Rhea Matar Laurie Andrews Phase 3 Practicum October 1, 2012 Instructional Program- Student A Student: A Skills: Safe street

crossing at controlled (stoplights) and uncontrolled (pedestrian cross walks, street corners) settings Initiator: Rhea Matar Context for Instruction: Location: MTD Brown East (stop in front of Centennial) and Green Express (at 4th and Green St. on campus) Time: 12:15-12:45 and 2:45-3:00 Materials needed: MTD bus riding task analysis, pen Instructors and adults present: myself, paraprofessional Skills Sequence:
Boarding at point A and identifying point B on an unfamiliar bus Riding a familiar and routine bus from point A to C with a transfer at B Riding a familiar and routine bus from point A to B

Research Articles: Aykut, C. (2012). Effectiveness and efficiency of constant-time delay and most-to-least prompt procedures in teaching daily living skills to children with intellectual disabilties. Educational Sciences: Theory & Practice, 12 (1), 366-373. Cihak, D. F., Alberto, P. A., Kessler, K. B., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for communitybased instruction. Research in Developmental Disabilities, 25, 67-88. The peer reviewed articles gave me ideas and perspective when developing my program. Because there was not very much research available on specifically teaching bus riding, I focused my research on instructional strategies and general community based instruction. The Aykut

(2012) article compared the effectiveness and efficiency of constant-time delay and most-to-least prompting procedures; both procedures that could potentially be used in teaching this skill. The results showed that the mostto-least prompt procedure is more efficient that constant time delay in regards to the number of trials, training errors and total training time but both procedures had similar effectiveness in maintenance and generalization. The Cihak et al. (2004) article explored four different instructional arrangements (simulated-only instruction (SOI), community-based instruction only (CBI), combination of SOI and SBI on consecutive school days, and a combination of SOI and CBI on the same school day) to determine which arrangement produced more efficient outcomes for generalization. It was found that both combined instructional scheduling arrangements (combination of SOI and CBI on consecutive school days and combination of SOI and CBI on same school day) provided more efficient outcomes. The use of combination strategies can help students experience naturally occurring antecedents, consequences, criteria, and contexts when in the community, (p. 68). Having this knowledge widens the approach to most efficiently teaching A this particular skill. Program Objective: When riding the MTD bus, A will correctly follow 100% of the steps of the task analysis for 3 consecutive rides. Generalization: Teach in the natural setting: Bus riding will be taught during rides to and from As vocational placement that she will continue to use for the rest of the year. Rationale: I have chosen this skill for A because of the amount of time that she spends in the community and the opportunity she will have to build on this skill while she travels with her class over the next two years. I think that this skill is essential to have for independence in the community and A will benefit from knowing the skills on occasions that she wants to use the bus system on her own. Assessment Procedures: Assessment trials independent bus riding will be conducted according to the following procedures. 1. Assessment occurs on the MTD bus on the way to and from vocational training. 2. Provide the cue to start: A, its time for us to get ready for the bus to arrive. 3. Upon arriving to the bus stop, allow 5 seconds for A to begin the 2nd step. 4. If A initiates the 2nd step within 5 seconds of arriving to the correct stop, record a (+) and let her continue with the next step.

5. If she does not respond within 5 seconds or responds incorrectly, do what is necessary for her to continue the task (pull the cord, remind her to take out DASH pass, etc) and record a (-) on the data sheet. Do this for all the steps in the T.A. 6. Upon task completion, determine % correct and graph. Assessment Schedule: During baseline, assessment will be taken for four separate bus rides over two days of traveling to vocational placement. Once instruction begins, assessment will be taken on every 3rd community opportunity. Instructional Procedures: Instruction will occur 2 times a week over the four bus rides to and from vocational placement, except for probe trials. A most-to-least intrusive prompting hierarchy will be used to instruct this student. Since A has shown the ability to perform the various expectations of the task analysis with prompting as well indicating that she prefers not to be touched, a full physical prompt will not be necessary unless the student is in danger or at risk for danger. A will also be asked to self monitor fulfilling her bus expectations using the picture checklist attached. Point Prompt: After providing the verbal cue A, prepare for the bus to arrive upon reaching the correct bus stop, provide point/verbal prompt to where A should be looking to wait for the bus (A, the bus will be coming soon from that direction so look for it) while pointing in the direction that A should be expecting the bus from. - If A completes the step correctly within 5 seconds of the prompt, record (Pt) and provide specific verbal praise (e.g. Very good looking A, now you will know when the bus is getting close) As the bus comes into close view (within 50 ft) move on to the next step of TA - If A does not complete the step correctly within 5 seconds, get her attention (without touching her, use her name or stand where she can see you) and provide error correction (e.g. A, youre not going to know if the bus is coming if youre not looking out for it, lets keep our eyes on the direction its coming from) - As A performs the step correctly, record (AP) (regaining her attention and pointing) and provide specific verbal praise (e.g. Good job A, very green behavior looking out for your bus or A, so green and nice saying hi to the driver!) Move on to the next step of the TA. Use this prompt for each step of the task analysis. When A has completed each step of the TA with this prompt for each naturally occurring opportunity for 4 consecutive trips, move to use of next prompt in the hierarchy. Indirect verbal:

