Lina Rosa
The focused learner is enrolled in private school that
serves students diagnosed with autism spectrum
disorder whom have intense behavioral,
communicative, educational and physical needs. The
focus learners classroom consists of 5 students aged
5-7, five teachers and one speech therapist. The
school has a 1:1 student to teacher ratio and
instructors rotate among the students on an hourly
basis. Instruction is provided in the form of Applied
Behavior Analysis (ABA). Related services provided
within the school include Occupational Therapy,
Speech Therapy and Music Therapy. All disciplines
work in close unison and goals for each discipline are
targeted throughout the focused learner’s day.
As an educator within the school, I am
responsible for conducting assessments, writing
IEP’s, creating and implementing programs based
on the learners IEP, and assisting with creation of
behavior intervention plans. On a daily basis I
teach the focus learner skills during 1:1
instruction and generalize skills in the natural
environment. I create individualized data sheets
for the focus learner, collect data and analyze the
data through use of graphs. I support and
monitor implementation of his behavior
intervention plan on a daily basis, that targets
non responsiveness and self injurious behavior.
Monday- two hours of 1:1 ABA
Tuesday-two hours of 1:1 ABA
Wednesday- three hours of 1:1 ABA
Thursday- one hours of 1:1 ABA
Friday- two hours of 1:1 ABA
Instruction is not delivered in a group setting because
the focus learner shows difficulty acquiring new skills
while in a group setting. The learner displays several
behaviors that interfere with his ability to access
learning opportunities while in a group. These
behaviors include self stimulatory behavior (such as
humming, flapping, rocking and non contextual
laughter), increased distractibility and difficulty
attending to relevant stimuli. He currently is taught
new skills during 1:1 ABA sessions and these skills
are subsequently generalized across additional
stimuli and environments, daily, during groups
instruction, such as circle time, story time, art and
community outings.
The learners school requires instruction to be
delivered in a systematic way as detailed in
each students program book and behavior
intervention plan. Principles of applied
behavior analysis and effective teaching
procedures are expected to be utilized during
instructional time. These principles and
strategies include positive reinforcement,
differential reinforcement, varying task
difficulty and errorless teaching (for most
Stern Math
◦ A hands on, self corrective approach to teach
foundational math concepts in a carefully planned,
developmentally progressive way.
◦ Concepts are taught using manipulatives that are
Age: 6
Gender: Male
Grade Level: Not Applicable- Focus learner
shows significant delays across multiple
domains of learning. He is not currently
eligible for a grade level equivalent
Primary Language: English
Augmentative and Alternative Communication
used by learner:
◦ Dynavox Compass-Primary form of communication
◦ Modified sign language
Primary disability: PDD-NOS
Behavior management plan: A behavior intervention plan is currently
targeting non-responsiveness and self injurious behavior. Non
responsiveness is defined as failure to respond to relevant stimuli in
context of demands. Some examples of non responsiveness include
failure to respond due to engaging in self stimulatory behavior or
attending to irrelevant stimuli. Self injurious behavior is defined as
hitting any part of face with force with or without whining, stomping and
facial grimacing. Both behaviors are observed in context of demands. All
instances of self injurious behavior is blocked and redirected.
Replacement behavior being taught is the sign for “help me.” Staff
implements a sensory diet, created by the occupational therapists,
throughout the day to target increasing attention during work sessions.
A token economy is used and the focus learners earns 3-4 tokens
(depending on difficulty of tasks being presented) and each token is
delivered on a schedule of VR3, in which he earns a token for about 3
responses. His reinforcer is pre-determined and visually represented on
a “first then” visual on his token board.
Isaac will discover size relationships by
selecting blocks that fit into grooves specified
by his 1:1 instructor
Isaac will recognize and match number
patterns created using 1-6 cube patterns.
Using the Stern Math counting board and blocks,
within 10 sessions of target introduction, Isaac
will find the block for the groove that is indicated
by the teacher when given 3-4 different blocks
with at least 80% independence for three
consecutive sessions across two different
Using the Stern Math pattern boards and cubes,
within 10 sessions of target introduction, Isaac
will match cube patterns corresponding to the
use of 1-6 cubes with at least 80% independence
for three consecutive sessions across two
different therapists.
