Professional Reflection
Module 1
Reflection and Goal Setting
“I used to think… but now I know… I am still determined to find out…”
● I used to think that autism showed up at around age 3 but now I know parents can see
signs earlier.
● I used to think that people with autism would not have an academic life but I have seen
academically successful people.
● I used to think it would be difficult to employ someone with autism but now I know that
is so untrue.
● I used to think the autism spectrum was narrow but now I know it is very wide and each
individual on the spectrum is distinct.
● I used to think there would be one or two ways to teach students with autism but now I
know there is no one formula for everyone.
● I used to think the government was generous with funding for special needs but now I
know families and schools need more funding to help students reach their full potential.
● I used to think that only so much can happen in education but now I know amazing things
can happen in education.
● I used to think all teachers could teach special education but now I know it takes a special
person to teach special students.
● I used to think science knew everything there was to know about autism but now I know
they are just at the tip of the iceberg.
I am still determined to find out more about autism because I really do not know much about it. I
thought I knew a few things but what I used to think I knew has been proven wrong. I am
determined to understand how they see, feel, and experience the world so I can enter their world
and help them. I find this course interesting and informative and I see how beneficial it will be
for my students and their families.
I am still determined to find out how to help students with autism make friends at school, fit in
with their classroom community, and school community. I am determined for this to happen in
secondary schools because that is where I work and that is where I see them sitting by
themselves. I am determined that there is a way for them not to be alone during lunchtime, for
them to be part of a group.
My School Division has a Delta Autism Program for students from grade 8 - 12. The website
states that the program is for students who need intensive behavioural support in an
individualized program meant to meet the individual’s needs. I have not heard of this program.
A program as such would be ideal for the students who need it. Since students with ASD are
each unique a program would have to be unique for each student. I have to admit I am surprised
that in the later grades there is still behaviour support. I thought it would be all solved in the
lower grades. Obviously I have a lot to learn.
There is also information for parents of younger children which is “5 Tips to Engage children
with Autism in Active Play.” Here is the link to the webpage for autism in BC
https://www.autismbc.ca/info/resources/ It is a very good resource with a lot of useful
information and contacts.
2.1 Challenges with Social Pragmatics
Some people need to learn social pragmatics and develop the skills necessary to make
social connections and connect with others. There are so many unwritten social norms
that we need to follow to “fit in” we must be patient with those learning the skills.
Valuable information from Meeting the Challenge of Social Pragmatics with Students
on the Autism Spectrum by Beverly Vicker.
Copy Pasted from Webpage: Has helped me clarify information
https://www.iidc.indiana.edu/irca/articles/meeting-the-challenge-of-social-pragmatics-wit
h-students-on-the-autism-spectrum
Communication Functions
● Intent of Communication. Intent involves the ability to generate messages such
as requests, comments, questions, persuasion, refusals, negotiations, or other
functions as required by a communication situation in daily life at a level
appropriate for one’s age and experiences.
● Frequency of Communication. Frequency involves the number of messages
offered during a conversation when compared to one’s communication partner.
The objective in social conversational situations is to have a balance between
partners and appropriate initiation by both.
Discourse Management
(i.e., managing the conversation to keep it flowing and effective)
● Turn Allocation. Turn allocation involves taking a turn in conversation at the
appropriate time, i.e. recognition of a signal that a turn has ended as well as
limiting one’s talking to one’s turn.
● Topics. Topics involve staying on the topic unless there is a signal by one’s
communication partner that he/she is going to change it. It also includes knowing
how to smoothly introduce a topic shift.
● Repair of Conversational Breakdowns. Conversational repair involves
recognition that there is a breakdown in communication or level of understanding
by, or of, the communication partner and the subsequent usage of strategies
such as repeat, rephrase, or add information to aid comprehension.
Register Variation
● Politeness. Society requires that one know how to use a polite manner of
discourse. This does not just mean adding “please” but knowing how to say
something in terms of word choice and sentence form while using suitable vocal
tone and gestures/body posture appropriate to the circumstances. For example,
imagine a young child wanting a forbidden cookie or a friend wanting a
babysitting favour.
● Social Role Recognition. Each individual must show awareness of social roles
as a guide to their discourse patterns. For example, one would speak differently
to a young child vs. an adult, differently to a friend vs. an authority figure such as
a judge or police officer, and differently to a same-sex, same age relative than to
muscular, opposite sex, scary-looking stranger.