*After providing the verbal cue A, prepare for the bus to arrive upon reaching the correct bus stop, provide indirect verbal prompt to A (e.g. A, what should we do when we see the bus coming?) - If A verbalizes that the bus is correct and waves it down within 5 seconds of the bus coming within approx. 50 ft, record (IV) and provide specific verbal praise (e.g. A, great job checking for the right bus and getting the drivers attention.) Move on to the next step of the TA and begin with indirect verbal prompt. (A, what should you do right when you get on the bus?) -If A does not complete step correctly within 5 seconds of the prompt, tell her she made an error and provide a point/verbal prompt as error correction (e.g. A, look up at the top of the bus, is it the 4 East Blue?) - As A completes step correctly, record (AP) and provide specific verbal praise (e.g. Very good A for checking if this is our bus. Move on to the next step of TA and begin with indirect verbal prompt.

Use this prompt for each step in the task analysis. When A has completed each step for each step of the TA with this prompt for each naturally occurring opportunity for 4 consecutive trips, move to allowing A to respond independently to the Sd for each step. Reinforcement: Effective immediately upon beginning instruction, specific, direct verbal praise is provided upon the student correctly performing the step of the task analysis within 5 seconds of the prompt being presented. Fading of praise will begin after 4 consecutive occurrences of bus riding to vocational training according to the following schedule: - every step for 2 days of consecutive occurring rides - every other step for 2 days of consecutive occurring rides - every third step for 2 days of consecutive occurring rides - no verbal praise should be provided while completing the steps of the task analysis but after independently meeting all or high majority of bus expectations(Great job being so independent on the bus A!) *If at any time during reinforcement fading, A incorrectly performs 2 consecutive steps, then go back to the original reinformcent procedures and only begin fading again when performance stabilizes. **A will also be shown her progress as she performs a higher and higher percentage of the steps correctly and will earn time on her Ipod (at classroom teachers discrepancy) for fulfilling appropriate bus behavior and staying awake the entire time.

Maintenance: Maintenance will be facilitated through the fading of verbal praise reinforcement and ensuring that the steps of the TA being practiced with the most to least prompting procedure are being automatically recalled correctly outside of the specified instruction time. This will be monitored by assessing A on a familiar bus that she uses different days of the week than vocational for community training - 1 randomly selected opportunity during community time - 1 randomly selected opportunity every other week - 1 randomly selected opportunity every 3 weeks until the Responses should be recorded under Retention using recoding codes from probes. **Another instructor must evaluate maintenance of the skill as I am in the community with other students while A does CBI with her class.

Student A: Bus Riding Task Analysis Recording Codes: Probes: + = independent response - = no response/incorrect (NA) step of task is not relevant (allow 5 seconds between Sd & response) Instruction: (5 seconds between prompt levels) (+) Independent correct response (Pt) Point (AP) Attention and point (NA) step of task is not relevant Instructor: Rhea Matar Specific Skill: Independent riding of the MTD bus to vocational and community training Materials: TA data sheet # Date: Staff Initials MTD BUS RIDING Stand at correct bus stop Get out bus pass/have

1 2

3 4 5 6 7 8 9

1 0 1 1 1 Stay awake the whole 2 time 1 Upon arrival identify 3 destination 1 Pull Cord 4 1 Say thank you or wave 5 to driver 1 Exit bus 6 Comments:

change Wait until bus arrives Look at top of front of bus for correct color/number Wave to driver to stop Enter the bus Say hello to bus driver Give change/show DASH pass Confirm destination with driver (unfamiliar route) Find seat near front of bus Ride appropriately