Developing Meaningful Goals - Handouts
Tri-State ASD 2018-2019 WebinarSeries11/28/2018DEVELOPINGMEANINGFUL GOALS FORSTUDENTS WITH AUTISMRuth Aspy, Ph.D.The Ziggurat Groupwww.texasautism.comRuth Aspy, Ph.D.1
Tri-State ASD 2018-2019 WebinarSeries11/28/2018POLL Without looking, can youdefine FAPE?a. Yesb. NoPOLL Without looking, can you list thethree goals of Special Educationin the U.S. ?a. Yesb. NoRuth Aspy, Ph.D.2
Tri-State ASD 2018-2019 WebinarSeries11/28/2018THE PURPOSEOF SPECIAL EDUCATION To ensure that all children with disabilitieshave available to them a free appropriatepublic education that emphasizes specialeducation and related services designed tomeet their unique need and preparethem for further education,employment, and independent living(IDEA) §300.1 (emphasis added)IDEA: GOALS OF SPECIAL EDUCATIONFurther EducationEmploymentIndependent LivingRuth Aspy, Ph.D.3
Tri-State ASD 2018-2019 WebinarSeries11/28/2018ROSE CAPACITIES The Rose Capacities outline what Kansasstudents should know and be able to do. There is also an emphasis on preparing forlife after high school. Cited in the Kansas Supreme Court’s March2014 Gannon v State of Kansas schoolfinance decision.KANSAS ASSOCIATION OF SCHOOL BOARDS, 2014ROSE CAPACITIES(1/2) Sufficient oral and written communication skills to enablestudents to function in a complex and rapidly changingcivilization Sufficient knowledge of economic, social, and politicalsystems to enable the students to make informed choices Sufficient understanding of governmental processes toenable the students to understand the issues that affecthis or her community, state, and nation Sufficient self-knowledge and knowledge of his or hermental and physical wellnessRuth Aspy, Ph.D.4
Tri-State ASD 2018-2019 WebinarSeriesROSE CAPACITIES11/28/2018(2/2) Sufficient grounding in the arts to enable each studentto appreciate his or her cultural and historicalheritage Sufficient training or preparation for advanced trainingin either academic or vocational fields so as to enableeach child to choose and pursue life work intelligently Sufficient levels of academic or vocational skills toenable public school students to compete favorablywith their counterparts in surrounding states, inacademics or in the job marketGOALS OF IDEAAND ROSE CAPACITIESRELATIONSHIPRuth Aspy, Ph.D.5
Tri-State ASD 2018-2019 WebinarSeriesRoseCapacities11/28/2018oral dtrainingselfknowledgeGoal of IDEARoseCapacitiesFurther Educationoral killsselfknowledgeGoal of IDEARuth Aspy, Ph.D.Employment6
Tri-State ASD 2018-2019 WebinarSeries11/28/2018RoseCapacitiesoral andwrittencommunication skillsknowledge ofeconomic,social, andpoliticalsystemsselfknowledgeGoal of IDEAIndependent LivingSTATE STANDARDS, ROSE CAPACITIES, IDEARELATIONSHIPSRuth Aspy, Ph.D.7
Tri-State ASD 2018-2019 WebinarSeriesKansasStandardsforEnglishLanguageArts (Grade 5 –11/28/2018SL.5.1c Pose &respond toquestions by makingcomments thatcontribute to thediscussion andelaborate on theremarks of others.SL.5.6. Adapt speechto a variety of contextsand tasks, using formalEnglish whenappropriateto task and situation.Speaking andListening)RoseCapacitiesIDEA GoalsKansasStandardsfor HistoryGovernmentand SocialStudiesSL.5.1b Followagreed-uponrules fordiscussions andcarry outassigned roles.Oral Communication SkillsFurther Education, Employment, Independent LivingAnalyze multipleaccounts of thesame event ortopic, notingsimilarities &differences in thepoint of viewthey representAdhere to thefundamentalprinciples of commongood and justice forallCivics skill 5th gradeKCCRS RI.5.6Exhibit decisionmaking based onanunderstanding ofconsequencesand cost/benefitEconomic Skills 5thGradeRoseCapacitiesIDEA GoalsRuth Aspy, Ph.D.Knowledge of economic, social, and political systemsFurther Education, Employment, Independent Living8
