FEAT of Oregon-Individualized Education Plan (IEP)

NAME: Joey Smith

DATE: May 22, 2000

INSTRUCTIONAL AREA: Expressive Language

GOAL #1: The learner will engage in conversational speech.

Objective #1: LE.C.3 Target Response: Interaction

Response Definition: Interactions are defined as understandable statements or questions that are unprompted by another person, that are directed to another person by using his/her name or by orienting face toward him/her, and that are separated from the speakers previous vocalizations by a change in topic (i.e., a change in subject or object). If the learner interacts and then immediately repeats the same question or sentence, the repetition is not counted as an interaction. Single words (e.g., "chip"), greetings (e.g., "Hit Cindy") and responses to questions or instructions (e.g., "What?", "Okay", "No", and "Yes, I do") are not scored as interaction. Statements such as "I want candy", "Can I have a donut?" and "I want bathroom" are not scored as interaction the learner has already acquired skills in using "I want" statements.

Measurement Procedure: Per opportunity measure. Data are summarized as number of interactions.

Curriculum: Institute-developed curriculum.

Objective #2: LE.C.4 Target Response: Interaction

Response Definition: Interaction is defined as understandable statements or questions (i.e., verbal productions that include a noun or pronoun and a verb) that are unprompted by another person, that are directed to another person by using his/her name or by orienting face toward him/her. If the learner interacts and then immediately repeats the same question or sentence, the repetition is not counted. Single words (e.g., "chip"), greetings and good-byes (e.g., "Hit Cindy" and "Bye Cindy"), polite statements (e.g.,"Thank you", "Excuse me", and "You're welcome"), and responses to questions or instructions (e.g., "What?", Ito kay", "No", and "Yes, I do") are not scored as interactions. Word for-word repetition of the recipient's verbal behavior is not counted as an interaction. Partial word-for-word repetition is not counted as an interaction unless the learner adds something new to the statement or question (e.g., adds a new word, changes verb tense, or reverses pronouns). Statements such as I want candy", "Can I have a donut?" and I want bathroom" are not scored; the learner has already acquired skills in using I want" statements.

Scripted interactions are those that match the most recently played Language Master script, with the exception that conjunctions, articles or prepositions, may be altered or deleted (e.g., substituting "and" for "or", or dropping "the"), and verb tense can be changed. For example, I play piano" is scored as a scripted interaction, although the script is I play the piano. Adding the recipient's name to the end or beginning of a script is counted as a scripted interaction.

Unscripted interactions are verbal productions that differ from the scripts by more than conjunctions, articles, prepositions, or changes in verb tense. The question "Where is Pat?" is scored as unscripted, because the script is "Where is Greg?"; likewise, the question, "Do you like piano?" is unscripted, because the script is "Do you like music?"

An interaction episode begins when a learner responds to a cue in his/her activity schedule, and ends when s/he turns away, moves more than 3 feet from the recipient, or does not speak for more than 15 sec.

Measurement Procedure: Per opportunity measure. Data are summarized as number or percentage correct.

Curriculum: Stevenson, C., Krantz, P. J., Ford, V., & McClannahan, L. E. (1995). Teaching children with autism to initiate conversation using audiotaped cues. (Unpublished manuscript).

GOAL #2: The learner will acquire skills in answering questions during individual and group sessions.

Objective #1: LE.DL.1 Target Response: Distar Language

Response Definition: A response is scored as correct if the learner, without prompts, makes the required verbal and motor responses within 3 sec after a direction is given, either individually, or in unison with his classmates.

Measurement Procedure: Per opportunity measure. Data are graphed as percentage correct.

Curriculum: S. Engelmann. (1970). Distar Language. Chicago, IL: SRA Research Associates.

Objective #2: LE.Q.1 Target Response: Question Answering: General Information

Response Definition: An answer is scored as correct if, within 5 s of an instructor's question, and without further prompts, the learner provides an appropriate response. Questions pertain to personal information (e.g., phone number, birth date, address, etc.); job (e.g., where employed, how long employed, etc.); family (names, jobs, siblings).

