Literacy

and AAC

10/20/16

Agenda
} Review

Syllabus changes
} Discuss binders
} Finish up Performance Monitoring and
Troubleshooting content
} Clinical skill: Incidental Teaching
} 10 min break
} Literacy and AAC users
} Group activity
} Return feedbacks

1. Course Information
Include a copy of the course syllabus.

2. Class Topics
Organize this section by class topic. There are 12 class topics listed in the syllabus. Label
each section by the topic name (e.g., Promoting Appropriate Social Skills). For each class
topic, include the following:
} Lecture slides
} Your notes (may be separate or directly on lecture slides)
} Handouts from class activities

3. Intervention Strategies
Organize this section by intervention strategies. There are 5 intervention strategies listed in
the syllabus (PECS Phase 1, PECS Phase 2, Constant Time Delay, Incidental Teaching, and
Differential Reinforcement). For each strategy, include the following:
} Lecture slides
} Your notes (may be separate or directly on lecture slides)
} Graded assessment sheet

Binders (see Carmen under Course

Documents)

To receive credit for this course, you must complete a class binder. This
requirement is designed to benefit you by ensuring that you consolidate
and organize your course materials so that they can be easily
referenced later.You may choose between two options for organizing
your binder: (a) a physical binder with paper copies of materials or (b)
organizing PDFs within an Adobe PDF portfolio.Your binder will not
receive a grade, but it must conform to the following guidelines in order
for you to receive credit in this course.

Binders must be organized in five sections: Course Information, Class

topics, Intervention Strategies, Projects and Assignments, and Group
Presentations.

Minimum contents of each section follow. This outline only includes

minimum requirements; you are welcome to include additional materials
(e.g., class readings, graded quizzes, etc.) if you wish.

4. Projects and Assignments

There are two major projects associated with this course
(communication assessment and intervention plan). Graduate
students will complete one additional project, a research synthesis.
For each homework assignment or project, include the following:
Graded drafts (for projects only)
Graded final version
5. Group Presentations
This section should include:
A copy of the slides from your groups presentation
A copy of the handout for your groups presentation
Copies of handouts from all of the other group presentations

Literacy and AAC

10/20/16

Chapter 7 - Performance Monitoring

} Steps

in PM:

} Identify

2.

Write behavioral objective

Choose measurement system

3.

Create performance monitoring form

4.

Display PM info

5.

Analyze Performance Info

6.

Develop Procedures to monitor intervention integrity and response reliability

1.

} Measurement

Step 1: Write behavioral objective

systems look at:

1.

Frequency

2.

Duration

3.

Latency

4.

Topography (different forms of behavior)

5.

Magnitude

Step 2: Choose a measurement system

} Frequency: Counting

the number of times a

behavior occurs within a given time period
} Duration: Measuring how long the student
engages in a particular behavior
} Latency: The amount of time that passes
between the cue for a behavior to be emitted, and
when the behavior occurs.
} Form/Topography: What the behavior looks
like
} Magnitude: Refers to the behaviors strength or
intensity

the specific observable communicative

behavior to be monitored
} Identify the situation where the behavior should
occur
} Identify with whom the behavior should occur

Step 3: Create a progress monitoring form that has:

}

Identifying Information
}
}

Indication of phase
}
}
}
}

baseline
intervention
maintenance
generalization

Performance information, including

}
}
}

The learners name

The person recording the information

date,
time
record of each occurrence

Summary information

Literacy and AAC

10/20/16

Step 4: Performance Monitoring Information

} Line

graphs
} Cumulative recording

Step 5: Analyzing performance

} Reasons

to keep on what you are doing:

Increasing correct behaviors

} Decreasing errors
}

} Reasons

to change what you are doing:

Increasing errors
} Decreasing correct behavior
} Plateaus in correct behaviors or errors
} A high degree of variability in the data
}

Step 6: Develop procedures to progress

monitor and troubleshoot
} Response

reliability = the degree to which two

observers record the same thing during the same
observation
}

Check first for agreement across teachers/staff on

target behavior and measurement

} Intervention

Integrity = the degree to which the

intervention was implemented according to plan
}

Create task analysis for teacher/staff behavior

Troubleshooting:
Practical integrity issues of PM your teaching in the
classroom

} Reinforcement contingent, consistent, motivating

}
}
}
}

You need to identify students preferences using evidence

based strategies taught in methods courses
You need to pick what to use as a reinforcer and decide on
amount
You need to deliver reinforcement on a consistent schedule
and have a plan to fade that schedule
You need to aim towards connecting students to the natural
contingencies of reinforcement in their environment

Literacy and AAC

10/20/16

Troubleshooting:

Troubleshooting:

} Prompts

} Additional

}
}
}

Is your plan designed to encourage independent

initiation from the start? (Make connection to PECS
design)
Do all the staff know your prompting plan?
Do they prompt the student consistently consistently?
Do you have a plan to fade and is it followed by
everyone?

}
}

partner skills to consider

Accidental prompting (e.g., staff staring at the correct

choice)
Partner responsiveness to potential communicative acts

Milieu Strategies: Incidental Teaching

Modeling

Mand
Modeling

Incidental Teaching
A Quick Guide for Implementation

Incidental
Teaching

Naturalistic
Time Delay

Literacy and AAC

10/20/16

Overview

What is Incidental Teaching?

