Name of Student: GP Skill: Street Crossing Initiator/who will manage program: Elizabeth Curtin, Teacher Context for Instruction

Instruction for street crossing will occur when GP and I are out in the community for community based instruction. This normally occurs on Tuesdays and Thursdays between 9:00am and 11:30am. Specific locations will vary depending on any given days set instructional location. At times, other students, teachers, and paraprofessionals will be present during instruction because the class sometimes goes out in groups. Program Objective This program addresses street crossing for both controlled and uncontrolled streets. This programs objectives are: 1. When in the community, GP will cross an uncontrolled street independently by stopping at the corner, using the left, right, left rule and crossing only when there are no oncoming cars. Mastery will be independently completing 100% of the steps of the task analysis each street crossing opportunity for two consecutive weeks. 2. When in the community, GP will cross a controlled street independently by stopping at the corner and crossing only after the walk signal shows and there are no oncoming cars. Mastery will be independently completing 100% of the steps of the task analysis each street crossing opportunity for 3 consecutive weeks. Generalization My goal for GP is to generalize these skills to any street she might have to cross in any community. GPs family wants her to be somewhat independent in riding the bus to a close location by the time she is 25. Thus, GP should be able to generalize the skill of crossing a street to any street she encounters. During community based instruction, our class tends to cross many of the same streets each week. It is important for GP to be able to cross streets outside of the regular streets our class crosses, because in the future, GP will have to cross various streets in many different places. To teach GP generalization, I will teach in the natural setting. I will be providing all instruction to GP during this program in the natural setting. All instruction will be provided while we are actually crossing streets during community based instruction, so this will help GP generalize to multiple streets. We will be crossing various streets each day, so GP will receive instruction at many different types of streets and locations. It is my hope that providing instruction at a variety of intersections will help GP to generalize to any street she might cross outside of community based instruction at school.

Rationale: As GP moves into adulthood, she will continue to face opportunities for street crossing. GPs family would like to see her taking the bus to a close location independently sometime within the next 5-7 years. When out in the community, GP is required to cross many streets to get to various locations (both alone and with a group). Thus, for safety purposes, it is important that GP develop safe street crossing skills. Developing these skills will encourage GPs independence and ensure her safety when alone in the community. Assessment Procedures Uncontrolled Street 1. Walk with GP down the sidewalk toward an uncontrolled street. 2. Using the task analysis below, allow GP to attempt to independently cross the street. Task Analysis 1. Stand on the pavement at the corner (If GP attempts to cross without looking and does not stop at the corner, physically stop her from crossing) 2. Turn head left to check the left side of the road for cars. 3. Turn head right to check right side of the road for cars. 4. Turn head left to check the right side of the road for cars. 5. Verbally express if there are cars coming. a. If not, cross the street quickly by walking fast. b. If so, repeat steps 2-4 after car has passed. 6. Step onto the pavement on the other side of the road. 3. Record whether or not GP completed each step of the task analysis independently or with a given prompt. A + sign will show that GP correctly completed the step, a - sign will show GP did not correctly complete the step. At the end of the probe, I will record the percentage of steps correctly completed. These assessment procedures use a 3 second time delay. If GP is not independently preforming a step in the task analysis, I will wait 3 seconds before delivering a controlling prompt. This prompt will be a verbal prompt such as look left or do you see any cars?

