Using the CANS -ASP and the ABLLS -R to develop an Individual Education Plan

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Using the CANS -ASP and the ABLLS -R to develop an Individual Education Plan"

Transcription

1 Using the CANS -ASP and the ABLLS -R to develop an Individual Education Plan

2 2011 by the Children s Hospital of Eastern Ontario, Autism Spectrum Program. Adapted from: Erinoakkids, Dufferin-Peel Catholic District School Board, Behavior Analysts Inc., Peel District School Board, Upper Grand District School Board; 2010, Linking the ABLLS -R to the Ontario Kindergarten Program CANS -ASP used with permission from Praed Foundation received February 2, 2011 ABLLS - R used with permission from Behavior Analysts Inc. received July 12, 2011

3 Using the CANS -ASP and the ABLLS R to develop an Individual Education Plan Introduction Connections for Students Supporting Seamless Transitions from the Autism Intervention Program to School In March 29, 2009, EDU and MCYS developed a collaborative approach to improving transitions for students with autism spectrum disorders (ASD). The approach focuses on multi-disciplinary transition teams to support children moving from the Autism Intervention Program (AIP) to school. The goal of Connections for Students is to provide coordinated and seamless transitions for school-aged children and youth. Once a clinical decision has been made that a child is ready to leave the AIP, the regional autism service provider initiates the transition process by contacting the school board personnel with ABA expertise. Transition Team Role: A transition team is a collaborative system formed to facilitate students transitions from the AIP to school. The team is mandated to achieve seamless transitions to school and to support students according to their individual needs. A transfer of information about the students strengths and needs from the AIP is essential in order to achieve this goal. The transition team is multi-disciplinary, and includes members who have specific knowledge of the individual student, as well

4 as those with complementary skills and expertise related to ASD and/or in supporting students with an autism spectrum disorder in the school environment. The Connections for Students model has been implemented by all school boards and Autism Intervention Program (AIP) providers throughout the province of Ontario. The Connections model promotes effective working relationships and shared approaches to achieve seamless transitions from the intensive behavioural intervention (IBI) services provided through the MCYS funded AIPs to applied behaviour analysis (ABA) instructional methods in school. Planning for transitions In May 2007, the Ontario Ministry of Education provided educators with direction in the development of transition plans for students with an Autism Spectrum Disorder (ASD). This was outlined in the Ontario Ministry of Education Policy/Program Memorandum No. 140 (PPM-140). Transition planning is an important process for all students, but especially for students with ASD. Transitions include entry to school and from an outside agency to a school Transition into school is of particular importance for students with ASD. Relevant ABA methods must be used to support transition, where appropriate (Ontario Ministry of Education, 2007b, p. 5). Assessing the student s strengths and needs is key in determining strategies to support seamless transitions. Knowing which strategies to use and when to use them will help in the development of a successful individualized transition plan. The CANS -ASP and the ABLLS R can work together to help educators to determine the student s strengths and needs

5 Purpose of this Document This document has been developed to assist teachers in establishing meaningful IEP learning objectives for students with an autism spectrum disorder. It creates links between The Child and Adolescent Needs and Strengths - Autism Spectrum Profile (CANS -ASP), the Assessment of Basic Language and Learning Revised (ABLLS - R) and the Ontario Individual Education Plan. The purpose of this document is to support educators in interpreting the CANS -ASP and the ABLLS -R Protocol and to use this information to design an intervention curriculum based on the results. It offers sample IEP Learning Expectations which reflect ABA terminology as required by the Ministry of Education and Training Ontario.

6 Child and Adolescent Needs and Strengths - Autism Spectrum Profile The Child and Adolescent Needs and Strengths (CANS ) is a multi-purpose tool developed for children s services to support decision making, the development of a comprehensive treatment plan, coordinating care across programs and sectors, selecting the appropriate level of care, facilitating quality improvement initiatives, and to allowing for the monitoring of outcomes. The Child and Adolescent Needs and Strengths - Autism Spectrum Profile (CANS - ASP) has been specifically developed to identify and describe the particular strengths and needs of children and youth along the autism spectrum. The CANS - ASP is a communimetric tool, which means it was developed from a communication perspective so as to facilitate the linkage between the assessment process and the design of individualized service plans including the application of evidence-based practices. All communimetric tools contain these six key components: 1. Items are selected based on relevance to planning. 2. There are action levels for all items. 3. They consider the culture and development before establishing the action level. 4. They are agnostic as to etiology in other words, they are about the what not the why. They describe the situation rather than provide a hypothesis or explanation. 5. They are about the child, not about the service. They rate needs that may be masked by interventions. 6. Specific rating window (e.g., 30 days) can be over-ridden based on action levels.

7 The Assessment of Basic Language and Learning Skills - Revised The Assessment of Basic Language and Learning Skills - Revised (ABLLS -R) is an assessment, curriculum guide and skills tracking system, based on the science of Applied Behaviour Analysis that is designed to be used with children with language delays. It is a tool that can help to identify deficits in 25 repertoire areas covering 544 skills, including language skills, academic ability, self help and motor skills. The ABLLS -R is comprised of two books: The ABLLS -R Protocol and the ABLLS -R Scoring Instructions and IEP Development Guide. The ABLLS -R Protocol provides criterion-referenced information about each child's existing skills and the specific conditions under which the child generally uses these skills. It also identifies challenges that may impede the child from acquiring new skills, and takes into consideration the child's motivation to respond to complex environmental stimuli, ability to generalize skills and the tendency to use those skills spontaneously. The Protocol can then serve as a basis for the development of the child s individualized education plan with actionable educational objectives. Skills tracking grids facilitate the observation and documentation of the child's progress in acquiring targeted skills. The ABLLS -R Scoring Instructions and IEP Development Guide describes how to score the Protocol and complete the skills tracking grids. It also provides strategies to help parents, educators and other professionals to use the information obtained from the completed protocol to develop an effective Individual Education Plan for the student.

8 The Individual Education Plan An Individual Education Plan (IEP) is a written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student s strengths and needs (Ontario Ministry of Education, 2004). It identifies learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services required to assist the student in achieving his or her learning expectations. Annual program goal(s) An annual program goal is a statement that describes what a student can realistically be expected to achieve by the end of the school year, taking into account the student s strengths, needs, and current level of achievement. Learning Expectations Learning expectations are statements that describe the specific knowledge and skills that the student is expected to demonstrate within a specified amount of time during the school year. All learning expectations must be stated as measurable outcomes for the purposes of evaluation. Based on the student's achievement of the learning expectations, parents and teachers will be able to gauge periodically throughout the school year, how well the student is progressing towards his or her annual goals. Annual program goals and learning expectations must be expressed as observable, measurable outcomes for the purposes of evaluation (Ontario Ministry of Education, 2004). They should describe specific skills that the student can demonstrate independently, given the provision of appropriate assessment accommodations (Ontario Ministry of Education, 2004, p.37-38). Annual goals and learning expectations must be meaningful to students, their families and their school community. They should be developed with future goals in mind and reflect the skills the student will need later in life. Ultimately, attaining the goal should help students become more independent (Alberta Education, 2006, chapter 7, p.2).

9 Using the Principles of ABA within IEP Learning Expectations Learning expectations are the foundation of an IEP. They delineate what the student is expected to learn, and are the statements against which progress will be measured. ABA centers on the development of skills or behaviours that are operationally defined. It is, therefore, important that learning expectations are defined in terms that are measurable and observable. These definitions will also help determine appropriate teaching strategies and ensure progress can be measured through the assessment process. By writing learning expectations as operational definitions you will, by definition, write in terms that are observable and measurable. If you follow these guidelines when writing your IEP, establishing your teaching strategies and assessment methods will only be made easier (Alberto & Troutman, 2009). The four components of a learning expectation: Identify the learner Because of the individualized nature of IEPs, it is important that the learning styles, strengths and challenges of the student are considered. It is also important to establish a baseline (i.e. the current level of achievement). The baseline will help you determine the student s growth and skill development over the school year. Identify one behaviour or skill that is written in terms that are observable and measurable This requires a detailed description of what we see or hear the student doing or of what we want to see or hear the student doing. It must be devoid of subjectivity. By describing the behaviour or skill in measurable and observable terms, you will ensure that everyone involved with a given student shares the same understanding of learning and/or behavioural expectations. A measurable learning expectation will also allow you to recognize with certainty when an expectation has been met. It is very important to define the skill in order for you to determine if the learning expectation has been met. It is very difficult to assess if a student has met an ambiguous learning expectation such as increase understanding of number values to 10. What does that mean? To what degree does he need to increase his understanding? How can he demonstrate this? How will you know when to adjust the expectation? It is a learning expectation that may never be met; it will always be possible to further increase understanding.

