Access to General Curriculum Final

What is a discriminative stimulus?

provides a specific consistent response and is used to increase the desired behavior of a client.

Conceptual Diagram of Science

(Look at Diagram)

Error Correction Procedures

- In time delay, use small increments of time to discourage errors • Correct any errors and remind student to wait for help if needed. - In prompt hierarchies, may correct error but try to interrupt and give next level prompt -Should lead the child to the correct response -Should not give a lot of attention to the error -The teacher can block the incorrect response and model the correct response

Reinforcement Procedures

- Praise student for making correct response with no more assistance than needed on prior trials • E.g., If student can make response with verbal prompt, don't praise waiting for a model prompt

What is Total Task Chaining? Benefits and Disadvantages

- Student is given opportunity to perform each step every time opportunity. - For example: When putting on pants, the student has the opportunity to perform each step EVERY time he/she puts on pants.82

What is Forward Chaining? Benefits and Disadvantages

- Teach only the first step of the task analysis and do all the other steps of the task analysis for the student. After the student masters step 1, then only teach step 2, while maintaining step1

What is Backward Chaining? Benefits and Disadvantages

- Teach only the last step of the task analysis. Do all the other steps of the task analysis for the student, until the student masters the last step. Then teach the second to last step only and expect the student to continue independently completing the last step of the task analysis.

What are the strategies for teaching reading for students who are nonverbal?

- multiple response options -SBL -AAC device -text to speech device -switches -Adapted texts

Response Prompting Strategy: System of Least Prompts

-Also known as Least to Most Prompts -Can be used with a task analysis or a chain or behaviors (e.g., locating a web page) or a discrete task -A hierarchy of prompts with a delay of time are used on each step of the task analysis (e.g., g, v, m, p) until the learner makes the targeted response -Always give the learner an opportunity to make the correct response before any prompting on each step of the task analysis -Using the least intrusive prompt first and progress to more intrusive prompts until the learner responds -Typically 3 to 4 prompts in the hierarchy -Encourage the learner after correct and independent responses -Decrease praise as the learner responds to the natural cues -Usually 3 to 5 second delay between prompts How to teach SLP: -Identify the prompt hierarchy (controlling prompts) to be used for instruction and some motivators -Give the natural cue (target stimulus to start the lesson- "Let's read our book" -The teacher goes to step one of the task and waits 3 to 5 seconds for the student to complete the first step. If the student does not complete step one after set time, the teacher will prompt with the first level of prompting. -If the student does not respond the teacher uses the second level of prompting -This continues until all the levels of prompting have been used and the student completes the step. -If using this procedure with a TA- this process is repeated for the remaining steps -If the student performs the step of the task analysis with no prompting lots of praise is given and the next step is presented -If the student makes an error the most intrusive level of prompting is used to correct the student on the step.

How can teachers adapt instruction to align with state standards?

-Determine the Content: Collaborate with general educators -Task analysis: analyze the steps to solve the math problem -Story: Write a story for the math problem -Concrete Manipulatives: Create a graphic organizer or use other manipulatives to learn the math operation

What curriculum are out there for teaching reading or emergent literacy skills to students with significant disabilities?

-ELSB: Early Literacy Skills Builder -ERSB: Early Reading Skills Builder -The K Level of Early Interventions in Reading -Meville to Weville -Literacy Lab

What is partial participation? Give examples of when and how it is used

-Even though some individuals with severe disabilities cannot independently perform all steps of a given task/activity, they often can be taught to perform selected components or an adapted version of the task -It is used to help a learner be more active in a task, make more choices in how the task will be carried out, and provide more control over the activity Example: 1. Announces activity- Lifts her head to listen 2. Gets out the utensils- Grasps a spoon 3. Wheels Saundra to the table- Releases the spoon on the table

What is generalization and how do you plan for it in instruction?

-Generalization = using the skill in an untrained setting, with untrained materials, or with new people -Ways to promote generalization: 1. Teach with materials found in natural settings (example: teach cooking words using food labels) 2. Use community-referenced materials to setup classroom simulations (example: setting up a register in the classroom to practice purchasing skills) 3. Teach to Multiple Exemplars (use multiple materials, persons, and settings as teaching) 4. General Case - Teaching all variations that may be found (example for shirt: t-shirt, long sleeved shirt, button down shirt, turtleneck, etc.)

Response Prompting Strategy: Graduated Guidance

-Instructional approach used with continuous behaviors, discrete behaviors or chained behaviors. (e.g., handwriting, navigating computer mouse, adding a solvent to a solute to make a solution, access AAC, eating, walking) -Often used to teach students a motor skill -Uses very intrusive prompting until the learner begins to demonstrate independent physical responses and gradually fades prompting -The teacher identifies the skill to teach and the type of prompting to be used. The prompting needs to be a most to least intrusive prompt hierarchy -The student is given full physical assistance on the skill using hand over hand until the student begins to make the movements themselves -As the student begins to make the correct movements the teacher decreases assistance by offering partial physical assistance at the wrist. As the student continues making the correct response the teacher will only offer partial assistance at the elbow and so on and finally only by shadowing -Assistance can be added at any time if the student stops responding

What is maintenance and how do you plan for it in instruction?

-Maintenance = when a behavior is performed over a period of time -For example: If a student can read 10 sight words today and is still able to read the same 10 sight words in two months. -When planning for maintenance, think of skills that will be naturally maintained in the student's life (for example: tying shoes vs. stringing beads)

Know the big standards in math according to the NCTM examples of goals under each

-Numbers and Operations -Measurement -Data Analysis and Probability -Geometry -Algebra

Response Prompting Strategy: Most to Least Prompts

-Opposite of System of Least Prompts. Also known as decreasing assistance -Provide the target stimulus with the controlling prompt at the same time on each step of the task analysis -Gradually prompts with lesser degrees of control or intrusiveness are used, while being paired with the target stimulus -Start with a physical and a verbal prompt -A criterion of functioning is needed at each level of prompting. Once mastered the prompt can be faded to the next level of less intrusive prompting -Example: Full physical, partial physical, model, verbal -Identify a hierarch of prompts -Each step of the TA or the skill is taught with a prompt until mastery of that prompt is achieved -Instruction can occur on each step of the TA with a different prompt until mastery is achieved with that prompt -Once mastery is achieved the next less intrusive prompt is used.

What is UDL?

-Representation: -Expression: -Engagement:

Progressive Time Delay

-Similar to Constant Time Delay -Progressive Time Delay gradually increases the delay period between the initial task direction (target stimulus) and the prompt (controlling prompt) after each trial -Can be 1 second, 2 seconds, 3 seconds OR..... 2 seconds, 4 seconds, 6 seconds, etc.

