Bridget Golden

Bridget Golden Longitudinal Curriculum Development Plan Spring 2013

Bridget Golden L.F. is a nine year old, third grade student at Thomas Paine Elementary School. L.F.s learning environment is a 2nd/3rd grade cross-categorical classroom with seven other students. L.F. lives with her mom and dad in the Champaign-Urbana area in Illinois and is the only child in the home. L.F. is a very personable, friendly, and energetic girl who enjoys making arts and crafts, swimming, playing with her dog, and watching movies. L.F.s parents would like to see an interest in furthering these skills while simultaneously promoting more physical activity. She has recently taken an interest in helping her parents prepare meals but is still gaining knowledge of proper safety precautions in the kitchen. In the warm months, L.F. enjoys helping her parents plant seeds and attend to plants in the yard. L.F.s family is involved in community activities and events such as attending Illini basketball games and Church/Sunday School but would like L.F. to become more independent socially by gaining skills for initiating and interacting with her peers. Overall, L.F. is a joy to both her family and her classroom. She loves to learn and participate which is why furthering her independent skills will be beneficial for her. L.F. currently lives with her mother and father in a ranch style home. Her house has a kitchen, dining room, living room area, three bedrooms, and two bathrooms. L.F. spends time in all of these areas of the house, except in only one of the three bedrooms usually (her own room). The house has an additional loft, but L.F. does not spend very much time in this area of the house, if at all. Many of L.F.s current and desired domestic skills take place in her house, specifically in the kitchen and bathroom. As for her current school environment, L.F. attends Thomas Paine and is a member of a 2nd/3rd grade crosscategorical classroom. She has seven classmates, one teacher, two paraprofessionals, and

Bridget Golden one practicum student (me) present in the classroom. Her class curriculum is designed to facilitate academic learning and functional life skill learning as a group. L.F. also sees an Occupational Therapist while at school. L.F.s current community environments include local restaurants, sporting events, and her church. Her parents have many desired goals for their daughter involving the community setting such as monetary exchanges and independently ordering her own meals. Since L.F. is only nine years old currently, and would only be twelve years old after the implementation of a Longitudinal Curriculum Development plan, her parents have not thought too much just yet about her living arrangements as an adult. They would ideally like to see her living independently, but have not looked at many other options at this point. L.F.s next future school environment after Thomas Paine Elementary School would be at a local junior high school. Many domestic and leisure skills listed in the Yellowbook can be independently completed by a junior high school student. These include skills in the toileting category, cleaning category, and dressing category. In order to attend a junior high school, it is commonly considered that students are capable of independently completing these skills. But since many of these skills are to be completed in the home environment, they may not necessarily be high priority skills for the school environment. However, some skills do transfer to both settings and are high priority skills in both settings, such as toileting skills (wiping, washing hands, etc).

Bridget Golden Skill Clusters Cluster #1 - Ordering at McDonalds, OCharleys Community Rank #1 - Monetary exchange at McDonalds, OCharleys Community Rank #1 Cluster #2 - Toileting (Wiping, Flushing) Domestic Rank #2 - Wash & Dry Hands Domestic Rank #2 Cluster #3 - Temperature Awareness Domestic Rank #1 - Cooking Leisure Rank #2 - Chew Properly Domestic Rank #2 - Drink Properly Domestic Rank #2 Cluster #4 - Computer Use Leisure Rank #1 - Watching movies Leisure Rank #1 Cluster #5 - Introductions Leisure Rank #1 - Club participation Leisure #2 - Communication of name, age, address, phone number Domestic Rank #8 Total # Target Skills: 13 Total # Domestic Skills: 6 Total # Leisure Skills: 4 Total # Community Skills: 2 Total # Objectives: 19 Overall Rationale: The 13 skills selected were each considered to be either the number 1 or number 2 weight ranked skills across each of these three domains: domestic domain, leisure domain, and community domain. (With the exception of communication of name, address, phone number). Therefore, they were chosen for instruction for the next school year because these skills were considered obtainable in a year or skills for which early instruction would be beneficial. There are more domestic skills than any other domain because many of these domestic skills are of importance to L.F.s hygiene, safety, and independence. They are all also skills considered doable for a junior high school student. Leisure skills and community skills are also considered important, so instruction on these types of skills has been factored into this Longitudinal Curriculum Development plan as well. The leisure skills are tailored toward her growth in functional skills and socialization with her peers. The community domain skills are great foundational skills for further access to settings in the community with peers or family members.