Controlled Street 1. Walk with GP down the sidewalk toward a controlled street. 2. Using the task analysis below, allow GP to attempt to independently cross the street. Task Analysis 1. Stand on pavement at corner (If GP attempts to cross without looking and does not stop at corner, physically stop her from crossing). 2. Look at the crosswalk (walk/do not walk) signal. 3. Wait until the signal reads walk or shows the white walking man symbol. 4. When the signal reads walk, turn head left to look for oncoming cars. 5. Turn head right to look for oncoming cars. 6. Turn head left again to look for oncoming cars. 7. Verbally express if there are cars coming. a. If no, walk quickly across the street staying within the crosswalk. b. If so, repeat steps 2-6. 8. Step onto the pavement on the other side of the road. 3. Record whether or not GP completed each step of the task analysis independently. A + sign will show that GP correctly completed the step, a - sign will show GP did not correctly complete the step. At the end of the probe, I will record the percentage of steps correctly completed. I will also use a 3 second time delay procedure for this assessment. If GP does not complete or incorrectly does one of the steps of the task analysis, I will provide a verbal prompt such as look at the walk signal to see what it says?, the walk signal is showing so we can cross the street, or it looks like the sign says do not walk so we must wait. These questions/comments will help GP refocus her attention on the walk signal and help her decide whether or not crossing is safe at that moment. Assessment Schedule During baseline, I will probe GPs street crossing skills using the above task analysis until baseline is established. After baseline has been established, I will assess GP using the above procedures during community based instruction every 6th street crossed. Thus, I will provide instruction on the first 5 streets crossed, and assess on the 6th street crossed. The days, location, and time of this assessment will vary depending on the different locations visited throughout the week. Assessment could take place each day or could take place once a week depending on where we are providing community based instruction that week.

Instructional Procedures Instruction will occur on every scheduled or naturally occurring opportunity. To instruct GP on street crossing, I will do the following steps. Uncontrolled Streets 1. Walk to street corner with GP. 2. Using the task analysis above instruct GP on how to cross the street using most-to-least prompting as follows: a. For the first 2 weeks of instruction, use full physical and verbal prompting for each step of the task analysis. To do so, place both hands on GPs arms and guide her through each step by completing the step with her while stating each step aloud. Also, state if there are cars coming by saying There is a car coming, so we must wait and then look again. When no cars are coming state There are no cars so it is safe to cross. b. After 2 weeks, fade the prompt to partial physical and verbal. Place two fingers on each of GPs arms to partially prompt her on which way to look, when to walk, etc. Also pair this with a verbal prompt by stating each step of the task analysis aloud. State if there is a car coming by saying There is a car coming so we must wait and then look again. When no cars are coming state There are no cars so it is safe to cross. c. After 2 more weeks, fade the prompt to just a gestural and verbal prompt. Point which way to look or walk and place hand up and out as to gesture, stop when GP approaches a corner. Pair this with a verbal prompt as well by stating each step of the task analysis. No longer state when a car is coming to GP unless GP attempts to cross the street when a car is coming. Also, after GP has looked both ways ask Are there any cars coming, is it safe to cross? d. After 2 more weeks, fade the prompt to a visual prompt and direct verbal prompt. The visual prompt will be arrows on index cards indicating the direction in which to look. Also, the verbal prompt will be faded to Look both ways. I will then ask Are there any cars or is it safe to cross the street? e. After 2 more weeks, use only a verbal prompt. To do so, simply state cross the street. When using only visual and verbal prompting, if GP does not complete a step of the task analysis, provide gestural prompts to indicate the next step (point which way to look, point forward to cross). This will be done using a constant time delay with a 3 second latency period. If GP does not complete any given step within 3 seconds of a prompt, provide gestural prompt to indicate the next step. Also, pair this gestural prompt with a verbal prompt by directly stating what GP should do.

Controlled Streets 1. Walk to street corner with GP. 2. Using the task analysis above instruct GP on how to cross the street using most-to-least prompting as follows: a. For the first 2 weeks of instruction, use full physical and verbal prompting for each step of the task analysis. To do so, place both hands on GPs arms and guide her through each step by completing the step with her while stating each step aloud. Also state if the sign signals walk or do no walk by saying It says, walk/do not walk so we can look for cars/we must wait. b. After 2 weeks, fade the prompt to partial physical and verbal. Place two fingers on each of GPs arms to partially prompt her on which way to look, when to walk, etc. Also pair this with a verbal prompt by stating if the sign signals walk or do no walk by saying It says, walk/do not walk so we can look for cars/we must wait. c. After 2 more weeks, fade the prompt to just a gestural and verbal prompt. Point which way to look for the signal or walk and place hand up and out as to gesture, stop when GP approaches a corner. Pair this with a verbal prompt as well by stating each step of the task analysis. No longer state when a car is coming to GP unless GP attempts to cross the street when a car is coming. Also, after GP has looked both ways and identified that the signal is a walk signal, say Is it safe to cross?. d. After 2 more weeks, fade the prompt to just a direct verbal prompt. The verbal prompt will be faded to Look both ways after you see the walk signal. I will then ask Are there any cars or is it safe to cross the street? after GP has looked both ways and the walk signal is showing. e. After 2 more weeks, fade the verbal prompt to a more indirect prompt by saying What do we do when we need to cross the street?. When using only verbal prompting, if GP does not complete a step of the task analysis, provide gestural prompts to indicate the next step (point which way to look, point forward to cross). This will be done using a constant time delay with a 3 second latency period. If GP does not complete any given step within 3 seconds of a prompt, provide gestural prompt to indicate the next step. Also, pair this gestural prompt with a direct verbal prompt by stating what GP should do.