Teaching Format: Task Analysis

-Steps of a chained skill are broken down into a series of discrete responses (step by step) that are linked sequentially. -Example: Putting on Pants 1. Pick up pants 2. Locate zipper/button 3. Turn pants so that zipper/button is face up. 4. Hold the waist band. 5. Put one leg into corresponding pant leg... etc. (keep going)

What practices have been deemed evidence based to teach math to students with significant disabilities

-Systematic Instruction (Time delay, system of least prompts, task analysis) -In Vivo Instruction -Opportunities to Respond -Technology aided instruction -Manipulatives (Concrete and virtual) -Explicit Instruction (model-lead-test, multiple exemplars, discrimination training) -Graphic Organizers/heuristics (number lines, diagrams) -application in real life settings -task analysis

Response Prompting Strategy: Constant Time Delay

-Usually used with simple discrete behaviors -Errorless learning -The teacher offers a cue and immediately gives the response to teach the child the correct response. The teacher reinforces the child's correct response. -After several trials the teacher offers the initial cue and waits a set delay (e.g., 5 seconds) for the child to give the correct response. Praise is then given for the correct response. -The teacher identifies the skill to teach, the cue, and the motivators -Teacher provides an attention cue- "Let's get ready to read." attention cue. -Then a task direction- "Read the card" (target stimulus"). Immediately the teacher reads the word and the student repeats the word (controlling prompt). The teacher praises the student. This repeated for several instructional sessions. (zero delay round) -After several trials at zero delay. The task direction is given (target stimulus), the teacher waits set delay time for the student to respond. If no response after delay then the controlling prompt is used. The student gives the correct response the teacher offers praise. Record Data -If an incorrect response is given the teacher provides error correction procedures -If multiple errors occur, return to the zero delay condition

Response Prompting Strategy: Simultaneous Prompting

-Very similar to Constant Time Delay or Progressive Time Delay, but never leave the zero delay round -To identify if transfer of stimulus control (learning) has occurred, probe students often typically before instruction occurs each day on targeted skill -After probing, if the student is able to complete the skill independently instruction stops and this goal is placed into maintenance -If student is not able to independently complete the skill, continue trials at a zero delay

How can manipulatives and graphic organizers be used in math instruction for this population?

-Visually represent each problem type and relationship between quantities -Purpose is to help student organize information from the problem -Need space to use manipulatives (rather than writing in numbers) -Color coding and visual supports CRA

Data Collection- choosing data sheet based on objective (task analytic; repeated trial; repeated opportunity; duration; frequency)

-We take data to: 1. Report student progress 2. To make instructional decisions -Making Decisions 1. Analyze the data 2. Use the decision rules 3. Implement the decision to change instruction ----------------- 1. Task Analysis: Steps needed to complete a chained task. The teacher scores and charts each step completed and the number of steps correct. Examples: uses coin jug to select money to purchase a soda, folds laundry using picture card directions, makes cookies following a recipe 2. Repeated Trial: Teacher-delivered teaching trials on one or more than one response in a set. The teacher scores and charts each trial correct and the number correct/items correct. Examples: points to sight words, names objects labeled with pictures, eye gaze to picture symbols for choices to eat for lunch 3. Repeated Opportunity: Responses taught throughout the day when they typically occur. The teacher scores and charts each correct response and the number or types of responses correct. Examples: use object schedule, signs name on each paper given, tells clock time at start of each lesson 4. Frequency Count (Tally): Once skill learned, goal is to increase the number of times student uses this new response; may be throughout the day or in one lesson. The teacher scores and charts the tally number of times response is observed. Examples: uses picture to ask for help, uses a VOD labeled with words to signal readiness to begin activity 5. Duration Recording: total amount of time student engages in task. The teacher scores and charts the total number of seconds or minutes. Examples: sets timer to a specific time and works during that time, listens to a book on tape for a specific amount of time 7. Cumulative Recording: One discrete response with goal that it will be used consistently each day (or more than once daily). The teacher scores and charts yes/no response made each day and chart cumulative responses (total across days). Examples: uses picture (switch) to ask for "help", greets peers in A.M., lifts finger to indicate "ready to move"

What is the Work It Across process and how is it done?

-We tier the instruction not the students -Content is the same for all students -Access into the content is fluid -A student's ability to access the content may change *With time *With new content *Within the same content (different skills in math) EXAMPLE: -State Writing Standard: "Create multiple paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs." -Extended Standard: "Create a paragraph that uses transitional words and includes a central idea with supporting details." Work-It-Across symbolic levels: abstract symbolic, concrete symbolic, and beginning with symbols

What are barriers to achieving written expression for this population?

-Weaknesses in executive functioning skills -Weaknesses in oral language -Limited vocabularies -Lack of familiarity with grammar and syntax -Impairments to long- and/or short-term memory -Research suggests children with moderate to severe disabilities come from less literacy-rich home environments -Students with moderate to severe disabilities experience a range of high/low ELA instructional practices, which leads to inconsistent skill development across the population.

What is stimulus control? When do you know when learning has occurred?

-When the individual consistently makes a response in the presence of a specific, discriminative stimulus. It is what you want as a teacher. We want our student to respond independently to a discriminative stimulus vs. us having to prompt them to respond.

Know the basic principles of ABA and where prompts come into play

-every response is preceded by a stimulus and followed by a consequence -A reinforcer is a consequence that increases the recurrence of the response in the presence of this target stimulus -The stimulus becomes a discriminative stimulus for making the response

Know strategies to teach writing (e.g., sentence frames, tech, systematic instruction)

-graphic organizers -response options -systematic instruction -HWT (Handwriting Without Tears) -technology and apps

What is a controlling prompt? What is a prompt? What is the difference between the two?

-is one that controls the student's responsiveness to the target stimulus given the student's current skills or ability level -The prompt the student can respond to; paired with the target stimuli. -Definition of Prompt: Stimuli added to the target stimulus or after the target stimulus to help the student make the target response. Prompts are not natural cues. These are gestures, verbal directions, models, physical guidance.

