-: Hello, this is Dr. Megan Miller, again.
Welcome to session two of our webinar series,
Application of the Assessment Process.
So, we are still focusing on choosing
the right assessment for your learner.
And in this session, we're going to look at how
to apply what we learned about in session one.
If you haven't watched session one yet,
I highly recommend doing so,
and I also recommend having your materials from session one,
the PowerPoint and any notes you might've taken,
with you as well, so that you can use that
for practicing choosing assessments.
So, what we're going to do is go over some video examples,
and then I have some practice scenarios
that I'm going to tell you about at the end.
For the practice scenarios,
I'm not going to give you the answer.
I want you to think about
what you would use for your assessments.
And then of course, if you're the type of person
who likes to check your thinking,
you can always email me and see
if you're on the right track.
So, let's start with our video examples.
I did not realize it was going to play right away,
sorry about that.
Let me get, I have to switch over my audio real quick.
This is always-
(audio feeds back)
This is always a process when using two computers,
but that's the easiest way to do it.
So, here we go.
(parent humming along to music)
Okay, so that's learner one.
And I got a little (laughs)
distracted by the video starting right away,
so I forgot to tell you what I wanted you to look for.
Don't worry, we have a second video to watch.
So, when you watch these videos for each of the learners,
what I want you to be thinking about
is what your core assessment would be.
So, these are just real short clips.
You don't get very much information,
but just based on the little bit that you see
and what we talked about in session one,
what might be your core assessment
for this learner, and what might you use
as your supplemental assessments?
And try to think about why.
As we go through each of these video examples,
after we watch the videos,
I will explain to you my process,
and you can kind of check and see how you lined up
with what I was talking about.
Of course, if there's differences, that's fine,
as long as you have explanation for why you differed.
So, let's look at the second video of this little girl.
That first video is just a baseline video
that the family sent me
when we were first getting started with services,
and she's about four years old in that video.
(speaking foreign language)
So, this second video is with her a little bit later,
and she's with her therapist.
And you can watch them interacting with one another,
and just get a better idea of
what some of her skillsets are.
(speaking foreign language)
Sorry, I forgot to mention that
they're speaking a different language.
Don't worry about that.
You won't need to know the language
to understand what's happening in the video.
(speaking foreign language)
(therapist laughs)
(child laughs)
(toy plays "Row Row Row Your Boat")
-: Okay, so in that video, you can see a little bit about
how sustained her interaction is,
and how responsive or non-responsive she is
to her therapist,
and she just kinda quickly moves to different activities.
So, based on these videos, let's talk about
what assessments we would use for this learner.
So, core assessment-wise, that there wasn't really
an appropriate assessment (chuckles) to use
when I first saw her baseline video.
It was clear with how oblivious she was to mom
that she needed, there needed to be more work done,
focused on that connected teaching relationship,
and just really getting her
to value people in her environment.
So, when we first started, we didn't use a core assessment,
and then eventually, we used
the Early Start Denver Model with her
and focused heavily on the imitation process
that they use in Early Start Denver Model.
She had been, they'd been trying
to do traditional imitation procedures with her
and had made no progress over a year.
But as soon as we did the Early Start Denver Model,
it was wonderful.
She made progress within a month.
But we also put in a ton of time
at the beginning with her on teaching her to connect
with the adults in her environment,
and having them join her and really interact with her.
So, if you have students like this, even if they're older,
this is just a really good example of a profile where
it would be difficult to really work
on any skill assessment and skill acquisition
when they're not even noticing the things
that are happening in the environment around them.
So, you would need to really put in a lot of time
to help develop those connected relationships first
before trying to teach any additional skills.
I have another webinar with this particular learner
where I go into more detail about the different programs
and things that we worked on,
so feel free to touch base with me
if you'd like to learn more about that.
I forgot, it's gonna keep starting right away.
So, same thing.
Watch this video,
and when you're watching it,
just think about, with this little guy,
what might your assessments be?
He's about 18 months to two years old in this video,
and just watch how he's engaging with his therapist
in the next few videos that we watch.
I did want to also say one thing.
A lot of the learners that I work with are younger in age,
so a lot of the videos we're watching
will be younger in age.
Just keep in mind that, yes, developmentally,
how some of your intervention looks
will be different,
but the profiles could still exist even at older ages.