10 Identify the conditions under which learning will occur and be assessed Think about how you are going to teach this student. What materials will you provide? What supports, or prompts, will you offer the student? Under what circumstances are you going to teach the skill? Small group? 1:1 teaching? The conditions under which you are going to teach the skill should ideally be the same under which you will assess it. It is important to clearly identify these conditions in the learning expectation. These conditions are often adjusted and/or expanded in subsequent IEP learning expectations. For example, in term 1, Jacob is expected to count to 10 using manipulatives. In term 2, he is expected to count to 10 without manipulatives. Identify the criteria for acceptable performance How many times does the student have to demonstrate the skill in order for it to be considered learned? Very seldom do we demonstrate a learned skill with 100% accuracy. The criteria must be realistic, attainable, follow the needs of the students and allow for error. This is another common aspect of a learning expectation that is adjusted over time. For example, in term 2 Jacob is expected to count to 10 without manipulatives with a 60% success rate (or 3 out of 5 opportunities). In term 3 he is expected to exhibit an 80% success rate (or 4 out of 5 opportunities). Teachers sometimes include an estimated date by which they expect the student to have reached their goal. This will depend on the student, teacher, and perhaps the school board s expectations of IEPs. (CHEO 2010)

11 How to Use this Document The present document was developed to assist educators in consolidating the information from the CANS -ASP and the ABLLS -R to develop IEP Learning expectations that meet with Ministry guidelines for incorporating ABA methods. The information provided by the CANS -ASP identifies the student s needs from the perspective of the people who know the student well. The CANS -ASP is completed collaboratively via parent/caregiver and other relevant stakeholder report, while the ABLLS -R is conducted via observation of the child's behaviour in each skill area. The CANS -ASP identifies a broader area of actionable needs, while the ABLLS -R provides very specific information regarding the level of the student s ability with respect to very specific skills. By using the CANS and ABLLS - R together, action items identified by the CANS can be broken down into specific skills and levels of skill in the ABLLS -R that can then be used to design an intervention curriculum with observable and measurable IEP learning objectives. Moreover, these tools provide a means of communicating via a common language across families and service providers in the delivery of personalized services, while also conveying a shared vision of service delivery to individuals and groups serving a child/youth/family s needs and strengths cross-sectorally and across all levels of a system. In Spring 2010, the CHEO Autism Program reviewed all completed CANS -ASP for families of children and youth who were either on the waitlist for IBI, currently in service, or who had completed service through the Autism Intervention Program. The CHEO Autism Program created an inventory of the most commonly identified areas of need in the CANS -ASP for these children and youth. The following domains and related items were identified: Life Domain Functioning - Social Functioning - Adaptation to Change - Activities of Daily Living Cognitive Functioning - Attention

12 Communication - Augmented Communication - Receptive and Expressive Language - Social Use of Language - Gestures The present document links those items which were most frequently reported as needs in the CANS -ASP with the ABLLS -R and the Ontario Individual Education plan. Actionable items from a completed CANS -ASP can be addressed via an appropriate ABLLS -R Task and can be objectively measured and evaluated through an appropriate IEP learning objective. The information provided by the CANS -ASP identifies the student s needs from the perspective of the people who know the student well. The CANS -ASP is conducted via parent report, while the ABLLS -R is conducted via observation of the child's behaviour in each skill area. The ABLLS -R provides very specific information regarding the level of the student s ability with respect to very specific skills. By using the CANS and ABLLS -R together, action items identified by the CANS can be broken down into specific skills and levels of skill in the ABLLS -R that can then be used to design an intervention curriculum with observable and measurable IEP learning objectives. This document contains a table: These items are selected based on relevance to planning. They are typically the items that have scored a 2 or a 3 and are deemed actionable items. CANS Item ABLLS -R Task These are the tasks as identified in the ABLLS -R that correspond to the CANS items. Sample IEP Learning Objective These are sample IEP objectives. IEP objectives should be individualized to ensure the individual needs of the student are being addressed. Sample Assessment Criteria Assessment criteria are displayed here, in observable and measurable terms. Note: These are examples only. The criteria must be specific to the individual student s strengths and needs.

13 CANS Item 2. SOCIAL FUNCTIONING This item describes the child/adolescent s interactions with others. Evidence of problems in this domain may include difficulties responding to adults, difficulty interacting with peers or in social situations, lack of ability to play in groups, relate, or interact in a meaningful manner, unresponsiveness to or unawareness of others, excessive arguing with peers/adults, excessive withdrawal, lack of joy or sustained interaction, aggression, etc. Cooperation and reinforcer effectiveness: A14 Instructor interaction reinforcement A15 Looks for instructor s change in facial expression and voice A16 Responds to social reinforcers Play and Leisure Skills: K2 Allows others to manipulate/touch toys K8 Plays interactively with other students The student will work for reinforcement that involves a preferred activity with the instructor After completing a task, the student will look to the instructor in order to observe the changes in the instructor s facial expression and voice that provide feedback regarding the correctedness of the response The student will work in order to obtain social reinforcers e.g. praise, high five The student will allow adults and children to be near them while he/she is playing with toys and allow others to occasionally manipulate the toys during interaction The student will engage in interactive play activities with other students The student will engage in 3 new activities and 4 maintenance (familiar) activities for instructor interaction reinforcer within 1 week The student will look at and respond to instructor s facial expressions and change in tone of voice (smile, frown, raised or lowered tone) within 1 minute in 7 of 10 opportunities The student will works for 15 consecutive minutes for social reinforcers in 4 of 5 opportunities within 2 weeks The student will allow peers or adults to manipulate toys that he/she is using in 7 of 10 opportunities The student will reciprocally interact with peers and toys for 10 consecutive minutes; give toys to and accept toys from peers in 7 of 10 opportunities within 3 weeks

14 CANS Item 2. SOCIAL FUNCTIONING K9 Plays interactively with a variety of peers K11 Plays with toys and talks with peers K12 Plays simple ball games K13 Coordinated play with peers K14 Interactive motor games K15 Board games Social interactions: L1 Appropriate when near peers The student will engage in interactive activities with a variety of peers The student will ask for item and actions, label items and actions, and make other related comments while engaging in play activities The student will independently play simple games involving rolling, throwing, kicking and bouncing a ball to a peer for at least 5 exchanges The student will allow peers to guide a coordinated play activity (follow directions from peers) The student will play interactive games that require him/her to attend to the actions of others and adjust his/her participation based on peers behaviour The student will play board games with peers Student will engage in appropriate physical interaction behaviour while in close physical proximity with peers The student will interactively play with at least 5 different peers (group or individual interactions) each day for 3 weeks While playing with a peer, the student will engage in at least 6 verbal interactions in a 10 minute period in 8 of 10 opportunities The student will independently perform at least 3 ball actions with a peer for up to 5 exchanges The student will follow directions from peers in at least 4 play activities The student will play at least 3 interactive games with peers without assistance (e.g. tag, duck, duck goose ) within one week The student will play at least 3 board games with peers without assistance (e.g. Candyland, Go Fish) within 3 weeks The student will be physically near peers without engaging in disruptive behaviour for 30 consecutive minutes in 8 of 10 opportunities

15 CANS Item 2. SOCIAL FUNCTIONING L2 Takes offered item L3 Tolerates/responds appropriately to positive touches by peers L4 Shows interest in the behaviours of others L5 Looks at others to start a social interaction L6 Physically approaches and engages others L10 Returns greetings L11 Physically prompts others to do activities When offered a preferred item, the student will take the item from both peers and adults The student will respond appropriately (i.e. not cry or attempt to physically get away from a person) to positive physical interactions initiated by others (e.g. take and hold hand, high 5, physical help to accomplish a task) The student will attend to or show an interest in the physical or verbal behaviour of peers The student will look at others (peers and adults) in such a manner as to initiate a social interaction The student will approach and attempt to physically engage others in interactions even when the other person does not have a reinforcing item The student will return greetings from others The student will approach and attempt to physically prompt others to do a physical activity The student will walk to and take a preferred item from peers and adults who are more than 8 feet away in 7 of 10 opportunities within 2 weeks The student will allow both peers and adults to touch him/her in a positive manner and physically assist him/her when necessary in 8 of 10 opportunities within 2 weeks The student will attend to the physical and verbal behaviour of peers in 8 of 10 opportunities within 3 weeks The student will initiate social interaction with peers and adults by looking at them at least 5 times per day within 2 weeks The student will approach and attempt to physically engage peers in interactions at least 5 times per day within 2 weeks The student will return greetings from peers without prompts in 4 of 5 opportunities within 1 week The student will approach and physically prompt peers to engage in a specific activity

