MIAMI-DADE COUNTY PUBLIC SCHOOLS



MIAMI-DADE COUNTY PUBLIC SCHOOLS

Prekindergarten Program for Children with Disabilities

|Pre-K SPED |[pic] |

|Assistive Technology Implementation Plan | |

To check boxes on this form, double click inside the box and choose “checked” and “ok”.

|Student: A.M. |If you are sending a copy of this plan to the Pre-K Tech Team, please indicate |

|Date of Plan: XXXXXX |why: |

|ID #: XXXXXX | |

|DOB: 7/15/08 |FYI |

|School: Air Base Elementary | |

|Exceptionality: Developmentally Delayed | |

|Placement: Reverse Mainstream |To receive informal feedback (specify) |

|Pre-K Teacher: Ms. Q | |

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| |phone |

| |email |

| |classroom visit |

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| |As a referral for an Assistive Technology Screening/Assessment |

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| |As required for a Functional Assessment of Behavior (FAB) |

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Other team members (name and title) giving input to this plan, including the parent(s):

S.M., parent

Current therapy/related services include (check all that apply):

OT Speech Language Orientation/Mobility

PT Vision Hearing Other: ____________

1. What does this student like to do? Use this information to choose motivating activities, communication topics and/or reinforcers.

A.M. enjoys playing in the House Area with both dress up and kitchen materials. She also enjoys playing with the dollhouse and role-playing with the people. She talks a lot about princesses and Ariel the Little Mermaid. She also enjoys snacks such as chips and gummy treats.

2. What does this student do well? Use this information as a base to begin intervention.

A.M. works well with manipulatives like legos, Mr. Potato Head, and pegs. She listens well to stories and actively participates in structured activities like Greeting Time and Small Group Time. She plays group games and can follow verbal directions.

3. What TASK(S) do you want this student to be able to do that he or she is not presently able to do? BE SPECIFIC! Choose 1 – 3 tasks and state them using action verbs, EX: “greet a friend” or “stay with the group.” State any behavioral expectations in positive terms.

1. Get a friend’s attention in a positive manner.

2. Calm herself down when upset.

3. Take turns with materials during Work Time.

4. Describe tools (materials and strategies) that have already been used with this student to address these needs and describe the results so far:

1. Behavior cues (visuals) – no results observed yet

2. Relaxation Techniques/Safe Place – helpful so far in helping A.M. calm down

Adaptation Station

5. Use the compilation of classroom materials, instructional strategies, and assistive technology devices on this page and the next to find tools that can be used to assist this student in performing the tasks you identified in Question #3.

• Use ONLY the sections that correspond to the chosen tasks.

• Check items that have been tried and items that will be tried, in the appropriate column. To check boxes on this form, double click inside the box and choose “checked” and “ok”.

• If you choose a Communication Tool, be sure to choose one or more AAC Strategies as well

|Communication Tools |Augmentative/Alternative Communication (AAC) Strategies |

|Tried |Tried |

|Will try |Will try |

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|Picture communication boards |Use the daily routine as a framework for planning for the use of AAC |

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|PECS (Picture Exchange Comm. System) book |Use messages that are motivating for the student |

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|Single message voice output device (Big Mack, Mini Com, etc.) |Model the use of devices/boards by pointing to the appropriate messages as |

| |you speak |

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|Sequenced message voice output device (Step-by-Step, Sequencer) | |

| |Give cues (expectant pause, facial expression, gesture, body language, etc.) |

| |and plenty of wait time for student responses |

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|Multi-message voice output device with levels (Cheap Talk 8 / 6-level, Tech | |

|Speak 32) | |

| |Practice the prompt hierarchy |

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|Voice output device with dynamic screen (consult with Pre-K Tech Team) | |

| |Build empowerment, initiative, and ownership |

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|Other: | |

| |Provide immediate and consistent feedback to a student’s communication |

|_________________________________________________ |attempts |

|Pre-Writing/Creative Representation | |

|Tried | |

|Will try | |

| |Set the stage for communication to occur (sabotage) |

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|Adaptive tool grip |Keep devices/boards accessible and within easy reach |

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|Stabilization of materials |Use a symbol system according to student’s need (objects, miniature objects, |

| |photos, drawings, product labels, or Picture Communication Symbols – PCS) |

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|Slant board or inclined work surface | |

| |Other: |

| | |

| |______________________________________________________ |

|Stamps (sponges, potatoes, cookie cutters, etc.) |Physical Access to Play and Participation |

| |Tried |

| |Will try |

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|Alternate tools for painting (paint rollers, dot markers) | |

