SERP 415/515 Adaptation Implementation Plan

Your Name: Tory Stout

A. Describe the lesson or activity including a description of the environment.

The student works in a group with other peers to complete a science lesson, titled the Speed Challenge. Samuel has to use
a stopwatch to keep track of how fast his peers complete the tasks in the activity.

B. Provide a detailed describe the barrier(s)

Samuel has cerebral palsy and has limited coordination of his arms. At times, his arms flail without his control. This can
make it difficult for him to keep old of objects as well as press smaller buttons with precision. Because of this, Samuel
sometimes may skip out on certain activities that would require him to use precision.

C. Describe the adaptation and how it will eliminate the barrier.

Example: The adaptation is a stopwatch used for this lesson. It has been adapted with Velcro on the back. Then Samuel can
use the other piece of Velcro in a strap around his hand to ensure the stopwatch can stay in his grasp. If he prefers, we can
also attach Velcro to his walker as well. The “start” and “stop” buttons on the stopwatch have super glued wine corks on
them at different heights. The wine corks make an easier target for Samuel to be able to press down on. They are at
different heights so that he doesn’t accidently hit both at the same time. Samuel will be able to actively participate in the
class activity by being the time keeper, as well as participating in the trials

D. Write an observable/measurable goal for the student that integrates the use of their adaptation within the
activity.

Using the adapted stopwatch, Samuel will keep time of his peers during the three separate trials of the Speed Challenge.

E. Data Collection Form

Data for Samuel
Goal: Using the adapted stopwatch, Samuel will keep time of his peers in his group during the three separate trials of the
Speed Challenge.
Criteria: Samuel starts and stops the stopwatch at the appropriate times (when his peers begin and end each trial.)
Directions for Use:
1. Write date that skill is observed and your initials.
2. Put a check in the box to indicate that the skill was observed.
3. Leave box blank if the skill was not observed.
1st Trial 1st Peer The skill was observed
Pressed start on the *After collaborating with team members, the amount
stopwatch at the at which data is collected for each trial will be
appropriate time discovered. For example, data may only be collected
Pressed stop on the for 2 peers during each trial, instead of all 4 peers per
stopwatch at the trial.
appropriate time
1st Trial 2nd Peer The skill was observed
Pressed start on the
stopwatch at the
appropriate time
Pressed stop on the
stopwatch at the
appropriate time
1st Trial 3rd Peer The skill was observed
Pressed start on the
stopwatch at the
appropriate time
Pressed stop on the
stopwatch at the
appropriate time
1st Trial 4th Peer The skill was observed
Pressed start on the
stopwatch at the
appropriate time
 Pressed stop on the
stopwatch at the
appropriate time

F. Describe the specific contributions made by team members. This might include such things as prompts,
positioning of the student, positioning of the adaptation, specific use of the adaptation, any additional equipment or
adaptations needed, amount of response time given, construction recommendations and instruction.

Peers
A peer in the same group will also be a timekeeper. This student will provide support to Samuel by comparing the times they
took on each trial.
Occupational Therapist
The OT will collaborate with me in determining whether the wine corks on the stopwatch is the best material to use for this
adaptation as well as if the differing heights of the wine corks would be beneficial to Samuel.
Physical Therapist
The PT will be consulted in determining whether the stopwatch in his hand would interfere with him being able to use his
walker effectively.
Teacher (special ed. and/or general ed.):
The special ed teacher will provide support in assisting Samuel to get adjusted to the stopwatch. Task analysis will be
completed, as well as collaborate with other team members to ensure that this adaptation is appropriate for Samuel.

G. Provide a task analysis of the activity or lesson using the adaptation.

1. Pick the stopwatch up off the table.

2. Grasp stopwatch in hand so the face is facing up
3. Press the start button when peer starts “walking backwards”
4. When peer has completed the “walking backwards” task at 10 meters, press the stop button.
5. Tell his peers the time that is on the stopwatch so everyone can record the data.
6. Clear the previous time on the stopwatch
7. Repeat step 4-6 for 3 other classmates
8. Press the start button when peer starts “walking regular”
9. When peer has completed “walking regular” task at 10 meters, press the stop button.
10.Tell his peers the time that is on the stopwatch so everyone can record the data.
11. Clear the previous time on the stopwatch.
12. Repeat steps 8-11 for 3 other classmates
13. Press the start button when peer starts “speed walking”
14. When peer has completed “speed walking” task at 10 meters, press the stop button.
15. Tell his peers the time that is on the stopwatch so everyone can record the data.
16. Clear the previous time on the stopwatch.
17. Repeat steps 13-16 for 3 other peers.
18. Put the timer down on the desk.