16 CANS Item 2. SOCIAL FUNCTIONING L12 Responds to physical approaches & attempts to interact from peers L13 Sharing gives up items to others L17 Eye contact L18 Asks peers for items (single) L19 Sharing- Asks for items to be shared L20 Sharing offers items to others L21 Initiates greetings L22 Joins peers in an activity The student will respond to the attempts of peers to engage the student in an interaction (e.g. play with a toy/game, participate in an outdoor activity) The student will allow others to use items which he is using/possesses The student will make eye contact when interacting with others The student will ask peers for (single) items The student will ask others to share their items (multiple) with him The student will offer to share items with others The student will initiate greetings to others The student will approach peers and join an ongoing activity at least 4 times per day within 2 weeks The student will engage when asked by peers to participate in an activity, in 4 of 5 opportunities within 2 weeks The student will allow others to use items without prompts in 8 of 10 opportunities within 3 weeks As a speaker and a listener, the student will make fleeting (e.g. 1 second) eye gaze at least twice during interactions with peers and adults within 3 minutes The student will spontaneously ask peers for items without prompts at least 5 times per day in a variety of situations within 3 weeks The student will spontaneously ask peers to share their items at least 5 times per day in a variety of situations within 3 weeks The student will offer to share verbally or by holding item out independently 5 times per day with various peers within 3 weeks The student will independently greet 5 people per day for 3 weeks The student will join a group of peers engaged in a preferred activity on 2

17 CANS Item 2. SOCIAL FUNCTIONING L23 Observation of peers attention to activities L24 Feedback from peers L25 Adjusts behaviour based on changes in peers actions L26 Assists other to participate L27 States what others like/dislike L28 Directs others attention to something of interest to them The student will shift his/her attention when peers shift their attention to an item or activity Student will follow directions from peers to adjust his/her behaviour to be more socially acceptable During a task-related activity, the student will observe changes in a peer s behaviour and adjust his/her actions to correspond to the peer When a peer indicates that they are unable to see, hear or do something, the student will arrange the environment/materials so the peer can participate The student will state items and activities that are enjoyed by others and state which people like a particular item or activity The student will direct the attention of a particular individual to items/activities of interest to that individual occasions throughout the day for 2 weeks The student will approach or look at an item or activity when 2 or more peers look at/point to the item/activity in 4 of 5 opportunities within 1 week The student will follow specific directions from 2 familiar peers to adjust his/her behaviour in 3 of 5 opportunities within 2 weeks The student will attend to and adjust his/her behaviour based on a peer s actions on 2 separate occasions throughout the day within 2 weeks When requested by a peer, the student will move to the side to allow a peer to view learning materials at least once per week for 4 weeks The student will name at least 2 specific things enjoyed or not enjoyed by at least 4 peers The student will direct at least one individual to something that is of interest to that person at least twice per week for 3 weeks

18 CANS Item 15. ADAPTATION TO CHANGE This item rates the ability of the child/adolescent to adapt to new situations or experiences and to shift from one activity/ person/ environment to another without disruptions. K2 Allows others to manipulate/touch toys L13 Sharing gives up items to others N3 Sits and waits during transitions N4 Physically transitions to next area or activity N6 Gets in line on request N10 Stands and waits during transitions N1 Follows daily routines The student will allow adults and children to be near him/her while playing with toys and allow others to occasionally manipulate the toys The student will allow others to use items which he/she is using The student will sit and wait during transitions from one known activity to the next The student will follow directions to physically transition from one area to another in the classroom to change educational activities The student will follow instructions to line up for a transition The student will stand and wait for next activity to begin The student will complete his/her morning routine (e.g. hang up his/her coat, put lunch bag in cubbie, put away back pack) with no more than 2 verbal prompts The student will allow peers or adults to manipulate toys that he/she is using in 7 of 10 opportunities within 2 weeks The student will allow others to use items without prompts in 8 of 10 opportunities within 2 weeks The student will sit and wait independently for up to 2 minutes in 8 of 10 opportunities within 3 weeks The student will physically transition from one known activity to the next independently in 7 of 10 opportunities within 2 weeks The student will independently line up on request in 8 of 10 opportunities within 2 weeks The student will stand and wait appropriately during transitions from one known activity to the next in 7 of 10 opportunities within 2 weeks The student will follow 4 of 5 routine classroom activities with no more than two verbal prompts 3 times per week for 4 weeks

19 CANS Item 14. ACTIVITIES OF DAILY LIVING This item rates the ability of the child/adolescent to perform activities of daily living (e.g., self-care, including feeding, bathing, dressing, grooming; work; home-making; and leisure activities). Dressing: U1 Pants up and down U2 Shoes on and off U5 Pants on and off U7 Coat on and off U8 Unzip zipper U9 Fasten zipper The student will pull pants down independently during for toileting The student will put on (tying laces not required) and remove shoes independently The student will put on and remove pants (fasteners not required) independently The student will put on( fastening buttons, snaps and zippers not required) and remove coat (requires unfastening buttons, snaps or unzipping) independently The student will unzip zippers on clothing, back pack, or similar items independently The student will be able to fasten zippers on clothing, back packs or similar items independently The student will pull pants down independently for toileting 3 times per day for 3 consecutive weeks The student will remove and correctly put on shoes (no tying) independently twice daily for 3 weeks The student will remove and correctly put on (fastenings not required) pants independently 1 time per day for 4 weeks The student will remove (unfastening required) coat daily, upon arrival ; the student will put on (fastenings not required) coat daily at departure for 3 weeks The student will unzip a zipper which has been started on an article of clothing, back pack or similar item with no more than 2 verbal or gestural prompts daily for 3 weeks The student will fasten a zipper which has been started on an article of clothing or back pack with no more than 2 verbal or gestural prompts on 8 of 10 trials within 2 weeks

20 CANS Item 14. ACTIVITIES 14. OF DAILY OF DAILY LIVING LIVING U10 Use zipper on clothes U11 Fasten buttons U12 Use snaps U13 Use buckles U14 Adjust clothing when needed U15 Tie shoes The student will zip and unzip zippers on clothing independently The student will fasten buttons on clothing independently The student will undo and fasten snaps on clothing independently The student will undo and fasten belts independently The student will adjust clothing when needed The student will tie shoes independently The student will independently start and zip and unzip a zipper on clothing and backpack as necessary on 5 consecutive daily trials The student will fasten large (min. 1 ) buttons on non-clothing items with one verbal prompt over 5 consecutive opportunities The student will fasten and unfasten snaps on an article of clothing independently in 7 of 10 opportunities within 3 weeks The student will fasten and unfasten buckles on his/her belt with no more than one verbal prompt in 3 of 5 opportunities over 5 consecutive opportunities The student will adjust the positioning of his/her clothing with no more than 2 verbal prompts in 3 of 5 opportunities The student will independently complete 3 of the 5 steps in the shoe tying process once per day for 3 weeks Eating: V1 Eat finger foods The student will eat food using fingers The student will eat finger foods independently one time per week for 4 weeks

21 CANS Item 14. ACTIVITIES OF DAILY LIVING V2 Drink from a straw V3 Drink from a cup V4 Feed self with a spoon and fork V5 Spread with a knife V6 Pour liquid into a cup V7 Cut food with a knife V8 Take prepared lunch to table The student will drink from a straw The student will drink from a cup without spilling The student will feed self with a spoon or a fork when given cut food The student will spread with a knife The student will pour liquid from a pitcher to a cup without spilling The student will be able to cut his own food with a knife The student will get a prepared lunch and take it to the table independently The student will drink from a straw with one verbal prompt 2 times per week for 4 weeks The student will independently drink from a cup without spilling with no more than one gestural prompt 2 times per week for 3 weeks The student will feed self with a spoon or a fork with no more than one verbal or gestural prompt once per week for 4 weeks The student will independently spread with a knife once per week over 4 consecutive weeks The student will pour liquid from a one cup measuring cup into a cup with no more than one gestural or verbal prompt once per week for 3 weeks The student will independently cut his/her own food with a knife once per week for 4 consecutive weeks The student will get a prepared lunch and take it to the table with one verbal or gestural prompt once per week for 4 consecutive weeks

