Transcript Self-Determination and Self

• Jane Klienert, Ph.D., CCC/SLP University of
Kentucky/Division of Communication
Disorders/College of Health Sciences
• Beth Harrison, MRC, ABD University of
Kentucky/Human Development Institute
• Barney Fleming, Ph.D. University of
Kentucky/Human Development Institute
• Tracy Fisher, BA University of Kentucky/Human
Development Institute
• Kelly Manning, BHS University of Kentucky/Division
of Communication Disorders
What is the Kentucky Youth
Advocacy Project?
• Two year project funded by Kentucky Council
on Developmental Disabilities (KCDD)
• Designed to provide students ages 8-18
years with individualized and group activities
to support early development of selfadvocacy skills
• The University of Kentucky Department of
Communications Disorders, College of Health
Sciences and the University of Kentucky,
Human Development Institute are responsible
for implementing the project
Goals of the KYAP
1. Provide individual and group
programming in self-advocacy to 100
children aged 8-18 with developmental
disabilities in the eastern part of the
state of Kentucky. Fifty to sixty children
will participate each year for two years.
Goals of the KYAP
2. Provide teacher of students with
developmental disabilities training in
use of the Self-Determined Learning
Model of Instruction (SDLMI, Agran,
Blanchard, & Wehmeyer, 2000) for
individualized instruction of students
Goals of the KYAP
3. Provide mentors in self-advocacy, who
themselves have a disability, to children
with developmental disabilities.
Goals of the KYAP
4. Demonstrate that children/youth with
significant disabilities and students who
have or need augmentative
communication can be successful selfadvocates.
Goals of the KYAP
5. Provide children with disabilities a
venue to share their accomplishments
in self-advocacy.
Goals of the KYAP
• 6. Develop and disseminate materials
for use by teachers, children and
families across Kentucky in the area of
self-advocacy. This will be done via
presentations and the development of a
website on which such materials and
student work samples can be displayed.
Why Teach Children/Youth with
Disabilities Self-Advocacy Skills?
Research has shown that:
•
individuals with disabilities who have strong self-determination/selfadvocacy skills and those who utilize augmentative communication
systems to express themselves have better post-school outcomes and
reported quality of life (Hamm & Mirenda, 2006; Wehmeyer &
Garner,2003; Wehmeyer & Schwartz, 1998).
•
young students, including those with autism, have been found to
increase their participation in academic work and decrease negative
behaviors when given opportunities for choice in the academic setting
(Jolivette, Stichter, & McCormick, 2002; Moes, 1998).
•
children, as young as kindergarten age, have been shown to
successfully utilize a self-determined learning model of instruction
with teacher assistance (Palmer & Wehmeyer, 2003).
KYAP and the Kentucky Council on
Developmental Disabilities Believe That…
By beginning training in self-advocacy
and self-determination at a young age,
we give children with disabilities a head
start on an improved quality of life,
improved post-school outcomes, and
increased participation in current
academic programs
Key Project Elements and
Sequence
What: Teacher
and SLP
training on the
SelfDetermined
Learning
Model of
Instruction
When: At the
beginning of
the school year
Who: Training
will be
conducted by
the project PI
and Co-PI
What: I CAN
DAY
When: During
the first full
month of the
school year.
Who: Selected
students with
developmental
disabilities who
will participate in
the self-advocacy
training program
Who Else:
Mentors, project
staff, teachers/
SLPS, Coop
Consultants
What: 1:1 goal
selection and
training in selfadvocacy and selfdirection using the
Self-Determined
Learning Model of
Instruction
When: During the
school year, after I
CAN DAY.
Who: students
with disabilities
and classroom
teachers/SLPs
Who Else:
Regular technical
assistance from
project staff,
mentors, Coop.
Consultants
What: I DID IT
DAY
When: Last
month of the
school year
Who: Students
with
developmental
disabilities and
their teachers
and/or SLPs who
participated in
the self-advocacy
program.