Presupposition
(i.e., assumptions about what other people know)
● Perspective-Taking. Perspective-taking involves knowing that everyone has
different thoughts, feelings, and experiences, knowing that this must be taken
into account during the conversation, and making a cognitive leap or guess at
how the other person might be viewing the situation as one adapts the
conversation.
● General Rules of Conduct for the Speaker’s Role in Relationship to the
Communication Partner
● Quantity. Quantity involves the speaker providing enough information so
that a communication partner understands but not so much as to assume
he knows nothing or needs to know everything about a topic. It also
involves a conversational technique called ellipsis which allows a
respondent to abbreviate a response since the speaker already knows the
framework for the response (For example, it is OK to just answer
“chocolate” to the question “What is your favourite flavour of ice cream?”
as opposed to repeating the whole sentence frame).
● Quality. When the person or his/her communication partner speaks, it is
important that what is said is sincere, valid, or true. This is a trust factor
that is important in conversations. If one knows that the partner is
manipulative or deceptive, then much of what he says may be questioned
as being believable. This can cause a breakdown in the conversation.
● Relation. It is important that information added during a conversation is
relevant to the topic at hand.
● Manner. It is important that each communication partner’s contribution to
the conversation is clear and concise. The speaker needs to connect
information for the listener and not make the listener feel like he must
navigate a maze in order to find meaning.
Although the above may represent more than what the average person wants to know
about social pragmatics, it does outline the inclusive areas of conversational learning
that may be addressed as part of a social pragmatics intervention program during the
school years. Social inferencing, or the ability to make assumptions from specific
information, may also be included within the realm of pragmatics when the broader term
of social communication is used.
Paralinguistics
(i.e., social meaning that is not language-based)
● Prosody. Prosody involves the meaning conveyed by the use of one’s voice.
Examples include messages that indicate what is emphasized, what is meant
sarcastically, and what might be one’s emotional state.
● Gaze. Eye gaze during conversation can suggest meaning such as interest in the
interaction, joint attention to topic, truthfulness and other messages. Eye gaze
can also be used to monitor the nonverbal communication of the partner.
● Gestures. Gestures involve body signals that suggest meaning such as “Pay
attention to what I am pointing to;” “Wow, what a surprise”; “Oops, I shouldn’t
have said that;” or “No, I don’t want that.”
● Proximity. Proximity involves the meaning attributed to the use of one’s body in
space. It may carry meaning all by itself or be combined with other paralinguistic
features. If one stands five feet away from a communication partner, the
message may be one of disinterest or discomfort with a conversation. Standing
too close to a partner may make the person feel uncomfortable as his/her
personal space has been invaded
Social Behaviors
● Conventional Gestures. Conventional gestures are common gestures that have
meaning in a specific culture. Most people will recognize the meaning of a raised
hand movement to signal greeting or departure or a raised hand to signal “Call
on me” or “I will do it.” A high-five is a common gesture used to connote approval
or success. Gestures can also include handshakes, a pat on the back, a social
kiss or a European style double kiss on each cheek upon greeting, among other
gestures.
● Facial Expressions. Facial expressions can carry meanings that amplify or
contradict a spoken message. The emotional message of facial expression might
also be enhanced by the prosody features of one’s voice.
● Social Actions or Behaviors. Social actions that are consistent with the
expectations of one’s culture are an important aspect of social skills. Social
actions represent responses such as dressing appropriately for an occasion,
offering to share something, assisting someone who needs help, patiently waiting
for a turn in a game, not talking on a cell phone while in a restaurant, or not
making unkind remarks, even if truthful.
Can you make connections, begin to design supports and/or interventions to
address these challenges?
