workshop #3 rachel karlsen learning goals/discussions: define/discuss characteristics and...
TRANSCRIPT
Workshop #3http://xlearners.wordpress.com
Rachel Karlsen
Learning goals/discussions: •Define/discuss characteristics and accommodations for students with Emotional and Behavioral Disorders (EBD)•Define/distinguish between Autistic Spectrum Disorders andPervasive Development Disorders; characteristics and accommodations•Define/discuss anxiety and perfectionism in students
Approximate Schedule
• 6:00-6:45 Greeting, quickwrite, highlights, reactions to readings/discussion, assignments due, books!
• 6:45-7:20 Posters on Wall (questions for midterm), Universal Design activity
• 7:20-7:40 Presentation • 7:40-8:00 Guest Speaker• 8:00-8:20 Break• 8:20-9:45 Presentations, EBD and ASD notes, Learning
Disabilities/Behavior video• 9:45-10:00 Group Work
Focus Questions for teaching students with EBD:
• What characteristics, causes and percentage of students in your class would you expect to have prevailing EBD?
• What is the general education teacher’s role in identification and assessment of students with EBD?
• What characteristics of teacher-student relationships enhance positive outcomes for students with EBD?
Focus questions for teaching students with ASD
• What are autism spectrum disorders (ASD) and what disabilities are included in this category?
• What are the most prevalent characteristics of children with ASD?
• What types of assessments are done to identify students with ASD?
• What general instructional accommodations would you consider for students with an ASD?
• What might you do to assess a student with ASD who engages in severe challenging behavior?
Guest Speaker• Eric English
– Middle/High School Behavior Teacher
Questions:
1) How do you incorporate technology into teaching students with behavior issues?
2) How do you communicate with general education teachers?
3) How can general education teachers support your students?
4) What is the role of a staff/instructional assistant?
5) How can general education teachers support a behavior teacher?
6) What are some ideas for dealing with behavioral issues in a general education classroom?
7) What is the role of a behavior teacher in the education of a student with behavior issues?
8) What happens if the goals of an IEP are not met?
Inspirational WPC reading:
Greeting
Galatians 6:11 (NIV)
“See what large letters I use as I write to you with my own hand!”
Job 5:7 (NIV)
“Yet man is born to trouble as surely as sparks fly upward.”
• Prayer? Favorite quote/Bible verse?
• Anything special this week?
Quickwrite: Thoughts, reactions, implications for teaching, esp. students
with special needs.• “The having of wonderful ideas is what I
consider the essence of intellectual development….There are two aspects to providing occasions for wonderful ideas. One is being willing to accept children’s ideas. The other is providing the setting that suggests wonderful ideas to children – different ideas to different children – as they are caught up in intellectual problems that are real to them.” Eleanor Duckworth, 1996
Compassion for people;
passion for teaching.• “…it is clear to see that more is being done to
provide fairness and acceptance to people with disabilities.”
• “It is also comforting to think that there are government laws in place that will protect disabled students under my care and tutelage.”
• “What better way to educate on equality and shape a society of compassion, values and kindness than by teachers implementing these values into their everyday lessons in school.”
Compassion for people;passion for teaching.
• “The educator’s role is to educate all of the students in their class and utilize every tool available to them.”
• “Knowing where kids are coming from is a key aspect to teaching fairly to all students.”
• “Successes for people with disabilities in school are lending themselves to successes in the work place.”
Compassion for people;passion for teaching.
• “Today, we celebrate the disabled when they ‘overcome’ their disabilities, but maybe someday we will not celebrate this, we will expect it.”
• “In teaching, I think it will be important to get to know each student and learn how to best help them.”
• “As a future educator, I know I will be empathetic to those individuals who have a disability who are in my class.”
Compassion for people;passion for teaching.
• “To increase the motivation in teachers, I suggest that administrators better support their teachers and supply them with the necessary training educators in general need to be more successful at educating exceptional learners.”
• “The effort general education classroom teachers provide can intervene to address behavior problems at schools and help prevent social problems later on.”
• “I want all my students to feel like they are in a safe and caring environment where they can succeed.”
Compassion for people;passion for teaching.
• “It is my duty to be as helpful and understanding of disabled people as possible.”
• “As educators, whether in a special or general education classroom, we have the privilege of helping disabled students become educated, employed, socially functioning members of society, as well as educating society as to their potential.”
• “Try to put yourself in your students’ shoes.”
Reactions/Reflections/Ideas you would like to try in your classroom • Chapter 8: Teaching Students with
Emotional and Behavioral Disorders
• Chapter 9: Teaching Students with Autism Spectrum Disorder/PDD
• More article: Digital Stories Targeting Social Skills for Children with Disabilities
• Journals…
Books!
