Nicole Sayer September 25, 2012 Informal Assessment/Instructional Program #2 Informal Assessment 1.

K is a 12-year-old girl in 7th grade with autism. She attends Urbana Middle School and is in the TEAACH classroom, but is included in some general education classes. 2. K will be working on the generalization of some math skills using the next dollar up method for paying for groceries. 3. K is a hardworking student who has multiple jobs throughout the day. She loves to sing and play with her beads while pacing back and fourth through the classroom. K can read sight words, as well as type and alphabetize them. She does basic math and is able to do addition and subtraction by hand. She does not like to use a calculator when presented with math homework. She has goals for answering questions, yes and no questions in particular. K uses a picture schedule when going about her day as well as when completing her work. She will place her beads on the table to sit down and work with the teacher for an allotted period of time. She can usually work at her desk 10 minutes without showing signs of distress (i.e. pushing away items, making noises, pointing at teacher and talking. Extremes would be throwing items or hitting teacher). 4. Prep Questions: What? Why? What math To understand the way in which she is being curriculum is K using? taught math Source SPED teacher

Answer: K doesnt follow one specific math curriculum, but she does a lot of Touch Math worksheets. She also uses menu math from the Saxon math program. What kind of money To know her understanding of paying for items SPED teacher skills is K working on? and counting money. Answer: K learns counting money by the next dollar or exact dollar method. To pay in the grocery store, K will be using her next dollar up skills. Has K been to the To understand Ks experience in the community SPED teacher grocery store and when working with money paid for groceries? Answer: K went to the grocery store for only the last two months of school and didnt have much experience in purchasing items. She doesnt go out with her mom that much either. How does K learn Knowing what kind of environment she learns SPED teacher best? Does she need a best in is crucial because I need to try my very structured hardest to create that environment in the

environment or is she community. open to change? Answer: K needs pretty structured environment to work in. She is open to change, but if its too much change too fast she will become overwhelmed. She is open to change on her schedule as long as she is aware of it. Does K work best Knowing what kind of prompting she responds SPED teacher receiving visual cues best to will help develop the most successful or vocal prompting? program. Answer: K works best when prompted using pictures and as little words as possible. She gets stressed out when people talk too much, so using pictures from Boardmaker will be helpful in prompting her to complete the task. 5. Data Questions: How accurately can K pay for To know her understanding Direct Observations groceries using the next and level of generalization of dollar up method? the skill Procedures: 1. Go to the check out line after finding all groceries 2. Have K put items on the conveyor belt 3. After cashier tells price give K the stack of bills, dont give her the amount needed 4. Have K give the cashier the money needed plus one for change 5. Assist K if needed Results: First Trip Second Trip Needed 100% prompting Needed 100% prompting Answer: K has not generalized the skill of paying with the next dollar up method at the grocery store. How well does K complete To know her level of Direct Observations next dollar up exercises in understanding with the the classroom? money management method Procedures: 1. Give K folder containing envelopes with prices on them 2. Give K stack of money containing the exact amount of dollars that K needs 3. Tell K to put the correct amount of money in the envelope, including a dollar for change 4. When K has completed the task collect folder from her and check work Results: Trial 1 Trial 2 Trial 3 Trial 4 Prompting needed Prompting needed Some prompting Some prompting Answer: K can complete her work with help from the teacher. She needs prompting to put the money in the envelopes. She used to be able to do this with no problem, but seems to have lost the skill over the summer.

6. K does very well using her next dollar up skills in the classroom, she knows how to complete the task but still needs some prompting. She does need to generalize these skills to the community setting so that she can fully master them. She struggles with paying for the groceries as a whole and needs prompting the entire time. Sometime she needs hand-over-hand prompting or modeling to complete the task. K gets overwhelmed when there are a lot of people talking at one time. Having the cashier, the aide, and me all talking to her at once can be very stressful for her. In the classroom the prices are written out on an envelope for her and she is using paper money. In the community she is using real money and the price is on a computer screen, this can be very confusing for her because she is used to it being a different way. K best works with visual prompting throughout the day. Using picture cards with her would get a better result than just trying to explain to her what to do. 7. In a one-on-one instructional setting, K will independently pay for items using the next dollar up method. She will do this with 100% accuracy of the steps for 5/5 consecutive probe trials. 8. K will be taught this skill because its a life skill that she can apply to her everyday life. Most people learn how to pay for items in the store at a young age by just applying what they learned in school to their life. K on the other hand needs to be taught how to apply her classroom skills to real life. Learning to pay using a simple method will allow her to develop some of the life skills that others just acquire.

