START Coaching For EBP - Grand Valley State University PDF Free Download

1y ago

21 Views

1 Downloads

5.45 MB

110 Pages

Report/dmca

Download PDF

Transcription

START Coaching for EBPEvidence Based Practices

Michigan Students with an ASD Eligibility2000017,9861800016000Number of Students14000120001000080006000400020001,20801990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Number of Michigan Students with ASD by Age* Based on 2014 MDE, OSE Eligibility 2007165 242526

Why a Coaching Model? Too many students (lowvs. high incidence)– Can’t adequately meet theneeds / use #’s as a reason– Can’t do anythingeffectively– Always in crisis / no timefor proactive strategies– No time for collaboration toimprove services IN theclassroom / build capacity

Why a Coaching Model? Improve Capacity forALL Staff to EducateStudents with ASD Improve resourceallocation / efficiency Move from Crisis toFrontloading

Multi-Tiered Systems of Support (MTSS)For Students with ASDIntensive SupportsTargeted UniversalSupportsUniversal SupportsCore Curriculum& Instructional Strategies

Purpose / Benefits of Using the Checklist The development of a coaching system to improve theimplementation of EBP Improved use of effective team processes (Meeting Mechanics) Increased staff knowledge of EBP for students with ASD Increased capacity for all staff to implement the EBP Improved staff skills in identifying meaning goals for studentswith ASD Improved staff skills in writing measurable goals for the IEP Improved capacity to collect and use relevant data to guideintervention decisions Improved outcomes for students with ASD andother developmental disabilitiesInuksuk

The START Coaching Checklist

The START Coaching ChecklistStep 1: Preparation for the Project– Identify the ISD, District, and Building– Identify Coach Leader(s)– Identify Building Coach (es)

Coach Leaders vs Building Coaches In multiple buildings Tends to beAncillary Staff:– School Psychologist– School Social Worker– Speech and LanguageTherapist– ASD TeacherConsultants– Occupational Therapist Primarily assigned toone building Tends to be:– Special Education Teacher– General Education Teacher– Building Speech andLanguage Therapist– School Counselor– Principal

Coaching PositionsAdvantagesDisadvantagesBuilding CoachCoach LeaderKnowledge of schoolStaff relationshipsRegular accessIndependentOutside perspectiveMultiple schoolsexperienceConflicting rolesNarrow range ofexperiencesLimited knowledge ofschoolLimited relationshipsLess frequent access

Adapted from Michigan ImplementationNetwork (MIN)START ProjectRCNCoachingCoordinationDistrict TeamISD / DISTRICTTEAMCoach LeadersBUILDING TEAMBuilding Coach(es)CLASSROOMS &STUDENTS

Requirements to become a Coach Leader Currently employed by a public school system inMichigan (or school support agency). Professional (credentialed by MDE or other schoolrelated credentialing agency) with at least THREEyears of experience working with students with ASD. Possess strong knowledge of Autism SpectrumDisorder and the core concepts in the STARTmodule areas (e.g. knowledge grounded in “effectivepractice” research). Attend a minimum of 10 hours of training in STARTcontent, preferably by START Staff Trainers.– Training MUST include Meeting Mechanics and USAPT

Requirements to become a Building Coach Currently employed by a public school system inMichigan (or school support agency). Professional (credentialed by MDE or other schoolrelated credentialing agency). Work regularly (3 days/wk ) in the building assignedas a building coach. Attend 10 hours of training in START contentprovided by START staff and/or EPLI ApprovedTrainers.

COACH RESPONSIBILITIES Meet AT LEAST monthly withbuilding team Follow up on action items Provide Implementation Support Model Meeting Mechanics Support the Team!!!

Coaching Skills

The START Coaching ChecklistStep 1: Preparation for the Project––––Identify the ISD, District, and BuildingIdentify Coach Leader(s)Identify Building Coach (es)Obtain Administrator Support Project Information / Purpose – Goals Permission for Monthly Meetings ? Pic and Video ReleaseSAMPLE ADMIN LETTER