Bridget Golden

Skills/Objectives Skill #1: Ordering meal at Restaurant (McDonalds, OCharleys). Objective #1: After requesting her meal of choice to the McDonalds cashier, L.F. will finish her request by saying please. She will say, please, after her request with 100% accuracy over a period of 7 consecutive probe trials. Objective #2: While verbally requesting her meal of choice to the OCharleys waiter, L.F. will simultaneously point to the item on the menu (with either of her two index fingers). She will do this with 100% accuracy on 4/5 consecutive probe trials. Skill #2: Monetary Exchange (McDonalds). Objective #3: When ordering a meal at the McDonalds cash register, L.F. will look at the amount due on the screen and use the number before the dot plus one more strategy in order to determine how much money to give to the cashier. She will do this with 100% accuracy over a period of 8 consecutive probe trials. Objective #4: After handing the McDonalds cashier her money and receiving any change back, L.F. will say thank you to the cashier for his service. L.F. will say thank you with 100% accuracy over a period of 7 consecutive probe trials. Rationale for Skill #1 & #2 (Objectives #1-4): The ordering and monetary exchange skills at McDonalds and OCharleys were weighted as the number one skills in the community environment. Therefore, I decided that these were very important for furthering L.F.s independence as an individual and her inclusion among individuals without disabilities. The ordering and monetary exchange skills are two types of skills that could be taught in the same environment, therefore they made for a perfect match for clustering together. If L.F. learned how to say please, communicate her order of choice, pay for an order, and say thank you, then she has mastered the most important steps of ordering and paying for a meal. The hope is that L.F. can master these skills in these two environments and then generalize the skills to other environments as well. Also, I decided to teach these two skills because the future school environment considered these skills to be high priority skills for a junior high school student. Skill #3: Wash Hands Objective #5: After using the restroom (at home, school, community, etc.), L.F. will wash her hands with soap (1 pump) for a period of 30 seconds. Mastery will be when L.F. does this with 100% accuracy over a period of six consecutive probe trials. Skill #4: Toileting Objective #6: After using the restroom (at home, school, community, etc.), L.F. will

Bridget Golden flush the toilet (press down/pull up on knob) with 100% accuracy for a period of 8 consecutive probe trials. Rationale for Skills #3 & #4 (Objectives #5-6): These two skills were chosen for instruction because these are important hygiene skills that can be taught across multiple settings: home, school, and environment and all in one trip to the restroom. These skills tied for the #2 domestic skills rank. These skills are considered high priority for the current home environment and the school environment. I felt that over the next three years, (if not in a shorter amount of time), L.F. could master these skills before moving onto her junior high school setting. Full capability of these skills is most socially acceptable in a school and in the community and definitely preferred in the home. Skill #5: Temperature Awareness Objective #6: After cooking a microwaveable meal, L.F. will count up to 20 (seconds) with assistance from a timer before she removes the food items from the microwave oven. She will do this with 100% accuracy on 5/5 probe trials. Objective #7: While assisting mom and dad prepare breakfast/lunch, L.F. will wear oven mitts in order to transfer hot dishes from the counter to the table. She will remember to wear these with 100% accuracy on five consecutive probe trials. Rationale for Skills #5 & #6 (Objectives #6-7): The temperature awareness skill ranked as the number 1 weighted skill in the domestic setting, so I definitely thought this was reason for it to be instructed. Temperature awareness is a very important skill for an individuals health and safety. Beginning cookers, such as L.F. and junior high school kids, need to be aware of some dangers temperature can present in the kitchen. Therefore, by teaching L.F. how to wait for items to be cooled off and how to protect her skin from the hot items, she will learn essential domestic skills that will be of great importance to her safety. Skill #6: Cooking Objective #8: While preparing a peanut butter and jelly sandwich in the kitchen, L.F. will use a butter knife to cut her sandwich in half (diagonal or vertical slices). Mastery will be when L.F. cuts her sandwich into two pieces on five consecutive probe trials. Objective #9: While assisting in the preparation of a salad in the kitchen, L.F. will slice ten baby tomatoes in half and place in salad bowl. She will do this with 80% accuracy on five consecutive probe trials. Rationale for Skill #6 (Objectives #8-9): Cooking ranked as the #2 leisure skill, so I felt as though it was a great match to cluster with temperature awareness and chewing/drinking. These are all skills that can be taught in the same environment, the kitchen. These skills will further L.F.s functional life skill independence and would be great for her to know how to do for her independent success and safety.

