3/13/2015 SUPPORTING THE NEEDS OF COMPLEX LEARNERS Christine R. Peterson, PhD University of Wisconsin-Stout Contact Information petersonchris@uwstout.edu Wisconsin School Psychology Association March 27, 2015 Goals for Today • View programming for students with complex needs through the lense of quality indicators • Highlighting multiple domains for consideration in quality programming What Do We Mean by Complex Learners? • A relatively broad term, meant to encompass a variety of learners and needs: • Students with moderate to severe cognitive disabilities • Students with Autism and developmental disabilities • Students with DD and associated challenging behaviors • Discuss strategies for differentiation • using core curriculum as the base • Discuss strategies for general support • Principles can be applied and modified to accommodate: • The continuum of age ranges, pre-K-16 • “Self-contained” or Included settings 1 3/13/2015 What Does Quality Programming Look Like? Quality Programming Considers.. • District Resources • Starts at the Systems level • District, building resources and support leading to quality classroom and individual instruction • Encompasses a comprehensive approach to student learning, across a broad spectrum of domains • Academic, communication, social/behavioral, adaptive, transition, etc. • Personnel • Program Characteristics • Curriculum • Instructional Methods • Individual Instruction and Assessment • IEP Goals and Progress Monitoring • Planning for Challenging Behaviors • Program Evaluation Quality Indicators: District Resources District Resources • Staff are available on a ratio that allows • Individualized services and supports, as students to accomplish IEP goals, and adequately meet student’s daily care needs. • Teaching staff and related service providers receive essential professional development and training. • Staff coverage is available for professional development opportunities. determined by the IEP team, are provided to ensure adequate progress toward IEP goals and objectives • i.e., assistive technology for communication needs, extended year programming; skilled nursing services • Teacher and teaching team have access to on- going support and technical assistance to meet the unique needs of the program and/or individual students • i.e., assistive technology consultation, behavior support specialist 2 3/13/2015 Quality Indicators: Personnel • Training Considerations: Personnel • Teacher and related service providers have frequent access to review IEPs for purposes of planning and progress monitoring • Characteristics and profiles of learners with moderate to severe disabilities • Use of assistive technology for communication and/or mobility • Instructional methods and strategies for adapting curriculum to meet individual needs • Understanding, planning for, and responding to challenging behaviors • Continuing professional development to ensure • Teacher and related service providers collect appropriate data to regularly monitor progress toward IEP goals • Technical assistance is available to meet unique quality instruction and support needs of students • Assistive tech consultant, behavior specialist, etc Quality Indicators: Program Characteristics • The length of the school day and school year Program Characteristics • Identifiable and consistent daily structure and routine, designed to promote understanding and enhance student learning. • A defined curriculum is identified and used to guide learning goals for students should be at least equal to that established for students in general education. • Extended year programming is evaluated and considered for students, based on individual student needs. • Program planning for generalization is evident. Community based instruction occurs where appropriate, and students have opportunities for inclusive learning and activities. • planned, developmentally appropriate educational activities are implemented toward the achievement of IEP goals. • The program includes a systematic plan for evaluating student IEP progress and outcomes. 3 3/13/2015 Quality Indicators: Instructional Methods Quality Indicators: Instructional Methods • Instructional methods: • Instructional methods: • Are empirically validated and evidence- based. • direct instruction, differentiation, etc. • Are focused on the functional application of skills • Reflect high expectations for learners • Promote student engagement Planning for Success: Physical/Classroom Environment • Promote high levels of successful responding (i.e., task analysis) • Emphasize positive reinforcement strategies for learning • Incorporate programming for generalization of skills across settings • Instructional methods are designed to develop student abilities to learn in a group setting, increasing peer and environmental tolerances Instructional Methods Physical/Classroom Environment • Consider how student travels in the classroom • Heavily traveled areas should be free of