• Inspire: Connecting with Students to Make a Difference (by: Lee J. Colan, Ph. D.)
• Joey Pigza Loses Control (by: Jack Gantos)• What Great Teachers Do Differently (by: Todd
Whitaker)• ADHD Living Without Brakes (by: Martin L.
Kutscher, MD)• Learning with a Visual Brain in an Auditory
World (by: Ellyn Lucas Arwood, Ed.D. and Carole Kaulitz, M.Ed.)
Stories from my week: Accommodations and Evidence of Learning in students with disabilities
• Temporary Disabilities: Physical
• Technology example (prezi)
• Sketchings (student with autism and student with EBD)
Introduce score sheets
• Score your group – should have Presentation Evaluations for your
group members. – scores, average
Assignments due tonight Workshop #3
• Mid-Term exam handed out last week-need another copy?– (due next Workshop #4)
• Reflection journal (at least 3 pages, APA style)• Learning teams presentation: lesson plan (intro,
class participation activity, information, conclusion),topics: a. Emotional/behavioral disorders, b. Autistic Spectrum disorder, c. Pervasive Development Disorder d. Perfectionism/Anxiety
• Read chapters 8 and 9• Read More, C. (2008)• Prepare to discuss EBDs and Autism
Final presentation (Case Study)
• CHOOSE TOPIC TONIGHT, IF READY• About 10 to 15 minutes• Intro/Concl• Diagnosis/behavior/treatment• Teaching techniques• Annotated reference/handout for each person in class • Disability from any category
– Physical– Psychological– Learning– Developmental– Other
Final paper (same topic as presentation)
• 8 to 10 pages, APA– Diagnostic criteria– Behaviors associated with criteria– School’s legal responsibility– Assessments that would aid student– Helpful teaching techniques and tips– Ideas to assist and educate parents of disabled
children– Least Restrictive Environment– Create a hypothetical Case Study, which combines
these components
Case Study Example: TBI http://www.nvcc.edu/home/elanthier/methods/case-study-samples.htm
• Phineas Gage– railroad worker in 1848 – accident at work.
• forcing gun powder into a rock with a long iron rod • gun powder exploded.
– iron rod shot through cheek and out through top of head– damaged frontal lobe. – did not appear very hurt.
• memory and mental abilities were intact • could still speak and work.
– personality totally changed (ill-tempered, dishonest)– drove coaches; worked on a farm
Assignments due next meeting Workshop #4
• Choose topics for final paper/presentation• Read chapters 10 and 11 (change to match syllabus to new textbook)• Read Curtis, S. E. (2005)• Midterm Exam
– (anyone have/need questions?)• Learning Team teach (follow format of lesson plan…intro with learning
goals, information, whole class involvement, assessment activity reflecting goals/conclusion…no write up necessary)
– Developmental Disorders– Physical Disabilities– Health impairments and TBIs– Time and Space Organizational Ideas benefitting all students
Everyone signed up for a topic??
Posters on Wall
• Directions:– Write ideas to answer each of the questions
on each sheet of paper.1. Compare and contrast IDEA 2004 (PL 108-442) with NCLB (107-110)
and the ADA (PL 101-336).
2. You have a student in your classroom that you suspect has a Learning Disability. Beginning with the referral and ending with placement, explain the necessary steps according to the IEP process.
3. Of all of the disabilities, students with EBD are often referred to as “the most difficult to educate.” Why might this statement be correct?
4. Pervasive Development Disorders offers the widest spectrum of conditions among any disability. Support this claim using what you have learned in this semester.
Universal Design for Learning(Universal Strategies)
Universal design for learning (UDL)
• Set of principles for designing curriculum
• Provides all individuals with equal opportunities to learn.
• Research –based (learner differences and effective instructional settings)
UDL principles call for varied and flexible ways to
– Present or access information, concepts, and ideas (the "what" of learning),
– Plan and execute learning tasks (the "how" of learning), and
– Get engaged--and stay engaged--in learning (the "why" of learning)
• Why is UDL necessary? Students come to classrooms with a variety of skills, abilities, needs, interests, backgrounds, and learning styles. This diversity is confirmed by brain research.
Source URL: http://www.udlcenter.org/aboutudl/whatisudl
Universal Design for Learning (Universal Strategies)
Curriculum includes the goals, methods, assessments and materials we use to teach and learn.
