Assessment and Intervention Protocols for Children with "Mild Learning and Behavior Disorders" Our recommended assessment procedure addresses the following questions: 1. Who is the child? -- including: interests, likes and dislikes, skills, and other strengths 2. What are the student's "special needs"? Why is the child receiving special education? 3. Who is the child's family and "circle of support"? -- including: hopes and dreams, needs and concerns 4. Looking at the actual curriculum of the child's "mainstream" classroom, what songs, games, toys, stories, arithmetic problems, spelling words, reading and writing activities are expected of the children? 5. Looking at the actual routines and patterns of the child's school day, what are the expectations for "behavior"? 6. Which IEP goals and objectives should we look at for Assistive Technology? (prioritizing 2 or 3) Including, -- oral language -- readiness skills -- language arts (reading and writing) -- arithmetic -- behavior -- Circle of Friends 7. Is there dependable access to a computer for the child to receive "computer assisted instruction?" 8. Looking at the priorities (identified in #6), one at a time, what Assistive Technology may be helpful? # 1. "no tech" # 2. "low tech" # 3. "high tech" We ask that 1 or 2 IEP objectives be prioritized for an initial "try out" -- including measurable performance objectives ("accuracy" objectives and "fluency" objectives) that permit measurement "probes" and record-keeping. The instructional team will: - design a 4-week intervention plan -- including "no tech," "low tech," and "high tech" supports - create and/or locate appropriate media - create and/or locate appropriate software (both commercial and "locally" developed) - create and/or locate other appropriate Assistive Technology - implement the plan on a daily basis for a minimum of 4-weeks - evaluate the student learning outcomes, and - propose "next steps" for Assistive Technology supports The "intervention study" will be video documented (if possible), to be shared via video teleconferencing. We acknowledge and thank Ms. Judy Marquette, Assistive Technology Specialist, PennTech Project for creating the ?Intervention Accommodations? model upon which the following materials are based. Pennsylvania Department of Education. Table 1: CHILDREN WITH MILD LEARNING CHALLENGES "Speech and Language" Skill Area-- Speech Method Accommodation - manipulatives, sand box and toys - pictures and photos - picture boards, flashcards - sing alongs and story retells - puppets and plays - multi-sensory instruction - video "sharings" and video conversation starters- Material Accommodation - recorded stories (Harcourt & Brace), songs, sayings, etc. - role play and skits - flashcards - chart organizers Assistive Technologies Speech - microphone and P.A. system - tape recorder - Language Master - picture boards - software: Hyperstudio, Living Books, BoardMaker, Picture It! - video camera End of Table 1 Table 2: CHILDREN WITH MILD LEARNING CHALLENGES "Hand Writing" Skill Area-- Hand Writing Method Accommodation - peer support - different kinds of paper - different colors of paper - different line spacing/line colors - tape paper to the desk - chalk board practice - Instructional strategies: tracing exercising "talk through" letter formation "walk through" letter formation write letters "in the air?" dot-to-dot - Modifications: adapt tests to "fill in the blank", use multiple choice/true false, oral tests, provide additional time, shorten assignments, and photo copy notes. - try different writing implements - paper position - student position - avoid using short pencils - peer dictation - cross age tutoring - positive reinforcement Material Accommodation - lighting - pencil holders/grips - large/primary pencils - ?chubby? sized crayons - markers and grease pencils - acetate sheets/transparency markers - paper stabilizers - tactile letters - stencils/templates - clipboards - tracing paper - eraser - rubber name stamp - other rubber stamps - bingo blotter to make selections - labels/stickers with name, etc. - automatic numbering stamp - highlighters - easel - slant board/wedge - personal chalkboard - peer support/cross-age tutors Assistive Technologies - Typewriter: positioning device, positioning student, key labels, key guard, lighting, correction tape, typing/keyboarding instruction, and peer support/cross-age tutors - Word Processor: same as above, plus, enlarged text output, change fonts, voice output, contrast/color, and delete key End of Table 