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Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
Autism goals and_monitoring2
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Autism goals and_monitoring2

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  • 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. GOALS*to be altered for student differences with ASD<br />Follow 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. Monitoring Progress &amp; 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. Monitoring Progress &amp; 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. Monitoring Progress &amp; 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. Monitoring Progress &amp; 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. Monitoring Progress &amp; 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. 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. STUDENT<br />
  • 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., &amp; Cowdery, G.E. (2005). The exceptional child: Inclusion in early childhood education (5th ed.). <br /> Clifton Park, NY: Thomson Delmar Learning. <br />
  • 11. Organizing and Maintaining Student Records<br /><ul><li>Give parents the right to review all child’s records
  • 12. General classroom teacher possesses all cumulative records by all interdisciplinary team members as well as being kept in students main file
  • 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. Have all interdisciplinary team members participate in worksheets
  • 15. Specific Directions
  • 16. Turn-Taking
  • 17. Routine/Transitions
  • 18. Cooperative Play
  • 19. Communicative Exchanges
  • 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., &amp; 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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