Traditional curriculum • Often "fixed" and inflexible. • Individual differences become learning barriers • Individual styles, skills, and abilities often overlooked to fit the
curriculum, at the expense of genuine learning
Universal Design for Learning • Curriculum is made flexible and customizable so that individuals can
learn in ways that work best for them.• Common aim of learning effectively and efficiently• High standards are reached through many different means
Source URL: http://www.udlcenter.org/aboutudl/whatisudl
Instructional Guidelines for Universal Design planning
• Use multiple means of representation
• Use multiple means of expression
• Use multiple means of engagement– See handout for specific information
Universal Design Articles
• Using Universal Design to Unlock the Potential for Academic Achievement of At-Risk Learners (Cynthia Acrey, Christopher Johnstone, Carolyn Milligan)– This article discusses teaching at-risk students and gives
specific ideas for study guides.
• Accurate for All: Universal Design for Learning and Assessment of Students with Learning Disabilities. (David H. Rose, Tracey E. Hall, and Elizabeth Murray) – This article explains the three main principals of Universal
Design: Representation, Expression and Engagement.
“Go Around All” protocolTime: 20 minute check
1. Divide into four approx. equal size groups (gr. #1, gr. #2, gr. #3, gr. #4)• Group #1 reads “Using Universal Design to unlock the Potential…” p. 22-26• Group #2 reads “Using Universal Design to unlock the Potential…” p. 27-31• Group #3 reads “Accurate for All…” p. 23-26• Got a computer? Group #4 researches “Universal Design for Learning” online
2. While reading or researching, record/highlight important ideas
3. In small group, first person reports all of the information that she/he has recorded and is comfortable reporting.
4. While first person is reporting, other group members listen attentively, but don’t question, comment or give clues to agreement or disagreement (nodding is okay).
5. After first person is finished reporting, second person reports (repeat info is okay). Groupmates listen attentively as described above.
6. Repeat until all group members have reported.
7. Discuss and make a visual, using poster boards or other method to report to entire class.
Presentations
• Emotional and Behavioral Disorders
• Autistic Spectrum Disorders
• Pervasive Development Disorders
• Anxiety/Perfectionism
VideoVideo
How Difficult Can This Be?How Difficult Can This Be?
DiscussDiscuss
Definitions of Behavioral and Definitions of Behavioral and Emotional DisordersEmotional Disorders
There is no clear line between those who have and those There is no clear line between those who have and those who do not have emotional and behavioral disorders.who do not have emotional and behavioral disorders.
Emotional disorders or behavioral disorders refers to Emotional disorders or behavioral disorders refers to students whose behavior falls considerably outside the students whose behavior falls considerably outside the norm, is chronic in nature, and is socially or culturally norm, is chronic in nature, and is socially or culturally unacceptable (Hallahan, Kauffman, & Pullen, 2009).unacceptable (Hallahan, Kauffman, & Pullen, 2009).
Several definitions of EBD exist but the two most prevalent Several definitions of EBD exist but the two most prevalent are the federal government and the Council for Children are the federal government and the Council for Children with Behavioral Disorders (CCBD) definitions.with Behavioral Disorders (CCBD) definitions.
Federal Definition v CCBD DefinitionFederal Definition v CCBD Definition
Federal DefinitionFederal Definition Uses the term emotional Uses the term emotional
disturbance in its criteria disturbance in its criteria for placementfor placement
Critics of definition find it Critics of definition find it vague and ambiguousvague and ambiguous
A large concern is the A large concern is the exclusion of students who exclusion of students who are socially maladjusted, are socially maladjusted, but not emotionally but not emotionally disturbed is dangerous disturbed is dangerous
CCBD DefinitionCCBD Definition Advocates of definition Advocates of definition
feel it couches EBD in feel it couches EBD in school, age, and school, age, and ethnic/cultural contexts ethnic/cultural contexts and focuses on early and focuses on early identification and identification and interventionintervention
Definition incorporates Definition incorporates the idea that students can the idea that students can have more than one have more than one disability – co-morbiditydisability – co-morbidity
Prevalence of Students with EBDPrevalence of Students with EBD
Prevalence varies depending on the criteria used to Prevalence varies depending on the criteria used to classify students.classify students.