Instructional program Student: KP Initiator: Nicole Sayer Context for Instruction: Instruction and assessments will take place in the classroom, at the Tiger Mini-mart, and County Market or another grocery store visited. Both instruction and assessment will take place during the first and second period of the day, this skill is part of KPs foods program that she is in. This is a one-on-one instructional period in the school and in the community only one aide will be present who will be off to the side just in case something happens. Another student may come along with us to the community and go off with the other aide. The materials used for this program in the school will be the money used to pay for items, items being paid for, or the mini-mart items. In the community the materials needed are the money, a flipbook of the grocery list, and the items in the natural environment, such as the cash register, conveyor belt, etc. Program Objective: In a one-on-one instructional setting, K will independently pay for items using the next dollar up method. She will do this with 100% accuracy of the steps for 5/5 consecutive probe trials. Generalization: Generalization will be taught using generalization in the natural environment. Both the grocery store and mini mart are natural environments that KP will be purchasing items in. KP will be taken to County Market and the mini-mart coinciding with the skills being taught in the classroom. She will then be taken to other stores so she can apply them across the board as well. Rationale: KP will be taught this skill because its a life skill that she can apply to her everyday life. Most people learn how to pay for items in the store at a young age by just applying what they learned in school to their life. KP on the other hand needs to be taught how to apply her classroom skills to real life. Learning to pay using a simple method will allow her to develop some of the life skills that others just acquire. Assessment Procedures: KP will be assessed on her ability to use the steps of paying with the next dollar up method (steps marked below in instructional procedures for community and all the steps in the classroom). She will be assessed both in the classroom and in the community to ensure mastery and generalization. The following steps will be followed: 1. Have cashier either at mini-mart or grocery store tell KP the price 2. Wait for KP to take money from hand (if after four seconds she doesnt take it, hand it to her) record if she does independently or needs prompting (Verbal or Physical)

3. Wait for KP to start counting money out, enough for total and one for change (if after four seconds she doesnt start counting, prompt her to do so) record if she does independently or needs prompting (Verbal or Physical) 4. Wait for KP to hand money to cashier (if after four seconds she doesnt hand it over, prompt her to do so) record if she does independently or needs prompting (Verbal or Physical) *Provide no reinforcement until entire process is over ** Provide direct verbal prompting as first step and physical prompting as second step Assessment Schedule: KP will be assessed once a week in the classroom, and once every other week in the community. She only goes out to the community once a week so she needs a week inbetween assessments to practice the skill. Assessment will be continued at this schedule until mastery has been reached, then maintenance schedule will be followed. Instructional Procedures: Instruction will be provided every day in the classroom during math class. Community instruction will be provided every week on Fridays during the morning periods of the day. These steps will be used for the classroom instruction: 1. Take KP to Tiger-Minimart or use items in classroom using real money 2. Select 6-10 items for KP to purchase 3. If at minimart, ring up items. If in classroom proceed to next step 4. Give KP cash. Tell her, Ill tell you the cost and then Ill help you pay. 5. Present item for purchase to KP, say The cost is $4.50 or The total is $4.50 6. Immediately give the physical prompt while saying Pay me $4.50 and physically helping her hand over the money while counting out loud say it with me When KP pays correctly record P (physical prompt) and reinforced good job paying for ____ 7. Follow this strategy for four days with up to ten trials per day 8. After four days at zero second delay increase to four second delay. Present item for purchase to KP say The cost is $4.50 9. Wait four seconds then give the verbal prompt If KP pays correctly before prompt record I (independent prompt) reinforce good job KP you bought _______ If KP pays correctly after verbal prompt record V (verbal prompt) reinforce great job KP you paid for_______ If KP does not pay correctly within four seconds after verbal prompt, physically prompt KP to complete task and record P (physical prompt) 10. If student makes (3) errors on a given day at four-second delay level, go back to immediate prompt.