Tri-State ASD 2018-2019 WebinarSeries11/28/2018OBJECTIVES, STATE STANDARDS,ROSE CAPACITIES, IDEARELATIONSHIPSIEP objectiveKansas Standardsfor EnglishLanguage Arts(Grade 5 – Speakingand Listening)Ruth Aspy, Ph.D.Student will ask threefollow-up questions onone topic within 0-2seconds with oneverbal prompt (“Ask afollow-up question”)(assign criteria formastery).Within 2 seconds,student will correctlyidentify the topic infast-paced audiorecordings within astructured setting(assign criteria formastery).SL.5.1b Follow agreed-upon rules for discussions andcarry out assigned rolesRose CapacitiesOral Communication SkillsIDEA GoalsFurther Education, Employment, Independent Living9
Tri-State ASD 2018-2019 WebinarSeries11/28/2018CURRENT OUTCOMESARE WE REACHING THE GOALS?DO SPECIAL EDUCATION STUDENTS HAVE THE CAPACITIES WHEN THEY GRADUATE?INDEPENDENT LIVING: 20%2016 etNLTS2,NewmanRuth Aspy, Ph.D.al. (NLTS2), 201110
Tri-State ASD 2018-2019 WebinarSeries11/28/2018FULL-TIME EMPLOYMENT - with-autism/#2736ecc0772cUNEMPLOYMENTUnemployment Rate ofCollege Grads with AutismNationalUnemployment e-with-autism/#517f9077772cRuth Aspy, Ph.D.11
Tri-State ASD 2018-2019 WebinarSeries11/28/2018SOCIALEXCLUSION54% not invited toactivities with friends69% never saw friends65% never talked withfriends on the phoneNLTS2, 2016,CRITICAL SKILLS - QUESTION Write down 3 skills that arecritical to further education,employment, and independentliving.Ruth Aspy, Ph.D.12
Tri-State ASD 2018-2019 WebinarSeries11/28/2018POLL Did you include conversation inyour list?a. Yesb. NoCONVERSATION ABILITY & OUTCOMESRuth Aspy, Ph.D.13
Tri-State ASD 2018-2019 WebinarSeriesRuth Aspy, Ph.D.11/28/201814
Tri-State ASD 2018-2019 WebinarSeries11/28/2018OUTCOMES What is the significance of theseoutcomes? How might these outcomesimpact the goals and objectivesfor students with ASD in yoursetting?Further EducationRuth Aspy, Ph.D.EmploymentIndependent Living15
Tri-State ASD 2018-2019 WebinarSeries11/28/2018GREAT RESOURCES FORCONVERSATION GOALS AND OBJECTIVESRuth Aspy, Ph.D.16
Tri-State ASD 2018-2019 WebinarSeries11/28/2018SELF-REGULATION DEFINED:SELF-REGULATION DEFINED: The ability to control one’s own behaviorTheone’sown behaviorThe abilityability toforcontrolthe mindto organizeitself Thethe mind toorganize– itselfThe abilityability forto modulateemotionsto soothe oneself whendistressedortoexpressorsuppressThe ability to modulate emotions – tofeelingssoothe oneself whendistressedortoexpressorsuppressfeelingsThe ability to adapt to new people and new situations Thenew peopleThe abilityability toto adaptmatchtoarousallevel toandthenewtasksituationsor ituationThe ability to set a goal and adjust behavior to reachthat goalThegoal andadjust behavior to reach that goalThe abilityability toto setdeala withfrustrationThe ability to deal with frustrationWRITING GOALS AND OBJECTIVESGOALS SHOULD:Ruth Aspy, Ph.D.17
Tri-State ASD 2018-2019 WebinarSeries11/28/2018IDEA: IEP MUST INCLUDE(2)(i) A statement of measurable annual goals, includingacademic and functional goals designed to— (A) Meet the child’s needs that result from thechild’s disability to enable the child to be involved inand make progress in the general education curriculum;and (B) Meet each of the child’s other educational needsthat result from the child’s disability;IDEAGOALS SHOULDFOCUS ON LEARNING ANDBEHAVIORAL PROBLEMS RESULTING FROM ASDRuth Aspy, Ph.D.18
Tri-State ASD 2018-2019 WebinarSeries11/28/2018NEEDS THAT RESULTFROM THE CHILD’S DISABILITY Programming for students served underthe category of autism should bedesigned to address the underlyingautism – social, communication,repetitive behaviors andinterests/difficulty with change.Goals and objectives must reflect thisfocus.FOCUSOFGOALSrelated to needs that result fromthe child’s disability - ASD Ruth Aspy, Ph.D.SocialBehavior, Interests, and ActivitiesCommunicationSensory DifferencesCognitive DifferencesMotor 9