22 CANS Item 14. ACTIVITIES OF DAILY LIVING V9 Clean up table after meals V10 Keep eating area clean Grooming: W1 Wash hands W2 Dry hands W3 Wash face W4 Dry face W5 Comb or brush hair The student will clean table after lunch independently The student will keep immediate table clean while eating The student will wash hands independently The student will dry hands independently The student will wash face independently The student will dry face independently The student will comb or brush hair independently The student will independently clean table after lunch in 4 of 5 opportunities for 3 consecutive weeks The student will keep his/her immediate eating area clean while eating in 4 of 5 opportunities for 3 consecutive weeks The student will independently follow the first three steps of the handwashing sequence (visual support posted) in 8 of 10 opportunities The student will dry his/her hands with one verbal prompt in 4 of 5 opportunities in 3 consecutive weeks The student will independently complete 3 of 8 steps in the face washing sequence (visual support posted) in 2 of 5 opportunities within 2 weeks The student will dry his/her face with one verbal prompt in 4 of 5 opportunities within 3 weeks The student will brush or comb his/her hair with one gestural prompt once per day over 5 consecutive days

23 CANS Item 14. ACTIVITIES OF DAILY LIVING W6 Brush teeth W7 Blow nose when needed Toileting: X1 Urinate in toilet X2 Remain dry (urine) on a toileting schedule X3 Independently use familiar restroom for urination X4 Requests to use the toilet when needed X5 Wipes self after urinating (females) The student will brush teeth using toothpaste independently The student will blow nose independently as needed The student will urinate in the toilet at least 2 times per day The student will remain dry throughout the day when taken to the toilet on a regular schedule The student will use a familiar restroom independently for urination The student will request to use the toilet as needed The student will wipe self independently after urination The student will complete 4 of the 5 steps in the toothbrushing sequence (visual support posted) with no more than 2 gestural prompts in 3 of 4 opportunities over 2 consecutive weeks The student will blow his/her nose with no more than one verbal prompt in 2 of 5 opportunities The student will urinate in the toilet 2 or more times per day for 3 consecutive weeks The student will have no more than 2 wet pants per week at school for 3 consecutive weeks The student will complete the toileting process (urination) independently in a consistent washroom at school 2 or more times per day for 3 consecutive weeks The student will independently use words, sign or PECS to indicate the need to use the toilet at school The student will wipe herself after urination with no more than 1 verbal prompt in 4 of 5 opportunities for 3 consecutive weeks

24 CANS Item 14. ACTIVITIES OF DAILY LIVING X7 Remain clean (bowel movement) on a toileting schedule X8 Wipe self after bowel movement X9 Independently use familiar restroom for bowel movements X10 Use restroom without assistance The student will not have more than 2 instances of soiled pants per week at school when taken to the toilet on a regular basis The student will wipe him/herself after bowel movement The student will independently use familiar restroom for bowel movements The student will use the restroom independently The student will have no more than 2 soiled pants per week at school for 4 consecutive weeks The student will wipe him/herself after bowel movement with no more than 2 verbal prompts in 2 of 5 opportunities for 3 consecutive weeks The student will complete the toileting process (bowel movements) independently in a consistent washroom at school 2 or more times per day for 3 consecutive weeks The student will complete the toileting process independently (including bowel movements) as necessary

25 CANS Item 19. ATTENTION This item rates the child/adolescent s ability to focus and attend to tasks or interactions with others; to maintain consistent behavioural responses during continuous or repeating activities; to maintain focus in the face of competing stimuli (freedom from distractibility); to shift attention between tasks, people, or events with different cognitive requirements; to respond simultaneously to multiple tasks or demands. A8 Waits without touching stimuli A9 Looks to instructor for instruction K14 Interactive motor games L23 Observation of peers attention to activities When engaged in learning activities, the student will wait, remain oriented toward the instructor and keep his/her hands away from instructional material until an instruction is presented When engaged in learning activities, the student will scan materials and look to the instructor to seek the instruction The student will play interactive motor games that require him/her to attend to the actions of others and adjust his/her behaviour based on the actions of peers The student will attend to peers orientation to items and events While sitting or standing in front of task materials, the student will remain oriented toward the instructor without touching materials with no more than one verbal prompt for 10 seconds in 8 of 10 opportunities After scanning the materials, the student will require no more than one verbal prompt to orient to the instructor for the next instruction in 8 of 10 opportunities The student will play at least 2 interactive games per week without assistance for 3 consecutive weeks The student will look at or approach an item or event when 2 or more peers turn to look at or show an interest in an item or event in 3 of 5 opportunities

26 CANS Item 19. ATTENTION M3 Attends to teacher in group M4 Attends to other students in group M5 Follows group instructions - all do the same receptive response N2 Works independently on non-academic activities N7 Works independently on academic activities The student will attend to teacher during small group instruction The student attends to responses given by other students during small group instruction The student will follow instructions presented to a group of students The student will remain on-task when engaged in non-academic activities The student will remain on-task on known academic activities The student will orient to and follow instructions given by a teacher in a 1:4 group in 7 of 10 opportunities The student will attend to other students who are talking in a 1:4 group in 7 of 10 opportunities In a 1:4 group, responds at the same time as others for 7 of 10 known instructions The student will remain on-task when instructed to independently engage in nonacademic activities (e.g. puzzles) for 15 minutes on 4 of 5 trials The student will remain on-task when instructed to engage in academic activities (e.g. worksheets) for 15 minutes on 4 of 5 trials

27 CANS Item 26 AUGMENTED COMMUNICATION This rating describes the child/adolescent s ability to use sign language, PECS, and other communication strategies to improve communication with others. F3 Requesting the reinforcer present and when asked what do you want? F5 Spontaneous requests with items present (no prompts) F6 Spontaneous requests with items not present (no prompts) H1 Fill in words from songs H3 Sign words The student will ask for what he wants with the reinforcer present using either words or signs The student will ask for at least 10 items (items present) that he wants using a specific response The student will ask for at least 10 items (items not present) that he wants using a specific response The student will fill in some words and phrases of songs The student will provide a sign when given a word The student will ask for at least 5 reinforcers per day using words or signs over 5 consecutive days The student will ask for at least 10 items per day over 5 consecutive days The student will ask for at least 10 items per day when the item is not present over 5 consecutive days The student will fill at least 3 phrases of 2 different songs The student will provide a sign for at least 10 different words in 4 of 5 trials

28 CANS Item 27. RECEPTIVE LANGUAGE This rating describes the child/adolescent s ability to understand other s oral communication at an age-appropriate or developmentally appropriate level. C2 Follow instructions to do an enjoyable action in context C6 Follow instructions to do an enjoyable action out of context C7 Follow instructions on routine situations C9 Follow instructions to do a simple motor actions C27 Follow an instruction to go to a person C28 Follow an instruction to give an item to a person or place item on an object C29 Follow an instruction to walk to someone and get a named item When given instructions to do a preferred activity in the context of the ongoing activity, the student will comply with the instructions The student will comply with instructions to do a preferred activity even though it is not occurring at that time The student will comply with the instruction to do a non-preferred activity when the activity is presently occurring The student will comply with instructions to do a simple motor task The student will walk across the room to go to a specified person The student will walk across the room to go to a specified place or person and place or deliver an item The student will walk across the room to go to a specified place or person and get a requested item The student will participate in at least three different activities without prompts per day for 5 consecutive days The student will participate in at least three different activities without prompts per day for 5 consecutive days The student will participate in at least three different non-preferred activities without prompts over 5 consecutive opportunities The student will do at least eight different actions without prompts on 3 of 5 trials The student will go to three different persons upon request in 4 of 5 trials The student will go to at least three persons or places to place or deliver an item in 4 of 5 opportunities The student will go to at least three persons or place and get a requested item in 4 of 5 opportunities

29 CANS Item 27. RECEPTIVE LANGUAGE C30 Follow an instruction to go to a person and do an action C32 Demonstrates a specified action with an object when given different objects C34 Demonstrates a specified pretend action C50 Follows a multiple component sequence instruction C51 Receptive prepositions M5 Follows group instructionsall do the same receptive response The student will walk across the room to go to a specified person and perform a stated action The student will comply with instructions to do a simple action when presented with several objects The student will comply with instructions to do a pretend activity The student will select three items in a specified sequence The student will follow instructions which include selections involving prepositions The student will follow instructions presented to a group of students The student will go to at least four different persons and perform at least four actions within one week The student will do at least ten different actions when presented several objects, one of which is used to perform the action on 3 of 5 trials The student will follow an instruction to pretend at least four actions without prompts in 4 of 5 trials The student will accurately select three items in a specified sequence after items are named in 3 of 5 trials The student will follow instructions involving at least six different prepositions The student will follow at least five instructions in three different group settings

