SPED 5327 Program Plan
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This document outlines goals and procedures for teaching several skills to students with autism spectrum disorder. It includes goals for a student to learn to skip count by 10s to 100 using a hundreds chart, write complete simple sentences, request a sensory break using a picture symbol, ask to go to the bathroom verbally and with sign language, and wash hands before eating snack. The document provides details on instructional procedures, prompting hierarchies, data collection, maintenance and generalization for each goal.
SPED 5327 Program Plan
- 1. ACADEMIC: SKIP COUNT BY 10s TO 100 Learner: Henry, age 8, has a diagnosis of ASD and is learning in both an inclusive general education 2nd grade classroom and a resource classroom. SD: Upon presenting Henry with a hundreds chart, his teacher or aid says, “Let’s skip count to 100.” Goal Behavior: Henry verbally skip counts by 10s to 100 using hundreds chart. Conditions: When his teacher or aid presents him with a hundreds chart and asks him to skip count to 100 during one-on-one instruction, Henry will verbally skip count by 10s to 100 by touching and saying the appropriate numbers on the hundreds chart. Criteria: By the end of the grading period, Henry will correctly verbally skip count by 10s to 100 using the hundreds chart with no more than one verbal prompt in two out of three opportunities per session for five consecutive sessions. Materials: Laminated hundreds chart, dry erase marker, counting activity as assigned by teacher/aid Instructional Procedure: Use sequenced discrete trial training three times per week in one-on-one instruction in resource classroom. The criteria for moving from one target to the next in the sequence will be Henry’s successful completion of the current target with one verbal prompt in two out of three opportunities per session for five consecutive sessions. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with minimal gestural and verbal prompting. Fade to verbal prompting over five sessions at each target. Maintenance: Weekly for one month after Henry meets criteria for achieving goal behavior, check to see if Henry can complete the two out of three successful opportunities with no more than one verbal prompt in one session. If he can, offer reinforcement. If he cannot, resume the instructional procedure until he again meets the criteria for achieving the goal behavior. After one month of successful maintenance, archive the behavior. Generalization: Henry will generalize this behavior to small and whole group counting activities in the general education classroom. Reinforcement: Use CRF1 with praise and high-fives. Thin to VR3 after five sessions at each target. DATA SHEET Date Target in Sequence Level of Prompt Opportunities Completed Successfully Comments 1 2 3 0 1 2 3 Target 1: Touch and say circled numbers on hundreds chart Target 2: Touch and say appropriate numbers on hundreds chart I=Independent V=Verbal G=Gestural NR=No Response
- 2. ACADEMIC: WRITE COMPLETE SIMPLE SENTENCES Learner: Maud, age 11, has a diagnosis of ASD and is learning in both an inclusive general education 5th grade classroom and resource classroom. SD: Maud’s teacher or aid says, “Let’s write a sentence.” Goal Behavior: Maud writes a complete simple sentence. Conditions: When her teacher or aid asks her to write a sentence during one-on-one instruction, Maud will write a complete simple sentence that has a capitalized first letter, includes both a subject and a verb, has words arranged in order so that they make sense, makes a complete thought, and ends with appropriate punctuation. Criteria: By the end of the grading period, Maud will correctly write a complete simple sentence with repeated verbal prompting three out of five opportunities per session over five consecutive sessions. Materials: #2 or mechanical pencil and paper OR computer with word processor Instructional Procedure: Use direct instruction, task analysis, and forward chaining three times per week in one-on-one instruction in the resource classroom. The criteria for moving from one step to the next in the chain will be Maud’s successful completion of the current step with repeated verbal prompting in three out of five opportunities per session over three consecutive sessions. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with verbal and visual prompting. Fade to verbal prompting over three sessions at each step in the chain. Maintenance: Weekly for one month after Maud meets criteria for achieving goal behavior, check to see if she can complete the three out of five successful opportunities with repeated verbal prompting in one session. If she can, offer reinforcement. If she cannot, resume the instructional procedure until she again meets the criteria for achieving the goal behavior. After one month, archive the behavior. Generalization: Maud will generalize this behavior to small and whole group writing activities in the general education classroom. Reinforcement: Use CRF1 with praise and high-fives. Thin to FR2 after three sessions at each step. DATA SHEET Date Step in Chain Level of Prompt Opportunities Completed Successfully Comments 1 2 3 4 5 0 1 2 3 4 5 Step 1: Think of a topic to write about Step 2: Choose a subject and a verb Step 3: Capitalize the first letter Step 4: Arrange words in an order that makes sense Step 5: Does the sentence make a complete thought? Step 6: End with punctuation I=Independent V=Verbal V=Visual NR=No Response