2 Table 3: CHILDREN WITH MILD LEARNING CHALLENGES "Written Composition" Skill Area-- Written Composition Method Accommodation - Invented spelling - Journaling - Semantic maps and webbing - Writing process (including publishing) - Story starters - Study carrel for individual work - Formulate sentences aloud - Peer support and cross-age tutoring - Picture cards and picture collages - Motivation strategies for daily writing activities - Personal biographies - Community histories - E-mail pals Material Accommodation See "handwriting" skill area, plus: - note cards - word cards - sentence cards - clipboards - pocket dictionary - pocket thesaurus - highlighter Assistive Technologies Written composition, spelling, punctuation and grammar - Tape record thoughts before writing - Tape record story to proof read - Headphones - Electronic dictionary/thesaurus - Electronic typing tablets (e.g., AlphaSmart) - Software: Word Phonics (Davidson), AppleWorks (including spell checker), Picture It!, Hyperstudio "journaling" stacks, Kid Pix Studio, Storybook Weaver Deluxe, Hyperstudio spelling stacks, Photo CD of Am. Samoa, Hyperstudio, Internet End of Table 3 Table 4: CHILDREN WITH MILD LEARNING CHALLENGES "Reading" Skill Area-- Reading Method Accommodation Modifications: extra time for completion, shorten assignments, simplify text, highlight key concepts, provide chapter outlines Instructional strategies: Echo reading, Repeated readings, Story mapping, Language experience, Drill and practice fluency builders (phonics, sight words and passages) Self-Charting, Self modeling, Reading Samoan songs, Oral reading (e.g., Readers Theatre), Radio and video plays and newscasts, Picture walks Expressive oral reading, Story telling and re-tells, Drawing and illustration, Picture walks, Make-up songs, Story re-tells from the child's point of view Study carrel for individual work, Peer support, Cross-age tutoring, and Motivation systems (e.g., points) Material Accommodation Magnifying bars Page magnifiers Colored acetate Word window Line marker Flash cards Letter cards Word cards Sentence cards Tactile letters and words Magnetic board and letters Felt board and letters/words Colored paper clips to mark pages Notebook tabs Post-it tape flags Highlighter Peer support Assistive Technologies Tape recorder Record books and reading material Headphones Language master Electronic dictionary Video camera Software Living Books IntelliTalk II Playroom Kid?s Time Reader Rabbit Bailey?s Bookhouse Kidworks II Storybook Weaver Deluxe Picture it! Hyperstudio IMovie iTunes End of Table 4 Table 5: CHILDREN WITH MILD LEARNING CHALLENGES "Math, Time, Money, Measurement" Skill Area-- Math, time, money, measurement Method Accommodation Reduce the number of problems Eliminate the need to copy problems Enlarge worksheets Avoid mixing ?signs? on a page Minimize number of items on a page Provide more time for completion Graph paper Raised number lines Large number lines Mnemonic devices "Two-finger" counting aids Multi-modality instruction Color coding strategies Computational aids Peer support Cross-age tutoring Drill & practice games Motivation programs (points, etc.) Material Accommodation Abacus Counters-- spools, buttons Containers for counters Manipulatives Flash cards Cuisinaire rods Flannel board and numbers Tactile numbers/signs Automatic numberer stamp Number facts charts Highlighter Personal chalkboard Peer support Assistive Technologies Hand-held calculator Talking calculator Calculator with print-out Language Master Tape recorder Counting Basic facts Multiplication tables Combinations Formulas Software Kid?s Math Math Blaster Number Maze Millie's Math House Thinking Things Hyperstudio stacks (drills, story problems, and functional math) End of Table 5 Table 6: CHILDREN WITH MILD LEARNING CHALLENGES WHO ARE INTEGRATED INTO MAINSTREAM CLASSROOMS "Daily Organization" Skill Area-- Daily Organization Method Accommodation Bulletin board schedule Pocket schedule Schedule in notebook Appointment book Assignment sheets Reminder cards Strategies to keep workspace clear Strategies to organize desk Study carrel for individual work Color coding strategies Homework journal Structured study guides Post signs and label areas in the room Tape a schedule on the desk Motivation program Material Accommodation Pocket organizer/planner Personal organizer Clipboards Stapler Sticky notes for reminders Notebook tabs Post-it tape flags Colored paper clips Highlighter Storage cubicles Assistive Technologies None End of Table 6 End of Document