Tri-State ASD 2018-2019 WebinarSeries11/28/2018ADDRESS THE DISABILITYIEPName: JohnEligibility: LDIEPName: LuisEligibility: AUGoalsGoals“YOU CAN’T DOSOMETHING FOREVER.”BOB DYLANRuth Aspy, Ph.D.20
Tri-State ASD 2018-2019 WebinarSeries11/28/2018GOALS SHOULDADDRESS THE NEEDS SUMMARIZED IN THE PRESENT LEVELSOF ACADEMIC ACHIEVEMENT AND FUNCTIONALPERFORMANCEPRESENTLEVELSrelated to needs that resultfrom the child’s disability Ruth Aspy, Ph.D.SocialBehavior, Interests, and ActivitiesCommunicationSensory DifferencesCognitive DifferencesMotor 1
Tri-State ASD 2018-2019 WebinarSeries11/28/2018There must be a direct relationshipbetween the needs identified in the PLEP and the goals.What does thisstudent need tolearn next?GOALSPresentLevelRuth Aspy, Ph.D.Next22
Tri-State ASD 2018-2019 WebinarSeriesIceberg11/28/2018MaviSkill Follow agreed-upon rules fordiscussions and carry outassigned roles when working in asmall group(2 peers) to create anart project.UnderlyingCharacteristics*Difficulty with rules ofconversationDifficulty understandingnonverbal communicationDifficulty followinginstructionsDifficulty asking for helpPoor eye contactMindblindnessDifficulty joining*Asdetermined through the Underlying Characteristics ChecklistRuth Aspy, Ph.D.Less involved in groupactivitiesDifficulty maintaining personalspace Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D.During a slow-pacedconversation in astructured setting,student asks at leastone follow-upquestion within 0-2seconds with oneverbal or gestureprompt.GOALSPresentLevelLacks tact or appears rudeIn a naturalconversation withpeers, student willask at least onefollow-up questionwithin 0-2 secondswith one verbal orgesture prompt(assign criteria formastery).Next23
Tri-State ASD 2018-2019 WebinarSeries11/28/2018GOALS SHOULDBe meaningful, measurable,able to be monitored, and useful in decision-makingDESCRIBE ONLY WHAT THE STUDENT CANREASONABLY BE EXPECTED TO ACCOMPLISH WITHINONE SCHOOL YEAR IEPPresent LevelMaintain aconversation with apeer for a minimumof twoconversational turnsin structured settingwith visual supports.Ruth Aspy, Ph.D.OneschoolyearObjectiveDuring a naturalconversation, studentwill spontaneously usea sad voice intonationto make aconversationbelievable (assigncriteria for mastery).24
Tri-State ASD 2018-2019 WebinarSeries11/28/2018CONTEXT,GOALS,AND OBJECTIVES –CONTEXT VS. SKILLSTo increase the effectivenessof all types of training, weneed to contextualize theskills. Situational trainings arepreferable to skill trainings.VermeulenRuth Aspy, Ph.D.25
Tri-State ASD 2018-2019 WebinarSeries11/28/2018CONTEXT VS. SKILLSInstead of formulating goalsin terms of skills (e.g., learnto greet people, learn to havea conversation), we would dobetter to set goals in terms ofcontexts.VermeulenSkillEngage in aconversationWait for his turnRuth Aspy, Ph.D.ContextAppropriately take turns inconversation about thecommunication partner’sinterest with 85% accuracy With adult during individualinstruction With peer during smallgroup activity With peers in thecafeteria at breakfast26
Tri-State ASD 2018-2019 WebinarSeries11/28/2018SkillContextWill recognizeemotionsIdentify basic emotionsusing the followingsequence 7 out of 10opportunities: In drawings and photos In stories and video In role play using “freeze” In morning meetingwith assistance In morning meetingwithout assistanceDescriptionof CurrentFunctioning Difficulty Making orkeeping Friends If things do not go his wayhe may growl or hit otherson the playgroundRuth Aspy, Ph.D.ContextualizedObjective Using a social behavior mapPaul will identify behaviorsin a specific context asexpected or unexpected In the cafeteria before school Becomes nervous when he During Reading Circleis required to interact withothers during circle time On the playground during structuredplay activities27
