Connecting Verbal Behavior Programs with Functional Living Skills using the AFLS: Part 1

Deb Rauner, MS Ed. Author

01/14/2019 Added

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Description

This webinar will introduce participants to The AFLS Assessment and Curriculum Guides as an extension to a verbal behavior program. Participants will gain the knowledge and tools to track a learner’s functional living skills and plan an individual intervention program to increase independence.

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[00:00:20.270]Hello, I'm Deb Rauner, your presenter today.
[00:00:23.890]I currently am a verbal behavior trainer,
[00:00:26.540]as well as an autism consultant.
[00:00:28.800]Formally, I was a special education teacher,
[00:00:31.930]as well as a behavior specialist.
[00:00:36.570]Today I would like you to walk away with the knowledge
[00:00:40.070]of understanding the importance of functional skills
[00:00:43.130]for our students, no matter their age.
[00:00:45.940]We will be looking at the
[00:00:47.230]Assessment of Functional Living Skills Guides,
[00:00:50.270]and then look at some planning tools to use with the AFLS
[00:00:53.820]to plan a functional living skills program for your student.
[00:00:59.890]Many students work in a verbal behavior format
[00:01:03.140]to learn language skills.
[00:01:05.120]The AFLS Assessment and Curriculum Guides
[00:01:08.240]are a natural extension of a verbal behavior
[00:01:11.070]language program.
[00:01:12.840]I will show you how easy it is
[00:01:14.940]to add functional living skills to your student's program,
[00:01:18.900]in order to increase his or her level of independence.
[00:01:23.820]So let's get started.
[00:01:25.610]We will learn how to use the AFLS Guide
[00:01:28.500]to plan a functional living skills program for your student.
[00:01:32.850]All of the forms we look at
[00:01:34.740]are available to you, electronically.
[00:01:40.150]Dr. James Partington and Michael Mueller,
[00:01:42.910]the authors or the AFLS,
[00:01:44.730]speak of common questions they hear from parents,
[00:01:47.610]such as what will my son or daughter be like as an adult?
[00:01:51.690]Will he or she be able to care for themselves,
[00:01:54.440]whether they are at home or in an alternative environment?
[00:02:01.100]The answers to these questions are relatively simple.
[00:02:04.850]How independent a child is going to be
[00:02:07.940]depends on how much a person is able to do
[00:02:10.860]for him or herself.
[00:02:12.580]These are what we refer to as functional skills.
[00:02:17.020]The definition of functional skills
[00:02:19.500]are skills that are necessary to survive.
[00:02:22.540]Skills that, if you don't do them for yourself,
[00:02:25.320]someone else will have to.
[00:02:27.410]And, certainty, skills that will lead
[00:02:29.490]to some level of independence.
[00:02:32.210]Don't get caught up in thinking a person
[00:02:34.390]has to perform a skill totally independently.
[00:02:37.710]Some level of independence is better
[00:02:40.270]than being totally dependent on someone.
[00:02:44.850]There are many benefits from teaching functional skills.
[00:02:48.340]These include, taking care of oneself,
[00:02:51.380]increasing self-confidence, and improving living options.
[00:02:55.740]If a person has functional skills,
[00:02:58.170]they often have an increased level of independence,
[00:03:01.340]which sometimes means a decreased need
[00:03:03.700]for support personnel.
[00:03:05.550]This can open up more opportunities in school
[00:03:08.360]and vocational placements.
[00:03:10.440]That, in turn, can lead to more social opportunities
[00:03:13.630]for the student.
[00:03:15.930]The Association of People with Severe Handicaps, TASH,
[00:03:20.240]makes a case for teaching functional teaching skills.
[00:03:23.820]In a newsletter, they list some typical school activities
[00:03:27.310]that a student might be engaging in.
[00:03:29.780]Unfortunately, these activities aren't always functional,
[00:03:33.510]and the student isn't always able to generalize that skill
[00:03:37.100]in a functional situation.
[00:03:39.340]In my earlier years of teaching,
[00:03:41.460]I have to admit doing every one of those activities listed.
[00:03:45.300]I like to think I've adjusted my instruction
[00:03:47.690]to include more, real-life activities.
