Writing Question

Description

to an externQuestion 1: Instructions
Conduct a 2 hour observation of a child who has significant disabilities and is nonspeaking.During this observation, collect data regarding the following:

the frequency and types of expressive communication of the child;

• the frequency with which the child has an opportunity to communicate with others;

the content of the communication that is presented (for example, how often is the child given the opportunity to comment or protest?); and

the number and types of people who are available and who interact with the child.

Based on this data, develop recommendations for the classroom teacher to enhance communication for this student.Use the resources below:Communication Frequency Data Form Download Communication Frequency Data FormFunctions of Language in the Classroom Checklist Download Functions of Language in the Classroom ChecklistIndependent Communication Data Sheet Download Independent Communication Data SheetALTERNATIVE: It would be preferable for you to complete the assignment observing a student with a disability in a classroom, however, if there is an impediment to this, here are some options:Option #1: Complete the assignment with a family friend or relative who has a disability (obtain parent permission). Observe the family friend or relative with a disability as they go about their day for a period of 2 hours as stipulated above in the assignment instructions. A child of school age (K-12) with a disability is preferred, but an adult with a disability will be acceptable.Option #2: Option #1 is preferred over this option, as there are no perfect videos to encompass a natural environment. However, if option #1 is not viable, use the videos provided below to complete your assignment. You will need to watch ALL the videos and submit  the appropriate data sheet you choose for EACH video.

DSRF: Communication TemptationsLinks to an external site.

DSRF: Building VocabularyLinks to an external site.

DSRF: Building Vocabulary in the KitchenLinks to an external site.

DSRF: Building Vocabulary with DollsLinks to an external site.

DSRF: Building Language: People GamesLinks to an external site.

1. DSRF: Building Language: PrepositionsLinks to an external site.
2. DSRF: Interactive ReadingLinks to an external site.
3. DSRF: Turn Taking in PlayLinks to an external site.
4. DSRF: Visuals Around the HouseLinks to an external site.
5. DSRF: TOP 3 Tips for Using AAC at HomeLinks to an external site.

Question 2: Practice Taking ABC Data. 

Assignment Instructions
View the YouTube video below, “Crying Game” (1:35 min)Use this data form Download data form to conduct an A-B-C analysis of this child’s tantrums.  What do you think is the function of his behavior?Proceed to respond to the questions below the videoVideo TranscriptQuestions

How many instances of the problem behavior (tantrums) did you observe?

What were the antecedents to this behavior?

What were the consequences to this behavior?

What is your hypothesis regarding the function of this behavior?

Upload the ABC form and answers to these questions for full points. Q

Question 3: Pinterest PBS & Visual Supports

Initial Post

For this discussion board, you will create Pinterest Visual Supports and Positive Behavior Supports boards.

Search for AT for examples of visual supports on Google; save useful sites to your Pinterest account.

Have at least 20 pins in your post

Provide your Pinterest link to this board and identify one or two of your favorite pins.  Explain the behavior / visual support.   Why are they your favorite and what can you use in your classroom?

Question 4: Practice Analyzing Function From Data

Behavior functions typically fall into two categories:

To get or obtain

To escape or avoid

Instructions

Using the three scenarios below:

create a hypothesis statement

identify a functionally equivalent replacement behavior

identify an additional skill to teach that will replace the interfering behavior

Following the analysis of the data, the hypothesis statement can be developed.  The hypothesis statement should include the following:

The setting events, immediate antecedents, and immediate consequences that surround the interfering behavior.

A restatement and refinement of the description of the interfering behavior that is occurring.

The probable function the behavior serves (i.e. get/obtain, escape/ avoid….)

Hypothesis Statement Example:

“When asked to complete an assignment independently in the general education setting, Brad screams and says, ‘no’, because he is currently unable to complete the work as it is presented without assistance and accommodations. He is then allowed to sit in the identified ‘safe place’ in the classroom and use a fidget toy. The probable function of the behavior is to escape/avoid work.”

Determine The Replacement Behavior(s) to Teach and Reinforce Functionally Equivalent Replacement Behavior(s):

Result in the same outcome as the interfering behavior

Should be efficient and able to be reinforced in the current context

Other Skills to Teach:

Result in reinforcement in the context

Are more socially accepted/valid than the interfering behavior

Behavior Scenarios

At the end of recess when asked to transition in, Marcus falls to the ground and refuses to go inside. Teachers try to prompt him verbally and do not allow him to continue playing, but the behavior continues to occur each day. The activity that follows recess is ELA, which is a non-preferred activity for him. He typically returns to class about 10 min into the activity.

Brad often says “Rude” things like “You are Stupid” to peers during group work whenever they want to do things in a different way than he does. When this occurs, teachers often temporarily remove him from the group, explain to him why his behavior is not okay, how it may influence peers’ feelings about him and they provide him strategies for how to be more flexible in the group.

Lacy often becomes aggressive towards peers when they have a toy she wants. She will grab it, hit them, and push them away from the toy. Peers usually give up the toy and cry or move away. When staff sees it, they move in to mediate the interaction, typically prompting sharing or asking for a turn.