Community Based Instruction Manual
. Does your class do community based instruction? It’s one of the most valuable and beneficial things my classroom does. A few years ago one of my students refuse to leave the house with his parents. One of them always had to stay home with him and they couldn’t even go out to a family dinner. After a few years of regular community based instruction, his mom said he know ASKS to go places 🙂 When I first started teaching, I used to take my whole class places – this was mass chaos and highly advice against this! It was mostly head counting and I barely had a chance to actually work on any skills with my students.
In the past few years, I switch things up. My coworker and I do weekly community trips where we each bring a few students. We pick one location a month.
Then each student gets to go on one trip a month. The other students stay back with the aides. We try to plan it over a prep period so some of the students are at gym or music during that time. This has work out immensely better. I actually get to work with the students on community tasks! My kids LOVE these trips.
Not only are we able to work on important life skills but these trips usually function as a great reinforcer. Many of my kids ‘work for’ these trips! Double whammy 🙂 We have gone everywhere – McDonalds, Pizza Hut buffet, grocery store, diner, frozen yogurt shop, taco restaurant, Subway, Dunkin Donuts We try to pick a big variety of locations to provide our students with new experiences and learn new vocabulary! Here are some visuals we use on our trip. This is great for fast food restaurants: Here is we use for Subway: We did our second trip to the grocery store today! We have been buying food for our Thanksgiving feast will be having next Wednesday!
My guys did super well 🙂. Your blog has seriously become my favorite. I have bought so many things for your TpT store. I work with students with Autism and other communication delays.
I have quite the variety in my classroom that I find very overwhelming at times! I teach pre-school, and currently have 2 students with an Autism diagnosis. I envy your organization with differentiating! I know I need to make a lot of changes in my classroom and I admire your blog so much! When I read that you had a student who refused to leave his home, I thought, I have that child!! We don’t have the opportunity to for community visits, but I am working with the family and creating social stories that I hope will help with transitions to the car to travel to Walmart, etc, even just the neighbors house!
Your resources are super inspiring and helpful! Thank you for all you create and share! I am really fortunate as we got new buildings this year with full kitchensthey are beautiful.
We do weekly shopping and cooking classes and I am sooo lucky that my boss lets me do this with just three students. Students have to select the food, create the shopping list, find the items at the store, pay for it using self serve or cashier. We then cook the next day. I got all teary when one of my students (who usually will not initiate conversations), independently went to the deli and asked for cold cuts.
It was so lovely. Thank you for sharing these visuals. Our next step is to have lunch when we are out. These will come in handy.
It is really amazing that you so willinging share your hard work with others. Please know it is benefitting kids all the way in Australia! I love reading your blog.
Community Based Instruction Manual Osep
I have a very similar classroom, although it is a low-incidence classroom setting. I am curious how your community based instruction works. We take a few trips a year. But due to our school being located in a very small town there aren’t many places we can walk to. Take a school bus? Or drive personal vehicles for your community based instruction? Also, we have a full kitchen in our classroom.
I have always purchased the supplies for this and I am okay doing this, but feel we could do so much more if the funding came from somewhere else. Any ideas on funding cooking in the classroom or community based instruction? Thanks for sharing all of your great ideas! Thanks so much for reading Allison! So for community based instruction we either walk or take the city bus (we live nearby many bus stops that are a short trip to a variety of stores!). We do some bigger trips with school buses but in general – we don’t take too many school bus trips. Too expensive!
I am very jealous of your full kitchen! The way we work payment for community based trips is that I ask parents 3 times a year for $25. Then we pull from that group of money for each trip. Funding through grants is very difficult for cooking or community based instruction because almost all grants exclude trips that would buy food! Also many grants seem to have a difficult time understanding that a trip to McDonalds is educational.
I have written many grants trying to explain this with little luck! Asking parents for money a few times a year works really well! One month we will do a cheaper trip (like Dunkin Donuts) and the next month a more expensive one (ie. Subway or pizza hut). I am also fairly shameless and ask stores or restaurants if they will give us a deal! Pizza hut let all my big boys eat at the buffet for the kid price and gave us all free pop!
Subway also lets us do two for one! Hope this helps 🙂. Schedules are an essential component to any effective classroom. Schedules let us know when transitions will occur, the order of activities, and alerts us to changes. For children with autism who may struggle with receptive language processing, schedules are even more important.
Effective use of schedules can increase functional independence and decrease negative behaviors and anxiety. However, there are some common pitfalls we fall into when it comes to appropriate schedule use. Learn my 10 dos and don’ts for classroom schedules and make the most out of this must-have strategy! The key to successful data collection is to make it easy and doable! No matter how great your data system is – if it’s too complicated you won’t use it. In this session, learn how to make your data system work for you. We will discuss ways to take data that are efficient, time saving, and useful for both academic and behavior data.In this session, we will review using rubrics, rate of responding, frequency count, and tracking prompt levels to take data on both basic and more complex skills.
Learn how to create specific and individualized data sheets in a fast and simple way. Once you have all this data, you need to know what to do with. Making data based decisions is critical in determining if progress has been made. Learn how to use your academic data to drive your instructional decisions and plan supplemental activities, write additional goals, or strengthen foundational skills. Utilize behavioral data to create function based interventions, determine the success of behavior plans, and increase functional skills.
Organization is the major component to a successful data system. We will discuss methods of organizing your data so you can access it readily.
Staff training is also essential. Learn how to work with your staff so data is taken consistently across all areas of your classroom! Offered as a one or two day session.
