Update Ecological Inventory amp Article Review 1 Due Today Preference Assessment is Due on April 25thwe will go over the template and example today Task Analysis on Functional Skills Due ID: 581976
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Slide1
Week 4: Assessing Preferences & Choice-making
Update
Ecological Inventory &
Article Review #1 Due Today
Preference Assessment is Due on
April 25th(we
will go over the template and example today)
Task Analysis on Functional Skills Due
May 2nd
Today’s Agenda
Entry Activity & Quick Review
In-Class Activity on Preference AssessmentSlide2
Entry Activity
Partner with someone who reviewed a different article than you.
Complete the entry activity questions
Be ready to share about the intervention and how you may use this intervention in your teaching. Slide3
Planning for paraprofessionals
One of the keys to good teaching is good planning
Daily & weekly schedule of activities indicating what, when, who, where
Parapros schedule should be linked to classroom schedule
Should be clear what they should be doing for each activity in class
Develop plans that provide the content and level of info required for them to carry out the planSlide4
Steps in Ecological Assessment
Process???
Step 1: Plan with Student & Family
Step 2: Summarize what is known about the student
Step 3: Encourage Self-Determination/ Assess Student Preferences
Step 4: Assess student’s instructional program
Step 5: Develop ecological assessment reportSlide5
Briefly Share your Ecological Inventory with a Partner
What did you learn from doing this?
How will this information guide further assessment or instruction for the student? Slide6
Steps in Ecological Assessment
Process???
Step 1: Plan with Student & Family
Step 2: Summarize what is known about the student
Step 3: Encourage Self-Determination/ Assess Student Preferences
Step 4: Assess student’s instructional program
Step 5: Develop ecological assessment reportSlide7
Step 3: Encourage Student Self-Determination/ Assess Preference
Strengthen the student’s influence on their education
Student may need to try new options through systematic preference assessment (
Lohrmann
-O’Rourke & Browder, 1998)
Note student’s typical choices, talking with others who know the student, & new options
Student preference enhanced by offering &
honoring
choices (Kern et al., 1998)Slide8
Review the Lohrmann
-O’Rourke et al. article with a partner & answer these questions:
1. Identify the three reasons preference assessments are used.
2. State the strategies discussed by the authors for determining preferences
3. Define the difference between single stimulus presentation, paired stimulus presentation, & group presentations
4. What do the authors recommend for identifying a response during a preference assessment?Slide9
Steps in Conducting a Systematic Preference Assessment
Define the purpose of the assessment.
Select the range of sampling options
Determine the forms of the sampling options
Define the student’s responses for preference and non-preference of options
Outline presentation procedures
Determine sampling schedule & location
Observe & record responses to options
Summarize & make recommendations based on assessment.Slide10
1. Define the purpose of the assessment
Planning for the immediate context
Provide the focus person with the opportunity to become familiar with the range of options available in the daily routine of a person without disabilities
Planning for lifestyle enhancement
Major life decisions, exposure to experiences
Planning Instruction & intervention
Identify things that will reinforce behaviors
Guiding question should be: “How will this information be used to promote the student’s self-determination?”Slide11
2. Select the range of sampling options
Consider the category based on the purpose:
Foods, drinks, tangibles, formats, job types (e.g., clerical, custodial, etc.)
Within that category determine the options (must be meaningful)
Applesauce, mandarin oranges, yogurt, etc.
Tasks within a job: photocopying, shredding, etc.
Graphic organizers, cloze strategy, partnersSlide12
3. Determine the forms of the sampling options
Options can be either presented in their actual forms or represented with symbols or objects
Pictures (of them doing the job)
Video tape clips
A portion of the actual activity
Menu
FlyerSlide13
4. Define the student’s responses for preference and non-preference of options
Discrete responses
-e.g., approaching, engaging, initiating
Multicomponent
responses
-e.g.,
manipulatin
for at least 30 seconds plus sustained eye contact for at least 15 seconds, plus positive vocalizations while manipulating them.
Define both positive response (indicating preference) and negative response (indicating non-preference)Slide14
5. Outline presentation procedures
Provide step by step instructions of how to present the options to the student
Define whether you will use
Single item presentation (e.g., going to the movies)
Paired-item presentation (e.g., markers or crayons)
Group presentations (three or more options, remove item selected, offer remaining options, re-present to determine
hieararchy
)Slide15
6. Determine sampling schedule & location
Want to present options within the most natural setting
Determine when the options will be presented:
Massed in brief trials
When the learner is familiar with the items available
Distributed across the day
e.g., different types of materials for instruction
Combination of massed and distributed
Narrowing job interests to schedule job tryouts
Specifically scheduled events
Touring housing options with a realtor
Important to note who presented the optionsSlide16
7. Observe & record responses to options
Record the responses of the student
Indicate the percentage an option is selected AND/OR
Indicate how long student engaged with option AND/OR
Hierarchy of preferencesSlide17
8. Summarize & make recommendations based on assessment
See example
Want to ensure that the language is parent and teacher friendly.
Make sure the purpose is expressed and the outcome is clearly described.Slide18
Work with a partner to determine what you are thinking of doing with your target studentSlide19
Specialized Techniques
Still waiting for others to turn in the Disability Matrix Activity so I an scan and post
Ability awareness Lesson Plan Due April 25
th
OT/PT observations AND AT/AAC observations not due until May 16
th
& 23
rd
, but be planning for these!
Annotated Bibliography: Think of a topic that sparks your interest based on our readings, discussions, etc.Slide20
Video example of A
bility
A
wareness