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The Development and Implementation of a Public School and Severely DOCUPENT RESUME ED 100 099 EC 070 876 AUTHOR Brown, Lou, Ed.; And Others TITLE' The Development and Implementation of a Public School Prevocational Training Program for Trainable Retarded and Severely Emotionally Disturbed Children. Progress Report. Part 1. INSTITUTION Madison Public Schools, Wis. Dept. of Specialized Educational Services. SPONS AGENCY Wisconsin Alumni Research Foundation, Madison Wisconsin State Dept. of Public Instruction, ion. Bnreau for Handicapped Children. POE DATE Aug 71 NOTE 354p.; For related yearly program reports see EC 070 877-879 EDRS PRICE MF-$0.75 HC-$17.40 PLUS POSTAGE DESCRIPTORS Acadeiic Ability; Behavioral Objectives; *Daily Living Skills; *Emotionally Disturbed; Exceptional Child Education; Language Instruction; Mathematics; Mentally Handicapped; *Prevocational Education; Reading; Task Analysis; *Teaching Guides; *Trainable Mentally Handicapped ABSTRACT Reported are instructional programs generated in the first year (1970-71) of a Madison, Wisconsin public schoolproject to develop a prevocational training program for trainable retardedand severely emotionally disturbed students. Programs are based on a behavioristic task analysis teaching model and are designed to teach functional vocational, home living, and academic skills.The section on vocational skillscontains guidelines (including behavioral objectives, instructions to use with students, andstudent evaluation fors.$) for teaching 10 work tasks (such as catalogcollating, labeling and addressing, and vire sorting). Five studies onthe development of prevocational behaviors include titles such as 'Increasing Individual and Assembly Line Production Ratesof Retarded Students., Provided in the section on homeliving skills are step-by-step guidelines for teaching cooking (includingvocabulary lists and approximately 40 simplified recipes);housekeeping skills (such as dish washing); and laundryskills. The section on academic skills consists of 12 papers on teaching reading,arithmetic, and language and inclnde3 such titles as 'Teaching aTrainable Level Student Basic Sight Vocabulary., Briefly discussed arefuture plans to develop areas such as leisure skills,social behavior, and community orientation. (LS) )1 .Ait MT Ut HE Al 1.4 I Dui vON Ail; 91 NAtONA. 14Se.e..1110$ MIC A ?ION BEST COPY AVAILABLE I I II The Development and Implementation of a Public School Prevocational Training Program for Trainable Retarded and Severely Emotionally Disturbed Children Progress Report Part I Madison Public Schools Editors: Department of Specialized Lou Brown, PH. D. Educational Services Tom Bellamy, M.A. Bill K. Tilley, PH. D., Director Ed Sontag, ED. D. August, 1971 PERMISSION TO REPRODUCE THIS Govv PeGpori 1,401 tom HAS PEEN GRANTED BY Madisan Scauuls To ERIC AND (SHAW* TIONS OPERATING UNGER AGREEMENT; WITH 11.4 NAtIONAL IN STITU,E OF !Du( atop,/Fumme), REPRO AUCTION OUTSIDE THE ERIC ..vsTEIA RE OuIPES PERMISSIONOF E OPvRoord OWNER BEST COPYAVAILABLE THE DEVE*...OPMEJT AM) IMPLEMOTATIO4 OF A PUBLIC SCI1X.4., PdEV0CAIIONAL TRAINING MGM FOR TRAISABLL WARDEL) P. SEVERELY EMOTIONALLY D1STU!:JED CHILDREN' Progress Report2 Madison Public Schools ?Wagon, WiDconsin August, :971 Prepared By: Lou Brawn, Ph.D. Tom Bellww, M.A. Ed Sontag, Ed. D. 1 Contents may be reproduced on.y with the permission of the Madison Public Schools. 2 In addition to funds from the people of Nadisce, this project was supported with funds from the State of Wisconsin Department of Public Instruction, Bureau of Vocational Education and Bureau of Education of Handicapped Children; and the Madison bistriet Office of Vocational Rehabilitation. Funds from the Wisconsin Alumni Research Foundation supported part of the writing of this report. BEST COPYAVAILABLE This report is the result of the collective efforts and resources of many dedicated and considerate persons in Madison and the state of Wisconsin. Dr. Douglas Ritchie and Dr. .;ean :terew, provided unusual administrative tole nnce and sups ort from the *!adi5n3 Public School Central Administration. In addition to funds from the people of :ladison, financial assistance was obtained from Pod VanDeventer of the "adison district office or the Wisconsin Department of Vocational Rehabilitation; the Wisconsin Department of Public Instrurztion, Bureau for Handicapped Children and Bureau of Vocational Education and the Wisconsin Alumni Research Foundation. :lincere appreciation is exnressed to the following emnlotees of the *:adison Public Schools: Mrs. Irene Stevens, Supervising Teacher, Badger School; lrs. Troccolo, Mrs. Hope Bastian, Mrs. Eva Gadberry, ;Ira. Lucille Perlmutter, !In. Patricia VanDeventer, 'irs. Barbara Huppler, :tr. Sylvester Johnson and Miss Judith Bancroft. Appreciation is expressed to