September 7, 2015
ELE 5130 Section 001
Mackenzie MacDormott
Patricia Doyle
Assignment 2
Student 1
Karen Helm is 14year old student at grade level 9. She is a student with an
educational diagnosis of Cognitive Impairment (340.1705) and a
corresponding IQ score of 58 on her most recent Psychological Evaluation.
Karen has Williams Syndrome. She has sensitive hearing and distinctive
facial features related to Williams Syndrome. Karen has many strengths. She
is very social, has great verbal skills, and is very determined to do well in
school. However, Karen needs work with some of her fine motor and skills
and her reading and math comprehension. Karen requires short phrases
paired with symbols to help learn new academic material. She can both write
answers out and verbalize when necessary. Karens reinforcement is social
interactions with staff.
Student 2
DeAngelo Ruckus is a 14year old student at grade level 9. He is a student
with an educational diagnosis of Cognitive Impairment (340.1705) and a
corresponding IQ score of 68 on his most recent Psychological Evaluation.
DeAngelo has Traumatic Brain Injury that was caused by a car accident
when he was 9years old. He does have absence seizures and can be
forgetful. He takes Ethosuximide (Zarontin) for his absence seizures at home.
DeAngelo is a very sweet boy. He is athletic and always has a good story to
tell. He does not always want to do his work and needs directions repeated
to him multiple times throughout the day because he just cannot remember.
He requires short phrases when reading and can vocalize hi answers with
verbal prompting. DeAngelos prefers social interactions with staff as his
reinforcement.
Student 3
Beth Olson is a 15year old student at grade level 9. She is a student with an
educational diagnosis of Cognitive Impairment (340.1705) and a
corresponding IQ score of 55 on her most recent Psychological Evaluation.
Beth has PPDNOS with a mild cognitive impairment. Beth does not like to
look people in the eye and has trouble with comprehension and memory.
However, Beth loves horses. She can do most things independently and has
very few outbursts. Beth requires shorter phrases and pictures and can point
or write down answers. Beth prefers a verbal compliment as her
reinforcement.
Assignment 3
Setting
My classroom is a selfcontained classroom for students with mild
cognitive impairments (340.1740) located in a local high school. While
students spend most of their day with me there is social inclusion with other
classmates of the same age. They each have a peer mentor for one hour of
the day that assist them in one subject course. They also are included in
general education elective courses. Lunch time for my students is inclusive
with the assistance from lunch aides.
There are 13 students in this classroom ranging from ages 14years to
18 years. All students have an educational diagnosis of cognitively impaired
(340.1705). Scores of IQ tests range from 4869 at the time of their most
recent multidisciplinary evaluations. The students corresponding grade
levels range from grades 9th to 12th.
Window
Silent
Blackboar
Door
Assignment 4
Student Schedules
Student 1: Karen
7:55am to
8:10am
8:10am to
8:15am
8:15am to
9:00am
9:00am to
9:05am
9:05am to
9:50am
9:50am to
9:55am
9:55am to
10:40am
10:40am to
10:45am
10:45am to
11:30am
11:30am to
11:35am
11:35am to
12:00pm
12:00pm to
12:05pm
12:05pm to
12:15pm
12:15pm to
1:05pm
1:05pm to
1:10pm
1:10pm to
1:55pm
1:55pm to
2:00pm
2:00pm to
2:45pm
2:45pm to
Student 2: DeAngelo
Breakfast
Student 4: Beth
English
English (Peer
Mentor)