Data based Decisions (know the table and what to do for each decision)

-slow progress, no progress, adequate progress, variable, mastery -5% rule -Instructional decisions based on data patterns -Graphing- aim line, data patterns

Be able to describe the curricular shift across the decades (70s, 80s, 90, current expectations) for students with significant disabilities and what were concerns with each

1. 1970s: Developmental Focus -Instruction based on "mental age" -Adapted from early childhood curriculum -Limitation: "not age appropriate" and "not functional" for older students 2. 1980s: Functional Focus Criterion of Ultimate Functioning Applied -Instruction based on chronological age "age appropriate" skills - Teaching skills in, and for, community settings -Limitation: students sometimes not with peers who were nondisabled 3. 1990s: Inclusion and Self Determination Focus -Instruction in general education settings -Teaching choice making, goal setting -Limitation: not typically learning general curriculum content 4. 2000s: Increased Academic Focus -Advent of alternate assessments -Increased academic focus -Limitation: sometimes abandoned functional skills, academics not always aligned with general curriculum, lack of focus on inclusion 5. NOW: Increased Access to General Curriculum -Instruction on extended academic content standards -Greater access to general curriculum content -Self determination to make access meaningful -Legislation requires students make "meaningful progress" -Limitation: Still working to make inclusion a reality for most students

What are some things to keep in mind when adapting books? How do you adapt a chapter book?

1. Age and Grade Appropriate Books • Promotes access to the general curriculum • Aligns with state standards by teaching the same curriculum • Provides an opportunity to experience the same age and grade level literature of typically developing peers 2. Adapt the Book Adapting the book is necessary because: - Challenge of the text • May not be able to read the words • May have no pictures in older grades • Short attention spans vs. amount of text if read aloud • Limited receptive vocabulary - Challenge of the book • May not be able to hold/ manipulate book • Book may be too "fragile" for students' motor abilities • Book may appear unappealing if all text 3. How to Shorten/Rewrite Text • Pre-read text• Summarize each chapter to capture main idea- provide details • Re-write chapter summary using considerate text 4. Adapting the Book (Chapter Books) • Re-write chapter summary using considerate text: - Add graphics (picture symbols) to key vocabulary - Add definitions to text - Add explanations to text - Use Repeated Story Line to support main idea of each chapter

What are some strategies for teaching written expression to this population?

1. Assessing Students' Current Repertoire -A number of formal assessments (limited validity for students with moderate to severe disability) exist to support teachers in determining each student's current writing and general communication (spoken and listening) repertoire: •Test of Early Written Language-3 •Comprehensive Assessment of Spoken Language •Peabody Picture Vocabulary Test-4 -Speaker skills: expressive skills, affecting the behavior of others -Listener skills: receptive skills, involve the responding to words of others. -Benefit of assessments: they provide teachers a scope and sequence of skills to determine instructional targets and objectives. 2. Making Writing Meaningful -It is important that students learn to value writing as a purposeful skill: •Determine what is important to students Stimulus Preference Assessment (SPA) (Pennington et al., 2012) Pair prewriting behaviors with reinforcing stimuli (Caroll & Clatt, 2008) Teach students to request preferred items (Mands) Early instruction should include basic mand training procedures that involve capturing or contriving student motivation, presenting the preferred stimulus using response-prompting procedures. 3. Imitation Copying to text (Skinner, 1957): teachers can begin to use the written word to prompt student responses rather than the hand-over-hand prompting. Students can use print within their environment to support spelling. (See-Write Relationship) From this point, teachers can enhance written expression by requiring students to make written requests. The use of assistive technology may be required to circumvent fine-motor weaknesses. 4. Spelling Transcription (Skinner, 1957) •Constant time-delay strategies •Backward chaining strategy Instruct students to spell words in the presence of pictured stimuli •Computer assisted technology (Stromer et al., 1996) Requires intensive 1:1, or small group instruction •Cover, copy, compare (CCC) (Cordes et al., 2012) •Video models (Kinney et al., 2003) •Word Processing with Spell Check (Kagohara et al., 2012) 5. Sentence construction The use of selection-based writing software to support students with limited spelling skills are advantageous because: 1.They eliminate the need for spelling skills 2.The ability to embed the fade picture or positional prompts with arrays 3.Digitized auditory feedback 4.The ability to save electronic files for editing and assessment Sequential teaching is important: A.Teach the use of written expression to make a request B.Use mand frames to expand requests (e.g., "I want", "can I have?") C.Use mand frames to teach student to include attributes in their requests. D.Build a word-to-picture repertoire E.Use sentence starters or auto-clictic frames to expand sentences F.Teaching students self-monitoring skills (e.g., can you name and tell something about the object) G.Move from single sentence writing to writing multiple sentences about a picture H.Fade pictures so students can apply the skills they have learned. 6. Writing Narratives Goal: to teach students skills so they can apply them in a multitude of ways across their experiences and over a lifetime. Instruction will begin with teaching students to write simple paragraphs •Teach students that a paragraph names a topic and tells more about the topic Strategies to support learning this skill: Highlighting key elements within a paragraph Use of a high stimulus visual organizer Use of selection-based software: requires teacher to develop arrays based on student's ability. Use of visual supports during planning/drafting Peer Supports in the writing process (Bedrosian et al., 2003) 7. Editing and Revision Teaching students to improve the clarity of their written responses ensures that students' messages are accurately received and ultimately reinforced. Strategies for teaching editing: •Present only one element at a time for instruction •Present a variety of examples for practice •Provide for opportunities of self-evaluation •Provide teacher feedback •Teach students to use checklists to improve inclusion of all required criteria •Students can graph/monitor their progress

What are before, during, and after text-reading strategies in social studies?

1. Before a. to identify and preteach vocabulary that are central to text understanding b. to preview the text, strategically connecting vocabulary and text content 2. During a. Chapter Overviews b. The CLUE strategy 3. After a. Vocabulary maps after reading b. Chapter overviews after reading c. Anticipation guides after reading d. Practice activities e. Active engagement

What are the 4 steps of a systematic instruction plan?

1. Define the skill to be acquired, develop a method of data collection, and identify the objective for mastery 2. Define the methods that will be used to teach the skill, determine the prompting and feedback, and write a plan 3. Implement the plan, (Who, when, where), and teach daily 4. Review the student's progress, chart the student performance, review using data based decisions, and modify the plan if needed

What are symbolic levels? And how can you use them when describing students with significant disabilities and how does it play into the Work It Across process?