EXAMPLES OF A SUPPORTS
1. Explaining to the student what is needed
2. Show the same age example of this from a movie for example
3. Practice with the student
4. Work on only one concept at a time, for example- initiating conversation
5. Once they begin to have success on one concept move on to another concept
6. Make sure they do not just use the same conversation over and over
Second Example
1. Sometimes it is too difficult to practise and it is easier to use role play, let
them be a different person
2. Create situations they can act out, set some up and then allow them to
choose characters and scenes
Third example
1. Possibly the easiest is to have them watch situations and identify when it is
correct, awkward, and just not socially correct
2. Practice imitating body gestures from movies that are good examples of socially
acceptable
Module 2
Copy pasted from:
Handbook of Early Intervention for Autism Spectrum
https://onq.queensu.ca/content/enforced/408831-CONT912002S20/Readings/
Handbook%20of%20Early%20Intervention%20for%20Autism%20Spectrum_2
014_CHAP%204__CONT912.pdf?ou=408831
Table 4.1 Behaviors warranting further assessment
Behaviours between birth and 1 year Behaviours from 1 to 3 years of age
of age
Abnormal eye contact
Limited ability to anticipate being
Limited range of facial expressions
picked up
Limited social referencing
Low frequency of looking at people Little affection towards familiar
people
Little affection towards familiar
people Limited sharing of affect/enjoyment
Limited interest in other children
Little interest in interactive games Little interest in interactive games
Content to be alone Limited social smile
Limited functional play; no pretend
play
Low frequency of looking at people
Limited motor imitation
Other Ways of Communication
Think about your experience with non-verbal people. What augmented and
alternative communication do they use? If you have the opportunity, observe
how other people behave around non-verbal people—do they talk “around”
them? Do they include them in the conversation?
I have little experience with non-verbal people. The situation is very similar
being with an individual who speaks an entirely different language and you
cannot understand a single word. First I would like to say that if you want to
communicate with that person you can without speaking the same language.
People find ways all the time, those are wonderful moments.
When there is one person in the room who does not understand the spoken
language people do tend to talk “around” them. It takes a lot of effort to
include them in the conversation so they eventually become excluded.
I watched a few of the Carly Fleischmann videos and was very moved by
them. It is wonderful that she is able to answer so many questions for so
many people. She has explained many things and it was wonderful to have
insight into her world.
Assessment of Core Features of ASD
Repetitive and Restrictive Interest Behaviour is difficult to study. When the
child is non-verbal the parents would have to be questioned and each child is
different so that also makes it difficult to study. Social communication deficits
is a more accurate deficit to refer to. Social interaction is such a big part of our
lives and there are so many unwritten norms that children with ASD have so
much to learn and understand that it must be continually practiced at school
and at home. There are many things we have picked up on just through
observation and the child with ASD is unable to pick up on it, but they can be
taught what to do in social situations.
After Reading Obsession, Repetitive Behaviours, and Routines I think that the
repetitive behaviours are for self-calming and the use of sensory integration
techniques to help the individual self-regulate. A routine is security for many
people. Social skills and self regulation are very important for integration into
society. The obsession with just one thing needs to be expanded, not
extinguished but expanded to include more interests. It can also be used to
build relationships and develop social skills but they will still need to have
more than just one interest to build social skills. They can become an expert in
an area and perhaps they will be able to study and support themselves in that
field.
Girls and Boys Brain Structures
The article Why do Girls and Boys with Autism Have Differing Behaviours? by
Christopher Bergland explains that girls’ repetitive and restricted behaviours
are less severe than the boys. There are more boys with high-functioning
autism diagnosis. Research shows that the girls’ brains with ASD have a
different structure.
Sensory Dysfunction, Self Regulation
What are some of the environmental adaptations that could be made to
overcome these challenges?
Here are examples of some environmental adaptations:
● Being sensitive to it and trying to accommodate the individual is the first
step
● Reduce noise level
● Reduce bright lights, have curtains on windows, dim lights, don’t use
white paper use a light green instead
● All student to wear headphones that can reduce distracting sounds
● Offer a space away from everyone and everything for them to use when
they become overwhelmed with everything
● Try and find out what they need
● Use worksheets that are not cluttered with too much information and
drawings
● Declutter the room and put doors on shelves
Other Stretches
Information copy pasted from Understanding Minds
http://www.understandingminds.com.au/blog/some-of-the-cognitive-characteristics-in-the-autism
-spectrum/
Cognitive Characteristics Name of someone who Possible Accommodations
might represent that
characteristic
1. Theory of Mind-they have 1. Practice reading
difficulty understanding other peoples language and
peoples’ perspectives or body language,
“getting inside their heads”
-lack “social recognition prosody
software”
2. Tell them beforehand
2. Cognitive that there will be a
Inflexibility-difficulty being change and let them
flexible and creative in their know what it will be,
thinking, find one way to do
something and continue to do take them there
it even if is incorrect beforehand, photos
etc
3. Fact vs Fiction-autism are .
oriented towards fact rather 3. Work on imagining,
than fiction, do not find fiction being creative, the joy
useful
of telling a story for
entertainment, tv is
fiction etc.
