The Children’s Day Program (CDP) educational approach is driven by the empirically documented methods of Applied Behavior Analysis and Positive Behavior Support. Our goal is to support people with disabilities and strive to teach the skills necessary to have a good quality of life. This includes using direct observation, measurement of behavior, antecedent and environmental modifications, positive reinforcement and consequences to produce meaningful behavior change. The development of a good quality of life focuses on promoting the achievement of life goals in areas of autonomy, social relationships, functional life skills, self-determination, health, safety, and academic achievement, as well as reducing behavioral challenges.

Evidence-based Teaching Strategies & Underlying Principles

The term “discrete trial” refers to an instructional format that uses the repetition of individual trials (practice opportunities). Trials typically include an instruction (Sd - discriminative stimulus), a learner response, and a consequence (feedback to learner about their response). Learners must meet a performance criterion at each short term objective (STO) in order to move on to the next (more complicated) STO. Performance is described as the percentage of steps completed independently (without teacher prompts). The prompting technique selected is based on the learner’s individual needs and style.

“Delayed cue” prompting techniques are sometimes used during discrete trial instruction (e.g. conditional discrimination training). This technique is most effective with learners who are unlikely to “wait” for the prompt. Three items or pictures (stimuli) are presented in an array, and the learner is directed to select a specific stimuli. The arrangement of stimuli in the array is systematically rotated to ensure that the learner is discriminating. After the learner demonstrates consistent correct responses at a designated “delay” (indicated in seconds, from 0 seconds to 5 seconds), the delay is increased, giving the learner the opportunity for increased independence (they begin to respond before the prompt is provided).

“Task analysis” instruction is provided for skills that are actually “chains” of behavior. Small steps that when combined, form more complex activities such as brushing teeth, washing hands, cleaning up after lunch, etc. Complex tasks are analyzed and broken down into their component task (chains). Most self-help, domestic and vocational skills are made up of these types of chains.

The term “verbal behavior” is synonymous with communicative behavior. It is not an instructional methodology but a framework for thinking about language. Any interaction in which information is being conveyed is verbal behavior which includes both non-vocal and vocal means of communication. Behavioral classifications used in verbal behavior are: ecohoics (vocal imitation), mimetics (motor imitation), mands (request), tacts (label or vocabulary), and intraverbals (conversational language).

Also based on the verbal behavior classification system, The Picture exchange Communication System (PECS) is a picture based system that was developed for learners with social communication deficits (Bondy and Frost, 2001). It is based upon research and practices of ABA which utilizes behavioral principles and techniques such as motivation, prompting, shaping, differential reinforcement, reinforcer assessment, and transfer of stimulus control.

The term “incidental teaching” refers to the interaction between an adult or peer and a single child which arises naturally in an unstructured situation, such as free play, and which is used by the adult to transmit information or give the child practice in developing the skill (Hart & Risley, 1975). Incidental teaching encourages the use of natural reinforcers, following the lead of the child, and promotes generalization across environments, stimuli, and trainers. Similarly, “pivotal response training” proposes the use of natural reinforcers and natural environments for the development of pivotal areas including motivation, responsivity to multiple cues, self-management, and self-initiations, which will then lead to increased attainment of other important skills (Koegel & Koegel, 2006).

 NYSAA

The New York State Alternate Assessment (NYSAA) is a datafolio assessment that measures student progress in achieving the learning standards through Alternate Grade Level Indicators (AGLIs). All CDP students are eligible to be assessed based upon chronological ages aligned with specific grade levels identified by NYS.

 Handwriting

The published curriculum that our classroom staff and occupational therapists use are Handwriting Without Tears and Sensible Pencil. The curriculum, materials and environment can be modified to meet individual student needs and learning styles. Modifications can include the use of a slant board, pencil grips, wikki sticks which serve as tactile boundaries and various lined paper to name a few.

 Math/Time/Money

Some of the published curriculum that CDP utilizes to address math, time and money skills include Touch Math, Touch Money, Menu Math, Market Math, Hooked on Math, PCI Money Math series and Edmark Time Telling. In addition, a variety of workbooks including Step up to Math and Math exercises for Non-readers, coin-ulators, calculators, templates of a vending machine and microwave panel for practice are available.

 Reading/Literacy *Literacy is incorporated into all content areas

Some published curriculum that CDP utilizes to address reading/literacy are Edmark Reading Program, Reading Milestones curriculum and Hooked on Phonics. Teachers ensure each student has individualized visual schedules/planners, modifications to age appropriate stories/books, sight words, spelling tests, teach word to picture, reading comprehension, etc.

 Computer Use

Within each classroom environment there is a student computer for students to use throughout the school day to address a variety of skills which include but are not limited to Boardmaker, Picture This, Writing with Symbols, Edmark Reading Program, Edmark Words Around Me, Basic Menu Math, Touch Math Tutor Kindergarten, Alphabet Paint, Build Some Patterns, Earobics, Thinking Things, All the Right Type, Mavis Beacon Typing, Read, Write & Type, Color Cards Everyday Objects, Magic Artist Deluxe, Show Me Math, Basic Picture Math, Personal Success (Personal Care & Social Skills), My Community, School Rules, The Discrete Trial Trainer. In addition, there are several Smart Boards to reinforce and generalize skills using teacher created and/or web based activities.