1. Expanded/Abstract Symbolic: -Examples of how student accesses academic content: *Reads some sight words *Has large picture vocabulary *Recognizes numbers *Beginning writing or graphic representation -Achievement Target: *Increasing vocabulary *Applying symbols to wide range of grade level content 2. Early/Concrete Symbolic: -Examples of how student accesses academic content: *Uses small picture vocabulary system *May recognize a few specific numbers (e.g., age) *May recognize a few specific letters (e.g., first letter of name) -Achievement Target: *Acquiring new symbols that can be "pivotal" broad content *Showing as much understanding as possible with current symbol system 3. Presymbolic/Beginning Symbol Use: -Examples of how student accesses academic content: *Shows understanding and is intentional in communication efforts using objects, movement, sounds *Will be learning first symbols concurrent with content learning -Achievement Target: *Showing understanding concretely (nonprint) *Acquiring first symbols concurrent with content 4. Awareness: -Examples of how student accesses academic content: *Inconsistent in showing intentionality of communication (e.g., crying may be general discomfort vs. requesting food) *Difficulty to consistently interpret intent or meaning of movements, sounds, eye gaze -Achievement Target: *Showing reaction to activity through opening eyes, sounds, increased alertness *Increasing focus of attention and general responding

Know the difference in problem types and how to identify each

1. Group: -Different Things -Amount Increasing - small group, small group, big group - PartPartWhole -Isabelle ordered meals for her friends at the fast food restaurant. Isabelle ordered 3 chicken sandwiches. She also ordered 2 hamburgers. How many meals did Isabelle order in all? 2. Compare: -Comparing Things -How many more/fewer? -bigger number, smaller number, difference -differences in quantities are compared -Ben and Kim went to the book fair at school. Kim bought 6 books. Ben bought 4 books. How many books did Kim buy than Ben? 3. Change: -same thing -Amount increasing/Amount decreasing -start amount, change amount, end amount -Aiden took some dollars to buy snacks at the grocery store. Aiden took $8 dollars to the grocery store. Aiden paid $2 dollars for bag of chips. How many dollars does Aiden have left?

Steps of the Science Task Analysis (for teacher to implement across science areas)

1. Introduce Lesson 2. Review target vocabulary 3. Ask "Do you know what this is?" 4. Fill in K "know" on KWHL chart 5. Ask "What do you want to know?" 6. Fill in the W "Want to Know" on the KWHL chart 7. Ask "What do you think will happen in the experiment? What is your prediction?" 8. Wait for student to initiate response with materials. 9. Fill in H "How" on KWHL chart 10. Conduct experiment 11. Read concept statement 12. Fill in L "Learn" on KWHL chart 13. Review experiment 14. Summarize concept

What content areas does NCSC assessment cover?

1. Mathematics: -Coordinate Plane -Expressions -Fractions and Decimals -Functions -Linear Equations -Perimeter, Area, and Volume -Radicals and Exponents -Ratios and Proportions 2. English/Language Arts: -Author's Purpose and Point of View -Informational Writing -Main Idea, Theme, and Details -Narrative Writing -Persuasive Writing -Summarizing and Inferencing -Text Structure -Vocabulary and Acquisition

Big Standards in Science According to NSES and Examples of Goals Under Each

1. Physical Sciences: -PS1: Matter and Its Interactions -PS2: Motion and Stability: Forces and Interactions -PS3: Energy -PS4: Waves and Their Applications in Technologies for Information Transfer 2. Life Sciences: -LS1: From Molecules to Organisms: Structures and Procedures -LS2: Ecosystems: Interactions, Energy, and Dynamics -LS3: Heredity: Inheritance and Variations of Traits -LS4: Biological Evolution: Unity and Diversity 3. Earth and Space Sciences: -ESS1: Earth's Place in the Universe -ESS2: Earth's System's -ESS3: Earth and Human Activity 4. Engineering, Technology and Application -ETS1: Engineering Design -ETS2: Links Among Engineering, Technology, Science, and Society

What are story based lessons? What are the steps of a story based lesson? How does it change across the school years?

1. Preparation for teaching literacy skills using story-based lessons -Select grade-level picture book or an adapted chapter book -Select key vocabulary from book *If using picture vocabulary pair picture with word *Up to 5 vocabulary pictures/words per book -Find repeated line or create one that tells main idea of the book -Select at least 3 comprehension questions with answers and distracters -Modify book as needed for student access 1) Anticipatory set 2) Read the title 3) Read the author 4) Prediction 5) Open book 6) Text pointing 7) Identify vocabulary 8) Repeated story line 9) Turn the page 10)Comprehension question/review prediction -Items in BOLD Print should be done in specific order, all other items can be completed in the order of teacher's discretion. Step 1: Anticipatory Set Description Anticipatory set is the presentation of an object or concept that can be accessed through any one of the five senses The anticipatory set can include: -An object to be touched---(ex. an stuffed animal or a pair of mittens) -A food that can be experienced through taste or smell--- (ex. a lemon or a fortune cookie) -An object that describes a concept--- (ex. An ice cube or a cup of warm water) -A recording that represents a part of a story--- (ex. a violin piece or a mooing cow) Step 2: Read the Title Description Students need the opportunity to interact with the story in a specific sequence When presenting the title page of the book, the teacher should use the word "title" -"I am going to read the title of our book." The teacher should also sweep their finger under the title, to further emphasize their statement Step 3: Read the Author's Name Description When presenting the title page of the book, the teacher should use the word "author" to describe the writer of the story -"I am going to point to the author's name. The author is the person who wrote this book." The teacher should also sweep their finger under the author's name, to further emphasize their statement Step 4: Ask a Prediction Question Description Students make a prediction about what they think the story will be about. Front cover and pictures in the story can provide context clues that assist the child in making that prediction -Take a "picture walk" through the book. Point-out pictures that are important in determining what the story is about. There are no wrong answers. -The student is simply indicating what they THINK the story will be about. Step 5: Model Opening the Book Description Students with significant disabilities may not have had an opportunity to "handle" books Students need to understand how to orient the book -Front, back, top and bottom of the book Students should be given the opportunity to position the book so that it can be read Point out the front, back, top and bottom of the book and model how to open it Present the closed book to a student Step 6: Text Pointing Description Point to the text as you read. Text pointing teaches the concept that the words on the page are correlated to the pictures in the book and story being told and reinforces the concept of reading from left to right, and from top to bottom Students should be given the opportunity to text point a sentence from the book Read the words as the student points to them -Read at the same pace as the student points from word to word. For students with physical limitations, text can been larged and displayed on a large piece of clear plexi-glass for eye-gazing or on a vice output device Sentences can be highlighted and may become the repeated story-line Step 7: Identify Vocabulary Description Vocabulary: -Words that we must know to communicate effectively -Words in text that we must know so that we can connect to the text Teach word meaning through specific instruction -Teach specific words prior to reading -Repeat exposure to vocabulary words in many differentcontextsSelect up to 5 words/pictures -They may be highlighted -Pair picture vocabulary with the word -May use voice output device Step 8: Read the Repeated Story Line Description Elementary books often have a line from the book that is repeated that describes the main idea of the story. If there is no repeated line, the teacher can create one that emphasizes a theme central throughout the story -This text can be taped into to the book and/or emphasized by highlighting or underlining. Each child should have an opportunity to read the repeated story line (or part thereof) or they may read the line as a choral response. Step 9: Turn the Page Description Indirectly ask the student to turn the page -Helps make the connection between printed text and hearing the story -The request is implied to prevent the student from following the teacher's direct command and encourage the student to think about what is needed For students with physical limitations: -Pipe cleaners or craft sticks glued to the pages to create handles -Pieces of sponge glued to separate the pages -Have a picture or program a voice output device to indicate "turn the page" Step 10: Comprehension Description Construct comprehension questions with Bloom's Taxonomy in mind. The six areas for comprehension are: 1. Knowledge 2.Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Know Blooms Taxonomy and Examples of Types of Questions at Each Level