[00:03:51.090]Sometimes when I'm working with staff,
[00:03:53.520]I'll run into adults who don't want to focus
[00:03:56.190]on functional skills for a variety of reasons.
[00:03:59.530]These include, it's easier for me to do it,
[00:04:02.600]I can do it faster,
[00:04:04.360]you can't do the task totally independently,
[00:04:07.240]and it's not safe.
[00:04:09.070]There are always going to be situations
[00:04:11.290]where it is imperative to have a task done quickly.
[00:04:14.620]For example, the bus is pulling up
[00:04:16.440]and you don't have your jacket on yet.
[00:04:18.610]At those times, it is fine to do it for the student.
[00:04:22.100]But other times, we need to make time
[00:04:24.490]for the student to complete the task
[00:04:26.600]as independently as possible, within safety parameters.
[00:04:32.170]What we should remember when we don't wanna take the time
[00:04:35.240]to work on functional skills,
[00:04:37.280]is that the combination of language skills
[00:04:39.910]with functional skills, increases the likelihood
[00:04:43.540]of successful participation in a variety of environments.
[00:04:47.490]At this point, teaching functional skills
[00:04:50.270]really does become part of our best practices.
[00:04:54.440]Functional skills are a broad area of discussion.
[00:04:58.170]According to the Society of Treatment of Autism,
[00:05:01.500]staff should choose functional skills
[00:05:04.210]that are meaningful to the students and their families.
[00:05:07.060]With the goal always being to prepare them
[00:05:09.950]for independence in future environments.
[00:05:13.030]Remember, there are limited teaching hours in each day,
[00:05:16.810]so it's imperative to make them count.
[00:05:21.040]Teachers and parents often wonder,
[00:05:23.450]when is it a good time to begin teaching functional skills?
[00:05:27.470]Dr. Partington tells us, when learners are young,
[00:05:30.530]through adulthood.
[00:05:31.990]You can begin working on functional skills and vocabulary,
[00:05:35.640]even when your student is working
[00:05:37.240]in a verbal behavior program.
[00:05:39.560]Basically, there are some function of skills
[00:05:41.930]that are pertinent for all age levels,
[00:05:44.350]especially in regards to self-help skills.
[00:05:48.840]Functional skills can be taught anywhere and everywhere.
[00:05:52.800]Typically, a blend of intensive teaching sessions
[00:05:55.970]can be combined with instruction in the natural environment.
[00:06:00.930]It's time for our first polling question.
[00:06:03.930]It's a true, false question.
[00:06:06.210]Functional skills should only be taught
[00:06:08.630]to students in high school.
[00:06:12.270]The answer is false.
[00:06:14.250]Functional skills can be taught at any age level.
[00:06:17.580]Dr. Partington tells us that by age 12,
[00:06:20.940]staff should be making time in their instructional day
[00:06:23.810]to work on functional skills for all of their students.
[00:06:29.970]There are many functional programing options out there.
[00:06:33.260]Just a few are the AFLS, the ABLLS-R, The VB-MAPP,
[00:06:38.040]the Essential For Living Skills,
[00:06:40.600]and the Syracuse Community-Referenced Curriculum.
[00:06:43.820]One programing option that you may be using
[00:06:46.540]is the Assessment of Basic Language
[00:06:48.640]and Learning Skills Revised, referred to as the ABLLS-R.
[00:06:53.170]This is one example of verbal behavior programing
[00:06:56.470]that not only works on language skills,
[00:06:58.850]but also includes some functional programing as well.
[00:07:03.920]The ABLLS-R is a criterion referenced assessment
[00:07:07.960]that also serves as a curriculum guide,
[00:07:10.660]authored by Dr. James Partington.
[00:07:13.150]The ABLLS-R addresses skills in language,
[00:07:16.230]early developmental sequences,
[00:07:18.360]as well as some early academic and self-help skills.
[00:07:21.880]Partington refers to these skills
[00:07:24.060]as learning to learn skills,
[00:07:26.170]where, once a student has a particular skillset,
[00:07:29.330]they are able to learn in almost any environment.
[00:07:32.820]The programing option that addresses
[00:07:34.960]functional living skills that we are going to look at today,
[00:07:38.380]is the Assessment of Functional Living Skills, or the AFLS.
