ADDITIONAL AREAS OF IMPORTANCE

Generalization

The term generalization refers to the ability of the student to transfer a learned skill and apply it in a different setting, situation and with another person. A skill is considered generalized when a student is able to demonstrate a skill across multiple settings. Generalization does not always occur naturally and should usually be addressed as part of the program plan. Students with autism may be able to learn a skill in isolation, but cannot apply it to a situation other than within the isolated or specific teaching environment. Generalization of a skill should occur in many situations as soon as possible.

Data Collection

The process of data collection should be systematic and clearly defined. Methods of measurement are dependent on the type of information that is required. Data should be taken prior to a teaching session in order to obtain information about the current skill level. Data can also be taken during teaching sessions to provide information about the student performance on each individual item in the teaching sequence. Each step in the DTI lesson can be indicated by information collected through data. EXAMPLE: (p=physical prompt, v=verbal prompt, I=independent)

Individual Education Program

The IEP is a document that is written by the school team. The parents are a part of the team. Goals and Objectives are written specifically for individual student needs. They are written so that long-term goals address the broad needs of a student. Those long-term goals focus on student improvement over the period of one year. Short term objectives are designed to be smaller steps toward meeting each long term goal. Short term objectives are measured in the same time period that typical students receive their report cards. Individual discrete trial programs can be considered teaching techniques and become a part of a student’s lesson plan may are not typically used as short term objectives.