Current reports show EBD in the general population Current reports show EBD in the general population range from range from 6% to 10% 6% to 10% in the school-age population in the school-age population (Kauffman & Landrum, 2009)(Kauffman & Landrum, 2009)
50% 50% of referrals for special services occur in the of referrals for special services occur in the elementary grades, and peak with students in early elementary grades, and peak with students in early teensteens
Prevalence of Students with Disabilities in Prevalence of Students with Disabilities in Juvenile CorrectionJuvenile Correction
Survey reveals Survey reveals 33.4% 33.4% of all youth in juvenile justice were of all youth in juvenile justice were identified and received special education servicesidentified and received special education services
47.8% 47.8% of these students were identified as EBDof these students were identified as EBD
38.6% 38.6% of these students were identified as SLDof these students were identified as SLD
These students exhibited significant difficulties in These students exhibited significant difficulties in reading and reading and writing writing as well as as well as social and emotional social and emotional difficultiesdifficulties
Types and Characteristics of EBDTypes and Characteristics of EBD
Externalizing BehaviorsExternalizing Behaviors Conduct disordersConduct disorders Acting outActing out AggressionAggression TantrumsTantrums Bizarre behaviorsBizarre behaviors
Internalizing BehaviorsInternalizing Behaviors FearFear ImmaturityImmaturity TensenessTenseness WithdrawalWithdrawal WorryWorry
Types of Anxiety DisordersTypes of Anxiety Disorders
Generalized Anxiety Disorder
Obsessive-Compulsive Disorder (OCD)
Panic Disorder
Posttraumatic Stress Disorder (PTSD)
Social Phobia (Social Anxiety Disorder)
Mood DisordersMood Disorders
DepressionDepression – involves prolonged and persistent – involves prolonged and persistent feelings of dejections that interferes with life feelings of dejections that interferes with life functioningfunctioning
Bi-polar disorder Bi-polar disorder – characterized by extreme mood – characterized by extreme mood swingsswings
Mood swings Mood swings can vary in terms of frequency and can vary in terms of frequency and degreedegree
CausesCauses can come from genetic, environmental, or can come from genetic, environmental, or a combinationa combination
DefianceDefiance
Oppositional defiant disorder (ODD) Oppositional defiant disorder (ODD) – students – students who habitually question authority, intentionally who habitually question authority, intentionally misbehave and ignore rules, are temperamental misbehave and ignore rules, are temperamental and negative, and blame others for their actions, and negative, and blame others for their actions, and social and academic progress is inhibited and social and academic progress is inhibited (Hommersen, Murry, Ohan, & Johnston, 2006).(Hommersen, Murry, Ohan, & Johnston, 2006).
Usually occurs with mood or conduct disordersUsually occurs with mood or conduct disorders ODD often occurs before the age of 8 and ODD often occurs before the age of 8 and
exacerbates with ageexacerbates with age
Conduct and AggressionConduct and Aggression
Conduct disorders Conduct disorders – students who are consistent – students who are consistent in ignoring the rights of others and are cruel, in ignoring the rights of others and are cruel, destructive, deceitful, or truantdestructive, deceitful, or truant
Covert Behaviors Overt Behaviors
StealingLyingBurglaryUse of drugs and alcohol
CoercionBullyingManipulation of othersEscalated interactions with teachers, parents, and peers
Socialized AggressionSocialized Aggression
Antisocial behavior Antisocial behavior – – involves acts that can involves acts that can cause mental and physical harm to others and to cause mental and physical harm to others and to their property.their property.
Socialized aggression Socialized aggression – – a term used to refer to a term used to refer to students who routinely engage in antisocial students who routinely engage in antisocial behavior.behavior.
Socialized aggression is associated with Socialized aggression is associated with group behaviorgroup behavior..