[00:07:44.420]The AFLS is also a criterion-referenced assessment
[00:07:47.940]and curriculum guide, like the ABLLS-R.
[00:07:50.630]It can be used for teaching folks of any age,
[00:07:53.570]which makes it a very versatile tool.
[00:07:56.470]In looking at the components of the AFLS,
[00:07:59.080]you will notice that it is very similar to the ABLLS-R.
[00:08:03.020]The criterion piece and the skills tracking system
[00:08:06.440]are exactly like the ABLLS-R,
[00:08:08.660]which makes it easy to use to track skill acquisition.
[00:08:12.490]This also makes it easy to combine AFLS skills
[00:08:16.240]with ABLLS-R skills in your programing.
[00:08:19.520]Many of the skills listed in the AFLS contain task analyses
[00:08:24.320]to break down skills into manageable units.
[00:08:27.660]If your student is participating in the ABLLS-R,
[00:08:31.100]or some other language curriculum,
[00:08:33.250]it is still good programing to add components of the AFLS.
[00:08:37.140]Dr. Partington suggests shifting your focus
[00:08:40.170]from just a language and learning skills curriculum
[00:08:43.230]to a functional living skills curriculum, by the age of 12.
[00:08:47.360]The combination of language, learning,
[00:08:50.030]and functional living skills,
[00:08:51.960]leads to an increased likelihood of successful participation
[00:08:56.280]in many environments.
[00:08:59.920]The AFLS is flexible enough to add to
[00:09:02.690]other curricular you might be using.
[00:09:04.920]It is also complete enough to use on its own,
[00:09:08.010]with the six protocols covering a wide base
[00:09:10.650]of functional skills.
[00:09:14.170]The AFLS is also easy to understand and simple to use.
[00:09:18.260]The format of the protocols makes it easy
[00:09:20.610]for professionals and families to use,
[00:09:23.450]with step-by-step instructions and examples of each skill.
[00:09:29.710]There are currently six modules within
[00:09:32.570]the Assessment of Functional Living Skills.
[00:09:35.160]They are basic living skills, home skills,
[00:09:38.200]community participation skills, school skills,
[00:09:42.060]vocational skills, and independent living skills.
[00:09:48.260]The basic living skills module contains 225 skills
[00:09:53.570]in the areas of self-management, basic communication,
[00:09:57.830]dressing, toileting, grooming, bathing,
[00:10:01.370]health, safety and first aid, as well as nighttime routines.
[00:10:05.920]This protocol has many skills that overlap with the ABLLS-R.
[00:10:11.420]The home skills module contains 251 skills
[00:10:15.590]in the areas of meals at home, dishes,
[00:10:18.440]clothing and laundry, housekeeping and chores,
[00:10:21.730]household mechanics, leisure, kitchen and cooking skills.
[00:10:25.810]Even though this module is titled home skills,
[00:10:28.750]I use this module in schools to teach functional skills
[00:10:32.500]that can be used at home and in many school environments,
[00:10:35.630]like the home-ec room, for example.
[00:10:38.950]The community participation module has 259 skills
[00:10:43.690]that center around the skill areas of basic mobility,
[00:10:47.460]community knowledge, shopping, eating in public,
[00:10:50.930]money use, phones, telling time,
[00:10:53.440]and social awareness and manners.
[00:10:55.690]Even though these are community skills,
[00:10:58.150]many of the skills can be taught at school.
[00:11:01.750]I love the school skills module.
[00:11:04.100]It has beginning skills
[00:11:05.640]through more advanced academic skills,
[00:11:08.070]covered in the core and applied academic skill areas.
[00:11:11.770]It also covers the areas of classroom mechanics,
[00:11:14.900]meals at school, routines and expectations,
[00:11:18.320]social skills, technology, and common knowledge.
[00:11:22.550]The vocational module of the AFLS is quite extensive
[00:11:26.010]and has 464 skills.
[00:11:29.090]It has skills needed to apply for a job,
[00:11:31.760]how to get along with co-workers, and workplace safety.
[00:11:35.400]Then it has skillsets in several different employment areas.
