Instructional Setting Inventory Danny Bruzdzinski Page 1 of 26

Instructional Setting Inventory Danny Bruzdzinski

Instructional Setting Inventory Danny Bruzdzinski Page 2 of 26

Step 1: Identify Potential Settings for Instruction Just a reminder, you told me to remind you that it is all right to only have one leisure domain IEP goal. 1. After using the bathroom, B will walk over to the sink and put liquid soap on her hands before washing them with 100% accuracy for 5 consecutive days. Settings: Home, special education classroom, school bathrooms in the hallways, Wendys, McDonalds, Burger King, Target, Walmart, YMCA, school cafeteria, Walgreens 2. After washing her hands, B will use one paper towel to dry her hands for 5 consecutive days. Settings: Home, special education classroom, school bathrooms in the hallways, Wendys, McDonalds, Burger King, Target, Walmart, YMCA, school cafeteria, Walgreens 3. When going to the bathroom after lunch, B will pull down her pants and underwear to her ankles prior to sitting on the toilet at each opportunity on 5 consecutive days. Settings: Home, special education classroom, school bathrooms in the hallways, Wendys, McDonalds, Burger King, Target, Walmart, YMCA, school cafeteria, Walgreens 4. When eating food that requires a spoon during her lunch period, B will use her adapted spoon with a larger grip to scoop her food from her plate into her mouth without spilling for 10 consecutive days.

Instructional Setting Inventory Danny Bruzdzinski Page 3 of 26 Settings: School cafeteria, special education classroom, 5th grade general education classroom, Wendys, McDonalds, Burger King, Scott Park 5. When eating food that requires a fork during her lunch period, B will use her adapted fork with a larger grip to pick up her food from her plate and transfer it into her mouth without spilling for 10 consecutive days. Settings: School cafeteria, special education classroom, 5th grade general education classroom, Wendys, McDonalds, Burger King, Scott Park 6. When eating food that requires a knife during her lunch period, B will use her adapted knife with a larger grip to cut the food on her plate without spilling for 10 consecutive days. Settings: School cafeteria, special education classroom, 5th grade general education classroom, Wendys, McDonalds, Burger King, Scott Park 7. When drinking from various types of cups (plastic, glass, styrofoam), B will drink, without spilling, for 6 consecutive days. Settings: School cafeteria, special education classroom, 5th grade general education classroom, Wendys, McDonalds, Burger King, Scott Park 8. When at a recreational center swimming pool in the community, B will use her arms and legs to tread water for at least 10 seconds across 3 different visits to the pool. Settings: YMCA, ARC 9. On weekly community trips, B will walk within an arms reach of a teacher when in the parking lot across 4 different community trips.

Instructional Setting Inventory Danny Bruzdzinski Page 4 of 26 Settings: Walmart, Target, Walgreens, Kohls, YMCA, ARC, Burger King, McDonalds, Wendys, Scott Park 10. When at Walmart, B will push the shopping cart using both hands the entire time in the store across 3 different visits to Walmart. Settings: Walmart, Target, Walgreens, Kohls Step 2: Determine Characteristics of Effective Learning Environments Frequent opportunities to be around people One-on-one attention Working on only one skill at a time Reinforcers (any type of ball) Hands on activities Large area rooms Activities of short duration (15-20 min) Schedule of activities to be completed

Step 3: Identify Procedures for Inventorying Settings I will be able to go and physically observe all of the locations I have chosen. The most appropriate time to observe these locations would be at the time I am planning on taking B to work on her objectives. Since B will be completing the skills in her domestic domain around the lunch time, I will be observing those settings around 12:00pm. The leisure and community domains will be occurring in the afternoon. I will observe those settings around 1pm because that will be the time where B will be going to them. I will record the information by using the inventory instruments that are posted on the Compass website. Step 4: Conduct an Inventory of the Potential Settings