GangsGangs
Students attracted to gangs due to desire for Students attracted to gangs due to desire for companionship, acceptance, success, or companionship, acceptance, success, or perception of safety because of membershipperception of safety because of membership
Law enforcements categorizes gangs in four Law enforcements categorizes gangs in four groups:groups:– Delinquent youth gangsDelinquent youth gangs– Turf-based gangsTurf-based gangs– Crime-oriented gangsCrime-oriented gangs– Violent hate gangsViolent hate gangs
Five Types of AggressionFive Types of Aggression (Lancelotta & Vaughn, 1989)(Lancelotta & Vaughn, 1989)
Provoked Physical Aggression – one student hits or taunts another, who retaliates
Unprovoked Physical Aggression – student acts aggressively with no apparent prompting
Verbal Aggression – one student screams, yells, or uses another verbal expression to attack another
Outburst Aggression – student “blows up”
Indirect Aggression – student does something sneaky or tricky to get back at another student
ImmaturityImmaturity
Immature students are identified by teacher when Immature students are identified by teacher when they show little interest in schoolworkthey show little interest in schoolwork
Immature student is usually overly dependent on Immature student is usually overly dependent on parents and caregivers and have difficulty being parents and caregivers and have difficulty being responsible members of a groupresponsible members of a group
Behaviors include:Behaviors include:– Lack of perseveranceLack of perseverance– Failure to finish tasksFailure to finish tasks– Short attention spanShort attention span– Poor concentrationPoor concentration– Frequent daydreaming or preoccupationFrequent daydreaming or preoccupation
Causes of EBDCauses of EBD
BiologicalBiological
EnvironmentalEnvironmental
– Home conditionsHome conditions
– Community conditionsCommunity conditions
Response to Intervention for Students Response to Intervention for Students With EBDWith EBD
Tier 1 RTI Tier 1 RTI – involves implementation of:– involves implementation of:– Explicit teaching of rules and consequences, use of research-Explicit teaching of rules and consequences, use of research-
based universal strategies for general classroom management, and based universal strategies for general classroom management, and universal screeninguniversal screening
Tier 2 (secondary) Tier 2 (secondary) – are typically small group interventions – are typically small group interventions that provide students with:that provide students with:– Self-control, self-monitoring, social, and self-management skills Self-control, self-monitoring, social, and self-management skills
they need to benefit from universal strategies they need to benefit from universal strategies
Tier 3 (tertiary) Tier 3 (tertiary) – begin with a comprehensive functional – begin with a comprehensive functional behavior assessment (FBA) behavior assessment (FBA)
Critical Steps in Designing an Effective Critical Steps in Designing an Effective FBA FBA
(Shippen, Simpson, & Crites, 2003)(Shippen, Simpson, & Crites, 2003)
DefiningDefining the target behavior in behavioral terms. the target behavior in behavioral terms. Collecting and monitoring Collecting and monitoring the target behavior through the target behavior through
ongoing data collection.ongoing data collection. RecordingRecording the events and behaviors that precede and the events and behaviors that precede and
follow the target behavior.follow the target behavior. DevelopingDeveloping a hypothesis of the conditions under which the a hypothesis of the conditions under which the
target behavior occurs.target behavior occurs. DevelopingDeveloping an intervention plan that considers the an intervention plan that considers the
antecedents and reinforcers.antecedents and reinforcers.
Teaching Guidelines and AccommodationsTeaching Guidelines and Accommodations
Changing behaviorChanging behavior Resolving conflicts and promoting self-controlResolving conflicts and promoting self-control Teaching self-monitoring skillsTeaching self-monitoring skills Teaching self-management skillsTeaching self-management skills Teaching social skillsTeaching social skills Using social learning strategiesUsing social learning strategies Implementing school-based wraparoundImplementing school-based wraparound Adapt instructionAdapt instruction
Benefits of Teaching Self-Monitoring Benefits of Teaching Self-Monitoring SkillsSkills
It is practical and takes little extra time on the teacher’s part.It is practical and takes little extra time on the teacher’s part. It can be used to improve a variety of academic and social skills.It can be used to improve a variety of academic and social skills. Is uses monitoring systems, such as charting progress that provide Is uses monitoring systems, such as charting progress that provide
students with evidence of improved behavior.students with evidence of improved behavior. It provides more immediate feedback.It provides more immediate feedback. It increases students’ independence and helps them be responsible for It increases students’ independence and helps them be responsible for
their own behavior.their own behavior. It facilitates communication with parents.It facilitates communication with parents. It encourages individual improvement rather than competition across It encourages individual improvement rather than competition across
students.students.
Steps to Developing a Self-Steps to Developing a Self-Management PlanManagement Plan
Teacher and student identify and agree on behavior to be Teacher and student identify and agree on behavior to be changed.changed.
Identify when and where the behavior most frequently Identify when and where the behavior most frequently occurs.occurs.
Establish realistic goals for changing the behavior.Establish realistic goals for changing the behavior. Identify a timeline showing how long the plan will be in Identify a timeline showing how long the plan will be in
effect.effect. Identify reinforcers and consequences.Identify reinforcers and consequences. Self-evaluate the success of the program each day.Self-evaluate the success of the program each day.
Elements of a Successful Wraparound Elements of a Successful Wraparound System System (Eber & Keenan, 2004)(Eber & Keenan, 2004)
Use services that are based in the community.Use services that are based in the community. Individualize supports and services and base them on student Individualize supports and services and base them on student
strengths.strengths. Use culturally appropriate practices.Use culturally appropriate practices. Involve families as active members.Involve families as active members. Collaborate with family, child, agencies, and community services to Collaborate with family, child, agencies, and community services to
create plan and provide services as a team.create plan and provide services as a team. Investigate flexible use of resources and funding.Investigate flexible use of resources and funding. Involve collaborative team in establishing goals and evaluating Involve collaborative team in establishing goals and evaluating
outcomes.outcomes. Maintain a strong commitment to the wraparound system.Maintain a strong commitment to the wraparound system.