So, I want you to think about how this can generalize,
even for your students
who might be in a more, who might be older,
but still have similar skills that they need to work on.
Therapist: Hi! (laughs)
♪ I got you, I got you ♪
♪ I really, really got you ♪
Okay! Okay, okay!
Ready?
(laughs)
Here you go.
(gasps) Too slow!
Here you go.
(gasps) Too slow!
Here you go!
Too slow! (laughs)
Okay, I'm gonna hide Nathan!
(Nathan babbles)
(therapist gasps)
-: Okay, so that's some fun interaction
that he's having with his therapist,
and you can see how he's responding to that.
It's not super engaged,
but he is at least engaging with her for a little bit.
Now, the next video that we're going to watch
will show you how has attending was,
and the types of things we were working on,
with trying to teach him early matching skills.
(chattering)
Therapist: Ready?
It's coming!
Up and over!
Hey, ready?
One, two, three!
Match spoon!
(spoon clatters)
Yay, Nathan, way to go!
I got your spray, good job, bud!
Match spoon!
(spoon clatters)
Good job, Nathan!
We did it!
I'm gonna take them away.
I'm gonna put them back.
(spoon clatters)
Match spoon!
(spoon clatters)
Try again, match spoon.
(spoon clatters)
Good job.
Ready?
Match spoon!
(spoon clatters)
Way to go!
Ooh, I don't know if you like that.
(laughs) He's kinda like...
Nathan, look who's coming.
-: Okay, so you can see, in this video,
she's using a pretty structured teaching setting with him,
and just the empty bowl as a distractor,
and it's still a struggle for him to match the spoon
into the container that it's in.
So, in this next video,
what you'll see is some troubleshooting
that we did for that,
and I'll explain it after we watch the video.
Camerawoman: It's recording.
Megan: All right, you want candy or book?
Candy? Which one?
-: Book. -: Book? All right.
-: Book.
(Nathan babbles)
Camerawoman: Do I want the cards showing?
Megan: Sure.
Nice looking.
Match fox.
-: Fox.
-: Awesome job, sir!
Way to go!
Okay, you can stop after that one.
Okay, so (laughs) this says problem solving.
I don't know if you noticed how much his eyes lit up
when I put those materials on the table,
and how much better he was paying attention.
What I noticed when,
and this is not obviously part of any assessment
that we were using at the time,
but I noticed that at home, he was receiving, in the mail,
their family would get these advertisements,
it was a card like this,
and it would have all the different logos
of the TV stations on it, advertising some cable company,
and he was obsessed with those.
He would carry it around and just stare at it all day long.
So, we modified his matching procedure from the typical,
what we were using at the time I think was the ABLLS,
because the VB-MAPP didn't exist at that time.
It might've been the VB-MAPP.
But Early Start Denver Model
definitely did not exist at that time.
So, either way, we were doing your typical,
just matching common objects, and I wanted to find things
that were more motivating and reinforcing.
And you can see, as soon as we used things
that he was interested in,
which, duh, (laughs) no problems, right?
He was attending, he could match just fine.
So, this is just an example of how, sometimes,
when you're doing assessments,
you might need to go outside of
what is typically in front of you
to really key in on, "Okay, well,
"they don't perform this skill in this way,
"but what if we change it and make it
"more motivating and reinforcing?
"Can they perform it?"
'Cause there's gonna be different issues
if it's not motivating, versus if there's truly
no skill present whatsoever.
So, once we knew that this was a better way for him,
we could work on matching with this first,
and get it really fluent and effortless,
and then transfer over to common items and common objects.
So, looking at his assessments,
the core assessment, if it had existed at the time,
would have been the Early Start Denver Model.
He's the perfect age for it,
he has the classic symptoms, like I was talking about,
where having that really play-based structure,
structured interactions that are based around his lead,
but they're still kind of structured,
would be really helpful for him.
Unfortunately, Early Start Denver Model didn't exist
when I knew him at that young of an age.
We did come up with some of our own stuff
that was very similar,
but it was a lot of problem solving
and thinking outside of the box.
Supplemental assessment for him
could potentially have been the ABLLS-R,
that section A and section C that I was talking about,
so cooperation and reinforcer effectiveness.
He was pretty laid back,
but still just getting him to engage
a little bit more with the people around him,
using things that are more fun and motivating.
And then section C, the receptive instructions,
those initial goals that focus on preferred,
following preferred instructions.