4. Specialist vs Generalist-the
classroom is that it is a place 4. General skills needed,
built for generalists. The teach basics of
specialist is disadvantaged cooking for example
until they can leave school
and focus attention on their so can eat, basics of
specialty. tidy room so one is
comfortable
5. Concept vs Detail-They also 5. Teach the ocean is
help as a way of subsuming a fascinating, the woods
whole bunch of details under a
single idea. In both ways, are fascinating,
concepts facilitate problem pleasure in the clouds
solving. For example, many of
us have some kind of social
concept that describes the key
elements of a social
interaction. Subsumed under
that concept are examples of
social interactions (e.g., good
and bad) and the elements
that are characteristic of each
(e.g., smiling, eye contact,
asking questions vs. creeping
away from you, scowl on
face). This system allows us to
focus on the overall
interaction rather than the
detail, while at the same time
allowing us to recognise when
something is awry and how we
may go about resolving that
problem.
6. Literal vs
6. Teach expressions
Figurative-Individuals with
autism interpret language and fiction, and
literally.-they are oriented practice them, He is
towards factual texts that as red as a tomato
inevitably contain little
‘flowery’ language or need to
develop sophisticated
inferences.
Module 3
Functional Behaviour Assessment
"People do not engage in self-injury [or] aggression...solely because they
have...developmental disabilities. There is logic to their behaviour, and functional
assessment is an attempt to understand that logic"
- O’Neill, Horner, Albin, Sprague, Storey, and Newton (1997, p. 8)
Everyone I am in contact with at work is in agreement with the quote.
Research at least three other texts including videos, podcasts and
magazines. Consider: What are you taking away from this research that is
useful? How does this research compare to the practice and procedures in
your school and/or district? How can you reconcile any differences?
Record your answers in your reflection journal.
What is a functional behaviour assessment and how is one
conducted?
http://blogs.sd41.bc.ca/lss/resource-centre/behaviour-support/
Steps for Implementation: Functional Behavior Assessment
https://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/ebpbriefs/FBA_Steps
_0.pdf
Functional Behavioral Assessment
https://www.youtube.com/watch?v=Qaz5kcS2oD4
My takeaway from this is: At school unless it goes to the psychologist
the teachers have limited skills at handling the situation. We know the
basics but to do a functional behaviour assessment we would not feel
qualified. Perhaps there are more people available to help than I am
aware. It sounds like trial and error.
Funding and Other Supports
I was not aware of the funding and support offered to families. I do not
believe that all services are accessed by families. The lower
socioeconomic families may not understand the benefits for their child
to see a specialist, they may not be able to get the child to the
appointments. Having a child with ASD is a lot of work, time, and
energy to deal with the situation at home, school, appointments,
paperwork for funding. Some families may be overwhelmed by all of
this and not understand everything and make poor choices for their
child.
Module 4
UDL
It is funny once something exists we don’t know why it took so long to have
become available to everyone. UDL is one of those things, how is it possible
that we did not see it before. Now that it is here, it is a miracle to the modern
classroom. It gives access to everyone in the classroom and allows for
students to use their strengths to gain and show their knowledge.
Information copy pasted from:
A Guide to Adaptations and modifications
https://burnabyschools.ca/wp-content/uploads/2014/09/adaptations_and_modifications.pdf
Outdat Useful Wondering About
ed
• Learning requires the active participation of the student. working on
• Students learn in a variety of ways and at different rates. • provincial learning
Learning is both an individual and group process. outcomes from a
lower grade level
To undertake differentiation and universal design, teachers
need to be aware of a range of accommodations For students with
special needs,
These accommodations may take the form of adaptations adaptations that
and/or modifications. are used for tests
and exams must
Essentially, adaptations are “best practice” in teaching. A be included in
student working on learning outcomes of any grade or course their IEPs in order
level may be supported through use of adaptations. for them to be
considered for
If appropriate adaptations are not used, students could be adaptations to the
unfairly penalized for having learning differences, creating provincial exam
serious negative impacts to their achievement and conditions
self-concept. (adjudication).