30 CANS Item 28. EXPRESSIVE LANGUAGE This rating describes the child/adolescent s ability to communicate through spontaneous verbalization/vocalizations at a developmentally or age-appropriate level. Non-verbal language is addressed elsewhere. F4 Requesting when asked what do you want? F5 Spontaneous requests with items present (no prompts) F6 Spontaneous requests with items not present (no prompts) F8 Request others to perform an action F9 Requests missing items needed for a task F11 Requests using sentences F12 Requests help F16 Requests using adjectives The student will ask for items that he wants with no reinforcers present The student will ask for at least 10 items that he wants using a specific response The student will spontaneously ask for at least 10 items that he wants using a specific response The student will ask others to perform specified actions The student will ask for missing items The student will ask questions in a sentence form to obtain items, actions, or information The student will ask for help when he needs assistance The student will ask for items using adjectives The student will ask for at least 10 items/ activities per day for 5 consecutive days The student will ask for at least ten items per day without prompts for 5 consecutive days The student will ask for at least ten items per day without prompts for 5 consecutive days The student will ask at least three persons to perform three different actions The student will ask for at least 4 missing items in 3 of 5 opportunities The student will ask at least five questions using at least three word sentences The student will ask for help in three different situations The student will ask for at least five different items using at least three different adjectives

31 CANS Item 28. EXPRESSIVE LANGUAGE F17 Requests using propositions F18 Requests future items or events F19 Requests information using What F20 Requests information using Where F21 Requests information using Who/whose F22 Requests using adverbs F23 Requests using pronouns The student will ask for items using prepositions The student will ask for items or actions which he may be able to obtain in the future The student will ask questions to obtain information using What The student will ask questions to obtain information using Where The student will ask questions to obtain information using Who/whose The student will ask for actions using adverbs The student will ask for items using pronouns The student will ask for at least five different items using at least three different prepositions The student will ask for at least two items/ activities that will occur within a week The student will spontaneously ask questions using what in two different situations per day for 5 consecutive days The student will spontaneously ask questions using where in two different situations per day for 5 consecutive days The student will spontaneously ask questions using who/whose in two different situations per day for 5 consecutive days The student will ask for at least five different actions using at least three different adverbs The student will ask for at least five different items using at least three different pronouns

32 CANS Item 28. EXPRESSIVE LANGUAGE F24 Requests information using Which F25 Requests information using When F26 Requests information using using How F27 Requests information using Can, Do, Does, or Will F28 Requests information using Why F29 Spontaneous requests G9 Fluent labeling H1 Fill in words from songs The student will ask questions to obtain information using Which The student will ask questions to obtain information using When The student will ask questions to obtain information using How The student will ask questions to obtain information using Can, Do, etc. The student will ask questions to obtain information using Why The student will spontaneously request objects, actions, etc., throughout the day The student will label items The student will fill in some words and phrases of songs The student will spontaneously ask questions using which in two different situations per day The student will spontaneously ask questions using when in two different situations per day The student will spontaneously ask questions using how in two different situations per day The student will spontaneously ask questions using can, do, etc. in two different situations per day The student will spontaneously ask questions using why in two different situations per day The student will request for at least ten objects, actions, etc. per day The student will label at least ten items per day The student will fill at least 3 phrases of 2 different songs

33 CANS Item 28. EXPRESSIVE LANGUAGE H5 Answers questions regarding personal information H22 With visual display, makes related statements (not naming) H40 Describes items L30 Delivers a message The student will respond to questions regarding personal information The student will make a variety of related comments regarding pictures of items or activities The student will describe items by identifying what you do with the item, some of its features and/or its classification The student will go to a person repeat a short message that he was asked to say to the person The student will answer at least five questions The student will make comments on at least fifteen different pictures The student will describe at least ten items (using feature, function and class) The student will repeat a short message (at least one five word sentence) to a specific person

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate

More information

RUBRIC ASSESSMENT: Occupational/Physical Therapists (OPT)

RUBRIC ASSESSMENT: Occupational/Physical Therapists (OPT) RUBRIC ASSESSMENT: Occupational/Physical Therapists (OPT) Date Self-Assessment Evaluator Assessment Domain 1: Planning and Preparation To guide student goal achievement, therapists must have a command

More information

Steps for Implementation: Graduated Guidance

Steps for Implementation: Graduated Guidance Steps for Implementation: Graduated Guidance Neitzel, J., & Wolery, M. (2009). Steps for implementation: Graduated guidance. Chapel Hill, NC: The National Professional Development Center on, FPG Child

More information

Growing Up With Epilepsy

Growing Up With Epilepsy Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well

More information

A Child s Developmental Milestones

A Child s Developmental Milestones A Child s Developmental Listens attentively to sounds and voices (by 1 month) Makes some sounds other than crying (by 2 Cries deliberately for assistance (by 1 month) Begins cooing one syllable (by 3 Coordinates

More information

Self Help and Functional Skills Checklist

Self Help and Functional Skills Checklist Self Help and Functional Skills Checklist Please check the box that most appropriately describes your child s ability to perform the following Functional skills. When selecting skills to teach, start with

More information

4/25/2014. What is ABA? Do I use ABA? Should I use ABA?

4/25/2014. What is ABA? Do I use ABA? Should I use ABA? Using Behavior Analysis to Teach Appropriate Behavior DAVID E. KUHN, PH.D.,., BCBA-D What is ABA? Do I use ABA? Should I use ABA? Applied Behavior Analysis (ABA) A science devoted to the understanding

More information

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning The Improving Head Start for School Readiness Act of 2007 makes

More information

How Early Can Autism Spectrum Disorder Be Diagnosed and Where To Focus Treatment for My Toddler. Tessa VanKirk, MS, BCBA Stormi Pulver White, PsyD

How Early Can Autism Spectrum Disorder Be Diagnosed and Where To Focus Treatment for My Toddler. Tessa VanKirk, MS, BCBA Stormi Pulver White, PsyD How Early Can Autism Spectrum Disorder Be Diagnosed and Where To Focus Treatment for My Toddler Tessa VanKirk, MS, BCBA Stormi Pulver White, PsyD What is Autism Spectrum Disorder (ASD)? Focus on 2 areas:

More information

Student Centred Appraisal of Need

Student Centred Appraisal of Need Student Centred Appraisal of Need Booklet for parents, carers and staff January 2010 INTRODUCTION The Student Centred Appraisal of Need provides a consistent approach in determining educational needs of

More information

Dressing Skills and the JK/SK Student Lunch & Learn

Dressing Skills and the JK/SK Student Lunch & Learn Dressing Skills and the JK/SK Student Lunch & Learn Goals: What to do we want to achieve? 1) To transfer knowledge to teachers about: the motor demands required to dress/undress the typical developmental

More information

Applied Behavior Analysis Speech Practices for Autism Spectrum Disorders

Applied Behavior Analysis Speech Practices for Autism Spectrum Disorders Applied Behavior Analysis Speech Practices for Autism Spectrum Disorders November 16, 2007 Douglass Developmental Disabilities Center Renee Downing-Van Ness M.A., CCC- SLP Stacey Liebross M.S., CCC-SLP

More information

What is ABA? What is ABA? Why use ABA? Getting Started. ABA Tools and Techniques. Basic ABA. Milestones Autism Organization

What is ABA? What is ABA? Why use ABA? Getting Started. ABA Tools and Techniques. Basic ABA. Milestones Autism Organization What is ABA? Basic ABA Kiersten Johnson Milestones Autism Organization Milestones.org 216-371-4765 Applied Behavior Analysis B.F. Skinner www.lovaas.com Based on learning and behaviors principals Reinforcement

More information

Early Childhood Education Program. Field Placement 1. Learning Outcomes Feedback Form

Early Childhood Education Program. Field Placement 1. Learning Outcomes Feedback Form Early Childhood Education Program Field Placement 1 Learning Outcomes Feedback Form Student s Name: Field Placement Site: Field Placement Mentor: Field Placement Specialist: Dates of Field Placement: Mid-Term

More information

CDDH FACT SHEET. Working with people with intellectual disabilities in healthcare settings

CDDH FACT SHEET. Working with people with intellectual disabilities in healthcare settings CDDH FACT SHEET Working with people with intellectual disabilities in healthcare settings People with intellectual disabilities have the same right as other community members to access community based

More information

Developmentally Appropriate Practice Adaptive/Self-Help Skills January 2010

Developmentally Appropriate Practice Adaptive/Self-Help Skills January 2010 TATS eupdate Curriculum and Learning Environment Developmentally Appropriate Practice Adaptive/Self-Help Skills January 2010 This is the fourth eupdate that explores developmentally appropriate practice

