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Week 4: Assessing Preferences & Choice-making Week 4: Assessing Preferences & Choice-making

Week 4: Assessing Preferences & Choice-making - PowerPoint Presentation

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Week 4: Assessing Preferences & Choice-making - PPT Presentation

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

amp options assessment student options amp student assessment preference step determine activity responses define student

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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