Instructional Setting Inventory Danny Bruzdzinski Page 5 of 26

Scott Park Saturday, March 10 2012 1:00-1:30pm

2. What, if any, unusual characteristics are present in the setting? There was a nice little picnic area with a sheltered roof, but there was only one table inside of it even though it could fit a couple more if desired. The park was in a large open area that consisted of slides, picnic area, jungle gym, swings, and a basketball court. 3. Is the environment accessible for the student? If not, what would it take to make the setting accessible? Are these changes reasonable in your opinion? This environment is accessible for B. She would enjoy this park and being around all of the people who would be at the park with her. 4. What are the sub-environments in this setting where the student address his/her goals? For each potential sub-environment, identify the activities that would allow for instruction in key skills. Sub-Environment: Parking lot Activities: B can work on walking within an arms reach of a teacher while in the parking lot. Sub-Environment: Picnic/ open area

Instructional Setting Inventory Danny Bruzdzinski Page 6 of 26 Activities: B can work on using her adapted food utensils to eat her food for a meal as well as working on drinking with different types of cups. 5. Were employees easily sighted? Explain. There were no employees at the park. 6. Were employees available for assistance? Explain. N/A 7. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) The climate was very friendly. There was one family at the park during the time I observed. They were enjoying their lunch and playing on the playground. They did not go on the basketball court, but they were having a fun time running around and playing with each other. Students with disabilities would be easily accepted, and everyone would be able to have a fun time at the park together. 8. Are there safety concerns for participating in this setting? There are a few safety concerns for participating in this setting. Even though the ground is made of woodchips, if a child fell of a slide they could still seriously hurt themselves. Also, while running around, a child may trip and fall on the woodchips, but this would not cause serious injury only minor scrapes and cuts. 9. How does this setting match the characteristics and preferences of the student? I think this setting matches the characteristics and preferences of B perfectly. B loves being around people. A park is a key spot to find a lot of friendly people who B would love to have a fun time with. Also, the park was a very large area which B would be very excited to be able to do her work at. She would also be able to play with balls on the basketball court for a reward which she would thoroughly enjoy. 10. Would you recommend this setting for instruction? Why or why not? I would recommend this setting for instruction. B would be able to work on 5 of her IEP objectives in this setting. I think B would do a great job on her work in this environment, and she would be able to get some fresh air as well.

Instructional Setting Inventory Danny Bruzdzinski Page 7 of 26 1. Draw a picture of the physical layout of the setting.
Location: School cafeteria Time: Monday, March 12 2012 12:00-12:20pm

2. What, if any, unusual characteristics are present in the setting? The cafeteria is a very large room. There is a stage located right next to where the students line up to get there food. There is a bathroom located right next to it which is very convenient. 3. Is the environment accessible for the student? If not, what would it take to make the setting accessible? Are these changes reasonable in your opinion? This environment is accessible for B. There are no changes that need to be made. 4. What are the sub-environments in this setting where the student address his/her goals? For each potential sub-environment, identify the activities that would allow for instruction in key skills. Sub-Environment: Lunch table Activities: B can work on eating using her adapted spoon, fork, and knife as well as working on drinking with different types of cups. Sub-Environment: Bathroom

Instructional Setting Inventory Danny Bruzdzinski Page 8 of 26 Activities: B can work on undressing herself, using soap and water to wash her hands, and using one paper towel to dry her hands. 5. Were employees easily sighted? Explain. Yes, the employees were easily sighted. There was a lady in the lunchroom that had a microphone if the students became too loud she would tell them to quiet down. There were also 2 other teachers wondering around the tables to make sure everything was going smoothly. The cafeteria cooks were also easily sighted as they were handing the students trays of food. 6. Were employees available for assistance? Explain. Yes, the employees were available for assistance. The three of them seemed to have a good control over the lunchroom and were able to help students open bags or whatever was needed. 7. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) The climate was very friendly. Students with disabilities appeared to be easily accepted. Students would talk to them and ask them how their food was while I observed. The rest of the students ate their lunches and talked with their friends. It did get noisy at times, but it was a good overall climate. 8. Are there safety concerns for participating in this setting? There are not any safety concerns for participating in this setting. 9. How does this setting match the characteristics and preferences of the student? The setting matches the characteristics and preferences of B very well. B loves being around people. The cafeteria allows B to be around tons of other students and staff which she enjoys. It is also a very large cafeteria, and B enjoys being in large rooms instead of smaller overcrowded rooms. 10. Would you recommend this setting for instruction? Why or why not? I would recommend this setting for instruction. B would be able to work on 7 of her IEP objectives in this setting. This setting also allows her to remain with her friends which she will be happy about.

