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Comprehensive Individualized Curriculum and Instructional Design (Sennott et al.)

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Comprehensive Individualized Curriculum and Instructional Design (Sennott et al.)

This online textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.

Education and Professional DevelopmentSocial Sciences
Author
Samuel Sennott, Sheldon Loman, Kristy Lee Park, Luis F. Pérez, Michael J. Kennedy, John Romig, and Wendy J. Rodgers
Publisher
Portland State University
Source
LibreTexts
License
CC BY-NC
Language
EN
Category
Basic Sciences
Read online Download PDF (open licence)
Contents· 66 sections
  1. 01: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs
  2. 1.01: Prelude
  3. 1.02: Guiding Principle 1: Plan with the Individual and Family
  4. 1.03: Guiding Principle 2: Promote Self-Determination throughout the Assessment Intervention and Monitoring Process
  5. 1.04: Guiding Principle 3: Examine the Current and Future Inclusive Environments
  6. 1.05: Guiding Principle 4: Utilize Universal Design for Learning Principles in Developing Modifications and Supports
  7. 1.06: Guiding Principle 5: Implement Evidence-Based Practices to Individualize Instruction
  8. 1.07: Guiding Principle 6: Use Data to Make Decisions to Improve Instruction
  9. 1.08: Conclusion
  10. 1.09: References
  11. 02: Naturalistic AAC Communication Intervention
  12. 2.01: Prelude
  13. 2.02: AAC Intervention Resources
  14. 2.03: AAC modeling Rationale
  15. 2.04: MODELER Strategy
  16. 2.05: References
  17. 03: Principles of Applied Behavior Analysis
  18. 3.01: Prelude
  19. 3.02: Defining Characteristics of Applied Behavior Analysis
  20. 3.03: Select a Socially Relevant Behavior
  21. 3.04: Measure the Behavior with a Reliable Data Collection System
  22. 3.05: Select Evidence-Based Treatment Procedures Based on Behavior Contingencies
  23. 3.06: Implement Procedures with Fidelity
  24. 3.07: Evaluate Long-term Effects of Treatment
  25. 3.08: Procedures
  26. 3.09: Procedures to Increase Behaviors
  27. 3.10: Decreasing Unwanted Behavior
  28. 3.11: Example from the Classroom
  29. 3.12: Summary
  30. 3.13: References
  31. 3.14: Appendix A- Measure Behavior
  32. 04: Developing Function-based Interventions
  33. 4.01: Prelude
  34. 4.02: Resources for Conducting a Functional Behavioral Assessment (FBA)
  35. 4.03: ABCs of Function-Based Supports
  36. 4.04: Using Assessment to Guide Function-Based Supports
  37. 4.05: Selecting Function-Based Interventions
  38. 4.06: Critical Features of Function-Based Alternative Behaviors
  39. 4.07: Teaching the Alternative Behavior Desired Behavior and Approximations
  40. 4.08: Critical Features of Function-Based Prevention Strategies
  41. 4.09: Critical Features of Function-Based Consequence Strategies
  42. 4.10: Summary
  43. 4.11: References
  44. 05: iOS 8 Accessibility
  45. 5.01: Prelude
  46. 5.02: Zoom
  47. 5.03: VoiceOver
  48. 5.04: Speech
  49. 5.05: Guided Access
  50. 5.06: AssistiveTouch
  51. 5.07: Switch Control
  52. 5.08: QuickType Dictation and Third-Party Keyboards
  53. 5.09: Display Options
  54. 5.10: Audio Options
  55. 5.11: Media
  56. 5.12: Other Options
  57. 06: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers
  58. 6.01: Prelude
  59. 6.02: A Panacea for Students Ills
  60. 6.03: Content Acquisition Podcasts
  61. 6.04: Shaping the Looks and Sounds of CAPs
  62. 6.05: Empirical Evidence for CAPs
  63. 6.06: Embedding Evidence-Based Practices within CAPs
  64. 6.07: CAP Production Steps
  65. 6.08: Conclusion
  66. 6.09: References