GUIDE TO WRITING IEP GOALS WITH IMPLIED EVIDENCE-BASED PRACTICES (EBPs)

Transcription

1 GUIDE TO WRITING IEP GOALS WITH IMPLIED EVIDENCE-BASED PRACTICES (EBPs) 6 Elements of a Comprehensive Measurable Annual Goal 1. Name the student and date to achieve the annual goal 2. Provide given statement of underlying conditions (EBPs) 3. Describe the observable behavior 4. Add clarifying information (if necessary) 5. State the performance level 6. State the evaluative criteria/measurement Sample IEP Goal: By 1/31/17, given a passage at ability level and a graphic organizer depicting who, what, when, where visually, Justin will identify facts (people, locations, dates/times) as they relate to the main idea of test with 80% accuracy in 4 out of 5 trials as measured by student work samples. What are Underlying Conditions? What needs to be present for the student to accomplish the task or skill Statements that are essential to successful programming Statements that are essential to avoid inappropriate programming Statements that ensure consistency of instruction and support across staff Structuring an IEP Goal for a student with Autism Include the Given Statement Given can IMPLY a specific EBP but does not state one specific methodology Think about the EBPs that might be appropriate as you develop the goals so you can think about how best to measure progress and implementation

2 Antecedent Based Intervention (ABI) : Arrangement of events preceding an interfering behavior to prevent or reduce occurrence By varying duration of task/demands Given frequent breaks in between task demands Given no more than 10 items per worksheet By interspersing easy and difficult tasks, student will increase tolerance answering Using a first-then strip By increasing the opportunity to choose before starting an activity... Given an individualized menu of task choices By providing short activities when peers are transitioning By rehearsing future events By modeling new tasks Cognitive Behavioral Intervention (CBI): Instruction on cognitive processes leading to changes in behavior Differential Reinforcement of Alternative, Incompatible, or Other Behavior (DRA/I/O): Consequences provided for desired behaviors that reduce the occurrence of interfering behaviors By redirecting the student's thoughts and feelings... By understanding the student's problems... By collaborating possible solutions with the student... By guiding the student in working through the situation... By soliciting the thoughts and opinions of the student about a situation... By teaching a new way of thinking.. By teaching new ways of behaving when faced with a particular situation... By helping the student find better ways to feel better about himself... By encouraging the student to share his feelings... By teaching techniques to feel better about a situation... By focusing on teaching the student's way of thinking about a situation... By providing immediate feedback for successful approximations By ignoring inappropriate behaviors and immediately providing positive feedback for replacement/appropriate behaviors By only providing attention when appropriate behaviors occur By teaching student to use alternative behavior By setting intervals using devices such as timers, stopwatch, wristwatch to determine when student receive positive feedback... By choosing an incompatible behavior replace an inappropriate behavior (specify behavior)

3 Discrete Trial Teaching (DTT): Instructional process of repeated trials, consisting of instruction, response, and consequence Exercise (ECE): Antecedent based physical exertion to reduce interfering behaviors or increase appropriate behaviors Using tasks that are broken into short and simple trials By building student s motivation by rewarding desired behaviors and completion of tasks Given instructions that are clear and consistent Given instructions that are short and concise During one on one teaching By providing instructions that involve repetition By teaching a skill repeatedly until it is mastered Using clear and distinct trials... By incorporating movement breaks every minutes... By designing a specific routine to be performed for number of minutes (or number of times per day...; or distance...) Given a visual of specific routines to be performed... o Types of exercises that may benefit students with autism: jogging running wall pushups riding a scooter jumping rope riding a bike jumping jacks trampoline pushups sit-ups crab walking lunges stairs chair raises swimming toe raises leg scissors leg kicks arm curls (with weights of resistance bands) yoga poses hula hoop sports related activities: tennis, ping pong, volleyball, kickball, basketball)