Measurement Procedure: Per opportunity measure. Data are graphed as percentage correct per session.

Curriculum: E. Cipani, D. Johnston, S. Burger, L. Torres, T. Rowe, & H. Reynolds (1988). Behavior Analysis Language Instrument (BALI): Assessment of Beginning Language in People with Profound and Severe Handicaps, Bellevue, WA: Edmark Corporation. (Or similar curriculum).

Objective #3: LE.WH.3 Target Response: WH-Concepts

Response Definition: A learner's response is considered correct if, after the instructor asks a pre-specified probe WHquestion, (i.e., "What is this?", "Who is this?", "What does the (person) doing?", Why is the (person) sad?", the learner describes the picture using a phrase, sentence, or paragraphic answer within 5 seconds, and without prompts.

Measurement Procedure: Per opportunity measure. Data are summarized as percentage correct.

Curriculum: Institute-developed curriculum. Cf. P. J. Krantz, S. Zalenski, L. J. Hall, E. C. Fenske & L. E. McClannahan (1981). Teaching complex language to autistic children. Analysis and Intervention in Developmental Disabilities, 1, 259-297.

Objective #4: LE.YN.1 Target Response: Using Yes/No

Response Definition: The learner correctly responds to questions with "yes" and "no" answers. Correct responses are unprompted and occur within 5 s of the question.

Measurement Procedure: Per opportunity measure. Data are summarized as percentage correct in blocks of ten trials.

Curriculum: Institute-developed curriculum.

Objective #5: LE.R.8 Target Response: Recalling Temporally Remote Events: Recalling Novel Items

Response Definition: Describing temporally remote events means answering questions about events that occurred during a previous activity using (a) words or phrases, (b) sentences, or (c) paragraphs.

Measurement Procedure: Per opportunity measure.

Curriculum: Institute-developed curriculum.

GOAL #3: The learner will use gestures while communicating

Objective #1: LE.GC.1 Target Response: Gestural Communication

Response Definition: An appropriate gestural response is defined as the use of hand or body movements that are contextually appropriate and occur within 5 sec of the presentation of the nonverbal and verbal discriminative stimuli.

An appropriate verbal response is defined as words, phrases, or sentences that are contextually appropriate and occur within 5 sec of the presentation of the nonverbal and verbal discriminative stimuli.

Measurement Procedure: Per opportunity measure. The data are summarized as percentage of trials in which an appropriate gestural and verbal response occurred.

Curriculum: Institute-developed curriculum.

GOAL #4: The learner will acquire skills in asking questions.

Objective #1: LE.Q.13 Target Response: Asking Questions: Getting Information About a Person or Situation

Response Definition: The learner asks one or more appropriate questions in order to obtain information about a situation. Examples of questions asked include: Where are you going?, What are you doing?, When will you be back?, and Why are you doing that?

Measurement Procedure: Per opportunity measure. Data are summarized as the number or percentage of questions asked during a set of pre-arranged situations.

Curriculum: Institute-developed curriculum.

GOAL #5: The learner will increase his understanding and use of Language concepts.

Objective #1: LR.C.2 Target Response: Language Concepts

Response Definition: The learner demonstrates his understanding of language concepts (e.g., topbottom, up-down)- by following directions and answering questions about each concept. Correct responses are unprompted and occur within five sec of the direction or question.

Measurement Procedure: Per opportunity measure. Data are summarized as percentage correct.

Curriculum: Institute-developed curriculum.

Objective #2: LE.SD.1 Target Response: Identifying Same and Different

Response Definition: The learner is presented with 2 objects that differ on a single dimension (e.g., color, size, shape) and is asked, "Are these the same? A response is scored as correct if it is made within 5 sec of the question and without the instructor's prompts.

Measurement Procedure: Per opportunity measure. Data are graphed as percentage of correct in blocks of ten trials.

Curriculum: Institute-developed curriculum.