AdministrativeSupport

Student ProfileStudent Name (DOB):Parents:ISD; District; Building:Grade:Teacher(s) / Relevant Staff:Relevant Family Info:LRE / Schedule:Copy of IEPStudent FactorsPreferred Interests:Fears / Dislikes:OTHER (Health, Needs, etc.):Language / CommunicationCheck One:Highly verbalMinimally verbalModerately verbalEcholalicLanguage / Communication Strengths:Language / Communication Needs:SocialSocial Strengths:Peer to Peer Support:Social Needs:BehaviorStudent’s Primary Behavior Challenges:FBAPBIS PlanDoes the student exhibit self-injury?Does the student exhibit aggression?YYNNIndependence / AcademicIndependence:Academic Output:Academic Engagement:Non-verbal

START Coaching Checklist Step 2

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team Development– Assemble Project Team and assign roles

Assemble a Team Identify Team Leader (Building Coach) Identify Team lding CoachCoach LeaderItinerant StaffAdministrationOthers?NOTE: CONSIDER PRE-EXISTING TEAMS (EX. StudentAssistance Team) Complete Team Information Form

Roles / Responsibilities Facilitator / Run the Board Note-Taker Time Keeper OTHER?

Collaborative Team Approach

MEETING stormCluster/Prioritize

ACTION PLAN WHO DOES WHAT BY WHEN

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team Development– Assemble Project Team and assign roles– Review EBPs

Team Members Review actices

Team Members Review EBPs NPDC (http://autismpdc.fpg.unc.edu/) National Standards alstandards-project/phase-2/) AIM (Autism Internet Modules) by OCALI(http://www.autisminternetmodules.org) AFIRM (NPDC) http://afirm.fpg.unc.edu/afirm-modules Association for Science in Autism tments desc.htm )

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team Development– Assemble Project Team and assign roles– Review EBPs– Schedule and Hold Initial Meeting— Agenda Example(Calendar)

Agenda for initial meeting Use meeting agenda form tokeep meeting notes Provide basic informationabout the EBP implementationprocess Establish a calendar for theyear including monthly datesand locations (use calendar) Establish data collection plan

ProjectCalendar

START Coaching Checklist Step 3

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team DevelopmentStep 3: Baseline Data– K-12 Target Student Reporting Form

K-12TargetStudentReportingFormStatewide Autism Resources and Training Project (START)K-12 Target Student Reporting FormType of DataBaselinePost-DataDate Completed:RCN:Completing this data set for:START IT Training - Host Site:Coaching Checklist for RCN priority #2Other*Parent permission required to submit this data to STARTISD:District:Target Student:Date of Birth:USAPT Completed for this building?YesNoCETA Completed for student’s classroom?YesNoDistrict% in regular class at least 80% of daySPP#5% in regular class less than 40% of dayData% in separate facilitiesGrade:Info on these tools can be found at:http://www.gvsu.edu/autismcenter/ ResourcesTo get this data: https://www.mischooldata.orgUnder “Special Education” click Annual PublicReporting –SPP; Download Part B Public ReportSpreadsheetStudent Data ProfileEducationalEnvironment% of time target student is currently in general education:80% or greater60-79%40-59%Less than 40%None, classroom in general ed buildingNone, separate facilityM-STEPParticipation in StateAssessmentOn last administration, wasstudent proficient?MI-ACCESSFunctional IndependenceSupported esNoSocial StudiesYesNoMark here if student is not ageeligible for State assessment.Performance level on last administration:IEP Course of Study:CertificateDiplomaE Emerging; A Attained; S SurpassedELAMathScienceSocial StudiesEEEEAAAASSSSNot Transition AgeIs the general education curriculum the primary focus of instruction?YesNoFrequency of extra-curricular activities (e.g. sports, clubs, dances) with nondisabled peers in the most recent school year:DailyWeeklyMonthly1-2 per SemesterNoneEngagementParticipation in camps and field trips with non-disabled peers in the most recentschool year:All offered 50% offered 50% offeredNoneNone AvailableEngagement Data Form – avg data for the past two weeksSubject/Activity 1: Gen ed or Sp edAvg minutes engaged:13-1510-127-93-60-2Indiv or GroupSubject/Activity 2: Gen ed or Sp edAvg minutes engaged:13-1510-127-93-60-2Indiv or Group*Report data on the same subjects/activities for baseline and post data**If a new subject/activity or setting is added since baseline reporting, please includebaseline with post data

www.mischooldata.org

Download SpecEd Public Report

SCROLL toIndicator 5

SCROLL to your district

K-12TargetStudentReportingForm

Engagement Data

K-12TargetStudentReportingFormContinued

Independence Data

K-12TargetStudentReportingFormContinued

Socialization DataEarly ChildhoodElementarySecondary

K-12TargetStudentReportingFormContinued

Passport

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team DevelopmentStep 3: Baseline Data– K-12 Target Student Reporting Form– USAPT