English
Science
Science
Science
Choir
Gym
Gym
Adaptive Skills
with OT
Adaptive Skills
with memory
practice
Adaptive Skills
with social
interactions (Peer
Mentor)
Lunch
Lunch
Lunch
Read Aloud or
Silent Read
Math (Peer
Mentor)
Read Aloud or
Silent Read
Math
Read Aloud or
Silent Read
Math
Art
Woodshop
Art
Specific
Strategies and
Testing/ Leisure
Pack up/ Clean
Specific
Strategies and
Testing/ Leisure
Pack up/ Clean up
Specific Strategies
and Testing/
Leisure
Pack up/ Clean up
Breakfast
Breakfast
3:00pm
up
Schedules are a little different for each student. Their electives were chosen
based on the interests of each student and allows them to be included with
other students who do not have disabilities. I have also included a time for
them to learn new skills to use at home, in the community, or in the
classroom. This same time also allows me to test students when needed and
provides them with a nice mental break before cleaning up and going home.
Assignment 5
Assignment 5 Part 1
Content: Algebraic Expressions
Using: Common Core Essential Elements and Alternate Achievement
Descriptors for Mathematics
Common Core Standard: ASSE.1. Interpret expressions that represent a
quantity in terms of its context.
Assignment 5 Part 2
EEASSE.1. Match an algebraic expression involving one operation to
represent a given word expression with an illustration.
1. When given a worksheet with 2 columns (one side will hold an
algebraic expression and the other will hold a number sentence), the
student will be able to pick out which one is an algebraic expression.
2. When given a worksheet with 2 columns (one side with a picture and
the other with an algebraic expression), the student will be able to
match the picture with the correct algebraic expression.
3. When given a worksheet, the student will able to select the correct
operation from a story problem.
1.
3x+ 2
2.
7a2b=4
3x+2=6
52n
3.
2r+3b+4y
6+5=11
4.
6w4w
2n= 10
5.
2n 3y
6x+b= 8
6.
3n 6= 20
2+6y+2w
7.
7n3
ny=15
A. 6p+1n+1d
1.
B. 3b+3g
2.
C. 3s+4t
3.
D. 4b+4g
4.
E. 8b+1r
5.
Test 3:
Circle the operation being used in the story problem. Look at the
pictures to help.
1. Nancy has 5 balloons. She gives 3 away. What operation is being
used?
Addition
Subtraction
Multiplication
2. Daniel has 4 cookies and a friend gives him 2 more. What operation is
being used?
Daniels Cookies
Addition
Subtraction
Multiplication
3. An octopus has 8 legs, and Sam counted 3 of them in the tank. What
operation is being used?
Addition
Subtraction
Multiplication
4. Carol had 6 suckers and gave the teacher 2. What operation is being
used?
Addition
Subtraction
Multiplication
Directions:
1.
2.
3.
4.
5.
Give 2 column worksheet to students (the one with the pictures on it)
Ask students to point to each column
Wait for students to point to each column
Tell students to Match the picture to the correct algebraic expression
Show the timer
Explain that they have 5 minutes to complete the worksheet (until
timer rings)
7. Set timer
8. Wait 5 minutes for the students to draw a line between each picture
and corresponding algebraic expression
9. Collect worksheets from students and acknowledge their hard work
10.
Record student responses as + or for each picture
11.
Give a worksheet (with new pictures) a minimum of 3 sessions
over 3 separate days.
Karens Results
Test Item 1
1.
2.
3.
4.
5.
6.
7.
Session 1
Answer Correct
?
(+/)
3x+2
52n
2r+3b
+4y
6w4w
2n3y
2+6y+
2w
7n3
Session 2
Answer
Correct?
(+/)
Session 3
Answer
Correct?
(+/)
1.
ny
1.
2.
3.
6p+1n+
1d
4n3
4t3n
2.
3.
2b+4
3b+3g
4.
5.
6.
8b2y
2x+y
wx
4.
5.
6.
3x+2
8b2y
6w4w
+