1. REMEMBERING: Answers are found on the page (literal) -Title, Author, Characters, Setting, Action, Descriptors, List, Memorize, Repeat -Easy Level: Immediate recall "Jill went up the hill. Who went up the hill?" or "The boy sat in the wagon. What did the boy do?" -Medium Level: "Who is the story about?", "What did you put in the soup?", "Where did they find the puppy?" -Challenging Level: "What was the barn like? (descriptors such as color, size)" or "What question did the bird ask everyone he met? (memorize)" 2. UNDERSTANDING: Answers can be inferred from what is on the page (no background knowledge is required) -Prediction, Sequencing, Identify conflict/problem, Identify ending, Describe, Classify, Explain -Easy Level: "What happened last" or "What is this story going to be about?" -Medium Level: "Put these events in order as first, next, last" or "What do you think will happen next?" -Challenging Level: "Put these pictures in order to show what happened in the story" or "How did the story end?" 3. APPLYING: Answering these questions requires learners to use their own background knowledge (Make connections, use materials in a new way, demonstrate, interpret, sketch/write) -Easy Level: "The bear is eating. Are you eating?" or "Point to the picture on the page of something that we have in our classroom" -Medium Level: "Buck loved his home. How do you feel about your home?" or "Draw a picture of this story" -Challenging Level: "This article is about whales. Where do whales live? What else do you know about whales" 4. ANALYZING: Breaking the information into parts -Compare, Contrast, Examine, Experiment -Easy Level: "Let's put these pictures into two columns-one for what Sara did in the story and one for what you do." -Medium Level: "Let's make a picture diagram from what we know about each person in our story. Who went hunting?" -Challenging Level: "When the girls laughed at Renee, how did the girls feel? How did Renee feel?" 5. EVALUATING: Making a judgement per some standard -Real/not real, nonfiction/fiction, fact/opinion, author's point of view, judge, argue/defend -Easy Level: "In our story, pigs talked. Can pigs really talk?" or "What did you think about this story?" -Medium Level: "Did this really happen or is it fiction?" or "What is a fact from this article?" -Challenging Level: "Why did the author write this?" or "Let's list the facts versus opinions from this article." 6. CREATING: Putting together elements to form a whole or creating an original product -Infer, Determine main idea, Find cause and effect, Assemble, Construct, Design -Easy Level: "Show me the picture of what this story was about" or "Why were the bears mad?" -Medium Level: "What might be another title for this story?" or "What effect did the hurricane have?" -Challenging Level: "What will happen to people if they have no jobs?" or "What are three things you learned from this article?"

Know how graphic organizers can be used in ELA

1. Semantic Mapping- a form of story mapping that uses diagrams with geometric shapes and lines to show relationships between things and concepts. Used to teach story elements. 2. Character Traits Graphic Organizer 3. Sequence Graphic Organizer 4. Inference Graphic Organizer 5. Venn Diagram Graphic Organizer 6. Persuasive Writing Graphic Organizer

What is student achievement vs. something else?

1. Student Achievement -Select picture for main idea (eye gaze, point, grab, pull off) -Label parts of a cell (eye gaze, point, grab, pull off) -Does student have an equal chance to get the item right or wrong 2. "Something Else" -Select picture with model prompt (point where I point) -Student works with peer who selects the picture -Teacher places students hand on switch that says "That's it"

What are the 8 criteria for alignment and examples?

1. The Content is Academic: Self check -I am familiar with my state standards -I know the major strands of math, science, language arts/reading -I collaborate with general education teachers -Challenge your thinking related to functional skills: Is washing hands academic? Is there a way to embed academic skills within the steps of teaching a child to wash their hands? 2. Content is referenced to the student's grade level: - Middle School (Grades 6-8) - Literature of Focus: The Cay by Theodore Taylor *students read chapters of book on grade level *make diagram (e.g., fishbone) of story events describing cause and effect with evidence. *identify facts and opinions related to the characters *write a narrative comparing Philip's quality of life before and after the boat accident using evidence from the text. -Some overlapping content with different performance expectations by grade band (e.g., Grade 3= student will match details to main ideas by/ Grade 5= student will identify the main idea and supporting details) 3. Fidelity to grade level content and performance: -State standard: *identify and analyze forces that cause change in landforms over time *Camilla will activate switch to listen to a science story about landforms. -Content: *Forces that shape landforms *Camilla will use pictures to identify forces (wind, water, ice) -Performance: *Identify and analyze *Camilla will select force and match with landform change (picture, model) 4. The Content Differs in Range, Balance, and DOK: -Not all expectations for DOK is at lower levels (awareness, memorize, recall vs. evaluate, compare/contrast, apply) -Academic skills for students cross the range of content standards (students are provided instruction and assessed on multiple standards) -Examples of Alternate Achievement for The Cay *Students hear chapter summaries read and participate using pictures, repeated story lines, and controlled vocabulary. *Students select pictures for fishbone diagram (cause/effect) after hearing story. *Students use pictures to answer simple questions about characters in the story (e.g., Was Philip on a boat or airplane?) *Students compare events from their own life to events in Philip's life in the story using a yes/no chart, and a Venn diagram 5. Differentiation in Content Across Grade Levels/Bands: -Review standards and instruction for: *Broader application *Deeper application *Prerequisite skills (expected in building block content areas such as some math strands) *New skills *Identical (only a few) -Curriculum Mapping Example: -Elementary *Children's picture books provide support for comprehension *Stories have simpler themes and story lines *Answers can more often be found on the page(matching) -Middle School *Chapter books; student follows along in own book -Books may have picture symbol supports; objects may still be used to support comprehension -Themes are more mature -More content from which to glean answer 6. Expected Student Achievement is Academic Content: -Student achievement *Select picture for main idea Full credit- eye gaze, point *Find main idea across stories *More credit for more complex text - "Something Else" *Select picture with model prompt- point where I point *Student works with peer who selects the picture *Student did not select picture, but could check "not my best work" 7. Barriers to Performance are Minimized: -The potential barriers to students demonstrating what they can do are minimized -Can students with various sensory, physical, communication challenges show what they know? *What supports do students need to interact with content? *How will students who use non symbolic communication or who have limited intentional communication meaningfully participate? *How will students with low vision/no vision and/or hearing impairments participate? 8. Promoting Learning in the General Curriculum: -Best practice instruction to promote learning in the general curriculum *Systematic instruction *Self determination *Inclusion *Collaboration with gen ed teachers *Assistive technology *Application of content knowledge in functional activities