Early Childhood Special Education Lesson Plan
Teacher Candidate: Lina Rosa
Grade Level: N/A
Lesson: Stern Math Counting Board
Unit of Study: Math
Goal of Lesson
Isaac will discover size relationships using the Stern Math counting board and blocks.
Using the Stern Math counting board and blocks, within 10 sessions of target introduction, Isaac will find the block for the groove that is
indicated by the teacher when given 3-4 different blocks with at least 80% independence for three consecutive sessions across two
different therapists.
Cold Probe- See graph
Data collected and analyzed graphically until criteria is met- see graph
Stern math counting board and blocks, token board, predetermined reinforcer, pen and data sheet
Use of Technology:
Isaac communicates with an iPad utilizing Dynavox compass. His communication device will be available for him to use at all times of the
Blocks that are easier for Isaac to identify based on groove size will be presented in a field of four (1, 2 and 10)
All other blocks will be presented in a field of three
Seating Configuration/Use of Physical Space:
Isaac will sit across from instructor at his work station. Desk will be cleared of all materials except for what is being used for this lesson
Teaching roles and collaboration:
Lesson will be taught by Isaacs 1:1 therapist
Engagement of student/anticipatory set/Motivation:
Isaac will be in control of what he is working for. Use of a first/then board will be used as a visual reminder of what Isaac has chosen as his reinforcer. A token board will be
used to help him predict when reinforcement will be available.
Connection to Previous lesson/Prior Knowledge:
Isaac has mastered pre-requisite skills needed prior to implementation of stern math. Including visual performance skills of block imitation, puzzles and matching as well as
receptive identification in a field of 6.
Lesson Presentation:
Estimated Time: 10 minutes
Isaac will choose what he is working for and the instructor will set up his first then board accordingly.
Three tokens will be removed from his token board and set to the side. Token board must remain on table and within sight at all times
Place the counting board in front of Isaac, on the table, with room in front of him for several blocks.
Instruct Isaac to keep his hands on table, he is required to wait with his hands on table for 2-3 seconds prior to therapist delivering instruction, to prevent impulsive
Place 3-4 blocks in front of Isaac, trying to choose blocks that are not consecutive ( for example, place the 1 block, 4 block and 10 block)
Indicate, with a point, what groove he has to fill in and say “Which block fits here?” (Be sure to pick a groove that corresponds to a block that has been made available to him)
IF HE GETS IT CORRECT-Verbal praise and possibly a token* (see below)
IF HE GETS IT INCORRECT- Ask him if it fits, and model shaking your head no. Then use language to indicate whether the block was “too big” or “too small.” Give him another
opportunity to try again. If he errors again, use language to indicate whether the block is “too big” or “too small” and prompt correct response.
Data Collection- data must be collected while running program. Independent responses are marked for instances Isaac chooses the correct block for indicated groove on first
attempt. Self correct responses are marked for instances Isaac errors on first attempt but selects correct block on second attempts. Errors are marked for instances the therapist
has to show him which block to select because he selected the wrong block two times.
Replace block that was used with a different block to keep his field size 3.
Continue this procedure until all grooves are filled.
*Isaac should earn a token for every 2 or 3 responses. Responses count at demands to select a block, demands to shake his head no and demands to keep his hands on the
table and wait with a calm body.
Final Summary/Closure:
Estimated Time: 2 minutes
Practice again with any blocks he was not able to match correctly upon initial attempt. No data will be taken at this point.
Next step: finding specified block that fits groove when all blocks are present
a. If there is not at least one learning target linked to the
general education or early childhood curriculum, justify why that
is not appropriate for the focus learner’s needs.
[ The focus learner is currently acquiring pre-requisite skills
needed to target early childhood curriculum. ]
b. Describe how the learning tasks, materials, and supports
capitalize on your focus learner’s strengths and interests.
[ Stern Math is a program that teaches number sense by
presenting information in a visual way. This benefits the focus
learner since his visual performance skills are stronger than all
other domains of learning. He also enjoys completing puzzles
and creating block designs from a model. The program materials
are similar to materials he’s had prior contact with and enjoyed
working with.]
c. Justify your choices of learning tasks, materials, and
supports based on the focus learner’s strengths, needs, and
principles of research/theory.
[ ]

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