the students of the Department of Studies in Behavioral Disabilities at the University of Wisconsin who gave much of their time and energy to the project. /inally, deep gratitude is expressed to the students and parents of 3adger School who offer to all those involved the challenge to understand, to learn, to enjoy and to hope. The Development and Implementation of a Public School Prevocational Training Program for Trainable Retarded and Severely Disturbed Students Outline I. Introduction A, Organization B. Basic teaching model II. Development of functional vocational skills A. Purpose of prevocational training program 1. Assumptions 2. Model B. Badger school prevocational training program 1. List and description of tasks taught C. Examples of behavioristic task analysis 1. Sample analyses of ten tasks 2. Summary data sheet of tasks to which each student was exposed 3. Sample record of number of tasks to which an individual student was exposed D. Development of specific prevocational behaviors in specific students 1. Increasing individual and assembly line production rates of retarded students 2. Increasing the production rates of trainable retarded students in a public school simulated workshop 3. Effects of consequences on production rates of trainable retarded and severely emotionally disturbed students in a public school workshop 4. The development of quality, quantity, and durability in the work BEST Clki AVAILABLE -1("1- I . ','0*ro,! '11'01'!1 tdo :s a rooin01:..1ttlros-ov,,e.I ;1%,,: pent in,;ont music toin 011,41"! :t.i,110; 1 ins, prod.le:.01 rotvs of rot -d-d students io a simulated w9rWt1n TffiIA opcni'tr(IC rune ti hart! 1 i vi I is A. Purpor.e cc: rimetiaaa1home living skis is n. Dnvelomon'riC runctianal home liviug 1. Corkin.! a. ywi;hin.r ntudonls lo identify kite:,,11 ute-pt;',4 and earn, rodoc-s. b. Toaching students to road recipe direclions. C. staeats to ro;' recipe directions and perform specified hohaviors in sequence. (11 711a1 :ran% ) -,e!1 (: i;mv,r 2. finuseheop:r a. Toaoh:il students to identify honsekeepinq objects. ",qi('hing students housekeeping ckiris unirr verbal directions. (11 Dishwashing I.) moor Vacuuming 0) Misting Teaching students housekeeping skills using a stimulaR fading lrneedn,al. (1) vothod for teaching toble setting d. Tvael;nl! ..N0ents hoosel:eepiag skills!Plitt' sequence af perfo-manco criteria (1) Bed changing program (2) Red making program 3. Laundry a. Washing clothes b. Drying clothes c. Folding clothes d. Ironing clothes IV. Development of functional academic skills A. Intrcduction B. Reading papers I. Teaching a "trainable level" student basic sight vocabulary. 2. Individual and group instruction with trainable 34vel retarded students. 3. Trainable level retarded students teach trainable levelretarded sndents. 4. Teaching functional reading to trainable level retardedstudents. 5. Teaching functional reading to young trainablestudents: Toward longitudinal objectives. 6. Developnent of selected pre-reading skills in youngtrainable students. C. Arithmetic papers 1. A procedure For the development and measurementof rudimentary quantitative concepts in low - functioning tradablestudents. 2. Teaching addition to young traimble students:A sequential procedure. 3. 4 sequential procedure for teaching additionskills to trainable retarded students. 4. Use of a stimulus-fading procedure to teaell retarded-emotionally disturbed students to discriminnte mathematieAl operalions. D. Tiangnago papers I. Teaching trainable level retarded children to speak in sentences. 2. A procedure for teaching trainable students to follow verbal directions. V. Development of leisure skills VI. DevOopment of appropriate social skills VII. Demands of the future A. Technology B. Instructionl Content C. Community Orientation D. Vocational Training VIII. List of papers included in the report (5) IlirrRt3DUCTION Historically, public school programs for trainable retarded and severely emotionally disturbed students have not distinguished themselvesas unqualified successes. Many, if not most, 06 the students who hiwe passed through these programs have been committed to residential institutions,or remained at home as long term dependents of parents and accepting relatives.Rarely have such students become self supporting and contributing members ofour society. There are at least two recent trends becoming manifest that will undoubtedly place a substantial amount of economic, philosophic and instructionalpressure upon public school programs. First, residential institutions are exhorbitantly expensive, shamefully over crowded and notoriously inefficient at providing their residents with an environment that allows for even close approximation of maximum personal func- tioning. Many Jemonstrations have suggested that it ip considerably
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