Running Head: PROGRAM PLAN 1

Plan for setting up a learning academy for students diagnosed with special needs

EDUC 6343: Program Development and Planning

Yorkville University

Geraldine Garwood

August 13, 2017

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My Philosophy for Planning Programs for Children with Special Needs

An individual’s philosophy for life provides a framework by which to make decisions and

act. One’s philosophy is rarely static and inflexible as beliefs changes to accommodate new

ideas, needs, and experience. According to Zinn (2004) in the process of planning, conducting,

and evaluating educational activities adult educators have the opportunity and responsibility to

make a number of decisions. Adult educators generally have the liberty to set up programs,

create learners expectations, determine the purpose and outcomes of learning activities, facilitate,

and assess the teaching learning experience. I believe that when an adult educator engages in the

practice of education certain beliefs about life in general are applied to the practice; and these

beliefs establish a foundation for their philosophy of education. In planning this program I take a

behaviorist and humanist approach for creating an environment for children with special needs to

shape appropriate behaviors by setting up a systematic instructional design method; to develop

their personal growth and self-direction for maximizing their functionality.

The Behaviorist defines learning as a change in observable behavior. Skinner (1971) as

cited in Merriam and Bierema (2014) articulated that a behavioral approach to education is

central for the survival of individuals and civilizations. An individual’s behavior can regulate

when we organize the setting to bring about desired behavior to cultivate a healthier society. I

believe educators have the power to set the factors in place for effective learning and behavior

change. Humanist believes that individuals have the potential for growth and development; and

have the right to make choices (Merriam & Bierema, 2014). Even though the participants in this

program have special needs they can become functional to maximize their potential at the

developmental stages that they are at. As I set out to develop this program I had to determine my
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beliefs about the learners; the overall purpose which account for the goals and objectives; the

learning process; funding and planning a budget; and the stakeholders that will be involved.

Assessment of Learning Needs

“An educational need is most often defined as a discrepancy or gap between what is and

what should be” (Caffarella, 2002, p. 114). The availability of intervention services for children

with special needs in Jamaica is limited and expensive especially for those at the lower strata of

society. It is estimated that there are more than 4000 children diagnosed with special needs in

Jamaica. Of this number, approximately 300 or 7.5% of children are receiving services through

the Ministry of Education’s Special Education Unit

(http://www.jamaicaobserver.com/magazines/career/Special-needs-children-at-risk-of-falling-

through-cracks_14098446). There are a few private institutions offering special education

services, which are often expensive and parents are unable to receive the necessary services for

their children. There is the necessity for more affordable and accessible therapeutic services to

meet the needs of this populace. The strategies used for needs assessment and creating ideas for

the program include: documents and artifacts which presented demographic information on the

populace and review various methodologies that will enhance their aptitude; social indicators

that provided qualitative data describing characteristics and social situation; interviews to assess

affordability and access to services offered; and informal interaction with colleagues to consider

aesthetics of the venue where program will be set up, and to discuss agencies to solicit funding

(Cafarella & Daffron, 2013). Recognizing the challenge of the limited availability of affordable

services the mission of the program is to improve the outcome for children with special needs by

providing quality and affordable services to families. The program goals were design with a

facilitative approach in mind. These include:

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1. Develop a supportive and structured instructional environment

2. Develop a comprehensive developmentally sequenced curriculum with an emphasis on

primary deficit areas

3. Respond to assessment of data linked to intervention

4. Provide behavior supports based on functional behavioral assessments

5. Plan specific strategies for generalization and maintenance of skills

6. To assist parents whose children are enrolled in the program

All teaching methods, assessments, intervention strategies, and learning resources are

based on the principles of applied behavior analysis (ABA) and are designed to increase

children’s adaptive skills as well as provide social opportunities to develop these skills. ABA is

the science in which procedures derived from the principles of learning are systematically

applied to improve socially significant behavior; and to demonstrate experimentally that the

procedures used were responsible for the improvement in behavior (Cooper, Heron, & Heward,

2007). Simply put it is a scientific methodology to understanding why people do what they do

and help them to modify their behavior in a meaningful way for their functioning. ABA focuses

on socially significant behavior change such as self-help skills, communication, academics and

problem behavior.