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Skill #7: Chew properly Objective #10: When eating breakfast, lunch, dinner, or snack, L.F. will chew with her mouth closed (top lip touching bottom lip) 100% of the time she is chewing. She will do this on five consecutive probe trials. Skill #8: Drink properly Objective #11: When drinking from a water fountain (at school, in community), L.F. will drink water ejecting from the spout without placing lips on the spout. She will do this with 100% accuracy on 5 consecutive probe trials. Rationale for Skills #7 & #8 (Objectives #10-11): Clustered with skills 5 & 6, these are all important skills for independence in the kitchen and for being able to feed oneself. By gaining the ability to chew with her mouth closed and not drink with her mouth on the fountain, L.F. will gain more socially acceptable skills that a junior high school student can master. All of these clustered skills can be taught in the kitchen, but objectives 8 & 9 can also be taught in the school cafeteria. Skill #9: Computer Use Objective #12: When directed to open the Internet server (at home, at school in computer lab, in community), L.F. will open server independently. Mastery will be when she completes 100% of the steps of the task analysis for opening the Internet server for a period of 5 consecutive school days. Objective #13: When at home, in the computer lab, or in the community, L.F. will turn on the computer system by pressing the power button independently. Mastery will be when L.F. can turn on computer without prompting on 5 consecutive probe trials. Skill #10: Watching movies Objective #14: When she wants to watch a movie on her home television, L.F. will remove DVD from the case by holding it with her fingers on the edge of the disc. She will do this with 100% accuracy on 5/5 probe trials. Objective #15: After watching a movie on her home television, L.F. will return the DVD to the case by holding it with her fingers on the edge of the disc. She will do this with 100% accuracy on 5/5 probe trials. Rationale for Skill #9 & #10 (Objectives #12-15): The ability to independently use a computer and watch a movie are important skills for L.F. These two skills are weighted as the #1 leisure domain skills. These skills have been clustered together because they both relate to working with technology independently and are considered skills for entertainment. Additionally, the skill of computer use is of great importance in a school

Bridget Golden and for independence as a junior high school student. These two skills can be taught at home, but only computer use would be a more commonly taught skill in a school. Skill #11: Introductions Objective #16: When being introduced to someone new (at home, school, community), L.F. will greet the individual by holding out right hand for a handshake. Mastery will be when she does this without prompting on five consecutive probe trials. Objective #17: When introducing two people to one another (at home, school, community), L.F. will say to each individual This is my friend/mom/dad/etc., _(insert name). She will say this statement to each person being introduced with 100% accuracy on 5 consecutive probe trials. Skill #12: Club Participation Objective #18: L.F. will attend the weekly meetings of at least one club of her choice throughout the school year. Mastery will be when L.F. attends 8/10 meetings throughout the school year. Skill #13: Communicate name, age, address, phone number Objective #19: When filling out personal paperwork/forms or speaking to appropriate individual (police officer, teacher, secretary, etc.) L.F. will communicate/write her name, age, address, and phone number with assistance from a personal business card. Mastery will be when L.F. communicates 100% of the steps of the task analysis on 5 consecutive probe trials. Rationale for Skills #11, #12, & #13 (Objectives #16-19): Each of these skills have been weighted as the #1, #2, and #8 weighted skills in the leisure domain. These skills have been clustered together because they relate to socializing with other individuals, meeting new people, and sharing personal information. The ability to master introductions and share personal information in the appropriate situations are considered important skills by the parents. These are skills that would be beneficial for L.F. as she grows older and wants to meet new people and try/do new things. The important thing to remember is the acceptable social situations for introducing oneself or others or sharing personal information: aspects of this skill that will be focused on during instruction.