Objective #3: LE.VL.2 Target Response: Labeling Verb Tenses

Response Definition: When presented with a picture or observing an action and asked any of the following questions: What is she going to do?, What is she doing?, or What did she do?, the learner will answer with the appropriate verb tense (e.g., color, coloring, or colored) within five seconds.

Measurement Procedure: Per opportunity measure. Data are summarized as percentage of responses correct.

Curriculum: Institute Developed Curriculum.

Objective #4: LE.P.1 Target Response: Using Prepositions

Response Definition: In response to the question, "Where is the ?", the learner provides the correct preposition and object label without
prompts.

Measurement Procedure: Per opportunity measure. Data are graphed as percentage of correct responses per session.

Curriculum: Institute-developed curriculum.

Objective #5: LE.PN.1 Target Response: Using Pronouns

Response Definition: The learner responds to an instructor's question (e.g., "Whose turn is it"?, "Whose shoes are these"?, "Whose turn is it to wash the dishes"?), using the correct pronoun (e.g., "your(s)", "mine"), within 5 s of the question, and without additional prompts; or he spontaneously (i.e., without an instructor's prompts) uses the correct pronoun in a sentence to request a food, beverage, activity, or play materials (e.g., "I want some chips, " "I want to play basketball, " or "Could you play Sega with me?").

Measurement Procedure: Per opportunity measure. Data are summarized as percentage correct in ten trials.

Curriculum: Institute-developed curriculum.

Goal #6: The learner will speak using an appropriate voice volume.

Objective #1: LE.VV.1 Target Response: Differentiating

Voice Volume

Response Definition: Talking loudly means that, when presented with a symbol, the "loudness" of the learner's verbal response exceeds the volume of typical conversational speech.

Talking softly means that, when presented with a symbol, the "loudness" of the learner's verbal response is lower than typical conversational speech (i.e., whispering). Criterion is 80% accuracy for two consecutive probes.

Measurement Procedure: Data are summarized as percentage of trials scored for using the correct voice volume.

Curriculum: Institute-developed curriculum.

INSTRUCTIONAL AREA: Reading

GOAL #1: The learner acquires sight-word vocabulary and reading comprehension skills.

Objective #1: RE.WR.1 Target Response: Word/Phrase Recognition

Response Definition: A response is scored as correct if, without prompts and within 5 sec of an instruction to read or select, the learner: (a) points to, picks up, or otherwise selects the target word or phrase; or (b) orally reads the word or phrase displayed. Oral responses must be understandable but not perfectly articulated.
Measurement Procedure: Per opportunity measure. Data are summarized as the number or percentage of words or phrases correctly read or selected.

Curriculum: Commercially available and Institute-developed word recognition programs.

GOAL #2: The learner will acquire skills in identifying letters.

Objective #1: RE.LI.3 Target Response: Letter Identification

Response Definition: When presented with a letter flashcard and asked, "What letter?" the student states the correct letter within 5 seconds, and without prompts.

Measurement Procedure: Per opportunity measure. Data are summarized as the number or percentage of correct responses per session.

Curriculum: Institute developed curriculum.

GOAL #3: The learner will acquire basic phonic skills.

Objective #1: RE.P.1 Target Response: Beginning Phonics

Response Definition: Within 5 seconds after the presentation of a single alphabet letter on a flashcard or computer screen, paired with question, "What sound?", the learner provides an unprompted, correctly articulated consonant or vowel sound, and only that sound.

Measurement Procedure: Per opportunity measure. Data are graphed as percentage correct in the first 10 presentations of each alphabet flashcard.

Curriculum: Institute-developed curriculum.

INSTRUCTIONAL AREA: Social and Peer Interaction Skills

GOAL #1: The learner will engage in conversation with peers.

Objective #1: LE.PC.1 Target Response: Conversation with Peers

Response Definition: Verbalizations are scored as conversation if they are: (a) contextual vis-a-vis the activity, a previous conversation, or the immediate environment; and (b) directed to another learner by name or by head and body orientation; or (c) occur in response to peer initiations. They need not be complete sentences nor need they be perfectly articulated. Verbalizations directed to adults or that occur in response to adults' questions or prompts are excluded from this definition.

