Nataliya Lemeza

Systematic Instruction Program Proposal

Kregel, J. (2012). Designing instructional programs. In P.

Wehman & J Kregel (Eds.), Functional curriculum for elementary, middle, and
secondary age students with special needs (pp. 57-92). Austin, TX: Pro-Ed.

Start-up Activities: Skill: Self Feeding

TG is a young 6 year old girl with Cerebral Palsy. TG wears hearing aids, which assist
her in hearing, although TG is nonverbal and communicates with sign language, using
simple signs for communication. TG also has many food allergies, therefore, careful
thought and consideration needs to be in place when offering her a meal. Currently, TG
does not have adequate chewing skills, therefore extra precautions need to be taken into

Program Development:
1. Develop the Instructional Objective. Acquisition: TG will independently use a spoon to
focus on self feeding food contents placed in front of her, with minimal assistance 2 out
of 4 consecutive weekly trails.

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C & I 595 Communication Project : Fall 2015

2. Identify Method. Before placing food contents in front of TG, take a picture of her food,
using an Ipad to let her know what she is eating. Provide a glass of milk, juice, or water.
Take a picture of the drink as well, record your voice by stating the drink and food
contents found within the cup and food container.
TG is provided with a spoon and a bowl of food contents. As she receives the bowl, she
will place the bowl in front of her. She will place the spoon into the bowl and begins
scooping the contents into her mouth. If the food falls off the spoon, she repeats the
process of placing more food on the spoon. She brings food to her mouth and swallows
before beginning scooping another bite of food. This process is repeated until food is
eaten.

Task Analysis of Self Feeding With a Spoon

1.
2.
3.
4.
5.
6.

Obtain spoon from cupboard drawer.

Walk over to high chair.
Sit in high chair.
Reach up and receive food container offered by grasping bowl of food with both hands.
Place bowl down on her high chair.
Hold the spoon in hand. (TG hasnt developed a dominant hand and uses both hands
equally).
7. Place spoon into bowl of food.
8. Scoop food using a scooping method.
9. Bring spoon to mouth.
10. Place spoon and food contents into mouth.
11. Swallow the food.
12. Place spoon back into the bowl.
13. Scoop food using a scooping method.
14. When all food has been eaten, place spoon next to bowl.

1. Request more on the Ipad whenever she wants a drink

3. Describe Program Format. Use the total task presentation format where TG will receive
training on every step of the task analysis. Instruction will be provided step by step with
hand-over-hand contact, TG will work on attempting to perform steps with minimal
assistance. TG receives reinforcement after each step is completed and continues the task
attempting to perform all steps.

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4. Identify System of Instructional Prompts. During task, provide demonstration/modeling

and physical assistance to assist TG with self feeding using a spoon. TG will be provided
with lots of verbal reinforcement and at the beginning of the task analysis, provide full
demonstration of eating, by eating along side with TG, using the same food container and
spoon to model the task, working together. Begin first by starting with a hand-over-hand
technique demonstrating how to properly hold the spoon. Continue using hand over hand
until TG begins to understand the scooping motion.
Slowly phase out hand over hand and begin to provide more to least instruction. If TG is
not understanding the next step or looses focus, bring her back by tapping her hand. =.
Slowly move into gestures and verbal prompts to perform the next steps.
5. Describe Instructional Setting and Schedule. TG will continue using her skills of self
feeding in a school setting, at home, and restaurants, She will perform her steps anytime
other students or children are eating. This task will take place in the morning, lunch hour,
and during her dinner hours.
6. Describe Reinforcement Plan. Verbal Reinforcement will be used to guide TG through
the process of self feeding. Also, TG responds well to high fives or a simple thumbs up.
Once task is complete, TG will receive a sticker and may watch her favorite five little
monkeys movie. Receiving her reward of satisfying her tummy with food, is reinforcing
her to continue eating.
7. Plan for Generalization. TG will strive to continue with the self feeding skills she learned
by using the same steps in the school cafeteria, home setting, or anywhere she is
requesting or offered food. Although, at this point TGs food will have to be offered to
her upon request, since she does have many food allergies, on has to be conscience of
what is offered to TG upon her request.

8. Approach to Data Collection. Data will be gathered anytime TG is offered a meal, or

when she requests to eat.

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Date
14. Place spoon next to bowl
13. Repeat until bowl is empty
12. Place spoon back into the
bowl
11. Swallow the food
10. Place spoon and food
contents into mouth
9. Bring spoon to mouth
8. Scoop food using a scooping
method
7. Place the spoon into the bowl
6. Hold the spoon in hand
5. Place bowl down on high
chair
4. Reach up and receive food
container
3. Sit in high chair
2. Walk over to high chair
1.Obtain spoon from cupboard

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