And then the Inventory of Good Learner Repertoires
could also have been used.
Again, that didn't exist at the time when I worked with him.
But to look at, for his areas
where he wasn't making progress,
what was going on there, what barriers existed for him,
and how could we address those, especially relating to,
again, you saw, he's pretty passive,
so, relating to spontaneity,
and initiation, and persistence,
and those types of things,
he probably would have benefited greatly
from those areas being assessed,
and then intervention provided.
(chattering)
Pause it. (laughs)
All right, so this is learner three,
and he's about, I think four in this video.
So, this is his mom filming.
And again, I just want you to watch and think about,
based on what you're seeing with him
in this video and the next couple of videos,
what core assessment
and supplemental assessments you would use.
Mother: Okay, wait, ready hands.
Which one do you want?
Big boy or little boy?
Big or little?
-: Big boy.
Big.
Mother: Big boy.
Child: Big.
(child shouts)
-: Little- (child screams)
Do you want little boy?
-: Little boy.
Mother: Little boy.
Okay.
Oh.
Do you want the mom or the boy?
Child: Mom.
Mother: You want the mom?
(chuckles) Big mom? Okay.
Wait. Girl or boy?
-: Girl or boy.
Girl boy, girl boy.
Mother: Do you want the girl?
-: Girl.
Mother: Girl.
-: Okay, so in that one, you can see,
mom's trying to work with him
on communicating choices to her.
He's very much grabbing at the items,
and not really wanting to wait,
and he just wants to take them and put them in.
So, she's trying to work on, you know,
having a little bit of a delay before he can have the items.
In this next video, you'll see a little bit
of his challenging behavior.
And mom's trying to transition to go to the car,
which is something he typically doesn't mind doing,
but he doesn't want to transition
from what they were doing previously to go to the car.
Mother: Come on.
(child babbles)
Remember? Car then playground.
(child screams)
(child cries)
Come on.
(child cries)
Okay, mommy's going to the car now.
Let's go.
(child screams)
(child cries)
-: Okay, so in that video, you can see a little bit
of his challenging behavior
where he's not following mom's instruction
to go to the car, and he's crying.
And he does a little bit on the floor of tapping his head.
He can get more intensive with that,
where he'll bang his head either forwards or backwards
on the ground in certain situations.
And especially when I first started with him,
that would happen quite a bit.
So, in this last video,
we're going to watch one other piece for him
around giving up items,
that was the main reason mom initially contacted me.
She'd been following the typical protocols
that are given for teaching a learner
how to calmly give up an item,
and he was still engaging in whining,
and sometimes escalating to head banging.
In the video, he doesn't actually escalate,
because he's in his car seat.
And he stays relatively calm,
but he does engage in the whining.
And we needed to work on this.
He would clutch the items,
which isn't that big of a deal,
but when he would go to the playground,
or in other settings where he needed to put the items down
to do something else he wanted to do,
he got really upset about it.
He didn't have that skillset to tolerate being okay
with the item being out of his hands.
And of course, he has a little brother,
and there will be other children around at times,
and if they even came close to him and those items,
he would get into, whether it was aggressing towards them,
or he would head bang.
So, we had to help him learn how to sit
with that discomfort of, you know,
these items might go missing, or someone might touch them,
or you might need to put them down to do something.
So, this next video is just a little clip of
what he was doing when we first started working together.
Mother: Give.
(child screams)
-: No!
Mother: Give.
Good give!
(child babbles)
-: Red egg.
Red egg.
Mother: Red egg?
Okay, give.
(child screams)
(child whines)
Give.
Good give!
-: I want chocolate.
Mother: You want chocolate?
You want it back, okay.
(child screams)
Can you give?
Give.
Good give! (child screams)
(child cries)
Good job.
-: Okay, so this is kind of a long video,
so I'm gonna pause it there.
You can see, he does actually give over the item,
but he's screaming (laughs) as he does it,
and that was part of the issue.
So, the assessment was,
there was a chain developing for him,
where he was learning that he screams and gets upset first,
and then he gives over the item.
This is where typical assessments
aren't going to pick up on this type of thing.
I needed to actually observe and see,
what was the chain that was happening, and what could we do?
What did we need to pinpoint to fix it
and help him learn to calmly give up the items?