Instructional Setting Inventory Danny Bruzdzinski Page 9 of 26

1. Draw a picture of the physical layout of the setting.

Location: Wendys Time: Monday, March 12 2012 12:00-12:20pm

2. What, if any, unusual characteristics are present in the setting? There were not any unusual characteristics present in this setting. However, I was expecting it to be more crowded than it was since it was lunch time, but there were only a few people inside. 3. Is the environment accessible for the student? If not, what would it take to make the setting accessible? Are these changes reasonable in your opinion? This environment is accessible for B. There are around 15 tables inside that can be used to eat at. 4. What are the sub-environments in this setting where the student address his/her goals? For each potential sub-environment, identify the activities that would allow for instruction in key skills. Sub-Environment: Table Activities: B can work on using her adapted food utensils to eat her meal as well as working on drinking with different types of cups. Sub-Environment: Bathroom Activities: B can work on undressing herself, using soap and water to wash her hands, and using one paper towel to dry her hands.

Instructional Setting Inventory Danny Bruzdzinski Page 10 of 26 Sub-Environment: Parking lot Activities: B can work on walking within an arms reach of a teacher while in the parking lot. 5. Were employees easily sighted? Explain. Yes, the employees were easily sighted behind the register and cooking the food. 6. Were employees available for assistance? Explain. Yes, the employees were available for assistance if necessary. 7. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) The climate was somewhat friendly. It was more of a quiet location with very few people. Students with disabilities would be accepted. I do not think that would be a problem here. The employees seemed to just be doing their job. They did not really smile or want to have any kind of conversation. They just wanted to take your order and that was it, but that is there job and I dont see that being a problem while working with B on her objectives. 8. Are there safety concerns for participating in this setting? There are not any safety concerns for participating in this setting. 9. How does this setting match the characteristics and preferences of the student? This setting matches the characteristics and preferences of B very well. This environment would be a great location for her to receive the one-on-one attention she loves. We would be able to work on one skill at a time, and we would be able to work on the activities for a short duration which will keep B from going off task. 10. Would you recommend this setting for instruction? Why or why not? I would highly recommend this setting for instruction. B would be able to work on 8 of her IEP objectives in this setting. Multiple trips could be made to this setting to work on a variety of objectives. I think B would do a great job working one-on-one in this environment.

Instructional Setting Inventory Danny Bruzdzinski Page 11 of 26 1. Draw a picture of the physical layout of the setting.
Location: Walmart Time: Friday, March 16 2012 1:00-1:30pm

2. What, if any, unusual characteristics are present in the setting? There was a lot going on inside this setting. There was a Subway, located directly to the right when you walked in, a large area where there was food located in every aisle, a large area with shampoo, deodorant, and other hygiene products, a large area with clothing, video games, and dishware, and little pharmacy located all the way on the far side. 3. Is the environment accessible for the student? If not, what would it take to make the setting accessible? Are these changes reasonable in your opinion? This environment is accessible for B. 4. What are the sub-environments in this setting where the student address his/her goals? For each potential sub-environment, identify the activities that would allow for instruction in key skills. Sub-Environment: Subway Activities: B can work on eating using her adapted spoon, fork, and knife as well as drinking with the Subway cup without spilling. Sub-Environment: Bathroom Activities: B can work on undressing herself, using soap and water to wash her hands, and using one paper towel to dry her hands. Sub-Environment: Parking lot

