assessing student schedules and work systems...

TASN-Autism & Tertiary Behavior Supports

2013-2014 Webinar Series

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Assessing Student Schedules & Work

SystemsMary Schlyer Woodworth

TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State

Department of Education's Special Education Services. TASN Autism and Tertiary Behavior Supports does not

discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The

following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director,

Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214

Where do I begin when developing a schedule or work system ?

• Begin by creating a schedule and work system for each student

• Instruct• Assess• Restructure• Reassess



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An Under Utilized Resource

This Guide will be referred to throughout the

presentation

Structured Teaching Assessment

Guide to Individualizing the Schedule



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Instructions

• Step One - Preparation• Step Two - Assessment• Step Three - Restructuring• Step Four - Recording Progress• Step Five - Data Gathering

Refer to Guide page 3

Individual Schedule

• Definition: A visual/concrete method used to tell a child which activities will make up their day and the order in which they will occur.

• Purpose: To teach flexibility; top to bottom/ left to right progression; to aid in transitions; to provide predictability; to establish a routine; to teach the concepts of first-then and finished; and, to accommodate receptive language deficits.



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SKILL AREA I. INITIATION: HOW DOES THE STUDENT KNOW WHEN TO CHECK HIS SCHEDULE?


Cues that represent schedule



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SKILL AREA II. IDENTIFIES OWN SCHEDULE: WHERE IN THE CLASSROOM IS THE SCHEDULE, HOW IS IT MARKED?


Identifies own Schedule



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Central Schedule Area

Home Schedule



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Portable Schedules

SKILL AREA III. IDENTIFIES WHICH CUE IS NEXT IN SEQUENCE: HOW MANY CUES WILL BE PRESENTED AT A TIME (LENGTH OF SCHEDULE)?




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One Transition at a Time

One Transition at a Time Photograph



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First – Then Photographs

First – Then Icon or text



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Part Day

Full Day



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Full Day

SKILL AREA IV. UNDERSTANDS MEANING OF THE VISUAL CUE: WHAT TYPE OF CUE DOES THE STUDENT MOST EASILY UNDERSTAND (LEVEL OF ABSTRACTNESS)?




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Levels of Abstractness

Object



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Objects

Part of Product Label



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True Object Based Icon (tobi)

More tobi’s



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Photograph

Colored Drawings/Icons



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Black and White Line Drawings/Icons

Text Lists



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Text List

Combination Schedule and Work System



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Combination schedule and work system (2)

Combination schedules

• Icon schedule with reinforcer

• Written list schedule with reinforcer



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SKILL AREA V. STAYING ON TRACK: WHAT DOES THE STUDENT DO WITH THE VISUAL CUE AT THE INITIATION OR COMPLETION OF EACH ACTIVITY?


Object Jigs



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Container with Matching tobi

Photo Matching



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Pocket with Matching Icon

Crossing Off or Checkmark



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Icon checklist

Considerations: Things to think about when individualizing a schedule

• Level of functioning (Mode Assessment)• Format for presentation• Flexibility• Mobility• Transition area• Routine for checking schedule• Students special interests• Visual cue for schedule



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Concept of Finished:

• A clear sense of closure or finished must be provided for all transitions

• A receptacle or jig can be used for the object level• A pocket or identical photograph/icon is provided for

matching levels• A means of crossing out, or checking off items is used at

the list level

Schedule

Schedule WORKSHEET

(Appendix A)



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Keep in Mind

• You are assessing the student’s ability to use a schedule, not his ability to memorize a routine sequence of activities

• If you typically follow the exact same routine every day, you’ll need to begin to vary the sequence of your student’s activities one week prior to assessment

Step One: Prepare

• Set up the schedule • Copy the Schedule WORKSHEET

document • Complete student information section at

the top of the page• Complete the Individualization portion of

the form

Refer to Guide page 5 & 6



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Blue Section: IndividualizationReflects Student’s Current Schedule

Step Two: Assess

• Observe the student using the schedule

• Record “Yes” or “No” for each skill area



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Red Section: Independent?Any physical, verbal, or gestural help to transition results in a NO rating in response to this question.

Step Three: Restructure

• If the student was not independent in a Skill Area, restructure the schedule

• Describe the changes in the space provided under Restructure for that Skill Area

Refer to Guide pages 5 & 6



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Green Section: RestructuringDescribe the changes that will be made to restructure the schedule for each Skill Area that the Student is not yet independent in.

Step Four: Record Keeping

• Transfer score from “Independent?” section to

Data Sheet in Guide




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Restructure & Reassess

• Make all the changes indicated by the assessment,

• Teach your student to use the newly restructured schedule

• Reassess• Continue with this process of

reassessment and restructuring



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Data Sheet for Schedules

• Record data on the five different Skill Areas

• Record data on whether or not student remains in area

• Record information on five transitions• Space for comments

Data Sheet for ScheduleVisual Schedules

Student: _______________________________________ Date: _______________________________

Schedule: ______________________________________ Transition Cue: _______________________

Coding: 1 = fail 3 = verbal prompt 5 = material prompt

2 = physical prompt 4 = gestural prompt 6 = independent



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Remember

• The goal is independence • Continue use of current system until

student is completely independent for a period of six months to a year

Structured Teaching Assessment

Guide to Individualizing the Work System



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Instructions

• Step One - Preparation• Step Two - Assessment• Step Three - Restructuring• Step Four - Recording Progress• Step Five - Data Gathering


Work Systems

• Definition: A systematic means of presenting information in a way that is received and understood by the child

• Purpose: To visually answer four key questions:

• How much work?• What work?• When is the task finished?• What comes next?