Universal Supports Assessment and Planning Tool (USAPT)Building Level Assessment of Evidence-Based Practices for Students with Autism Spectrum Disorders (ASD)What is the purpose of the USAPT?The concept behind Universal Supports for students with Autism Spectrum Disorders (ASD) is derived from the extensive research inthe area of school-wide positive behavioral interventions and supports. Universal Supports are building level supports and strategiesto promote a positive, effective learning environment and prevent a majority of problem behaviors. For the vast majority of studentswith ASD, the Universal Supports defined in this assessment are critical practices for learning, behavior support, and socialdevelopment, especially in integrated environments.The USAPT is designed to measure two main areas of support at the building level. The first area is foundational supports.Foundational supports such as guiding principles, teaming, and a commitment to working with families should be initial priorities. Ifthese three systems are not in place, it will be difficult to sustain progress in other areas. The second area of support consists ofspecific strategies to help students with ASD to learn, function independently, and develop meaningful social relationships.FOUNDATIONAL SUPPORTSSTRATEGIES TO SUPPORTLEARNING AND SOCIALDEVELOPMENTGuiding PrinciplesEducational Strategies and SupportsTeam Process and Problem SolvingAdult Support and InteractionsFamily Engagement and SupportPeer to Peer SupportPositive Behavioral Interventions and Supports

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team DevelopmentStep 3: Baseline Data– K-12 Target Student Reporting Form– USAPT– CETA

Classroom Environment and Teaching Assessment (CETA)Observer:Date / Time:District / Building:Teacher / Grade:The purpose of this tool is to assess the implementation of evidence-based classroom practices that provide a solid foundation for learningfor students with ASD. Instructional teams should use the tool in a collaborative manner by having the classroom staff complete a selfassessment and a qualified observer complete an assessment based on observation. Teams can then discuss items of disagreement andidentify areas for classroom improvement. This tool is not intended to be used to evaluate teachers nor should it be the sole source forprogram or classroom evaluation or decision making. A combination of other information including progress monitoring of IEPs, otherprogram assessment tools, and program outcome data should be used for a total program evaluation.3 Evident: Quality indicator in place ( 90% / of opportunities) with strong implementation fidelity: Coaching support needed for sustainability only.2 Inconsistent: Quality indicator partially in place (50-90% / of opportunities) and needs improvements in implementation fidelity / consistency.1 Emerging: Quality indicator minimally in place (20-50% / of opportunities). The effective practice is not occurring systematically enough to impact learning.0 Not Evident: Quality indicator is not in place ( 20% of opportunities).R Reported: Items was not observed but rather reported by staffN No opportunity to observe for this quality indicator.1.Visual ntionsand SupportsClassroom Arrangement and Routines are used to cue expected behavior (e.g.homework bin, reading area, agenda on the whiteboard).2. Daily Schedule is clear, consistent, predictable and posted and includes a mix ofindependent and interactive activities3. Individual Visual Schedules accurately reflect student skills, preferences, needs andabilities (e.g. the length of time spent working or participating in a group activity isindividualized to student attention span), are previewed at the beginning of the day andused at each transition throughout the day.4. Schedule Changes are highlighted with as much advance notice as possible to preparestudents for change; Students are actively taught coping strategies to manage change andreduce anxiety (e.g., use of a change card, calming strategies).5. Transitions in the Classroom: Students are prepared for classroom transitions withpredictable activities, signals, or cues; Staff has materials ready for the next activity tominimize waiting time and/or they use wait time to explicitly teach and practice skills.6. Individualized Visual Supports and Systems (e.g. work / task systems, visual timers,procedure lists, checklists, self-management systems) are used to increase independence intask completion and reduce problem behavior.7. Expectations: Clear, positively stated expectations for student behavior are posted andpre-taught; Expectations are reviewed with students and when behavioral errors occur,students are prompted to demonstrate the appropriate behavior.8. Positive Feedback for acceptable behavior is provided 5 times more frequently thannegative or corrective feedback.9. Reinforcers: Individualized, varied reinforcers are used to promote student motivation,engagement, and independence in task routines and activities.10. Proactive and Preventive Strategies are used to prevent negative behaviors (e.g, visualsupports, consistent schedules, seating arrangements, choice-making opportunities, firstthen charts,).11. Teaching Break: A designated space is identified for students to use when a break isneeded, and students are explicitly taught to use this area by using visual supports toprompt and assist students to initiate a break and independently move to the calming area.Reported (R)No opportunity (N)Emerging (1)Not Evident (0)Quality Indicator / Performance TargetEvident (3)Evidence-BasedPractice AreaInconsistent (2)Check One

