Week 4 Capstone

 Reflect on your coursework in your program of study( Autism Spectrum Disorder ). Choose one experience ( attached Collaboration Model)from this program that aligns to Council for Exceptional Children Advanced Preparations Standard 2. Use and label each key element in the paper.

Use the attachment “Week 2″ as an example to follow. Use the attached ” Alex and paulo case” as the assignment that you are referring to throughout this assignment. Please review the attached rubric.  While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and 4 references should be presented using APA documentation guidelines, which can be found in the APA Style Guide,   

 Advanced Preparation Standard 2: Curricular Content Knowledge  

2.0Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.

Key Elements

2.1Special education specialists align educational standards to provide access to challenging curriculum to meet the needs of individuals with exceptionalities.

2.2Special educators continuously broaden and deepen their professional knowledge and expand their expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content.

2.3Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities. 

autism special educationCapstone

Portfolio Experience EXAMPLE ONLY

Experience Title: FBA and Intervention Plan

Aligned CEC Standard: Council for Exceptional Children. (2020). CEC Advanced Preparation Standard 1 Assessment 1.0 Special education specialists use valid and reliable assessment practices to minimize bias.

Aligned CEC Standard Elements: Council for Exceptional Children. 1.1 Special education specialists minimize bias in assessment. 1.2 Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs.

Rationale: For this submission I have chosen a functional behavior assessment (FBA) and resulting intervention plan for a student named DJ. DJ exhibited challenging behaviors that impeded his learning in the classroom, and in order to better understand the function of his behavior I completed an underlying characteristics checklist (UCC) and an individual strength and skills inventory (ISSI) as part of his FBA following the Ziggurat model which controls for bias , and then created a global intervention plan (GIP) to make academic gains by targeting his strengths and addressing his areas of need. Of all the assignments I have completed during this master’s program, this FBA and GPI taught me the incredible value of investing time and energy in assessing students’ challenging behaviors to more comprehensively understand how to best manage, use, and overcome those challenges to achieve academic and functional gains. This artifact represents my proficient application of CEC Advanced Preparation Standard 1 Assessment by my use of valid and reliable assessment practices to minimize bias 1.0 (CEC, 2020). I used a variety of methods for assessing and evaluating the performance of an individual with exceptionalities; because I designed my own checklist and used research-based methods for assessing and evaluating my student’s program, the use of 1.2 (CEC, 2020) was evident. I advocated for evidence-based practices in my classroom assessment and I reported the assessment of my student’s performance and evaluation of his instructional program in his IEP and to the child study team. In completing the assignment for this artifact, I used the Ziggurat model, which is more than an assessment and intervention strategy; it is a comprehensive planning system for effecting fundamental positive outcomes for individuals of all ages with autism spectrum disorder (Myles, Grossman, Aspy & Henry, 2009). When I completed the prerequisite UCC and ISSI and then applied the data to the ABC-Iceberg, I felt like I had been given the secret key to unlock the mystery of my student’s behavior. I was so excited to feel that I truly could see my student for who he is, both in strengths and unique needs. Applying the data then to the Ziggurat worksheet gave me the confidence to move into the intervention planning stage knowing that I wasn’t just relying on my instincts as a teacher and that the chosen instrument by design, controlled for bias 1.1 (CEC, 2020. The benefit to the Ziggurat model is its evidence-based strategic and systemic approach to designing intervention instruction. According to the National Autism Center, my assessment approach before learning and using the Ziggurat model was “grassroots” (Evidence-Based Practice, 2009). I was a teacher operating largely alone in trying to address my students’ needs within the confines of my own capacity. The Ziggurat model expands that capacity, builds a collaborative team approach, and relies on data to drive instruction. While it is time consuming, it is most definitely worth the investment of time. Once the UCC and ISSI are complete, that same data can be applied again and again to design intervention for future instruction, addressing all student behavior that interferes with learning. Aspy and Grossman (2012) state that “depending on the individual’s characteristics, any given demand may constitute an obstacle.” We must always remember that students with ASD are unique learners, and unlike their typical peers, may not possess the flexibility of mind to overcome seemingly small obstacles. When typical students struggle with a task, they often ask for help, turn to a peer, or otherwise push through with persistence until successful. When teaching students with ASD, relying on the UCC and ISSI to help understand the individual’s needs and strengths can make all the difference between success and failure in achieving a task. It can help us know how to lower the demands of the task to remove obstacles to student success. I will use my knowledge and skills gained from this experience in planning new tasks for students with ASD, using the UCC and ISSI to help me analyze tasks to determine if the demand is too easy, too demanding, or just challenging enough to be right in the zone of proximal development (Aspy & Grossman, 2012). I will be able to identify and prioritize skill deficits that may be obstacles to learning, and reduce task demands by considering all key areas in the UCC, providing necessary supports to the environment to foster success. Lastly, I appreciate the value of using assessments that minimize or control for bias 1.0 (CEC, 2020). References Aspy, R., and Grossman, B.G. (2012). Interventions for High-Functioning Individuals with Autism Spectrum Disorders: The Ziggurat Model (2nd Edition). Shawnee Mission, Kansas: AACP Publishing. Retrieved from http://gcumedia.com/digital-resources/aapc-publishing/2011/designing-comprehensive-interventions-for-high-functioning-individuals-with-autism-spectrum-disorders_the-ziggurat-model_ebook_2e.php Council for Exceptional Children. (2020). Advanced special education preparation standards. Arlington, VA: CEC Retrieved from  https://exceptionalchildren.org/standards/advanced-special-education-preparation-standards Council for Exceptional Children. (2015). Advanced common specialty items. Arlington, VA: CEC Retrieved from https://exceptionalchildren.org/sites/default/files/2020-07/Advanced%20Common%20Specialty%20Items Evidence-based practice and autism in the schools: a guide to providing appropriate interventions to students with autism spectrum disorders. (2009). The National Autism Center. Retrieved from http://www.unl.edu/asdnetwork/documents/guidelines_resources/nac_guide Myles, B. S., Grossman, B. G., Aspy, R., & Henry, S. A. (2009). Planning a comprehensive program for young children with Autism Spectrum Disorders. International Journal of Early Childhood Special Education, 1(2), 164–180. Retrieved from https://doi-org.lopes.idm.oclc.org/10.1037/spq0000060

