Technology Assisted Active Learning: Aarna’s Case Study

Aarna’s Lotion-Activity watch December - Establishing Baseline at ( Beginning ) To see Aarna’s Move Bells Routine watch January—Exploration at ( Timeline: 46 seconds )

To see Aarna’s Patterns and Music Routine watch May—Function Level, Patterns and Music at ( Timeline: 6:07 ) To see Aarna’s Rufus Reading Routine watch May—Function Level, Rufus Reading at ( Timeline: 9:13 ) YouTube Video Link: https://www.youtube.com/watch?v=RbQnwin2Qz8

The instructional strategy used in the SLK is called ‘routines.’ It is based on the evidence that highly structured activities conduct- ed during direct instruction result in higher levels of achievement for learners with disabilities. Teams should design routines for maximum consistency, use the same sequence of steps, and guarantee they occur frequently—at least once daily. In January, Aarna’s team began her intervention with a Move Bells routine. The team collaborated to develop a lesson plan (Table 1: Sensorimotor Routine Lesson Plan—Move Bells) for the routine to ensure maximum consistency and to document progress on the embedded cognitive skill of cause and effect. When Aarna demonstrated mastery of active alert/exploration zone cause and effect skills, her team developed routines target- ing partial participation/function zone skills. The iPad® was the highly motivating topic for these routines. Aarna demonstrated in her Move Bells routine that she enjoyed moving her body to create sound. Her goal in her iPad routines was to demonstrate that she could use a tool to create sounds. Aarna’s team developed two iPad routines. In the first, as shown in Table 2: Sensorimotor Routine Lesson Plan—Patterns and Music, Aarna used an adaptive switch tool to activate visual patterns and music on her iPad. She moved her head to a pressure switch to restart the program after pauses. Team members made sure that Aarna’s homebound teacher taught her the routine with

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