1INSTRUCTIONAL PROGRAM Ecological Information Student(s): Time(s): daily. Initiator(s): assessment. Location(s): I.

Lilly, Kelvin, Zach, and Rodney Assessment and instruction will occur during the student's lunch time (10:30 am) I will assess and instruct. The teacher and assistants will also aid in instruction and Cafeteria

Description of other students present, their activities, and target behaviors: A. There are 4 students in the self-contained class. During instruction, the four year old kindergarten class is often getting their lunch as well. This class consists of one teacher and one assistant, and 20-25 regular education students. The students in the four year kindergarten class are expected to get their lunches and carry their trays to their tables to eat.

B. II.

Instructors present and their duties (includes aides, volunteers, etc.): A. B. The teacher (Robyn), myself, and two other assistants are present during lunch. The teacher (Robyn), myself, and the other two assistants are responsible for helping with instructing the students on getting their lunch tray and assessing.

III.

Equipment and materials: - task analysis data collection sheet - lunch tray - milk - fruit - lunch meal Briefly describe activities preceding, during, and following the program: Before students get to the cafeteria, they are instructed on individual IEP goals in the classroom. Before leaving the classroom, the students wash their hands for lunch. Then each student uses the Picture Exchange Communication (PECS) device to say "It's time for lunch." During instruction, each student will get their lunch tray and meal. After the student instruction on getting the student's lunch, each student will go to his lunch table and 1

IV.

eat his lunch. The scheduling of the instruction positively affects the implementation and outcome of the program because it takes place during a natural opportunity for instruction. The students are already going to the cafeteria for lunch. The instruction will promote their independence and enhance their quality of life. Instructional Program I. Program Objective: When student gets to the lunch room, he/she will independently get his/her lunch tray and carry it to the table by completing all steps of the task analysis for at least 3 consecutive days. Lilly's Goal When Lilly gets to the lunch room, she will independently get her lunch tray and carry it to the table by completing all steps of the task analysis for at least 3 consecutive days. Objectives: 1. Lilly will independently walk to the cafeteria line for at least 3 consecutive days. 2. Lilly will independently get one milk for at least 3 consecutive days. 3. Lilly will independently indicate (by pointing) lunch choice to cafeteria worker for at least 3 consecutive days. 4. Lilly will independently get her tray from the teacher for at least 3 consecutive days. 5. Lilly will independently place her tray on the counter for at least 3 consecutive days. 6. Lilly will independently place her milk on her tray for at least 3 consecutive days. 7. Lilly will independently pick up one fruit for at least 3 consecutive days. 8. Lilly will independently place the fruit on her tray for at least 3 consecutive days. 9. Lilly will independently pick up the tray with two hands for at least 3 consecutive days. 10. Lilly will independently walk to the table with her tray for at least 3 consecutive days. 11. Lilly will independently place the tray on the table for at least 3 consecutive days. 12. Lilly will independently sit down at the table for at least 3 consecutive days. Kelvin's Goal When Kelvin gets to the lunch room, he will independently get his lunch tray and carry it to the table by completing all steps of the task analysis for at least 3 consecutive days. Objectives: 1. Kelvin will independently walk to the cafeteria line for at least 3 consecutive days. 2. Kelvin will independently get one milk for at least 3 consecutive days. 3. Kelvin will independently indicate (by pointing) lunch choice to cafeteria worker for at least 3 consecutive days. 4. Kelvin will independently get his tray from the cafeteria worker for at least 3 consecutive days. 5. Kelvin will independently place his tray on the counter for at least 3 consecutive days. 6. Kelvin will independently place his milk on his tray for at least 3 consecutive days. 7. Kelvin will independently pick up one fruit for at least 3 consecutive days. 2