Definitions of ASD/Asperger Syndrome Definitions of ASD/Asperger Syndrome and PDDand PDD
Pervasive Developmental Disorder Pervasive Developmental Disorder (PDD) is a diagnostic (PDD) is a diagnostic category used by the APA to describe five related category used by the APA to describe five related disabilities:disabilities:– AutismAutism– Rett SyndromeRett Syndrome– Childhood Disintegrative DisorderChildhood Disintegrative Disorder– Asperger SyndromeAsperger Syndrome– Pervasive Development Disorder – Not Otherwise SpecifiedPervasive Development Disorder – Not Otherwise Specified
Autism Spectrum Disorder Autism Spectrum Disorder (ASD) is a term to describe a (ASD) is a term to describe a subgroup of PDD, namely autism and Asperger syndrome.subgroup of PDD, namely autism and Asperger syndrome.
AutismAutism
Autism is a developmental disability that Autism is a developmental disability that typically appears during the first 3 years of typically appears during the first 3 years of life.life.
In order to diagnose a child with autism In order to diagnose a child with autism features must be documented in three areas:features must be documented in three areas:– Six or more of any combination of the following:Six or more of any combination of the following:
Impairments in social interactionsImpairments in social interactions Impairments in communicationImpairments in communication
– Stereotypical behaviorStereotypical behavior– Onset before age 3Onset before age 3
Asperger SyndromeAsperger Syndrome
Asperger syndrome Asperger syndrome is the next most is the next most common PDD. These students have common PDD. These students have impairments in social skills, abstract impairments in social skills, abstract thinking, and the ability to relate to and thinking, and the ability to relate to and identify emotions but have normal IQs and identify emotions but have normal IQs and extensive verbal abilities.extensive verbal abilities.
Diagnosis of Asperger SyndromeDiagnosis of Asperger Syndrome
Asperger syndrome is diagnosed by documenting Asperger syndrome is diagnosed by documenting behaviors in six different areas:behaviors in six different areas:– Qualitative impairment in social interactionsQualitative impairment in social interactions– Stereotypical behavior such as abnormal preoccupation with Stereotypical behavior such as abnormal preoccupation with
one or more areas of interest or focus, inflexible adherence one or more areas of interest or focus, inflexible adherence to routines or rituals, and stereotyped motor mannerismsto routines or rituals, and stereotyped motor mannerisms
– Presence of an impairment in a social, occupational, or Presence of an impairment in a social, occupational, or vocational areavocational area
– No clinically significant delay in languageNo clinically significant delay in language– No clinically significant delays in cognition, self-help, No clinically significant delays in cognition, self-help,
adaptive skills, or curiosity about the environmentadaptive skills, or curiosity about the environment– Must not meet the criteria for schizophreniaMust not meet the criteria for schizophrenia
Rett SyndromeRett Syndrome
A child diagnosed with Rett syndrome must have normal A child diagnosed with Rett syndrome must have normal prenatal and perinatal development, normal psychomotor prenatal and perinatal development, normal psychomotor development for the first 5 months, and normal head development for the first 5 months, and normal head circumference.circumference.
