Systematic Instructional Plan

EDA 421 – Reed

West Chester University

Angela DiMaio
Student Profile:
Paul is a 7-year-old boy with Autism Spectrum Disorder. He currently attends Primos
Elementary in Mrs. Smith’s 1st grade Autistic Support Classroom. Paul communicates his wants
and needs using functional speech. Paul will perseverate on a topic and needs to be frequently
redirected to the task at hand. Paul is very easily distracted by other students in the classroom
and needs to be reminded to “Worry about Paul”. Paul requires a significant number of pictorial
prompts to assist him throughout the day. When Paul successfully completes his assignments or
any task at hand, he is rewarded with the choice of high-fives, fist-bumps, or brain breaks in
which he can head down the hall to the sensory room. Paul does not typically like to eat, so he
has a very scheduled eating plan that is incorporated into the classroom to ensure that he is
getting the proper nutrients and nourishment while making eating fun. Paul is motivated by
Welch’s fruit snacks, which are typically offered as a reinforcer throughout the day.
Reading: Paul is reading independently on a Kindergarten level, but instructionally his skills are
meeting 1st grade expectations. Paul enjoys reading picture books with the classroom assistant.
Paul can respond to basic comprehension questions when asked by a teacher. Paul is currently
working on phonics activities and word recognition.
Oral: Paul speaks clearly when using functional speech but will occasionally stutter which
makes it difficult to understand him. Paul receives speech therapy twice a week on Monday and
Friday mornings in which he leaves for a 30-minute period each time.
Writing: Paul can write using a paper and pencil but requires a large grip on his pencil or a
thicker pencil to help him with writing.
Mathematics: Paul is currently working on addition and subtraction using the Touch Math
system. He can rote count from 1-100 and is working on skip counting.
Lesson Plan Title:
By: Angela DiMaio
Subject: Functional Skills/ 1st Grade

1. Learning Outcomes:
 Paul will be able to make breakfast for himself consisting of cereal and milk in a bowl
with a spoon.

2. Common Core Standards:

  Standard - AL.2.1.B1 Complete multi-step tasks with independence.

3. Lesson Objectives:
 When given the direction to “Make Breakfast”, Paul will independently get himself a
bowl of cereal with milk and a spoon with 90% accuracy.

4. Anticipatory Set:
 Teacher: Paul, are you hungry? Let’s think about what we can have for breakfast today.
Can you name some things you like to eat for breakfast?
 Paul: (possible answers are breakfast foods such as eggs, waffles, bacon, sausage,
pancakes, cereal, yogurt).
 Teacher: Awesome job Paul! Now we are going to watch a video that talks about
getting ready for breakfast time.
 Teacher will show Paul the “Breakfast time song” on Youtube to get him excited about
breakfast time! Paul will be watching this video independently through a laptop or
iPad with headphones to make sure that other students in the room are not disrupted.
o https://www.youtube.com/watch?v=zT9Qg4pHO8s
 Teacher: Paul, today we are going to learn how to make breakfast using your favorite
cereal, Multi Grain Cheerios. Let’s Get Started!

5. Procedures:
Prompting - The teacher will teach this lesson through Stimulus prompting and Progressive
time delay. Most-to-least prompting in the order of verbal, pictorial and modeling along with
forward chaining will be used during this lesson to teach Paul to make breakfast. Progressive
time delay will be followed for the delivery of the prompt with a constant time delay of two
seconds for the first week of the instructional period. The progressive time delay will then
increase to four seconds for the second week and increase by intervals of two seconds each
week until eight seconds is reached. After a progressive time delay of eight seconds is met,
the time delay will be removed, as long as the task can be completed independently.

Step 1:
The teacher will wait until Paul enters the classroom, has put his books away and is seated and
ready for his breakfast. Paul’s breakfast supplies, such as a bowl, spoon and cereal will be
kept above his cubby within his reach. The milk for Paul’s cereal will be retrieved from the
classroom refrigerator by the teacher beforehand and placed with the other breakfast supplies
within Paul’s reach. When Paul’s attention is maintained and sustained, the teacher will give a
natural cue of “Paul, make your breakfast.” The teacher will give Paul two seconds to comply
to this natural cue. If Paul does not respond to the natural cue, then the teacher will use a
verbal prompt of “Paul, go get your cereal bowl” to give Paul the direction to begin make a
bowl of cereal for breakfast. The teacher will give Paul two seconds to comply to this verbal
prompt. If Paul is unable to comply to the verbal prompt with the two second time delay, then
the teacher will deliver a pictorial prompt of a cereal bowl. Paul will be given two seconds to
comply to the pictorial prompt. If Paul does not respond correctly to the pictorial prompt with
the two second time delay, then the teacher will deliver a modeling prompt where she stands
up and goes to retrieve the cereal bowl from above Paul’s cubby and brings it to his desk.

