IFSP/IEP objectives and lesson plan

Hibah Alharbi In Rosa's case, she needs to communicate with her parents or other people to ask for things that she wants. From that point, the picture

exchange communication system (PECS) is one of the solutions that might help her to communicate. PECS is designed to teach functional

communication skills with an initial focus on spontaneous communication. Also, PECS can be implemented in a variety of settings such as home,

school, and the community so that the users and the people who try to communicate with them have the materials to communicate and understand the

users' wants and needs. It's an accessible system that requires pictures only. Also, it can be developed into six phases that can help to make the user

use a couple of words in advanced phases. According to that, research has shown that many preschoolers using PECS also begin developing speech.

In this case, Rosa is the right age to start using this system, which can increase her communication skills.

The lack of communication creates different challenges for affected persons within the community and education systems across the country,

which could lead to other behavioral issues that we are trying to avoid such as aggressive behavior or the child becoming more shy and silent. The

appropriateness of PECS is not officially documented, but, on common grounds, it is considered vital for those who lack functional communication

skills to express their needs, lack ways to make people understand their connection, and require a communication system that allows them to express

themselves across different settings. For that reason, I picked the goal of using a picture to communicate because it can help Rosa with other skills

that will need later in an educational setting and also in the home or community.

In addition, Rosa comes from a family where English isn’t the native language, which makes communication in signs difficult because of the

difference in the meanings of signs between countries. Pictures are easier than signs and can combine words and pictures together. An early

intervention specialist and the team involved in her case can collaborate to make sure that Rosa uses the pictures in a different setting. Also, her

family should be involved in the picture exchange communication system to make sure that Rosa is mastering the skills that she needs to

communicate effectively. All the team should know the strategies that are being used with Rosa and the picture exchange system, and what to do in

case an error occurs.

I started with pictures related to food and lunchtime because to begin, Rosa can pick something that she wants. In this case, it will be easy to

follow up and generalize this task in different settings such as the home and restaurants. The OT also can help Rosa to vocalize the words in the

system when she asks for something specific. All this collaboration will help Rosa to communicate in different places by using different

pictures, and the long-term aim is to adapt this system to other development targets such as life skills or educational sessions.

Rosa will pick up the picture for the item she wants, reach to the communcation partner who’s holding the item, and release the picture into

the comuncator hand. The Annual goal: Rosa will independently complete request sequence on 8 of 10 opportunities when comuncation partner ask for the picture for different 3

reinforcers across and 3 activites, with 80%. Through this routine Rosa will:

- pick the right picture. - Hand the picture to the trainer - get the food or utensils from the trainer - matching the food name or the tools by using the English language. -

Three short objective goal: - Rosa will match picture that has the right part to ask and to communicate 2/5 times per lunchtime

- Rosa will Hand the picture to the trainer within 6/8 times per item or lunchtime

- Rosa will be able to match the right picture with the wanted item 8/10 per week.

Special Education Intervention Lesson Plan

LESSON INFORMATION

This lesson is about: Communicate using signs, pictures or words. ( in lunchtime) The lesson will be taught (individual, small group, or whole class): in both ways, an individual and small group to generalize the lesson and for peer modeling. Prerequisite skills: None- the trainer should know what is the favorite food for Rosa to make the Communicate using pictures more efficient.

LEARNER OUTCOME

The lesson is about the usage of picture to ask for her favorite food (Communicate using signs, pictures or words) Primary Learning Target(Objective): For the first trimester, Rosa will use pictures 4 to 5 times to get her food from the trainer. Secondary learning target: - The lesson also intends to teach Rosa how to ask for what she want through a picture. And generalize the picture tools outside the class and in everyday life. - The lesson tries to teach the value of using the picture to communicate through pictures and how to move through this process in every sitting. Moreover, the language will develop some vocabulary such as knowing the names of her food and the utensils. At the end of the lesson, Rosa must be able to: 1. pick the right picture. 2. Hand the picture to the trainer 3. get the food or utensils from the trainer 4. matching the food name or the tools by using the English language. - Rosa will pick the picture in English 8/10 times per lunch. - Rosa will use different pictures to pick what she want during lunchtime 4/5 time per lunchtime. - Between every two trails, Rosa can use her hands to get other food from her plate.

*EXPRESSIVE/RECEPTIVE COMMUNICATION SKILL

(INCLUDES ACADEMIC LANGUAGE IF IT IS RELATED

TO AN ACADEMIC AREA VOCABULARY DEVELOPMENT

Academic Language: Rosa will use picture for these Basic words such as: 1. Spoon 2. Fork 3. Plates 4. Her favorite food ( more than one item)

Expressive Communication Skill: . Rosa will ask for her spoon, food through picture in English Receptive Communication Skill: . the trainer will say the object name everytime Rosa pick the picture ( or Iwant …) OMIT FOR ESE413/513

STATE STANDARDS ADDRESSED (EXTENDED STANDARDS, EARLY LEARNING STANDARDS) BLOOM’S TAXONOMY OR ADAPTED BLOOM’S TAXONOMY

Using picture to communicate with other: the social communication attempt to respond to basic form of social communication with approptiate facial expression or gesture. Participate usually initiate basic communication with her family or other people who knows her and right know the participate using picture to communicate with other. With modeling and support follow typical patterns when communicating with others (using pictures and signs). With modeling and support, continue a conversation through multiple picture exchanges.