Instructional Setting Inventory Danny Bruzdzinski Page 12 of 26 Activities: B can work on walking within an arms reach of a teacher while in the parking lot. Sub-Environment: Store (grocery aisles) Activities: B can work on pushing the cart with 2 hands while shopping in the grocery section of the store. 5. Were employees easily sighted? Explain. Some of the employees were easily sighted and others were not. The employees who were working the registers or working at Subway were easily sighted, but the employees were not easily sighted while walking around the store. 6. Were employees available for assistance? Explain. Yes, the employees were available for assistance. The employees were available for assistance, however, they were all mainly located in the front of the store so if assistance was needed you would have to go and find them. 7. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) The climate was very friendly. There were a lot of people around all parts of the store and everyone appeared to be kind. Students with disabilities would be accepted in this setting. Both of the employees I talked to were very friendly. Both had a smile on their face and told me to have a nice day. This would be a nice climate for B to do some of her work in. 8. Are there safety concerns for participating in this setting? The only safety concern would be that it is a very crowded place so you would never be able to take your eyes off of the student for even a split second. 9. How does this setting match the characteristics and preferences of the student? This setting matches the characteristics and preferences of B fairly well. She would be able to have an opportunity to be around a lot of people which she enjoys doing. Also, it is an extremely large place, which is something B enjoys much more than being stuck in small areas. We would also be able to work on one skill at a time which is a preference of hers as well. 10. Would you recommend this setting for instruction? Why or why not? I would highly recommend this setting for instruction. B would be able to work on 9 of her IEP objectives in this setting. It is very convenient that there are multiple locations inside this one setting where it is possible to work on her objectives.

Instructional Setting Inventory Danny Bruzdzinski Page 13 of 26 1. Draw a picture of the classroom layout.
Location: 5th grade general education classroom Time: Friday, March 9 12:45-1:15pm

2.

Is the physical environment accessible for the student? If not, what would it take to make the room physically accessible? Are these changes reasonable in your opinion?

Yes, the physical environment in accessible for B.

3.

List the general classroom routine (i.e., major activities and tasks) for the specific time period you observe.

The students had just gotten back from recess. They all put their coats away and went and sat down at their desks. The teacher then gave them a math worksheet to complete independently. Once everyone had completed the worksheet, the teacher went over all of the answers and showed how to do the work for each problem.

4.

How could the student address his/her IEP objectives in this class (i.e., list specific activities in which IEP objectives could be addressed)? 1. When going to the bathroom, B will pull down her pants and underwear to her ankles prior to sitting on the toilet at each opportunity on 5 consecutive days.

Instructional Setting Inventory Danny Bruzdzinski Page 14 of 26 a. This objective can be addressed whenever B uses the bathroom throughout the class period. 2. After washing her hands, B will use one paper towel to dry her hands for 5 consecutive days. a. This objective can be addressed whenever B uses the bathroom throughout the class period. 3. After using the bathroom, B will walk over to the sink and put liquid soap on her hands before washing them with 100% accuracy for 5 consecutive days. a. This objective can be addressed whenever B uses the bathroom throughout the class period. 4. When eating food that requires a spoon, B will use her adapted spoon with a larger grip to scoop her food from her plate into her mouth without spilling for 10 consecutive days. a. This objective can be addressed during snack time. 5. When eating food that requires a fork, B will use her adapted fork with a larger grip to pick up her food from her plate and transfer it into her mouth without spilling for 10 consecutive days. a. This objective can be addressed during snack time. 6. When eating food that requires a knife, B will use her adapted knife with a larger grip to cut the food on her plate without spilling for 10 consecutive days. a. This objective can be addressed during snack time. 5. How were students grouped for instruction?

