implementation plan: processes for selecting and using ebp

Implementation Plan: Processes for Selecting and Using EBP

Implementation Plan: Processes for Selecting and Using EBP

• Target the EBP– Determine the EBP that will likely be a good fit for the

student and to teach the targeted skill• Create a Task Analysis– Develop a task analysis of the skill that includes the use

of the EBP• Data. – Determine the type of data to collect that will help you

know if the EBP is working• Planning for Implementation

Three Processes for Today

Target the Evidence Based PracticeStudent Strengths Student Needs Build a Plan

5. What EBP (or practices) will be used to teach the skill (Select an EBP that will use the student strengths)

6. Refine the goal statement by adding the EBP

Target the Evidence Based PracticeStudent Strengths Student Needs Build a Plan


Use one of more of the following1) Self Monitoring 2) Simulation3) Visual Supports

using self monitoring strategies

EXAMPLE: Hunter

Target the Evidence Based Practice

One or more of the following: Assistive Technology, Visual Supports, and Prompting (revise current plan)


Student Strengths Student Needs Build a Plan

EXAMPLE: Shawna

using visual supports and a revised prompting plan for the team

6. REfine the Goal StatementIdentify more specifically the EBP(s)

1. Shawna will independently complete the oil change using visual supports.

2. Hunter will use strategies to stay focused on the identified vocational task using self monitoring strategies

3. Vernon will communicate career choices through self-advocacy training.

4. Ann will accurately complete work tasks within one hour through the use of mobile technology and self-monitoring supports.

5. Sean will select and explore 10 career options through the use of visual supports, self-advocacy and computer assisted instruction.

6. Juan will increase his independence when performing job tasks by 25% (with out the support of an aide) through the use of chaining.

1. Student Strengths

• How does the student best learn?• What makes the student proud?• What can the student accomplish with little or no

assistance?• What are the academic strengths?• What are the students areas of interest or motivation?• Are social skills a strength?• What do others recognize in the student?• What would the student indicate he would do given ‘free

time’?

2. Student Needs

• What does the student need assistance to do, remember or accomplish?

• What does the student refuse to do?

• Where do you find yourself frequently stepping in and assisting?

• What areas of social interaction and self monitoring are difficult?

• What need, if improved, would assist the student to improve outcomes within school and adulthood?

3. Skills to be Taught

• What skills does the student need to master to address needs?

• What specific aspects of a job, task or skill seem to cause difficulty?

• What skill or ability would allow the student to better achieve in school activities?

• What skill or ability would allow the student to better reach his/her goals and adult outcomes?

4. Student Goal to Address Need

• By now you are already working on identifying the student goal

• The priority needs have surfaced• The areas of need that could be addressed

given a new skill are more clear. • Identify the student goal to address a selected

areas of student need

4. Define the Goal Statement

1. Shawna will independently complete the oil change

2. Hunter will use strategies to stay focused on the identified vocational task

3. Vernon will communicate career choices

4. Ann will accurately complete work tasks within one hour.

5. Sean will select and explore 10 career options

6. Juan will increase his independence when performing job tasks

5. Evidence Based Practices• After reviewing the students strengths, needs and

skills to be taught, what EB Practices seem to be a good match?

• What EB Practices build off the student’s learning style?

• What EB Practices may have worked in past years?• What EB Practices are used now that could be

revised and improved for better success?

6. REfine the Goal StatementIdentify more specifically the EBP(s)

1. Shawna will independently complete the oil change using visual supports.

2. Hunter will use strategies to stay focused on the identified vocational task using self monitoring strategies

3. Vernon will communicate career choices through self-advocacy training.

4. Ann will accurately complete work tasks within one hour through the use of mobile technology and self-monitoring supports.

5. Sean will select and explore 10 career options through the use of visual supports, self-advocacy and computer assisted instruction.

6. Juan will increase his independence when performing job tasks by 25% (with out the support of an aide) through the use of chaining.

Target the Evidence Based Practice

One or more of the following: Assistive Technology, Visual Supports, and Prompting (revise current plan)


Student Strengths Student Needs Build a Plan

EXAMPLE: Shawna

using visual supports and a revised prompting plan for the team

Review your completed work

Make sense?

Getting to the Details:Task Analysis

• Task Analysis: Identifying the steps to the task, job, or assignment that the person needs to perform– Individual, unique steps or actions of the

task/activity– Defined clearly– Will help determine when and how to insert

strategies and supports

Task Analysis

• Steps for Brushing Teeth– Get in groups of 2 or 3– Take a few minutes to make as complete an

analysis as possible– Note where you and your partners may have done

the steps differently.

Task AnalysisList Each Specific Step to Brushing Teeth

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Considerations

• Steps for preparing to complete the task, such as gathering materials

• Is location a consideration? Does the location change the steps?

• Prerequisites Skills– Oil Change… Do I know how to pick the correct oil? – Greeting co-workers… Do I know who is my co-worker?– Is knowing how to ask for help when I find myself unsure

part of the process?• Others???

Begin Your Task Analysis

Select the skill to be taught and the EBP you wish to use.

Begin the task analysis of that skill(You may not finish or you may wish to revise it later)

Skill To Be Taught ___________________________________Student Name: _________________________

Environment where this will be taught________________________________________________________

Step # Describe Step Student Level of Independence

Ind Vis/Pic Ges Mod Ver Phy














Complete this area

Only!! X
















Independence with Steps Requires Knowledge of

Prompting

Prompting… An EBP

Prompting is a Teaching Strategy

PromptingAny assistance given that

supports learning or initiates the use

of a specific skill

Prompting

Used by Everyone! All the Time! Very Effective!