The following steps will be taken on the community trip to complete KPs instruction in the community: 1. Place to buy picture cards on binder ring, bring permanent marker 2. Grab all necessary items (money, picture cards, bus tokens, bus passes, etc) 3. Head to bus stop and wait until bus arrives 4. When bus comes hand KP the token and direct her to put it in the token slot 5. Direct KP to sit down on the bus 6. Right before designated stop tell KP to pull on the yellow cable to alert the bus driver 7. Get off bus and walk to County Market 8. Have KP look for cars while crossing through the parking lots 9. Once at County Market have Keiya grab shopping cart 10. Go through picture items and have KP locate and place all items in the cart (assist her with eggs, she will just throw them in) 11. Once all items have been found go to check out 12. KP will place all items on conveyor belt willingly 13. KP will be read the price on the screen * 14. Present KP with money * 15. KP takes money* 16. KP counts money out to cashier by ones* 17. KP hands the money needed by giving a dollar bill per every dollar needed and an extra dollar bill to cover change (ex. for a total of $9.87 KP will hand the cashier $10.00; $9 for the bill and $1 for change.)* 18. KP will carry grocery bag all the way back to school 19. Repeat bus steps on the way back to school 20. Once back have KP put all groceries away in proper places 21. She then will get a break for free choice * These steps are using the following prompting system laid out below Instructional Strategy: Constant Time Delay Zero Second Delay Trials 1. Read total price off for KP 2. Immediately after reading present KP with correct amount of money (Here is your money, KP) when KP grabs money, or it is placed in her hand, provide verbal praise (Good job taking the money KP!). Record P for physical prompt for step 1. 3. Count out loud with KP (Lets count the money. 123etc) After KP starts counts the money, provide verbal reinforcement (Good job counting the money, KP!). Record P for physical prompt for step 2. 4. Add one dollar for change with KP (Lets add a dollar for change) and provide verbal praise (Nice job adding a dollar for the change KP!). Record P for physical prompt for step 3.

5. Hand money over to cashier with KP (Lets give the money to the cashier) and provide verbal praise (Nice job paying for your groceries). Record P for physical prompt in step 4. 6. Take change and receipt from cashier with KP (Lets take our change and receipt) and provide verbal praise (Nice job buying groceries KP). Record P for physical prompt in step 5. Use zero second delay for the first three trips to the grocery store. Four Second Delay Trials 1. Read off total price for KP 2. Wait four seconds after the price is read off for KP to take money from hand. a. If KP takes the money within the four seconds provide verbal praise (Good job grabbing the money KP!) record an I in the data sheets for step 1. b. If KP does not take the money within the four seconds, prompt KP to take the money (Here is your money, KP) when KP takes the money provide verbal praise (Good job grabbing the money KP!) record a V in the data sheets for step 1. c. If KP still does not take money within four seconds of verbal prompt, hand money to her and provide praise (Good job taking the money KP!) and record a P in data sheets for step 1. 3. Wait four seconds after KP receives money in her hands for her to start counting the dollar amount needed. a. If KP starts counting the money to the cashier within the four seconds provide verbal praise (Good job counting the money KP!) record I in data sheets for step 2. b. If KP does not start counting the money within the four seconds, prompt KP to start counting (Count the money KP). When KP starts counting provide verbal praise (Good job counting the money KP!) record a V in the data sheets for step 2. c. If KP still does not start to count within four seconds of verbal prompt, begin counting with her and using hand over hand to place the money on the counter (Lets count the money. Count 1.23etc.) and provide verbal praise (Good job counting the money KP!) record an P in the data sheet for step 2. 4. Wait four seconds after KP counts out dollar amount needed for her to add one dollar for change to the pile. a. If KP adds the dollar within the four seconds provide verbal praise (You added a dollar for change, good job) and record I in data sheet for step 3. b. If KP does not add a dollar for change within four seconds provide verbal prompt (Add one for change) When KP adds one provide verbal praise (You added a dollar for change, good job) and record V in data sheet for step 3. c. If KP still does not add a dollar for change, provide physical prompt and add a dollar with her (Lets add a dollar for change) when finished provide verbal

