Elizabeth Curtin Name of Student: CF

EDPR 420

Instructional Program Money Skills

Skill: Next dollar strategy and paying using mixed bills Initiator/who will manage program: Elizabeth Curtin, Teacher Context for Instruction: Instruction for both next dollar and paying using mixed bills will occur between 9:00am and 11:00am on Mondays, Wednesdays, and Fridays. Instruction will take place in the classroom and during community based instruction. Specific locations will vary depending on any given days set location. At times, other students, teachers, and paraprofessionals will be present during instruction because the class sometimes goes out to the community in groups. Program Objectives This program addresses next dollar strategy and paying for items using mixed bills. This programs objectives are: 1. When purchasing an item, CF will use next dollar strategy to determine how many dollars she will need to give to pay. To do so, CF will decide how many dollars she needs by going to the next dollar from the base price. Mastery will be correctly identifying how many dollars are needed on 100% of opportunities for two consecutive weeks. 2. When purchasing an item, CF will provide the correct amount of money to a cashier (in accordance with the next dollar strategy). CF will use mixed bills (1s, 5s, and 10s) when the total is 6 dollars or more. Mastery will be providing the correct money to the cashier on 100% of opportunities for two consecutive weeks. Generalization My goal for CF is to generalize these sills to any location in the community. Purchasing items and handling money is a very typical portion of life, and being able to pay for items using next dollar strategy and mixed bills will help CF gain independence. I would like CF to generalize these skills to areas outside of our typical community based instruction locations. It is also important that CF generalize this skill to a variety of items (clothes, food, makeup, etc.). Regardless of what is being bought or where CF is purchasing from, I want CF to use the strategies I teach her in all settings in order to develop overall independence. To teach CF generalization, I will teach in the natural setting. Through community-based instruction, we visit many places in the community. We also purchase a variety of items in the community. Giving CF opportunities to practice these skills in a variety of contexts and with a variety of items, will natural help her to generalize. It is my hope that providing instruction in multiple settings and focusing on many different factors in purchasing items will help CF to generalize the learned skills outside of community based instruction. I would like this instruction

Elizabeth Curtin

EDPR 420

Instructional Program Money Skills

to provide CF with the tools to naturally generalize and become independent with these skills. Rationale As CF moves into adulthood, she will continue to face opportunities to buy items independently. Purchasing items is a daily occurrence for many people, and money skills are important for use in everyday life. In order to gain independence, CF will need to learn purchasing skills such as next dollar and paying with mixed bills. As well, learning how to handle money will encourage CF to use money in a safe and wise manner. Developing money skills will help CF develop more independence for the future and will allow her to purchase items in the community during community based instruction. Assessment Procedures Next Dollar Strategy 1. Walk into the store and lead CF to an item of interest (makeup, sunglasses, food). When walking up to an item, CF sometimes tries to take the item and walk away with it. If this happens respond We are only looking at the price of items right now, not taking anything. Please put that item down. As well, CF will sometimes fixate on a single item and wont want to walk to a different item. If this case, respond We know how much this item costs, we need to go look at other items now. Then gently direct her away from the item. 2. Point to an item and ask, How much does this cost? Wait for CF to respond. If she does not respond, point to the price tag and say, This costs ________. 3. After CF responds, say, So how many dollars do we need to give? 4. Wait for CF to respond. If CF responds correctly, provide verbal praise. If CF does not respond, prompt CF by using a thumbs up to signal next dollar up. If CF responds incorrectly, say, If it costs __________, then we need to give one more dollar so we need to give ____________. 5. Record if CF was able to tell the correct price and use next dollar strategy in step 4. These assessment procedures use a 3 second time delay. If CF is not responding, I will wait 3 seconds before delivering the controlling prompt.

Elizabeth Curtin

EDPR 420

Instructional Program Money Skills

Paying Using Mixed Bills 1. Have CF choose an item 2. Walk to the checkout line. 3. When the price comes on the screen or the cashier states the total wait for CF to initiate payment. If CF initiates payment, record whether or not she pays for correct amount. If she does not, say, So how many dollars do we need to give? 4. Wait for CF to respond. If CF responds correctly, provide verbal praise. If CF does not respond, prompt CF by using a thumbs up to signal next dollar up. If CF responds incorrectly, say, If it costs __________, then we need to give one more dollar so we need to give ____________. 5. Wait for CF to give the cashier the money. If she does not, say Can you please give the cashier the money she needs so you can buy it? 6. Wait for CF to give her the money. Record whether or not CF pays the correct amount (ex. If the item is $16.12 she should give $17 using ten, five, and ones). If CF does not get the money out of her wallet to pay, use hand-overhand prompting to get the money and count out the money she needs to pay. I will also use a 3 second time delay procedure for this assessment. If CF does not respond by initiating payment or stating how many dollars we need to give, I will provide the controlling prompt. Assessment Schedule During baseline, I will probe CFs money skills using the above procedures for both next dollar strategy and paying using mixed bills. After baseline has been established, I will assess CF using the above procedures every third day. I will provide 2 days of instruction followed by 1 day of assessment. Assessment will occur in the community for next dollar. I will assess in the classroom for paying with mixed bills to ensure I am giving CF enough opportunities to pay. I will also assess CF in the community to ensure she is generalizing the skill. Instructional Procedures Next Dollar Strategy Instruction will occur once a week in the classroom and once a week in the community. To instruct GP on next dollar, I will do the following steps: See appendix A for reference 1. Point to a pictured item and price (in classroom) or item on shelf (community) and say How much does this cost?. 2. Give CF the next dollar worksheet (appendix A) and wait for her to write the cost in the cost box. If she does not initiate writing the cost, point to the box to prompt her writing the cost. 3. Allow CF to use the next dollar worksheet to place one Velcro dollar on the correct dollar amount (if the price if $4.75, place one Velcro dollar in the