But often issues or concerns arise. What issue/concerns have you seen related to

prompting?

Prompting Errors

• Over prompting… student does not try• Inconsistent prompting… team not on the

same page• Lack of fading …..poor planning of the level of

prompts to use and how to fade• Lack of data …..collected or reviewed

Two Considerations

What TYPE of Prompt to useHOW to use the Prompt

What Type of Prompt? • Verbal Prompts:

– Statements that helps a person acquire target skills (e.g. “You might need to try it a different way” “Write your name”)

• Gestural Prompts: – Coaches make movements that cue the person to use a particular

behavior/skill (e.g. pointing to the top of the paper for the to write name)

• Model Prompts:– Coaches perform the target skill or behavior.

• Physical Prompts: – Coaches touch person to help them use the target behavior or skill (e.g.

tapping a youth’s hand to cue her to begin writing her name)

• Visual Prompts: – Coaches show pictures of events that provide information about how to

use the target skills or behavior (e.g. task analysis checklist, picture card

Which Prompt? Consider a Prompt Hierarchy

www.djfiddlefoundation.org

How to Use the PromptMost-to-Least

• Prompts given to complete each step of the task correctly

• Gradually the amount of assistance provided is reduced as the person makes progress towards independence.

• Used when teaching new skill

Least-to-Most

• Person has opportunity to perform each step independently or with the least amount of assistance

• Greater degrees of assistance are provided if the person demonstrates he/she is unable to perform the steps correctly

• Use when person has already been taught or practices skills

When Teaching

When Gaining

Independence

Prompting Least to Most Example

• Video available at • https://www.youtube.com/watch?

v=gOAbePwwfnU

REMINDER:Use Visual Prompts

(Instead of a person-prompt)

Skill To Be Taught ___________________________________Student Name: _________________________

Environment where this will be taught________________________________________________________
















Look at the steps you outlined.

Make some decisions about what level of

prompting is needed.

Put Your Plans Together

Student Name: _________________EBP Planning Worksheet

Data!!A Word About Data

Selecting and Using Data for Decision Making

• Paras are often involved with the data collection

• Paras often add ideas and input to the type of data that could be helpful

• Paras often give insight to the ‘raw’ data

• Paras generally do not design and implement a data collection plan on their own

• However, as part of the team, it is important to know how decisions are made so that you can assist in planning, implementation and review

Frequency of target goal• How often does the desired skill occur?

Duration/ Time• How long does it take?

Intensity• What is the level of a defined behavior?

Accuracy• How accurate is the response?

Level of Independence• How much assistance is needed?

Type of Measure

Example

Frequency of target goal or of current issue of concern (need)

“How often does Shawna use Mobile Tech to navigate to fourth floor independently” (0%) Or“How often does Shawna need assistance to find the fourth floor office?” (100%)

Duration/ How Long? (time factor) of target goal or of current issue of concern (need)

“Using Mobile Tech, how long does it take Shawna to navigate to fourth floor independently” (cannot do it at all now…) Or “With 1:1 assistance, how long does it take Shawna to find the fourth floor office?”(15 minutes)

Intensity of the target goal or of current issue of concern (need)

“Using Mobile Tech, what is Shawna’s anxiety level when navigating to the fourth floor independently” (refuses to try- sits on floor- cries) Or“With 1:1 assistance, what is Shawna’s anxiety level when navigating to the fourth floor ?”(stops 2 times, cries, asks for help) Would likely need to develop an intensity scale for objective measures.

Type of Measure

Example

Accuracy of target goal or of current issue of concern (need)

“Using Mobile Tech, how accurately does Shawn locate the fourth floor office independently” (not at all - refuses to try- sits on floor- cries) Or“With 1:1 assistance, how accurately does Shawn locate the fourth floor office?”(Currently finds the correct office 100% of the time with prompts for each step. 50% accurate with prompts for all but last step. 0% accurate when any less prompts given )

Level of Independence of target goal or of current issue of concern (need)

“Using mobile tech, how independently does Shawna navigate to fourth floor?” (0%) Or“Without the 1:1 assistant prompting each step, what percent of time is Shawna able to navigate to fourth floor office?” (0% accurate without prompts or when asked to find her way independently. )

Frequency of target goal• How often

Duration/ Time• How long

Intensity• What Level?

Accuracy• How correct or exact

Level of Independence• How much assistance

What Type(s) of Data do you think you will need to collect for the skill and goal you are targeting?

Freque

ncy

Durat

ion

Intens

ity

Accura

cy

Indepe

ndence

Student Name: _________________EBP Planning Worksheet

Student Name: _Shawna_____________EBP Planning Worksheet

Student Name: ___Terri__________EBP Planning Worksheet

Student Name: ___HUNTER__________EBP Planning Worksheet

Teachable? Doable?

Final Discussion Is the Plan…….

From SISEP Framework Modules, Lessons and Resources are available at: http://implementation.fpg.unc.edu/modules and lessons ‐ ‐

implementation plan: processes for selecting and using ebp

Documents

student needswhat

student best

student strengthshow

student proud

student refuse

use of visual supports

student need assistance

practice use