Hannah Deutsch Practicum February 6, 2013 Instructional Program KP: Functional Math Context For Instruction: Instruction will

occur in the students natural setting of a self-contained classroom, around the school setting, and in the community at local grocery stores. In the classroom, instruction will occur in a one-on-one instructional setting during second hour. Instruction in the community will occur once a week in the spring as a naturally occurring routine of paying for a cost at the grocery store. Other students may be present in the community, but instruction will occur one-on-one. Materials needed include money to learn how to pay, a grocery list, and a cash register in the community. Program Objective: While in the classroom or in the community and given a cost, KP will count out the correct amount of bills using the next dollar method, using both $1.00 bills and one $5.00 bills. Mastery will be when KP independently gives the correct amount of money for 5/5 consecutive instructional opportunities. Generalization: Using Programming Common Stimuli, KP will learn to apply what she is learning in a one-on-one instructional setting across multiple environments, using both real and instructional money. In the classroom, she will be using fake money to learn how to count mixed bills (ones and fives) up to ten dollars, and then she will slowly start using real money, which will turn into using real money in the mini-mart (school store) and at the grocery

store. Data will be collected to see if the skill has been generalized across settings and materials using probes, which will occur once a week. If generalization does not occur, then instruction can be modified. Rationale: I believe that this is a reasonable objective for KP, because it will give her the opportunity to build upon her skills of utilizing the dollar up method and rote counting by 1s through repeated practice, while working on a skill that is more abstract, such as counting by 5s. In this instructional program, she will learn to only use one five, counting up from five to a cost that is no larger than $10.00. Teaching this skill to her will be very useful in the future so that she does not eventually go to a store and try to pay for a large amount only using single dollar bills. This skill will also be able to be generalized from the classroom to the mini-mart to the store throughout the semester, which will be used as probes to see if the skill of using $5.00 bills has been learned. Assessment Procedures: KP will be assessed in the instructional setting as well as in the school store and in the community at a grocery store. 1. Sitting next to KP with one $5.00 bills and five $1.00 bills, in front of her. 2. On a dry erase board, write an amount $1.00-$10.00. 3. Sd: Give me _____ dollars 4. Hold out hand a. If she gives the correct amount, record (+) b. If incorrect amount is given, record (-). If she does not respond within 10 seconds, record (-). Assessment Schedule: Baseline every day until stable. Once instruction begins, probe at the end of each instructional opportunity, and assess in every five instructional opportunities. Assessment in the mini-mart or

community will take place once every other week. Instructional Procedures: Instruction will occur on a daily basis, in her naturally occurring instructional setting, using constant time delay prompting procedures. Each instructional session will begin with a warm-up of sorting $1.00 bills into one basket and $5.00 bills into another, to make sure KP knows the difference between the two bills. Zero Second Delay TrialsClassroom Instruction 1. Hand KP one $5.00 bill and five $1.00 bills. a. Sd: Nail polish costs $2.50. Give me two dollars and fifty cents. 2. Immediately after presentation of the Sd, provide a model prompt a. Pointing to the visual cue and then to the number 2. b. Pointing to the next cue, and count out one, two c. Point to the next cue, and say and one for change d. Point to the next cue, and say Stop and put the rest of the money on the stop sign e. Point to the next cue and model handing the money to the cashier. 3. Have KP repeat each prompt immediately following modeling the prompt 4. Provide reinforcement (direct verbal praiseGreat job, KP, you gave me one, two, and one for change!) a. Mark a P for physical prompt in the correct spot on the data sheet 5. Repeat for 10 trials each day for four consecutive days of instruction, then move on to four second delay trials. Four Second Delay TrialsClassroom Instruction 1. Hand KP one $5.00 bill and five $1.00 bills. a. Sd: Nail polish costs $2.50. Give me two dollars and fifty cents. 2. After delivering the Sd, wait 4 seconds for KP to respond a. If KP starts responding correctly within 4 seconds by looking at the visual cue, provide direct verbal praise and record an I on the data sheet for Independent. Move on to next trial. b. If KP responds incorrectly within 4 seconds, provide error correction (No, KP, thats not quite right. Give me one, two and one for change. What will you give me? One, two, and one for change (say that together).). Record a V on the data sheet for verbal prompt and move on to next trial. c. If after 4 seconds, KP does not respond, provide prompt one, two and one for change. As KP repeats the correct answer,