Elizabeth Curtin

EDPR 420

Instructional Program Money Skills

$4.00 location). Then allow CF to place another Velcro dollar in the next dollar slow ($5.00). This will indicate that we need to give that amount to pay enough money. Allow CF to do these steps independently, but provide the following prompts using a least-to-most prompting procedure and a 3 second time delay. a. First allow CF to independently write the cost of the item and place the two Velcro dollars in the correct location. b. If CF does not initiate this or places them incorrectly, say If the price is __________, we need to place the first dollar on _________ because it is the first number of the price. Then, we need to place the second dollar in the next box because one more for cents. c. If CF does not initiate this or places the Velcro dollars incorrectly, model the behavior by stating If the price is ________, we need to pay the first dollar on __________ while placing the first dollar in the correct spot. Then say and one more for cents so we need to place the second dollar in the next box while placing the second dollar in the next dollar box. d. Allow CF to preform the task after I have modeled it. If she does not, use hand-over-hand prompting to guide CF into placing the dollars into the correct slots using the verbal prompt above. 4. Say, So, how many dollars do we need to pay. Wait for CF to respond, if she responds correctly give her verbal praise. If she responds incorrectly, point to the correct dollar amount and wait for her to respond. If she responds incorrectly or does not respond, say, We need to give __________ dollars because that is where our second dollar is. *Repeat the procedures above with 8 trials each day (8 items in community or 8 items in classroom) Paying using mixed bills Instruction will occur once a week in the classroom and once a week in the community. To instruct GP on next dollar, I will do the following steps: See appendix B for reference 1. Have CF choose an item. 2. Walk up to the checkout line (if in the community). 3. When the price comes on the screen or cashier tells CF the total, hand CF the mixed bills worksheet (appendix B) and next dollar worksheet (appendix A). 4. Using the procedures above (for next dollar instruction), allow CF to use next dollar strategy to determine the correct amount to pay. 5. Wait for CF to get her money out of her wallet. If she does not prompt her by saying please take your money out of your wallet. 6. If the price is below $5.00, follow the below procedures. a. Allow CF to give the cashier the correct number of singles.

Elizabeth Curtin

EDPR 420

Instructional Program Money Skills

b. If CF does not initiate payment or provides the incorrect number of singles, say The price is _________, so I need you to give __________ dollars. c. If CF does not give the correct number of dollars, use hand-over-hand prompting to count out the number of singles. Place the last dollar (next dollar) in a separate pile and say and one more for change. 7. If the price is above $5.00, follow the procedures below. a. Allow CF to give the cashier the correct number of mixed dollars. b. If CF does not initiate payment or provides an incorrect amount of money, say The price is __________, so I need you to give ____________ dollars. c. If CF does not give the correct number of dollars, use the paying with mixed bills worksheet to model payment. Place the largest bill in its spot, and then place the remaining bills in their respective locations. Also, be sure to place the last dollar in the and one more for change spot. While I am modeling this, I will state the dollars I am placing down (five, six, seven, and one more for change, eight). d. Allow CF to preform payment as I have modeled. If she does not, use hand-over-hand prompting in conjunction with the mixed bills worksheet to guide CF to placing the correct number of dollars down. 8. Wait for CF to hand the money to the cashier. If she does not, prompt her by saying, please pay the cashier. *Repeat the procedures above with 8 items each day (in the classroom) and as many opportunities as possible in the community (normally only one). Reinforcement Specific verbal praise will be provided to CF after each correct response with only one prompt during both instructional procedures. This praise will be provided when CF correctly states how much money to pay and uses the correct bills (singles or mixed) to pay for an item. This praise might include Great job, CF, I really like the way you gave one more dollar for change, or You did a great job counting up from five dollars to make sure you were paying the correct amount. I will also provide high fives in place of verbal praise at times because CF responds well to this type of reinforcement. Additionally, after CF independently uses next dollar strategy or pays correctly using mixed bills without prompting, I will provide her with skittles. When CF has preformed either task without prompting on three consecutive opportunities, I will allow her to play with the iPad during recreation/leisure time at school. Maintenance Money skills are very important to every day living. Having money skills helps individuals gain independence by allowing them to purchase items without assistance. As well, using money is a common occurrence for most people. Thus, I want to ensure that these skills are maintained for CF. Gradual fading reinforcement will encourage natural maintenance. Additionally, continually providing opportunities for CF to use these skills during community-based instruction will

Elizabeth Curtin

EDPR 420

Instructional Program Money Skills

also ensure maintenance is developed. To assess CFs maintenance of these skills, I will continue to go out into the community with CF after instruction has been discontinued. I will reassess these skills using the above procedures once every three weeks.