Autism<br />10 Things Every Child with Autism Wishes You Knew- click me<br />Retrieved from http://www.youtube.com/watch?v...
GOALS*to be altered for student differences with ASD<br />Follows instructional prompts<br />Participate in turn-taking<br...
Monitoring Progress & Goals*to be altered for student differences with ASD<br />Specific Directions<br />Date: ___________...
Monitoring Progress & Goals*to be altered for student differences with ASD<br />Turn-Taking<br />Date: ____________<br /> ...
Monitoring Progress & Goals*to be altered for student differences with ASD<br />Routine/Transitions<br />Date: ___________...
Monitoring Progress & Goals*to be altered for student differences with ASD<br />Cooperative Play<br />Date: ____________<b...
Monitoring Progress & Goals*to be altered for student differences with ASD<br />Communicative Exchanges<br />Date: _______...
Cooperative Techniques for Implementation*to be altered for student differences with ASD<br />All assistive teachers will ...
STUDENT<br />
Cooperative Techniques for Implementation*to be altered for student differences with ASD<br />Allen and Cowdery (2005) sug...
Organizing and Maintaining Student Records<br /><ul><li>Give parents the right to review all child’s records
General classroom teacher possesses all cumulative records by all interdisciplinary team members as well as being kept in ...
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Autism goals and_monitoring2

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Autism goals and_monitoring2