Measurement Procedure: Time Sampling within Intervals. Data are summarized as percentage of intervals scored for occurrence.

Curriculum: Institute-developed curriculum.

GOAL #2: The learner will initiate interactions with adults and peers.

Objective #1: LE.SI.2 Tar-get Response: Initiating Social Interactions

Response Definition: Non-Verbal Initiations occur when the learner: a) approaches within three feet of another individual and gives him/her an object or shows/displays a product or activity; b) takes an individual's hand/arm and guides him/her to an object or activity; c) uses physical prompts and/or gestures (e.g., Verbal Initiations occur when the learner orients toward and/or makes eye contact with the recipient. The learner must begin walking toward the recipient within three to five seconds of pointing or looking at the photo and he/she must wait to speak to the recipient until he/she is within one to two feet away from the recipient. The learner then: a) makes a verbal statement to request an item or activity, (e.g., "cookie", "I want soda", "Ride bike please", "Read me a story", etc.), or b) makes a verbal statement to communicate a message (e.g., "Look at this", "I'm hungry",

"I'm finished") or obtain additional information (e.g., "What are you doing?", "What can I do now?", "What's for dinner?")

To differentiate between learner responding and initiations, interactions that occur within 10 sec of another person's verbalization or physical prompt are not included.

Measurement Procedure: Per opportunity measure. Data are summarized as number of initiations, waving, pointing, etc.) to request an item, activity, or interaction.

Curriculum: Institute developed curriculum.

Objective #2: LE.I.4 Target Response: Commenting on
Objects/Activities

Response Definition: Commenting on objects and activities include sentences, phrases, or single words that are related to or descriptive of objects, people, or activities in the immediate environment, and that are not prompted by the instructor.

Trained initiations: Trained initiations include those statements that match exactly those on language master cards or in written prompts.

Novel initiations: Novel initiations are verbal productions that differ from the trained initiations by more than conjunctions, articles, prepositions, pronouns, or changes in verb tense.

Measurement Procedure: Frequency of episodes. Data are summarized as the total number of trained initiations and novel initiations to teaching items and probe items.

Curriculum: Institute-developed curriculum.

INSTRUCTIONAL AREA: Math

GOAL #1: The learner acquires age-appropriate math skills.

Objective #1: ES.NO.1 Target Response: Number Object
Correspondence

Response Definition: The learner completes number/object correspondence task with objects, written materials, and activities.

Measurement Procedure: Per opportunity measure. Data are summarized as the number or percentage correct.

Curriculum: Institute-developed curriculum.

Objective #2: MA.ND.2 Target Responses: Number Discrimination: Expressive Labeling

Response Definition: When presented with a number displayed on a flash card and asked "What number?", the learner's response is scored as correct if, within 5 sec and without prompts, he correctly labels the numeral.

Measurement Procedure: Per opportunity measure. Data are summarized as number or percentage correct.

Curriculum: Institute-developed curriculum.

GOAL #2: The learner acquires skills in identifying and using money.

Objective #1: MO.1.1 Target Response: Money Identification

Response Definition: Responses are scored as correct if the learner selects the correct coins and/or bills within 5 sec of the instruction, "Give me (specified amount)."

Measurement Procedure: Per opportunity measure. Data are summarized as percentage correct.

Curriculum: Institute-developed curriculum.

Objective #2: MO.PI.4 Target Response: Paying for Purchases

Response Definition: Paying for purchases means the learner gives the cashier/waitress, a predetermined amount of money (e.g., a five dollar bill) which is always greater than the total due. The steps include a) giving the money to the cashier/waitress when told the amount of the purchase; b) waiting for change due; c) extending hand for change due and returning change to wallet/pocket; d) saying "thank you", or an equivalent at the completion of the transaction.

Measurement Procedure: Per opportunity measure. Data are summarized as number or percentage of steps correctly completed.

Curriculum: Institute-developed curriculum.

GOAL #3: The learner acquires concepts of day and time.

