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| Instructional Cooperation Observation Tool: Identifying Fragile Links Within the Instructional Chain Using Structured Observation |
| Friday, May 27, 2022 |
| 12:00 PM–3:00 PM |
| Meeting Level 2; Room 254B |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Shaunessy M. Egan, Ed.D. |
| PHILIP HUNT (West Hartford Public Schools), SHAUNESSY M. EGAN (The Center for Children with Special Needs) |
| Description: Based on the theoretical concepts and framework of building chained communication and toleration skills popularized by the Practical Functional Assessment and Skill Based-Treatment model, the ICOT is an observation tool designed to assist clinicians in the identification of skills that and missing, suppressed, or inconsistent within a learner’s behavioral repertoire. The tool is designed to be implemented in an instructional setting to prompt the practitioner to observe and rate targeted interactions between the learner and instructor during 1:1 teaching sessions and small group instruction. Through the scoring of data collected in 19 skill areas divided across 1-5 instructor lead rotations, the ICOT assists practitioners in the identification of areas of strengths and weakness within the instructional paradigm, and highlights areas that may require remediation and/or play an important role in guiding the development of comprehensive behavioral assessments. During this workshop, participants will be provided with a comprehensive overview of the ICOT and guided practice regarding its use when conducting observations will be conducted. The utility of structured observation as a foundation for chaining cooperation skills in the academic setting will be supported by data collected in the public school system by the presenter. All attendees will receive sample data sheets and access to the presentation slides. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to: (1) Complete a structured observation using a video example, correctly scoring a minimum 15 out of 18 yes/no questions according to the instructor’s example (2) Briefly describe the purpose, ethical reasoning and philosophical underpinnings of the observation tool in language accessible to parents and related professionals. (3) Summarize priorities for behavioral intervention based on the results of the observation |
| Activities: -The presenter will break down each of the four subsections of the observation tool; HRE, Communication, Toleration, Cooperation using visual presentation, and video examples. -Participants will break up into small groups to discuss scoring systems, barriers, and setup of observations in between each subsection presentation. -Participant groups will be given unique role play scenarios of transitions to adult lead activities. -Groups will be encouraged to problem solve the scoring component of the observation and present their ideas to the group as they relate to each subsection of the observation. -Feedback will be delivered at an individual and group level for scoring. -Finally, a video will be played for all participants to score individually. Scoring will be reviewed for the group, and feedback given until mastery objectives are met. |
| Audience: The target audience for this workshop would be Master's level behavior analysts working primarily in the education setting. The intermediate instruction level is indicated because use of the observation tool requires some flexibility in interpretation and application to the individual. Ideally to gain the best experience from this workshop the participant will have some prior knowledge of Practical Functional Assessment and Skill Based Treatment protocols with a view to applying the principles of the process in an achievable manner in a public school setting |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Instructional control, Observation Tool, Skill-Based, Whole-Chaining |