Instructional Objectives

Objectives aid in outlining the key determinants of the program for the organization,

participants, stakeholders, and funders. Objectives are used to decide if a program is achievable

and recognize the specific outcomes. There are two types of program objectives educational –

what participants will learn; and operational – enhancing program quality (Cafarella & Daffron,

2013). The objectives for the program comprise:

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Educational

1. Conduct functional behavior assessment (FBA) on each student to develop behavior

intervention plan

2. Develop individualized education plan (IEP) for students’ academic success

3. Use precision teaching a method that builds on fluency to enhance students’ academic

functioning

4. Use reinforcement procedures to shape social skills for socialization

5. Teach adaptive skills for independent living

6. Teach appropriate behaviors for generality in a variety of context

7. Use data to adjust intervention strategies for behavior change and evaluate interactive

effects

Operational

1. Provide training for parents with children diagnosed with developmental disabilities

2. Contribute to primary research investigating best treatment intervention for children

diagnosed with autism spectrum disorders

3. Support special needs outreach programs in various communities

Description of The Program

The Interactive Model of Program Planning is used to guide the planning for the ABA

Learning Academy due to its flexibility. The model offers a depiction of the prerequisite for the

planning and gives detailed practical recommendations. According to Cafarella (2013), the

model is interactive for four particular reasons: (1) it provides flexibility for the program planner

to use the components of the model in any particular order; (2) the learner is actively engaged;

(3) planners design the program to meet the diverse needs and cultural differences of the
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learners; and (4) program planners find this model useful and practical to identify needs and

provide ideas to accomplish the components. The program is personalized to address the

challenges presented by the students, organizers, and sponsors; it can be replicated, is

comprehensive, and critically reflective to meet the need of all stakeholders. The program also

reflects my own values and beliefs.

The ABA CARE Learning Academy is an after school program that will offer therapeutic,

behavioral and educational intervention services for children with special needs between the ages

of 3 and 12 years. Twenty children diagnosed with special needs will be recruited to receive

intervention services. The programs offered are tailored to meet the needs of children with

various types of social, language and communication delays most notably autism. Students will

be accepted into the program on a first come first serve basis. Parents are required to call the

center and make an appointment to take the child to the Academy for a thirty minutes

observation and evaluation period to ensure that the child is able to benefit from the program.

The documents that parents are required to provide prior to enrollment are: any assessments

completed within the last two years; most current IEP; a diagnosis, if available; and reports from

3rd parties regarding the child’s educational needs and ability.

The Academy will be located in the parish of St. Andrew, Jamaica. The Academy will be

opened between 2:15pm and 4:30pm Mondays to Fridays; and will be used on some weekends to

provide parent training and workshops. Children would attend their scheduled appointment

between Mondays and Thursdays, while Fridays will be reserved for team meetings; and

program review and maintenance. The Academy will be closed on national holidays. In addition,

through our precision teaching focus we will provide academic support for children with general

learning challenges.
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Stakeholders

Embarking on any program development initiative requires careful planning, involving

multiple stakeholders. Stakeholders are individuals and organizations that have an interest in the

program development and evaluation. Engaging various stakeholders with diverse perspectives

can build both internal and external buy-in and support (Cafarella & Daffron, 2013).

Stakeholder involvement can also enhance the program by making the evaluation process more

objective, enrich communication among key persons, and ensure that data collection is thorough

and complete accounting for accuracy and validity. The stakeholders involve in the Learning

Academy are:

Program Director

There will be two program directors who will be responsible for the overall management

of activities, program development, and supervision of the Direct Support Service Officers

(DSSO).

Direct Support Service Officer (DSSO)

Approximately ten (10) individuals who are trained at a certificate or bachelors level in

applied behavior analysis (ABA) will be recruited to serve as Direct Support Service Officers

(DSSO). The DSSOs will work as instructors; conduct FBAs, implement students’ IEPs, collect

data and maintain students’ files.

Jamaica Theological Seminary (JTS)

Five practicum students enrolled in the ABA bachelors of Arts degree program at JTS

will be recruited to support the DSSOs in collecting data and executing instructional activities.