8. Kelvin will independently place the fruit on his tray for at least 3 consecutive days. 9. Kelvin will independently pick up the tray with two hands for at least 3 consecutive days. 10. Kelvin will independently walk to the table with his tray for at least 3 consecutive days. 11. Kelvin will independently place the tray on the table for at least 3 consecutive days. 12. Kelvin will independently sit down at the table for at least 3 consecutive days. Zach's Goal When Zach gets to the lunch room, he will independently get his lunch tray and carry it to the table by completing all steps of the task analysis for at least 3 consecutive days. Objectives: 1. Zach will independently walk to the cafeteria line for at least 3 consecutive days. 2. Zach will independently get one milk for at least 3 consecutive days. 3. Zach will independently indicate (by pointing) lunch choice to cafeteria worker for at least 3 consecutive days. 4. Zach will independently get his tray from the cafeteria worker for at least 3 consecutive days. 5. Zach will independently place his tray on the counter for at least 3 consecutive days. 6. Zach will independently place his milk on his tray for at least 3 consecutive days. 7. Zach will independently pick up one fruit for at least 3 consecutive days. 8. Zach will independently place the fruit on his tray for at least 3 consecutive days. 9. Zach will independently pick up the tray with two hands for at least 3 consecutive days. 10. Zach will independently walk to the table with his tray for at least 3 consecutive days. 11. Zach will independently place the tray on the table for at least 3 consecutive days. 12. Zach will independently sit down at the table for at least 3 consecutive days. Rodney's Goal When Rodney gets to the lunch room, he will independently get his lunch by completing all steps of the task analysis for at least 3 consecutive days. Objectives: 1. Rodney will independently walk to the cafeteria line for at least 3 consecutive days. 2. Rodney will independently get one milk for at least 3 consecutive days. 3.Rodney will independently indicate (by pointing) lunch choice to cafeteria worker for at least 3 consecutive days. 4. Rodney will independently place his milk on his tray for at least 3 consecutive days. 5. Rodney will independently pick up one fruit for at least 3 consecutive days. 6. Rodney will independently place the fruit on his tray for at least 3 consecutive days. 7. Rodney will independently walk to the table for at least 3 consecutive days. 8. Rodney will independently sit down at the table for at least 3 consecutive days.

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Rationale: The behavior of independently getting their lunch was targeted for instruction to teach students to be independent in the cafeteria. Students in the regular education classrooms are expected to get their own food and lunch tray at lunch, so this is a skill that the students in Mrs. Hale's class need to learn. Once they accomplish this goal, they will be more functional in the cafeteria. This will increase the student's quality of life and promote independence. This is a very functional skill that will help them be successful in the cafeteria throughout grade school, and also when they go to restaurants where there is a buffet.

III.

Student characteristics that assist: The students are motivated by food and drink. Lilly and Kelvin are motivated by adult praise. Zach and Rodney are motivated by adult attention such as verbal praise and a pat on the back. All students have had prior experience in communicating yes or no and indicating their wants and needs in the classroom. This program expands their knowledge of communicating their wants for lunch outside of the classroom. Lilly, Kelvin and Zach have had previous instruction on taking their lunch trays after they finish their lunch. This program will give them more opportunities for independence in the cafeteria. Student characteristics that hinder: Each student has a diagnosis of a severe to moderate intellectual disability or autism. Rodney has cerebral palsy, so it makes it difficult for him to carry the tray. Zach has a history of learned helplessness, so he often wants to sit on the floor and have adults get things for him. He also has difficulty with transitions and generalization. Lilly has difficulty balancing while carrying items, so carrying a tray with more than one item is difficult for her. Kelvin has poor communication and language skills that prohibit him from being able to communicate his lunch choice and wants effectively.

IV.

Student Procedures: 1. Students will independently walk to the cafeteria line. 2. Students will independently get one milk. 3. Students will independently indicate (by pointing) lunch choice to cafeteria worker. 4. Students will independently get his or her tray from the cafeteria worker. 5. Students will independently place his or her tray on the counter. 6. Students will independently place his or milk on their tray. 7. Students will independently pick up one fruit. 8. Students will independently place the fruit on his or her tray. 9. Students will independently pick up the tray with two hands. 10. Students will independently walk to the table with the tray. 11. Students will independently place the tray on the table. 4

12. Students will independently sit down at the table. V. Teaching Procedures:

Initiation of Instruction: Students will walk to the cafeteria with the class. Once the student gets to the cafeteria, the student will go to the lunch line to get his lunch. If the student does not walk to the lunch line, the teacher will provide a physical prompt to show the student where to go. Sustaining of Instruction: Once the student is at the lunch line, a most to least prompting system will be used to teach the getting the lunch tray. The level of assistance will go from a physical prompt to a gestural prompt to a verbal prompt to independence. Based on the data, the level of assistance used will fade until the student is performing the step independently. If the student does not complete the step correctly: i. Stop the step immediately following an error ii. Go back to the step iii. Re-present the task at a point prior to the error iv. Provide physical prompt to complete the step
v. Provide adult attention/praise immediately after the step is performed

correctly Termination of Instruction: Once the student has his lunch, he will sit down at his lunch table and eat his lunch. VI. Baseline and Probe Procedures: A. Recording System: Least to Most Prompts Procedure. The level of prompts required will be recorded to determine the numerical number to graph. This data collection is used in order to show progress. Because the students have severe disabilities, the students typically make slow progress. By using this recording system, the progress will be easier to see. B. Recording Codes: Independent (I), Verbal Prompt (VP), Gestural Prompt (GP) or Physical Prompt (PP) for each step of the task analysis. Students will receive a point value based on the level of assistance required for each step. The following assistance receives the corresponding point value: Independent (I) - 3 5