[00:11:39.420]The fixed activity skills section
[00:11:41.660]covers packaging and assembly skills.
[00:11:46.020]The independent living skills module
[00:11:48.220]is also quite extensive, for adults who are
[00:11:50.880]living independently or in supervised living situations.
[00:11:54.830]It covers just about every aspect of managing a home,
[00:11:58.540]in terms of meals, maintenance, money management,
[00:12:01.620]as well as interpersonal relationships.
[00:12:06.480]Each skill section in the module
[00:12:08.240]is broken into smaller skill sections.
[00:12:11.030]For example, the grooming section is broken into
[00:12:14.160]simple washing skills, toothbrushing, shaving,
[00:12:17.960]using deodorant, and nail care skills.
[00:12:20.950]Some teachers will use those smaller skill sections
[00:12:24.190]as many units for their whole class to work on.
[00:12:27.520]When it comes to programing, the adult will choose skills
[00:12:30.760]from any number of protocols
[00:12:32.670]to meet the individual needs of their student.
[00:12:35.260]Each module has a strict safety warning
[00:12:37.940]to remind staff and families
[00:12:39.790]to avoid living skill situations
[00:12:42.420]that could be dangerous for certain individuals.
[00:12:47.090]Time for our second polling question.
[00:12:49.750]Which of the following is not an AFLS protocol guide?
[00:12:54.300]A, basic living skills.
[00:12:56.660]B, independent living skills.
[00:12:59.230]C, home skills.
[00:13:01.080]D, sheltered workshop skills.
[00:13:04.150]E, community participation skills,
[00:13:07.320]or F, school skills.
[00:13:10.830]The correct answer is D, sheltered workshop skills.
[00:13:15.200]The fixed activity skills that are often used
[00:13:18.330]in a sheltered workshop environment
[00:13:20.430]are covered in the vocational skills guide protocol.
[00:13:26.440]Now we will look at a skill sheet example
[00:13:28.960]from the basic living skills protocol.
[00:13:31.610]Then we will look at a blank grid
[00:13:33.440]from the home skills protocol,
[00:13:35.410]and some normative grids comparing skill levels
[00:13:38.170]of a typically developing adolescent,
[00:13:40.770]and an adolescent on the autism spectrum.
[00:13:43.940]This is the criterion reference skill sheet
[00:13:46.950]from the basic living skills protocol.
[00:13:49.690]This is a sheet that lists several grooming skills.
[00:13:52.970]You'll see how the page lists the task code and task name.
[00:13:57.550]The numbers under the section titled score,
[00:14:00.670]refer to the criteria scoring guide
[00:14:03.470]on the right side of the page.
[00:14:05.600]Each time you assess, which is usually once a year,
[00:14:09.070]or semester, perhaps, you will circle the number
[00:14:12.300]on the next line in the scoring column.
[00:14:15.460]Each scoring opportunity should be color coded.
[00:14:19.000]The sheet also includes a task objective,
[00:14:21.960]a question to ask, and examples of some of the skills.
[00:14:25.740]Each protocol is organized in this fashion.
[00:14:29.320]This is a blank skills tracking grid
[00:14:32.210]for the home skills protocol.
[00:14:34.440]These blank grids are available of the AFLS website.
[00:14:38.660]Each column represents a skill area,
[00:14:41.000]such as meals at home, dishes, et cetera.
[00:14:44.340]Each skill is represented by the skill code
[00:14:47.400]alongside the boxes.
[00:14:49.350]The boxes represent the scoring criteria,
[00:14:52.410]either a one or a two, or a one, two, three, or four.
[00:14:57.040]The circle along the side of the boxes
[00:14:59.420]represents a score of zero.
[00:15:02.190]You'll also see that, within each column,
[00:15:04.630]sets of boxes are separated into sections.
[00:15:08.450]Each section is a set of skills within a task.
[00:15:12.610]One set of boxes might represent toothbrushing,
[00:15:15.980]and another set of boxes might represent hair care.
[00:15:19.750]But both sets of boxes are under the skill heading
[00:15:22.540]of grooming.
[00:15:23.960]The upper left box on the page gives you space
[00:15:26.970]to date and identify the assessor.
[00:15:29.870]This is also where you will color code your responses
[00:15:32.750]based on the date.
