Abbey Storey Instructional Program- Phase 4 January 27, 2013 Name of student: TM Initiator(s): Abbey Storey (practicum student),

Victoria Gordon (cooperating special education teacher) Context for Instruction: Instruction of student TM, a 21-year-old male, will occur in room 126 at the Wesley Foundation in Urbana, Illinois during class time when TM is not out at a vocational placement. This class consists of seven students, including TM, each with varying schedules so that they are rarely all in the room at the same time. The special education teacher, the four teachers assistants and myself are also present at varying times in the room throughout the day. This skill will be taught as part of the naturally occurring environment because TM utilizes money daily, and is comfortable in the classroom. Materials will include TMs computer, iPhone and created worksheets and questions. Program Objectives: TM will create a budget that will include the total amount of money and how much he can spend per month. TM will keep track of his spending by updating a spreadsheet with categories of types of expenses (music, library fines, food) daily for one month. TM will correctly define words related to money with 50% or higher accuracy for seven consecutive trials. On the 15th and 30th of every month TM will update his chosen budgeting method to reflect his payday from work with one reminder for two consecutive months. After TM takes money from his zippered savings, or spends money in his wallet, he will open his chosen budgeting method to update the total with one reminder for 5 consecutive instances. Skill Sequence: Knowing how much money you have (calculating and keeping records) knowing how to get to your money (banking, safe keeping) Knowing how much you can spend on items (budget) Knowing how to spend money (dollar and coin usage, buying something) Knowing how to keep track of your money and grow it (saving, checking, investing) The highlighted skill will be the focus of this program. As it is in the middle of the skill sequence, it is essential to gain mastery in order to obtain higher monetary skills and independence.

Generalization: TM will be instructed through the training of sufficient exemplars in order to promote generalization of budgeting and monetary skills. This generalization strategy involves teaching multiple dimensions of a task at once. In this case, I will be teaching and introducing multiple strategies on a weekly basis to aid TM in his monetary skills and budgeting. New strategies or lessons will be introduced prior to full mastery of the previous, yet each strategy will touch on the previous and build upon them, as is the case with monetary skills in the skills sequence. This will be difficult for him in the beginning; however, once he begins to feel comfortable with some of the strategies I feel it will ultimately lead to stronger generalization to maintaining his budget at home and when he is out in the community. TM will also be instructed through mediated generalization, which is where a student is taught a strategy to remember when to generalize. In this case, I plan to print out a calendar for TM, with stickers on the 15th and 30th that he can keep at his computer station and know that those are the days he is paid and should update his budget completely. Rationale: TM is graduating one year from now in January of 2014. Understanding money concepts and being able to keep track of his money is a priority functional skill. He is working towards ensuring a paid job, which will lead to steady income in the future. Having the ability to save and budget his money will further aid independence for TM. Due to TMs large list of wants, it is essential that he understand how to save, why it is important, and how to go about the process of budgeting and keeping track of his money in order to be financially secure in the future. With the increased income comes an increased responsibility, which is necessary for TM to master. Assessment Procedures: Baseline data will be taken from TMs informal assessment, and if necessary, one or two probes. I will teach TM throughout the week using multiple strategies such as having a one on one chat, which works well with him and helps him focus, where we can discuss ideas for his budget, what he wants to spend money on, how much he should save, etc. Also teaching him about money words and probing him on their meanings to help him have a better rounded understanding of this area, and a budgeting/money management group where we discuss varying topics because TM enjoys the buddy system and other students will also benefit from learning this material. I will probe TM on Tuesdays as this day is now open due to him currently being in the process of switching job sites, so this will allow us a lot of time without rushing. I will probe him by giving him a list of words and asking him to provide their definitions by either writing, typing or verbally telling me what they mean. I will then ask him to give me an example sentence for each word. I will record his answers to keep track of changes over the semester. I will also take anecdotal notes about TMs updating his budgets, essentially recording yes or no if he did or did not update any changes for the day, or for paydays. I will plot these data on two separate graphs.

Assessment Schedule: Monday: One on one chat about current updates to budget/how to update budget Tuesday: Money words probe Wednesday: Go over Tuesdays probe providing feedback and examples Thursday: one on one chat about current updates to budget/how to update budget Friday: Budgeting/money management group lesson and activity Instructional Procedures: TM will be instructed through modeling and simultaneous prompting with error correction to ensure errorless learning for him. I will use a most to least prompt fading system. I will simultaneously prompt him through every step and then fade slowly out one step at a time to only prompt him to initiate activities. Through our goal setting of how much money he will save and how much he can spend in varying areas, he will be gradually increasing his self-management. On Mondays and Thursdays we will have one on one chat time where we can discuss what is working for him with his budget, what he would like to see done differently, create goals for how much he can spend, model how to update his budget and use a spreadsheet and his phone, discuss definitions and examples of money words, etc. On Tuesdays I will probe him on definitions and examples of money words. I will tell TM, Today you can choose if you want to tell me out loud, write or type what these words mean and give an example. I will verbally praise him for initiating the probe by saying, great job TM, thanks for being such a hard worker and getting started! I will record his answers for data collection. On Wednesdays we will go over the probe from the day before. We will talk about which definitions he knew and which ones we still need to work on. We can look up the words he is still unsure of on the computer and then come up with an example together. On Fridays we will have a money group where TM and other students will be instructed on various topics related to money through the Hands on Banking program. This covers topics such as banking, the value of money, the power of earning money, budgeting, savings accounts, checking accounts, balancing a bank account, credit cards, loans, investing, etc. and comes with pre created activities for each topic that I will adapt as appropriate for our group. Reinforcement: TM needs constant and consistent reinforcement to stay focused on a task. He responds well to verbal reinforcement and praise. Therefore, he will be verbally reinforced and praised after each initiation of a task and each correct response. He will be rewarded for completion of the days work with time on the computer to search the library catalog, listen to music, or work on his cat videos.

Maintenance: The goal to continue maintenance for TM is to ensure that he has ample amounts of practice updating his budget. This will occur during our one on one chats and instructional time. I will monitor naturally occurring times, such as when he wants to go get a soda or buy his lunch for the day to see if he will update his budget to reflect these expenses. As we work together I will originally correct him right away, however, the longer we work together and practice his ability to self correct will improve. Instruction will be faded once mastered by reducing instruction to once every other day, then once a week and then randomly as mastery is gained. Assessing if TM updated his budget over the weekend without prompting will help determine his maintenance of the task.