance:
Is the IEP appropriate? Are there goals/objectives to increase
independence? Have all existing school resources been
utilized? Can the student’s needs be met by
current staff and/or peer? Have you consulted with Central Office
staff within your school system for suggestions and recommendations?
Temporary Support Assistants (TSA)Temporary Support Assistant Decision
Making Flowcharts Pose the following Questions:
Is there a significant academic, health, behavior or transition concern?
Has the administrator/designee observed this student?
What interventions/programs have you tried? What was the success?
How long was the intervention attempted? What data was collected to assist in the decision
making process? What specific academic, health, behavior or
transitional behaviors necessitate the need for Temporary Support Assistant? (be specific)
Do these needs necessitate the use of a Temporary Support Assistant?
Consider the positive and negative impacts of the assignment of a TSA:
Negative consequences include: May create an unnatural and more
restrictive environment Isolation from classmates Dependence on adults Impact on peer interactions Failure to develop self-regulating
behavior
Consider the positive and negative impacts of the assignment of a TSA:
Positive outcomes include: Align to goals of independence Bridge the student into a less restrictive
environment Use of a Fade Plan can lead to increased
student independence
Why Build Independence?
Builds self-esteem Motivates a student to achieve Gives student a sense of purpose to family and
friends Support for long-term care providers Social acceptance Reduces stereotypic labels Provides a “bridge” for bringing two worlds
together Allows staff and student to focus on
instruction
Elements of a Fade Plan Provides Background Information Defines roles/responsibilities of case
manager/paraeducator Included in Student Portfolio Includes those goals/objectives on student IEP
that support student independence Describes support needed during:
TransitionsClassroomBehaviorSelf-help
Describes prompt hierarchy
Student Portfolio
Copy of Needs Assessment/Fade Plan Daily/Weekly checklists documenting success
on the Fade Plan Behavior Checklists Work Samples/as appropriate Notes reflecting ongoing communication Minutes from quarterly review of progress on
the Fade Plan Copy of Functional Behavior Assessment (FBA)
and Behavior Implementation Plan (BIP), as appropriate
Notes from Learning Lab attendance
Student: ________________________________School: _________________________________ Grade: _____________________Date: ___________________________________ Disability: __________________ Case Manager: Special education teacher assigned to a school building that will oversee/support the
paraeducator as work with the identified student Responsibilities: (case manager and paraeducator date and initial each of the responsibilities listed below) Date Initial Initial __________ __________ __________ Review responsibilities of paraeducator__________ __________ __________ Provide paraeducator with student schedule__________ __________ __________ Provide paraed. with information regarding student disability__________ __________ __________ Review current IEP with paraeducator__________ __________ __________ Review data collection method for documenting success (responsibility of paraeducator for recording)__________ __________ __________ Introduce student/paraeducator__________ __________ __________ Monitor/observe paraeducator working with the student quarterly__________ __________ __________ Case manager assesses need for additional training/resource support with paraeducator
Date responsibilities are completed: ______________________________
Needs Assessment/Fade Plan
Identified Needs Supports
(Steps of the Fade Plan that lead to independence)
Outcomes Date Reviewed
Student Progress
(based on criteria identified on IEP and
levels of support selected on the Fade
Plan)
Transitions:
Mobility (attach
current nursing
assessment) Mobility (for visually
impaired students
attach: Orientation
and Mobility
specialist feedback) Arriving to school Departing school Within the school day Transitions within the
classroom between
activities
DIRECT SUPPORT:
Full physical Partial Physical VERBAL prompt VISUAL prompt Modeling
INDIRECT SUPPORT:
(within line of vision)
Verbal prompt Visual prompt Meet student at
class/location
INDEPENDENT:
Student transitions
without support
Goal Number/Objective:
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
Progress:
Next Step:
Identified Needs Supports
(Steps of the Fade Plan that lead to Independence)
Outcomes Date Reviewed
Student Progress
(based on criteria identified on IEP and
levels of support selected on the Fade
Plan)
Classroom Support:
Attending Organization Initiating
assignments Completing
assignments Written assignments Using assistive
technology
DIRECT SUPPORT:
