Outlining self-administration projects to increment proper social and scholarly work aptitudes

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Outline backing in view of useful conduct evaluation data. In particular, instruct ... Appreciates music, particularly the Backstreet Boys. Loves to hang out with ...

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´╗┐Outlining self-administration projects to increment fitting social and scholarly work abilities Presented by Anne W. Todd March 2004 awt@uoregon.edu

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Self-Management Critical aptitudes for prevailing in school & workplaces Social Skills Communication Skills Literacy Skills Organizational Skills Job Specific Skills

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Self-Management Defined (3 criteria) 1. Two practices self-administration conduct target conduct 2. Both practices are performed by a similar individual 3. Self-administration conduct changes the objective conduct

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Function-based self-administration Design bolster in light of utilitarian conduct evaluation data Specifically, show self-administration aptitudes and schedules Define, instruct, give criticism by recognizing/revising, observing, utilizing the expertise, utilize the information to reclassify and reuse the procedure Make information based choices Start with the inquiries: what would you like to know? Is there advance? Does program should be changed? Who needs to know? At the point when will we re-aggregate? Make information gathering shapes for proficiency in recording and abridging

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Why self-administration abilities are "pivotal" Self-administration is the establishment of prosocial conduct Our general public is unequipped for keeping up positive conduct through outside reinforcers alone Self-administration aptitudes encourage speculation Self-administration aptitudes encourage advancement of new, prosocial aptitudes

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When to utilize self-administration techniques to expand inspiration to build consistency and consistency to encourage memory or overstate pertinent prompts (successions) to diminish physiological excitement to decline reliance on staff/family (increment autonomy) to enhance speculation and support

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Self-administration Strategies self-observing self-conveyed guidelines & self-talk self-unwinding schedules self controls of going before occasions self-conveyed rewards ( self-conveyed revisions )

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Signaling the utilization of self-administration methodologies Signals for self-administration are basic Use characteristic flags however much as could reasonably be expected Infuse "impermanent" signs if the common flag isn't regularly enough Whatever you include, be set up to become dim as the understudy succeeds Auditory versus visual Tallies, checks, pluses, rating scales

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Recording self-administration conduct What is the reason for recording? To self-screen Instructional prompts Visual observing of advance To build consistency and responsibility To figure out whether conduct is all the more socially worthy? To figure out whether work/routine is finished? To figure out whether work is exact? Be imaginative & productive Make is straightforward, feasible, simple to utilize Use the information Examples

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Sunday Monday Tuesday Wednesday Thursday Friday Saturday 4 th choose point 5 th begin diagram 6 th 7 th 8 th complete framework 9 th 10 th compose presentation 11 th vacation day! 12 th 13 th compose Paragraph 1 14 th 15 th 16 th compose section 2 17 th 18 th compose passage 3 19 th 20 th 21 st compose conclusion 22 nd alter first draft 23 rd finish first draft 24 th references 25 th complete references 26 th three day weekend! 27 th 28 th alter last duplicate 29 th make cover page 31 st 30 th Turn in 5 th grade look into venture schedule

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1 st 2 nd 3 rd 4 th Me T concur? Me T concur? Me T concur? Me T concur? Had materials Kept my cool Total +'s I am a self-supervisor

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+ 0 +

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Tuesday Jan. 23, 2001 1/23/01 8 9 music Science PE

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Meet Felix A preview: 7 th grader Traumatic cerebrum damage (hit via auto in 2 nd grade) Lives with guardians & kin Articulate, peruses at 2-3 review level Loves computer games & soccer Aggressive toward property & others when baffled

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Felix Wait for consideration Delayed consideration New curr. Indep work time No consideration Physically troublesome assignments Intellectually troublesome undertakings Whining, getting arm, intruding, close by in face Teacher consideration Raise hand Ask for help

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Instruction for Felix to learn self-administration routine Nine 25 minute instructional session Teach to have materials Teach to remain quiet about cool Teach screen for both aptitudes Teach routine to self-screen & check for precision & go to next period Teach to 'require significant investment' routine

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Self-administration Card 1. Each period with 4 pluses= 1 pool ticket 2. Consistently with 24 pluses = pop

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Felix's advance for 81 school days Had materials for classes 78 of 81 school days or 96% of time Kept cool 75% of days (61 days of 81 aggregate) Only 2 of 81 days experienced issues for at least 3 of 6 periods 14 days, stand out intense time of the 6 Accuracy of self-evaluation was 100% for 91% of the 81 days Accuracy of self-appraisal never fell beneath 80% The most recent 46 days of information accumulation, exactness of self-appraisal was 100% reliably!

