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    Autism goals and_monitoring2 Autism goals and_monitoring2 Presentation Transcript

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