Essential for Living Curriculum Overview

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Questions and Answers

What is Essential for Living primarily focused on in its curriculum?

  • Physical fitness and health education
  • Artistic expression and creativity
  • Functional life skills and behavioral analysis (correct)
  • Academic skills based on state standards

Which of the following does Essential for Living NOT require for its implementation?

  • Prior knowledge of private events
  • Understanding of radical behaviorism
  • Experience with language intervention
  • Introductory knowledge of the Common Core State Standards (correct)

What behavioral approach underpins the Essential for Living curriculum?

  • Cognitive behavioral therapy techniques
  • Social learning theory
  • Radical behaviorism as proposed by B.F. Skinner (correct)
  • Humanistic approaches in education

The curriculum of Essential for Living is particularly designed for students with which level of disabilities?

<p>Moderate-to-severe disabilities (D)</p> Signup and view all the answers

What was the initial focus of the Language for Living curriculum?

<p>Fostering verbal behavior in older minimally verbal and non-verbal individuals (A)</p> Signup and view all the answers

What aspect of communication does Essential for Living focus on in relation to private events?

<p>Teaching functional verbal responses to thoughts and feelings (D)</p> Signup and view all the answers

What significant issue did the authors identify with the Common Core State Standards?

<p>They provided academic lessons that lacked pragmatic value. (A)</p> Signup and view all the answers

What led to the transformation of Language for Living into Essential for Living?

<p>The need for a greater focus on daily living and vocational skills. (C)</p> Signup and view all the answers

What is the primary purpose of Essential for Living as a curriculum-based assessment instrument?

<p>To inform and implement individualized education and intervention plans. (C)</p> Signup and view all the answers

Which categories of individuals does the Essential for Living curriculum primarily target?

<p>Children and adults with moderate-to-severe disabilities. (A)</p> Signup and view all the answers

What is a distinct feature of the Essential for Living curriculum regarding learner progress?

<p>It allows for the collection of effortless first-opportunity probe data. (D)</p> Signup and view all the answers

Which population does Essential for Living specifically cater to?

<p>Children and adults with severe, multiple disabilities. (C)</p> Signup and view all the answers

What approach does Essential for Living advocate for in terms of prompts and supports?

<p>To fade prompts and supports to promote independence. (C)</p> Signup and view all the answers

How does Essential for Living measure progress in skill acquisition?

<p>By recording learner progress in specific, identifiable increments. (B)</p> Signup and view all the answers

What aspect of skill outcomes does Essential for Living prioritize?

<p>The function that skills accomplish for the learner. (C)</p> Signup and view all the answers

Flashcards

Essential for Living (EFL)

A life skills curriculum based on B.F. Skinner's analysis of language function (verbal behavior) and radical behaviorism.

B.F. Skinner's Analysis of Language

Skinner's perspective views language as a form of behavior, emphasizing speaker and listener functions. It also considers the practical implications for language intervention.

Radical Behaviorism

A school of thought in psychology that examines human behavior and the role of environmental factors, including internal thoughts and feelings (private events).

Transition plans

Plans designed to transition students with disabilities to adulthood, focusing on functional life skills development

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Private Events

Thoughts, feelings, and sensations that are not directly observable but influence behavior.

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Curriculum-based assessment

An assessment tool that's tied to a specific curriculum, used for IEPs and intervention planning.

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Criterion-referenced assessment

An assessment that measures performance against specific standards or criteria.

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IEPs/ISPs

Individualized Education Programs/Individualized Service Plans tailored to students' needs.

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Language for Living

An early curriculum and teaching handbook for minimally verbal/non-verbal students with moderate to severe disabilities focusing on communication and verbal/listening skills.

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Problem Behavior

Any behavior that interferes with a person's ability to learn, interact with others, or participate in everyday activities.

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Prompt Fading

Gradually reducing prompts (cues or assistance) as the learner becomes more independent with a skill.

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Fluency

The ability to perform a skill quickly, accurately, and naturally.

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Generalization

The ability to apply a learned skill in different situations and with different people.

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Maintenance

Keeping a learned skill over time, even without regular practice or reinforcement.

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Study Notes

Essential for Living: A Journey to Life Skills

  • Essential for Living curriculum designed for children and adults with moderate-to-severe disabilities, including autism.
  • Focuses on comprehensive life skills, social validity, evidence-based teaching methods, and measurement strategies.
  • Developed in 2004 from conversations between Patrick McGreevy and Troy Fry.
  • Aims to improve the dignity and quality of life for individuals with disabilities.
  • Initial focus was on non-verbal learners and functional assessment/functional communication training (FCT).
  • The curriculum aimed to provide effective methods of communication.
  • Used Skinner's analysis of verbal behavior (verbal behavior analysis).
  • Built "speaking repertoires" using various methods like signs, gestures, and object selection for individuals with limited spoken language.
  • Later expanded to include other disabilities beyond autism.
  • Curriculum addresses issues where typical development expectations aren't suitable for some learners.

Curriculum-Based Assessment

  • Essential for Living is a curriculum-based assessment instrument.
  • Criterion-referenced, measuring skills aligned with the curriculum.
  • Used in IEPs, individualized support plans, program plans, and behavior improvement plans.
  • Designed to identify competencies in children and adults with moderate-to-severe disabilities.
  • Emphasizes skills for safe, effective participation in family, school, and community settings.
  • Skills are sequenced from must-haves, should-haves, good-to-haves, and nice-to-haves.
  • Provides skill domains for communication, language, daily living, social, functional academics, tolerating skills, and severe problem behavior.

Life Skills and Transition Planning

  • Essential for Living curriculum is tailored for a wide range of needs.
  • Addresses skills for learners with severe aggressive and/or self-injurious behavior, medically fragile conditions.
  • Emphasizes the functional aspect of skills over mere imitation of typical development.
  • Developed to align with IEP objectives that may be relevant to common core skills, and adapted for private and other educational environments including day activities and vocational settings.
  • Designed for students aged 16 and older.
  • Supports development of life skills for transition.

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Related Documents

Essential for Living: A Journey to Life Skills PDF

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