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team DevelopmentStep 3: Baseline Data––––K-12 Target Student Reporting FormUSAPTCETASchedule Matrix

Schedule MatrixSchedule Matrix GuideThis tool is intended to be used by IEP and behavioral planning teams to assist in goal development and identification of necessary supports and strategies.Expectations &Instructional OutcomesCurrent Level of Skills(Compared to Peers)Current Supports,Strategies & EBPsPotential Goals &Strategies NeededIn this column, identify theexpectations & instructionaloutcomes during this part ofthe schedule. Expectationsand instructional outcomesinclude:In this column, identify thestudent’s performance,compared to peers, in thispart of the schedule.List in this column, all thesupports, strategies, and/orsupplementary aides andservices currently in place tosupport the student. Theseinclude but are not limited to:In this column, based oninformation in the previouscolumns, list potential goalareas (areas of need) andadditional strategies neededfor the student toindependently make adequateprogress in all areas.Student ScheduleIn this column, list thestudent’s daily scheduleincluding all primaryactivities, courses / classesand/or transitions. Independence SkillsSocial Interaction SkillsCommunication SkillsBehavioral SkillsAcademic Skillsincluding task initiation,engagement, & outputFor example, during“arrival,” the instructionaloutcomes may includeindependently taking offouterwear, getting materialsready, taking a seat, andcompleting morning work.Include in this section anyspecific IEP goals targetedduring a particular time in theschedule.Include the following: Independent SkillsSocial Interaction SkillsCommunication SkillsEngagement Skillsincluding task initiation,participation, and taskcompletion (output)Challenging BehaviorsDeficits in these areas will betargeted for intervention andshould be included in the lastcolumn. Visual / OrganizationalSupports / StrategiesPeer to Peer SupportsFunctionalCommunication SystemPositive BehavioralInterventions & SupportsEvidence-BasedPracticesAccommodations /ModificationsBehavioral ResponsePlan / Crisis PlanAdult (Paraprofessional /TA Support)

The Schedule MatrixScheduleAll MajorTransitions/ SubjectsExpectations &InstructionalOutcomes forALL StudentsTarget Student’sCurrent Level of Skill(Compared to Peers)CurrentSupports /Strategies &EBPs in PlaceIndependenceIndependenceVisualsSocialSocial icationAcademicEngagement TaskInitiation, Participation(Output) & TaskCompletionAccommodations/ DifferentiationChallenging BehaviorEBPsBehavioralPeer to PeerSupportPBIS StrategiesPotential Goals /Strategies NeededWhere do skillsbreak down?WHEN:Student is--not independent;--not engaged;--has behavioralchallenges;

Data Collection Tips Just the FACTS—be carefulof the human tendencies togive credit. Adjust the time increments ifneeded to be more reflectiveof the facts. Be observant of variablesimpacting the data

Every Team Member should have theOPPORTUNITY to observe at least once!!! Each team member observes once in all areasOR Social worker observes Independence; SpeechTherapist observe the Communication / SocialInteraction; Psychologist and Teachersobserve Engagement .OR Action Plan

Data Analysis?

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team DevelopmentStep 3: Baseline Data–––––K-12 Target Student Reporting FormUSAPTCETASchedule MatrixIndividual Student Data (independence, engagement, socialization)IDENTIFY THREE AREAS OF NEED

Review Collected Information Develop 3 areas of need– Engagement Task Initiation Task Participation Task Completion– Independence– Social Interaction– Communication– Academic Output– Behavior

Coaching Checklist Step 4

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team DevelopmentStep 3: Baseline DataStep 4: Select EBPs to Address Areas of Need

When you are choosing EBPs: Think about the context / Environment: Contextual Fit Think about the student’s Interests / Strengths / Needs Think about family preferences / input Think about the future: Independence / Socialization