Who Else:
Project staff,
Mentors, Invited
family and
friends
Ongoing Tasks and Projects:
•
•
•
•
•
•
Video-recording of workshops and individual planning and
implementation sessions
Weekly progress monitoring of each student’s goal on his/her checklist
form
Visits for technical assistance by project staff to classrooms
Mentor contact via e-mail or in person
Development of materials to display student progress: e.g., Studentdeveloped PowerPoint presentations for display at “I DID IT” day; video
clips of students achieving their targets, photo displays of students’
achievements, “Mentor Messages” sent to the students during the year.
Development of a project web-site to include: materials developed for
the project, messages from students and mentors, examples of
student-developed plans, achievements, and presentations for the “I
DID IT” day, short video clips of each stage of the project.
Who will the project work with?
• The KYAP is happy for the opportunity to
partner with Upper Cumberland and Kentucky
Valley Special Education Cooperatives, and
the Science Hill District to identify youth who
may benefit from this project
• The KYAP is focusing on children with
disabilities in rural areas of Eastern Kentucky
What are the characteristics of
students who may benefit?
• Children/youth who have developmental
disabilities and
•
•
•
•
are between the ages of 8 and 18
may or may not be attending public school
have not had training in self-advocacy
may also have disabilities related to
communication (and so are at even greater risk for
decreased levels of self-advocacy and selfdetermination)
• want to learn how to self-advocate!
The Self-Directed Learning Model of
Instruction/Support
The basic steps of this model include teaching
students to:
• Select a personal goal
• Develop a plan to reach their goal
• Identify potential barriers to attaining the goal
• Develop a plan to deal with potential barriers
• Share successes!
Roles and Responsibilities: School
Personnel
• Teachers and SLPs and other School Personnel
will attend three workshops:
• 1). a training on the Self Directed Model of Instruction to
be held in October;
• 2). An “I Can Do It” Day of training to be held in
November, which will include student participants and
mentors as well as the Teachers and SLPs;
• 3). An “I Did It” Day, near the end of the 2006-2007
school year, which will include all project participants.
• 4). receive on-site technical assistance visits from KYAP
staff.
• 5). Help identify any potential student participants who
might not attend public school, but might be interested in
the project.
Students will…
• Student participants will attend two
workshops:
• 1). The “I Can Do It” Day of training to be held
in November
• 2). the “I Did It” Day, near the end of the 20062007 school year.
• 3). Work with school personnel and/family to
select, plan and work toward a personal goal.
Roles and Responsibilities
• KYAP ~
• Provide reimbursement for substitute teacher expenses
• Reimburse mileage, lodging, meals and other costs
associated with travel to training events (including school
bus travel)
• Provide training materials
• Provide training in the Self Directed Model of Instruction
• Provide technical assistance to project participants
• Develop a KYAP Implementation Package
• Develop KYAP web site with training materials, protocols,
etc.
Sequence of Activities for School Personnel
•
•
•
•
•
•
•
•
•
•
•
Participation in 1 day training on the Self-Determined Learning Model
of Instruction (SDLMI)
Identification of possible children to participate in the project
Attendance at the “I CAN DAY” program
Initiation of the SDLMI with students
Interaction with project staff and Mentors
Submission of materials for the website
Completion of the SDLMI with targeted children
Participation in the “ I DID IT DAY” program
Complete satisfaction survey and make suggestions for alteration of the
program
Provide work samples of children for website.
Participate in presentations about the project (if interested in such
activity)
Self-Determination and SelfAdvocacy
October, 2006
What are Developmental
Disabilities ?
• A severe, chronic disability
• Attributable to a mental or physical
disability or a combination of mental and
physical disabilities
• Is manifested before the person is (18) 22
years of age
• Is likely to be life-long.
• Results in substantial functional limitation
in 3 or more areas of major life activity
(Kleinert, H., presentation, 9-02)
Developmental Disabilities May
Result In Deficits in…





Self-Care,
R/E Language,
Learning,
Mobility,
Capacity for
Independent Living,
 Economic Selfsufficiency,
 Self-Direction OR SelfDetermination.

(Kleinert, 9-02)
Developmental Disabilities
• “Language and communication
deficits are the most common
result of a variety of disorders that
affect mental development.”