So for him, the core assessment initially,
even though mom was already using the VB-MAPP with him,
and we did eventually use PEAK,
we needed to really get in on this challenging behavior,
and help him learn to tolerate (chuckles) a lot of things.
So initially, the Inventory of Good Learner Repertoires
is a good assessment for this type of profile.
And then, it was just really highly individualized
based on him.
It was a functional assessment sort of,
but I wasn't even necessarily looking at function
as much as I was looking at the full chain of events
that was happening for him,
and where it was getting thrown off.
Because it didn't matter what consequence mom provided
or didn't provide, (chuckles)
he still had that chain.
That was the response he was going to be engaging in.
So, I had to figure out, what were the skill deficits?
How could we humanely work him through
tolerating these different situations,
and then work on his skills?
So, a supplemental assessment.
Like I mentioned, mom was using VB-MAPP,
we switched over to PEAK.
And eventually, once we were able to address
the challenging behaviors that he was engaging in,
the PEAK assessment became his core assessment
so we could work on helping him develop
especially more flexibility around language,
and just flexibility in general.
So, another thing happened with him, though,
that I wanted to include in this presentation.
We worked on giving nicely, waiting,
and tolerating no based on that initial assessment.
And then, I just want you to kind of see
how the assessment process is ongoing.
So, I had an in-person consultation with him,
and I saw the following relating
to play and giving up items.
Child: I want airplane.
-: I'm gonna show you one more example,
and let's see if you can pick up on what's happening
when I'm playing with him.
Although, the next video is with his mom.
-: I want the motorcycle.
-: Okay, so did you notice anything? (laughs)
Basically, what happened was,
as soon as I touched the airplane
and mom touched the motorcycle,
even though he wasn't attending to either of those things,
or playing with them, he immediately said,
"I want," whatever.
And part of that's because,
when we worked on giving up items calmly,
we taught him as a replacement skill
to ask for the item back.
And then, we worked on waiting,
and denials, and things like that.
So, the chain he now had learned (chuckles)
was, "As soon as somebody touches
"or approaches anything near me,
"I will just ask for it back," which isn't awful.
Obviously, that's much better than him head banging.
However, again, he has a little brother.
If he's out in the community,
children are going to be around,
and they're not always going to respond
if he asks for things back
that he wasn't even playing with in the first place.
And it's not really fair
to the little brother or the children that,
if he's not even playing with something,
they would have to give it back.
So now, we needed him to learn
to be okay with waiting, and not just getting the item back.
And we started to try to work on, too,
being able to just touch stuff
without him saying, "Can I (chuckles) have that back?"
This also built into the ultimate goal,
which, what we noticed was,
even though he was giving up items
in structured situations
where mom would tell him to give her the item,
when they were trying to do more play-based interactions,
if there were certain things
that he was very particular about,
if she tried to play with those things, he would get upset.
So, if he's not even tolerating
us touching something he's not playing with,
he's obviously not going to tolerate trying
to play with something he is playing with,
or any other child trying to play with it.
So, this was our assessment of that whole process.
"Okay, our ultimate goal is that
"a child could join him in play,
"play however they want, play with whatever they want,
"he could do whatever he wants,
"and everyone would stay calm, for their age."
And that was not going to be achieved yet.
We first needed to work on just tolerating
us touching his stuff, period.
So that's, again, nothing,
you're not gonna find that in any curriculum (chuckles)
or assessment that you could purchase.
This is all just observing and looking at,
where does he need to be
to be independent and successful
in the environments that he's in, and how do we get there?
So, this is the video to show how we practiced that.
Well, first, I guess I should show you the bullet points.
So, he was staying,
we wanted to work on him staying calm
when people touch his items.
Like I mentioned,
he was almost immediately requesting the item back,
even if he hadn't previously shown an interest in it,
so this was the new issue that we needed to address.
Child: I want airplane.
Megan: Okay, just wait.
Child: Helicopter, helicopter.
Megan: You have the helicopter?
Here's the airplane, thanks for waiting!
(chattering)
So, you can see in this video, when he asked for it,
I immediately said, you know, "Oh, I'm playing with it."
And then once he was focused on something else,
I gave it to him, because we didn't want a new chain
to develop where I just say, "Okay," or "Wait," or whatever,
and he deals with it, but he's still focused
on the airplane, and he's not shifting his focus
back to what he was doing.