Consider the Most Effective EBPsName Visual SupportsVisual SchedulesTask / Routine ChecklistsSelf-Management SystemsPeer to Peer SupportFunctional CommunicationSystems Video Modeling USE PREFERRED INTERESTSMarioBowser

Combining EBPs EBPs are NOT usually used in isolation – Self-management requires reinforcement– Video modeling may require prompting– FCT requires FBA Professionals should be prepared tounderstand and implement acombination of EBPs

Identify EBP Expertise

Coaching Checklist Step 5

The START Coaching ChecklistStep 1: Preparation for the ProjectStep 2: Team DevelopmentStep 3: Baseline DataStep 4: Select EBPs to Address Areas of NeedStep 5: Benchmark Measurable Goals

Based on theAreas of Needand Selected EBPs,Write 3Measurable Goals

Writing Measurable Goals / ObjectivesUTILIZING .Student Will .Under what conditions?At what level / degree(criteria)?

Writing Measurable GoalsFormula for Success UTILIZING—Using WHAT tool, support, system,etc. will the student learn to perform the skill? Utilizing a visual scheduleUsing peers / peer to peer supportUsing a picture choice boardWhen provided a visual promptUsing a visual functional communication systemUtilizing a routine checklistWhen given a check schedule cardUsing a choice modification strategyUsing a self-management checklist

BEHAVIOR Independently transition from activity to activityMake a choiceComplete the activity independentlyFollow the classroom routineComplete the worksheet independentlyRaise hand and wait to be called onAsk for helpInitiate interaction with a peerFollow instructions independentlyMake and engage in a choiceRemain in seat / areaAnswer content-related questionsRequest a food itemIndependently put on / take off

Writing Measurable GoalsFormula for Success UTILIZING—Using WHAT tool, support, system,etc. will the student learn to perform the skill? Behavior—Get some VERBS in your sentence– What competency / skill should change?– OBSERVABLE Conditions / Criteria— Under what conditionsand how MUCH / WELL will be considered masteryfor the time frame of the IEP (use peers)?

Writing Measurable GoalsFormula for Success Condition--Under what condition should the skillbe demonstrated (e.g. time, place, event)? During transition timesDuring a social conversationDuring class discussionsAt lunch time (or math, science, etc.)During morning and lunch recessDuring independent work activitiesWhen teacher is giving group instructionsDuring morning arrival routinesWhen preparing to go home

CRITERIA / Mastery 9 out of 10 trials / opportunities6 items / assignments75% accuracyIncrease by 10%3 times a dayOn 9 consecutive attemptsFor 15 minutes at a timeWithin 5 minutes4 times weekly3 out of 5 days4 class periods

HINTS for Writing Measurable GoalsObserveandCount

GOALS & OBJECTIVES / BENCHMARKSGuided PracticeChris will raise his hand whenhe needs assistance or wantsto share importantinformation. (90% of time)

GOALS & OBJECTIVES / BENCHMARKSGuided Practice Utilizing a self-management checklist (STRATEGY)Chris will raise his hand and share a key idea (BEHAVIOR)during science and social studies (CONDITION)4 of 5 opportunities (CRITERIA).

GOALS & OBJECTIVES / BENCHMARKSGuided Practice Chris will raise his hand when he needsassistance or wants to share importantinformation. (90% of time) Chris will ask for help and accept teacherresponse when he doesn’t understandsomething. (80% of time) With gestural prompts from peers and adults,Chris will limit conversational ideasappropriate to the setting. (90% of time)

GOALS & OBJECTIVES / BENCHMARKSGuided Practice Utilizing peer to peer support (STRATEGY)Chris will share an idea in the topic area (BEHAVIOR)During conversations at lunch and recess (CONDITION)4 of 5 opportunities (CRITERIA)

GOALS & OBJECTIVES / BENCHMARKSGuided Practice Kayla will use appropriate social greetings uponentering and leaving the classroom with teacher andpeers (hi, bye) in 8 out of 10 trial days. Kayla will expressively identify peers and adults byname in group and play activities with verbalprompting. (4/5 trials) Kayla will gain the attention of a communicativepartner by verbal or nonverbal means to make arequest, to gain assistance, and to engage inactivities. (4/5 trials)

GOALS & OBJECTIVES / BENCHMARKSGuided Practice During lunch and snack, Marci will use a visualsystem (words / pictures) to request at least 10 fooditems 8 of 10 trials. Marci will use a picture schedule to follow dailyclassroom routines with no more than 2 prompts 8 of10 daily transitions. Using a visual list of needed materials for classroomactivities, Marci will independently gather 8 of 10items.