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SKILL AREA I. IDENTIFICATION OF WHAT WORK: WHAT TYPE OF VISUAL CUE WILL LABEL EACH TASK, CONTAINER OR FOLDER?


Tasks in single units



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Matching

Matching (2)



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Matching Numerals

Text lists: single sheet of paper



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Combination schedule and work system

SKILL AREA II. UNDERSTANDING HOW MUCH WORK: SEQUENCE IN WHICH CUES OR TASKS ARE PRESENTED




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Tasks waiting on left

Tasks on left



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Matching left to right

Color matching, left to right work system



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Left to right, folder system

Left to right flip system for Direct Instruction



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Top to bottom

Text Lists



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Text list with specific information

(Procedural Task Analysis)

SKILL AREA III. MOVEMENT WHILE WORKING: HOW FAR WILL THE STUDENT TRAVEL TO GET TASKS?




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Student does not leave seat

Stretch to left



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Reach to left

Leave seat to get work



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SKILL AREA IV: STAYING ON TRACK/CONCEPT OF FINISHED: HOW WILL THE STUDENT MARK PROGRESS THROUGH THE WORK SYSTEM AND KNOW WHEN HE IS FINISHED?


Tasks on immediate left, finished on right



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Matching system, Finished when all bins are matched

Staying on Track:Text List with Box Check System



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Finished within the Task & for Folder in Independent Work

Staying on track: text list with specific information



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Staying on track: text list with specific information (2)

Saying on track: text list with specific information, Finished



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SKILL AREA V. MOVEMENT AFTER EACH TASK: HOW FAR WILL THE STUDENT TRAVEL WHEN PLACING COMPLETED WORK IN THE FINISHED LOCATION?




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Finished as Part of Folder Work System



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Finished for folder work systems

SKILL AREA VI. UNDERSTANDING WHAT COMES NEXT: WHAT TYPE OF VISUAL CUE IS USED TO COMMUNICATE WHAT’S NEXT/CHOICE?




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Considerations:• Length of Work System

• In-seat behavior, one high interest item for the time allotted

• Two or more tasks assigned for the time allotted• Working for time allotted

• Tasks that have been presented and mastered in one to one teaching sessions become part of a child’s work system

• The work system is not a choice board, however work can be reinforced by including a choice card at the end of the work system. The child must follow the system to arrive at the choice option

• The work system and daily schedule are separate components of structured teaching

Work System

Work System WORKSHEET

(Appendix B)



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Keep in Mind

• You are assessing your student’s ability to use a work system

• Assign tasks that you know the student has already mastered so your help will not be needed for the tasks

• This is not an assessment of his skills in the tasks themselves (separate goal and data sheet for that in handouts)

Step One: Prepare

• Copy the Work System WORKSHEET document and complete student information section

• Under the Individualization section, mark the appropriate numbered box in each of the six Skill Areas which describe how the student’s work system is currently individualized (refer to Guide pages 9 – 11)



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Blue Section: IndividualizationDescribe Student’s Current Work System for each Skill Area

Step Two: Assess

• Observe the student using the work system during a few independent work sessions

• Record “Yes” or “No”



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Red Section: Independent?Observe Student following Current Work System. Anyprompting in a Skill Areas is recorded as a NO to the question.

Step Three: Restructure

• If the student was not independent in a Skill Area, restructure the work

• Describe the changes in the space provided under Restructure for that Skill Area

Refer to Guide pages 9, 10, & 11



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Green Section: RestructuringRecord strategies for restructuring each of the Skill Areas that the student is not independent in.

Step Four: Record Keeping

• Add the total number of items marked ‘Yes’ under the “Independent?” column

• Record on Data Sheet (page 12)




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Restructure & Reassess

• Make all the changes indicated by the assessment

• Teach your student to use the newly restructured work system

• Reassess • Continue with this process of

reassessment and restructuring



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Data Sheet for Work System

• Allows you to record data on six different Skill Areas covered in Structured Teaching Assessment manual

• Allows you to record data on six different trials with space for comments

• Allows you to record the level of support

Data Sheet for Work SystemWork System

Student: _______________________________________ Date: _______________________________

Work System: ______________________________________

Coding: 1 = fail 3 = verbal prompt 5 = material prompt

2 = physical prompt 4 = gestural prompt 6 = independent



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Remember

• The goal is to design a work system which will help your student function most independently

• Continue use of current system until student is completely independent for a period of six months to a year

Questions?

assessing student schedules and work systems...

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