Instructional Setting Inventory Danny Bruzdzinski Page 15 of 26 While I was there, the students were in a whole group instruction. The teacher would have the students raise their hands if they had a question or if they were answering one of his questions. There was also an aide to help if a student needed some one on one help or was extremely confused on what he/she should be doing. 6. Describe the teachers teaching style and method of classroom management.

The teachers teaching style focused on the students. He used a student-centered approach. The students solved problems and asked their teacher questions about certain problems they needed extra explanation on. His method of classroom management consisted of having a schedule that said what the students would be doing and when. It would have, for example, Math: 12:451:30.

7.

Describe the classroom climate (e.g., Is it friendly? Will students with disabilities be easily accepted? What is the teachers attitude toward the students and other adults in the classroom?)

The climate was very friendly. The teacher and student teacher both had smiles on their faces for the majority of the time I was there. The students also appeared to be happy and interacted very well. They taught there students well and motivated them throughout the time I was there to complete their work. Students with disabilities would be easily accepted here. Both the students and teachers would be very welcoming. 8. How does this setting match the learning characteristics and preferences of the student?

I think this setting matches the characteristics and preferences of B pretty well. B enjoys being around people and the classroom would allow her to be around all of her classmates. She would also be able to get more one-on-one attention with a student teacher in the classroom being there to help out as well. She would also be able to have a schedule of her activities to be completed in the class which benefits her as well. 9. Would you recommend this setting for instruction? Why or why not?

I would recommend this setting for instruction, but I would also understand that this environment is not able to work on as many IEP objectives as other environments. Although it does not allow as many IEP objectives as the other environments, it still allows B to work on 4 of her IEP objectives which is a sufficient amount. This setting will also allow for interaction with peers, which B will benefit from as well.

Instructional Setting Inventory Danny Bruzdzinski Page 16 of 26 1. Draw a picture of the physical layout of the setting.
Location: ARC Time: Tuesday, March 6 2012 1:00-1:30pm

2. What, if any, unusual characteristics are present in the setting? There was a lot going on in this setting. There were a lot of people who were doing a variety of things. There were people playing basketball, lifting weights, running, biking, swimming, dancing, racquetball, and badminton. It looked like a great place to be. 3. Is the environment accessible for the student? If not, what would it take to make the setting accessible? Are these changes reasonable in your opinion? This environment is accessible for B. 4. What are the sub-environments in this setting where the student address his/her goals? For each potential sub-environment, identify the activities that would allow for instruction in key skills. Sub-Environment: Parking lot Activities: B can work on walking within an arms reach of a teacher while in the parking lot. Sub-Environment: Swimming pool Activities: B can work on using her arms and legs to tread water. 5. Were employees easily sighted? Explain.

Instructional Setting Inventory Danny Bruzdzinski Page 17 of 26 Yes, employees were easily sighted. They were all wearing a blue shirt that said campus rec and had name tags on them. 6. Were employees available for assistance? Explain. The employees were available for assistance. There appeared to be an abundance of staff which allowed for there to be help everywhere throughout the humungous building. 7. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) The climate appeared to be very friendly. The staff was talking with people and everyone appeared to be having a great time with whatever they were doing. Students with disabilities would be easily accepted. There are such activities at the ARC like wheelchair basketball which is a big success at the setting. The employees attitudes are wonderful, and they are always looking for a way to help when they can. 8. Are there safety concerns for participating in this setting? The only safety concern would be when B is in the pool. There is always that fear of drowning so she would have to be supervised the entire time in the water. 9. How does this setting match the characteristics and preferences of the student? I think this setting matches the characteristics and preferences of B perfectly. B loves being around people and enjoys places that have large areas. The ARC covers both of those preferences. She would also be able to have one-on-one instruction, while in the pool, along with having a short duration of the treading water task (around 15 minutes). 10. Would you recommend this setting for instruction? Why or why not? I would recommend this setting for instruction. B would be able to work on 2 of her IEP objectives in this setting. Although this setting only allows for 2 objectives to be worked on, it allows her to work on her objective of treading water which is a difficult skill to find a setting for.