• (Paul, 2001, p. 97)
• 90% of KY public school SLPS
treat students with developmental
disabilities
AND
• 66% of KY publics school SLPs’
report students with
developmental disabilities as one of
the two main categories in their
caseloads. (Kleinert, 2003)
Successful Outcomes for Persons with
Disabilities Are Characterized by:
• What does the research show?
Successful Outcomes for Persons with
Disabilities Are Characterized by:
• Functional Skills
• Strong Social Skills
• Verbal Skills
• Adequate
Communication
Skills
• High Level of SelfDetermination
(Heward, 2003; Kleinert et al., 2002;
Wehmeyer & Schwarz, 1998)
What is Self-Determination?
• The ability to control the basic
decisions and directions of one’s life
• “The freedom to have choices and
personally make decisions is
cherished by people in all stages of
life, yet it is a freedom that is
typically denied to persons with
disabilities.”
(Falvey, l995, p. 229)
The Focus of Self-Determination
The focus of selfdetermination is
on a person’s
ability to make
choices about
his/her life, to
select goals, and
to develop the
initiative to go
after these goals.
Self-Determination…
• is especially important for students and
youth with significant disabilities because
for most of these individuals, their choices
have not been made by themselves, but by
parents, guardians, teachers, and service
providers.
• is not just a matter of lack of opportunity.
(Kleinert & Kearns, 2001)
Unfortunately
• Many students with significant
disabilities do not have the skills and
behaviors to assume that control
over their lives and few educators
and service providers know how to
teach the components of selfdetermination.
(Kleinert & Kearns, 2001)
Tape
What Fosters Self-Determination?
THE ABILITY TO
COMMUNICATE
CLEARLY Helps
to Foster
DEVELOPMENT
OF A SELFDETERMINED
LIFE
(Light, 2000; Kleinert, 2007)
Skills of Self-Determination
•
•
•
•
•
•
•
Choice-making
Self-initiation
Self-monitoring
Self-reinforcement
Goal setting
Asking questions
Planning one’s own
schedule
• Self-regulation
• Persistence
• Self-awareness
(Agran et al., 2003;
Kleinert et al., 2001;
Wehmeyer, 1998)
How Can We Support Self-Determination ?
•Opportunities for choice
•Functional activities
•Experiencing success
•Self-advocacy
•Making decisions re: their schedules at
school, at home, work, leisure, in
therapies, etc..
(Proponents include: Wehmeyer, Brown, Field, Falvey,
Kleinert and others)
Skills that contribute to successful outcomes
for persons with disabilities include:
Strong
communication
skills
+
Self-determination
May result in
Self-Advocacy
Educators, Therapists, School
Personnel Often Focus on…
Social and Language Skills such as:
• requesting
• refusing
• indicating preferences
• Initiating
Executive Functions such as:
• Goal Setting,
• Planning,
• Self-Monitoring,
• Problem Solving
THESE ARE SELF-ADVOCACY
Skills !!!!
• We have the knowledge to help our students
learn to advocate for themselves, but we
need to teach self-advocacy in a systematic,
consistent way
• SDLMI provides a sequenced approach to
teaching
• We will also have large, group meetings and
activities with “mentors” from the community
to help our students learn “self-advocacy”
Self-Advocacy
•
•
•
•
•
•
•
•
IMPORTANT AT ALL AGES
Begins with the ability to make choices
Express preferences and dislikes
Realistically identify our own strengths and
needs
Identify Barriers
Problem solve
Self-evaluate our progress
Revise our plans
Adaptations
Adaptations can be developed for
students who have difficulty:
• Expressing themselves
• Indicating preferences and dislikes
• Making Choices
• Self-monitoring
• Problem solving
OPPORTUNITIES FOR CHOICE
• BREAK INTO SMALL GROUPS.
• PLEASE RECORD YOUR
RESPONSES ON A FLIP CHART
• PLEASE HAVE A RECORDER AND
SPOKES PERSON FOR EACH
GROUP
WHAT’S HAPPENING NOW:
DECISIONS
• 1 A. WHAT IF ANY DECISIONS DO
YOUR STUDENTS CURRENTLY
MAKE ABOUT WHAT THEY WILL
WORK ON IN SCHOOL
• 1 B. WHAT IF ANY DECISIONS DO
YOUR STUDENTS CURRENTLY
MAKE ABOUT WHAT THEY WILL DO
OUTSIDE OF SCHOOL
WHAT’S HAPPENING NOW:
CHOICES
• 2. WHAT KINDS OF CHOICES DO THE
STUDENTS GET TO MAKE NOW?