So, the chain that we're trying to develop is that
he can play and engage with whatever he's doing
and be okay that he doesn't have the item that I took.
The next one is of his mom.
-: I want the motorcycle.
I want motorcycle! -: Just wait.
Just wait.
Good waiting.
You can have the motorcycle.
-: So you can see, in this one, mom,
for whatever reason, didn't say right away to wait,
and he asked for it again. (laughs)
So, that was another thing we were gonna have to work on.
He's definitely persistent, but also, we need to make sure
he doesn't overdo the requesting
to a point where it becomes another challenge
for him in being able to navigate these things.
But again, you can see,
when mom told him to wait,
and then once he started focusing on something else,
she gave him the motorcycle.
So, that was our next step for
the give me progression with him.
Oh, this one didn't start right away.
Hopefully it's gonna work. (laughs)
All right, I tested these all before we started,
but you know, technology.
So, this is a,
a learner who is about 12 in these videos.
And this is not a baseline video,
but I just wanted you to see
some of his performance,
and then we'll talk about what we did
for the core assessments with him.
I know most of the other videos I showed you
were with younger learners,
so I wanted to make sure to include one
that's a little bit older
so that you can see how this process
would work for an older student.
(student mumbles)
-: Does this match?
-: Yeah.
-: So, I should explain.
What mom is doing right now with him is working
on trying to teach him to identify
if something's the same or different,
and we were having difficulty.
He didn't understand the word same.
So, what she's doing right now is,
she's gonna work on teaching him
to respond based on using the word match,
because that's a word he already had familiarity with.
And then, you'll see the progression where
we transition over to being able to use the word same.
-: Does this match?
-: No.
-: No. Are these the same?
-: No.
-: Good.
Does this match?
-: Yeah.
-: Yeah! Are these the same?
-: Yeah.
-: Yeah, good.
-: Does this match?
-: Yeah.
-: Look again, airplane.
Does this match?
-: No.
-: Are these-
-: So, you can see in this initial clip of the program,
he's not performing well. (laughs)
Even with doing the, "Do these match?",
he's sometimes getting it right,
and he's sometimes getting it wrong.
So, this does another example as well
of the ongoing assessment process.
So, when mom sent me this clip,
I'm looking at, "Okay, what is going on here?
"Why is he having difficulty with this?",
and making sure that we can help him make progress,
and designing the program in a way that he'll be successful.
So again, this was his very first time doing it.
And what we realized for sure is,
if he says the name of the items beforehand,
he's more likely to get it correct.
So, we added that as a step,
and we had to work on figuring that out as well,
because if he says the name of the items,
we don't know if he's responding
just by hearing what he said,
and not actually looking at the visual,
or what's really controlling that response.
So, we did have to fade that out as well,
which you'll see as the videos go on.
But I just want you to see that,
kind of pause here just so you can see what we're doing.
She's, whenever I'm watching my clients,
even an intervention, I'm assessing, (chuckles)
what do we need to change to make this more successful?
-: The same?
-: No.
-: Does this match?
-: No.
-: You say.
-: Block, block.
-: Does this match?
-: Yeah.
-: Yeah, they are a match!
Are these the same?
-: Yeah.
-: Okay, so that was his initial baseline, like I mentioned,
and we did the troubleshooting, and really worked on,
again, having him respond to match after saying the names,
and then having him respond to the word same.
So now, you can see, in this video,
what it looks like a few weeks,
well, it's about a month later.
(student mumbles)
-: Are these the same?
-: No.
-: So, he got that right.
And you can see, we faded out "Do these match?",
but she's still having him label the items ahead of time.
-: Are these the same?
-: Yeah.
-: He got that right.
(student mumbles)
-: Are these the same.?
Student: No.
-: He got that right.
-: Block, block.
-: Are these the same?
-: Yeah.
-: And he got that right.
-: Shoes, shoes.
-: Are these the same?
-: Yeah.
(student mumbles)
Mother: Are these the same?
-: No. -: You did a good job.
-: So, he got all of them right.
You'll notice, mom isn't giving any reinforcement.
This is a test condition from the PEAK programming,
so that's why she's not giving him any feedback
until the end, telling him he did a nice job with her.
We're gonna watch one more program with him,
and this program is also from PEAK, where
he's going to be working on learning
how to sort and count items.
Again, I had to assess,
how can we make this program successful for him
based on his strengths and areas of difficulty?