Instructional Setting Inventory Danny Bruzdzinski Page 18 of 26 1. Draw a picture of the physical layout of the setting.
Location: YMCA Time: Monday, March 5 2012 1:00-1:30pm

2. What, if any, unusual characteristics are present in the setting? There was a lot going on in this building. There were a lot of people who are doing a variety of things. There are people running on a track, swimming, lifting weights, biking, and talking with peers. It looks like a great environment to be a part of. 3. Is the environment accessible for the student? If not, what would it take to make the setting accessible? Are these changes reasonable in your opinion? This environment is accessible for B. 4. What are the sub-environments in this setting where the student address his/her goals? For each potential sub-environment, identify the activities that would allow for instruction in key skills. Sub-Environment: Parking lot Activities: B can work on walking within an arms reach of a teacher while in the parking lot. Sub-Environment: Swimming pool Activities: B can work on using her arms and legs to tread water.

Instructional Setting Inventory Danny Bruzdzinski Page 19 of 26 5. Were employees easily sighted? Explain. Yes, employees were easily sighted. There were people at the front desk who were always there as well as people wandering around the facility. 6. Were employees available for assistance? Explain. The employees were available for assistance. There was a decent amount of staff available for assistance. If no employee was in sight and assistance was needed there was always employees at the front desk there for help. 7. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) The climate appeared to be very friendly. There were a lot of conversations going on between people and everyone seemed happy. The staff was talking with people and everyone appeared to be having a great time with whatever they were doing. Students with disabilities would be easily accepted here. It appears to be a good family place with a lot of kind people. The employees attitudes were great. I received a short little tour of the facility and the woman answered all of the questions I had which I thought was real nice of him. 8. Are there safety concerns for participating in this setting? The only safety concern would be when B is in the pool. There is always that fear of drowning so she would have to be supervised the entire time in the water. 9. How does this setting match the characteristics and preferences of the student? I think this setting matches the characteristics and preferences of B. B enjoys being around people and being in places that are large in size. The YMCA is also a great place to give her one-on-one instruction along with having a short duration of the treading water task (around 15 minutes). 10. Would you recommend this setting for instruction? Why or why not? I would recommend this setting for instruction. B would be able to work on 2 of her IEP objectives in this setting. Although this setting only allows for 2 objectives to be worked on, it allows her to work on her objective of treading water which is a difficult skill to find a setting for.

Instructional Setting Inventory Danny Bruzdzinski Page 20 of 26 1. Draw a picture of the physical layout of the setting.
Location: Target Time: Tuesday, March 20 2012 1:30-2:00pm

2. What, if any, unusual characteristics are present in the setting? There were no unusual characteristics present in this setting 3. Is the environment accessible for the student? If not, what would it take to make the setting accessible? Are these changes reasonable in your opinion? This environment is accessible for B. 4. What are the sub-environments in this setting where the student address his/her goals? For each potential sub-environment, identify the activities that would allow for instruction in key skills. Sub-Environment: Parking lot Activities: B can work on walking within an arms reach of a teacher while in the parking lot. Sub-Environment: Store (clothes aisles, toy aisles)