WHAT COULD HAPPEN?
• 3. GIVE EXAMPLES OF IN OR OUT OF
SCHOOL ACTIVITIES IN WHICH
STUDENTS COULD BE GIVEN MORE
CHOICES
LET’S DISCUSS
• EACH GROUP REPORTS
• OUR STUDENTS MAY
NOT HAVE MANY
OPPORTUNITIES TO
MAKE DECISIONS OR
CHOICES ABOUT THEIR
LIVES
WHAT CAN WE DO ABOUT
THAT?
• HELP STUDENTS TO DEVELOP
SELF-ADVOCACY
• HOW????
• SELF-DIRECTED LEARNING MODEL
OF INSTRUCTION/SUPPORT
Self Directed Learning Model of
Instruction/Support
(Agran, Blanchard, & Wehmeyer, 2003)
Model Overview
SDLMI is Designed to:
• Enable educators to teach students to become causal agents in
their own lives
• Teach students to self-direct learning
• Enable students to become self-regulated problem solvers and
learn to set their own transition goals
• take action on those goals
• Enable students to self-evaluate and adjust their goals or plans,
as needed
In effect, SDLMI helps students assume primary responsibility for their
transition, content area choices, decisions and actions!
Retrieved from the World Wide Web on 8/23/06 from
http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm
SLMI was developed…
through a Field-Initiated Project awarded to The Arc of the United States with:
•
•
•
•
•
Michael Wehmeyer, Ph.D. as Principal Investigator
Susan Palmer, Ph.D. as Project Director
Martin Agran, Ph.D., Utah State University, Consultant
Dennis Mithaug, Ph.D., Columbia University Teachers’ College,
Consultant
James Martin, Ph.D., University of Colorado at Colorado Springs,
Consultant
Retrieved from the World Wide Web on 8/23/06 from:
http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm
Does it Work?
Students who are taught using the SDLMI have
shown:
•
•
•
Enhanced self-determination
Tended to achieve, or exceed, their individually set outcomes
Students report that:
• the model allows them to take an active part in their school work
• they enjoyed meeting and talking about their work with their teachers
Retrieved from the World Wide Web on 8/23/06 from:
http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm
Three Phases of the Model:
1). Set a goal
2). Take action
3). Adjust the goal or plan
Retrieved from the World Wide Web on 8/23/06 from:
http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm
SDLMI
In each phase, students are presented
with:
• a problem to solve
• four student questions which, when
answered, help students “solve” the
problem
Retrieved from the World Wide Web on 8/23/06 from:
http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm
SDLMI
• Teacher/Student objectives are linked to each
student question
• Educational supports are identified for each
instructional phase
• Teachers can use these educational supports to
enable students to self-direct learning
Retrieved from the World Wide Web on 8/23/06 from:
http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm
Phase 1 ~ Setting a Goal
Student Problem to Solve:
Determining a goal
1.
2.
3.
4.
Student Questions:
What do I want to learn?
What do I know about it now?
What must change for me to learn what I don’t
know?
What can I do to make this happen?
(Agran, M., King-Sears, M., Wehmeyer, M., Copeland, S., 2003)
Phase 2 ~ Taking Action
Student Problem to Solve:
Developing a plan to achieve the goal
Student Questions:
1.
2.
3.
4.
What can I do to learn what I don’t now?
What could keep me from taking action?
What can I do to remove these barriers?
When will I take action?
(Agran, M., King-Sears, M., Wehmeyer, M., Copeland, S., 2003)
Phase 3 ~ Adjusting the Goal or
Plan
Student problem to solve:
Evaluating what has been learned
Student Questions:
1.
2.
3.
4.
What actions have I taken?
What barriers have been removed?
What has changed about what I don’t know?
Do I know what I want to know?