The practicum students would have already been introduced to the principles and concepts of

ABA in the course work. However, these students will attend two (2) days training in precision
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teaching, discrete trial teaching, nature of autism, learning disabilities, and strategies to promote

reinforcement

Parents

Five parents of students who are enrolled in the program will be recruited to be oriented

in the mission, instructional services, and intervention strategies offered; and will be responsible

to form a parent support group. The parents will also be accountable to promote parenting

training to outreach programs.

Clients

Twenty children diagnosed with autism or developmental delays will be assessed and

parents interviewed in order to be accepted into the program. There will be a two to one ratio

with DSSO and students to ensure that adequate attention is given.

Digicel Foundation

The Digicel Jamaica Foundation is a non-profit organization that utilizes funds on a

charitable basis for the sole purpose of building communities. The Education Portfolio offers

support to projects and initiatives that focus on innovative techniques and solutions aimed at

enhancing the teaching and learning experience (Source). A grant of five million dollars will be

solicited from Digicel Foundation to fund the program.

Context

Autism is a complex, often inexplicable developmental disability. It presents as a disorder

of profound social disconnect rooted in early brain development. Autism impacts normal

development of the brain in areas of social interaction and communication skills. The individual

finds it difficult to communicate with others and relate to the outside world. They can also

display aggressive and self-injurious behaviors (Sarason & Sarason, 2002). Currently autism is
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behaviorally diagnosed by trained clinicians following guidelines set forth by American

Psychiatric Association’s manual called DSM (Diagnostic and Statistical Manual).

Autism is one of the rare disorders of childhood in which the main treatment is offered

within an educational setting, whether in a home-based location for young children, or a school-

based program (Iovannone, Dunlap, Huber, & Kincaid, 2003). It was formerly considered an

uncommon disorder but the growing prevalence of autism and the related rise in the number of

children being diagnosed as autistic has placed great burden on educational systems of a given

society to provide support services and suitable public education. To develop an educational

program involves a systems-level perspective. The program must be developed to ensure that it

takes into account the Ministry of Education curriculum to meet the identified needs of students

at the classroom level and can be implemented and sustained overtime.

When planning program it is vital to be cognizant of the setting in which the program will

exists. The setting which involves culture, human, organizational, and environmental facets can

impact decision making (Caffarella & Daffron). Cultural dynamics can impact how individuals

experience autism daily with their family, community, school and other settings. Cultural

diversity can determine how individuals perceive autism. It is critical in conveying a diagnosis,

in how families understand their child’s behaviors, and the methodology used for intervention. It

is important to evaluate these factors and views in order to develop this program. Two main steps

in the planning process will be reviewing the kind of services to be offered and completing an

evaluation of the required resources for the program. Some of the resources considered are

finances, personnel, space requirements, and access to materials. Funding will be sought to

garner the necessary resources and for the implementation of the program.

Power dynamics is central to the planning process. Planning is describe as a social

activity whereby people create educational programs by negotiating peculiar, individual,

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administrative, and social interests in frameworks noticeable by socially structured relations of

power that will account for outcomes for multiple stakeholders (Cervero & Wilson, 2010). The

democratic model expanded on the technical and practical elements of program planning, and

highlighted the need for planning models to assist planners in understanding and negotiating the

social, ethical, and political dimensions of the program context to ensure that the planning

process is democratic and inclusive (Cervero’s and Wilson’s 1994, 2006 as cited in Sandman,

Kiely, Grenier, 2009). The democratic model provides guidance for program planners to

negotiate stakeholder power and interest, which involved four main concepts: power, interest,

negotiation, and responsibility.

All the stakeholders involve will be at the center of the planning. The program will be

competently design with the wellbeing of the beneficiaries in mind while meeting the

organizational goals and objectives. Democracy is critical for the planning process as it allows

for participatory decision making. The program planners are reflective practitioners, skilled in

designing ABA curriculum, and influential in negotiating with diverse stakeholders.

Program Ideas and Learning Activities

There will be an extensive program development process to determine the appropriate focus

with a curriculum tailored to the deficits of each client that includes social, pre-academic and

academic skills, as needed.