Instructional Setting Inventory Danny Bruzdzinski Page 21 of 26 Activities: B can work on pushing the cart with 2 hands while shopping in the grocery section of the store. Sub-Environment: Caf/food court Activities: B can work on using her adapted food utensils (spoon, fork, knife) to eat her meal as well as working on drinking with different types of cups. 5. Were employees easily sighted? Explain. Yes, employees were easily sighted. There were employees at the cash register as well as a few throughout the store. There were also some employees working at the little caf inside also. 6. Were employees available for assistance? Explain. The employees were available for assistance. There were a few employees floating around stocking items that were available for assistance or the other employees were easily found at the cash registers. 7. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) The climate appeared to be somewhat friendly. Everyone appeared to be shopping and did not really know each other so there was not as much friendliness as I have seen at other settings. Although I did not purchase anything I did observe the cashiers checking people out and they appeared to be very friendly with the customers. Students with disabilities would be accepted in this setting. 8. Are there safety concerns for participating in this setting? No, there are no safety concerns in this setting. 9. How does this setting match the characteristics and preferences of the student? I think this setting matches the characteristics and preferences of B. B enjoys hands on activities which will be possible at Target pushing the cart. She also likes to be around people which will be possible on this community trip. 10. Would you recommend this setting for instruction? Why or why not? I would recommend this setting for instruction. B would be able to work on 6 of her IEP objectives in this setting. She will be able to work on her objectives as well as go into the community to gain social interaction.

Instructional Setting Inventory Danny Bruzdzinski Page 22 of 26 5. Determine Appropriate Settings for Instruction Age of Student: 12 IEP Objective After using the bathroom, B will walk over to the sink and put liquid soap on her hands before washing them with 100% accuracy for 5 consecutive days. Settings School hallway bathrooms, cafeteria bathrooms Activities Put liquid soap on her hands, and then wash them in the bathroom sink after using the bathroom. Put liquid soap on her hands, and then wash them in the sink after using the bathroom. Before eating she will wash her hands in the bathroom and use one paper towel to dry her hands. Before eating she will wash her hands in the bathroom and use one paper towel to dry her hands.

Wendys, Walmart, Target, YMCA, ARC

After washing her Cafeteria bathrooms hands, B will use one paper towel to dry her hands for 5 consecutive days. Wendys, Target, Walmart, YMCA, ARC

When going to the bathroom after lunch, B will pull down her pants and underwear to her ankles prior to sitting on the toilet at each opportunity on 5 consecutive days. When eating food that requires a spoon during her lunch period, B will use her adapted spoon with a larger grip to scoop her food from her plate into her mouth without

School hallway bathrooms, school B will pull down her own pants cafeteria bathrooms and underwear to her ankles before sitting on the toilet.

Wendys, Target, Walmart, YMCA, ARC

B will pull down her own pants and underwear to her ankles before sitting on the toilet. B will use her adapted spoon to scoop her food from her plate into her mouth without spilling. B will use her adapted spoon to scoop her food from her plate into her mouth without spilling during snack time.

School cafeteria

5th grade general education classroom

Instructional Setting Inventory Danny Bruzdzinski Page 23 of 26 spilling for 10 consecutive days. Wendys, Scott Park B will use her adapted spoon to scoop her food from her plate into her mouth without spilling. B will use her adapted fork to pick up her food from her plate and transfer it into her mouth without spilling. B will use her adapted fork to pick up her food from her plate and transfer it into her mouth without spilling during snack time. B will use her adapted fork to pick up her food from her plate and transfer it into her mouth without spilling. B will use her adapted knife to cut the food on her plate. B will use her adapted knife to cut the food on her plate during snack time. B will use her adapted knife to cut the food on her plate. B will drink from plastic, glass, and styrofoam cups. B will drink from plastic, glass, and styrofoam cups. B will drink from plastic, glass, and styrofoam cups.

When eating food that requires a fork during her lunch period, B will use her adapted fork with a larger grip to pick up her food from her plate and transfer it into her mouth without spilling for 10 consecutive days.

School cafeteria

5th grade general education classroom

Wendys, Scott Park

When eating food that requires a knife during her lunch period, B will use her adapted knife with a larger grip to cut the food on her plate without spilling for 10 consecutive days.

School cafeteria

5th grade general education classroom Wendys, Scott Park

When drinking from various types of cups (plastic, glass, styrofoam), B will drink, without spilling, for 6 consecutive days.

