Andrea Barroso ED 635 Literacy Program Observation and Design Introduction My observation was taken place at the Eden

2 School. Eden 2 is a school for children with autism. Autism is a disability that affects language and cognitive development, and engages in stereotypic behaviors (i.e. flaps hands). Treatment is systematic and based on the principles of applied behavior analysis - ABA. ABA is the only method that has been empirically validated to treat people with autism. Eden II is committed to providing treatment based on well-documented research and clinical experience. Applied Behavior Analysis (ABA) is a systematic process of studying and modifying observable behavior through a manipulation of the environment. There are key aspects of ABA: Observation of current behavior for topography (what the movement looks like), frequency, antecedents and consequences Breaking down desired skills into steps Teaching the steps through repeated presentation of discrete trials Data on performance is tracked to show changes over time

A discrete trial usually consists of the following: The antecedent, possibly combined with a prompt (a non-essential element used to assist learning or correct responding), the behavior of the student, and a consequence. If the student's behavior is what is desired, the consequence is something positive: food, candy, a game, praise, etc. If the behavior was not correct, the teacher offers the correct answer, then repeats the trial, possibly with more prompting if needed. There is usually an inter-trial interval that allows for a few

seconds to separate each trial, to allow the student to process the information, teaches the student to wait, and makes the onset of the next trial more discrete. Discrete trials can be used to develop most skills, which includes cognitive, verbal communication, play, social and self-help skills. Since the students in my class are on different levels, my observations were based on one student, Student X, who is eight years old. He is verbal, but not independently verbal. He needs some prompting to communicate and to make requests. He is able to state two to three word sentences (i.e. Open it please), and makes one work requests (i.e. Fruit Loops to tell us he is requesting that certain cereal for breakfast). Observation 1.0 Foundational Knowledge Student X is currently working on sight words from the Dolch List, Phonics, and Reading Milestones (comprehension). All of which is individualized to fit his needs. With his sight words, he is learning the read them receptively and expressively. During the Receptive Sight word program, we have out three index cards with various words on them, one including the target word he is learning. We give him the command Touch {word} and he is supposed to point to that word. We do this for ten trials then we score it. Expressive Sight Words is similar, except that we have the command Read and he reads the word that is presented to him. In his Phonics program, we ask him, What sound does the letter {letter} make? He is supposed to say the sound of the letter. Once he goes through the whole alphabet, we reverse the question, What letter makes the {sound} sound? Reading Milestones is a Series of books to help increase vocabulary

and work on comprehension. There is one or two words introduced in each story, with various worksheets that accompany it. 2.0 Instructional Strategies and Curriculum Materials At Eden 2, we strive to give each student 1:1 attention that they need. The younger students especially need 1:1, but there are instances in which they are not always that way. The students in my classroom are grouped together according to what is stated in their IEP. Some students are mandated by law to be in a 1:1 ratio due to health reasons or behavioral reasons. Other students are also separated according to their behavior plan, if they have one. If there are students who are doubled and working together, they are together based on their programs. If they have very similar programs and their functional level is fairly equal, they usually will work best when put together. When the class is doing the same activity (attendance, story time, calendar), we put them in a large group and sit around the group table. There is also a lot of differentiation among the students. Although we usually start teaching our students the traditional way of ABA, there are instances when the student needs something different for them to learn. Student X is the only one in my room who is using Reading Milestones as a way to work on comprehension. Some of my other students are just learning sight words, and I have another who is working on matching the letters of the alphabet. 3.0 Assessment, Diagnosis, and Evaluation All of my students are exempt from any kind of standardized tests, according to their IEP. We do have other strategies of assessing the progress of our students. For Spelling, we do a Pre-test/Post-test assessment. We introduce the word on Monday as a

Pre-test, teach how to spell the word Tuesday, Wednesday, and Thursday, and have the Post-test on Friday. We score the words on Monday and Friday. For other programs that require everyday data, we use Discrete Trials as a teaching strategy. When introducing a new word, we start as a baseline, basically probing to see if he knows the word or not. If he gets an 80% or above during a baseline and the first response was correct, he moves on to the next word. If he scores below 70% or if he scores 80% or above and the first response was incorrect, you continue with that word and start teaching trials. If student X scores an 80% or above two days in a row with two teacher (assistants), he can move to the next word. That word is mastered when he scores an 80% or above across two days with two teachers (assistants) in a discriminating step. 4.0 Creating a Literate Environment In my classroom I try to promote as much reading as possible. I have a whole bookshelf of different books my students can choose from, all of which meet their interests. Student X is into my Nursery Rhyme Book on CD. Although he cant read the words, he looks at the pictures and sings along with the pictures (i.e. Old McDonald Had a Farm). He also likes to look through the book, The Very Hungry Caterpillar. Im not sure if its the pictures he is looking at or if he is into insects. In any case, I have taken out extra insect and nursery rhyme books. Also in my classroom I have a word wall of all the words that my students have mastered. When starting our with Sight words, it is always best to start with words that are functional to the student. It could be objects he uses everyday or various reinforcers for the student. Evaluation

1.0 Foundational Knowledge My students programs (lesson plans) are developed according to the goals on their IEP. Student X has a goal that states will learn a minimum of 15 new Sight words. That is a very broad goal, so it is up to me to teach him the sight words the best way he can learn it. During his lesson we use the traditional Dolch words on index cards and running ten trials, but outside of it I try to incorporate new ways of him learning words. I have a spelling box with various words and foam letters that he likes to play with. Using something that I know he likes, I put the letters together to make words that he is currently learning. I also use the new words from his Reading Milestones program to improve his vocabulary. We go over the new words together and once I think hes getting the hang of it, I let him read the words independently. 2.0 Instructional Strategies and Curriculum Methods Applied Behavior Analysis is very data driven. Teachers and assistants take data on every program and every group activity to keep track of progress. Graphs are printed out and progress reports are written every quarter. (Due to privacy law, I was unable to include sample graphs, data sheets, and progress reports) 3.0 Assessment, Diagnosis, and Evaluation Students at Eden 2 already receive outside services, since they are not in a board of education public school. They get observed, evaluated, and assessed every three years by the school psychologist. Student X just finished his evaluation with our school psychologist and results are discussed with the parents. The school psychologist is also available with problem behaviors with any student and works with myself and my supervisor to develop appropriate behavior plans for the students.

4.0 Creating a Literate Environment I do a lot of story time group activities in my classroom. A class favorite is the book, The Old Lady Who Swallowed a Fly. We have cut outs for every animal the old lady eats, as well as large old lady with an opening in her mouth. For every animal I read, I ask my students for that animal. The student will come up to the old lady and put the animal in her mouth. My students love reading this story. Ive read it so much, I know it by heart! There are also different variations of the book with different themes, and as a class we created our own story related to St. Patricks Day. My students also love to listen to Chicka Chicka Boom Boom. I have a small palm tree that I put in the middle of the table and distribute letters to my students. As I read the book, the students put their letters on the tree. My students love to sit at the table and listen to a Read Aloud. Its not just me reading to them, I make it interactive so I know they are attending and paying attention to the story. Reflections I think Eden 2 is an excellent school for children with autism. There is a lot of research the backs up the use of Applied Behavior Analysis (ABA) as a therapy for students. All of my students have made progress using ABA, and it forces you to be creative on how to teach your students, especially reading. Children with autism are a very special population and not everyone has the ability, patience, and passion to teach these children. It is so rewarding to watch these children grow everyday and to watch the progress theyve made throughout the school year. It is an honor for me to be able to teach them and I know in my heart that I will never stop.