Child must exhibit normal development in the following areas Child must exhibit normal development in the following areas until a loss of skills occurs between 5 and 48 months:until a loss of skills occurs between 5 and 48 months:
Deceleration of head growth
Poor gait or trunk movements
Loss of hand skills Severely impaired receptive and expressive communication
Loss of social engagement
Childhood Disintegrative DisorderChildhood Disintegrative Disorder
Child must have a normal pattern of development Child must have a normal pattern of development through age 2through age 2
Between age 2 and 10 child demonstrates a Between age 2 and 10 child demonstrates a regression of skills in two of the following areas:regression of skills in two of the following areas:
Language Motor skills
Social skills Delay in social interaction
Adaptive skills Delay in communication
Bowel or bladder control Delay in stereotypic behavior
Play skills
Characteristics of Students with Characteristics of Students with ASD/Asperger SyndromeASD/Asperger Syndrome
Social skills:Social skills:– Do not interact with other people in a typical Do not interact with other people in a typical
fashion (National Research Council, 2001)fashion (National Research Council, 2001)– Have difficulty seeing the world from the Have difficulty seeing the world from the
perspective of another personperspective of another person– Have difficulty regulating their emotionsHave difficulty regulating their emotions
Characteristics of Students with Characteristics of Students with ASD/Asperger SyndromeASD/Asperger Syndrome
Communication skills:Communication skills:– Many children with autism do not talk at all Many children with autism do not talk at all
(National Research Council, 2001)(National Research Council, 2001)– Those who develop language use it in unusual Those who develop language use it in unusual
waysways– Body language rarely matches what students Body language rarely matches what students
are sayingare saying– Have difficulty expressing wants and needsHave difficulty expressing wants and needs
Characteristics of Students with Characteristics of Students with ASD/Asperger SyndromeASD/Asperger Syndrome
Repetitive behaviors and routines:Repetitive behaviors and routines:– Many students with autism engage in repetitive Many students with autism engage in repetitive
behaviors and routines behaviors and routines (National Research Council, 2001)(National Research Council, 2001)
– Some tend to insist on sameness or Some tend to insist on sameness or consistency in the environmentconsistency in the environment
– May be preoccupied with very specific interestsMay be preoccupied with very specific interests
Identification and Assessment of Identification and Assessment of Students with ASDStudents with ASD
Most are diagnosed in early childhoodMost are diagnosed in early childhood Teachers will be involved in initial Teachers will be involved in initial
evaluations and assessments as well as evaluations and assessments as well as ongoing assessment and reevaluationongoing assessment and reevaluation
Assessment of contextual variables is Assessment of contextual variables is important, many students may only exhibit important, many students may only exhibit skills in one contextskills in one context
Curricular and Instructional Curricular and Instructional Guidelines for Students with ASDGuidelines for Students with ASD
Assess preferencesAssess preferences– Get a “picture” of the student’s likes and dislikes in terms of Get a “picture” of the student’s likes and dislikes in terms of
activitiesactivities– Assess contexts students find difficultAssess contexts students find difficult– Assessments should be conducted two times per yearAssessments should be conducted two times per year
Establish a classroom routineEstablish a classroom routine– Organize classroom activitiesOrganize classroom activities– Communicate daily routine to studentsCommunicate daily routine to students– Involve student as much as possible in routine developmentInvolve student as much as possible in routine development– Consider students’ high- and low-preference activities in designConsider students’ high- and low-preference activities in design– Establish routine earlyEstablish routine early
Curricular and Instructional Curricular and Instructional Guidelines for Students with ASDGuidelines for Students with ASD
Teach Communication SkillsTeach Communication Skills– Develop a comprehensive plan of skills to be taughtDevelop a comprehensive plan of skills to be taught– Daily schedule should involve massed trials strategyDaily schedule should involve massed trials strategy– Teach communication skills as part of natural contextTeach communication skills as part of natural context– Collaborate with speech and language pathologist to identify best Collaborate with speech and language pathologist to identify best
augmentative or alternative communication (AAC) deviceaugmentative or alternative communication (AAC) device
Curricular and Instructional Curricular and Instructional Guidelines for Students with ASDGuidelines for Students with ASD
Teach Social SkillsTeach Social Skills– There is a great deal of overlap between communication and There is a great deal of overlap between communication and
social skillssocial skills– Teach skills to initiate appropriate social interactions, Teach skills to initiate appropriate social interactions,
respond to social initiation from others, and termination of respond to social initiation from others, and termination of social interactionssocial interactions
– Teach students how to use social skills in appropriate Teach students how to use social skills in appropriate contextscontexts
– Social skills targeted for instruction include:Social skills targeted for instruction include:
Initiating conversations with others
Maintaining conversations
Responding to initiations Responding to criticism
Social Problem SolvingSocial Problem Solving
Social problem solving involves teaching social Social problem solving involves teaching social skills you want students to performskills you want students to perform
Skills taught include: maintaining appropriate Skills taught include: maintaining appropriate distance from others when initiating an interaction, distance from others when initiating an interaction, and strategies to monitor and manage behaviorand strategies to monitor and manage behavior
Social Story InterventionsSocial Story Interventions
Social Story interventions are based on premise Social Story interventions are based on premise that children with ASD are unable to interpret the that children with ASD are unable to interpret the social context or imagine the perspective of others social context or imagine the perspective of others in social interactions.in social interactions.
Social Story is an individualized short story Social Story is an individualized short story designed to clarify a particular social context, the designed to clarify a particular social context, the perspectives of others in that context, and the perspectives of others in that context, and the social skills to be performed.social skills to be performed.
Guidelines for Developing Social Guidelines for Developing Social Stories Stories (Gray, 2000)(Gray, 2000)
StoriesStories should be tailored to student’s comprehension should be tailored to student’s comprehension level.level.