Adaptations include, but are not limited to: If the learning
• audio tapes, electronic texts, or a peer helper to assist with outcomes that a
assigned readings student is working
• access to a computer for written assignments (e.g. use of toward are from
word prediction software, spell-checker, idea generator) the curriculum of
• alternatives to written assignments to demonstrate a grade level
knowledge and understanding lower than the
• advance organizers/graphic organizers to assist with current grade
following classroom presentations placement, this
• extended time to complete assignments or tests should be
• support to develop and practice study skills; for example, in a indicated in the
learning assistance block IEP or learning
• use of computer software which provides text to plan and in the
speech/speech to text capabilities body of the
• pre-teaching key vocabulary or concepts; multiple exposure student’s progress
to materials report.
• working on provincial learning outcomes from a lower grade
level If schools are
using BCeSIS or
Although decisions about modifications to a student’s courses Student
or subjects may take place in grades earlier than Grade 10, a Achievement Data
formal decision that an overall program is modified does not Exchange (SADE)
need to occur until Grade 10. to record progress
for students in
For students with special needs, modifications that consist of Grades 4 to 12, a
individualized learning outcomes or goals must be included in value is required
the IEP. Some further types of modifications include: to be entered to
maintain student
The specific IEP outcomes or goals evaluated should be records over time
included in the student progress report. Further information on
this subject is available in the Ministry document: Reporting
Student Progress: Policy and Practice:
Competency-based IEPs
I do not have experience with IEPs but watching Shelly Moore I can see the advantages
to the change. Using strengths instead of concentrating on what needs to be fixed is a
step in the right direction. If we can use what the students are good at to help them
reach their full potential they will be more successful.
Self-assessment for Students with ASD
Students are getting better at self-assessing because they have been doing it for a few
years now. The theory behind self-assessment is understandable, when the students
truly understand their learning, strengths, and stretches they will benefit greatly from
analyzing their learning and will be able to improve their performance. A
self-assessment tool can be pictorial or verbal, it could be on the computer. The
personal and social core competency is one that could be targeted.
Academic Adaptations and Interventions
Nowadays with the knowledge we have and the technology available I feel almost
anything is possible in the classroom with the necessary support in place. One of the
crucial supports is extra hand on deck. The teacher cannot attend to everyone’s special
needs. We need EAs in the classroom to help us. I don’t think it matters what the
subject is.
UDL is best teaching practices
UDL Supports
● In an everyday classroom, what would this look like? What would the learning
environment(s) look like (sound like, smell like, feel like)?
Colours: light greens on walls. Cupboards with doors hide the clutter, an area for
some students to go to for their visuals, and an area for comfort, there would be
head phones available, soft pillows to cuddle, and pleasant images to look at
whales, magazines, lights would be soft,etc.
● How would the learning activities be structured?
Tasks would be broken down into small sections, with simple clear instructions
on each section, lots of making sure everyone know what to do, have visuals for
steps to be taken, warnings of transitions would be available, some small groups
for certain sections of work, huddle and break up, paper would be soft colours,
the technology available for them use
● Where would the learning activities take place?
In various parts of room, at computers, at desks, in groups, individually
● How would this all be communicated?
Orally, visually, through peers
● How would it be organized?
In small chunks, very structured, with visuals to follow
● What would the structure and routines be that provided the framework?
Teachers led visuals, books with standard order to follow instructions, follow routine, for
work, always let students know what is going to happen, layout on board every day so
they know what to expect.
Record your responses in your reflection journal. Use words and pictures to describe
what a regular day in a regular classroom in a regular school might look like when the
needs of all learners are considered.
Self Assessment
There are many self-assessment tools we can create for our students. Here are a few I
found on the internet. Self-assessment is very important for people to understand their
strengths and stretches and be able to reach their full potential.
How to Reflect on Goals with ASD
https://www.pinterest.ca/pin/496170083941558743/
Self-Management for Students with Autism Spectrum Disorder
https://www.pediastaff.com/blog/self-management-for-students-with-autism-spectrum-di
sorders-4117
Thinking back to the previous discussions around adaptations and modifications as well
as your experience with individual or small group interventions in reading, writing and/or
mathematics what has your previous practice/knowledge been around IEP goals in
academic areas? My previous practice and knowledge around IEP goals has been very
limited.