obstacles and wide enough to accommodate the traffic flow • Arrange classroom furniture and equipment to permit visual monitoring of students from either a sitting or standing position • Label materials and designated areas of the room (can match symbols from schedule to signs) SNACK or (carpet square) 4 3/13/2015 Physical/Classroom Environment Instructional Methods Expectations and Rules • Students with DD/ASD routinely experience difficulty understanding expectations and consequences: • Rules need to be clear, explicitly stated, modeled, and illustrated whenever feasible • Desired behaviors should also be described, modeled, and illustrated • Maintain consistent expectations • Consistently apply consequences • Expectations must be clarified and incorporated into daily routines • Identify cues or prompts to alert the student when the behavior is unacceptable Expectations and Rules Class Rules Fieldtrip Rules 5 3/13/2015 Instructional Methods Visual Cue for Calming Routines and Schedules • Students with ASD in particular, may have a strong preference for routine and consistency • They may tend to focus on only certain environmental stimuli and may fail to assimilate environmental changes as easily as other students • Establish and follow predictable routines and prepare students in advance for anticipated changes • Introduce strategies to help deal with change • Don’t underestimate the power of a schedule to assist the student in understanding their day Develop a Daily Schedule Plan for Flexibility • Developing routine is OK, even for students who tend to “over-conform” or become locked into sameness • Develop a plan for introducing changes to daily schedule or routine • Identify different activities in a day by name (“morning meeting”) versus time (“9:20”) • Determine the best way to represent these activities: written words, line drawings, photographs, objects • Select a format (schedule board, daily planner, etc.) • Determine the location of the schedule NOTES On the blackboard: No Outside Recess; Inside games today • Decide on extent of student participation in setting or the schedule each day - Adult presents a completed schedule vs. - The student and adult prepare the schedule together at the beginning of the day 6 3/13/2015 Individual Schedule Jack’s Tuesday Morning Home Room break Music break Algebra break Speech w/ Ms. Darcy break Lunch Activity Schedule Task Organizer: Washing hands Note: Use of photos and pictures 7 3/13/2015 Instructional Methods Direct Instruction (Structured Teaching or “The Behavioral Method) Instruct ‐ teach the steps to the skill Model ‐ demonstrate how to use the skill Rehearse ‐ role‐play situations using the skill Feedback ‐ provide feedback on student performance of skill Practice ‐ plan for how the student will practice the skill outside of the instructional setting “Snakes of Civil War” Instructional Methods Universal Design • A conceptual philosophy • Develop curriculum that is accessible to as many individuals as from the outset • Ultimately more efficient for learners and for you • Allows you to incorporate individualized assignments for students Example: WWII Unit – Project Matrix (each student works with teacher to choose one of the following activities to demonstrate learning): Write a Report on one of the Allied Nations and their participation in WWII Take a multiple-choice test covering the unit chapters and content discussed in class Act out a “tv interview” with a prominent WWII figure Write a biography of a prominent figure of WWII Develop a map that depicts relevant WWII events Collaborate w/ Teacher to develop an individual project Graphic Organizer: Academic Lesson To grow, plants need: Water Sunshine Oxygen “Connecting to the Core Curriculum” “Connecting to the Core Curriculum” 8 3/13/2015 Graphic Organizer: Social Lesson Instructional Methods Differentiated Instruction • A systematic approach to planning curriculum and instruction for diverse learners • A teaching philosophy that honors each student’s learning needs, maximizes their learning capacity • TWO Primary Classroom Factors to Consider: • The essential meaning of the curriculum (content) • The range of abilities of the learners in your classroom • Consistent with the concept of universal design Differentiated Instruction - Examples Differentiated Instruction - Examples • Setting: Morning Meeting • Activities: Weather Bear and Calendar • Differentiated Lesson: • • The goal for majority of students is to identify the weather today and clothe Weather Bear appropriately, Beth’s goal is to identify “Yellow” when shown a yellow rain coat and a blue hat. The goal for majority of students during calendar is to identify the day of the week, the month and year, and count by fives to the current date. Sesha’s goal is to correctly identify the number 5 when shown a 5 and a 9. • You’ve used a common activity to teach or emphasize different learning goals, and stayed connected to the core curriculum…. Good