Is it possible to teach a learner who is totally blind with ASD to expand social communication skills using video modeling? If yes, what would the instruction be like? What would data collection look like? If no, why not? Activity 4: Communication 2 Is the learner from Activity 1 verbal? If so, you will use this student for this activity. If your student is non-verbal, you will need to make up a new student or use a different student to complete this “picture” Activity. Look at the information you indicated for Communication issues and needs for the student in Activity 1 then using your partially completed CAPS for the three targeted activities complete the Communication area on the form. Design a program of instruction to enhance the social communication skills for a learner with ASDVI who has verbal skills. Include discussion of target goals, who will provide the instruction, materials, what type of reinforcement will be used, the setting, and any other critical information. Include a data collection system matched to the target goal(s) to identify student progress and discuss when and how the data will be collected and analyzed. SESSION 5: November 3 9, 2014 – Intervention Strategies - Organization Strategies: Session Goal: addressing the development and use of concrete supports to assist with understanding. Required Readings: Gense and Gense 2005, Chapter 12 The National Professional Development Center on Autism Spectrum Disorders (NPDC), Evidence Based Practice: Visual Supports (Review the Overview, Evidence base, Instructions, and Implementation pdf Documents at the bottom of the page) Retrieved from Autism Internet Modules Visual Supports Across the Curriculum Retrieved from: – Other Readings: Hollingshead, Aleksandra, M.Ed. Instructional Strategies that Support Academic Engagement of Retrieved from: Students with Autism and Related Disabilities Columbia Regional Program. 2012 Retrieved from : Secondary Transition Project for ASD, Organization Rating Scale Lecture and PowerPoint Presentations: Critical Component Concrete Support Handouts: Concrete Supports Planning Form 2 Loring, Whitney Psy.D., TRIAD Postdoctoral Fellow, and Hamilton, Mary M.Ed., BCBA, TRIAD Educational and Behavioral Consultant. Vanderbilt Kennedy Center. Visual Supports and Autism Spectrum Disorders Retrieved from Discussion Forum:
Is it possible to teach a learner who is totally blind with ASD to expand social communication skills using video modeling? If yes, what would the instruction be like? What would data collection look like? If no, why not? Activity 4: Communication 2 Is the learner from Activity 1 verbal? If so, you will use this student for this activity. If your student is non-verbal, you will need to make up a new student “picture” or use a different student to complete this Activity. Look at the information you indicated for Communication issues and needs for the student in Activity 1 then using your partially completed CAPS for the three targeted activities complete the Communication area on the form. Design a program of instruction to enhance the social communication skills for a learner with ASDVI who has verbal skills. Include discussion of target goals, who will provide the instruction, materials, what type of reinforcement will be used, the setting, and any other critical information. Include a data collection system matched to the target goal(s) to identify student progress and discuss when and how the data will be collected and analyzed. SESSION 5: November 3 – 9, 2014 Intervention Strategies - Organization Strategies: Session Goal: addressing the development and use of concrete supports to assist with understanding. Required Readings: Gense and Gense 2005, Chapter 12 The National Professional Development Center on Autism Spectrum Disorders (NPDC), Evidence Based Practice: Visual Supports (Review the Overview, Evidence base, Instructions, and Implementation pdf Documents at the bottom of the page) Retrieved from Autism Internet Modules – Visual Supports Across the Curriculum Retrieved from: Other Readings: Hollingshead, Aleksandra, M.Ed. Instructional Strategies that Support Academic Engagement of Students with Autism and Related Disabilities Retrieved from: Columbia Regional Program. Secondary Transition Project for ASD, 2012 Retrieved from : Organization Rating Scale Lecture and PowerPoint Presentations: Critical Component Concrete Support Handouts: Concrete Supports Planning Form 2 Loring, Whitney Psy.D., TRIAD Postdoctoral Fellow, and Hamilton, Mary M.Ed., BCBA, TRIAD Educational and Behavioral Consultant. Vanderbilt Kennedy Center. Visual Supports and Autism Spectrum Disorders Retrieved from Discussion Forum:
asdvi-syllabus-fall-2014updated.docx