4 Extinction (EXT): Removal of existing reinforcement in order to reduce an interfering behavior Functional Behavior Assessment (FBA): Systematic protocol designed to identify contingencies that maintain an interfering behavior Functional Communication Training (FCT): Replacement of an interfering behavior with communication that accomplishes the same function By withholding a preferred item/activity when inappropriate behaviors occur (if function of behavior is access to tangibles/activities) By not providing attention when inappropriate behaviors occur (if function of behavior is maintained by attention) By not providing attention when incorrect responses occur, student will By not allowing the student to be removed from the situation (if function of behavior is maintained by escape) Using positive behavior interventions By substituting a socially acceptable behavior to replace inappropriate By identifying when the behavior is most likely to occur By identifying when the behavior is least likely to occur By looking for a pattern when behavior is most likely to occur By identifying factors affecting behavior By modifying events/circumstances associated with problem behaviors Using *, as a replacement behavior Using * that will be easily noticed and acknowledged by the classroom staff By acknowledging *as a communicative intent By teaching the student to use * as an appropriate form of communication instead of engaging in (specify maladaptive behavior) *Speech, gestures, signs or pictures Modeling (MD): Demonstration of a desired behavior that results in skill acquisition through learner imitation Modeling as a prime: By cueing the learning to observe the action.. By demonstrating the behavior /skill... By waiting for learner to imitate behavior... Modeling as a prompt: By directing the learner to use behavior... By showing the desired behavior...

5 Naturalistic Intervention (NI): Intervention strategies that occur with the learner s typical settings and routines Parent-Implemented Intervention (PII): Parent delivered intervention learned through a structured parent training program Peer-Mediated Instruction and Intervention (PMII): Typically developing peers are taught strategies that increase social learning opportunities in natural environments Using role-playing with peers... Picture Exchange Communication System (PECS): Systematic 6 phase protocol teaching the exchange of pictures between communicative partners Pivotal Response Training (PRT): Pivotal learning variables guide intervention implemented in settings that build on learner interests and initiative By using learner-directed activities Given choices By setting-up pre-planned activities Using motivating materials/activities By following the student s lead By purposely keeping items out of reach to increase student s communication By demonstrating the procedures to the parents during training sessions Using role-playing By giving parents the opportunity to review videos Through modeling Through feedback and coaching Using video samples By providing a log book / simplified data sheet By setting up activities that will promote social interaction By planning activities to promote turn taking By limiting play materials to encourage sharing By selecting toys that require assistance to operate By assigning a play partner Using topic cards to encourage conversation Using open-ended topic starters Using cue cards as prompts Using peer-to-peer support Using pictures Using symbols By teaching picture discrimination Given a communication book Using an I want picture card/symbol to request Using an I see picture card/symbol to comment Given choices to increase motivation By reinforcing attempts/approximations By participating in material selection By participating in activity selection By participating in topic selection By arranging the environment with learner-preferred items By following the student s lead By incorporating choice-making opportunities By varying tasks to maintain student s interest By varying materials to maintain student s interest By varying activities to maintain student s interest When shown at least 3 choices

6 Prompting (PP): Verbal, gestural, or physical assistance that supports skill acquisition *Prompting is a very useful tool when done intentionally and then faded as soon as possible Reinforcement (R+): A response occurring after a behavior resulting in an increased likelihood of future reoccurrence of the behavior.by providing cues When asked the question what is this? When asked the question what do you want? Through modeling By positioning target items closer Using physical guidance By partially assisting Using a checklist of preferred items or activities Using a token system By delivering preferred items on a fixed schedule By delivering preferred items on a variable schedule By identifying motivating activities/materials By giving a my choice option By identifying preferred and non-preferred items/activities Using a first-then card Given the motivation to do so Response Interruption/Redirection (RIR): Use of prompts or distracters during an interfering behavior that diverts attention and reduces the behavior Scripting (SC): A verbal or written model of a skill or situation that is practiced before use in context Self Management (SM): Instruction on discrimination between appropriate and inappropriate behaviors and accurate selfmonitoring and rewarding of behaviors By using physical blocking and redirection When given a verbal directive When prompted to engage in an alternative behavior By redirecting to another activity By reinforcing the alternative behavior By providing pre-written conversation starters... Using pre-stored messages... Given written text to appropriately ask questions... Using color coded cue cards to help student know when it is his turn to speak... By giving written prompts to initiate a conversation... By giving written prompts to maintain a conversation... By giving written prompts to extend a conversation... By giving written prompts to terminate a conversation... By using a voice-output device with pre-recorded messages... Given self-calming strategies... Using a self-recording system Using a checklist Using a countdown chart Using a yes/no chart Using a token board Given a stopwatch Given a kitchen timer -or- Given an alarm clock Using a behavior contract When taught how to self-record his/her behavior