The way the program is written
by itself within the PEAK book
would not (chuckles) have been appropriate for him,
so we had to add in some additional prompts, and
kind of more explicitly lay out the program
and break it down for him to be successful with it.
-: Okay Nico, so you're gonna do numbers.
-: So, we added in these cards here,
and then we added in showing him the number,
and we also broke down how this instruction was presented.
Instead of saying the whole thing at once,
she tells him step-by-step what to do.
-: Okay? Look.
First, you're gonna do,
what number?
-: Two.
-: Okay, you're gonna do two groups.
-: One.
Two.
-: Yes, well done.
Yeah, two groups, okay.
You're gonna do two groups of three.
You have to do three in each.
-: One.
Two.
Three.
One. -: Good.
-: Two.
Three.
-: Nice job!
Very nice.
Cameraman: Shirt, shirt.
-: Okay, then next, you're gonna do
this one.
You're gonna do number-
-: Four.
-: Okay, we need four card, four groups.
-: One.
Two.
Three.
Four.
-: Good, you did four groups.
And now, you have to put one on each.
-: One.
One.
-: Good.
-: One.
-: Good.
-: One.
One.
-: Do good for Megan.
Yeah, you did it! -: Yeah, because usually,
if I can comment on this-
-: (chuckles) Okay, so apparently,
he performed, at that particular time, much better,
because they were videotaping, according to the family.
But again, watching this video,
think about, for this particular learner
and what you're seeing with his responding,
what would you use for your core assessments?
And I'll tell you a little bit more background
with him in a second.
I also want to know if you noticed anything
as you were watching this about his responding,
especially this program.
If you look at the bears right now,
he always uses the color,
he's trying to get one of each, the same color.
So, he used all the red bears,
and when he ran out of red bears,
he used the one that was closest to red.
So, when we look at barriers and things
that could interfere with progress, that threw him off.
We had to specifically work on that with him.
If he didn't have enough of a certain color,
he would error and respond incorrectly,
simply because that color was a rule for him
to follow of having the same color,
instead of just choosing whatever items at random.
So sometimes, when you're, again,
working through your assessments,
those are things that are not going to come up
in your typical assessments that you would purchase.
But when you're looking at your learner's performance,
you need to be keeping an eye out for these things,
and figuring out how to address those programming-wise.
We usually use shaping,
and work on explicitly talking about it, too.
Like, "Hey, you don't need to use all of the same color."
We might get rid of different colors for a little while,
and just get the program going with just all one color
to make sure we're controlling for that.
So, there's different ways to work on it,
depending on the learner,
but that's something hopefully some of you noticed
when you were watching it, as well.
So, these are the types of things
you might pick up on, even when
you're watching a learner perform certain programs,
again, with that ongoing assessment process.
So for him, the core assessment that I used was PEAK.
And I say this is interesting because,
when I first started with him,
even though he was about 10 or 11,
the school that he was in
was a really high-end behavior analytics school,
and they were still using
I'm pretty sure the VB-MAPP with him.
The programming was very related to VB-MAPP or ABLLS.
This is the kind of child, no, that's,
he's too old for that, (chuckles) first of all.
What was also interesting is,
he wasn't performing well on a lot
of different basic language tasks, like receptive ID,
certain expressive ID programs.
He hadn't yet mastered his shapes, colors, animals,
certain common items.
He would confuse things,
and he was having a very difficult time.
He wasn't writing his letters,
his numbers, his shapes, none of those things.
So, this is another learner where
it was very important to individualize his assessment
and figure out, "Okay, how is he 10 years old?
"He's been receiving intensive behavior analytic services
"since he was two, and he still has all of these things
"that he's not performing correctly.
"What's going on here?
"Why is that happening?"
So, I did a lot of individualized assessment
to look at his barriers.
And for him especially,
there's motor planning difficulty.
So, he doesn't have an official diagnosis
of apraxia or dyspraxia, but when,
you could see it a little bit
in the videos that I just showed you,
but it takes him quite a bit of time
to get his body to do different things.
So, obviously, if that's happening,
receptive and expressive programs are going to be difficult
for him to respond super quickly to.
He's going to need more time to respond,
and he's probably going to need more practice
with discriminating, and things like that.
So, a lot of things that we worked on with him,
we added in what we call warmups,
where we were practicing as errorlessly as possible,
whatever it was.