Tri-State ASD 2018-2019 WebinarSeries11/28/2018BRYANBryan - Background Ruth Aspy, Ph.D.Elementary School Student - ASDOver 25 In School SuspensionsHides under desk“Work refusal”Body slams adults and peersLeaves classTeased by peers28
Tri-State ASD 2018-2019 WebinarSeries11/28/2018Bryan - IEP Has 42 objectives in IEP – 40 of thoseare academic (writing/grammar, numberoperations, penmanship, geometry andspatial reasoning, geography)Bryan – “Psychological” IEPobjectivesRuth Aspy, Ph.D. Bryan will identify three alternativebehaviors to replace negative behaviors.90% Brian will identify 3 support services in theschool setting. 100%29
Tri-State ASD 2018-2019 WebinarSeriesABC-IcebergBryanAntecedent(s) Teacher gives direction Instructions not literal Asked to transition froman incomplete 11/28/2018Behavior Hides under desk Does not join group activities If direction is not “exact” will notcomply Does not put away activity Redirection Reassured that cancomplete task laterHas Problems handlingtransition and changeDifficulty understandingnonverbal communicationHas eccentric or intensepreoccupationsDifficulty asking for helpInterprets words/conversationsliterallyUnmotivated by customaryrewardsHas difficulty followinginstructionsTends to be less involved ingroup activitiesdetermined through the Underlying Characteristics ChecklistUCC ItemInterprets words andconversations literallyRuth Aspy, Ph.D.Consequence(s)Not following instructions“Work refusal”Attention Problems Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D.IEP ObjectiveCorrectly identifycommon idioms whenused/presented in oral orwritten formats with 80%accuracy and minimalcues.30
Tri-State ASD 2018-2019 WebinarSeriesASD11/28/2018IEP ObjectiveTends to be less Given carefully selected group ofinvolved inpeers, including trained buddy, and agroup activities clearly defined task that Bryan hasbeen trained to do, and areinforcement plan, Bryan willparticipate in a classroom or othersmall group activity along with hispeers without the need for additionalprompting twice per week for 6 weeks.ASD Ruth Aspy, Ph.D.Has difficultyasking for helpIEPObjective Whenwatching avideo of a classactivity, Bryan willidentify whystudents asked forhelp in 3 out of 4opportunities.31
Tri-State ASD 2018-2019 WebinarSeriesABC-IcebergBryanAntecedent(s) Change in expectations Loud sounds Peer teasing *11/28/2018Behavior Stomps Screams Body slams Leaves class Hides/goes into fetal positionMindblindnessNaïve, easily taken advantageofHas Problems handlingtransition and changeDifficulty expressing thoughtsand feelings*Asdetermined through the Underlying Characteristics ChecklistUCC ItemMindblindnessConsequence(s)Melting down Redirection Wait time ISS Office referralWithdraws into complex innerworldsDifficulty asking for helpDifficulty tolerating mistakesResponds in unusual manner tosounds Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D.IEP ObjectiveWith prompts, identify positiveinterpersonal expressions seen onvideo 8 out of 10 trials.Identify basic emotions using thefollowing sequence: Drawings Video Role play using “freeze” Actual settings with assistance Actual settings without assistance 8out of 10 timesRuth Aspy, Ph.D.32
Tri-State ASD 2018-2019 WebinarSeries11/28/2018ReferencesIndividuals with Disabilities Education Act https://sites.ed.gov/ideaKansas Association of School Boards (2014). The Rose Capacities: What are they and why theymatter. https://www.heartspring.org/assets/Rose Capacities Primer Fall 2014.pdfKansas English Language Arts Standards https://community.ksde.org/Default.aspx?tabid 5559Kansas History, Government and Social Studies Standards sSecondary School Programs and Performance of Students With Disabilities A Special Topic Report ofFindings From the National Longitudinal Transition Study-2 