Reinforcement Specific verbal praise will be provided to GP after each street crossed following the task analysis. This praise will be provided when GP has reached the other side of the street and has walked onto the pavement. This praise might include Good job, GP, thanks for following directions or I really liked the way you looked both ways for cars, GP, nice work. I also might give GP a high-five or fist bump in place of verbal praise. I will also provide non-verbal praise when GP is doing various steps of the task analysis after prompting. This might include a smile or head-nod. Finally, when GP has completed 50% of the steps of the task analysis independently during assessment, I will allow her to have computer time or will play Uno with her for 15 minutes. After she has reached 50% of the steps completed correctly, I will provide this reinforcement after she has completed 75% correctly, then 100% correctly during assessments. Maintenance Street crossing is an extremely important safety skill for all people. Opportunities to cross streets are present almost every day of a persons life, thus it is imperative that GP maintain this skill after instruction. I will gradually fade reinforcement and praise, which will naturally encourage maintenance. To ensure skills has been maintained, I will continue to go out into the community with GPs group after instruction has been discontinued. I will also reassess once every two weeks when we are out into the community to ensure GP is maintaining the skill.

Skill Sequence: Going Out into the Community Making a bus schedule

Pulling cord to get off at correct location Finding item in store

Paying for item using mixed bills Using dollar up strategy to determine payment Crossing an uncontrolled street Crossing street with crosswalk signals Crossing street with stop light

Locating bus stop using a bus schedule Getting on correct bus using bus schedule w/ color coding Transferring busses using a bus schedule with color coding

Choosing an item to purchase at store

Recognizing when a car is oncoming

Research Rationale After researching various articles related to teaching street crossing to individuals with disabilities, I have discovered that there are various methods of effective instruction. Wright & Wolery (2011) examined 8 different studies related to teaching street crossing. These studies participants ranged from 5 to 59 years of age, and the studies examined used virtual reality activities, classroom interventions, and roadside interventions. Results indicated that roadside interventions provided for the best instruction and results compared to the other methods. While improvements were made and skills were developed using all three types of interventions, teaching the skill in the natural environment (roadside) proved most effective. Additionally, Batu, Ergenekon, Erbas, & Akmanoglu (2004) studied the effectiveness of most-to-least prompting when teaching street crossing skills. This study determined that using a most-to-least prompting technique was an effective way to help individuals with disabilities develop street crossing skills. This study used physical, partial physical, and verbal prompting, and participants developed these skills independently with just physical and partial physical prompting. As a result of this research, I will be able to better implement my own instruction with GP. I will be sure to provide instruction in the natural environment. Instead of instructing GP first in a classroom simulation, I will start instruction outside at an actual intersection. This will help GP develop the skills in the natural environment and will also help her generalize the skills she is learning to multiple intersections. Additionally, I am going to use most-to-least prompting to help GP develop these skills. I will create a task analysis, and pair the task-analysis with physical, verbal, gestural, and partial physical prompting to help GP become independent in learning these skills. Together, providing instruction to GP in the natural environment and using most-to-least prompting, I hope, will encourage GP to develop independent street crossing skills.