7.
5t3
7.
7n2
1.
Session 2
Answer
Correct
? (+/)
A. 8f+2b

1.
2.
D.2r+3y
2.
3.
B.8c+2p
3.
4.
C.4b+3g
4.
5.
E.2w+3r
+4b
5.
Test Item 2
1.
2.
3.
4.
5.
Session 1
Answer Correct
? (+/)
B.
3b+3g
E.
8b+1r
C.
3s+4t
D.
4b+4g
A.
6p+1n
+1d
Session 3
Answe Correct?
r
(+/)
C.6y+
3g
D.6b+
4g
E.3q+
4d
A.3s+
2t
B.2a+
3g
Test Item 3
Answer
1. Subtractio
n
Correc
t?
(+/)

Answer
1. Addition
Correc
t?
(+/)

Answer
1
.
Multiplicati
on
Correct
? (+/)

2. Addition
2. Addition
3. Multiplicati
on
4 Subtractio
n
3. Subtractio
n
4. Multiplicati
on
2
.
3
.
4
.
Subtractio
n
Subtractio
n
Addition
DeAngelos Results
Test Item 1
1.
2.
3.
4.
5.
6.
7.
Session 1
Answer Correct
?
(+/)
3x+2
52n
2r+3b
+4y
6w4w
2n3y
2+6y+
2w
7n3
Session 2
Answer
Correct?
(+/)
Session 3
Answer
Correct?
(+/)
1.
ny
1.
2.
3.
6p+1n+
1d
4n3
4t3n
2.
3.
2b+4
3b+3g
4.
5.
6.
8b2y
2x+y
wx
4.
5.
6.
3x+2
8b2y
6w4w
7.
5t3
7.
7n2
1.
Session 2
Answer
Correct
? (+/)
A. 8f+2b

1.
2.
D.2r+3y
2.
3.
B.8c+2p
3.
4.
C.4b+3g
4.
5.
E.2w+3r
+4b
5.
Test Item 2
1.
2.
3.
4.
5.
Session 1
Answer Correct
? (+/)
B.
3b+3g
E.
8b+1r
C.
3s+4t
D.
4b+4g
A.
6p+1n
+1d
Session 3
Answe Correct?
r
(+/)
C.6y+
3g
D.6b+
4g
E.3q+
4d
A.3s+
2t
B.2a+
3g
Test Item 3
Answer
1. Subtractio
n
Correc
t?
(+/)

Answer
1. Addition
Correc
t?
(+/)

Answer
1
.
Multiplicati
on
Correct
? (+/)
+
2. Addition
2. Addition
3. Multiplicati
on
4 Subtractio
n
3. Subtractio
n
4. Multiplicati
on
2
.
3
.
4
.
Subtractio
n
Subtractio
n
Addition
Beths Results
Test Item 1
1.
2.
3.
4.
5.
6.
7.
Session 1
Answer Correct
?
(+/)
3x+2
52n
2r+3b
+4y
6w4w
2n3y
2+6y+
2w
7n3
Session 2
Answer
Correct?
(+/)
Session 3
Answer
Correct?
(+/)
1.
ny
1.
2.
3.
6p+1n+
1d
4n3
4t3n
2.
3.
2b+4
3b+3g
+

4.
5.
6.
8b2y
2x+y
wx
4.
5.
6.
3x+2
8b2y
6w4w
7.
5t3
7.
7n2
1.
Session 2
Answer
Correct
? (+/)
A. 8f+2b

1.
2.
D.2r+3y
2.
3.
B.8c+2p
3.
4.
C.4b+3g
4.
5.
E.2w+3r
+4b
5.
Test Item 2
1.
2.
3.
4.
5.
Session 1
Answer Correct
? (+/)
B.
3b+3g
E.
8b+1r
C.
3s+4t
D.
4b+4g
A.
6p+1n
+1d
Session 3
Answe Correct?
r
(+/)
C.6y+
3g
D.6b+
4g
E.3q+
4d
A.3s+
2t
B.2a+
3g
Test Item 3
Answer
1. Subtractio
n
Correc
t?
(+/)

Answer
1. Addition
Correc
t?
(+/)

Answer
1
.
Multiplicati
on
Correct
? (+/)

2. Addition
2. Addition
3. Multiplicati
on
4 Subtractio
n
3. Subtractio
n
4. Multiplicati
on
2
.
3
.
4
.
Subtractio
n
Subtractio
n
Addition
Assignment 6
Assignment 7
Karens Results
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Session 1
Answer
3b+3g
8b+1r
3s+4t
4b+4g
6p+1n
+1d
8f+2b
3q+4d
2a+3g
8c+2p
2r+3y
Total
5
%
50%
+
+

1.
2.
3.
4.
5.
6.
7.
+
+
+
8.
9.
10.
Session 2
Answer
8f+2b
2r+3y
8c+2p
4b+3g
2w+3r
+4b
3b+3g
3s+4t
3q+4d
5t+2s
2p+4s
Total 6
%
60%
+
+