StoriesStories may consist of a series of simple sentences and/or may consist of a series of simple sentences and/or picture cues that describe the context and provide picture cues that describe the context and provide examples of desired responses, explain perspectives of examples of desired responses, explain perspectives of others, and explain rules of social engagement.others, and explain rules of social engagement.
StoriesStories should provide a description of social context and should provide a description of social context and social exchange and be directive in telling the student how social exchange and be directive in telling the student how to behaveto behave
Addressing Challenging BehaviorAddressing Challenging Behavior
Challenging behavior Challenging behavior is defined as behavior by a is defined as behavior by a child that results in self-injury or injury to others, child that results in self-injury or injury to others, causes damage to the physical environment, causes damage to the physical environment, interferes with acquisition of new skills, and/or interferes with acquisition of new skills, and/or socially isolates the child socially isolates the child (Sigafoos, Arthur, & O’Reilly, 2003)(Sigafoos, Arthur, & O’Reilly, 2003)
Challenging behaviors Challenging behaviors are a form of are a form of communication for students with disabilitiescommunication for students with disabilities
Addressing Challenging BehaviorAddressing Challenging Behavior
Ways to address challenging behavior Ways to address challenging behavior include:include:– Functional Behavioral Assessment (FBA)Functional Behavioral Assessment (FBA)
Indirect assessmentIndirect assessment Direct assessmentDirect assessment Functional analysisFunctional analysis
– Positive Behavioral Support (PBS)Positive Behavioral Support (PBS) Based on sound behavioral science of human behaviorBased on sound behavioral science of human behavior Interventions must be practical and based on FBA resultsInterventions must be practical and based on FBA results Consider the social value during assessment and Consider the social value during assessment and
intervention processintervention process
Autism: Ideas from a parent of a Autism: Ideas from a parent of a 99thth grader with autism (interview) grader with autism (interview)
Sensory issuesSensory issues: challenge faced by : challenge faced by children with disabilitieschildren with disabilities– Light, sound, movementLight, sound, movement
Can triggerCan trigger– aggression, anger, withdrawalaggression, anger, withdrawal
Autism: tips for the classroom Autism: tips for the classroom environment (parent viewpoint)environment (parent viewpoint)
Weighted lap pads (heavy blanket)Weighted lap pads (heavy blanket) ““Discs” for sitting uponDiscs” for sitting upon Hand held “fidgets”Hand held “fidgets” Bean bag chairsBean bag chairs Allow them to lie stomach down, resting heads on handsAllow them to lie stomach down, resting heads on hands SuckersSuckersSensory rooms: sort of like an exercise roomSensory rooms: sort of like an exercise room
~includes swings, weights, large exercise balls. Exercise, ~includes swings, weights, large exercise balls. Exercise, activity, deep pressure and quiet help calm a personactivity, deep pressure and quiet help calm a person
Autism tips (parent viewpoint)Autism tips (parent viewpoint)
Shortened school day or week, if possibleShortened school day or week, if possible Ear protection, if noise is difficultEar protection, if noise is difficult Fire drills (common fear): Let child know about fire drills in Fire drills (common fear): Let child know about fire drills in
advanceadvance Teach to strengths: most children with autism are visual…Teach to strengths: most children with autism are visual…
don’t just speak! Write on board! Other visuals!don’t just speak! Write on board! Other visuals! Use daily/weekly/monthly/yearly plannersUse daily/weekly/monthly/yearly planners If mainstreamed, child should sit up frontIf mainstreamed, child should sit up front Invoke student name occasionally, check if on taskInvoke student name occasionally, check if on task All persons working with kids should know about social All persons working with kids should know about social
stories (Carol Gray) and speech bubbles (sort of like comic stories (Carol Gray) and speech bubbles (sort of like comic strip bubbles, portraying thoughts, feelings, emotions)strip bubbles, portraying thoughts, feelings, emotions)
If time, Grading and Learning
A~Seven Practices for Effective Learning B~Farce Called Grading C~Students with Emotional Behavioral
Disorders-Promoting Positive Outcomes– Divide into three groups– Skim/scan reading packet– Prepare a large “poster” with a title, main ideas
and some details
Basic Needs Activity
(See “behavior ideas” file)
Learning goal: People will recognize that all behavior is a way to achieve pleasure and avoid pain.
Take aways…Exit papersTake aways…Exit papers
Share something you will take away from our Share something you will take away from our time together tonighttime together tonight
Exit/participation papers: Fill out and turn Exit/participation papers: Fill out and turn in….in….
9:45-10:009:45-10:00
Group work….Group work….