Works Cited Batu, S., Ergenekon, Y., Erbas, D., & Akmanoglu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13(3), 147-164. Wright, T., & Wolery, M. (2011). The effects of instructional interventions related to street crossing and individuals with disabilities. Research in Developmental Disabilities, 32, 1455-1463.

Date: Intersection: Step Stop at corner Turn head left Turn head right Turn head left Verbally express if there are cars When no cars, walk across the street and onto pavement on other side

Data Charts/Blank Graphs

Step completed correctly (w/o prompt)

% steps correctly completed:

Date: Intersection: Step Stop at corner Turn head left Turn head right Turn head left Verbally express if there are cars When no cars, walk across the street and onto pavement on other side % steps correctly completed: Step completed correctly (w/o prompt)

Date: Intersection: Step Stop at corner Look at crosswalk signal Wait until sign signals walk Turn head left Turn head right Turn head left Verbally express if there are cars When no cars, walk across the street and onto pavement on other side % steps correctly completed: Step completed correctly (w/o prompt)

Date: Intersection: Step Stop at corner Look at crosswalk signal Wait until sign signals walk Turn head left Turn head right Turn head left Verbally express if there are cars When no cars, walk across the street and onto pavement on other side % steps correctly completed: Step completed correctly (w/o prompt)

Reflection

Uncontrolled Street Crossing

Controlled Street Crossing

Results As shown in the graphs above, this program was an overall success. Specifically with crossing uncontrolled streets, GP improved continuously over time. Before program implementation, GP was completing between zero and sixteen percent of the task analysis steps correctly without prompting. As the program continued on, she improved overtime and began completing more of the steps correctly. As prompts were faded gradually, GP began completing the steps more independently. By the end of the program, GP had successfully completed between 83 and 100 percent of the steps correctly during any given assessment occurrence. GP was consistent in her completion of various steps, and continuously improved. For controlled intersections, only two days of data were taken. GP increased from 25 to 37 percent of steps correctly completed without prompting. This was an increase in completing one additional step during the second assessment occurrence, but GP did show improvement overall. Discussion As stated above, this program was a success overall. GP increased her completion of steps for as prompts were faded overtime. While GP did decrease slightly during certain uncontrolled assessment occurrences, she did steadily improve overtime. This decrease, though, could be attributed to a variety of factors. First, GP was more familiar with and had more practice with certain intersections. Thus, if one of these assessments occurred in an unfamiliar intersection, GP may have had difficulty generalizing her developed skill. Additionally, GPs improvement decreased slightly after the partial physical prompt was faded. This decrease could be because GP had become slightly dependent on a physical prompt, and she may have needed a few more instruction opportunities in order to continue developing her skills. GP also only reached 100% of steps correctly completed one time during assessment. In other times, GP seemed to continuously complete 83% of the steps. Continuously, GP would not verbally state whether or not cars were coming. While she did not verbally state this, GP would always wait to cross if cars were coming. Thus, she was always practicing safe street crossing, and I believe she knew whether or not cars were oncoming (even though she did not state it aloud). Additionally,

while I was only able to take two days of data when GP was crossing a controlled intersection, she did make progress. She increased her percentage of steps completed by one step, but I observed a more noticeable improvement when instructing GP. GP gradually became more independent during the few instruction opportunities. In the future, there are a few changes I would make to this program in order to make it more effective and successful. TO begin, I would find more opportunities for GP to cross controlled intersections. I was only able to formally assess GPs progress on two occasions. Thus, I believe this program would be more successful with more opportunities for instruction and assessment. Providing these opportunities would help GP develop these skills more quickly. Secondly, in future implementation of this program, I would instruct and assess GPs progress with more variety of intersections. Many times during instruction and assessment, GP was crossing the same streets multiple times. Thus, I believe she may have developed her skills in these specific locations, but may have had difficultly generalizing the skills. Providing instruction in a better variety of locations, I believe, would help GP develop and generalize these skills more thoroughly. In all, GP was very successful. She developed vital skills that would allow her to become independent in the future. Through continuation of this program with a few small changes, GP would continue to become more independent and successful crossing both controlled and uncontrolled intersections.