1.
2.
3.
4.
5.
+
+
6.
7.
+
+
8.
9.
10.
Session 3
Answer
6y+3g
6b+4g
3q+4d
3s+2t
2a+3g
3b+3g
2w+3r
+4b
3s+4t
4b+4g
5t+2s
Total 8
%
80%
+
+
+
+
+
+
+
+
Karen was given three sessions with 10 trials each. In the beginning she was
still struggling but showed improvement. By the end of her third sessions
Karen was able to get an 80%. While this is the criterion in her objective 2
more sessions will be performed later in the year to see if she can keep the
80% criterion
DeAngelos Result
Session 1
Session 2
I
1.
2.
3.
4.
5.
6.
7.
8.
9.
1
0.
Subtractio
n
Addition
P
M
Session 3
I
P
V
1.
Addition
2.
Addition
2.
Multiplicati
on
Subtractio
n
Subtractio
n
Subtractio
n
Addition
3.
Subtractio
n
Multiplicati
on
Subtractio
n
Addition
3.
4.
6.
7.
Multiplicati
on
Multiplicati
on
Addition
Multiplicati
on
8. Subtractio
n
9. Subtractio
n
10 Multiplicati
.
on
Total
7
%
70%
Total
5
%
50%
4.
5.
6.
7.
+
G
1.
5.
8.
9.
1
0.
Multiplicati
on
Subtractio
n
Subtractio
n
Addition
Multiplicati
on
Multiplicati
on
Addition
Subtractio
n
Addition
Multiplicati
on
Total
8
%
80%
I
+
G
+
+
+
+
+
G
+
+
DeAngelo was given three sessions with 10 trials each. By the third session
DeAngelo was successfully able to get 80% criterion. He does however need
work with identifying subtraction within a story problem.
Beths Result
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Session 1
Answer
3b+3g
8b+1r
3s+4t
4b+4g
6p+1n
+1d
8f+2b
3q+4d
2a+3g
8c+2p
2r+3y
Total
6
%
60%
+
+
+

1.
2.
3.
4.
5.
6.
7.
+
+
+
8.
9.
10.
Session 2
Answer
8f+2b
2r+3y
8c+2p
4b+3g
2w+3r
+4b
3b+3g
3s+4t
3q+4d
5t+2s
2p+4s
Total 6
%
60%
+
+

1.
2.
3.
4.
5.
+
+
6.
7.
+
+
8.
9.
10.
Session 3
Answer
6y+3g
6b+4g
3q+4d
3s+2t
2a+3g
3b+3g
2w+3r
+4b
3s+4t
4b+4g
5t+2s
Total 8
%
80%
+
+
+
+
+
+
+
+
Beth was given three sessions with 10 trials each. She did fairly well with
instruction and by the third session she reached 80% criterion.
Assignment 8
Generalization
1. Karen, Beth, and DeAngelo will be able to perform their objectives
when someone other than myself gives them the sessions.
2. DeAngelo will be able to perform his objective without the blank piece
of paper covering over the problems he hasnt done yet.
3. Karen, Beth, and DeAngelo will be able to perform their objectives in
different environments. For example, they can be tested in the hallway
or another room other than their math classroom.
4. Using examples that are outside the book. This will help so that
students dont rely on the textbook and they can work through
problems with me.
Maintenance
1. Karen, Beth, and DeAngelo will be able to perform their objectives with
constant (once every two months, after they have reach criterion)
checks throughout the year to see if they have remembered what they
have learned and to give them more practice.
Observational Learning
1. I will have Karen and Beth trying to achieve their objectives at the
same time, during a small group instruction. My hope with this (and the
reason why they are focusing on the same objective) is to get Beth to
be more vocal when answering her questions. Since Karen is very vocal
and loves to make friends, I thought Beth could benefit from the
instruction that Karen gets.
Incidental Learning
Incidental Information: A synonym is a word with similar or same meaning to
another word.
I picked this as the incidental learning because it is more of a reading thing
but also helps DeAngelo figure out what operation is being used. This is also
included in the book and will get reinforced during instruction. It is not the
main reason for teaching him about algebraic expressions.
Trial Example
Instructional Strategy: System of Least Prompts
Hierarchy
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