DEVELOPING BENCHMARKSStudent (DOB):Level OfAttainmentDate:Goal 1:Goal 2:Goal 3:0BASELINE 1stEnd of 1 Quarter 2ndEnd of 2 Quarter 3rdEnd of 3 Quarter 4Annual GoalTargeted EBP:Targeted EBP:Targeted EBP:

Ways to Change Condition or CriteriaChangePrompt LevelsChange Setting Physical prompt Gestural prompt Verbal prompt Visual prompt Independent One setting in schoolTwo settings inschool2 school settingsplus 1 communitysettingChange People No adults Familiar adult Unfamiliar adult With one peer Across multiple peers

Benchmark Example:Level ofAttainmentAnnual Goal : Independently follow a visual schedule 4 of 5 days.0Given a visual “check schedule” card and the verbal instruction “check your schedule,”with 5-8 verbal / physical prompts, Ss will select each activity from the visual scheduleand transition to the appropriate area for that activity on 2 of 5 days. 1Given a visual “check schedule” card and the verbal instruction “check your schedule,”with no more than 3 verbal / physical prompts, Ss will select each activity from thevisual schedule and transition to the appropriate area for that activity on 2 of 5 days. 2Given a visual “check schedule” card and the verbal instruction “check your schedule,”with no more than 1 verbal prompts, Ss will select each activity from the visualschedule and transition to the appropriate area for that activity on 2 of 5 days. 3Given a visual “check schedule” card and the verbal instruction “check your schedule,”Ss will independently select each activity from the visual schedule and transition to theappropriate area for that activity on 2 of 5 days. 4Given a visual “check schedule” card and the verbal instruction “check your schedule,”Ss will independently select each activity from the visual schedule and transition to theappropriate area for that activity on 4 of 5 days.

BenchmarksBuilding team:Student:HarmonDanielDate: Updated 1-12DOB: NovemberLevelOfAttainmentGoal 1:Goal 2:Goal 3:0Daniel does not complete hisroutine in the morning without adultassistance and physical, visual orverbal prompting.During group carpet time, Danielrefuses to sit in the carpet area withhis peers.Daniel requires verbal andphysical prompts to do anypaper/pencil tasks. 1Using a visual routine checklist,Daniel will enter the building andput his belongings away at arrivalwith 3 adult visual / physicalprompts 2 of 5 consecutive days.Using peer to peer support, Danielwill sit in the carpet area with hispeers during group time for oneminute on 2 of 5 days. 2Using a visual routine checklist,Daniel will enter the buildingindependently and put hisbelongings away during arrival on 2of 5 consecutive days.Using peer to peer support, Danielwill sit in the carpet area with hispeers during group time for 5minutes on 2 of 5 days. 3Using a visual routine checklist,Daniel will enter the buildingindependently and put hisbelongings away on 5 of 5consecutive days.Using peer to peer support, Danielwill sit in the carpet area with hispeers during group time for the entiregroup time on 2 of 5 days. 4Using a visual routine checklist,Daniel will enter the buildingindependently and put hisbelongings away during arrival for 2consecutive weeks.Using peer to peer support, Danielwill sit in the carpet area with hispeers during group time for the entiretime on for 4 of 5 consecutive days.EBPVisual Schedule (RoutineChecklist)Peer Mediation Instruction (Peer toPeer Support)Using visual supports(accommodations / modifications)& video modeling, Daniel willcomplete one worksheet dailywith no more than 3 visual /verbal prompts.Using visual supports(accommodations / modifications)& video modeling, Daniel willindependently complete oneworksheet daily for 5 consecutivedays.Using visual supports(accommodations / modifications)& video modeling, Daniel willindependently complete 4 of 5required worksheets for 5consecutive days.Using visual supports(accommodations / modifications)& video modeling, Daniel willindependently complete 4 of 5required daily worksheets for 2consecutive weeks.Visual Supports(accommodations / modifications)

BenchmarksBuilding team: HarmonStudent: Phillip CokerDate: Updated 1-12DOB: May 8, 2002LevelOfAttainmentGoal 1:Goal 2:Goal 3:0Phillip struggles to maintainattention and focus duringacademic activities. He requiresadult prompting to complete work.