job! “Connecting to the Core Curriculum” • Incorporate predicting patterns • Using the same materials • During an included whole group instructional activity • Peer students can model correct answering or problemsolving aloud • The whole group may also be working on other targeted skills (counting by 7’s) “Connecting to the Core Curriculum” 9 3/13/2015 Every Child Needs a Way to Communicate 10 3/13/2015 Quality Indicators: Curriculum • The curriculum addresses the comprehensive learning needs of all students: • Pre-academic and/or academic skills • Adaptive, daily life-skill development and self-management • Social relationships (including classroom and non-disabled peers) • Communication and language • Play and leisure activities • Strategies for teaching adaptive skills to replace maladaptive behaviors • Pre-vocational skills/Transition • Student engagement Curriculum Quality Indicators: IEP Goals and Progress Monitoring • Curriculum is individualized and adapted to the needs of • Target objectives should be comprehensive, and should each student • Through the curriculum (and appropriate adaptations), students are exposed to organized learning themes, throughout the course of the school year. Individual instruction and goals are implemented via the curriculum. include consideration for the following (as appropriate per individual): • Functional communication • Replacement of non-functional behaviors with functional behaviors • Engagement • Social skill development • Play and leisure skills • Functional life skills and adaptive behaviors • Self-advocacy skills • Systematic assessment and review of IEP goals occurs on a frequent basis 11 3/13/2015 IEP Goals and Progress Monitoring IEP Goals and Progress Monitoring • Students individual instructional programming is altered • Instructional Programming change options include (but when: are not limited to): • Adequate progress is not observed for target objectives • Presentation of material • Target objectives have been met • Schedule of prompting • Changes occur in the student’s life (home, school, community) • Schedule of reinforcement • Modifications to curriculum material • Student progress is reported quarterly via IEP progress monitoring, and shared with caregivers. • Modifications to target objectives • Increase/decrease in student:teacher ratio • Increase/decrease in 1:1 instructional time • Annual IEP review includes student summary and review by the collaborative educational team, including caregivers Quality Indicators: Individual Instruction and Assessment • Instructional activities are differentiated to meet individual student needs (i.e., ages, abilities, and learning styles). • Students are engaged in a variety of instructional formats • One-to-one instruction • Small and/or whole group instruction • Peer-mediated instruction • Instructional activities promote the development and use of communication skills (via language to augmentative/alternative communication mechanisms) Individual Instruction and Assessment • Instructional activities are designed to: • Enhance student engagement • Emphasize a high rate of successful responding to promote skill mastery • Build in complexity, from basic to more advanced skill development • Individualized to achieve IEP goals • Promote the functional application of skills • Student assessment practices emphasize multi-method, multi- modal approaches, designed to achieve a comprehensive and accurate profile of learners. Assessment protocols may include: • Review of school and medical records • Teacher/parent interviews • Student observations • Informal, activity-based assessment of basic skills • Formal norm- and criterion- referenced assessments • Family input 12 3/13/2015 Individual Instruction and Assessment Quality Indicators: Transition Planning • Assessment practices are designed to measure Transition defined: comprehensive domains of learning (academic and life skills) • Assessment of communication skills occurs for both verbal and nonverbal students, with a focus on: • Communicative intent; Receptive language; Expressive language; Augmentative/alternative communication technology needs • Assessment are framed from a strength-based perspective. • Assessment outcomes are clearly linked to instructional practices and interventions. Outcomes emphasis recommendations to guide the IEP. Transition Planning: When does transition planning begin? • IDEA reauthorization of 2004 • Formal transition planning to begin by age 16 • IDEA acknowledgement of “the sooner the better” • Activities may begin before age 16 but not after • General Consensus • While specific transition plans may start at 16 • “who, what, when, and where” details • Skill-based intervention and instruction to support transition should begin well before age 16 • Social, adaptive, self-advocacy skills • Coordinated set of activities, to include student, parents, school and community agency representatives • college support service