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| |Switch adapted toys |

|Adapted scissors | |

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| |Grasping tools and toy adaptations for grasping |

|Swirl art toy adapted with switch | |

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| |Stabilization or mounting of toys/materials |

|Stencils | |

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| |Non-slip materials on play surface (Dycem, Velcro, carpet square, etc.) |

|Computer software to draw | |

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| |All-Turn-It spinner for participation, turn taking and random selections |

|Other: | |

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|_______________________________________________________ | |

|Books and Literacy (Shared Reading, Phonological Awareness, Story Time) |Environmental control unit (PowerLink) for activation of electronic devices |

|Tried |(tape player, blender, string of lights, etc.) with a switch |

|Will try | |

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| |Adapted swing/tricycle |

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|Single message voice output device programmed with repeated lines/phrases | |

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| |Computer with software for play/games with switch or adapted keyboard |

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|Sequenced message device programmed with story/song/rhyme lines | |

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| |Other: |

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|BELL Shared Reading/Phonological Awareness picture boards and overlays | |

| |For more information on any of these items, go to |

| | station.html |

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|Stabilization of books with Dycem, Velcro, bookstand | |

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|Adapted page turners (hot glue dots, ponytail holders, page fluffers) | |

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|Object books, tactile books | |

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|Language Master | |

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|Stories on computer with switch or adapted keyboard | |

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|Symbolate (typing with symbols) | |

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|Other: | |

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Adaptation Station (continued)

|Positioning, Seating and Mobility |Positive Behavior Supports/ Organizational Strategies |

|All adaptive equipment must be determined in consultation with a M-DCPS |Tried |

|Occupational or Physical Therapist |Will try |

|Tried | |

|Will try | |

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| |Clearly defined work/play areas |

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|Appropriate seating/positioning for floor | |

|activities | |

| |Classroom visual schedule |

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|Appropriate seating for table activities | |

| |Transition routines and cues |

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|Appropriate positioning/equipment for | |

|outdoor activities |Becky Bailey relaxation techniques |

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|Equipment for standing |Becky Bailey “I Love You Rituals” |

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|Equipment for mobility |Becky Bailey daily commitments |

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|Adapted toilet |Safe Place |

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|Other: |Communication strategies |

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|Based on a therapist's recommendations, check Pre-K SPED website for | |

|availability and procedures: | |

| |Behavior cue symbols |

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|______________________________________________________ | |

|Computer Access | |

|Tried |Social skills posters |

|Will try | |

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| |Clearly defined personal space |

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|Mini mouse | |

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| |Timer |

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|Touch screen | |

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| |Individual visual schedule |

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|Trackball | |

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| |Mini visual schedule |

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|Joystick | |

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| |Task cards |

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|Alternate keyboard (Intellikeys) | |

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| |Individual work system |

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|Switch access with cause/effect software | |

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| |First/then board |

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|Switch access with scanning | |

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| |Behavior/reward system |

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|Other: | |

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|_______________________________________________________ |Social story |

|Activities of Daily Living/Self-Help | |

|Tried | |

|Will try | |

| |Seat cushion |

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|Stabilization of materials |Weighted vest (must be based on recommendation from M-DCPS OT/PT and be on |

| |child’s IEP) |

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|Tools for grasping | |

| |Other: Color changing touch board (from ) |

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| |______________________________________________________ |

|Adapted utensils |Vision |

| |Tried |

| |Will try |

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|Adaptive cups | |

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| |Object books, tactile books |

|Adapted dishes | |

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| |Objects/Braille/tactile symbols for labeling and storage |

|Adapted toilet | |

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| |Alternate computer keyboard with enlarged keys/tactile labels |

|Toileting schedule (Teacher Handbook, App. P) | |

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| |Tactile symbol schedule |

|Other: | |

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|______________________________________________________ | |

|Hearing |Beeping ball |

|Tried | |

|Will try | |

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| |Puffy paper, puffy paint |

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|Headphones | |

| |Textured and/or scented activities and materials |

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|Classroom amplification system | |

| |Wiki sticks |

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|Personal amplification system | |

| |Light box |

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|Augmentative communication: pictures, text, voice output, signs, etc. | |

| |Other: |

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|Other: |For more information on any of these items, go to |

| | station.html |

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6. Use the table(s) below to finish this student’s plan. Use 1 table per task/tool. NO PLAN IS COMPLETE UNTIL at least one table is filled, including documentation of results after an appropriate implementation period.