MATERIALS NEEDED

- pictures of the objects that Rosa going to need during lunch - Rosa favorite spoon, plate, and food - Two trainers ( physical prompt and communication partner)

INSTRUCTIONAL STRATEGIES (BEGINNING, MIDDLE AND LESSON CONCLUSION, EVIDENCE BASED STRATEGY, ASSISTIVE TECHNOLOGY SUPPORTS )

What will the teacher do: 1- The communication partner will show the most preferred item to Rosa 2- Reinforce Rosa to exchange the item with picture within ½ second 3- After Rosa correctly hand the picture, the communication partner will say( I want …. And named the object) in English. The physical promoter: - will wait for Rosa to initiate to prompt her to exchange the picture physically - when Rosa get the picture and hand it to the communication partner, the physical prompt will systematically fade. CONCLUSION: Teacher( communication partner and the physical prompt can help when Rosa makes a mistake and if she hands the picture to the communication partner.

What will the students do: 4- when Rosa tries to reach the item ( initiate) 5- with the physical promoter, Rosa will reach the picture and hand it to the communication partner. Error correction: When Rosa has to choose between two pictures, and match them with the wrong item. The communication partner corrected the error with pointing to the right object. If she does it again, the communication partner can fade the other picture and object from her sight.

*SUPPORTS FOR THE TARGETED RECEPTIVE/EXPRESSIVE COMMUNICATION SKILL OR ACADEMIC LANGUAGE

. OMIT FOR ESE 413/513

DIFFERENTIATION STRATEGIES FOR INDVIDUAL, FOCUS LEARNER OR GROUPS OF

Since Rosa has low cognitive capacities and is hard to expose herself, the teacher must pay close attention to her and attend to her strenuously during the process. Also, it must be shown in mind that Rosa is near-

CHILDREN sighted and so the coach must also be ready to assist Rosa as she does the activities( the physical promoter). The sample food must also be suitable to what Rosa want or like, by using the picture exchange system.

ASSESSMENT STRATEGIES (you should have assessment strategies for each lesson you teach AS WELL AS baseline data and summative assessment at the end of the unit(baseline and summative is edtpa requirement)

Pre assessment- the coach will see if Rosa knows some of the current vocablary or not, and based on her knowledge the coach will start to use new words. Formative assessment- Post assessment- for the post-assessment, the coach will base this on Rosa’s performance during the activity parts. For data collection: the physical promoter can take the data, using the data sheet. ( how many times Rosa initiate to the object and how many times she needs the physical promoter help to reach the picture, also, what she knows and what she likes with free access to the object and what is her reactio{ to reaction- reject- show pleasure .., etc,,)

REFERENCES, RESEARCH AND CITATIONS Cite evidence based practice as well as any work that is not you own.

ENGAGEMENT STRATEGIES

Using materials that Rosa like and want to have; could help with her engagement in training. Make some gaps between each routine. Add other items that she likes to different learning sitting. Assistive technologies can come in the form of audio materials such as say, songs with instructions about food in general. To supplement Rosa’s learning, this can work well since Rosa has no reported condition that damages her hearing

MAINTENANCE AND GENERALIZATION OF THE SKILL

Maintenance of skill Redo the task with Rosa, in different times and different sitting. If she do it correctly we can move to another task. Or we can start to Generalize the task into outside the usual sitting.` Generalization of skill Generalize the task into home sitting, different places ( restaurant, grandparents house) Also the whole team from OT.PT going to help this communicational system with Rosa to make sure that she can use and generalize this system in different setting.

Post – Observation Reflection: (Response/Reflection)

CSU Intern: _____________________________________ Supervisor: _____________________________________ Grade level/subject area: _________________________ Date: ________________ Observation #: ________ Directions: Following the observation and post-conference, interns are to complete the post-observation reflective responses provided below and submit them electronically to their supervisor within 48 hours of the observation. Interns and supervisors should then use the data from the observation, post-conference, and post-observation reflection to formulate next steps for both the intern and supervisor. Post-observation Reflective Responses:

1. What was the greatest surprise in the lesson today?

2. What evidence supports that students understood the purpose of the lesson and the connection between the purpose and their learning?

3. What were some of the most effective connections between the lesson purpose and the activities?

4. How did the assessment tasks provide students the opportunity to demonstrate and explain their thinking?