[00:15:34.330]The first assessment might be color coded red,
[00:15:37.250]and the second assessment in year might be color coded blue.
[00:15:43.100]This slide represents the skillset
[00:15:45.670]of a typically developing adolescent
[00:15:48.290]in the home skills protocol.
[00:15:50.350]The colored boxes represent skills
[00:15:52.930]where the criteria has been met.
[00:15:55.470]You can see that most of the skills
[00:15:57.790]in this protocol are colored in.
[00:16:00.300]This helps us know that the skills in the protocol
[00:16:03.250]are relevant for all learners.
[00:16:06.650]This slide represents the skillset of an adolescent
[00:16:10.390]who is on the autism spectrum.
[00:16:12.590]As you can see, the number of met skills for this student
[00:16:16.080]is less than the skills that a
[00:16:17.630]typically developing student possesses.
[00:16:22.160]There are several different ways
[00:16:23.670]to present AFLS instruction.
[00:16:26.150]Some skills can be taught in the natural environment
[00:16:28.900]where they normally occur.
[00:16:30.920]Other skills can be taught in a classroom setting.
[00:16:33.850]Verbal behavior strategies that look at presenting skills
[00:16:37.800]using verbal operants, which are the building blocks
[00:16:40.700]of language and learning,
[00:16:42.000]are another way of presenting AFLS instruction.
[00:16:45.420]Verbal behavior instruction utilizes errorless teaching
[00:16:48.980]when presenting skills.
[00:16:52.750]Teaching AFLS skills can be taught like other skills,
[00:16:56.550]utilizing behavioral teaching strategies,
[00:16:59.410]such as discrete trials, reinforcement,
[00:17:02.130]pairing, error correction, errorless learning,
[00:17:05.160]as well as prompting and shaping.
[00:17:07.690]In terms of organizing your instruction,
[00:17:10.410]you can put the task on a card and work on it
[00:17:13.300]in an individual teaching session.
[00:17:15.760]These skills would be taught
[00:17:17.040]using an errorless teaching procedure.
[00:17:19.810]You could also teach the task
[00:17:21.650]in the natural environment setting,
[00:17:23.530]and you could keep data on a natural environment data sheet.
[00:17:27.470]A task analysis is still another way
[00:17:29.990]to teach a set of skills.
[00:17:31.950]When teaching a set of skills,
[00:17:33.770]you can use prompting and shaping techniques
[00:17:36.350]to help a student reach different levels of independence.
[00:17:40.560]Errorless teaching is an evidence based strategy
[00:17:43.700]used to teach a variety of skills.
[00:17:46.220]There are several advantages to using errorless teaching.
[00:17:49.580]These include faster learning, less problem behavior,
[00:17:52.840]and being able to teach without the student making mistakes.
[00:17:56.630]Errorless teaching uses prompts, which must be faded,
[00:18:00.200]to ensure skill acquisition.
[00:18:03.260]When we use errorless teaching,
[00:18:05.080]we talk about two types of skills,
[00:18:07.680]known items and target items.
[00:18:10.130]Target items are new skills you want to teach the student.
[00:18:13.930]Known skills are previously mastered items.
[00:18:17.220]Overall, instruction should include a presentation
[00:18:20.360]of about 80% of known skills and 20% of target skills.
[00:18:26.030]The errorless teaching procedure
[00:18:28.150]includes a sequence of trials.
[00:18:30.350]The first trial is called the prompt trial,
[00:18:32.960]where the teacher presents a task
[00:18:34.850]and gives the student the correct answer.
[00:18:37.600]The next trial is the transfer trial,
[00:18:40.230]where the teacher asks the same question again,
[00:18:43.170]this time without the prompt, or with a lesser prompt.
[00:18:46.950]Then the teacher presents one or two distracter trials,
[00:18:50.410]where easy, known skills are presented.
[00:18:53.520]Finally, the teacher asks the original question again,
[00:18:57.080]without a prompt, in the check trial,
[00:18:59.800]to see if the student can still answer
[00:19:01.850]the question correctly.
[00:19:03.810]Errorless teaching can be used during intensive
[00:19:06.290]teaching at the table, or in natural environment settings.
