A Curriculum Plan and a Progress Monitoring Plan

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Assessment and Measurement Project

Curriculum Plan

The suggested curriculum plan has the following targets as per domains:

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Cognitive/Academic: Develop basic writing skills

This task is essential for Timmy’s future academic success and possible to develop at this stage. Since the boy has no problems reading his written name, it is feasible to teach him to write it. In this way, the transition to written tasks in the classroom will be facilitated through this intervention when introduced in a timely manner.

Communication: Develop responsiveness to echoic prompting

The communication patterns can be developed through learning to vocalize needs when prompted since this aspect is one of the main challenges for Timmy. This ability will help ensure the understanding of instructions by the boy and, consequently, improve his skills related to interactions with peers and teachers.

Adaptive: Improve the work in a group setting (sequence following)

Active participation in the classroom or any other group setting can be promoted by the development of abilities, which allow a person to perform the tasks, which everyone can do. Therefore, it is reasonable to suggest teaching him to follow sequences of more than two steps when required to perform specific actions to improve the interactions with others when cooperating.

Social: Develop listening skills

As follows from the scenario, the main barrier to building healthy relationships with peers and teachers for Timmy is his inability to emit complex tacts. Hence, it is critical to teach him to use two-component verb-noun or noun-verb expressions not only for using them in speech but also for understanding when others say them.

Self-Help/Domestic: Conduct toilet training

Another problem is connected to the lack of toilet training, which should be conducted. In this way, Timmy’s self-care will be better when he can express his needs without teachers’ different prompts. This task also relates to various accompanying procedures, such as washing hands or drying them with a towel, which can be the next step after learning to vocalize his needs.

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Community/Vocational: Improve pitch/duration of sounds

The last critical issue, which should be addressed by specialists as per the assessment results, is the use of whispering and a quiet/loud voice. In other words, the appropriateness of one or another method of communication in public places will significantly facilitate cooperation with others as well as Timmy’s behavior in general.

Skill Intervention Hierarchy

The hierarchy of skill interventions implies the need for beginning them with adaptive measures. They are believed to be the ones of greater importance for children with autism, and their performance in the first place ensures easier achievement of results in other areas (Forgeot d’Arc et al., 2020). The next steps include developing writing and listening skills, echoic prompting, and sequence following, and their selection is explained by their connection with Timmy’s academic successes in the future. In the end, toilet training and learning the proper pitch/duration of sounds are required.

Progress Monitoring/Data Collection Plan

Cognitive/Academic: Develop basic writing skills

The data of results after the intervention on developing writing skills will be received in a written form. Timmy’s achievements over a month will be analyzed by comparing the papers to see the difference. Hence, progress will be the increasing clarity of writing and should be followed by adding other words, whereas the failure will be the lack of thereof and require the change in methods.

Communication: Develop responsiveness to echoic prompting

The data will be collected via reports of specialists stating the number of errors when following instructions. They will be monitored during the sessions and analyzed in a month. Progress will mean that Timmy can understand all directions, and the failure would be the inability to use them as guidance. In the former case, the next step is the introduction of complex intraverbal responses and, in the lack of progress, the use of simpler structures (Stauch et al., 2017).

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Adaptive: Improve the work in a group setting (sequence following)

The data will be collected by the feedback of teachers after each class during a month and analyzed for revealing the trends by comparison. Progress will correlate with an ability to follow instructions of three and more steps and be followed by more complex directions. The lack of progress will be a problem with keeping up with three-step instructions, and, in this case, it will be necessary to continue the work.

Social: Develop listening skills

The data will be collected by educators reporting the use of two-component verb-noun or noun-verb expressions and analyzed by comparing the numbers of errors in a month. Progress will mean a gradual decline in errors, which should be followed by checking the understanding of others’ responses. Failure will be the inability to emit tacts and should be addressed by continuing the work.

Self-Help/Domestic: Conduct toilet training

The data will be collected by carers, who will report the responses to emerging needs and ability to perform the required actions without assistance, and analyzed by the frequency of issues in a month. Progress will be reflected by growing independence in the process, and it should be followed by reducing prompts. The lack of progress will be the refusal to act without assistance, and it should be addressed by assessing the signs of toilet readiness and further planning (Bennie, 2019).

Community/Vocational: Improve pitch/duration of sounds

The data will be collected by parents, who will report on the events of improper pitch/duration of sounds in public places, and analyzed by comparing the frequency over a month. Progress will be the reduction in the number of cases and should be followed by evaluating other behavioral issues in this setting. The lack of progress will be Timmy’s failure to understand how to correctly pronounce words and should be addressed by additional training at home.

References

Bennie, M. (2019). The difficulties with toilet training a person with autism. Autism Awareness Center Inc. Web.

Forgeot d’Arc, B., Devaine, M., & Daunizeau, J. (2020). Social behavioural adaptation in autism. PLoS Computational Biology, 16(3), e1007700. Web.

Stauch, T., LaLonde, K., Plavnick, J. B., Bak, M. S., & Gatewood, K. (2017). Intraverbal training for individuals with autism: The current status of multiple control. The Analysis of Verbal Behavior, 33(1), 98-116. Web.

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ChalkyPapers. (2022, September 16). A Curriculum Plan and a Progress Monitoring Plan. Retrieved from https://chalkypapers.com/a-curriculum-plan-and-a-progress-monitoring-plan/

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ChalkyPapers. (2022, September 16). A Curriculum Plan and a Progress Monitoring Plan. https://chalkypapers.com/a-curriculum-plan-and-a-progress-monitoring-plan/

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"A Curriculum Plan and a Progress Monitoring Plan." ChalkyPapers, 16 Sept. 2022, chalkypapers.com/a-curriculum-plan-and-a-progress-monitoring-plan/.

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ChalkyPapers. (2022) 'A Curriculum Plan and a Progress Monitoring Plan'. 16 September.

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ChalkyPapers. 2022. "A Curriculum Plan and a Progress Monitoring Plan." September 16, 2022. https://chalkypapers.com/a-curriculum-plan-and-a-progress-monitoring-plan/.

1. ChalkyPapers. "A Curriculum Plan and a Progress Monitoring Plan." September 16, 2022. https://chalkypapers.com/a-curriculum-plan-and-a-progress-monitoring-plan/.


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ChalkyPapers. "A Curriculum Plan and a Progress Monitoring Plan." September 16, 2022. https://chalkypapers.com/a-curriculum-plan-and-a-progress-monitoring-plan/.