Shaping and Chaining Procedures to Teach Social and Academic Skills

Shaping involves teaching the student to acquire a new skill, by providing him/her with

reinforcement for each step that is closer and closer to the final target skill. This may be a skill

that the child has partially learned or has some parts of the skill within their repertoire, but can’t

complete accurately and consistently. Shaping will permits reasonable goals to be set for the
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student and provide numerous chances for success to learning the new, challenging behavior

(Cooper, Heron, & Heward, 2007). The DSSOs will break down the target behavior into smaller,

more manageable steps with each step bringing the student successively closer to the desired

behavior. As the child work towards the goal of completing the first step for which

reinforcement is given the next step becomes the new goal. Reinforcement is given for the

completion of each step.

Shaping Procedure

 Assume we want to teach a child to turn on the cold water tap in order to get a drink of

water.

 Assume the child already walks to sink and looks at it when he/she is thirsty.

 Shaping might proceed like this:

Step 1: Child walk to the sink and look at it cold water is withheld

Child walk to the sink and point to tap cold water is presented

Step 2: Child walk to the sink and point to tap cold water is withheld

Child walk to the sink and touch tap cold water is presented

Step 3: Child walk to the sink and touch tap cold water is withheld

Child walk to the sink and grasp tap cold water is presented

Step 4: Child walk to the sink and grasp tap cold water is withheld

Child water to the sink and turn tap cold water is presented

(Cooper, Heron, & Heward, 2007)

Chaining is a teaching procedure in which less complex elements of a specific task or

behavior are taught in the sequence they are performed. Chaining involves breaking down a skill

that requires multiple, distinct steps (such as tying shoes, washing hands, sweeping the floor,
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etc.) and teaching the steps one at a time to the student (Cooper, Heron, & Heward, 2007). The

goal is to have the student perform each component behavior of a complex task independently.

Reinforcement is provided on each link of the chain. There are two types of chaining: forward

chaining and backward chaining.

Forward Chaining Backward Chaining

Initial step first Last step first

Then, first and second… etc. Then, next-to-the last step is taught and linked

On each trial, last step is reinforced with last step

On each trial, last step is reinforced

Differential Reinforcement Procedures to teach Desired Behaviors

Differential reinforcement is defined as reinforcing a specific class of behavior while

withholding reinforcement for other classes of behavior. For example, if the target behavior is for

the student to point to the color black when instructed to, "Point to black," he is only reinforced

when he points to black. The student does not receive reinforcement for pointing to any other

colour. There are four forms of differential reinforcement:

 Differential Reinforcement of Incompatible behavior (DRI)

 Differential Reinforcement of Alternative behavior (DRA)

 Differential Reinforcement of Other behavior (DRO)

 Differential Reinforcement of Low Rates (DRL)

DRI – the procedure will only reinforce behaviors that are incompatible with the problem

behavior while withholding reinforcement for the problem behavior. The behavior cannot happen

concurrently with the problem behavior (Cooper, Heron, & Hewrd). Example: John displays
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frequent out of seat behavior so the DSSO decides to implement a DRI procedure. She agrees to

reinforce a behavior that is incompatible with out of seat behavior. Sitting in his seat is preferred

as the incompatible behavior because it cannot occur at the same time as out of seat behavior.

The student will only receive reinforcement (cookie) for sitting in his seat and reinforcement is

withheld when he is out of his seat.

DRA - this procedure involves reinforcing occurrences of desirable alternative to problem

behavior but that is not necessarily incompatible (Cooper, Heron, & Heward, 2007). Example:

Angela displays frequent shouting out of answers behavior after her teacher poses a question to

the class. The DSSO uses a DRA procedure in which she is only reinforced (teacher call on her)

for raising her hand to answer a question. This behavior though an alternative to shouting out is

not incompatible as both the problem behavior and the alternative can occur at the same time.

The more socially acceptable behavior is to raise her hand.

DRO - this procedure entails delivering reinforcement whenever the problem behavior does

not occur during a predetermined amount of time. The student is reinforced for not responding

(Cooper, Heron, & Heward, 2007). Example: Jacky pulls her peers hair during independent

work. The DSSO uses DRO in order to reinforce the absence of pulling others’ hair. The DSSO

sets a timer for three minutes on Jacky’s desk. If she does not pull any of her peer’s hair for the

entire three minutes then she is reinforced. If she does, she is not reinforced and the timer is

reset.
DRL - this procedure is used to reduce the frequency of a behavior but not eliminate it from

the learner’s repertoire entirely (Cooper, Heron & Heward, 2007). This is usually earmarked for

behaviors that are socially acceptable but may occur too often. The reinforcement is given if the

behavior occurs below a determined benchmark. Example: Jimmy uses socially appropriate

behavior to greet peers but does so up to ten times in one class period. The DSSO uses DRL to
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lower the rate of his behavior but does not want to remove it completely. The decision was made

to give reinforcement (computer time) if he greets peers five or fewer times during the class

period. If he greets peers more than five times, he does not receive reinforcement.

