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| Functional Skills and Curriculum-Based Assessments for Learners With Moderate-to-Severe Disabilities: It's as Much About What We Teach as How We Teach It |
| Friday, May 27, 2016 |
| 4:00 PM–7:00 PM |
| Columbus Hall KL, Hyatt Regency, Gold East |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Patrick E. McGreevy, Ph.D. |
| PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A. and Associates), TROY FRY (Patrick McGreevy and Associates) |
| Description: In recent years, many teachers, curriculum coordinators, and behavior analysts have struggled with “what to teach children” with moderate-to-severe disabilities or limited skill repertoires, including many children with autism, especially as they grow older. In public schools, teachers are often instructed to adhere to the Common Core State Standards, while in ABA centers they are often offered only developmental curricula designed to help young children “catch up” to their typically developing peers. When they look for alternative sources of more functional skills, they often find few options. If they look to the BACB Fourth Edition Task List, they find no items that assist in resolving this or any other curricular issue. The presenters will describe functional skills and curriculum-based assessments, their value for specific children and adults, and the scientific literature that supports their use. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe four criteria that can be used to determine if a skill is functional for a learner with moderate-to-severe disabilities; (2) describe four examples of speaker, listener, daily living, academic, and tolerating skills that are functional for learners with moderate-to-severe disabilities; (3) describe examples of available curriculum-based assessment instruments and the advantages and disadvantages of each; (4) describe four barriers to an effective method of speaking. |
| Activities: The presenters will present some of the material in a lecture format, followed by directed discussions and participant interactions. Participants will also be provided with opportunities for guided practice in the selection of functional skills, including the most important functional skill of all -- functioning effectively as a speaker. |
| Audience: BCBAs and BCaBAs who function as teachers, residential care providers, curriculum coordinators and supervisors, clinical directors, and university professors. |
| Content Area: Practice |
| Instruction Level: Basic |