Verbal Prompt (VP) - 2 Gestural Prompt (GP) - 1 Physical Prompt (PP) - 0 C. Recording Schedule: Data will be collected at lunch because this is the time when the skill will naturally occur. The data will be collected on the first (Monday) and last (Friday) opportunity to get lunch of each week. Instruction will occur on the other days. VII. Reinforcement: A. Identification: A previous preference assessment using teacher interview and forced choice revealed that food and adult attention are potential reinforcement for both students. Type: The natural reinforcement of lunch will be given immediately after the students complete all the steps in the task analysis. The reinforcement of adult attention will be given after every 2-3 steps completed during the task analysis. Schedule: The reinforcement will be given when the student completes the step correctly or after being prompted.

B.

C. VIII.

Maintenance Strategies:

Maintenance of this behavior will be through the daily use of the skill. The students will continue to get their lunches daily. Based on the student's performance, I will gradually fade the reinforcement of verbal praise. I will provide intermittent reinforcement. Based on the data, I will continue to fade reinforcement. Reinforcement of the food will not be faded since this is a natural reinforcer of eating lunch after the student gets their lunch. If behavior is not maintained, I will strategically add back in prompts and reinforcement. Data on the students getting their lunch will be collected every two weeks to keep track of maintenance of the skill. The data will determine how often I need to assess. IX. Generalization Strategies: Generalization will be promoted by using various instructors to teach the skill in the cafeteria. We are using train loosely and program common stimuli to enhance generalization of behavior. I am varying who teaches the skill. The cafeteria workers will also differ to promote generalization. I am teaching and assessing the skill in the natural environment. Generalization can be measured using a similar data sheet. Also, data can be collected every two weeks to ensure the students are getting their lunch with a variety of instructors and a variety of cafeteria workers.

X.

Attach a copy of A. B. See attached data sheet See attached graphs

REFLECTION I selected the skill of students getting their own lunch because this is an important skill for the students to have in order to be independent in the cafeteria. Once they accomplish this goal, they will be more functional in the cafeteria. This skill will help them be successful in the cafeteria throughout grade school, and also when they go to some restaurants. I made some minor changes over the course of the unit. I did not realize Lilly was too short to reach the tray from the cafeteria worker, so I had to change that step. I observed the four year old kindergarten class to see what the teachers did for their students to get the tray. I saw that the teacher or assistant handed the tray to the student, so I changed the step of getting the tray from the cafeteria worker to getting the tray from the teacher. Overall, the data shows that the instructional program is effective. The students have acquired many of the steps of the task analysis with less prompts than they did at the start of the unit. The teacher is planning on continuing working with the students on this skill, and it is going to become one of their IEP goals for the upcoming school year. In the future, I would make sure the students are receiving instruction in getting their lunch tray every day. I would also make sure the students went to straight to the lunch line before going to the lunch table. When the students go straight to the lunch table before getting their lunch tray, the students want to stay at the lunch table instead of going to the lunch line. This has created behavior problems. If the students immediately go get their lunch before sitting down, I found the problems have been prevented.

Results

Kelvin has not met his goal of independently getting his lunch tray for three consecutive days, but the program is effective according to the data. He can get up to 36 points depending on the level of prompts required. On the most recent day, Kelvin received credit for 13 out of 36 possible points. This is an increase from an average of 4 points received during baseline.

Lilly has not met her goal of independently getting her lunch tray for three consecutive days, but the program is effective according to the data. She can get a total of up to 36 points depending on the level of assistance she needs. On the most recent day, Lilly received credit for 20 out of 36 possible points. This is an increase from an average of 3 points received during baseline.

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Zach has not met his goal of independently getting his lunch tray for three consecutive days, but the program is effective according to the data. On the most recent day, Zach received credit for 12 out of 36 possible points. This is an increase from an average of 4 points received during baseline.

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Rodney has not met his goal of independently getting his lunch for three consecutive days, but he is making slow progress according to the data. On the most recent day, Rodney received credit for 2 out of 24 possible points. This is an increase from an average of 0 points received during baseline. The slow progress could be due to multiple absences during instruction due to illness.

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