  1. 1. Autism<br />10 Things Every Child with Autism Wishes You Knew- click me<br />Retrieved from http://www.youtube.com/watch?v=AbeyIG7Fz8s<br />
  2. 2. GOALS*to be altered for student differences with ASD<br />Follows instructional prompts<br />Participate in turn-taking<br />Follow regular classroom routines<br />Interact with peers<br />Use/try to use communicative methods<br />Transition in an adequate amount of time<br />Understand what is unsafe<br />
  3. 3. Monitoring Progress & Goals*to be altered for student differences with ASD<br />Specific Directions<br />Date: ____________<br />**Developed at the Experimental Education Unit University of Washington (Cognitive-Specific Directions) <br /> MCIU. (2011). Progress Monitoring. Specific directions. Retrieved from<br /> http://www.mciu.org/Divisions/SpecialEducation/EarlyInterventionOverview/Progress<br /> MonitoringTools/tabid/296/Default.aspx<br />
  4. 4. Monitoring Progress & Goals*to be altered for student differences with ASD<br />Turn-Taking<br />Date: ____________<br /> 0- Refusal 1- Full Physical 2- Partial Physical 3- Verbal/Gestural 4- Independent <br />**Developed at the Experimental Education Unit University of Washington (Social-Turn-Taking)<br />MCIU. (2011). Progress Monitoring. Turn-taking. Retrieved from http://www.mciu.org/Divisions/SpecialEducation<br />/EarlyInterventionOverview/ProgressMonitoringTools/tabid/296/Default.aspx<br />
  5. 5. Monitoring Progress & Goals*to be altered for student differences with ASD<br />Routine/Transitions<br />Date: ____________<br />0 – Resistance/Refusal 1 – Independent 2 – Verbal/Gestural Prompt 3 – Partial Physical 4 – Full Physical<br />**Developed at the Experimental Education Unit University of Washington (Routines and Directions-Routines/Transitions)<br />MCIU. (2011). Progress Monitoring. Routines and transitions k. Retrieved from http://www.mciu.org/Divisions/SpecialEducation/EarlyInterventionOverview/ProgressMonitoringTools/tabid/296/<br /> Default.aspx<br />
  6. 6. Monitoring Progress & Goals*to be altered for student differences with ASD<br />Cooperative Play<br />Date: ____________<br />I – Independent G/V – Gestural/Verbal PP – Partial Physical Assistance FP – Full Partial Assistance R - Refusal<br />**Developed at the Experimental Education Unit University of Washington (Social-Cooperative Play)<br />MCIU. (2011). Progress Monitoring. Cooperative play. Retrieved from http://www.mciu.org/Divisions/SpecialEducation<br />/EarlyInterventionOverview/ProgressMonitoringTools/tabid/296/Default.aspx<br />
  7. 7. Monitoring Progress & Goals*to be altered for student differences with ASD<br />Communicative Exchanges<br />Date: ____________<br /> 1 – Resistance/Refusal 2 – Physical Assistance 3 – Verbal Cue 4 - Independent<br />**Developed at the Experimental Education Unit University of Washington (Communication-Communicative Exchange)<br />MCIU. (2011). Progress Monitoring. Communicative exchanges. Retrieved from <br /> http://www.mciu.org/Divisions/SpecialEducation/EarlyInterventionOverview/ProgressMonitoring<br /> Tools/tabid/296/Default.aspx <br />
  8. 8. Cooperative Techniques for Implementation*to be altered for student differences with ASD<br />All assistive teachers will utilize worksheets<br />Specific Directions<br />Turn-Taking<br />Routine/Transitions<br />Cooperative Play<br />Communicative Exchanges<br />
  9. 9. STUDENT<br />
  10. 10. Cooperative Techniques for Implementation*to be altered for student differences with ASD<br />Allen and Cowdery (2005) suggest the following for working as a team for children with autism<br />“Keep messages simple and direct” (p. 154)<br />“Use objects and actions along with words” (p. 154)<br />“Emphasize spoken language by having the child ask for something by name whenever possible” (p. 154)<br />“Give the child opportunities to interact with nondisabled who are at a more comparable level in language and social development” (p. 154)<br />“Establish a predictable environment” (p. 154)<br />“Provide opportunity for the child to generalize new skills by ensuring the opportunity to practice these skills in a variety of settings” (p. 154)<br />“Focus on improving the child’s communication skills” (p. 154)<br />“Provide frequent communication with parents and other care providers” (p. 155)<br />Allen, K.E., & Cowdery, G.E. (2005). The exceptional child: Inclusion in early childhood education (5th ed.). <br /> Clifton Park, NY: Thomson Delmar Learning. <br />
  11. 11. Organizing and Maintaining Student Records<br /><ul><li>Give parents the right to review all child’s records
  12. 12. General classroom teacher possesses all cumulative records by all interdisciplinary team members as well as being kept in students main file
  13. 13. General classroom teacher will record observation on at least 2 worksheets per week with other interdisciplinary team members recording observations at least once every 2 weeks
  14. 14. Have all interdisciplinary team members participate in worksheets
  15. 15. Specific Directions
  16. 16. Turn-Taking
  17. 17. Routine/Transitions
  18. 18. Cooperative Play
  19. 19. Communicative Exchanges
  20. 20. Organized by general classroom teacher into a divided accordion file by worksheet specification and then paper-clipped by observing teachers observation</li></li></ul><li>REFERENCES<br />Allen, K.E., & Cowdery, G.E. (2005). The exceptional child: Inclusion in early childhood education (5th ed.). Clifton Park, NY: Thomson Delmar Learning. <br />MCIU. (2011). Progress Monitoring. Communicative exchanges. Retrieved from http://www.mciu.org/Divisions/SpecialEducation/EarlyInterventionOverview/ProgressMonitoringTools/tabid/296/Default.aspx<br />MCIU. (2011). Progress Monitoring. Cooperative play. Retrieved from http://www.mciu.org/Divisions/SpecialEducation/EarlyInterventionOverview/ProgressMonitoringTools<br /> /tabid/296/Default.aspx<br />MCIU. (2011). Progress Monitoring. Routines and transitions k. Retrieved from http://www.mciu.org/Divisions/SpecialEducation/EarlyInterventionOverview/ProgressMonitoringTools<br /> /tabid/296/Default.aspx<br />MCIU. (2011). Progress Monitoring. Specific directions. Retrieved from http://www.mciu.org/Divisions/SpecialEducation/EarlyInterventionOverview/ProgressMonitoringTools/tabid/296/Default.aspx<br />MCIU. (2011). Progress Monitoring. Turn-taking. Retrieved from http://www.mciu.org/Divisions/SpecialEducation/EarlyInterventionOverview/ProgressMonitoringTools<br /> /tabid/296/Default.aspx<br />

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