Step 2:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, go get your spoon”. The teacher will give Paul two
seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt with
the two second time delay, then the teacher will deliver a pictorial prompt of a spoon. Paul
will be given two seconds to comply to the pictorial prompt. If Paul does not respond
correctly to the pictorial prompt with the two second time delay, then the teacher will deliver a
modeling prompt where she stands up and goes to retrieve the spoon from above Paul’s cubby
and brings it to his desk.

Step 3:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, go get your cereal”. The teacher will give Paul two
seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt with
the two second time delay, then the teacher will deliver a pictorial prompt of a cereal. Paul
will be given two seconds to comply to the pictorial prompt. If Paul does not respond
correctly to the pictorial prompt with the two second time delay, then the teacher will deliver a
modeling prompt where she stands up and goes to retrieve the cereal from above Paul’s cubby
and brings it to his desk.

Step 4:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, go get your milk”. The teacher will give Paul two
seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt with
the two second time delay, then the teacher will deliver a pictorial prompt of milk. Paul will
be given two seconds to comply to the pictorial prompt. If Paul does not respond correctly to
the pictorial prompt with the two second time delay, then the teacher will deliver a modeling
prompt where she stands up and goes to retrieve the milk from above Paul’s cubby and brings
it to his desk.

Step 5:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, open the cereal”. The teacher will give Paul two
seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt with
the two second time delay, then the teacher will deliver a pictorial prompt of an open cereal
box. Paul will be given two seconds to comply to the pictorial prompt. If Paul does not
respond correctly to the pictorial prompt with the two second time delay, then the teacher will
deliver a modeling prompt where she opens the cereal box.
Step 6:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, pour the cereal”. The teacher will give Paul two
seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt with
the two second time delay, then the teacher will deliver a pictorial prompt of someone pouring
cereal into a bowl. Paul will be given two seconds to comply to the pictorial prompt. If Paul
does not respond correctly to the pictorial prompt with the two second time delay, then the
teacher will deliver a modeling prompt where she pours the cereal into the bowl.

Step 7:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, close the cereal box”. The teacher will give Paul two
seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt with
the two second time delay, then the teacher will deliver a pictorial prompt of someone closing
a cereal box. Paul will be given two seconds to comply to the pictorial prompt. If Paul does
not respond correctly to the pictorial prompt with the two second time delay, then the teacher
will deliver a modeling prompt where she closes the cereal box.

Step 8:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, open the milk”. The teacher will give Paul two
seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt with
the two second time delay, then the teacher will deliver a pictorial prompt of someone opening
a milk container. Paul will be given two seconds to comply to the pictorial prompt. If Paul
does not respond correctly to the pictorial prompt with the two second time delay, then the
teacher will deliver a modeling prompt where she opens the milk container.

Step 9:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, pour the milk”. The teacher will give Paul two
seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt with
the two second time delay, then the teacher will deliver a pictorial prompt of someone pouring
milk into a bowl. Paul will be given two seconds to comply to the pictorial prompt. If Paul
does not respond correctly to the pictorial prompt with the two second time delay, then the
teacher will deliver a modeling prompt where she pours the milk into a bowl.

Step 10:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, close the milk”. The teacher will give Paul two
seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt with
the two second time delay, then the teacher will deliver a pictorial prompt of someone closing
a milk container. Paul will be given two seconds to comply to the pictorial prompt. If Paul
does not respond correctly to the pictorial prompt with the two second time delay, then the
teacher will deliver a modeling prompt where she closes the milk container.

Step 11:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, put the spoon in the bowl”. The teacher will give
Paul two seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal
prompt with the two second time delay, then the teacher will deliver a pictorial prompt of a
cereal bowl with a spoon in the bowl. Paul will be given two seconds to comply to the
pictorial prompt. If Paul does not respond correctly to the pictorial prompt with the two
second time delay, then the teacher will deliver a modeling prompt where she puts the spoon
in the cereal bowl.

Step 12:
The teacher will give a natural cue of “Paul, make your breakfast.” The teacher will give Paul
two seconds to comply to this natural cue. If Paul does not respond to the natural cue, then the
teacher will use a verbal prompt of “Paul, stir the cereal and milk”. The teacher will give Paul
two seconds to comply to this verbal prompt. If Paul is unable to comply to the verbal prompt
with the two second time delay, then the teacher will deliver a pictorial prompt of someone
stirring their cereal and milk. Paul will be given two seconds to comply to the pictorial
prompt. If Paul does not respond correctly to the pictorial prompt with the two second time
delay, then the teacher will deliver a modeling prompt where she stirs the cereal and milk.