|WHAT task will the student be expected to |WHAT tool (device or material) will be |WHERE will the tool be obtained? |

|do (from Question #3)? |used? | |

|Task: |Tool (device/material): | already in classroom |

|Get friend’s attention in a positive |Social Skills posters |request from Pre-K Tech Team |

|manner. |Daily committments |borrow from ________________ |

| | |make |

| | |download / print |

| | |other: |

|WHEN in the daily routine will this tool/strategy be used (check all that apply)? |

| Arrival |

|Greeting |

|Small Group |

|Large Group |

| |

|Snack/Lunch |

|Outside |

|Planning/Recall |

|Work Time |

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|Clean Up |

|Shared Reading |

|Phonol. Awareness |

|Self-Help |

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|1 to 1 Time |

|Therapy |

|Closing |

|Home |

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|HOW: Describe specific instructional strategies for the use of this tool |

|The social skills posters will be taught in their specific order (ex: get your friend’s attention comes first) in large group times and we will all |

|discuss the strategies and practice together. A.M.’s parents will receive a copy of the strategies for home and we will talk about how to implement|

|them at home. |

| |

|DOCUMENT results below after an appropriate implementation period |

|Date: XXXXXX |

|Results: |

|A.M. was extremely receptive to the Social Skills posters. She especially enjoyed role-playing with her friends. At first, verbal prompts were |

|used to remind her when it was appropriate to use the certain skills she had learned. As time progressed, she was able to remember on her own how |

|to utilize the skills. She continues to need some minimal prompting at times, but has mostly retained the social skills that were taught. |

|WHAT task will the student be expected to |WHAT tool (device or material) will be |WHERE will the tool be obtained? |

|do (from Question #3)? |used? | |

|Task: |Tool (device/material): | already in classroom |

|Calm herself down when upset. |Relaxation techniques |request from Pre-K Tech Team |

| |Safe place |borrow from ________________ |

| |Color changing touch board: |make |

| |[pic] |download / print |

| | |other: touch board available from |

|WHEN in the daily routine will this tool/strategy be used (check all that apply)? |

| Arrival |

|Greeting |

|Small Group |

|Large Group |

| |

|Snack/Lunch |

|Outside |

|Planning/Recall |

|Work Time |

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|Clean Up |

|Shared Reading |

|Phonol. Awareness |

|Self-Help |

| |

|1 to 1 Time |

|Therapy |

|Closing |

|Home |

| |

|HOW: Describe specific instructional strategies for the use of this tool |

|Relaxation techniques are demonstrated and practiced by all the children using the cube during Greeting Time. When she is upset, A.M. will either |

|go or be guided to the Safe Place to relax and gain composure. While in the Safe Place, she can use the relaxation techniques and the Color |

|Changing Touch Board as well as lotion and squishy toys to calm down. |

|DOCUMENT results below after an appropriate implementation period |

|Date: XXXXXX |

|Results: A.M. had immediate success using the touch board while in the Safe Place. It immediately focused her attention on something other than |

|her emotion and helped her calm down. Doing the relaxation techniques with her also calmed her down and regain her composure and she learned to do |

|them with a verbal cue while working in the areas so as not to always need to go to the Safe Place. |

| |

|WHAT task will the student be expected to |WHAT tool (device or material) will be |WHERE will the tool be obtained? |

|do (from Question #3)? |used? | |

|Task: |Tool (device/material): | already in classroom |

|Take turns with materials during Work |First/Then board |request from Pre-K Tech Team (visual timer) |

|Time. |Visual timer |borrow from ________________ |

| |[pic] |make (First/Then board) |

| |(available from the Pre-K Tech Team) |download / print |

| | |other: |

|WHEN in the daily routine will this tool/strategy be used (check all that apply)? |

| Arrival |

|Greeting |

|Small Group |

|Large Group |

| |

|Snack/Lunch |

|Outside |

|Planning/Recall |

|Work Time |

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|Clean Up |

|Shared Reading |

|Phonol. Awareness |

|Self-Help |

| |

|1 to 1 Time |

|Therapy |

|Closing |

|Home |

| |

|HOW: Describe specific instructional strategies for the use of this tool |

|We will set up the First/Then board with A.M.’s symbol and that of another child. We will tell A.M., “After ____’s turn, it will be your turn.” |

|Then we will set the timer for 5 minutes. Amy can see on the timer how much time she has left to wait for her turn. Then she will take a turn and |

|we will change the First/Then board and say, “Look, A.M., you have 5 minutes to play, then it will be ___’s turn.” |

|DOCUMENT results below after an appropriate implementation period |

|Date: XXXXXX |

|Results: After using the combination of the First/Then board and the visual timer for two weeks, we discovered that A.M. didn’t really need the |

|First/Then board. With the use of the timer and simple statements such as, “Right now it’s Emma’s turn. When the timer is finished, it will be |

|your turn.” She was able to take turns with the other children appropriately rather than becoming aggressive. |

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