Discrete Trial Training to Teach Social and Functional Skills

Discrete Trial Training (DTT) is a teaching technique used in autism spectrum disorder

(ASD) therapies. DTT involves breaking simple skills down to their most basic parts and

teaching those skills to the child, in a step-by-step process. It provides structure for the learning

interaction and a large number of learning opportunities (Maurice, 1996). All achievements

subtle or significant are rewarded. This encourages the child to learn and use the new skill.

Discrete Trial Training (DTT)

Breaks down learning opportunities into well-controlled, discrete teacher-student interactions

Instruction → Correct Response → Reward

OR

Instruction → Incorrect Response → Correction

DTT will be used to teach a variety of new skills or behavior to students with autism

spectrum disorder, ranging from very simple to more complex skills, depending on the specific

needs of the child (speech and language, daily living skills such as dressing, gestures, using

utensils, etc., and writing). DTT will be used to teach students to follow instructions, engage in

conversations, and for those who cannot speak develop their expressive and receptive language

skills. It will also be used to teach parents how to manage their child’s challenging behaviors.
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Picture Exchange Communication System (PECS)

The Picture Exchange Communication System, or PECS, allows people with little or no

communication abilities to communicate using pictures. People using PECS are taught to

approach another person and give them a picture of a desired item in exchange for that item. By

doing so, the person is able to initiate communication (Maurice, 1996). The student with autism

will use PECS to communicate a request, a thought, or anything that can rationally be

demonstrated or represented on a picture card.

Video Modeling to Teach Language and Play Skills

Video modeling is pre-recorded model that will be shown to students using audio visual

medium (Maurice, 1996). The student watches model and imitate modeled behavior. The model

will be other persons or themselves. Student of this populace tend to be strong visual learners

and have good memories.

Curriculum base on life lessons that support instruction for holistic functioning

There are key characteristics that affect how special needs students interact with the

world. The curriculum is specifically designed to engage learners in life lessons for adaptation to

their differing environments. Students’ difficulties may include receptive and expressive

communication, social interaction, sensory processing, and emotional regulation. The weekly

schedule curriculum is designed to target one of four primary curriculum components. These

components help the students to meet the goals of increased independence in developing these

skills. The major curriculum components are: independence, self-awareness, social Interaction,

and communication

Precision Teaching to Build Fluency and Accuracy (PT)

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PT is a method of planning a teaching program to meet the needs of an individual with

acquiring or maintaining some skills usually academic. The teacher must be very precise about

the material used with the child, ensuring that it is within the Zone of Proximal Development

(ZDP). The ZDP are skills that a child finds difficult to master on his or her own; but can be

done with guidance. In entails a variety of learning streams for example: see-write, see do, see,

say, hear say, hear, do (Maurice, 1996). The key components of Precision Teaching are: to set

time-based mastery criteria for each curriculum step, provide daily opportunities for practice and

timed measurement, to chart performance on a graph (Binder, 1988).

The curriculum objectives are broken into skill steps (component to composite skills).

The skill steps are taught and practiced daily, 10-20 minutes for skill lesson, practice, skill

measurement, and charting. The students are given a benchmark or aim and they are required to

meet the aim set during a timed session. The results of charting lead to skill or instructional

changes or directions; this helps to know when learner is ready to move on (Binder, 1988). The

primary goal of instruction is to build fluency with a skill; fluency implies readiness to expand

understanding and comprehension.