- 3. COMMUNICATION: REQUEST A SENSORY BREAK Learner: Otis, age 5, has a diagnosis of ASD and is learning in an inclusive general education kindergarten classroom. SD: Otis’ teacher says, “Time for a break.” Goal Behavior: Otis uses a picture symbol to request a sensory break. Conditions: When Otis’ teacher or aid tells him it is time for a break, he will request a sensory break by locating the picture symbol, reaching out his arm to touch the picture symbol, and waiting for a sensory activity. Criteria: By the end of the year, Otis will correctly request a sensory break with no more than one verbal and one gestural prompt in five consecutive trials. Materials: Picture symbol, sensory activity Instructional Procedure: Use task analysis and forward chaining naturalistically in the general education classroom. The criteria for moving from one step to the next in the chain will be Otis’ successful completion of the current step with no more than one verbal and one gestural prompt in three consecutive trials. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with partial physical, gestural, and verbal prompting to remind Otis that he should request a break and have him touch the picture symbol. Fade to verbal and gestural prompting over five trials at each step in the chain. Maintenance: Continually monitor whether Otis is using the picture symbol to request a break. If he does not use the picture symbol to request a break, resume instructional procedure until he again meets the criteria for successfully achieving the goal behavior. Generalization: Otis will generalize this behavior to his home as well as extracurricular programs. Reinforcement: Use CRF1 with small sugar-free snacks, praise, and high-fives. Thin to FR2 after five trials at each step in the chain and to VR5 once in maintenance. DATA SHEET Date Step in Chain Level of Prompt Opportunity Completed Successfully (Yes/No) Comments Step 1: Look at picture symbol Step 2: Reach arm toward symbol Step 3: Touch symbol with hand/finger Step 4: Wait for sensory activity I=Independent V=Verbal G=Gestural PP=Partial Physical NR=No Response
- 4. COMMUNICATION: ASK TO GO TO THE BATHROOM Learner: Penelope, age 9, has a diagnosis of ASD and is learning in an inclusive general education 3rd grade classroom. SD: Penelope’s teacher says, “Do you need to go to the bathroom?” Goal Behavior: Penelope signs and says, “Can I go to the bathroom?” Conditions: When Penelope’s teacher or aid asks if she needs to go to the bathroom, she will ask if she can go to the bathroom both verbally and with a signed gesture. Criteria: By the end of the grading period, Penelope will correctly sign and gesture, “Can I go to the bathroom?”, with no more than one verbal prompt in five consecutive trials. Materials: None Instructional Procedure: Use sequenced discrete trial training naturalistically in the general education classroom. The criteria for moving from one target to the next in the sequence will be Penelope’s successful completion of the current target with no more than one verbal prompt in three consecutive trials. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with modeling and verbal prompting, fading to verbal prompting over three trials at each step in the chain. Maintenance: Continually monitor whether Penelope is signing and verbally asking to go to the bathroom. If she does not correctly use the sign and verbalize, resume instructional procedure until she again meets the criteria for successfully achieving the goal behavior. Generalization: Penelope will generalize this behavior to her home as well as extracurricular programs. Reinforcement: Use CRF1 with praise, and high-fives. Thin to VR3 after three trials at each target and to FR5 once in maintenance. DATA SHEET Date Target in Sequence Level of Prompt Opportunity Completed Successfully (Yes/No) Comments Target 1: Sign “Can I go to the bathroom? Target 2: Verbalize “Can I go to the bathroom?” I=Independent V=Verbal M=Modeling NR=No Response
- 5. DAILY LIVING: WASH HANDS BEFORE TOUCHING FOOD Learner: Doug, age 6, has a diagnosis of ASD and is learning in an inclusive general education 1st grade classroom. SD: Doug’s teacher says, “Time to get ready for snack.” Goal Behavior: Doug washes his hands before touching his food. Conditions: When Doug’s teacher or aid tells him it is time to get ready for snack, he will wash his hands with soap and water and dry them with a paper towel before his teacher or aid gives him his snack. Criteria: By the end of the year, Doug will correctly wash his hands before touching his snack with no more than one verbal and one gestural prompt in five consecutive trials. Materials: Sink, soap, paper towels, trash can, snack Instructional Procedure: Use task analysis and forward chaining naturalistically in the general education classroom. The criteria for moving from one step to the next in the chain will be Doug’s successful completion of the current step with no more than one verbal and one gestural prompt in three consecutive trials. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with partial physical, gestural, and verbal prompting to remind Otis to wash his hands and assist him in doing so. Fade to verbal and gestural prompting over five trials at each step in the chain. Maintenance: Continually monitor whether Doug is washing his hands before touching his snack. If he does not wash his hands correctly before touching his snack, resume instructional procedure until he again meets the criteria for successfully achieving the goal behavior. Generalization: Doug will generalize this behavior to his home as well as extracurricular programs. Reinforcement: Use CRF1 with praise and high-fives. Thin to VR3 after five trials at each step in the chain and to FR5 once in maintenance. DATA SHEET Date Step in Chain Level of Prompt Opportunities Completed Successfully (Yes/No) Comments Step 1: Orient to sink Step 2: Turn knob to turn off water Step 3: Hold hands under water for five seconds Step 4: Place left hand under soap dispenser and pump twice with right hand Step 5: Rub soap all over hands for ten seconds Step 6: Rinse all soap off of hands Step 7: Turn knob to turn off water Step 8: Dry hands with paper towel Step 9: Throw paper towel away Step 10: Wait for snack I=Independent V=Verbal G=Gestural PP=Partial Physical NR=No Response
- 6. DAILY LIVING: BRUSHING TEETH Learner: Frank, age 8, has a diagnosis of ASD and has regular one-on-one sessions with a BCBA. SD: Frank’s parent or BCABA says, “Brush your teeth until the timer goes off.” Goal Behavior: Frank brushes his teeth independently for two minutes. Conditions: When Frank’s parent or BCBA tells him to brush his teeth, he will wet his manual toothbrush, put toothpaste on the toothbrush, set a two-minute timer, brush until the timer goes off, spit the toothpaste into the sink, and rinse his toothbrush. Criteria: By the end of the year, Frank will correctly brush his teeth for two minutes after eating breakfast and before going to bed with no more than one verbal prompt for three consecutive days. Materials: Sink, toothbrush, toothpaste, two-minute timer Instructional Procedure: Use discrete trial training, task analysis, and forward chaining twice daily at home. The criteria for moving from one step to the next in the chain will be Frank’s successful completion of the current step with no more than one verbal prompt in two consecutive trials. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with modeling, gestural, and verbal prompting. Fade to verbal prompting over four trials at each step in the chain. Maintenance: Once weekly for a month after he achieves the goal behavior, check to be sure Frank is meeting the criteria for successful completion. If he does, praise him. If he does not,, resume instructional procedure until he again meets the criteria for successfully achieving the goal behavior. Generalization: Frank will generalize this behavior to overnight stays at the homes of other family members or friends. Reinforcement: Use CRF1 with praise and high-fives. Thin to VR3 after four trials at each step in the chain. DATA SHEET Date Step in Chain Level of Prompt Opportunities Completed Successfully (Yes/No) Comments Step 1: Wet toothbrush Step 2: Put toothpaste on toothbrush Step 3: Set two-minute timer Step 4: Brush teeth until timer goes off Step 5: Spit toothpaste into sink Step 6: Rinse toothbrush I=Independent V=Verbal G=Gestural M=Modeling NR=No Response
- 7. SOCIALIZATION: SHAKE HANDS Learner: Charlie, age 13, has a diagnosis of ASD and is learning in an inclusive general education 8th grade classroom. SD: Charlie’s teacher or aid holds out hand and says, “Nice to meet you.” Goal Behavior: Charlie shakes hands with whomever greets him. Conditions: When Charlie’s teacher holds out his/her hand and says, “Nice to meet you,” Charlie will shake his/her hand. Criteria: By the end of the year, when Charlie’s teacher holds out his/her hand and says, “Nice to meet you,” Charlie will correctly shake his teacher or aid’s hand without any additional prompting in ten consecutive trials. Materials: None Instructional Procedure: Use discrete trial training, task analysis, and forward chaining naturalistically in the general education classroom. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with minimal partial physical, gestural, and verbal prompting. Fade to verbal prompting over two weeks and to no prompting over one month. Maintenance: Continually present Charlie with the opportunity to shake hands and monitor whether he does it correctly. If he does, praise him. If he does not, resume instructional procedure until he again meets the criteria for successfully achieving the goal behavior. Generalization: Charlie will generalize this behavior to other situations and settings, such as saying goodbye or greeting family friends. Reinforcement: Use CRF1 with praise, and high-fives. Thin to FR2 after five trials and to FR5 once in maintenance. DATA SHEET Date Step in Chain Level of Prompt Opportunities Completed Successfully (Yes/No) Comments I=Independent V=Verbal G=Gestural PP=Partial Physical NR=No Response