} What

} A

is a incidental teaching?
} Why use incidental teaching?
} Steps of implementation
} Incidental teaching next steps
} Role play and feedback
} Questions

procedure that utilizes a naturalistic setting to

increase a learners sentence length when
requesting items.
Apple
Red apple
Want red apple
I want red apple

Why Incidental Teaching?

} This

procedure can be effective when the learner

is communicating in a basic way, and the goal is to
expand the communication

} For

example, the goal may be to go from a single

word utterance to linking several words together
}
}
}

Incidental Teaching Steps for

Implementation

1. Wait until the learner initiates the desired form

of communication
} During

lunch, the learner says apple

} During art, the learner says crayons
} Before recess, the learner says outside

Outside -> go outside -> lets go outside

Chocolate -> want chocolate -> I want chocolate
Spoon -> need spoon -> I need spoon

Literacy and AAC

10/20/16

Incidental Teaching Steps for

Implementation

Incidental Teaching Steps for

Implementation

2. Model the desired expansion

} Say, red apple

3. Wait a set number of seconds (3) for the learner

to imitate the response

SD: Lunch

Learner says
apple

Teacher says
red apple

Incidental Teaching Steps for

Implementation

4a. Reinforce the learner if the target response is

made
} Say, Yes, red apple! and give the learner a slice of
apple
4b. If the target response is not made, the learner
still receives the reinforcer

Learner
says
apple

SD: Lunch

Teacher
says red
apple

Wait 3
seconds

Incidental Teaching Next Steps

As time progresses and the learner is independently
using the desired expansion, you can slowly expand
the desired response. This is called shaping.
Red apple
Want red apple
I want red apple
I want red apple, please

Literacy and AAC

10/20/16

Role Play
}
}

Two Roles: Teacher and Student

Background: Student is using the ASL
sign for more to request any desired
object or activity. This is problematic
because his communication is
ambiguous when there is more than
one object or activity.
Teacher directions:
}

Make a paper airplane. Throw the airplane

back and forth with your student. After
several turns, hold the airplane until the
student signs for more. This is your
opportunity to expand this request to
more airplane.

Student directions:
}

Only sign more initially. Only sign more

airplane when prompted.

more

airplane

1. Wait un*l the learner ini*ates the

desired form of communica*on.
2. Model the desired expansion.

Literacy and AAC

How do students who use AAC engage in literacy?

ES SPED 5277

10 minute break

3. Wait a set number of seconds (3) for

the learner to imitate the response.
4A. Reinforce the learner if the target
response is made.
4B. If the target response is not made,
the learner s*ll receives the reinforcer.
5. AFer the learner produces the desired
response independently and consistently,
slightly expand the desired response
again (i.e., shaping).

What I Will Cover Today

} Literacy
}
}
}

What did you learn from the reading?

How can you design targeted literacy instruction for
students who use AAC?
Homework assignment

} Handing
}
}

and AAC

Back Assessments

Classwide feedback
Walk through next assignment

} Assessments
}
}

Quiz
Naturalistic time delay

Literacy and AAC

10/20/16

Literacy Skills: What do I target?

}

Automatic word recognition produce words fluently

}

Instruction continues until student fluent decoder

Reading comprehension (synthesis of word recognition,

language comprehension, and print processing )
}

Text should be at instructional level or below (90-95%

accuracy when reading independently)

Independent reading (silent reading)

}

essential to reading fluently with comprehension

Decoding (mediated word recognition) analyzing and

identifying unknown words
}

Other helpful ideas from the readings

Stock high-interest text; rotate books out; provide ample

independent level material

Programming content-specific vocabulary that has

little everyday utility may not be the best choice
}

Students who are predominately non-verbal might

not naturally recognize and use inner speech
}

You can put everyday vocabulary together to represent

content-specific vocabulary

This is a skill that can be taught

Vision and eye movement might need to be

addressed, but enlarged print might not be the
solution
}
}

Increased spacing between words and lines might help

Spacing can be faded over time

Example Lesson

Example Lesson

} Step

} Step

1. Pick a book that allows you to target

appropriate skills and will engage your student

2. Identify target sight word vocabulary.

Identify how the learner will identify and express
this vocabulary. How will you teach it?

Goodnight

Literacy and AAC

10/20/16

Example Lesson

Example Lesson

} Step

} Step

3. Identify target phonics skills. Identify how

the learner will participate. How will you teach it?

4. Identify the comprehension skill you will

target. Identify how the learner will demonstrate
this skill. How will you teach it?

h g e l

Example Lesson

Literacy exercise group work

} Step

5. How could you further target automatic

word recognition or phonics? How will the
student participate? How will you teach it?

o
g

t
l

h
9

Literacy and AAC

10/20/16

For Next Week

} Complete

Return drafts

Quiz 7 on Carmen over Beukelmen et

al. & lecture content
} Group A - Print Incidental Teaching PA checklist and
bring to class
} Due: Group Project Bibliography and Brochure
draft
} Readings:
}

Johnston Ch 11

Carter et al. (2013)

} King & Fahsl (2012)
}

10