Objective #1: TI.CA.1 Target Response: Calendar Skills

Response Definition: Without prompts, and within 5 sec, the learner correctly answers questions such as: (a) What month is it? (b) What's the date? (c) What day of the week is it? (d) What year is it? (e) What holiday is this month? (f) Whose birthday is this month? (g) What season is it? and (h) What do we do on (weekday)?

Measurement Procedure: Per opportunity measure. Data are graphed as number or percentage correct.

Curriculum: Institute-developed curriculum.

Objective #2: TI.Tl.1 Target Response: Telling Time

Response Definition: When presented with an analog or digital clock and asked, "What time is it?", the learner, without prompts, correctly states the time within 5 sec of the instructor's question.

Measurement Procedure: Per opportunity measure.

Curriculum: Institute-developed curriculum.

Objective #3: TI.TI.2 Target Response: Keeping Appointments

Response Definition: Keeping an appointment means that at a specified time and without prompts from other persons, the learner goes to a designated area and/or engages in a designated response. Correct responses begin within 60 seconds of the designated time. Examples include: reminding an instructor at 10:00 that it is snack time, going to Room 10 at 10:30 to ride the hippity ball, and obtaining one's lunch at 11:30.

Measurement Procedure: Per opportunity measure. Data are graphed as the number correct.

Curriculum: Institute-developed curriculum.

INSTRUCTIONAL AREA: Gross-Motor Skills

GOAL #1: The learner engages in age-appropriate gross-motor activities.

Objective #1: PE.F.1 Target Response: Playing Frisbee

Response Definition: Playing Frisbee includes: a) throwing a Frisbee to another person, b) catching a Frisbee that is thrown by another person, and c) retrieving. In order for a response to be scored as correct, the learner must complete responses without instructor prompts.

Throwing a Frisbee: The learner holds a Frisbee in his dominant hand and throws the Frisbee to another person.
Catching a Frisbee: The learner catches a Frisbee, thrown by another person, in his dominant hand. In order for a response to be scored as correct, the Frisbee must be caught before it touches the ground.

Retrieving: Within five seconds of missing a Frisbee thrown by another person, the learner walks directly to the Frisbee, picks up the Frisbee and carries it back to his playing position.

Measurement Procedure: Per opportunity measure. Data are summarized as: a) percentage of Frisbees thrown, b) percentage of Frisbees caught and c) percentage of Frisbees retrieved.

Curriculum: Institute-developed curriculum.

Objective #2: PE.SK.1 Target Response: Skateboarding

Response Definition: The learner is skateboarding when he is: a) standing with one foot on the skateboard, using the other foot to push off the ground and the skateboard is rolling forward, or b) standing with both feet on the skateboard and the skateboard is rolling forward. These steps must be completed independent of instructor's prompts. Skateboarding is considered terminated if the learner stops moving forward, bumps into an object or falls.

Measurement Procedure: Duration measure. Data are summarized as seconds of independent skateboarding.

Curriculum: Institute-developed curriculum.

INSTRUCTIONAL AREA: Fine-Motor Skills

GOAL #1: The learner acquires age-appropriate art skills.

Objective #1: AR.D.2 Target Response: Drawing People and
Objects

Response Definition: When given the instruction, "Draw a _", the learner draws the specified object (e.g., boy, girl, house, dog, etc.) without prompts from the instructor. Drawings must include a minimum of 80% of the components to be considered correct.

Measurement Procedure: Permanent product measure Data are summarized as percentage of steps completed correctly.

Curriculum: Institute-developed curriculum.

Objective #2: AR.J. 1 Target Response: Creating a journal

Response Definition: When asked by the instructor to complete a journal page, the learner 1) draws a picture about a specified activity or topic, 2) colors the picture, 3) describes the picture, and 4) copies a modeled word or sentence into his journal.

Measurement Procedure: Per opportunity measure. Data are summarized as percentage or number of components completed correctly.

Curriculum: Institute developed curriculum.

GOAL #2: The learner improves handwriting skills.

Objective #1:- HA.HA.1 Target Response: Writing Letters and Numbers

Response Definition: A response is scored as correct if the learner, without instructors' prompts, writes within 1/2 inch of the guidelines. Criterion: 80% accuracy on two consecutive probes.