20123000.pdfHigginbottom, K. (May 31, 2018). The Benefits of Employing People with Autism. thautism/#38b4a8ce772cNational Autism Indicators Report 2015 eportAspy, R. & Grossman, B. (2011). Designing Comprehensive Interventions for High-FunctioningIndividuals With Autism Spectrum Disorders: The Ziggurat Model-Release 2.0. Shawnee Mission, KS:AAPC Publishing Company.Vermeulen, P. (2012). Autism as context blindness. Shawnee Mission, KS: AAPC PublishingCompany.ResourcesMataya, K., Aspy, R., & Shaffer, H. (2017). Talk with me: A step-by-step conversation framework forteaching conversational balance and fluency for high-functioning individuals with autism spectrumdisorder. Shawnee Mission, KS: AAPC Publishing Company.Cannon, L., Clark, J., Kornblum, C, Muller, E., & Powers, M. (2018). Conversation Club: Teachingchildren with autism spectrum disorder and other social cognitive challenges to engage in successfulconversations with peers. Shawnee Mission, KS: AAPC Publishing Company.Ruth Aspy, Ph.D.33
WRITING GOALS AND OBJECTIVES GOALS SHOULD: Tri-State ASD 2018-2019 Webinar Series 11/28/2018 Ruth Aspy, Ph.D. 18 IDEA: IEP MUST INCLUDE (2)(i) A statement of measurable annual goals, including acade
Meaningful Use Settings Clinic Tab Note: These values apply to all providers within the practice in the context of Meaningful Use. 1. Dashboard frame a. Meaningful Use On - select this check box to enable meaningful use logic system-wide b. Show Dashboard - select this check box to display the system-level ARRA Dashboard icon
and 'meaningful' way. Meaningful Use Goal O The goal of meaningful use is to promote the spread of electronic health records to improve health care in the United States O To show that the utilization of EHRs are done in a 'meaningful' way. O Certified Electronic Health Record Technology (CEHRT) Benefits of Meaningful Use O Complete .
MONEY DECISIONS LESSON 1: WHAT'S MY FUTURE? LESSON 1: WHAT'S MY FUTURE? Preparation Review the entire lesson. Make copies of handouts you plan to use for participants. If using 3-ring binders to organize and store handouts, 3-hole punch the handouts. Collate the handouts into one set for each participant.
the meaningful use incentive program. The working group will also establish criteria to determine Stages 2 and 3 of meaningful use. Criteria for Stage 2 of meaningful use will begin in 2014, and criteria for Stage 3 of meaningful use will b
RPMS sites must be using certified EHR to meet meaningful use. In other words, sites using only RPMS roll-and-scroll will not meet meaningful use. Commercial vendors of EHRs are subject to the same meaningful use requirements, standards, process, and schedule as RPMS EHR. 2.2 Stage 1 Meaningful Use Considerations
The three mains components of meaningful use are the use of a certified EHR: - in a meaningful manner, - for electronic exchange of health information to improve the quality of health care, and - to submit clinical quality and other measures. "Meaningful Manner" There are a total of 25 meaningful use objectives which were created to show .
research goals into discrete and measurable evaluation criteria for use in the DSR processes. This position paper proposes an inclusive approach for articulating DSR goals and then identi- fying project evaluation criteria for these goals. The goals are organized hierarchically as utilitarian goals, safety goals, interaction and communication goals, cognitive and aesthetic goals, innovation .
USING INQUIRY-BASED APPROACHES IN TRADITIONAL PRACTICAL ACTIVITIES Luca Szalay1, Zoltán Tóth2 1Eötvös LorándUniversity, Faculty of Science, Institute of Chemistry, Pázmány Pétersétány1/A, H-1117 Budapest, Hungary, luca@chem.elte.hu 2University of Debrecen, Faculty of Science and Technology, Department of Inorganic and Analytical Chemistry,, Egyetem tér1., H-4010 Debrecen, Hungary,
