Instructional Program Assignment
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Instructional Program Assignment

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An instructional program must be written for every behavioral objective for students with severe disabilities. This program is a comprehensive description of the plan of instruction for a particular ...

An instructional program must be written for every behavioral objective for students with severe disabilities. This program is a comprehensive description of the plan of instruction for a particular objective. It begins with the behavioral objective (and task analysis or functional routine, if appropriate) and the material and setting used to teach the skills. This includes a statement of the skill acquisition training procedures with the levels of prompting if they are part of the procedure, the reinforcement procedure and the error correction procedure.

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  • 1. Instructional Program 1 Instructional Program Assignment East Stroudsburg University Blair Thallmayer
  • 2. Instructional Program 2 Student: Mary Activity: Sweeping Objective: Given a Swiffer Sweeper, Mary will be able to correctly operate the device and clean the dirt on the floor, without assistance, for five consecutive days. Task Analysis: Natural Cues Steps 1. Dirt on the Floor 1. Look for Swiffer Sweeper 2. Found Swiffer Sweeper 2. Hold Swiffer Sweeper in hand 3. Swiffer Sweeper in Hand 3. Adjust handle/poll Swiffer Sweeper to own comfort level 4. Adjusted Swiffer Sweeper 4. Turn Swiffer Sweeper up-side- handle/poll down 5. Swiffer is up-side-down 5. Look for Dry Clothes 6. Found Dry Clothes 6. Place one dry cloth onto the bottom of the Swiffer Sweeper, connecting the Velcro 7. Dry Cloth in on, connecting the 7. Turn Swiffer Sweeper right-side- Velcro up again 8. Swiffer Sweeper is right side up 8. Place Swiffer Sweeper on the again floor, but continue to hold the handle 9. Holding handle, Swiffer Sweeper 9. Move the Swiffer Sweeper on the floor forward and backward the floor to clean up the dirt 10. Dirt on Dry Cloth 10. Turn Swiffer Sweeper up-side down again, and remove dirty Dry Cloth 11. Dirty Dry Cloth is removed 11. Look for trash can 12. Found trash can 12. Throw Dirty Dry Cloth away
  • 3. Instructional Program 3 Situation in Which the Activity Will Be Taught: Mary will be taught within the context of her house kitchen. She will have a Swiffer Sweeper and Dry Clothes located next to the kitchen closet for five consecutive days. Since, Mary has trouble with her mobility skills it will be beneficial for her to have the Swiffer Sweeper already out of the kitchen closet. After any meal at home is over, Mary will be engaging in this task. This task will probably be taking place after dinner time. This task is independent unless her family members need the Swiffer Sweeper at the same time. In addition, any person or professional will be nearby if assistance is necessary. Instructional Format: Total Task Prompting Strategy: Most prompting (Most-Least) will be taking place, only because of the numerous amounts of steps to complete. Mary will have graduate guidance is most prompting with physical assistance. - Natural Cue Plus Controlling Prompts - Natural Cue Plus Less Intense Prompts - Natural Cue Plus Least Intense Prompts Motivation Strategy: - Completing the activity itself - Feedback from family members - Verbal praise
  • 4. Instructional Program 4 - Encourage Mary to reinforce herself for completing the task and for correction any errors herself - Rewards, such as more time to listen to music, and watch TV Other Creative Teaching Strategies: Because Mary likes helping her family, this activity will be most effective if she perceives that she is cleaning, sweeping and/or completing household chores that everyone in the house contributes to, now including Mary. Through completing this task, Mary has established a sense of helpfulness to the family and the household. Data Collection System: Frequency recording will be collected on Mary’s progress. A chart is attached to record and visually see when recording the information observed of each step, including if the step was done correctly or incorrectly. A key is also present on the chart to refer to when scoring. Generalization Strategy: - Try Mary on using another type of Swiffer, such as the Swiffer Max or the Swiffer Sweeper Vac. - Point out the similarities and differences between the different machines and how they operate. - Try Mary on using the Swiffer Sweeper in another room of the house, such as the bathroom, and any other room with non- carpeted floors.