Measurement Procedure: Permanent product measure. Data are summarized as percentage correct.

Curriculum: Institute-developed curriculum.

Objective #2: HA.N.1 Target Response: Wri ting Name

Response Definition: The learner writes each letter of his name. The letters must be: (a) formed correctly, (b) written in proper sequence, (c) written within 1/4-inch of the guidelines, and (d) completed without assistance.

Measurement Procedure: Permanent product measure. Data are summarized as number or percentage of letters correctly written.

Curriculum: Institute-developed curriculum.

Objective #3: HA.M.3 Target Response: Writing Words & Sentences

Response Definition: When provided with a written text, the learner copies the model, using the target style (i.e., manuscript or cursive). Letters and punctuation marks must be within 1/2 inch of the guidelines, spaces between words must be at least 1/2 inch, letters in words must be no more than 1/4 inch apart, and upper- and lower-case letters must match the model.

Measurement Procedure: Per opportunity measure. Data are summarized as the percentage of words, spaces, and punctuation marks written correctly without prompts from the instructor.

Curriculum: Institute-developed curriculum.

INSTRUCTIONAL AREA: Leisure skills.

GOAL #1: The learner acquires age-appropriate leisure skills.

Objective #1: LS.M.2 Target Response:- Model Building with Schematics

Response Definition: Model building with schematics means that the learner assembles a multiple-piece model by following a series of photographs or diagrams that detail its assembly. To be scored as correct, the model must be completed: (a) in the order specified, (b) exactly as shown in the photograph or schematic, and (c) without assistance from the instructor.

Measurement Procedure: Per opportunity measure. Data are summarized as number or percentage of steps completed correctly.

Curriculum: Institute-developed curriculum.

Objective #2: LS.BG.1 1 Target Response: Playing a Board Game

Response Definition: Using a series of task analyses, each step in a board game is scored as correct if: (a) the step is completed without prompts; (b) there is no more than 5 seconds between each step; and (c) steps are completed in consecutive order.

Measurement Procedure: Per opportunity measure. Data are summarized as number or percentage of components correctly completed.

Curriculum: Institute developed curriculum.

GOAL #2: The learner acquires skills in using a computer.

Objective #1: KS.M.1 Target Response: Using a Computer Mouse

Response Definition: Using a mouse means that the learner manipulates the computer mouse to move the cursor/arrow through a variety of activities specified in the Mouse Basics and the Mouse Practice program.

Activities include locating the cursor or arrow on the computer screen, moving the cursor/arrow onto a specified object, "clicking" on an object, and "dragging" an object from one point to another.

Measurement Procedure: Per opportunity measure

Curriculum: Macintosh Mouse Basics and Mouse Practice

INSTRUCTIONAL AREA: Self-Care and Home-Living Skills

GOAL #1: The learner acquires independent and age-appropriate dressing skills.

Objective #1: SH.DR.6 Target Response: Shoe Tying

Response Definition: Each of the steps in shoe tying is considered correct when performed without instructors' prompts.

Measurement Procedure: Per opportunity measure. Data are summarized as number of steps completed correctly.

Curriculum: Institute-developed curriculum.

GOAL #2: The learner acquires age-appropriate self-help skills.

Objective #1: SH.BA.1 Target Response: Bathing

Response D efinition: Bathing means performing a sequence of skills identified on a checklist, including: undressing, washing, drying, and getting dressed without prompts from instructor or parent.

Measurement Procedure: Per opportunity measure. Data are summarized as number of steps correctly completed.

Objective #2: SH.PH.1 Target Response: Self Care Skills: Personal Hygiene

Response Definition: Using a series of task analyses, each step in a selfcare task is scored as correct if: (a) the step is completed without prompts; (b) there is no more than 5 sec interresponse time between steps; (c) pauses/delays do not exceed 10 sec; and (d) steps are completed in consecutive order.

Measurement Procedure: Per opportunity measure. Weekly data are summarized as the number of steps correctly completed.