(Agran, M., King-Sears, M., Wehmeyer, M., Copeland, S., 2003)
PHASE 3
What have I
done
What barriers have
been removed
What has changed about
what I don’t know
Do I know what I want to know
PHASE 2
What can I do to learn what I don’t know
What could keep me from taking action: ME
and ENVIORNMENT
What can I do to remove these barriers
When will I take action
PHASE 1
What is my goal
What do I know about this goal now
What must change
What can I do the make this happen
WHO AM I
What can I already do
likes, wants, preferences
dislikes
When do i need help?
What’s working well for me
What’s not working for me
What would I like to change
Phase 1 ~ Picking a Goal
BEFORE A GOAL CAN BE CHOSEN,
THE STUDENT MUST REFLECT ON
WHO HE/SHE IS; WHAT H/S LIKES,
DISLKES, ETC.
In essence, deciding “Who Am I?”
HOW DOES SHE/HE DO
THAT?
The student (along with his supporters, if
necessary) works to discover…
•
•
•
•
•
•
•
Things I do all by myself
Things I really like
Things I really dislike
Things I need help with
Things that are working well for me
Things that are not working for me
Things I (and my family, friends, and school)
would like to change…this becomes my goal!
In small groups
1). Think about how you currently
determine students preferences
Record on flip chart
2). Think about a student that you
find difficult to determine
preferences
Let’s Discuss
1. Discuss students for whom it is easy
to determine their preferences
2. Discuss and brainstorm for students
who are difficult to “read”
All children speak for themselves
by…
•
•
•
•
•
Telling us about themselves
OR by telling us with their behaviors
ALL BEHAVIORS COMMUNICATE
WE MUST LISTEN!!!!!!!!!!!
WE MUST BE COMPETENT
LISTERNERS
WAYS TO DETERMINE
STUDENT PREFERENCES
• Observing student responses
•
•
•
•
•
Approach toward an object
Verbalizations, gestures, and affect
Physical selection of an item
Time engaged with the object or in the activity
Use of assistive devices
• Giving student opportunities to demonstrate preferences
•
•
•
•
Set up opportunities for student to select from 2 objects
Vary sequence in which options are available
Repeat options in different pairings
Record frequency of selection of options.
•
(Wehmeyer, 2003, KY Peer Service Learning Training)
In Your Manual…
Examples of student preferences for
three different students
Student Descriptors
• Student A ~ student who can answer
fairly independently
• Student B ~ student who may need
pictures or other cues to assist in
responses
• Student C ~ student who will need
assistance of parent/guardian, siblings,
teachers, friends to complete the tasks.
Student A: John
• Has a Mild Mental Disability (MMD)
• Reads at a 9th grade level
• Easily communicates verbally with peers and
teachers
• Has a good understanding of his
strengths/needs/interests
• Will be a senior next year and is thinking a lot
about what he wants to do after high school
A). Do
Alone
B). Really
Like
C).
Dislike
D). Need
Help
E) Working
Well
F). Not
Working Well
G). What would I
like to change?
Almost
everything
Working
with cars
Reading
Findi
ng a job
working with
cars
Career &
Technical Ed.
Class
Spending all my
time in the school
building
I’d like to spend
more time in the
community in a job
placement working
with cars
People
listening to
what I want
Talking
to a lot
of
people
Talking so
people will
listen to me
Attending my
Individual
Education
Program (IEP)
meetings
Everyone else
participating in
my IEP but me
I’d like to say more
in my Individual
Education Program
(IEP) meetings
Driving
Having
people
drive me
everywhe
re
Getting my
Drivers’
License
Studying for
Learner’s
Permit
Reading the
Learner Permit
Study Guide
I’d like to get my
Drivers’ License
Student B: Keenan
• Has a Mild Mental Disability (MMD)
• Reads and writes at a second grade level
• Communicates verbally, but typically uses one or two
word combinations, rather than complete sentences.
• His speech is difficult to understand
• Has difficulty expressing his
strengths/needs/interests
• Will transition from Middle to High School soon
A). Do
Alone
B). Really
Like
C).
Dislike
D). Need
Help
E). Working
Well
F). NOT
Working
G). What would I
like to change?