7 Social Narratives (SN): Descriptions of social situations with examples of appropriate responding Social Skills Training (SST): Direct instruction on social skills with rehearsal and feedback to increase positive peer interaction. Structured Play Group (SPG): Adult lead small group activities that include typically developing peers and use prompting to support performance When pre-taught social scripts Given a story describing Given illustrated scenarios Using a story incorporating pictures of the student s special interest Given a script When read a story encouraging appropriate behaviors When read a story to prepare the student Given direct instruction... By using video samples... Given prompts to engage in a specific social skill... Using visual cues to guide a specific social skill... Through facilitated practice... Through practice with feedback... By practicing with trained peers... By modeling a specific social skill... Through role playing... Using a concept mastery routine... Given social skills curriculum to address (insert the specific skill)... Using technology (such as video cameras, TV, monitors, dvds, online videos)... Using props to initiate social interaction... Using peers as models During group instruction By organizing group activities During group training sessions Using peer to peer support By setting up play settings that promote interaction... By having a high proportion of socially competent peers in a naturalistic setting (ex. Playground, play area, etc.)... By selecting play materials that focus on interactive play... By using consistent schedules and routines to promote independent play... Through guided participation... By shaping play skills...

8 Task Analysis (TA): The process of breaking a skill into small steps that are systematically chained together Technology -Aided Instruction and Intervention (TAII): Intervention using technology as a critical feature Time Delay (TD): Delaying a prompt during a practice opportunity in order to fade the use of prompts Video Modeling (VM): A video recording of a targeted skill that is viewed to assist in learning By breaking down the skill into small, manageable steps By breaking tasks into steps By arranging steps in a sequence or order By breaking a task into a series of steps with illustrations After breaking the skill into its component parts By mastering each individual step By breaking complex skills into smaller steps Using highly motivating interactive software Using a preferred mode of electronic communication... Given immediate feedback for correct responses through enhanced sounds and animation... Using simple interface programs to help prevent sensory overload Using color-coded keyboard Using a device containing no more than symbols Using a touch screen device Using a device that enables selection of letters, words, or symbols Using pre-recorded messages on a device Using a device containing a combination of photographs, text, objects, or other graphic symbols Using a calculator... Using a typing program... Using a systematic prompt fading technique By inserting a delay between the instruction and when prompt is given By gradually increasing the time By using a fixed amount of time between the instruction and the prompt Using short videos By watching a demonstration of desired behavior By imitating a skill on video By watching a model By recording and watching the routine By reviewing videos

9 Visual Support (VS): Visual display that supports independent skill use. Using photographs Using a calendar Given picture symbols Using labels Using objects Using written words Given schedules Using icons Given a choice board Using a visual schedule By arranging materials in a left to right format Following sequenced visual cues By completing a task in an assigned order Following a written list of activities in a particular order By providing cue for the next activity Given conversation cue cards Using symbols Given written step-by-step directions Given written classroom rules... Using a written contract Using a countdown chart Using a scale to communicate stress level Using a scale to show voice volume Using a timer Using a digital clock Using color-coded behavior cards... Using a stop sign Using a break card Using a first/then card Using visual scripts Given a checklist By color coding Using a graphic organizer Using a to-do list Using photo boards Given a list of activities By highlighting the text Given a map Developed by: To learn more about Evidenced-Based Practices, please visit: captain.ca.gov afirm.fpg.unc.edu