Curriculum: Institute-developed curriculum.

GOAL #3: The learner learns to eat a variety of foods.

Objective #1: SH.E.1 Target Response: Eating: Sampling Nonpreferred Foods

Response Definition: When given a direction to eat, the learner picks up the target food and puts it in his mouth within five seconds, chews, and swallows without further prompts.

Measurement Procedure: Per opportunity measure. Data are graphed as number or percentage of correct trials.

Curriculum: Institute-developed curriculum.

GOAL #4: The learner will complete age-appropriate chores.

Objective #1: HL.R.1 Target Response: Cleaning a Room

Response Definition: Cleaning a room is defined as completing each step in a task analysis for a specified room. Correct responses are completed without prompts.

Measurement Procedure: Per opportunity measure. Data are summarized as percentage of correctly completed steps.

Curriculum: Institute-developed curriculum.

INSTRUCTIONAL AREA: Independence

GOAL #1: The learner will develop skills that allow him to complete activities independently.

Objective #1: AS.P.1 Target Response: Following a Photographic Activity Schedule.

Response Definition: Each activity included in the photographic schedule is scored as correct if, without prompts, the learner: (a) opens the book or turns the page, (b) points to or looks at a page, (c) obtains the necessary materials, (d) completes the activity, and (e) puts away the materials.

Measurement Procedure: Per opportunity measure. Each component of each activity is scored as correct/incorrect. Data are graphed as a percentage of components correctly completed.

Curriculum: Institute-developed curriculum.

Objective #2: AS.W.1 Target Response: Using a Written Activity Schedule.

Response Definition: Each activity has three components: (a) obtaining the specified materials; (b) completing a specified activity; and (c) putting away materials. Each component is scored as correct if the learner engages in this behavior without adults' prompts. The written schedule may be paired with pictorial cues, may be presented in a three-ring binder with one word or sentence per page, or may appear as a written checklist or as a "to do" list in a daily planner or appointment book.

Measurement Procedure: Per opportunity measure. Each component of each activity is scored as correct/incorrect. Data are graphed as percentage of components correctly completed.

Curriculum: Institute-developed curriculum.

Objective #3: EN.OT.1 Target Response: On-Task During
Group Activity

Response Definition: The learner is scored as on-task if he is: (a) looking at the storybook, movie, flannel board, his work, or the instructor; (b) following the instructor's directions (e.g., to point to pictures); (c) answering the instructor's questions; (d) looking at another youth if the instructor has directed a question to that youth; (e) not engaging in disruptive or otherwise inappropriate behavior.

Measurement Procedure: Time sampling at a point in time. Data are collected on all learners participating in the group activity. Data are collected every minute on the 1 -minute mark for 10 minutes. Data are summarized as percentage of observations scored for on task.

Curriculum: Institute-developed curriculum.

INSTRUCTIONAL AREA: Community Living

GOAL #1: The learner acquires skills in waiting independently.

Objective #1: DF.W.2 Target Response: Waiting in a Designated Area

Response Definition: When given the direction "Wait here" or "Stay here" the learner, without prompts and in the absence of stereotypic behavior, remains in the designated area for a specified period of time.

Measurement Procedure: Per opportunity measure. Data are graphed as the percentage of opportunities during which the learner waited in the designated area.

Curriculum: Institute-developed curriculum.

TREATMENT AREA: Non-Contextual Vocalization

GOAL #1: The learner decreases non-contextual vocalization.

Objective #1: ES.NV.2 Target Response: Non-Contextual Vocalization

Response Definition: Non-Contextual Vocalization occurs when Joey is engaged in one or more of the following behaviors, for a duration of 3 seconds, when not requested by the instructor or when not contextually appropriate: 1)whispering 2)making sounds regardless of pitch or volume (e.g., "eeee," oooo," and "ahhh") 3)laughing.

Measurement Procedure. Fre quency of occurrence. Data are summarized as percentage of 5-min intervals during which Joey engaged in non-contextual vocalization.

Curriculum: Institute-developed curriculum.