Next Generation Science Standards

3 Dimensions: Practices, Crosscutting Concepts, Disciplinary Core Ideas Practices: 1. asking questions and defining problems 2. developing and using models 3. planning and carrying out investigations 4. analyzing and interpreting data 5. using mathematics and computational thinking 6. constructing explanations and designing solutions 7. engaging in argument from evidence 8. obtaining, evaluating, and communicating information Crosscutting Concepts: 1. Patterns 2. Cause and Effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and Matter 6. Structure and function 7. Stability and change Disciplinary Core Ideas/Content: 1. Physical Science -Matter and its interactions -Motion and stability:forces and interactions -Engergy -Waves and their applications in technologies for information transfer 2. Life Science -From molecules to organisms: structures and processes -Ecosystems: Interactions, energy, and dynamics -Heredity: Inheritance and variation of traits -Biological evolution: unity and diversity 3. Earth and Space Sciences -Earth's place in the universe -Earth's systems -Earth and human activity

Know how KWHL might be used to teach research skills

A KWHL graphic organizer can be used to teach research skills. When you have determined research topic answer the questions: 1. What do I know? 2. What do I want to know? 3. How do I find out? 4. What did I learn? Student led research example of nonfiction text Embedded in Guided Inquiry Science Lesson

Model for Components Needed to Teach an ELA Lesson

Adapted Book + Story Based Lesson + Comprehension Response + Systematic Instruction = ELA Lesson

What are CCCs?

Core Content Connectors (CCCs) identify the most salient grade-level, core academic content in ELA and Mathematics found in both the Common Core State Standards and the Learning Progression Frameworks. CCCs illustrate the necessary knowledge and skills in order to reach the learning targets within the LPF and the CCSS, focus on the core content, knowledge and skills needed at each grade to promote success at the next, and identify priorities in each content area to guide the instruction for students in this population and for the alternate assessment.

Know the difference between discrete skills and chained skills

Discrete skills: task that requires a single response Chained task: requires a number of individual behaviors which are chained or sequenced together to form a more complex skill.

What is embedded instruction and characteristics of it, research on its effectiveness, and steps for implementing it?

Embedded Instruction: small bits of highly structured direct instruction embedded into the typical routines and activities in the general education classroom -Direct and systematic instruction trials occur during activity transitions, independent work activities, and breaks -Paras, Gen Ed Teachers, and Peers can embed instruction -Steps: 1. Planning 2. Training 3. Implementing 4. Monitoring

What does the teacher need to consider when planning inclusion in Tier 1 instruction in reading?

How best to link student target skills with Tier 1instructional objectives and to implement accommodations and modifications. GOAL: for students to be able to access the general curriculum in a meaningful and functional manner. Consider the alternate assessment performance indicators for students with intellectual disability Evidence-based instructional strategies: social stories, cooperative learning, peer tutoring, positive behavior supports Other Evidence-based strategies: team planning, instructional support, assistive technology Team Planning: allows for parents, teachers (gen ed and special ed), administrators to discuss and work collaboratively how to meet the challenges presented during the inclusion process Instructional Support: consider what instructional supports (peer tutors, cooperative learning groups), could be effectively utilized to meet the learning needs of the student. Assistive Technology: AAC device, as part of a behavior support plan, used for literacy activities,

What is IDEA 2004?

IDEA mandates that all children receive a "free, appropriate public education" (FAPE) regardless of the level or severity of their disability. Changes: 1. Highly qualified teachers: redefines the education levels and certifications necessary for special educators who teach core academic subjects. 2. Fixed fiscal authorization levels: specifically sets spending authorizations for the next 6 fiscal years as opposed to annual line-item budget battles. 3. Performance Goals and Indicators: the new law requires that performance goals and measures be the same as the State's definition of adequate yearly progress for all children under the No Child Left Behind Act which would include a State's objectives for progress by children with disabilities. 4. Participation in Assessments: IDEA 2004 makes mandatory that all children with disabilities be included in all State and district-wide assessments, including those under NCLB, with accommodations or alternative assessments if necessary and as included in the child's individualized education plan (IEP). 5. Participation in Assessments: IDEA 2004 makes mandatory that all children with disabilities be included in all State and district-wide assessments, including those under NCLB, with accommodations or alternative assessments if necessary and as included in the child's IEP. 6. Initial Evaluation and Reevaluations: local districts are required to conduct a full and individual initial evaluation of a child before providing special education and related services, and to conduct re-evaluations as warranted. IDEA 2004 no longer requires a mandatory 3 year reevaluation and prohibits reevaluations more frequently than once a year unless the parent and local district agree. 7. Transition Planning: the requirement that the IEP contain a statement of "transition service needs" (from school to employment or independent living) now must occur "not later than the first IEP in effect when the child is 16."

What is IDEA 1997?

IDEA mandates that all children receive a "free, appropriate public education" (FAPE) regardless of the level or severity of their disability. Re-authorization in 1997: 1. Cessation of education services prohibited. 2. Emphasis on education results. 3. Increased parental programming. 4. Improved individualized programming. 5. Increased reliance on mediation to resolve disputes. 6. Expanded and stricter discipline provisions. 7. New funding formula. 8. Revamped special purpose programs

Know recommendations on the number of times per week you should collect data and what are the problems if data collection does not occur enough

Ideally, data collection should occur daily but 2-3 times per week is recommended. Without enough data collection, teachers cannot make defensible decisions about instruction.

Model of Components Needed to Teach Science Lesson

Inquiry lesson + Graphic Organizers + Systematic Instruction = Science Lesson

Why teach Math, Science, SS, ELA to students with significant disabilities?

It's the law! IDEA mandates GC Access, NCLB bring accountability.

How can graphic organizers be used in science inquiry lessons for this population?

KWHL chart: Having skills such as being able to fill in a KWHL chart may make it possible for a student to participate actively in a wide variety of science learning in the general education setting. -Connect what we already know about the topic (fill in K for KWHL chart) - Decide what we want to know (fill in W for KWHL). Students can generate their own questions: I want to know...This may also be used to guide the inquiry process from a teacher-led approach to a student-led approach. -Decide how we will make meaning of the available evidence (fill in H for KWHL): Teacher says "we will watch to see if the rocket moves forward. How will we know if the rocket goes or does not go?" Students reply "we will watch with our eyes." -Use data to explain findings (fill in L for KWHL, and evaluate the accuracy of the prediction)

What are MASSIES and LASSIES and how can you use them?