Feeding,
eating,
dressing,
toileting
Being with
school
football and
basketball
players
Sitting at
home
Playing
sports
Going to school
football and
basketball
games
Not being involved
with the sports
teams
I want to be part of
the school football
and/or basketball
teams
Time in the
morning at
school to
get
organized
Being
Rushed
Getting
organized
on time
I know how to
get organized
for my school
day when I get
to school in the
morning
Taking too much
time in the
mornings at school
to get organized
I want to come to
school already
organized for my
school day
Eating
“junk” food
(e.g. potato
chips,
cakes, etc.)
Eating
“health”
foods (e.g.
fruits,
Sticking
with my
diet
I know what I
should eat
I am 50 pounds
overweight
I want to lose weight
vegetables)
Student C: Annie
• Attends an FMD classroom and attends library, art
and recess with her same-aged third grade peers
• Has significant cognitive disabilities
• Has Cerebral Palsy
• Does not walk, can sit independently
• Recognizes her family in pictures and recognizes
several real objects, but does not recognize pictures
of items
• Does not use oral speech, smiles to express pleasure
or “likes,” looks at desired items - but this only works
if someone notices;
• cries and fusses when she dislikes something; spits
out foods she does not like, which can be disruptive
at times.
A). Do
Alone
B). Really
Like
C). Dislike
D). Need
Help
E). Working
Well
F). NOT
Working
G). What would
I like to
change?
Sit
Playing
with
Friends
Being alone
Playing
with
friends
Smiling when
happy
I’m lonely
Stop being
alone at recess
Look at
a book
and
turning
pages
Books to
look at
Having my
face washed
Telling
what I want
Looking at
what I want—
if someone
notices
People get upset
when I scream,
and I disturb
other students
Stop screaming
when she is
mad, has to
wait, wants
something
Use a
switch
for
toys or
music
Going on
the bus
Loud noises
Crying
when
mad or
frustra
ted
Eating
certain
foods
Waiting
People get upset
when I spit
Spitting out
food I don’t like
Swinging
Being with
other students
in Art and
Library
Eating
Drinking
Dressing
PHASE 3
What have I
done
What barriers have
been removed
What has changed about
what I don’t know
Do I know what I want to know
PHASE 2
What can I do to learn what I don’t know
What could keep me from taking action: ME
and ENVIORNMENT
What can I do to remove these barriers
When will I take action
PHASE 1
What is my goal
What do I know about this goal now
What must change
What can I do the make this happen
WHO AM I
What can I ALREADY do
LIKES, WANTS PREFERENCES
DISLIKES
WHEN DO I NEED HELP?
WORKING WELL FOR ME
NOT WORKING FOR ME
WHAT WOULD I LIKE TO CHANGE
Phase 1
Student Problem to Solve:
PICKING MY GOAL
Phase 1: Picking My Goal
Student Questions
1. What do I want to learn
2. What do I know about it now
3. What must change for me to learn what I
don’t know
4. What Can I do to make this happen?
•
• Phase 1 ~ STUDENT B
Question 1: What Do I Want to Learn?
•
•
•
Question 2: What do I Know About This Goal Now?
•
•
•
A). What Do I Have to Change?
• Learn how to keep track of what I am eating
• Learn how to fit in exercise (walking) during my day
• Learn how to make the foods on my diet tasty
B). How Does My Environment Need to Change?
• My mother will make sure there is no “junk” food at home
• I will bring my lunch from home instead of going to the cafeteria
Question 4: What Can I Do To Make This Happen?
•
•
•
•
•
I know:
• How much I weigh
• Why I need to lose weight
• What foods I should eat
Question 3: What Must Change for Me to Learn What I Don’t Know?
•
•
After looking at his likes/dislikes, Keenan has chosen to work on losing weight.
MY Goal: To lose weight.
I will walk around the school building once a day
I will weigh myself at home or school every morning
My teacher will help me chart my weight
My mother/teacher will create a food diary for me and I will check off which foods I
have eaten during the day
Lets Practice Answering the Phase 1
Questions:
Meet Spencer
Listen to this student as he describes his
personal goals
Then we will answer the questions in
phase 1 as a group
PHASE 2
Student Problem to Solve:
MAKING A PLAN TO ACHIEVE
MY GOAL
Phase 2 ~ Student B
My Plan, or Goal, is: Lose 5 pounds by Winter Break
•
Question 1: What Can I Do to Learn What I Don’t Know?