Reinforcement- Paul loves receiving high-fives and fist-bumps for reinforcement. When
teaching Paul how to make his breakfast, Paul will earn a Welch’s fruit snack each time he
successfully completes a step in the task analysis independently. Paul will also be given high-
fives and fist-bumps when he successfully completes any step independently. If Paul starts to
make an error, such as trying to pour the cereal without opening the box or forgetting to get
the bowl, the teacher will interrupt him and deliver the next prompt from the hierarchy. Once
Paul has demonstrated that he can complete the task at hand with only two prompts from the
hierarchy on 2 out of 3 trials, Paul will be given high-fives or fist-bumps and receive
reinforcement when he completes the task with only a verbal prompt. Finally, once Paul can
make his breakfast with a verbal prompt on 2 out of 3 trials, he will receive reinforcement only
when he responds correctly to the natural cue.

Generalization- Paul will be expected to carry over the skill of making his breakfast in various
settings. Paul will be asked to make his breakfast each morning in his classroom on Mondays,
Tuesdays, Wednesdays, Thursdays and Fridays when he is present in school. Once Paul
masters making his breakfast in the classroom, the teacher will walk him to the apartment
kitchen where he can practice making his breakfast. On Saturdays and Sundays, Paul will
follow the same process to make his breakfast at home in his kitchen with the assistance of his
mother. Paul’s mother has been given a copy of this SIP to use at home and follow the same
task analysis process with prompting and reinforcement schedules that are identical to those
 used in the classroom. Further generalization will be expected as Paul learns to make other
simple meals that require pouring an item into a bowl and eating with a spoon, for example
yogurt or pudding for lunch.

Maintenance- After Paul has shown that he can successfully make his breakfast on two out of
three trails in school, the teacher will track his ability to make his breakfast each morning for
the first week and chart his progress. After the first week, the teacher will chart his progress
each week on Monday mornings for a month. Finally, the teacher will track Paul’s progress
on the first Monday of each month.

6. Differentiated Instruction:
 This lesson was developed for a student with Autism Spectrum Disorder. If a student
in the class had visual impairments, the teacher could provide them with pictorial
prompts paired with audio. If a student in the class had gross motor issues, the teacher
could provide hand-over-hand assistance when pouring the cereal and milk. If a
student in the class had fine motor issues, the teacher could provide them with
additional practice of pouring items into bowls before the breakfast lesson, such as
pouring beads into a container, pouring pom poms into a container, and pouring water
from a cup to a container.

7. Closure:
 The lesson will end as the teacher will praise Paul on a great job! The teacher will
remind Paul that making breakfast is important because it is the most important meal of
the day. Paul will be told that if he successfully completes his breakfast routine at
home that he can earn time during the week in the sensory room. Paul will continue to
practice this skill each morning but will eventually work on making his breakfast and
lunch in school each day. Paul will be able to demonstrate these skills to earn
additional sensory room time.

8. Assessment (Formative and Summative):

Formative: The teacher will use the chart below to track Paul’s progress with making his
breakfast. The teacher will list the date in each block labeled “Date”. The highest level of
prompting that was used will be listed for each step under the date heading, according to the
Prompting key seen below.
Prompting System Key-
o NC- Student completes task after first natural cue.
o V- Verbal prompting was used.
o P-Pictorial prompting was used.
o M- Model prompting was used.

Steps Description of Step Date: Date: Date: Date: Date: Date:

 Step Getting the cereal bowl
1
Step Getting the spoon
2
Step Getting the cereal
3
Step Getting the milk
4
Step Opening the cereal box
5
Step Pouring the cereal
6
Step Closing the cereal box
7
Step Opening the milk
8
Step Pouring the milk
9
Step Closing the milk
10
Step Putting the spoon in the
11 bowl
Step Stirring the cereal and milk
12

 Summative: At the end of each scheduled maintenance check, the following chart will
be used to track Paul’s overall progress. The same prompting key above will be used.

Trials Highest level of

prompting

Trial 1

Trial 2

Trial 3

Trial 4

9. Materials/Equipment:
  Video of the breakfast song
 Headphones for Paul to listen to the breakfast song
 Cereal
 Bowl
 Spoon
 Milk
 Welch’s fruit snacks

10. Technology:
 A video will be shown during the anticipatory set of this lesson, which requires
internet, a computer/iPad and headphones to not disrupt any other children.

11. Reflection on Planning:

 As I planned for this lesson for my student Paul, I really tried to consider all of his
needs and also things that he enjoys. Paul already has a negative connotation
associated along with eating, so it was important to me that I gave him lots of support
in his prompting with verbal, pictorial and modeling prompts. Paul has all of the
necessary skills to complete this lesson, with very small amounts of frustration, if any.
The reinforcement provided are Welch’s fruit snacks, high-fives, fist-bumps and also
trips to the sensory room, which are all things that make Paul truly happy. As time
continues and his skill levels improve, his prompting will become less intrusive and he
will be reinforced less to create a more natural environment for this skill to occur. It is
my overall goal as Paul’s teacher to help him gain a function skill such as making
himself meals, so that he is independent in his everyday life. Paul is gaining
responsibility and independence through this lesson but is also building self-
confidence.

12. Reflection on Instruction (once the lesson has been taught):

o Not yet taught.