Prekindergarten Program for Children with Disabilities



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IAMI-DADE COUNTY PUBLIC SCHOOLS

Prekindergarten Program for Children with Disabilities





Pre-K SPED

Assistive Technology Implementation Plan


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



Student: B.L.

Date of Plan: XXXXXXX

ID #: 0000002

DOB: XXXXXX

School: Palm Gardens Elementary

Exceptionality: DD



Placement: Reverse Mainstream

Pre-K Teacher: Ms. O



If you are sending a copy of this plan to the Pre-K Tech Team, please indicate why:



FYI



To receive informal feedback (specify)




 phone

 email


 classroom visit



As a referral for an Assistive Technology Screening/Assessment



As required for a Functional Assessment of Behavior (FAB)


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

Mr. and Mrs. L, Parents Mr. W, OT

Ms. B, Speech Pathologist


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.

B.L. likes to listen to music, look at books, play with cars, play with water and sand.


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

He eats by himself, he looks at books very appropriately, he knows many letters of the alphabet and he uses markers and crayons to scribble on paper.

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. Stay with the group for group times

  2. Complete a presented task

  3. Say part of rhymes or stories

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





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


Tried

Will try








Picture communication boards





PECS (Picture Exchange Comm. System) book





Single message voice output device (Big Mack, Mini Com, etc.)





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





Multi-message voice output device with levels (Cheap Talk 8 / 6-level, Tech Speak 32)





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






Other:

_________________________________________________

Pre-Writing/Creative Representation

Tried

Will try








Adaptive tool grip





Stabilization of materials





Slant board or inclined work surface





Stamps (sponges, potatoes, cookie cutters, etc.)





Alternate tools for painting (paint rollers, dot markers)





Adapted scissors





Swirl art toy adapted with switch





Stencils





Computer software to draw






Other:

_______________________________________________________

Books and Literacy (Shared Reading, Phonological Awareness, Story Time)


Tried

Will try








Single message voice output device programmed with repeated lines/phrases





Sequenced message device programmed with story/song/rhyme lines





BELL Shared Reading/Phonological Awareness picture boards and overlays





Stabilization of books with Dycem, Velcro, bookstand





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





Object books, tactile books





Language Master






Stories on computer with switch or adapted keyboard





Symbolate (typing with symbols)





Other:



Augmentative/Alternative Communication (AAC) Strategies


Tried

Will try








Use the daily routine as a framework for planning for the use of AAC





Use messages that are motivating for the student





Model the use of devices/boards by pointing to the appropriate messages as you speak





Give cues (expectant pause, facial expression, gesture, body language, etc.) and plenty of wait time for student responses





Practice the prompt hierarchy






Build empowerment, initiative, and ownership





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





Set the stage for communication to occur (sabotage)





Keep devices/boards accessible and within easy reach





Use a symbol system according to student’s need (objects, miniature objects, photos, drawings, product labels, or Picture Communication Symbols – PCS)





Other:

______________________________________________________

Physical Access to Play and Participation

Tried

Will try








Switch adapted toys





Grasping tools and toy adaptations for grasping





Stabilization or mounting of toys/materials






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





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





Environmental control unit (PowerLink) for activation of electronic devices (tape player, blender, string of lights, etc.) with a switch





Adapted swing/tricycle





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





Other:


For more information on any of these items, go to http://prekese.dadeschools.net/adaptation station.html



Adaptation Station (continued)

Positioning, Seating and Mobility

All adaptive equipment must be determined in consultation with a M-DCPS Occupational or Physical Therapist

Tried

Will try








Appropriate seating/positioning for floor

activities







Appropriate seating for table activities





Appropriate positioning/equipment for

outdoor activities







Equipment for standing





Equipment for mobility





Adapted toilet





Other:

Based on a therapist's recommendations, check Pre-K SPED website for availability and procedures: http://prekese.dadeschools.net/extraequipment.html

______________________________________________________

Computer Access


Tried

Will try








Mini mouse





Touch screen






Trackball





Joystick





Alternate keyboard (Intellikeys)





Switch access with cause/effect software





Switch access with scanning





Other:

_______________________________________________________

Activities of Daily Living/Self-Help


Tried

Will try








Stabilization of materials





Tools for grasping





Adapted utensils





Adaptive cups





Adapted dishes






Adapted toilet





Toileting schedule (Teacher Handbook, App. P)





Other:

______________________________________________________

Hearing

Tried

Will try








Headphones





Classroom amplification system





Personal amplification system





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





Other:



Positive Behavior Supports/ Organizational Strategies

Tried

Will try







Clearly defined work/play areas





Classroom visual schedule





Transition routines and cues





Becky Bailey relaxation techniques





Becky Bailey “I Love You Rituals”





Becky Bailey daily commitments





Safe Place





Communication strategies





Behavior cue symbols





Social skills posters





Clearly defined personal space





Timer





Individual visual schedule






Mini visual schedule





Task cards





Individual work system





First/then board





Behavior/reward system





Social story





Seat cushion





Weighted vest (must be based on recommendation from M-DCPS OT/PT and be on child’s IEP)





Other:

______________________________________________________

Vision

Tried

Will try








Object books, tactile books






Objects/Braille/tactile symbols for labeling and storage





Alternate computer keyboard with enlarged keys/tactile labels





Tactile symbol schedule





Beeping ball





Puffy paper, puffy paint





Textured and/or scented activities and materials





Wiki sticks





Light box





Other:


For more information on any of these items, go to http://prekese.dadeschools.net/adaptation station.html

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 do (from Question #3)?


WHAT tool (device or material) will be used?

WHERE will the tool be obtained?

Task:

Stay with the group for group times




Tool (device/material):

First/Then Board (see below)

Mini-visual schedule

Timer


 already in classroom

 request Timer from Pre-K Tech Team

 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

 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

Greeting Time: Teacher will show him the mini-schedule (could be the flip chart or parts of it, available on the website) giving information of the activities they are going to do and in what sequence. Para will sit behind the educube chair to give redirection.
Large Group and Work Time: Teacher will show the First/Then board with the appropriate pictures of the expected activity and the reinforcer (a solitary book activity is a strong motivator for B.L.). Some activities will be appropriate for the timer and say “When the timer rings, we can move to __________.”



DOCUMENT results below after an appropriate implementation period

Date: XXXXXXX

Results:

B.L. is starting to repeat the names of the parts of Greeting Time and is sitting for up to 3 minutes without redirection, but he still does not stay with the group for the entire time. We will now add props for him to hold or use that are related to the activity (star wand for “be a star”, etc.).

During Large Group, the pictures are helping B.L. understand what to do and he looks forward to the reinforcer. For now he still needs this tool but we will begin to phase it out to verbal cues in a few weeks.




WHAT task will the student be expected to do (from Question #3)?

WHAT tool (device or material) will be used?

WHERE will the tool be obtained?

Task:

Complete a presented task




Tool (device/material):

Task Card for specific activity, EX: using the waterwheel or fishing for letters (see below)



 already in classroom

 request from Pre-K Tech Team

 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

 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

Teacher will choose motivating activities such as those with water and sand and transition to less preferred activities over time. During the activity adults point to and say the messages on the task card as they: gather materials, model the play activity, direct students, comment on the activity. When student gets distracted or tries to leave the activity, adults redirect him by pointing to and saying next step in activity or saying, “Let’s do it again,” and repeating the sequence.





DOCUMENT results below after an appropriate implementation period

Date: XXXXXXX

Results:


B.L. is enjoying the sensory activities and he is highly motivated to continue and stay with the group. He can follow the verbal/visual directions for the first three steps but needs gestural and verbal prompting to turn to his peer and do the last step of the play scheme. We will add a single message voice output device with a message such as, “Your turn” or “Here” so we can reduce our prompts for him to give a turn to a peer.


WHAT task will the student be expected to do (from Question #3)?


WHAT tool (device or material) will be used?

WHERE will the tool be obtained?

Task:

Say part of the rhyme or story



Tool (device/material):

Sequencer



 already in classroom

 request from Pre-K Tech Team

 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

 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


Record the Sequencer with the lines of the rhyme or story. Teacher will model for the child how to activate the messages and either wait for the rest of the class to repeat (rhyme) or to turn the page (story). After the teacher models for him, she will give B.L. the opportunity to use the Sequencer and will have it available during independent play times as well.


DOCUMENT results below after an appropriate implementation period

Date: XXXXXXX

Results:


B.L. is independent in his use of the Sequencer during group literacy times. He knows it is his turn when there is a pause and he is beginning to anticipate it in familiar rhymes. We will expand the use of the Sequencer to Large Group Time for simple games such as Simon Says.










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