Analyze This

Ever tried teaching a skill that has 5 or more steps?
Have you had to teach your students basic "life skills" and "daily living tasks?"
Have you thought to yourself "How am I ever going to teach him/her this?"

Well . . . maybe you should try a TASK ANALYSIS.

I haven't blogged lately, but am planning to get back in the swing of things with a few posts about the basics. In special education, a task analysis is a basic procedure that is used to teach skills that have many steps or NEED to be broken down into many steps. Lots of times, this becomes am obvious strategy when you're teaching a life skill.

So that we are all on the same page, a life skill is something you need for basic, day-to-day activities. They can include personal/social skills, cooking skills, dressing and grooming skills, work/vocational skills, or functional academic skills. These are the skills that allow a person to independently manage his/her needs. Many children learn these skills as they grow and develop and we often don't realize that these skills were "taught." For a student with a disability, these life skills may need to be re-taught, routinely practiced, taught a different way (modified), taught with supports or taught with adaptive devices and equipment.
The students I teach need these skills as much as they need academic skills and sometimes, they need these skills before we get to "academic" skills.

How do you teach a student who can't read how to cook?
How do you teach a student who has limited communication skills, weak fine motor skills, physical limitations and any other disabling condition?

One strategy is a task analysis.
  **the breaking down of a skills into smaller, more manageable steps in order to teach a skill
  **as one step is mastered, the student becomes more independent with preforming the task

When teaching bathroom skills, I often use this strategy. I have broken down many grooming skills so that I can assess my student's functioning level, determine the skills that need taught and create a support profile that will allow for the most independence and least intrusive prompting.

Here's an example:
BRUSHING TEETH:

The skills of brushing your teeth is broken down into 19 steps. When I started to break skills down like this, it was eye opening to me! When you think about all the skills required to complete this one task, you begin to realize how complex many "life skills" truly are and how we take for granted all the tiny little steps, like unscrewing a cap.

My first step is getting a baseline. I assess my student's current ability and record the level of prompting that is required for each step.
Then I assess the data to determine where I should start teaching. Some students will be very strong with parts of the task, other students will need support the entire time. When you look at the data, determine if it makes sense to teach from step 1 and proceed in order. It may make sense to support a student from the beginning and teach the last step, working backward. I will make these decisions based on the student's ability, what skills he/she already possesses, where motivation will be the greatest, and other student specific factors. For more information, look into "chaining" and "shaping" behaviors.
From there, I start teaching! Think about the underlying skill a student needs to perform the step you are addressing. Fine motor skills are key for teeth brushing. Working on the specific fine motor skill of grasping a toothbrush is great, but you can incorporate this grasp pattern in many activities across the day.

Not to get off on a tangent, but when I am teaching a skill, I try very hard to teach it with many materials, across various activities and with varying adults. Many students will struggle with generalizing of skills, so I try to plan ahead and embed opportunities to generalize from the start. This is my philosophy - it may not be the best for all kids BUT I have found great success. It may take a little longer to master a skill or step when you embed generalizing from the start, but you will not have to teach generalizing of a mastered skill at the end.

Okay, back to the brushing teeth stuff . . . as you are teaching the steps of this bigger task (teeth brushing), you should be completing the whole task everyday.
You should allow the student to complete the steps he/she can independently ...
You should work on the step that is the current focus - pushing the student to grow and gain this skill ...
You should provide the necessary supports/prompts to complete the remaining steps of the task so that the task gets completed each time ...

You need to take frequent data to assess growth (skill development), determine the next teaching step, or to re-evaluate the teaching method. I require data 2x per week. My staff and I will complete the task everyday but we only record data 2 times per week.

Please Note
**When we assess a student on a task, we also need to assess the environment. Please think about this!
If a student is unable to screw the toothpaste cap off - should we take the time to teach this fine motor skill or should we have the student use toothpaste in a flip cap?
If a student can follow a visual picture schedule for teeth brushing then that support should be provided - it does not make the student less independent. If the student can complete the task without an adult and a picture schedule is hanging as a reminder or cue - isn't that student still brushing his/her teeth?
We often think we need to teach the child every little detail . . . but what will accomplish the end result faster? Should we modify the environment to cultivate success or should we be rigid and require kids to do it "our way?"
I often ask myself - "What will make the most sense for this kid?" Then, I fine tune things to him/her - keeping in mind family supports, financial supports, skill attainment patterns, motivation, etc,

Here are some task analysis forms I have created:
Teeth Brushing
Bathroom
Ordering Food
Using Microwave
Showering

Here are some online resources:
Life Skills Task Sheets
Autism Beacon Life Skill Planner
Behavior Advisor
Autism Speaks

Concept Confessions - Tacky & the Winter Games

Three snow days later . . . and I have been able to get a lot of things organized and cleaned up!