Particularly involving reading, writing and mathematics? I have not been involved in
teaching grade 2 students how to read, and write in English. I have developed visuals
for students with IEPs in maths.
What about other curricular areas? What has been your experience around a student
with ASD participating in the regular curriculum but with necessary supports? I do not
have experience with students with ASD.
Is this easier in some subject areas than others? Each and every student has their own
challenges so developing IEPs for different subjects will depend on the strengths and
stretches of each student.
Module 5
Communicating with Families
Most of my experience with parents has been positive. I enjoy meeting them, it gives me
more insight into the child after talking with the parents. When one is prepared for a
meeting they are more comfortable. If necessary bring administration to the meeting. If
you are not sure how to word something, ask the administration if they will support you.
Collaborating with Ministry Audits
I do not work with a student with ASD. I see the importance of documenting what is
done in class, having assessments, and keeping a sample of students' work. It is always
best to document everything.
Great Websites - Special Needs
and Autism Spectrum Disorder
1. Adaptation VS Modifications
https://burnabyschools.ca/wp-content/uploads/2014/09/adaptations_a
nd_modifications.pdf
a. -Use instruction strategies such as RAFTS, Graphic
Organizers, Scaffolded Reading, Cubing, Think-Tac-Toe,
Learning Contracts, Tiering, Learning/Interest Centers,
Independent Studies, Intelligence Preferences, Orbitals,
Complex Instruction, 4Mat, Web Quests and Web
Inquiry, ETC.
2. Benefits of walking on uneven ground
https://www.charlottewattshealth.com/exercise/benefits-walking-unev
en-ground/
3. Classcraft: https://www.classcraft.com/
4. Classdojo; https://www.classdojo.com/
5. Effective Educational Practices for Students with Autism Spectrum
Disorders 2007
http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDi
s.pdf
6. Competency-Based IEP
https://ourdistrictstory.sd38.bc.ca/our-learning/valuing-our-learners/st
udents-special-needs/competency-based-iep
7. Delt IEP Shelly Moore
https://blogsomemoore.files.wordpress.com/2020/01/delta-iep.pdf
8. Evidence-Based Practices
https://autismpdc.fpg.unc.edu/evidence-based-practices
9. Great Book to Buy: Recommended by teacher: “How to differentiate
instruction in mixed-ability classrooms” by Carol Ann Tomlinson.
10. How to Reflect on Goals with ASD
https://www.pinterest.ca/pin/496170083941558743/
11. Inclusive education (explains many things)
https://www.sd44.ca/ProgramsServices/InclusiveEducation/Document
s/Inclusive%20Education%20Revised%2004092019.pdf
12. Learning Support - Resources and Forms for Staff
https://sd10.bc.ca/learning-programs-and-services/learning-support-f
orms-for-staff/
13. Microsoft Sway
14. Mental Health
When Something Goes Wrong
https://jack.org/jack/media/images/PDF/WSW-teacher-final-print.pdf
15. Positive Behaviour Support https://www.pbisworld.com/
16. Self Assessment templates:
Self-Management for Students with Autism Spectrum Disorder
https://www.pediastaff.com/blog/self-management-for-students-with-a
utism-spectrum-disorders-4117
17. Shelly Moor blog on changing IEP
https://blogsomemoore.files.wordpress.com/2020/01/delta-iep.pdf
18. SuperBetter, and app to help self-regulation
https://www.superbetter.com/
19. Supporting Students with Disabilities A teacher’s Guide
https://onq.queensu.ca/content/enforced/408823-CONT904005S20/R
eadings/learning_disabilities_guide.pdf?ou=408823
20. The Use of Color in Behavioural Disorders
http://renketkisi.com/en/the-use-of-color-in-behavioral-disorders.html
21. Teaching for Artistic Behaviour
22. https://teachingforartisticbehavior.org/index.html
23. How to Reflect on Goals with ASD
https://www.pinterest.ca/pin/496170083941558743/
24. Learning Support - Resources and Forms for Staff
https://sd10.bc.ca/learning-programs-and-services/learning-support-f
orms-for-staff/
25. Delt IEP Shelly Moore
https://blogsomemoore.files.wordpress.com/2020/01/delta-iep.pdf