School cafeteria

5th grade general education classroom Wendys, Scott Park

Instructional Setting Inventory Danny Bruzdzinski Page 24 of 26 When at a recreational YMCA center swimming pool in the community, B will use her arms and legs to tread water for at least 10 seconds ARC across 3 different visits to the pool. B will use her arms and legs to tread water in the swimming pool.

B will use her arms and legs to tread water in the swimming pool.

On weekly community trips, B will walk within an arms reach of a teacher when in the parking lot across 4 different community trips.

Walmart, Target, Wendys

B will walk within an arms reach of the teacher while in the parking lot.

YMCA, ARC

B will walk within an arms reach of the teacher while in the parking lot.

When at Walmart, B will push the shopping cart using both hands the entire time in the store across 3 different visits to Walmart.

Walmart

B will push the shopping cart using bother her hands throughout the store. B will push the shopping cart using both her hands throughout the store.

Target

Instructional Setting Inventory Danny Bruzdzinski Page 25 of 26 6. Rationale for Recommendations When choosing settings for instruction, I thought about the characteristics of successful learning environments, each of Bs IEP objectives, and what activities could be done in each setting. Along with each of those, I considered factors such as Bs familiarity with different settings and the frequency in which B would encounter each setting. I chose all of the settings that I inventoried as places that would be appropriate for instruction. I chose to use the fifth grade general education classroom, the school cafeteria, Wendys, Target, the YMCA, the ARC, and Walmart as settings for the objectives of the different stages of hand washing and pulling her pants and underwear down when using the bathroom because B will have one-on-one attention, the opportunity to work on one skill at a time, and the ability to access these settings frequently. The IEP objectives can be easily addressed in these settings because the opportunities will happen naturally as B needs to use the bathroom. The activities B will participate in will occur during real activities while B is in each setting and are lifelong skills that are important for B to master. For B to practice using adaptive silverware and different types of cups, I chose to use the school cafeteria, Scott Park, the general education classroom, and Wendys. I chose these settings because B will have opportunities to use silverware and cups in these settings that are typical of daily situations. B will be able to work on the objectives one-on-one with an aide or teacher, and B will be able to focus on one skill at a time. She also will work on each skill in short durations. Bs IEP objectives of being able to use adaptive silverware and different types of cups can be easily addressed in these settings because B will be eating and can practice silverware and cup usage skills. The activities using silverware and cups occur every day and are lifelong skills. They are meaningful for B because they allow practice of skills that will make B more independent. To practice the IEP objective of walking within an arms length of a teacher in a parking lot, I chose the settings Target, YMCA, ARC, Walmart, Wendys, and Scott Park parking lots. I chose these settings because B will have frequent opportunities to learn the objective in each setting. B will be working one-on-one with an aide or teacher in each setting for a short period of time. Bs IEP goal can be easily addressed in these settings because the main focus while walking in parking lots will be for B to remain close to the teacher. The activity is very meaningful for B because it is a matter of being safe while being in the community setting. Walking in parking lots is an activity that will happen daily and helps B to participate in the community setting. For B to practice pushing a shopping cart, I chose Walmart and Target as settings for instruction. I chose these settings because B will have frequent opportunities and will be able to practice the skills hands-on. The IEP objective is easily addressed because using carts in these settings is common and realistic. The activity is important because shopping is a real activity that B will participate in, and it is a lifelong skill that will help B participate in the setting. Another IEP objective for B is to learn how to tread water. I chose to use the YMCA and the ARC as places that B can practice these skills. I chose these two places because B lives close to them and can attend these settings often. She will practice the skill one-on-one with a teacher and work on just treading water for short durations. Her IEP objective will be addressed in the pools of the YMCA and the ARC. The activity is very meaningful because when B learns these skills, she will be able to participate with others in water. It is a lifelong

Instructional Setting Inventory Danny Bruzdzinski Page 26 of 26 skill, and it could save her life if she ever finds herself in water without a floatation device or without any other assistance.