One of the things I spent time on, was an Olympic activity. Tacky is a infamous elementary character that many kids are familiar with and love to read about. This story, Tacky and the Winter Games, brings the Olympics into the discussion. I have been wanting to create some adapted reading materials to demonstrate comprehension for my students with multiple or significant disabilities. This is my attempt with a traditional trade book - as I have created some supplemental materials for content specific learning and I have created my own text or used resources like TarHeel Reader or Boardmaker Share.

Anyway, here is peek at Tacky and the resources that compliment the book . . .

So, at the beginning of the story, the penguins are training and preparing for the games

 

... and as you can see, Tacky is always up to something a little different!

Team Nice Icy Land marches at the opening ceremonies and the Olympic torch is lit. 

The games begin ...

Tacky gets in a little trouble . . . 

    and his team struggles to find a way to keep Tacky in line and show their skills.

By the end of the book, you can imagine that somehow, Team Nice Icy Land gets things to work and they are able to compete with the HELP of Tacky!

Check out the materials I made to go with this . . . you can get your hands on a copy over at TpT for $2.00!

Two versions of this "story element" board, depending on the skill level of the student. The answer cards are the same pictures as the second board - so students would be able to match the pictures.

I work on WHO, WHERE and WHAT questions a lot with my students. I tend to connect it with functional questions - for example, "Who is going to P.E. with you?" 

Again, two versions of this sequencing activity. One version of the picture cards are numbered, so some students will work on placing the cards in order. Other students might work on ordering the pictures by ordering the numbers 1-4. Finally, other students will work on ordering the pictures. Make sure you teach the skill of looking back at the story for this! My students have made such progress by flipping through the book and matching the scene - starting at the beginning and working through the story.

Here is a board to work on topic (main idea) and theme. I have three blanks on the board, but you could offer only two choices, depending of the ability of the student. Theme can be difficult - so this will be a challenge or extension activity for many of my students. 

I am excited to use this and will make changes as I go . . . but wanted to get it out while the Winter Olympics are current!

While I was working on this, I saw lots of advertisements for the iTunes App.

I have not purchased this nor have I looked closely at what it offers, but it did say it reads the story aloud and highlights some key words. 

Animal Adaptations or Bust

My fifth graders are starting work on biomes, ecosystems and animal adaptations. I developed a biome packet for students with significant cognitive disabilities . . . over at TpT. I also created a Farm unit to focus on food chains and animal resources. But the topic of animal adaptations was untouched. I was stretching myself - trying to think how to make this relevant for my two students who require extensive modifications to the curriculum. Every year, I go back and forth with myself . . . one of those philosophical struggles you have with yourself . . . how should I utilize the instructional time I have with these students. Hitting all of the curricular standards spelled out in the Extended Standards does provide these students access to the general education curriculum. It does hold all teachers more accountable to expose ALL students to this rich content and material. It does allow for more opportunities for "inclusive" teaching that is connected to peers' work and topics. BUT . . . I still think life skills need a place. I want to make sure my students can hang up their coats, follow a visual schedule to brush their teeth, find the specials classes in the building and identify their teachers, as well as many other skills not directly listed in the Extended Standards. I can stretch some of the standards to include some of these skills, but you catch my drift . . . I am talking about the basic skills - grooming, bathrooming, eating, greeting, even walking and sitting and requesting . . . the list goes on and on. These real life skills are SOOOOO important.
I am a huge advocate for balance . . . hit all of this and make the teaching meaningful. Embed these basic life skills within the curriculum. And I do believe that most of the time I can manage this . . . with a lot of planning, creating, searching & borrowing and resourcing. But, I get stuck once in awhile ...

Here's some of the wording:
Most Complex: 
LS.35.1a Describe how an animal’s
behavior helps it to survive (e.g., a cat will
stalk its prey so it can go undetected in the
hunt).
LS.35.2a List two or more survival
behaviors that parents teach their offspring.

Middle Complexity: 
LS.35.1b Given a physical trait, match the
trait to its specific function (e.g., birds have
wings to fly).
LS.35.2b Recognize one survival behavior a
parent teaches his or her offspring.

Least Complex:
LS.35.1c Match animal babies to their
parents.
LS.35.2c Identify a survival behavior.

To think through all of this and plan for how to meet each student at his or her learning level, well, it's hard!
I know many of you are out there trying to do it every week  - planning and prepare your lessons, your "stuff" - buying, making, borrowing.
Here are a couple things I made to go with some books I have access to . . . hoping to hit some of these ideas. I am posting them here, hoping some others can get use.

        

LLI book The Baby Animals - here are some activities for reading the book AND a animal baby/parent match (ABOVE)

Reading A-Z book Legs, Wings & Fins - two sorting activities (identify animals with wings and animals with fins) (ABOVE)

And, for those of you that made it all the way down here . . . I am posting my Farm Fun Unit - Extended Standards free - just download from google docs for a limited time! Hope it helps!