More information

MODULE 4: Communication

MODULE 4: Communication MODULE 4: Communication Materials Flipchart paper, pens, toffees (or other chewy sweets), empty crisp packets, other items with different textures or sounds such as rattles, squeaky toys, ball, doll, cell

More information

The Arbor School of Central Florida Medical/Emergency Information Please Print

The Arbor School of Central Florida Medical/Emergency Information Please Print Student's Name: Student s Date of Birth: Student's Address: Student's Home Phone: Primary Medical Diagnosis: The Arbor School of Central Florida Medical/Emergency Information Please Print Mothers Name:

More information

Esther Aloia. Brentwood High School Preschool Program 3601 Brownsville Road Pittsburgh, PA 15227 PROGRAM

Esther Aloia. Brentwood High School Preschool Program 3601 Brownsville Road Pittsburgh, PA 15227 PROGRAM Brentwood High School Preschool Program 3601 Brownsville Road Pittsburgh, PA 15227 PROGRAM It is the philosophy of the Brentwood High School Preschool focuses on early childhood as an important time in

More information

Connections Resource Guide Seamless Transitions for Students with Autism Spectrum Disorder

Connections Resource Guide Seamless Transitions for Students with Autism Spectrum Disorder Connections Resource Guide Seamless Transitions for Students with Autism Spectrum Disorder A Collaborative Initiative between the Ministry of Education and the Ministry of Children and Youth Services A

More information

Introduction to the Expressive and Receptive Communication Inventory for Emerging Language Learners

Introduction to the Expressive and Receptive Communication Inventory for Emerging Language Learners Introduction to the Expressive and Receptive Communication Inventory for Emerging Language Learners Determining appropriate communication goals is one of the most important aspects of an educational program

More information

Instructional Practices. Curriculum Differentiation Discrete Trial Overview Age Appropriate Materials

Instructional Practices. Curriculum Differentiation Discrete Trial Overview Age Appropriate Materials Instructional Practices Curriculum Differentiation Discrete Trial Overview Age Appropriate Materials Curriculum 61 Curriculum Portland Public Schools has adopted curriculum for Communication Behavior Classrooms.

More information

Steps for Implementation: Least-to-Most Prompts

Steps for Implementation: Least-to-Most Prompts Steps for Implementation: Least-to-Most Prompts Neitzel, J., & Wolery, M. (2009). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on, Frank Porter

More information

Toilet Training Children with Special Needs

Toilet Training Children with Special Needs Toilet Training Children with Special Needs Toilet training can be challenging for parents and children, but especially so if the child has a developmental disability. Unique circumstances and characteristics

More information

Infant Development: The First Year of Life

Infant Development: The First Year of Life Infant Development: The First Year of Life Your child's first few years are critical in the development of his or her temperament, learning style and pattern of growth. You are your child's first and most

More information

Bathroom Toolkit. Here is rationale for inclusion of the following items in the toolbox:

Bathroom Toolkit. Here is rationale for inclusion of the following items in the toolbox: Bathroom Toolkit More students with hygiene goals are being educated in their neighborhood schools. This requires staff to increase their skill sets to include instruction in toileting and hygiene. Our

More information

Occupational Therapy School Skills Assessment

Occupational Therapy School Skills Assessment Name: Date of Birth: School: Handed: Date: Age: Therapist: Right Left Able to write First Last name: Pencil grasp: Dynamic Static Tripod Quadrupod Adapted tripod Gross Pronated 5 finger Thumb tuck Thumb

More information

Purpose: To develop physical and motor skills and promote health and well-being

Purpose: To develop physical and motor skills and promote health and well-being Purpose: To develop physical and motor skills and promote health and well-being The physical and motor development domain includes the physical and motor skills and abilities that emerge during the infant

More information

DOMAIN Ill: Cognitive Development

DOMAIN Ill: Cognitive Development Purpose: To develop new skills, knowledge and the ability to acquire and process new information through play and interaction with others and the environment. The cognitive development domain includes

More information

TRI-STATE WEBINAR SERIES

TRI-STATE WEBINAR SERIES TRI-STATE WEBINAR SERIES Using Verbal Behavior Strategies in Your Classroom Presented by: Deb Rauner and Rhonda Ayres Tri-State Autism Spectrum Disorder Webinar Series This presentation is a collaborative

More information

Task Analysis: Steps for Implementation

Task Analysis: Steps for Implementation Task Analysis: Steps for Implementation Szidon, K., & Franzone, E. (2009). Task Analysis. Madison, WI: National Professional Development Center on, Waisman Center, University of Wisconsin. Task analysis

More information

Policy/Program Memorandum No. 140

Policy/Program Memorandum No. 140 Ministry of Education Policy/Program Date of Issue: May 17, 2007 Effective: Until revoked or modified Subject: Application: INCORPORATING METHODS OF APPLIED BEHAVIOUR ANALYSIS (ABA) INTO PROGRAMS FOR STUDENTS

More information

Purpose: To acquire language and the ability to communicate successfully with others

Purpose: To acquire language and the ability to communicate successfully with others Purpose: To acquire language and the ability to communicate successfully with others The language development and communication domain involves the development of the ability to use language to communicate

More information

Transition Planning for the Individual Education Plan

Transition Planning for the Individual Education Plan Transition Planning for the Individual Education Plan October 2014 Background Information Regulation 181/98 requires that a transition plan be developed as part of the IEP for exceptional students who

More information

EARLY CHILDHOOD TRANSITION PROCESS

EARLY CHILDHOOD TRANSITION PROCESS FALL 2015 EARLY CHILDHOOD TRANSITION PROCESS A guide for helping families of children with special needs prepare for smooth and effective transitions JOHN WHITE STATE SUPERINTENDENT OF EDUCATION Terms

More information

Individualized Education Program (IEP)

Individualized Education Program (IEP) SECTION 6 matters! inclusion Individualized Education Program (IEP) 44. Inclusion Matters! Individualized Education Program (IEP) The student s IEP is the vehicle that pulls together the work of the team

More information

Arkansas Early Childhood Education Framework Benchmarks

Arkansas Early Childhood Education Framework Benchmarks Arkansas Early Childhood Education Framework BRIGANCE Diagnostic Inventory of Early Development II (IED II) CURRICULUM ASSOCIATES, Inc. Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING

More information

Become Independent with Daily Routines

Become Independent with Daily Routines Teaching Your Child to: Become Independent with Daily Routines Does this Sound Familiar? Nadine is a single mom with two young children ages 3 and 5. Her children attend preschool while she is working.

More information

Evidence-Based Practice in Autism Spectrum Disorders: What Does it Mean? CIGNA Autism Education Series

Evidence-Based Practice in Autism Spectrum Disorders: What Does it Mean? CIGNA Autism Education Series Evidence-Based Practice in Autism Spectrum Disorders: What Does it Mean? CIGNA Autism Education Series Jill Krata, Ph.D. Manager of Clinical Services, YAI Autism Center & Associate Chief, Premier HealthCare

More information

Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress.

Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress. EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5

More information

APPLIED BEHAVIOUR ANALYSIS (ABA) IN SCHOOLS

APPLIED BEHAVIOUR ANALYSIS (ABA) IN SCHOOLS APPLIED BEHAVIOUR ANALYSIS (ABA) IN SCHOOLS ONTABA - PARENT CONFERENCE NOVEMBER 23, 2013 Tracie L. Lindblad, M.Sc., M.Ed., Reg. CASLPO, BCBA Tracie L. Lindblad Speech-Language Pathologist Masters of Education

More information

Para-educator/Parent Training Package on Toilet Training (Short Term)

Para-educator/Parent Training Package on Toilet Training (Short Term) Para-educator/Parent Training Package on Toilet Training (Short Term) CONTENTS page INTRODUCTION 1 BEGINNING TOILET TRAINING 2 TOILET TRAINING 7 Step 1 Tell/Help 7 2 Dry Pants Check 10 3 Tell/Touch 11

More information

INTAKE FORM - CHILD. Name: DOB: Age: Medical Diagnoses (of any kind): Educational Diagnoses: Reason for evaluation Parental concerns:

INTAKE FORM - CHILD. Name: DOB: Age: Medical Diagnoses (of any kind): Educational Diagnoses: Reason for evaluation Parental concerns: Providing services in: Physical Therapy Occupational Therapy Speech/Language Pathology Hydrotherapy Special Therapy Programs INTAKE FORM - CHILD Date: Name: DOB: Age: Medical Diagnoses (of any kind): Educational

More information

FIM ITEM SCORING EXERCISE SHEETS 2015

FIM ITEM SCORING EXERCISE SHEETS 2015 FIM EXERCISE - EATING The helper applies the universal cuff on to the patient s hand before she eats. The patient then brings food to her mouth, chews & swallows by herself. The helper scoops all food

More information

SOCIAL SKILLS INTERVENTION MANUAL

SOCIAL SKILLS INTERVENTION MANUAL SOCIAL SKILLS INTERVENTION MANUAL Goals, Objectives, and Intervention Strategies Edited by Samm N. House Copyright 2009 by Hawthorne Educational Services, Inc. All rights reserved. No part of this publication

More information

Task Analysis: Steps for Implementation

Task Analysis: Steps for Implementation Task Analysis: Steps for Implementation Franzone, E. (2009). Task analysis: Steps for implementation. Madison, WI: The National Professional Development Center on, Waisman Center, University of Wisconsin.