provide direct, verbal praise (great job KP!) and mark a P no the data sheet for Physical Prompt. Move on to next trial. 3. Repeat for 10 trials each day for four consecutive days of instruction, then move on to four second delay trials. Use 4-second delay for every instructional trial each day for the remainder of instruction, or until mastery criterion of the objective is met. Move through all trials at least 10 times, shuffling the amounts so they appear at random each time. Zero Second Delay TrialsMini-Mart/Community 1. Using a previously made grocery list, have KP gather all items on the list in the store. 2. Have cashier ring up items, making sure the total is under $10.00. 3. Hand KP one $5.00 bill and five $1.00 bills. a. Sd: We have to pay $7.68 to the cashier. Pay the cashier. 4. Immediately after presentation of the Sd, provide the visual prompt and a model prompt of counting out money and saying, 1, 2, 3, 4, 5, 6, 7 and one for change. 5. Have KP repeat the prompt one, two and one for change, provide reinforcement (direct verbal praiseGreat job, KP, you gave me $8.00!) a. Mark a P for Physical Prompt in the correct spot on the data sheet 6. Repeat for the first three outings each at the mini-mart and in the community at the grocery store, then move on to four second delay trials. Four Second Delay TrialsMini-Mart/Community 1. Using a previously made grocery list, have KP gather all items on the list in the store. 2. Have cashier ring up items, making sure the total is under $10.00. 3. Hand KP one $5.00 bill and five $1.00 bills. a. Sd: We have to pay $7.68 to the cashier. Pay the cashier. 4. After delivering the Sd, wait 4 seconds for KP to respond a. If KP starts responding correctly within 4 seconds, provide direct verbal praise and record an I on the data sheet for Independent. Move on to next trial. b. If KP responds incorrectly within 4 seconds, provide error correction (No, KP, thats not quite right. Give me 1, 2, 3, 4, 5, 6, 7 and one for change. What will you give me? Give me 1, 2, 3, 4, 5, 6, 7 and one for change (say that together).). Record a V on the data sheet for verbal prompt and move on to next trial. c. If after 4 seconds, KP does not respond, provide prompt Give

me 1, 2, 3, 4, 5, 6, 7 and one for change. As KP repeats the correct answer, provide direct, verbal praise (great job KP!) and mark a P no the data sheet for Physical Prompt. Move on to next trial. 5. Repeat for 10 trials each day for four consecutive days of instruction, then move on to four second delay trials. Use 4-second delay for every instructional trial each day for the remainder of instruction in a non-simulated setting, or until mastery criterion of the objective is met. Reinforcement: KP will be reinforced continuously throughout instruction on a variable interval schedule, through direct verbal praise and high fives. When purchasing items at the mini-mart and the community, the items she purchases will serve the purpose of also naturally reinforcing her behavior. Maintenance: After reinforcement has been faded, maintenance will be facilitated through regular practice of going to the mini-mart and grocery store, as well as practicing the cost of a variety of items within the classroom setting. Probing for skill maintenance will take place regularly using the assessment procedures and random trips to the grocery store on the following schedule: --3 randomly selected days per week for 2 weeks --2 randomly selected days per week for 2 weeks --1 randomly selected day per week for 1 month Data Sheet: Baseline/Assessment Data: Trial 1 Trial 2 $ 4.____ $ 6.____ $ 9.____ $ 3.____

Trial 3

Trial 4

Trial 5

Trial 6

Trial 7

+ + -

+ + + +

+ + + +

+ + + +

Instructional Data: Delay Level: Zero Second = 0; Four Second = 4 Environments: Classroom = CL; Mini-Mart = MM; Community = CM Recording Key: Independent = I; Verbal Prompt = V; Physical Prompt = P Delay 0 0 0 0 4 4 4 4 4 4 4 4 4 4 4 Level CL/M CL CL CL CL CL CL CL CL CL CL CL CL CL CL CL M/CM 2/1 2/1 2/2 2/2 2/2 2/2 3/1 3/4 3/5 3/6 3/7 3/8 3/1 3/1 3/2 Date 4 9 1 2 5 6 4 5 6
Nail Polish $2.50 Pen $1.08 Paper $3.30 Binder $6.25 Crayons $5.80 Safety Pins $7.75 Ball $8.60 Book $9.99 Pencils 1.90 Animals $4.15 # indepen dent/10 total

4 CL
3/2 8

P P P P P P P P P P 0 H D

P P P P P P P P P P 0 H D

P P P P P P P P P P 0 H D

P P P P P P P P P P 0 H D

V V V V V V V V V V 0 H D

I V P P V V P V V V 1 H D

P P P P P P P I P I 2 H D

P V I I V I V I I I 6 H D

I I V I I I I V I V 7 H D

I I I I I V I I I I 9 H D

I I I I I I I I I V 9 H D

I I I I I I I I I I 10 H D

I I I I I I I I I I 10 H D

I I I I I I I I I I 10 H D

I I I I I I I I I I 10 H D

I I I I I I I I I I 10 H D

Initial s

Research Rationale: Browder et al. (2008) conducted a math-based inquiry into understanding how students with significant cognitive disabilities learn math topics using NCTM standards. Looking at instructional methods and prompting systems, they learned that using systematic instruction and explicit prompting strategies produced more successful results in teaching measurement and money skills. Therefore, I will use these strategies when implementing my instruction with KP. Additionally, Browder et al (2008) found that using massed trials, or repeated practice, also produced significant results. Using this information, I will be packing in repeated practice into each instructional session. I believe this will be effective for KP. Colyer & Collins (1996) discuss using the system of least prompts for teaching money skills, specifically dollar up strategies, to students with special needs. The discuss using multiple levels of prompts (from least

intrusive to most intrusive) paired with repeated trials in order to effectively teach students to generalize strategies of counting on within an instructional setting and in the community. Using a system of least prompts with KP may be a little challenging, so I will use constant time delay procedures for my instructional program. Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407-432. Coyler, S. P., & Collins, B. C. (1996). Using natural cues within prompt levels to teach the next dollar strategy to students with disabilities. Journal of Special Education, 30(3), 305-318.