This freebie is no longer available - you can purchase at Teachers Pay Teachers.

                      

Back in the Swing . . .

It's 2013 and I need to get back in the swing of things . . .

Lots of focus on Alternate Assessment right now, with the new version coming out in Ohio. I was just at a training today. When I listen to how we will assess students with significant disabilities, it makes me reflect on my own teaching. I thought I should share some of the systems and strategies I have developed over the years and hopefully help some other Interventionists out there. Please share back - we all need ideas. We service such a wide spectrum of students and abilities - you can NEVER have too many ideas :)

First on the list: SPELLING.

How do you teach spelling to a student who is nonverbal, physically limited in terms of mobility and selection methods and shows understanding at a very basic level? Should spelling be a focus? Should the words come from a "program" or from communication instruction or curriculum/content or somewhere else? If you question this as much as me - I'm glad to know I'm not alone. I think the best laid plans and ideas come from questioning.

Here is what I do for spelling:

3 FORMATS

I developed three different formats for the varying learners I teach. Some students have started with format two and moved to format three as they have progressed. I have also used AAC (communication devices), typing and sign language as part of this spelling system (see **notes below).

 

format ONE

This format is for students who are working on very basic skills. Students will be given 1-2 spelling words per cycle (1-2 weeks). These words will be displayed as a LARGE icon/photograph with the word (label).

Day One: Introduce the word(s)

Day Two-Four: The student is asked to identify the word by touching the correct icon/photo with label when shown 2 choices

Day Five: Test

Typically, I ask the student to identify the same word 5-10 times in a row – but, varies depending on student ability.

Example:

Format two

Students are given 3-6 spellings words per cycle (1-2 weeks).

Day One: Introduce the spelling words with icons/photographs and TEACH the student to look at each letter and find the matching letter tile. Have the student Velcro the tiles below the letters in the spelling word.

Day Two – Four: After you have introduced the words, the remaining days can be practice for the student. (I use this as part of a center activity each day).

Each day, the student should spell each word and identify the corresponding visual. This will also be the format of the test.

Day Five: Test

NOTES

**If a student uses a communication device, the words can be programmed on the device. Part of the spelling routine can include finding the word on the device – include this as part of the test.

**If a student can type or identify letters on a communication device, use this as part of the spelling system. Some students are require to type the entire word, letter by letter (just like matching the letter tiles) while other students are required to type the first letter of each word – include this as part of the test.

**If a student is using sign language, teach the sign with the visuals. Require the student to sign each word and include this as part of the test.

Example:

Format three

This format is the same as format two, except the student does not have individual boxes to place each letter tile – there is just a strip of Velcro. This make the activity more difficult, as the student needs to monitor where they are in the word. Some of my student start with format two and progress to format three.

Again, use typing, AAC or sign as part of the spelling system if applicable.

Example:

More information and pre-made spelling cards on my TpT site. Also, a template for making your own words.

Jumping in the Extended Standards - Space

Here in Ohio, we are at the beginning stages of the Extended Standards - an extension of the Common Core designed for students with cognitive disabilities. These standards have a continuum that stretches from most complex . . . . .least complex. As an Intervention Specialist (Moderate/Intense), I am developing materials and reorganizing current supplies to align with these concepts. Luckily, I have many resources already gathered and made - but I wanted to refine things.

So, I started with the Science Standards, grades 3-5. I jumped in with Solar System.

I posted some of the activities I have created on my TpT store along with this description - I will re-post here for you to get a better idea of what this packet contains: Space 3-5 Extended Standards

1. Identify what can be found in the solar system
2. Recognize that the sun is a star
3. Recognize that Earth rotates on its axis
4. Recognize that Earth revolves around the sun while it rotates on its axis
5. Recognize that properties of the sun are the same properties that stars have.

Includes 2 poems, 2 space themed-books (one with wh- questions), planet cards with labels, story sequencing activity, and poster.

These activities were developed for students with severe cognitive disabilities or multiple disabilities.




 This is a book I created with wh- questions on each page. The main teaching objectives from the Extended Standards are assessed on the pages of this book. The choices are visual - not word-based. I use these types of books a lot in my classroom, as it teaches students to use the words and pictures from the text when answering the question - on the most basic level.

 This is a poster with information about the SUN. The properties of a star are listed - which is one of the main concepts in this unit (the sun is a star).

 These are examples of planet cards I made. I am using these to sequence the planets - which also allows me to touch on number lines.
I am also using these for identification of specific planets in a Discrete Trial format.

This was made to go with the book There Was a Bold Lady Who Wanted a Star. After you , laminate, assemble and Velcro the pieces, you can use this as you read to sequence the events.