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Rubic_Print_Format

Experience

No submission.

Course Code	Class Code	Assignment Title	Total Points
SPD-575	SPD-575-O501	Capstone Portfolio: Professional and Ethical Practice	Experience	90.0
Criteria	Percentage	No Submission (0.00%)	Insufficient (69.00%)	Approaching (74.00%)	Acceptable (87.00%)	Target (100.00%)	Comments	Points Earned
Category	100.0%
75.0%		No submission.	Template is incomplete with summary not identifying CEC Advanced Preparation Standard 6. The summary does not reflect learned knowledge, defend proficiency of standard, and describe proposed use of knowledge.	Template is incomplete with summary inadequately identifying CEC Advanced Preparation Standard 6. The summary inadequately reflects learned knowledge, defends proficiency of standard, and describes proposed use of knowledge.	Template is complete with summary clearly identifying CEC Advanced Preparation Standard 6. The summary reflects learned knowledge, defends proficiency of standard, and describes proposed use of knowledge.	Template is complete with summary skillfully and concisely identifying CEC Advanced Preparation Standard 6. The summary reflects learned knowledge, defends proficiency of standard, and describes proposed use of knowledge.
Research-based Articles	15.0%	No research-based articles are included. No citations are used.	Research-based articles are present. Citations are inconsistently used.	Research-based articles are included. Sources are appropriately documented, although some errors may be present.	Research-based articles are present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.	Research-based articles are present and fully inclusive of all cited sources. The documentation of cited sources is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)	10.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.	Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking.	Submission includes some mechanical errors, but they do not hinder comprehension. A Varieties of effective sentence structures are used, as well as some practice and content-related language.	Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage	100%