So, for example, when we were trying
to teach him his shapes, we made a list,
or a strip, and it had, circle, triangle, square,
square, triangle, circle, circle, triangle, square,
and it was just a long row of shapes.
And then he and his mom would point
to each one and say them together,
just to get that practice going
of seeing and saying each different shape.
But it was errorless, 'cause mom's saying it with him.
And then, after we would do that warmup,
and he had that practice, that motor practice of saying it,
she would show him one shape at a time,
and he was able to say it.
And we had to do the same thing with writing and drawing,
and with a lot of other things
that he wasn't successful with.
But again,
none of that's going to be in your basic (laughs)
assessments that you can buy.
It was all just observing him and seeing,
"Oh, he's having a really difficult time with this,
"so what support could we add in
"to make that easier for him?"
Supplemental assessments for him.
The Inventory of Good Learner Repertoires,
especially around those barriers.
You could see he's a little bit more
of a passive performer, as well,
so trying to get more going around that persistence,
and the initiations, and things like that.
And because of his age,
the Assessment of Functional Living Skills
to start working on different daily living
and vocational type skills, would be helpful, as well.
So, now, we're going to go through the examples.
I have five of them.
Again, I'm not going to tell you the answers,
I'm just going to tell you
what the scenario is,
and then I want you to think for yourself what you would do.
I highly recommend, if you don't already have it with you,
to get, again, the PowerPoint from session one,
to look at the different stages, those early learner,
middle learner, advanced learner, and functional learner,
'cause we're going to be talking about that,
and then the different options for core assessments.
So, you might want to have that available
to go through this.
And I'm just quickly going to switch my sound over.
Hopefully.
I guess I'm just gonna do it like this.
Sorry, technology.
Okay. (laughs)
I just wanted to get my headphones back on,
now that I'm done showing you all videos.
All right, so for this example,
we have a seven-year-old non-vocal child.
The child cooperates with all demands,
but typically needs prompting
to successfully complete the demand.
And the child does not match items,
and the child has never really been taught
how to do anything.
So, based on this, what stage would this learner be in:
early learner, middle learner,
advanced learner, or functional learner,
what would you use as your core assessment,
and what might you use as your supplemental assessment?
Again, I'm not going to tell you the answers,
I just want you to think about it.
And if you want to check your work,
you're more than welcome to email me.
Okay, example two.
A three-year-old, sorry.
I thought I edited this,
but I guess I didn't do it correctly.
A three-year-old non-vocal child.
The child doesn't like new people.
The child cries and runs to mom
when people come in the house.
The child will not approach the therapist,
even when she has preferred items.
And the child will perform a few simple demands for mom,
such as object imitation and motor imitation.
So, what stage would this learner be:
early learner, middle, advanced, or functional?
What would your core assessment be and why,
and what supplemental assessments
would you use for this profile?
So, feel free to pause at any point.
I'm gonna just keep going through the examples.
Again, you can email me if you want
to check your work at all.
Example three, a six-year-old vocal child.
The child is somewhat cooperative with demands.
The child can match, do simple puzzles,
follow basic instructions,
request preferred items, and label a few items.
So, what stage would this child be:
early, middle, advanced, or functional?
What would your core assessment be,
and what would your supplemental assessments be?
And of course, think about why you're choosing those.
So, I have two more.
A four-year-old vocal child.
The child is cooperative with demands.
The child can label basic objects, emotions,
features, and functions.
And the child knows some personal questions.
So, what stage would this child be:
early, middle, advanced, or functional?
And then what would you choose
for your core assessment and why,
and what would you choose for supplemental assessments?
All right, last one!
Seven-year-old with limited functional communication.
Has made very little progress with skills
such as imitation, matching,
receptive ID, and expressive ID.
So, what stage would this be:
early, middle, advanced, or functional?
And what would you choose for your core assessment
and your supplemental assessment, and why?
I highly recommend doing that same process
with your current students if you haven't already.
Look, you know, a quick summary
of what their strengths and deficits are,
and what stage they're in,
what your core assessment should be,
and what your supplemental assessment should be, and why.
Of course, if you have a team of people,
having some brainstorming and problem solving sessions
could also be really helpful to see what you come up with
and how you're applying what you're learning here.
If you want to check your work with any of those examples,
or you have questions for me about session two,
here is my email again.
And I look forward to seeing you for session three.