personnel • vocational rehab coordinators • Designed to promote successful post-secondary outcomes • Emphasis on • Post-secondary educational and/or vocational goals • Independent living options Transition Planning: Who Participates? • Parents • The greater collaboration between home and school, the more successful the plan is likely to be • School • Main facilitator in assessing needs, identifying goals, and providing/accessing instructional supports • Student • Emphasis on person-centered planning; strength-based • Avenue to self-advocacy training and experience • Community agency reps • College, Voc. Rehab., residential living agencies • Research indicates higher levels of success, but only 3-13% of community reps participate in the IEP transition planning process 13 3/13/2015 Conceptual Model for Transition Planning Community Integration Behavioral/Emotional Social Relationships Vocational Adjustment Neurocognitive Deficits (Core) College Adjustment Transition Planning: Assessment of Strengths/Needs • Informal or Regional Checklists and Measures • Transition Quality Indicators • State DoE developed measures • Local Measures • Formal Instruments • Transition Planning Inventory - Updated Version (TPI-UV) • Accurate results that reflect the comprehensive strengths Intimate Relationships Managing Finances Health and Safety Assessment: Employment Transition Planning: Assessment of Strengths/Needs Vocational/Career goals are critical for all individuals… Independent Functioning •4-yr college •Voc. Training •18-21 program •Drives self •Public transit •Indiv. shuttling X X X X X •Comp. Employment •Job Coaching •Sheltered workshop •Self-advocate •Defined goals •Parent is sole advocate •Index. Living •Supported Living •Group Home Need for Maximum Supports and needs of the student most important; not so much “what specific measure was used” Can name 2 or 3 career interests Has good job interviewing skills Works at good rate, few errors Collects information on career interest Takes direction, accepts criticism Has a work resume Knows training needed career interest Contacted and applied for job, VR program Gets along with other employees Can fill out a job application Understands pay check statement Terminates a job appropriately Knows how to search for a job Attends work regularly and on time Knows to do if laid off Works well with minimal supervision Seeks extra help needed Uses tools and equipment safely Works well without supervision Has communication strategies for job Can advocate for self at work 14 3/13/2015 Assessment: Independent Living Employment Profile Life skills addressed in both home and school settings Independent Functioning X •Comp. Employment •Job Coaching •Sheltered workshop Need for Maximum Supports Avoids substance abuse Cleans and maintains living space Organize and keep Health records Keeps calendar/ address book Manages checking account Maintains personal grooming/hygiene Uses basic first aid knowledge Uses credit cards wisely Recognizes unhealthy symptoms Counts money/gives correct change Keeps a budget Shops for household items; compares prices Manages time effectively; sets alarm; follows a routine Understands emergency services; how/when to call 911 Start early; incorporate into everyday life events Independent Functioning Need for Maximum Supports Maintains personal fitness Assessment: Self-Advocacy Independent Living Profile X Organize and maintain Wash, dry, iron clothes Plan and cook possessions balanced meals •Index. Living •Supported Living •Group Home Cultivates problem solving habits Resolves issues of identity and values Has a realistic view of self Achieves emotional independence from parents and other adults Identifies and accesses public programs, when needed Request accommodations appropriately Developing stress management skills Knows what is wanted in life and has a plan for attainment Sets and achieves transition goals Is aware of situations that require selfadvocacy skills Participates in, plans and even leads their own IEP meeting Is able to monitor IEP goals and work with a team 15 3/13/2015 Transition Planning: Assessment of Strengths/Needs Self-Advocacy Independent Functioning Independent Functioning •4-yr college •Voc. Training •18-21 program X •Self-advocate •Defined goals •Parent is sole advocate •Drives self •Public transit •Indiv. shuttling X X X X X •Comp. Employment •Job Coaching •Sheltered workshop •Self-advocate •Defined goals •Parent is sole advocate •Index. Living •Supported Living •Group Home Need for Maximum Supports Transition Planning: Sexual Health and Safety Finish this sentence: • Sexuality education with individuals with intellectual and/or social deficits can be challenging because…… Need for Maximum Supports Because of….. • The complex social nuances of ‘romance’ and sexual behavior • Differentiation between public vs. private or reality vs. fantasy • Ensuring maintenance and generalization of learned skills into “real life” settings • Balancing individual safety, needs, desires with personal respect for the rights desires of others • Our own comfort levels with talking about it… 16 3/13/2015 Common Stereotypes of People with DD regarding sex: • Individuals with DD are forever childlike in nature; sexual interest won’t develop • They are unable to understand their sexual desires • They are asexual or uninterested in sex • Their sexual behaviors are uncontrollable; they are hypersexual • Sex education will only 'give them ideas' The Good News is… • People with DD that receive sexual education are more likely to engage in more appropriate sexual behaviors than peers who do not. (Van Bourgondian et al, 1997) • In other words… We can Teach… and that can make all the Difference! (Lennox, 2008) • PS – and maybe I am just not prepared to “go there”…! Strategies for Direct Instruction It’s as much about teaching pro-social behaviors as it is about teaching “the birds and the bees”.. • Social Stories • Enhance social understanding • Video Modeling • Visual model of “what appropriate social skills look like” • Social Scripts and Narratives • Role Play • Structured practice • Circle of Friends Public and Private Public places are where other people see and talk with me. I see and talk to people at school, at the store, and at places like McDonalds. Private places are where I can be alone. When I am in my bedroom or my bathroom at home, this is a private place. When I want or need to do things like take my clothes off or touch myself in my private areas, I need to be in a private place, like my bedroom at home or my bathroom at home. In public, like at school or the store, I need to keep my clothes on. This is not the place to touch my own or others’ private areas. I will wait to take my clothes off or to touch myself until I am alone and in a private place. 17 3/13/2015 Circle of Friends say “hi” hugs “small talk” talk on phone touching movies Intimate Family Relationships marriage sex Kiss on cheeks Family and Friends ask the time “hanging out” Acquaintances Best of Bus-Riders are Appreciated Graphic Organizers Things Friends Do Treat each Other w/ respect Go places together Talk to Each other Share; compromise In an effort to show appreciation for those people in the community who have shown exemplary bus riding skills, the mayor today called for a city wide “Thanks to Our Transportation Partners” Day. Bus drivers all over the region were asked what qualities make for a great bus rider, and the vast majority responded that they valued customers who show up on time for the scheduled bus stop, and have their money ready, with correct change. They indicated that this went a long way in keeping them on time for their daily stops, which is very important for getting people where they need to be on time. Drivers also indicated that riders who enter the bus quietly and who use good hygiene are greatly appreciated. “It’s not fun to ride on a crowded bus with someone who doesn’t shower or use deodorant”, said Tom Higgins, a 20year veteran of the Transportation Unit. “Cleanliness may not seem necessary to ride a bus, but it is an important part of being a member of a community”, he wnet on to say. The final characteristic that bus drivers agreed make an exceptional rider was using a quiet voice. All stated that when a rider talks loudly to himself or to others, it can make other riders upset and nervous, and it can really give the drivers a headache! The city thanks all considerate bus riders. 18 3/13/2015 Quality Indicators: Planning for Challenging Behaviors Quality Indicators: Planning for Challenging Behaviors • A proactive system of reinforcement is in place, providing • Interventions are developed that: • Are directly based on assessed functions (i.e., “function-based interventions”) • Emphasis is placed on direct instruction of functional skills and alternative behaviors • Plans for reduction of dangerous behaviors (aggression, self-injury) are carefully developed and very closely monitored • Intervention is monitored for effect and modified a foundation for effectively managing through challenging student behaviors. • A Functional Behavior Assessment process is employed to evaluate and intervention plan for challenging behaviors that: • Employs multiple methods, such as direct observation, rating scales, interviews • Evaluative focus of the FBA is on identification of the function of behaviors, from an Antecedent-Behavior-Consequence perspective (attention, avoidance, tangible, sensory, etc.) • The team considers additional influences on behavior such as medical factors, curricular factors, circumstances outside of school (lack of sleep, eating, changes at home, etc), current reinforcement/punishment practices, staffing (ratios, training, etc.) Below the Iceberg: Behavior IS Communication • Screaming • Destroys things • Hitting FORM Specific Behaviors FUNCTION Underlying Deficits • Poor understanding of situation • Strong need for sameness • Emotional inconsistency • Frustration • Attention • Misguided social initiation • Escape from a less preferred activity • Unable to communicate more efficiently • Learned Behavior…… appropriately. • The team includes and/or has access to a professional with expertise in assessment and intervention planning for challenging behaviors and students with significant developmental disabilities. A Note on Behavior • Interventions MUST: • Serve the Function • Increase appropriate behaviors • Decrease maladaptive or inappropriate behaviors • If the Function is Attention, what will a verbal reprimand likely do? • If the Function is Escape, what will sending the student to the office or suspending him/her likely do? Consider how the intervention will shape the student toward desired outcome… 19 3/13/2015 Competing Pathways Model During group-work, Carly: BEHAVIORS Waits until play time Desired Alternative CONSEQUENCES Gets work done AND enjoys toy Desired Consequence ANTECEDENTS Sees Elmo toy on shelf Screams and whines for toy Access to preferred toy Problem Behavior Maintaining Function Every 5 “Elmo” tokens = time with the toy Simonsen & Winter, 2002 The “Rage Cycle” Some children display have a pattern of behavior at home and/or school, that Brenda Smith-Myles calls “The Rage Cycle” • The Rumbling Stage • The Rage Stage • The Recovery Stage Each stage can be variable in length, lasting from mere minutes, to hours at a time Acceptable Alternative Rumbling Easy to miss; behavior exhibited in this stage may appear minor or non-existent. These may be, in fact, indicators that the child is “rumbling” behaviorally, and can serve as a precursor to a meltdown • Biting nails or lips • Fidgeting • Complaints of not feeling well • Social withdrawal • Stops talking/talks more incessantly Rumbling What should you do during a “Rumbling Stage”? • Re-direct to refocus child, perhaps with a slightly more preferred activity or conversation. • Proximity Control: if you anticipate the trigger may be environmental (she’s getting frustrated with baby siblings crying), remove her from that environment in a natural, nonpunitive way. • “Walk don’t Talk”: establish a routine whereby the child may “take a breather”; non-punitive, but a way to redirect energy and attempt to calm self. • Rely on Routine: “go to the schedule” 20 3/13/2015 The Rage For students that do “rage”, or have intensive meltdowns, often by this point the behavior must “run it’s course”. The student will not likely respond well to attempts to de-escalate at this point. Emphasis is on keeping child and others safe. A student in a rage may: • Scream • Throw things • Kick, hit objects or others • May lose the ability to functionally communicate. Recovery Many children have a period of time “recovering” from the meltdown, before restoring true “back to normal” status. They may be a little confused, sullen, or even tired. Efforts to allow the child to have this recovery time, should be made: • Wait before going into “consequences” • Continue to limit verbals. Calming, supportive words and tone at this point. • Dealing with natural consequencs, debriefing from the meltdown, etc. should be considered “on hold” until the child has regained “pre-rumbling” status The Rage What Should You Do during a “Rage Stage”? • Ensure the safety of situation. • May have a neutral room that the child can be directed to, with limited “stuff” - perhaps a room with a box of preferred items or things that may eventually assist in calming the child (i.e., preferred soft toys, preferred magazines, “squishy” items, etc.) • Minimize verbals to the child. Use short directives, do not attempt to “reason the child out of it” at this point. • Emphasis is on restoring calm. Deal with behavioral implications once rage is over. Quality Indicators: Program Evaluation • The program employs methods that assess program-wide effectiveness in the areas of: • Individual student progress on annual IEP goals and objectives • Student generalization of skills • Performance on state-wide and alternative assessments • Student progress toward long-term goals • The program evaluates short-term (i.e., weekly) intermediate (i.e., quarterly), and long-term (i.e., annual) student progress. • The program monitors program changes, ensuring active programming for all students. 21 3/13/2015 Program Evaluation • Information obtained from individual and/or program evaluation is used directly to inform program improvement. • Parent/care-giver participation is facilitated, and parents/care-givers receive regular feedback and communication regarding their child’s progress. • Program evaluation includes a measure of consumer (family) satisfaction. In Summary • Trained, Supported Staff • High Expectations • Identifiable Curriculum/Benchmarks as foundation • Comprehensive learning goals • Progress Monitoring to inform decisionmaking • Transition planning • Voilà! "Let it Go" Celebrate Success And Learn from the Rest! Q&A 22