•
•
•
Student Question 2: What Could Keep Me from Taking Action?
•
•
•
Forgetting to check off foods in my Food Diary
Feeling that I don’t have time to walk
Student Question 3: What Can I Do To Remove These Barriers?
•
•
•
Work with my Teacher and mother to use my Food Diary
Work with my Teacher to find time during the school day to take a walk
around the building
Make sure my Food Diary is small enough to keep in my pants pocket
Scheduling my daily walks ahead of time in my school Time Tracker
(calendar)
Student Question 4: When Will I Take Action?
•
•
My mother and I will go shopping for a Food Diary this week-end (10/14)
My teacher and I will sit down together on Monday (10/16) to look at my
school Time Tracker (calendar) and figure out when I can walk
Let’s Practice
Now, remembering what
Spencer has told us, let’s
answer the Phase 2
questions as if we were
Spencer
Phase 3
Student Problem to Solve:
EVALUATING WHAT I HAVE
DONE
Phase 3 ~ Student B
•
Goal: Lose 5 pounds by Winter Break
Question 1: What Actions Have I Taken?
•
•
I have learned to check off foods in my Food Diary after I’ve eaten them by:
I practiced checking off my daily foods
Question 2: What Barriers Have Been Removed?
I can remember to check off my foods because my Food Diary is small enough to fit in
my back pants pocket and it is always with me
•
Question 3: What Has Changed About What I Don’t Know?
•
Student B may select from the faces, below, to indicate his progress toward the steps
of his plan. For example: Have I learned to keep track of what I am eating?
How am I doing checking off my Food Diary?
I haven’t made any progress
•
I’ve made some progress
Question 4: Do I Know What I Want To Know?
No, I still have to work on fitting in my daily walk.
I’ve made a lot of progress
See More Self-Evaluation Ideas in
Your Manual for…
• Chart for student A
• Charts for student B
• Charts for student C
Self-Monitoring and Self-Evaluation
Activity
Work in small groups to:
• Identify a student for whom to design a selfmonitoring. Provide:
• Description of intellectual, physical, emotional, medical,
etc. support intensity and needs
• Description of preferences and interests
• Description of particular “domain” in which self-monitoring
system would be implemented
• Design a Self-Monitoring System
• Describe how the Self-Evaluation would occur
Now Its Your Turn!
• Break into small groups of about 4 or 5
• You will decide to talk about a student that you or someone in
your group works with
• Each group member assumes a role
• The person who knows the student, must play the student role.
• Then you may need any of the following:
•
•
•
•
•
•
Teacher
SLP, OT
Parent
Sibling
Peer
Other
• Use your flip chart to answer the 4 questions for each
phase of the SDLMI
• Remember: YOU ARE NOT planning for the student.
• You are enabling the STUDENT to make a plan for
him/herself
• This is a personal student goal process, not a
“behavior change” program we design for the student
• If there is time, complete a mock up of the type of
evaluation/self-monitoring charts or system the
student will use.
Collecting KYAP Project Data
• Record data weekly
• Send to PI monthly
• Simply find the phase student is on for the
date listed
• Find the question under that phase he is
working on
• Insert the Question # Under the correct phase
for that date
• See the manual for example and our fax no.
• Data Collection Sheet
• Student Name:
___________________________________________________
___________________
• School Year: 2006/2007
• My Goal:
___________________________________________________
___________________________________________________
________________________________________
• Baseline Performance for this Goal:
• Date of Baseline:
Date
11/24
12/1
12/8
12/15
1/12/07
1/19
1/26
2/2
PhaseOne
Picking
My
Goal
Phase Two
Making My
Plan
Getting
Started
(Implementing
my plan)
Phase Three
Evaluating
What I
Have
Learned
What else
can I
do?
(Revisions)
PROBLEM
SOLVING
Do I need a
NEW
GOAL?
Let’s get
going!
(Implementing
My Adjusted
Plan
Good for
me!
(Goal achieved
And
Continued