LESSON PLAN

TEACHER’S NAME: Star Kent-Finnegan GRADE LEVEL: 11*

LESSON TOPIC: Receptively Identifying Community Signs # OF STUDENTS: 1:1

PURPOSE/CENTRAL FOCUS LEARNING STANDARDS

Because of this student’s cognitive disability, this lesson adheres to Dynamic
The purpose of this lesson is for the student Learning Maps (DLM) Standards. Each DLM Essential Element (EE) can be
categorized within one of the corresponding NJ Student Learning Standards.
to learn to identify signs in the community
RL.11-12.4: Determine the meaning of words and phrases as they are EE.RL.11-12.4: Determine how words or phrases in a text,

for their safety and wellbeing outside the used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is
including words with multiple meanings and figurative
language, impact the meaning.

classroom. particularly fresh, engaging, or beautiful. (Including Shakespeare as

well as other authors.)

*Due to this student’s cognitive disability, RI.11-12.2: Determine two or more central ideas of a text and
analyze their development over the course of the text,
EE.RI.11-12.2: Determine the central idea of a text; recount
the text.
including how they interact and build on one another to

the educational content is at an elementary provide a complex analysis; provide an objective summary of
the text.

level. This 17 year old student is diagnosed G-GMD.4: Identify the shapes of two-dimensional cross- EE.G-GMD: Identify the shapes of two-dimensional cross-
sections of three-dimensional objects, and identify three- sections of three-dimensional objects.

with Level 3 Autism Spectrum Disorder. dimensional objects generated by rotations of two-
dimensional objects.

STUDENT LEARNING OBJECTIVE

SWBAT independently identify community signs in a field of three with 80% accuracy.
CONDITION: The student will be presented with pictures laid out in a field of three.
BEHAVIOR: At the end of the student’s IEP, the student should be able to recognize and independently
identify signs according to the target list, including “Stop,” “Bathroom,” “Walk,” and “Exit.”
CRITERIA: After the prompt hierarchy is complete, (transitioning from hand over hand to physical, physical
to faded physical, and faded physical to independent) the SWBAT identify community signs in a field of
three without any prompting. The measurable outcome will be displayed by the graph, detailing their
progress over a period of time. When the student scores above an 80% for three consecutive sessions, that
target will be considered mastered and will transfer to the maintenance sheet, where data will be taken
once a week to ensure the student can continue to identify that community sign independently.

INSTRUCTIONAL MATERIALS

STUDENT NEEDS: TEACHER NEEDS:

Token economy board Pen

Target pictures Procedure page

and distractors & target list

Program data form

AAC Device
& graph
 PROCEDURES

MOTIVATION/HOOK ACTIVATION OF PRIOR KNOWLEDGE

Because of this student’s cognitive disability, the The teacher can activate prior knowledge by
motivation is simply what they choose to work running maintenance on another program that
for prior to the lesson being taught. No other requires a field of three, ensuring the student
motivation or hook is applicable or necessary. remembers how to receptively identify a
Prior to teaching…
specified target.

“What do you want to work for?”

“What are you earning?”
“First work, then ___!”

DELIVERY OF LESSON CONTENT

Teacher will ask the student what they want to earn.
Teacher will establish attending behavior (asking the student to clap their hands, knock on
the desk, give the teacher a high five, etc.) to ensure the student will be focused on the next
direction.
Teacher will lay three pictures in front of the student, one being the targeted response (ex.
target 1: Stop)
Teacher will give the SD (discriminative stimulus) to prompt the student to identify the stop
sign, such as “Show me the stop sign,” “Where is stop?” “Point to stop,” “Give me the stop
sign,” generalizing language in order for the student to use learned responses across different
settings.
Teacher will start with hand over hand prompting and the student will gradually move up to
independence.

GUIDED & INDIVIDUAL PRACTICE CLOSURE

To reinforce correct answers, attending behavior and
This lesson is entirely guided until prompts are
following directions throughout the lesson, the
faded to independence.
teacher will give verbal praise, tokens, and the
To strengthen their ability to recognize and student’s desired reward at the end of the token
identify community signs, the teacher will board set.
generalize the location in which this lesson is Once the graph shows that the student has correctly
performed (i.e. in the student’s area, another identified the target with 80% accuracy or higher for
desk, a different classroom, outside) as well as three consecutive sessions, maintenance will be
the language used while teaching. performed once a week to assess the student’s
retention of the material.
 STUDENT
NEEDS

TOKEN ECONOMY BOARD: Individualized system where student is rewarded for the desired
behavior by earning a token/chip that can
ultimately be exchanged for the desired reinforcement

TARGET PICTURES &

DISTRACTORS: Pictures of each
target with distractor pictures
(pictures that are not targets)
to put in the field of three

AAC (Augmentative and

Alternative Communication)
DEVICE: Not used for this
specific program, but needs to
be in the vicinity at all times in
case the student needs to
communicate
 TEACHER
NEEDS

GRAPH: Used to delineate student progress

overtime for each specific target

PROCEDURE PAGE: Details the objective so

staff understands how to run the program
with the specified targets

PROGRAM DATA FORM: Used to take data

on student performance as the
program is being run

TARGET LIST: List of targets under the

corresponding objective that
will be taught to the student

PEN
 ASSESSMENTS

FORMATIVE
Assessments can be done on the student before the target is mastered. If the current target is “Stop”
and the student has progressed from hand over hand prompting to faded physical prompting, the
teacher may assess if the student can respond independently by withholding prompting for one trial.
If the student independently identifies the stop sign, the teacher can infer that the student is grasping
the content.
If the student does not correctly identify the stop sign, the teacher will error correct the student with
hand over hand prompting and keep the student at a faded physical for a few more trials until another
assessment can be done.

DESCRIPTION OF ASSESSMENTS
Assessment 1: Baseline
This is a formative assessment. In order to assess prior knowledge, every target is baselined before it is taught. To baseline any target
in this lesson is to run the program exactly how it normally is, minus the physical prompting or target specific praise. The teacher will
place three pictures in front of the student, establish attending behavior, and ask the student to identify the target (i.e. “Show me the
bathroom”). Whether the student correctly identifies the bathroom or not, the teacher will not give target specific praise nor error
correction. Instead, the teacher will praise the student for following directions, paying attention or sitting nicely. The teacher will mark
a plus or minus on the target list and continue over a period of two or three days until the target is either introduced or mastered.

Assessment 2: Probing within trials

This is a formative assessment. To assess if the student is grasping the material while it is being taught, the teacher can probe within
the 10 trials to see if the student will correctly respond to the SD with no prompting. If the specified target is at a faded physical and
the student has not errored, the teacher may probe the student’s response on the fourth or fifth trial to see if they display the correct
response independently.

Assessment 3: Maintenance
This is a summative assessment. When the specified target is mastered, the teacher will perform this program once a week with no
prompts to ensure the student has retained the ability to recognize and identify signs in the community. Teaching this lesson and
maintaining it look exactly the same, other than maintenance not requiring physical prompts unless the student responds incorrectly.

SUMMATIVE

When each target is mastered, the teacher will collect maintenance data once a week to ensure
the student is retaining the ability to receptively identify community signs.
The teacher collects maintenance data by displaying a field of three pictures, delivering the
SD, (i.e. “Show me the bathroom”) and circling Y (yes) or N (no) depending on the student’s
independent response. If the student cannot independently identify a mastered target for
three consecutive sessions, the target must be re-introduced and taught again.