More information

2015 Summer Program Guide June 15 August 28, 2015

2015 Summer Program Guide June 15 August 28, 2015 2015 Summer Program Guide June 15 August 28, 2015 2990 Cahill Main, Suite 204 Fitchburg, WI 53711 P: 608.819.6810 F: 608.819.6811 www.kghconsultation.org Specialized Summer Programs These specialized summer

More information

Modified Checklist for Autism in Toddlers (M-CHAT) Follow-Up Interview

Modified Checklist for Autism in Toddlers (M-CHAT) Follow-Up Interview Modified Checklist for Autism in Toddlers (M-CHAT) Follow-Up Interview **May be used for research or clinical purposes, but please do not cite or distribute** Acknowledgement: We thank Joaquin Fuentes,

More information

Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs

Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs Cassandra Cerros Jaime Martin Gail Joseph Head Start Center for Inclusion University of Washington

More information

It s Potty Time! Toilet Training for Children with Autism. Kim Cornman MA Early Foundations: Autism Model & Outreach Project

It s Potty Time! Toilet Training for Children with Autism. Kim Cornman MA Early Foundations: Autism Model & Outreach Project It s Potty Time! Toilet Training for Children with Autism Kim Cornman MA Early Foundations: Autism Model & Outreach Project Potty Training and Children with Autism Children with ASD can potty train at

More information

Toilet Training. A workshop for Parents Jenny Tsagalas Behaviour Support Specialist Autism Service

Toilet Training. A workshop for Parents Jenny Tsagalas Behaviour Support Specialist Autism Service Toilet Training A workshop for Parents Jenny Tsagalas Behaviour Support Specialist Autism Service AIM OF WORKSHOP To give you practical information regarding toilet training techniques for you and your

More information

Core Skills Assessment

Core Skills Assessment Core Skills Assessment An Educational Prescription for Individuals with Autism Testing Booklet Student Name: Date of Birth: Assessment Start Date: Assessment End Date: Staff: without the express written

More information

Getting School Ready in Iowa

Getting School Ready in Iowa Getting School Ready in Iowa I want to be ready for kindergarten. How can the kindergarten be ready for me? A guide for families and early care, health, and education providers caring for children who

More information

Potty/toilet training

Potty/toilet training Behaviour Potty/toilet training Information for parents of disabled children in England, Northern Ireland, Scotland and Wales Contents Introduction 3 What do we mean by toilet training 4 When should you

More information

Role Plays for Teacher Classroom Management

Role Plays for Teacher Classroom Management Role Plays for Teacher Classroom Management Collaboration, Workshop 1 After Vignette #4 Making connection with quiet child Practice making a connection with a child who is quiet, shy, or sad. Think about

More information

AUDITION WEEK. Domain and goal. Activities. Shows awareness of sound when directed by parent Environmental sounds Voice

AUDITION WEEK. Domain and goal. Activities. Shows awareness of sound when directed by parent Environmental sounds Voice AUDITION WEEK 1 Shows awareness of sound when directed by parent Environmental sounds Voice The first step in bringing your child to spoken language through audition is to teach him that there is sound.

More information

Infants: (0-18 months)

Infants: (0-18 months) Handout: Developmental Milestones Infants: (0-18 months) Developmental Milestones : 0-3 months Sucking, grasping reflexes Lifts head when held at shoulder Moves arms actively Is able to follow objects

More information

Modifying Curriculum and Instruction

Modifying Curriculum and Instruction Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications

More information

Summary Information: The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN; 2004)

Summary Information: The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN; 2004) Publisher Website for information Cost Age range Purpose Summary Information: The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN; 2004) Brookes Publishing www.brookespublishing.com

More information

ABA AND RDI. Therapy vs. RDI Life Style ABA

ABA AND RDI. Therapy vs. RDI Life Style ABA AND Therapy vs. Life Style Typically with parents hire a staff to work with their child. These therapists work with the child during scheduled therapy times. If parents work with their child, they need

More information

Tips for Teaching Young Children with Autism

Tips for Teaching Young Children with Autism Tips for Teaching Young Children with Autism Developed by Laura Maddox & Annette Wragge, 2005 The following suggestions were compiled as a resource for teachers, therapists, or family members working with

More information

EDUCATION SERVICES MONITORING. Completed By: Date: Site:

EDUCATION SERVICES MONITORING. Completed By: Date: Site: Completed By: Date: Site: GENERAL CLASSROOM ENVIRONMENT AND MATERIALS Y N COMMENTS / CONCERNS Indoor and outdoor spaces are safe, clean, attractive and spacious There is adequate lighting in the classroom

More information

Date Problem Goal Interventions Discipline Review 12/30/ Worried and scared since readmission Crying more frequently

Date Problem Goal Interventions Discipline Review 12/30/ Worried and scared since readmission Crying more frequently Mrs. M. Care Plan (Post Significant Change) Mrs. Cynthia M is a 90-year-old, Caucasian female, born June 22, 1920 in Germany and immigrated to the United States when she was seven years old. Mrs. M speaks

More information

WESTWOOD PRESCHOOL HANDBOOK 2014-2015

WESTWOOD PRESCHOOL HANDBOOK 2014-2015 WESTWOOD PRESCHOOL HANDBOOK 2014-2015 Hello! My name is Harshal Patwa and I am honored to be part of Poway Preschool. I love working with young children, and I love learning from them too. I have been

More information

Examples of IEP Goals and Objectives

Examples of IEP Goals and Objectives AUTISM SPECTRUM DISORDER SERIES Examples of IEP Goals and Objectives Introduction Suggestions for Students with Autism When writing goals for children with Autism it is crucial to be as specific as possible.

More information

The Matrix. Praxis. Click and enter SI goals

The Matrix. Praxis. Click and enter SI goals The Matrix Praxis Sensory Defensiveness Body Awareness Attention and Arousal Click and enter SI goals Functional Vision An Integrated File Folder of Sensory Integration Goals Written for School Based Occupational

More information

Applied Behavior Analysis What it is and what it isn t

Applied Behavior Analysis What it is and what it isn t Applied Behavior Analysis What it is and what it isn t August 22, 2008 Carole Marion, M.A. C.Psych Candidate ABA Consultant, St. Amant ST AMANT ABA PROGRAM ST AMANT ABA PROGRAM WHERE DID IT COME FROM?

More information

Belmont Public Schools Special Education Programs

Belmont Public Schools Special Education Programs Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is

More information

Effective teaching and classroom management is about whole child - and whole school development for knowledge, skills and human values

Effective teaching and classroom management is about whole child - and whole school development for knowledge, skills and human values Effective teaching and classroom management is about whole child - and whole school development for knowledge, skills and human values During the past years as an outcome of the UN Study on Violence against

More information

Educating Students with Autism

Educating Students with Autism Educating Students with Autism The Rights of the Student with Autism A Child s Right to Public Education Free Appropriate Public Education (FAPE) Least Restrictive Environment (LRE) Special Education Services

More information

Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) TM

Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) TM Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) TM Acknowledgement: We thank Joaquin Fuentes, M.D. for his work in developing the flow chart format used in this document.