COMMUNITY-BASED INSTRUCTION 2

Alex and Paulo Case Scenarios: Community-Based Instruction

Student’s name

Lecturer’s name

Course

Date

For students with severe disabilities, community-based instruction should be included in the curriculum, enabling them to participate and succeed in our daily living’s functional areas depending on their individual goals. The IDEA defines the transition services, coordinating vast activities for those with a disability that incorporates services related to them, experiences of the community, employment development, and living objectives after school is necessary to acquire daily living skills. This community-based therefore digs deeper into the goal that supports the interests and strengths of students. (Tett, 2016) Thus, the Community Based Instruction (CBI) significantly promotes teaching through academic and functional skills present in students’ natural environments. It is because of the setting and the performed tasks that facilitate student independence hence age-appropriate, where activities are age-appropriate are shown and used by peers that are appropriate for developing their needs.

Parents and other community members’ involvement, for instance, businesses, local establishments, and teachers, is a critical component of the CBI and expects that Paulo and Alex will live, work, play, and shop in integrated environments the natural community. And will independently participate in the activities of life across a verity of settings. Alex is seventeen years old, and Paulo eighteen years; they have goals of counting money, Alex asking his boss for help at the time of need, budget his monthly expenses, and saving money in his savings account. Educationally, Alex Paulo should learn how to count money, a critical skill when conducting purchases, and learn how to make the exact change and independently purchase things. Moreover, Alex getting a payback stipulates that they should learn how to budget their expenses not to overspend. The Community bases instruction enhances the connection between Alex’s post-secondary goals and IEP goals since there is an opportunity to ask from his supervisors when unsure of what to do since he is intimidated by his boss. Paulo working at the grocery, does a good job. The employer he shadows admires him for working part-time after graduation that will enable him to save money and adequately budget his expenses. (Jeffs,2015)

The community-based instruction is set to occur in natural settings within Alex’s and Paulo’s community, where they will frequent as adults living independent lives. For instance, the Laundromat in Detroit. There will be an organized trip to the supermarket to work on the skill of exchanging money but in consideration of the local supermarket. Paulo worked in the grocery store; hence, many students will be trading money there; therefore, the best practice. Due to Alex and Paulo have autism, they have trouble learning and generalizing abstract skills. Using funding as it is intended to be used, then teaching the students’ environments is paramount, hence the reason for getting out and practicing the skills necessary for independent living. (Bates et al. 2019) Instead of the students learning the skills in class, the job-related skills in the natural environment, such as the grocery and their actual employment places, are essential.

Alex and Paulo will therefore increase the appropriate behavior that will suit their communities and work settings soon, mobility and independence, and their generalizing abilities of knowledge and skills to the new emerging situations. Commitment, cooperation, participation, and communication of the caregivers stipulating participation in identification, planning, and programming skills. (McConnell,2017) The academic staff increases creativity through their motivations, and awareness grew in the communities on the potential those with disabilities like Paulo and Alex have in consideration of the private sector partnerships. The program also stipulates the domestic, vocational, leisure, recreation, and community resources access. Moreover, the opportunities for “learning by doing” must be provided for Alex and Paulo, where they are typically expected to occur.

Reference

Tett, Lyn (2016). Community Education, Lifelong Learning & Social Inclusion. Edinburgh: Dunedin Academic Press

Jeffs, Tony. (2015). Informal Education: Conversation, Democracy, and Learning. Nottingham: Educational Heretics Press.

Bates, P. E., Cuvo, T., Miner, C. A., & Korabek, C. A. (2019). Simulated and community-based instruction involving persons with mild and moderate mental retardation. Research in developmental disabilities, 22(2), 95-115.

McConnell, Charlie (2017). Community Learning and Development: The Making of an Empowering Profession. Edinburgh: Community Learning, Scotland/PAULO.