praise (we added a dollar for change, good job) and record P in data sheet for step 3 5. Wait four seconds after money is counted out for KP to hand the money to the cashier. a. If KP hands the money over within the four seconds provide verbal praise (Nice job handing the money over) and record I in data sheet for step 4. b. If KP does not hand over money within four seconds provide verbal prompt (Hand the money to the cashier) When KP hands it over provide verbal praise (You added a dollar for change, good job) and record V in data sheet for step 4. c. If KP still does not hand money over, provide physical prompt and hand it with her (Lets give the cashier the money) when finished provide verbal praise (we paid for our groceries good job) and record P in data sheet for step 4. 6. Wait four seconds after money is handed over for KP to take the change and receipt from the cashier. a. If KP takes the change and receipt within the four seconds provide verbal praise (Nice job buying groceries KP!) and record I in data sheet for step 5. b. If KP does not take change and receipt within four seconds, provide verbal prompt (Take your change and receipt KP) When KP takes it provide verbal praise (Nice job buying groceries KP!) and record V in data sheet for step 5. c. If KP still does not take change and receipt, provide physical prompt and take it with her (Lets take our change and receipt) when finished provide verbal praise (Nice job buying groceries KP!) and record P in data sheet for step 5. Use four-second time delay until assessment where students will be tested. Provide this instruction until student reaches individual mastery criterion. Reinforcement: KP will be reinforced using natural reinforcements. She will be receiving the items she is purchasing as one form of reinforcement. More importantly she will receive verbal reinforcement from me as she goes throughout the process. The fading process for reinforcement will only affect the verbal praise because the other natural reinforcement is impossible to fade in this situation. Maintenance: KP will continue to go to the grocery store after mastery has been reached. She will continue paying for her groceries as well as shopping for them. She will continue the entire process. She will continue to be assessed every other time after mastery has occurred. It will then fade out to once a month, then once every two months, etc. Reinforcement will be faded on a similar schedule, she will be reinforced first for every other time she completes the task, then to every three times she completes the task etc.

Instruction data Environment Key: Community: CM Classroom: CL Mini-Mart: MM Environment and Delay Level Date Step 1: Take money Step 2: Count out enough for total Step 3: Add one for change Step 4: Hand money to cashier Step 5: Take change and receipt # and % Independent Instructor initials Comments:

Student: Keiya Prompting Key: Independent: Verbal prompting: Physical Prompting: I V P

Instructor: Delay Level: Zero Second: 0 Four Second: 4

*Star date if assessment day*

Next dollar up

Exact Dollar Amount

Counting

Number identification

Research Rationale Denny, P.J., & Test, D.W. (1995). Using the one-more-than technique to teach money counting to individuals with moderate mental retardation: A systematic replication. Education & Treatment of Children (ETC), 18(4), 422. This article discusses the use of the one-more-than method in teaching students with mild cognitive impairments to pay for items in the community. It discusses how students were told to count out the exact dollar amount needed and then were to add a dollar to the change pile to cover the change. In this article students showed success in paying for items. One student struggled with the skill so she was taken back to paying with the exact dollar method where the teacher rounds the total up for the student to count out. What I found extremely helpful in the article was the fact that the students studied were not able to identify the different bill names and amounts. My student cannot identify bill amounts when presented to her. Seeing a study that shows successful results in teaching students who are not able to identify bills is reassuring that my program will work with my student. Rogers, L., Hemmeter, M., & Wolery, M. (2010). Using a constant time delay procedure to teach foundational swimming skills to children with autism. Topics in Early Childhood Special Education, 30(2), 102-111. This article discusses the use of constant time delay in teaching students with autism. I know theyre not teaching them anything related to money skills, but seeing the success of constant time delay with students with autism was very helpful for me. I am using this procedure with my student and knowing this is as successful as it is, is reassuring in using it with her. Students in this study mastered the skill after three consecutive trials of four-second time delay. They did not take long to master what so ever because they went though three sessions of zero second time delay and were provided with errorless learning.

Errorless learning is key when teaching my student so she does not repeat the mistakes she made. This way she learns right away what the correct response is.