Print these out on cardstock and use them to increase awareness of issues with: Eye contact,

Facial expression, Distance, Listening, Use of hands

Go to the link below for a thorough explanation that includes a short Youtube demonstration of

the technique
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http://autismteachingstrategies.com/autism-strategies/nonverbal-communication- visual-

prompts-for-kids-with-asd-see-next- blog-for-the-downloads/

Formative and Summative Evaluation and Transfer of Learning

In order to plan the evaluation in accord with the most appropriate evaluation method, it

is essential to understand the dissimilarity between evaluation types. The type of evaluation used

should match the development level of the program or program activity appropriately (Cafarella

& Daffron, 2013). The formative evaluation strategies will emphasize engagement with

stakeholders when the students’ intervention are being designed and implemented; and to

identify if it is not being delivered as planned, not having the intended effect, and to modify

accordingly. The evaluation will be ongoing through the use of observation, pre and post data

gathering and assessment. The summative feedback will provide feedback to the stakeholders for

continuation of the program through the use of questionnaires and interviews with parents,
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DSSOs, and practicum students. Students will also be observed in other setting and parents

interviewed regarding for transfer of learning and generalization and maintenance of newly

acquired skills.

Preliminary Budget

Items Units Unit Sub-Total Total

Cost

Classroom furniture
5 piece Bookcase 2 300,000

Desk & Chairs for children 3 – 12 years 20 700,000

Wheeled 2 draw filing cabinet 15 x 22 2 160,000

Adjustable Dry Erase Board with easel, 29 x 40 6 30,000

Wall Dry Eraseboard 72 x 48 3 80,000

Office resources
Professional Laminator 1 500,000

Laminator pouches 20 20,000

Canon Lazer Printer All in One 1 1,500,000

Standard Celeration Charts 50

Apple IPAD Black 10 150,000

Desktop computer 5 2,000,000

A4 Copy paper 5 20,000

Folders 20

File Jacket 50 5,000

Expo 7 Piece Original Dry Erase organizer Kit 5 $11 6,000

Clickers 20 6,000

Timers 20 6,000

Autism Assessment & Intervention Tools

Autism Assessment Kit (VB-MAPP) : 100+ Common 5 $180,000
Objects, Language Builder, Reinforcer Kit, Counting Bears,
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Wooden Beads, Peg Board, Shape and Form Box, Color

Cubes, Block Design Cards, 3 Peg Puzzles, 4 Inset Puzzles,
etc.

Cube Pattern Cards 10 1,500

Wood Blocks – set of 100 2 4,000

Fluency Based Curriculum Package

1. Foundation Skills for Math (Part I) 2 20,000

2. Phonological Coding: 2 20,000

Phonemic Awareness

Ph 3. Phonological Coding: Word & Syllable Awareness 2 20,000

3. Addition & Subtraction: A Multi-Channel Approach 2 40,000

4. Multiplication & Division Facts: A Multi-Channel 2 40,000

Approach

Salary 1,500,000
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References

Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators,

trainers, and staff developers, (2nd Ed.). San Francisco: Jossey-Bass.

Jamaica Observer (2013). Special needs children at risk of falling through cracks. Retrieved

from http://www.jamaicaobserver.com/magazines/career/Special-needs-children-at-risk-

of-falling-through-cracks_14098446

Maurice, C. (1996). Behavioral intervention for young children with autism. Austin, TX: Pro-Ed.

Sarason, I.G., & Sarason, B.R. (2002). Abnormal Psychology: The problem of maladaptive

behavior, (10th Ed.). Prentice Hall.

Sandman, L. R., Kiely, R. C., & Grenier, R. S. (2009, Spring). Program Planning: the neglected

dimensions of service-learning. Michigan Journal of Community Service Learning, 15,

17-33. Retrieved from http://find.galegroup.com/gtx/infomark.do?&contentSet=IAC-

Documents&type=retrieve&tabID=T002&prodId=AONE&docId=A213693943&source=

gale&srcprod=AONE&userGroupName=apollo&version=1.0

Wilson, A. L., & Cervero, R. M. (2010). Democracy and Program Planning. New Directions for

Adult and Continuing Education, no. 128. Wiley Periodicals. Retrieved

from http://search.ebscohost.com/login.aspx?

direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=5567713

Zinn, L. M. (2004). Exploring your philosophical orientation. In M. W. Galbraith (Ed.), Adult

learning methods: A guide for effective instruction (3rd Ed)). Malabar, FL: Krieger

Publishing Co