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Meet Kyle A preview: 4 th grader at the time Has analyzed learning inabilities Gets additional support in perusing & math In general classroom 90% of time Loves to draw & is great at it Taunts and prods peers

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Kyle Do work & get along Teacher laud Distracts peers, doesn't focus, deficient work, plays with materials Group exercises & indep. work Lack of attn at home Peer and educator consideration Self-oversee: on-errand, assignment finish, Keep hands, feet & articles to self

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Instruction for Kyle to learn self-administration routine Three 15 minute instructional sessions to ace utilization of self-administration framework Signal for self-observing was "check" heard through a recording device 3,4 and 5 minute interims Discrimination for on-undertaking and not on-assignment Practice recording amid reproductions

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Kyle % of time on undertaking Self-Self-Base-Base-Self-Mgmt 1 Mgmt 2 line 1 line 2 Mgmt 3 100 ! ! 90 ! 80 ! ! ! ! 70 ! 60 ! ! ! ! 50 Class period A ! 40 ! ! 30 ! 20 Percentage of interims of issue conduct ! ! 10 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 0 100 90 80 ! ! 70 60 ! Class period B ! ! 50 40 ! 30 20 ! ! ! ! 10 ! ! ! ! ! ! ! ! ! ! ! ! 0 Session: 5 10 15 20 25 30 35 40 45 50 56 60 63 68 73 Date: 1/14 2/3 2/11 2/14 2/19 2/25 2/27 3/6 3/13 3/18 4/2 4/8 4/17 4/24 4/30 5/20 10 Minute Class Session Probes

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Work Completion for Kyle Base-Self-Self-Base-Self-line 2 mgmt1 mgmt 3 line 1 mgmt 2 24 ! 22 ! ! 20 ! ! 18 ! ! 16 ! ! 14 ! ! 12 ! Aggregate work fruition ! 10 ! ! 8 ! ! 6 ! ! 4 ! ! ! ! 2 ! ! ! ! ! ! ! ! ! 0 Session: 5 10 15 20 25 30 35 40 45 50 56 62 68 73 Date: 1/14 2/3 2/11 2/14 2/19 2/25 2/27 3/6 3/13 3/18 4/2 4/8 4/24 4/30 5/20

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Meet Hannah A depiction: 4 th grader Has Down's Syndrome Enjoys music, particularly the Backstreet Boys Loves to hang out with companions Disruptive in class Inappropriate on the play ground

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Instruction for Hannah Thirteen 30 minute instructional sessions to ace utilization of self-administration framework direction to utilize recording device motion for self-observing when "check" heard through a recording device 3,4 and 5 minute interims 7, 8, 9 minute interims Instruction for on-errand and not on-undertaking segregation Instruction for zero and in addition to separation Instruction to raise hand when seeing the hand signal Instruction & work on recording amid reproductions

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Self-administration Behaviors Preparing for class & work Time administration Define and educate the schedules! touch base on time with important materials finish undertakings in auspicious way Appearance & mentality enter in a wonderful way, be conscious be set up to work request help when required

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Self-administration Behaviors Participating in class & work take after tenets and rules keep focused/time administration do function as alloted request help when required, in a charming way be deferential and agreeable

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Self-administration Behaviors Wrapping up and leaving class & work be aware and agreeable compose/tidy up materials and workspace take fundamental materials/homework Time administration wrap up work station & errands on time leave on time

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References for Felix, Kyle, and Hannah Studies Brooks, A., Todd, A. W., Tofflemoyer, S., & Horner, R. H. (2003). Utilization of a Functional Assessment and a Self-Management System to Increase Academic Engagement and Work Completion. Diary of Positive Behavioral Interventions, Vol 5. (3). pp. 144-152. Genius Ed. Todd, A.W., Horner, R. H., & Sugai, G. (1999). Impacts of Self-observing and Self-enrolled Praise on Problem Behavior, Academic Engagement and Work Completion in a Typical Classroom. Diary of Positive Behavioral Interventions , 1(2), 66-76. Ace Ed. Todd, A., Horner, R., Vanater, S., & Schneider, C. (1997). Cooperating to Make Change: An Example of Positive Behavioral Support for a Student with Traumatic Brain Injury. Instruction and Treatment of Children. Vol 20 (4), 425-440. Pressley Ridge Schools.

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