[00:19:10.980]Some skills require learning many steps.
[00:19:13.960]It is helpful with some of those skills
[00:19:16.220]to break them down into manageable steps.
[00:19:18.800]This is called a task analysis.
[00:19:21.300]Task analyses ensure that all parties agree on the sequence.
[00:19:25.420]It's helpful to go through those steps
[00:19:27.070]ahead of time, with everyone.
[00:19:29.090]Many students on the spectrum
[00:19:30.610]like following established routines,
[00:19:32.750]so a task analysis works well with those students.
[00:19:37.130]The next slide is an example
[00:19:39.000]of a task analysis of making toast.
[00:19:41.970]You can see the many steps necessary to make toast.
[00:19:45.450]It's important to make sure that the task analysis
[00:19:48.330]is specific to your items and environment.
[00:19:52.450]This is a simple task analysis for making toast.
[00:19:58.640]Here is a blank template to use for your skills
[00:20:01.470]that require a task analysis.
[00:20:03.730]This form allows you to keep data
[00:20:05.650]and there is a prompting code at the bottom.
[00:20:10.450]There are several sites that have examples of task analyses.
[00:20:14.120]Google works too.
[00:20:15.730]Realize that you will have to individualize these
[00:20:18.370]to match your specific situation.
[00:20:21.130]Time for our last polling question.
[00:20:23.620]Which statement is true?
[00:20:25.920]A, the use of discrete trials and errorless teaching
[00:20:29.690]are not appropriate in teaching AFLS skills.
[00:20:33.530]B, tasks analyses are not an effective tool
[00:20:37.910]to teach AFLS skills.
[00:20:40.170]C, verbal behavior strategies can be used
[00:20:43.970]to teach AFLS skills, both in intensive teaching situations
[00:20:48.270]at the table and in the natural environment.
[00:20:51.800]Or D, functional living skills are not a priority
[00:20:55.950]for most students.
[00:20:57.760]The correct answer is C.
[00:20:59.800]Skills from the AFLS can be taught
[00:21:01.890]using verbal behavior strategies,
[00:21:04.100]both at the table, as well as in the natural environment.
[00:21:09.760]The AFLS Curriculum Guides contain many skills.
[00:21:13.060]However, since there are so many skills,
[00:21:15.620]it can be difficult to navigate the modules
[00:21:18.200]and choose skills efficiently.
[00:21:20.450]I developed some organizational tools
[00:21:23.200]to help you design a functional living skills program
[00:21:26.100]for your student.
[00:21:27.510]There are overview descriptions for each module,
[00:21:30.730]an index for the entire curriculum,
[00:21:33.610]parent and staff input sheets, an AFLS planning sheet,
[00:21:38.300]blank AFLS grids, and some examples
[00:21:41.360]of IEP goals and objectives that incorporate AFLS skills.
[00:21:47.040]Dr. Partington includes overview descriptions
[00:21:50.310]in the front of each AFLS protocol.
[00:21:53.360]I put all of the overviews on one page
[00:21:55.840]to make it easier to look at,
[00:21:57.650]and make decisions on what is important for each individual.
[00:22:03.880]I developed an index for each protocol.
[00:22:06.930]The index lists the skillset, page numbers,
[00:22:10.200]and the exact skills in that set, along with skill codes.
[00:22:16.800]These are teacher, parent input forms.
[00:22:19.560]I use these forms to give to parents,
[00:22:22.190]caregivers, and teaching staff.
[00:22:24.600]After everyone has looked at the overview sheets,
[00:22:27.800]they can mark the skills they want to prioritize
[00:22:30.650]on the input forms.
[00:22:33.500]The skills marked as priorities
[00:22:35.730]can then be placed on the program planning form.
[00:22:38.980]You may have one, several, or no skills for each protocol,
[00:22:43.130]depending on the priorities chosen for your student.
[00:22:46.430]Your instructional program will be based
[00:22:48.720]on what is written on the program planning sheets.
[00:22:52.900]I've also included some other organizational tools
[00:22:56.230]that you may want to use
[00:22:57.870]as you plan a program for your student.
[00:23:02.040]This is a first steps plan sheet for making an AFLS program.