MASSI: Mathematics Activities for Scripted Systematic Instruction LASSI: Language Arts Sample Systematic Instruction Script

What does research on academics for students with significant disabilities indicate? (see results in ppt from lit reviews in reading, science, and math)

Math: • Several literature reviews have demonstrated that students with severe disabilities can learn mathematics (Browder et al., 2008) • Research indicates that students with severe disabilities can lean mathematics, and so now the question is, "To what extent"(Ayres, Lowrey, Douglas, & Sievers, 2011) • The greater the mathematical learning for students with severe disabilities, the better the quality of life: Increased independence: • read transportation schedules • understand dosage of medication • keep score when playing a game • understand measures for cooking • maintain a password on a tablet • dial a number to call a friend • determine which store has the best sale Science: Inquiry science is a practice in which scientists live "science". It is important when planning science instruction for all students to think about the opportunity for hands-on-learning. Best practice for students with an intellectual disability, has shown that an "activities-oriented approach" allows students to expand their understanding of the content being studied (Salend, 1998). Reading: Research indicates that there is a consistent lack of focus on reading for this population. In the last 20 years while the "science of reading" has been developing, the focus in severe disabilities has been functional life skills. There is a large discrepancy between what is recommended for early literacy practices and what happens for young children with significant disabilities.

Conceptual Diagram of ELA- What are the components that make up ELA?

New conceptual model for early literacy instruction for students with moderate and severe disabilities that included two important components: 1. increased access to literature (task analysis for read alouds, text awareness skills) and independent reading skills (phonemic awareness, phonics) 2. changing instructional focus as students get older. Reminds educators that literacy instruction for students with moderate and severe disabilities must include instruction in the skills needed to become more independent readers, the ability to obtain books and other texts, and instruction in how to gain meaning from text read independently or read to them. 1. Keep big-picture goals in mind 2. Set meaningful, measurable goals 3. Provide explicit, systematic reading instruction 4. Provide instruction with sufficient intensity to accomplish goals 5. Seek out professional development opportunities for teaching reading. 6. Remember that language abilities are the underlying foundation for reading skills. 7. Scaffold working memory. 8. Target specific parts of a scope and sequence to focus instruction. 9. Use data to guide instruction and adaptation. 10. Involve service providers and family members.

What are peer supports? How do you implement them? What does research say?

Peer supports are a viable strategy to support students in inclusive settings. Peer partners support their classmates: -sitting next to the student during class -sharing notes -highlighting important information -brainstorming answers to questions together -sharing class materials -redirecting the student when he or she is off task

What is phonemic awareness and phonics and examples of how to teach to students with significant disabilities?

Phonemic awareness is the ability to recognize and manipulate individual sounds or phonemes, in spoken words. It is the most closely associated with the prereading stage of reading development and can be taught through systematic instruction. Phonics instruction refers to understanding and learning the regular relationships between spoken sounds and letters in words. Knowledge in phonics helps students decode words that they have not learned to read by sight

What is the least dangerous assumption?

Presume competence. AND MOST IMPORTANTLY, know that a student WILL NOT learn a skill if you do not teach it to them, but at least if you do teach them, you are exposing the student to the content rather than deciding a priori that s/he cannot learn it and therefore should not be taught. It is a human right for a child to be educated. We are affording them a full education opportunity- and the same educational opportunity as their typically developing peers.

Teaching Format: Repeated Opportunity

Responses taught throughout the day when they typically occur. The teacher scores and charts each correct response and number/types of responses correct. Examples: use object schedule, signs name on each paper given, tells clock time at start of each lesson

What are systematic instruction plans and know how to fill one out accurately based on a case study of a student

SIP is designed to serve as a written description of exactly how a skill will be taught. The idea behind a SIP is that it allows all instructors to know exactly how to teach each skill to each student ensuring that everyone is using the same strategies. If all instructors are teaching each skill the same way the student is likely to acquire the target skill much faster.

What are Standards Based IEPs and how are they developed?

Step 1: Begin with the student -Keep the planning student focused *Begin with an overview of recent progress and strengths. *The student might lead the meeting *Members of the team who have conducted recent assessments can present their findings *The student's preferences and individual goals can be a starting point for planning Step 2: Consider grade level standards - Where do you find the standards? - How do you get help setting priorities for the standards? -How do you use the standards to write the IEP? Step 3: Identify Functional Skills and Social Skills -Sources of data to describe current level of functioning *Observations and data from past instruction *scores on alternate assessment *Direct assessments teacher creates Step 4: Current Level of Functioning -Sources of data to describe current level of functioning *Observations and data from past instruction *Scores on alternate assessment *Direct assessments teacher creates Step 5: Develop annual goals for each content level Step 6: Write short term objectives Step 7: Plan how student will access general curriculum context Step 8: Plan specially designed instruction Step 9: Select appropriate state assessment option Step 10: Develop progress monitoring

Know about modified schema based instruction

Strategy to teach mathematical word problem solving to students with moderate and severe disabilities.

What practices have been deemed research or evidence based to teach science to students with significant disabilities?

Systematic Instruction: Evidence-Based Practice 1. Time Delay 2. Task Analytic Instruction

Teaching format: Repeated Trial

Teacher-delivered teaching trials on one or more than one response in a set. The teacher scores and charts each trial correct and number correct/items correct. Examples: points to sight words, names objects labeled with pictures, eye gaze to picture symbols for choices to eat for lunch.

Systematic Instruction

Teaching focused on specific, measurable responses that may either be discrete or a chained task, and that are established through the use of defined methods of prompting and feedback based on the principles and research of ABA.

What is the Curriculum Resource Guide on NCSC wiki?

The Curriculum Resource Guides provide guidance for teaching the Common Core State Standards to students with the most significant cognitive disabilities, provide examples for differentiating instruction for a wide range of students in multiple grade levels, and identify the necessary skills and knowledge students need to acquire/master the content. The Curriculum Resource Guides were developed and validated by content experts and special educators with extensive experience in adapting general curriculum for students with significant cognitive disabilities. The Curriculum Resource Guides describe how to teach the content to students with the most significant cognitive disabilities, whereas the Content Modules describe the content (what is being taught) in general education. Together, the Content Modules and the Curriculum Resource Guides provide teachers with the necessary background knowledge to prepare students for the NCSC alternate assessment and offer examples of how the content is taught in general education, ideas for real life use, examples of universal design for learning, and ways to promote college and career readiness.