Full physical Partial Physical VERBAL prompt VISUAL prompt Modeling
INDIRECT SUPPORT:
(within line of vision)
Verbal prompt Visual prompt
INDEPENDENT:
Natural teacher
prompt
Goal Number/Objective:
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
Progress:
Next Step:
Identified Needs Supports
(Steps of the Fade Plan that lead to Independence)
Outcomes Date Reviewed
Student Progress
(based on criteria identified on IEP and
levels of support selected on the Fade
Plan)
Behavior Concerns: attach Behavior Implementation Plan (BIP)
Communication skills Social skills Compliance Decrease in
aggressive
behaviors Sensory
DIRECT SUPPORT:
Behavior Plan (BIP) Learning Lab Full physical Partial Physical VERBAL prompt VISUAL prompt Modeling
INDIRECT SUPPORT:
(within line of vision)
Verbal prompt Visual prompt
INDEPENDENT:
Natural teacher
prompt
Goal Number/Objective:
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
Progress:
Next Step:
Identified Needs Supports
(Steps of the Fade Plan that lead to Independence)
Outcomes Date Reviewed
Student Progress
(based on criteria identified on IEP
and levels of support selected on the Fade Plan)
Self-Help concerns:
Eating Toileting/schedule Toileting/procedures Dressing
DIRECT SUPPORT:
Full physical Partial Physical VERBAL prompt VISUAL prompt Modeling
INDIRECT SUPPORT:
(within line of vision)
Verbal prompt Visual prompt
INDEPENDENT:
Natural teacher
prompt
Goal Number: 1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
Progress:
Next step:
Identified Needs Supports
(Steps of the Fade Plan that lead to independence)
Outcomes Date Reviewed
Student Progress
(based on criteria identified on IEP and
levels of support selected)
Transitions:
Mobility (attach
current nursing
assessment) Mobility (for visually
impaired students
attach: Orientation
and mobility
specialist feedback) Arriving to school Departing school Within the school day Transitions within the
classroom between
activities
DIRECT SUPPORT:
Full physical Partial Physical VERBAL prompt VISUAL prompt Modeling
INDIRECT SUPPORT:
(within line of vision)
Verbal prompt Visual prompt Meet student at
class/location
INDEPENDENT:
Student transitions
without support
Goal Number/Objective:1.Steve will safely transition from the bus to the building with verbal prompts. 80% success
Date anticipate
Student transitions
Independently:
5/03
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
Full physical-(holding arm) to partial physical (touching shoulder) during arrival and departure – 70%
Partial physical support during arrival and departure –80%
Verbal prompt – 50%
Verbal prompt – 80%
Prompt Hierarchy
Most to least intrusive: Full physical Partial physical Verbal prompt Visual prompt Modeling Natural teacher prompt/cue
Guidelines for Effective Prompting:
Do not provide a prompt for a skill that a student currently performs independently.
Gain student attention Prompt a desired response initially Use the least intrusive effective prompt Prompt from behind when using full
physical prompts Avoid verbal prompts whenever
possible Avoid unplanned prompts (e.g. facial
expressions, eye contact)
Guidelines for Effective Prompting
Use prompts in conjunction with reinforcement All prompts need to be faded over time (Refer
to Fade Plan) After a student masters a skill, discontinue
using the prompt Continue providing reinforcement when the
student exhibits the desired response/behavior Fading prompts are needed to avoid “Prompt
Dependency”
What is the ultimate goal?
The fading process is complete when the student consistently responds correctly
The goal is no assistance from the adult
Fading PromptsFading prompts: Allows students to change
from responding to instructional prompts to responding to natural cues in the environment.
Fade prompts to allow responses to occur independently!
The reduction of the intensity or magnitude of a particular type of prompt over time while maintaining the reward contingency.
Prompts can be faded in terms of: Intensity Location
Fading Prompt Intensity
Intensity: Verbal prompt: Gradual decrease in
volume (quietly) Verbal prompt: Saying less of the word
(Bob – “B”) Visual prompts: Decrease highlighting
or coloration to become lighter and lighter until they disappear
Physical prompt: Reduction of tight hand over hand to shadowing
Fading Prompt Location
Location: Full physical hand over hand to wrist, to
the elbow, to the shoulder, to next to (within 1 foot, to 3 feet, to 5 feet away, etc.)
Proximity to student: next to student, within line of vision within the classroom, etc.
Participants will be able to: Identify two questions to ask before determining the
need for a Temporary Support Assistant (TSA) (refer to decision making flowcharts)
Identify reasons for building student independence
Identify elements of a Fade Plan
Identify examples of prompts – most to least intrusive
Identify at least three guidelines for “Effective Prompting”
Identify two means by which prompts can be faded