More information

Preschool Life Skills

Preschool Life Skills Preschool Life Skills Curriculum Developed by: Gregory P. Hanley, Ph.D., BCBA Psychology Department Western New England University 1215 Wilbraham Road Springfield, Massachusetts 01119 ghanley@wne.edu 413-796-2367

More information

PARENT/CARER QUESTIONNAIRE 0 18 months

PARENT/CARER QUESTIONNAIRE 0 18 months PARENT/CARER QUESTIONNAIRE 0 18 months We appreciate the time taken to complete this questionnaire, which allows us to gain vital information regarding your child s development. This information will be

More information

HEALTH AND SOCIAL CARE E QUALIFICATIONS HE

HEALTH AND SOCIAL CARE E QUALIFICATIONS HE ARE HEALTH AND SOC H AND SOCIAL CARE H OCIAL CARE HEALTH A ARE HEALTH AND SOC ND SOCIAL CARE HEA E QUALIFICATIONS HE LTH AND EXEMPLAR SOCIAL CARE OCIAL CANDIDATE CARE HEALTH WORK A ARE HEALTH AND SOC UNIT

More information

Practical Principles Using Applied Behavior Analysis

Practical Principles Using Applied Behavior Analysis Practical Principles Using Applied Behavior Analysis Annie Baghdayan, PhD, BCBA-D, LBA annie-baghdayan@ouhsc.edu May 28 th, 2014 The Oklahoma Autism Network The Oklahoma Autism Network Established in October

More information

ONLINE TRAINING in AUTISM

ONLINE TRAINING in AUTISM TEXAS STATEWIDE LEADERSHIP FOR AUTISM TRAINING ONLINE TRAINING in AUTISM FREE ONLINE TRAINING AVAILABLE 24/7 Education, both of children, and of parents and teachers, is currently the primary form of treatment

More information

Extended Career and Life Role Assessment System

Extended Career and Life Role Assessment System Extended Career and Life Role Assessment System Based on the Career Related Learning Standards identified with the CAM Administration Manual 2002-2003 Developed for the Oregon Department of Education through

More information

Services. Learn about Intensive Behavioral Intervention (IBI)

Services. Learn about Intensive Behavioral Intervention (IBI) Services Learn about Intensive Behavioral Intervention (IBI) The IBI program is a comprehensive treatment for children with autism using applied behavior analysis (ABA). This autism treatment is evidence-based

More information

INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM DECISION-MAKING GUIDELINES REGARDING STUDENT PARTICIPATION IN STATEWIDE ASSESSMENTS

INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM DECISION-MAKING GUIDELINES REGARDING STUDENT PARTICIPATION IN STATEWIDE ASSESSMENTS INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM DECISION-MAKING GUIDELINES REGARDING STUDENT PARTICIPATION IN STATEWIDE ASSESSMENTS The Individualized Education Program (IEP) team makes many important decisions

More information

Lincoln Park Public Schools Special Education Teacher Consultant Evaluation

Lincoln Park Public Schools Special Education Teacher Consultant Evaluation Lincoln Park Public Schools Special Education Teacher Consultant Evaluation Teacher Consultant: Evaluator: Date: Domain 1: Planning and Preparing for Student Learning The teacher consultant uses a wide

More information

Applied Behavior Analysis: What is it and what should the SLP know?

Applied Behavior Analysis: What is it and what should the SLP know? Applied Behavior Analysis: What is it and what should the SLP know? Amy Fetter, MA CCC-SLP, BCBA Candidate Karen Duerk, MA CCC-SLP, Program Specialist What is Applied Behavior Analysis? Applied Behavior

More information

Adaptive Physical Education

Adaptive Physical Education Adaptive Physical Education Adapted Physical Education - APE Adapted physical education is a diverse program of developmental activities, exercises, games, rhythms, and sports designed to meet the unique

More information

Understanding Special Education in the OCDSB

Understanding Special Education in the OCDSB Understanding Special Education in the OCDSB Individual Education Plan Parent Guide Learning Support Services Understanding Special Education in the OCDSB Individual Education Plan Parent Guide Table

More information

If child was born 3 or more weeks prematurely, # of weeks premature: Last name: State/ Province: Home telephone number:

If child was born 3 or more weeks prematurely, # of weeks premature: Last name: State/ Province: Home telephone number: Ages & Stages Questionnaires 18 17 months 0 days through 18 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

More information

Questions to Consider in UDL Observations of Early Childhood Environments

Questions to Consider in UDL Observations of Early Childhood Environments Questions to Consider in UDL Observations of Early Childhood Environments Universally Designed Learning (UDL) environments provide considerations for the widest diversity of learners possible so that all

More information

Helping Children Follow Directions at School

Helping Children Follow Directions at School TATS eupdate Curriculum and Instruction Helping Children Follow Directions at School January 2009 To succeed in preschool and kindergarten, young children need to acquire knowledge and skills and use appropriate

More information

Adaptive Behavior Assessment System-Second Edition Interpretive Report

Adaptive Behavior Assessment System-Second Edition Interpretive Report Examinee Information Name: Jane Smith Age: 9 years, 7 months Date of Birth: 4/5/1998 Age at Testing: 9 years, 7 months Gender: Female Grade: 3rd Ethnicity: School/Daycare: Wiman Elementary

More information

What does ABA do? TARGET: Manipulating antecedents & consequences to change behavior. 7/25/2013

What does ABA do? TARGET: Manipulating antecedents & consequences to change behavior. 7/25/2013 An Overview of Applied Behavior Analysis and Principles behind Creating Effective Interventions through Prevent, Replace, and Respond Strategies to Address Challenging Behaviors. Presenter: Robin Palmer

More information

How to Write IEPs By Michael L. Remus

How to Write IEPs By Michael L. Remus How to Write IEPs By Michael L. Remus Another successful IEP meeting IEP 2 What do you mean 1 of my 25 students needs 1 on 1 help with 16 goals? IEP 3 10 days notice of IEP meeting Parents must be told

More information

GUIDELINES FOR THE IEP TEAM DATA COLLECTION &

GUIDELINES FOR THE IEP TEAM DATA COLLECTION & GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward

More information

Going to School and Being Effective

Going to School and Being Effective Going to School and Being Effective Doreen Granpeesheh, Ph.D., B.C.B.A. Center for Autism and Related Disorders, Inc. Today s Presentation What is Applied Behavior Analysis? How does it apply to Autism?

More information

FUNCTIONAL COMMUNICATION TRAINING TO PROMOTE POSITIVE BEHAVIOR INFORMATION FOR FAMILIES

FUNCTIONAL COMMUNICATION TRAINING TO PROMOTE POSITIVE BEHAVIOR INFORMATION FOR FAMILIES FUNCTIONAL COMMUNICATION TRAINING TO PROMOTE POSITIVE BEHAVIOR INFORMATION FOR FAMILIES Center for Effective Collaboration and Practice Are These Scenarios Familiar? While you are talking on the telephone,

More information

ATAP, which began as a pilot in 2007, has had significant growth.

ATAP, which began as a pilot in 2007, has had significant growth. 32 6 ATAP, which began as a pilot in 2007, has had significant growth. Increases in the number of children served Development of plan types to ensure each individual child s needs are being met and cost-sharing

More information

0 3 Months Sensory Motor Checklist

0 3 Months Sensory Motor Checklist 0 3 Months Sensory Motor Checklist Enjoys playful face-to-face interaction with people Coos in response to playful interaction Notices and responds to sounds Moves legs and arms off of surface when excited

More information

Helping your child with Non-verbal Learning Disability

Helping your child with Non-verbal Learning Disability Helping your child with Non-verbal Learning Disability What is non-verbal learning disability? Non-verbal learning disability (NVLD) is a term used to describe a pattern of strengths and weaknesses in

More information

Creative Curriculum Developmental Continuum Checklist

Creative Curriculum Developmental Continuum Checklist Social/Emotional Development: Prosocial Behavior Curriculum Objective: 13 Uses thinking skills to resolve conflicts Accepts adult solution to resolve a conflict Seeks adult assistance to resolve a conflict

More information

Things to Do. Data Collection. Data collection is collecting specific information about

Things to Do. Data Collection. Data collection is collecting specific information about Data collection is collecting specific information about a student s academic or behavioral performance. Collecting data helps an instructor determine a program s effectiveness. By collecting and analyzing

More information

4.4 Early Detection Guidelines

4.4 Early Detection Guidelines 4.4.2.2 Assessment for Identified Concerns 4.4.2.2.6 How Children Develop 9-10 Year Olds The following section outlines the major developmental milestones for nine to ten year old children. Six areas of

More information

Develop and maintain positive relationships with children and young people

Develop and maintain positive relationships with children and young people Element PW1.1 Develop and maintain positive relationships with children and young people What you need to learn How to welcome children and young people to the setting. The communication skills you will

More information

Children s Ministry Handbook

Children s Ministry Handbook Children s Ministry Handbook TRINITY BAPTIST CHURCH Reaching Locally, Effecting Globally, Through the Word of Life. 02.05.2013 MISSION STATEMENT The goal of Trinity Baptist Church s Children s Ministry

More information