[00:23:06.600]It outlines the steps to take when planning a program
[00:23:10.320]that will utilize errorless teaching procedures
[00:23:13.210]in the 80, 20 instructional format
[00:23:15.980]of known and target skills.
[00:23:19.990]This is an example of a skills tracking sheet,
[00:23:23.460]where teachers list vocabulary and skills to teach.
[00:23:27.320]Target skills in your teaching program
[00:23:29.730]are chosen from the skills tracking sheets.
[00:23:34.150]A weekly probe sheet is a cold probe assessment sheet
[00:23:38.160]that lists the target skills.
[00:23:40.410]These skills will be assessed daily,
[00:23:42.500]either at the table, or in the natural environment.
[00:23:48.010]A summary of mastered items sheet
[00:23:50.680]is a good place to list known or mastered skills
[00:23:53.810]that a student possesses to be used in the 80, 20 format.
[00:23:59.290]This is a blank skills tracking sheet template
[00:24:01.990]for you to use.
[00:24:05.610]This is a blank weekly probe sheet template for you to use.
[00:24:11.920]This is a simple, blank graph template
[00:24:14.620]to use to record target skill acquisition.
[00:24:18.260]This is a natural environment data sheet template
[00:24:21.740]to use to write down skills that occur throughout the day.
[00:24:25.150]For example, the skill of returning greetings.
[00:24:27.990]As opportunities occur, staff can mark
[00:24:30.700]whether or not the student used the skill listed.
[00:24:36.260]A student plan that puts everything together
[00:24:39.030]in one place is helpful.
[00:24:40.940]This is an example of a student plan
[00:24:43.120]that looked at AFLS skills that could be taught at the table
[00:24:46.950]using an errorless teaching strategy.
[00:24:49.730]It also listed skills that needed to be taught
[00:24:52.810]in the natural environment.
[00:24:54.700]An example of this would be loading the dishwasher,
[00:24:57.800]which needs to be taught with an actual dishwasher,
[00:25:01.030]therefore, would be taught only in the natural environment.
[00:25:05.540]The student plan also lists other instructional times
[00:25:09.060]and skills to be taught during the day,
[00:25:11.530]such as language program, academic skills,
[00:25:14.250]social skills, work boxes, et cetera.
[00:25:17.680]The highlighted skills are skills
[00:25:19.710]to be prioritized immediately.
[00:25:22.170]Other skills can be taught later,
[00:25:24.170]as the student demonstrates progress.
[00:25:27.400]This is a blank student plan template for you to use
[00:25:30.890]to look at AFLS skills and social skills
[00:25:33.390]for your student's individual plan.
[00:25:37.640]This is the second page of the template
[00:25:39.870]to use for your student's plan.
[00:25:45.050]This page gives you some different examples
[00:25:47.620]of how you might write IEP objectives for your student.
[00:25:53.330]There are many resources to use
[00:25:55.220]when choosing and teaching functional living skills.
[00:25:58.540]These are just a few of them.
[00:26:02.340]Here are some additional resources that you might utilize
[00:26:05.430]to work on specific skills.
[00:26:09.500]This is a list of vocabulary resources
[00:26:11.820]that might be helpful as you choose specific vocabulary
[00:26:15.330]to use as target skills for your student.
[00:26:20.020]As mentioned earlier, you will have access
[00:26:22.730]to the electronic forms discussed.
[00:26:25.210]The following forms are available to you.
[00:26:29.750]Sometimes people think that planning a good program
[00:26:32.550]takes too much time.
[00:26:34.320]Planning a program that includes AFLS functional skills
[00:26:37.810]does take time but the outcomes are so worth it.
[00:26:42.960]In closing, the AFLS is designed to ensure
[00:26:46.000]that parent, caregivers and professionals
[00:26:48.390]provide learners with the very best opportunities
[00:26:51.710]to learn how to do tasks for themselves
[00:26:54.310]in a broad array of real world settings,
[00:26:57.200]thus achieving a greater level of independence
[00:27:00.160]and an improved quality of life.
[00:27:02.520]Good luck to you as you implement this valuable curriculum.

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Connecting Verbal Behavior Programs with Functional Living Skills using the AFLS: Part 1

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