- 8. SOCIALIZATION: SAY “YOU’RE WELCOME” Learner: Charlotte, age 4, has a diagnosis of ASD and has regular one-on-one sessions with a BCBA. SD: Charlotte’s BCBA or parent says, “Thank you.” Goal Behavior: Charlotte verbalizes, “You’re welcome,” when someone tells her, “Thank you.” Conditions: When Charlotte’s BCBA or parent says, “Thank you,” she will respond by verbalizing, “You’re welcome.” Criteria: By the end of the year, Charlotte will verbalize, “You’re welcome,” with no prompting beyond the BCBA or parent saying, “Thank you,” when given the opportunity in five consecutive trials. Materials: None Instructional Procedure: Use direct instruction and discrete trial training naturalistically in the home whenever appropriate. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with verbal prompting. Fade to no prompting over one month. Maintenance: Continually monitor whether Charlotte says, “You’re welcome,” when appropriate. If she does not, resume instructional procedure until she again meets the criteria for successfully achieving the goal behavior. Generalization: Charlotte will generalize this behavior to other social situations, responding, “You’re welcome,” to anyone that tells her, “Thank you.” Reinforcement: Use CRF1 with iPad time, praise, and high-fives. Thin to VR3 after two weeks and to FR5 once in maintenance. DATA SHEET Date Target Behavior Level of Prompt Opportunities Completed Successfully (Yes/No) Comments I=Independent V=Verbal NR=No Response
- 9. MOTOR SKILLS: CORRECTLY HOLDING A PENCIL Learner: Arthur, age 6, has a diagnosis of ASD and is learning in an inclusive general education kindergarten classroom. SD: Arthur’s teacher says, “Hold your pencil like this.” Goal Behavior: Arthur holds his pencil correctly. Conditions: When his teacher asks him to, “Hold your pencil like this,” Arthur will grip it correctly with his thumb, pointer, and middle fingers. Criteria: By the end of the grading period, Arthur will hold his pencil correctly without prompting in three out of five consecutive trials. Materials: Pencil, paper, writing activity as assigned by teacher Instructional Procedure: Use direct training naturalistically in the general education classroom. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with partial physical, modeling, and verbal prompting to remind Arthur to hold his pencil correctly and assist him in doing so. Fade to verbal prompting over two weeks and to no prompting over one month. Maintenance: Continually monitor whether Arthur is holding his pencil correctly. If he does not, resume instructional procedure until he again meets the criteria for successfully achieving the goal behavior. Generalization: Arthur will generalize this behavior to all academic and other applicable situations. Reinforcement: Use CRF1 with praise, and high-fives. Thin to FR2 after two weeks and to FR5 once in maintenance. DATA SHEET Date Step in Chain Level of Prompt Opportunities Completed Successfully (Yes/No) Comments I=Independent V=Verbal M=Modeling PP=Partial Physical NR=No Response
- 10. MOTOR SKILLS: THREADING A STRING Learner: Margaret, age 9, has a diagnosis of ASD and is learning in an inclusive general education 4th grade classroom as well as a resource classroom. SD: Margaret’s teacher or aid says, “Thread the string through the holes.” Goal Behavior: Margaret will thread the string correctly through the pattern. Conditions: When Margaret’s teacher or aid tells her to thread the string through the holes, she will thread the shoestring through the holes in the construction paper in a top/bottom pattern without skipping over any holes. Criteria: By the end of the grading period, Margaret will correctly thread the string through the holes with repeated gestural prompting in three out of five opportunities per session for five consecutive Materials: Laminated construction paper with five holes spaced one inch apart in a straight line, shoestring Instructional Procedure: Use direct instruction and guided practice in one-on-one instruction in the resource classroom. PROMPTING, MAINTENANCE, GENERALIZATION, & REINFORCEMENT PROCEDURES Prompting: Start with modeling, gestural, and verbal prompting. Fade to gestural over ten sessions. Maintenance: Weekly for one month after Margaret meets criteria for achieving goal behavior, check to see if she can complete the three out of five successful opportunities with repeated gestural prompting in one session. If she can, offer reinforcement. If she cannot, resume the instructional procedure until she again meets the criteria for achieving the goal behavior. After one month of successful maintenance, archive the behavior. Generalization: Charlotte will generalize this behavior to other related skills such as lacing and tying her shoes. Reinforcement: Use CRF1 with praise and high-fives. Thin to FR2 over ten sessions and to VR3 once in maintenance. DATA SHEET Date Step in Chain Level of Prompt Opportunities Completed Successfully Comments 1 2 3 4 5 0 1 2 3 4 5 I=Independent V=Verbal G=Gestural M=Modeling NR=No Response