This full day workshop will offer practical solutions to foster increases in positive behaviors and decreases in problem behaviors. This session will begin by exploring how to apply these strategies to everyday situations in an applicable and proactive way. This approach will focus on the changing outcomes of behaviors by looking at the entire context and approaching behavior from a function based perspective. Audience members will learn how conduct a thorough Functional Behavior Assessment, select appropriate and function-based strategies, and analyze data to determine growth and next steps. This workshop highlights ready to use interventions and real-life scenarios. The concepts can be applied to a wide range of environments CLOSE.
Community Based Instruction Trip Ideas
In this full day workshop, we will explore methods to increase vocabulary, literacy skills, independence, and communication skills in your preschool students! The day begins with an in-depth look at the importance of building vocabulary for all preschoolers. Increased vocabulary will lead to more advanced reading skills in early elementary and overall school achievement.
This session will explore using higher order thinking questions, play based learning, a focused read aloud, discrete trial training, and fluency instruction to build vocabulary with your preschoolers. We will also examine how appropriate and purposeful use of visuals helps build executive functioning skills with our younger learners. Learn how to utilize visuals to improve organization, planning, following directions, problem solving, and cognitive flexibility with preschool students.
We will explore specific strategies and examples of how to create visuals, teach appropriate use, and utilize on a daily basis. Learn how to target a wide range of literacy goals for early childhood students using interactive and hands-on adapted books. An adapted book is any book that has been modified in some way that makes it more accessible. Adding moveable pieces, simplified text, and visually based comprehension activities to your existing favorite books can help increase student engagement. In this session, we will explore ways to create your own adapted books that build both foundational language skills and more advanced literacy concepts. Learn how to use your academic data to drive your instructional decisions.
Explore a variety of ways to effectively and efficiently take data that is useful. In this session, we will review using rubrics, rate of responding, frequency count, and tracking prompt levels to take data on both basic and more complex academic skills. After collecting the data, then you need to use it!
Learn how to utilize your data to plan supplemental activities, write additional goals, or strengthen foundational skills. The goal for all general education and special education students is to be learning, engaged, and independent. Begin this process by identifying each learning and behavioral challenge as a Can’t Do or Won’t Do. Is the work or work process beyond your child’s skill level or is the motivation to complete the task not there? Explore learning obstacles by improving executive functioning skills and adapting academic work. Add a proactive element to your behavior management system by implementing positive reinforcement to increase positive behaviors within your class. This session is jam packed with ready to use strategies for general education and special education classrooms.
We live in a rule-driven world yet so often our children and adults lack the understanding of these guidelines. Behavior Contingency Maps show a visual representation of everyday rules. These maps illustrate the consequences that result from both appropriate and inappropriate behaviors. These maps are an ABA based intervention and help identify the ABC pattern of behavior (antecedent, behavior, consequence) and will give your student or child a concrete way of understanding that “if, then” relationship – “If you do this, this will happen.” In this session, audience members will explore the purpose & use of Behavior Contingency Maps as well as leave ready to implement this strategy immediately in an effective and positive way! We live in a rule-driven world yet so often our children and adults lack the understanding of these guidelines. Behavior Contingency Maps show a visual representation of everyday rules. These maps illustrate the consequences that result from both appropriate and inappropriate behaviors.
These maps are an ABA based intervention and help identify the ABC pattern of behavior (antecedent, behavior, consequence) and will give your student or child a concrete way of understanding that “if, then” relationship – “If you do this, this will happen.” In this session, audience members will explore the purpose & use of Behavior Contingency Maps as well as leave ready to implement this strategy immediately in an effective and positive way! Working with the adult population can be very challenging. It can be tricky to navigate the often under-funded world of adult education in a way that is helpful and age appropriate for our adults. It’s a daunting task to create an environment that is meaningful and engaging. Individuals with autism are all so different and have a vast array of needs. In this session learn how to organize, setup, and structure your adult day program classroom.
We will discuss everything from creating an efficient schedule, the physical structure, using visuals, creating a data system, and beginning curricular planning. The key to successful data collection is to make it easy and doable! No matter how great your data system is – if it’s too complicated you won’t use it.
In this session, learn how to make your data system work for you. Learn how to create specific and individualized data sheets in a fast and simple way. We will discuss ways to take data that are efficient, time saving, and useful. Once you have all this data, you need to know what to do with. Making data based decisions is critical in determining if progress has been made.
Organization is the major component to a successful data system. We will discuss methods of organizing your data so you can access it readily. Staff training is also essential. Learn how to work with your staff so data is taken consistently across all areas of your classroom!
Children with autism are capable of learning to read when provided structured and individualized instruction! This session will provide detailed instruction on strategies to teach pre-reading skills, oral reading fluency, sight word recognition, reading comprehension, and word attack skills. This session will be focused on methods to organize and implement these strategies within special education classrooms for students with autism.
Students with autism benefit from structured tasks, the use of visuals, multiple exemplars, discrimination training, and routine based instruction. Learn how you can incorporate these strategies to effectively teaching reading to students with autism.
This session will also focus on the organizational aspect of reading instruction. We will discuss scheduling, grouping students, training paraprofessionals, and more! Aggression and other problem behaviors can be the biggest obstacle to running a successful classroom. Whether extreme or mild, these behaviors can stop our teaching and halt student progress. In this session, learn how to use function-based interventions to efficiently and effectively reduce problem behaviors.
In this workshop, begin by identifying target behaviors and determine the reason behind these maladaptive responses. Use this information to select an appropriate and effective intervention. In this session, we will discuss a multitude of interventions for each type of behavior. It’s a daunting tasks setting up an autism classroom or appropriately integrating students with autism into the general education setting.
Students with autism are all so different and have a vast array of needs. Many of these learners need to be taught individually. It can seem impossible to effectively teach a group of such different students when so many of us our understaffed. In this session learn how to organize, setup, and structure your classroom.
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We will discuss everything from creating an efficient classroom schedule, the physical structure, using visuals, creating a data system, and beginning your curricular planning.