What are element cards on NCSC wiki?

The Element Cards are available to assist educators with instruction in multiple settings. These cards promote understanding of how students move toward the Common Core State Standards. They contain one or more Core Content Connectors from a specific instructional family, include the related progress indicator from the Learning Progression Frameworks, provide essential understandings that include measurable and observable content that is challenging, yet attainable, provide suggested instructional strategies, and suggested supports for students so that they can demonstrate what they know. The Element Cards are intended to assist teachers in developing instructional lessons that will include all students and promote Universal Design for Learning. Each Element Card presents Essential Understanding(s), which define a range of skills based on a grade-specific Core Content Connector.

What is the NCLB Act?

The Every Student Succeeds Act of 2015 (ESSA) replaced No Child Left Behind (NCLB;2002). Although the two laws are different, there are several key tenets in ESSA (2015) that are similar in nature to NCLB (2002) in that they protect access to the general curriculum and state assessments for students with disabilities, including those with the most significant cognitive disabilities. ESSA (2015) requires states to develop challenging academic standards and annual alternate academic achievement standards for students with the most significant cognitive disabilities.

What are graduated understandings on NCSC wiki?

The Graduated Understandings promote teacher understanding of the Common Core State Standards (CCSS) and provide strategies for moving students toward a similar understanding. The Graduated Understandings are comprised of two pieces: the Instructional Families and the Element Cards. These two pieces used together will present educators with the progression of content accross grades and with instructional strategies that include possible supports and scaffolds. They will assist educators in planning instruction for students with a wide range of abilities in multiple grades.

What is NCSC and what are the resources available?

The National Center and State Collaborative (NCSC) was a project led by five centers and 24 states, building an alternate assessment based on alternate academic achievement standards (AA-AAAS) for students with the most significant cognitive disabilities. The shared goal of the NCSC partners was to ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options. Resources: Core Content Connectors, CCCs by Common Core State Standards, Content Modules, Curriculum Resource Guides, Element Cards, Instructional Resource Guide, Instructional Families, Presentations, Systematic Activities for Scripted Systematic Instruction, Universal Design for Learning Units

Stimulus Prompting Strategies: Stimulus Fading

The instructional materials highlight an irrelevant feature to facilitate learning -Sight words- Reading format: expressive or receptive Prompt used: correct word is highlighted with color or picture cue which is faded across trials

What is structured inquiry process?

The process through which SCIENCE is conducted. Utilize the Practices of science. Inquiry science is a practice in which scientists live "science". It is important when planning science instruction for all students to think about the opportunity for hands-on-learning. Best practice for student with an intellectual disability, has shown that an "activities-oriented approach" allows students to expand their understanding of the content being studied.

Know how the system of least prompts have been used to teach comprehension

The system of least prompts is a systematic instructional procedure during which students are first given an opportunity to answer a comprehension question on their own and provide help, if needed, in the form of a prompt, along with another opportunity to answer. The system of least prompts includes a group of two to four prompts arranged in a hierarchy from least to most supportive. The system of least prompts is uniquely suited for teaching comprehension because the text can be read again as the students progress through the prompts.

What does "alternate assessment based on alternate achievement standards" mean?

These assessments are intended for students with the most significant cognitive disabilities who are unable to participate in general assessments even with accommodations. 1% assessment.

How do you teach vocabulary?

Time Delay 1. Prompt is paired with the target stimulus 2. Process repeated for all vocabulary 3. Repetition of trials with vocabulary shuffled each time 4. Teacher delays introduction of prompt 5. Array is displayed, teacher gives command, and waits before showing the answer

What is the conceptual model of literacy for students with significant disabilities (focus shift across age/grade)

To allow students with significant disabilitiesaccess to age and grade appropriate readingmaterialsTo systematically engage these students inmeaningful literacy activitiesTo allow students with significant disabilities theopportunity to experience the some of the samerich reading experiences as their typicallydeveloping peersLITERACY IS A FUNCTIONAL SKILL!

Know what a literacy-based approach to math is

Use picture cues for key concepts and people for a story problem

Know how MLT and examples and nonexamples can be used to teach concepts in ELA (e.g., Main character, setting, problem, solution, etc.)

When students are uncertain about what the question is asking and they answer the question incorrectly, it is unclear whether they did so because they did not know the correct answer or because they did not know what was being asked. When the problem is a lack of understanding of the wh- word concepts, educators can systematically and explicitly teach the concepts using the model-lead-test instructional strategy. My Turn: Model: Educator shows examples (e.g., "This is a person") and nonexamples (e.g., "This is not a person") of concept while student attends. Together: Lead: Educator shows student examples and nonexamples of the concept and asks student to point to concept/not concept. For examples, the educator says, "This is a person. Show me a person." For nonexamples, the educator says, "This is not a person. Show me not a person." Your Turn: Test: Educator shows student array of four (one is "person" and the other three are "not persons") and asks student to point to "person".

What is a literacy-based approach to science?

Wonder Story: -Provides context -Anticipatory Set for engagement -Link to the state standard -Generates a purpose -based in fact Wonder stories are a great way to build and/or bridge student prior knowledge to science learning. Within the Next Generation Science Standards, the wonder story is a great way to engage in Practice 1: Asking Question and Defining Problems. The use of Wonder Stories is a research based practice that has been used to support inquiry science learning for student with intellectual disabilities.

Why is writing important to teach with this population?

Writing serves multiple communication functions: -A means of demonstrating content knowledge -Writing tasks support the development of reading and language skills -A requirement in work environments -An ability to use self-management tools (e.g., calendars, schedules, checklists) -Social interactions and friendships -A means of self expression

What grade level content should you pull from for students with significant disabilities?

grade-aligned standards with modifications and accommodations

Be able to describe how graphic organizers and guided inquiry have been used to teach comprehension in Social Studies

• Graphic organizers are useful for presenting vocabulary words anddefinitions (e.g., students can use as a word bank or word wall)• Graphic organizers can be used to help students take notes or recordimportant facts or information from a text• Some students may need picture supports and explicit instruction in how touse the graphic organizer (e.g., the teacher can use MLT procedures toteach use of the GO)• Some students may need to be pre-taught the meaning of the elements ofthe GO (e.g., an "event" is "something that happened in the world"; now,find the "event" and write it here

What is chaining?

• One step at a time is introduced within the context of a multi-step task analysis

Teaching Format: Massed Trial Instruction

• The student practices making the correct responses with only small intervals between repetitions

Stimulus Prompting Strategies: Stimulus Shaping

•-The instructional materials highlight a relevant feature to facilitate learning -The initial shape is then gradually changed to form the natural stimulus.