General Case Analysis for an Individual with Severe Disabilities Assignment
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This document is a general case analysis exploring the use of microwave ovens in various situations within a community. It outlines the steps for using a microwave, variations in usage, potential errors, and examples of teaching and testing generalization of this skill. The analysis includes specifics about the microwave's design and how to effectively teach and assess competency in its use.
General Case Analysis for an Individual with Severe Disabilities Assignment
- 1. General Case Analysis 1 General Case Analysis Assignment East Stroudsburg University Blair Thallmayer
- 2. General Case Analysis 2 1. An activity that I want to investigate and that is performed in multiple ways in my community is the use of a microwave oven. The microwave oven is now an essential part of most kitchens. During the summer or other hot times of the year, it's an excellent appliance to use because it won't heat up your kitchen the way an oven will. Unfortunately, most people still use the microwave to heat coffee, melt butter or make popcorn. That's just fine - but the appliance can do so much more! 2. The range of situations in which someone should be able to perform the ability to complete the steps of using a microwave oven in all varieties of styles in different homes. 3. Using a Microwave Oven: Generic Cue Generic Step 1. Microwave Oven 1. Look for Door opening mechanism 2. Found Door Opening 2. Open Microwave Oven Mechanism Door 3. Microwave Oven Door is 3. Insert appropriate dishware open into the center of the Microwave Oven 4. Appropriate Dishware is 4. Close Microwave Oven inserted into the center of the Door Microwave Oven 5. Microwave Oven Door is 5. Select appropriate closed Cook Time 6. Appropriate Cook Time is 6. Select Start selected 7. Start is selected 7. Microwave Oven is working 4. Range of Situations for using a Microwave Oven a. Variation in Steps i. Look at size, shape, color, location, and style of opening mechanism. ii. Style: Pull Handle, Push Button, Turn Knob; Location: Horizontal, Vertical iii. Plate, Cup, Platter, Bowl iv. Slam, Bang, Shut, Seal v. Use labeled buttons, & knobs; Location: top, bottom, left or right of microwave vi. Location: top, bottom, left or right of microwave; Press labeled buttons; turn labeled knob vii. Inside Light is on; Makes a sound
- 3. General Case Analysis 3 b. Variation in Cues i. Size, Shape, Color, Location, Style ii. Found size, shape, color, style & location of door opening mechanism iii. Door opens to left, right, from top, from bottom iv. Placed, Tossed, Positioned, Pushed, Set, Set Down, Plunked, Dumped v. NOTHING vi. NOTHING vii. NOTHING c. Possible Exceptions or Errors i. Machine out of order ii. Machine lacking power (electricity, batteries, light bulb) iii. Buttons wore off or wore down iv. Buttons not labeled or labeled incorrectly v. Knob wore down vi. Knob not labeled or labeled incorrectly vii. Located in a hard to reach place 5. Organized Data into a Table: See Attachment 6. Specify the minimum number of examples used to teach this generalization. a. Concerning this one task, a few main examples I would select for teaching that I believe would result in maximum generalization to all the examples I found would be a microwave oven that is location on a counter top. This way it is visible and easily displayed; thus in the reach of the student. b. Many of the doors on microwaves today are opened by a push of a button. Years ago there was a displayed handle or knob. Currently buttons are used to push the door open. Therefore, I would use a button to teach the students to open the microwave oven door. It is also less movement and motion to push a button with a finger, than pull open a handle or turn a knob (in which both involve a full hand). c. Another example, I would select for teaching would contain buttons that were clearly labeled, with medium sized font, on the right side of the microwave. Having the buttons is useful for students to touch the specific number/ text. This is very useful for tactic and kinetics learning style students. In addition, having the buttons clearly labeled will help less confusion between the numbers/text. Having
- 4. General Case Analysis 4 the size font to medium will be big enough to view clearly, it is not big enough that would see overbearing and not small enough for students to put their face up to the numbers. Finally, having this displayed on the right side of the microwave is a clear visual and is commonly displayed on majority of the new technology of microwaves being purchased today. 7. Specify examples (probes) used to test for generalization of learning. a. A probe I would use to test an example to verify if someone can generalize this ability after the teaching experience was taught would contain a having friends come over to watch a movie. I would ask the person to make a bag of popcorn using the microwave. If the student can make the bag of popcorn independently and correctly, everyone will enjoy popcorn while watching a movie. The smell of burnt popcorn is very noticeably and without popcorn while watching a movie, it just is not the same. b. Another probe I would use to test an example to verify if someone can generalize this ability after the teaching experience was taught would contain a student heating up a cup of coffee in a dorm room’s microwave. If the student has heated up the cup of coffee in the microwave located in the dorm room, independently and correctly, then he/she has completed this task. If the coffee is heated too much it will begin to evaporate, and if the coffee is not placed inside the microwave correctly, it could slip all over inside.
- 5. General Case Analysis 5 Generic Cue Generic Step Variation in Cue Variation in Step 1. Microwave Oven 1. Look for Door 1. Size (small, 1. Look at size of door opening mechanism medium, large) opening mechanism 2. Shape (square, 2. Look at shape of rectangle) door opening 3. Color (black, mechanism brown, white, grey) 3. Look at color of 4. Location (counter door opening top, connected to mechanism another item) 4. Look at location of 5. Style (handle, door opening button, knob) mechanism 5. Look at style of door opening mechanism 2. Found Door 2. Open Microwave 1. Found size, shape, 1. Style: Pull Handle, Opening Mechanism Oven Door color, style & location Push Button, Turn of door opening Knob mechanism 2. Location: Horizontal, Vertical 3. Microwave Oven 3. Insert appropriate 1. Door opens to left 1. Plate Door is open dishware into the 2. Door opens to the 2. Cup center of the right 3. Platter Microwave Oven 3. Door opens from 4. Bowl the top 4. Door opens from the bottom 4. Appropriate 4. Close Microwave 1. Placed 5. 1. Slam Dishware is inserted Oven Door Tossed 2. Bang into the center of the 2. Positioned 6. 3. Shut Microwave Oven Pushed 4. Seal 3. Set 7. Set Down 4. Plunked 8. Dumped 5. Microwave Oven 5. Select appropriate 1. Use labeled buttons Door is closed Cook Time (numbers, or specific words) 2. Use knob with labeled numbers or specific words 3. Location: top, bottom, left, or right of microwave 6. Appropriate Cook 6. Select Start 1. Location: top, Time is selected bottom, left, or right of microwave oven 2. Press labeled button 3. Turn labeled knob 7. Start is selected 7. Microwave Oven is 1. Light Inside working 2. Makes a sound