Functional Behavior Assessments & Behavior Intervention Plans

A functional behavior assessment is an evaluation to gain knowledge of a students behavior that is causing problems for himself and disrupting others around him.  This article had similiar information that was given to us in the screencasts.  It spoke of how the FBA should include a numerical baseline of the behavior, which helps to measure for behavioral changes.  The end result is that staff, parents, and the student would like the problem behavior to change.   It can be a time consuming project, but it is worth collecting the data needed.  It also mentioned why the student may be acting out in class: n seeking attention, escaping the tasks, power or wanting control over certain situations.  Once teachers or other professionals have gathered information from the student and background history. A plan can then be written to include strategies to assist the student improve his or her behavior.  It made mention that sometimes changing a behavior may get worse before it gets better.  Whether it is a student or your own child some like to test the waters to see what they can get away with, and what will be the consequences for their actions. Educators, family members and the student all need to be on the same page in order to help the child be successful in school.

Bundrick,Lisa "Functional Behavior Assessment and Behavior Intervention Plan." The New Social Worker Magazine.Spring 2010  

Transition planning for students with high incidence

Role of Parents. Students, and School Personnel in Transition Planning

This article provided information on each person's role in the transition planning process.  Having an IEP team to assist and guide you through the steps of the process makes for an easier transition out of high school.  But, there needs to be support and encouragment from the parents to help ease the transition.  
The role of the parents is to encourage their child, ask educators many questions as you are your child's adversary, and participate in the development of career choices or job training for their future.
Students have a critical role in planning for their future and must be willing to participate and help outline post secondary outcomes.  Participation is not only a right, but also an opportunity to practice those skills that will be necessary for their independence as an adult.
It truly is wonderful that there is opportunity for all of our children today to have independence, job choices, and college careers that will allow them to be successful.

Smith,T.E, Gartin B.C.(2006) Role of Parents, Students and School Personnel in Transition Planning. Pearson Allyn Bacon Prentice Hall pg. 236-238

Teens with Intellectual Disability Have it Harder

I read an article on a teen girl name Trudy.  She has Down Syndrome and a mild case of ID.  Trudy is a 16 year old who is optimistic, affectionate, and always has a smile on her face. When the teachers and Mom noticed a change in her attitude, appearance, complaining she was always tired.  They took her to the doctor.  The doctor informed them that Trudy may have periods of depression.  20% of American teens are diagnosed with depression every year.

It is hard enough being a teenage and wanting to fit in with your peers at school, then your adding Downs Syndrome into the mix and it is really difficult.  In life we just all want to fit in, and have a positive group of friends to help support us in difficult situations. Trudy does not have a group of loyal friends. Life at school can be pretty lonely when there isn't someone to talk to and share your secrets.  

It was recommended that she tries to build a support system at school.  I would believe her high school would assist and guide her.  Another suggestion was to recieve counseling to help her relax herself and remind herself she is perfect the way she is.  It is ok to get upset in life and frustrated when things do not go our way.

Today teens can feel so much pressure in school, with friends, jobs  and  responsibilities at home, the list is never ending.  Being a parent you do your best to suppport your childs decisions and guide them in the right direction.   I know my son who will be 14  soon has a few friends.  As he enters high school next year, I am hoping for the best!  John and I will do our best to support him in all of his decisions.

Hartwell-Walker, M (2011) Teens with Intellectual Disability Have it Harder. Psych Central

http://psychcentral.com/lib/teenswith-intellectual-disability-have-it-harder-/0007894

HEALTH IMPAIRMENTS

Effective Classroom Adaptations for Students with Visual Impairments~

This article was very informative on the different strategies and adaptations that can and should be used in the general education classroom.  There are three categories of visual impairments they are; low vision, functional blindness, and blindness.  Someone with low vision may work slower and need bigger print written on the board.  Functional blindness means a student generally reads and writes using braille. Blindness occurs when the vision reduces so much that learning takes place using data from other senses.   Many student with vision impairments, however will require mobility training, daily living skills, and social skills in order to feel comfortable in their surroundings. Although a students vision may be taken away, it was very interesting to read how well they can adjust to a general education classroom and their surroundings. 

Cox P. & Dykes M. (2001) Effective Classroom Adaptations for Students with Visual Impairments.  Teaching Exceptional Children, vol. 33, No. 6, pgs. 68-74

Back to Basics: working with young children with autism in inclusive classroom

This article was all about teaching strategies, techniques and modifications that can be made in the classroom for children on the autism spectrum.  As I continue each week becoming more educated in Special Education I am feeling more confident in my abilities to assist those students with a learning disabilities.  Children diagnosed with autism spectrum disorder (ASD) display a range of specific characteristics such as: (a) impairments in communication and interactions with others; (b) restricted, repetitive and stereotyped behaviors, interests and activities; (c) delays in either "social interaction, language as used in social communication, or symbolic or imaginative play with onset before the age of 3 (American Psychiatric Association, 2000, p. 71).

A few helpful strategies that seemed  appealing to me were: using visual cards, labeling, and choice making. Using the visual cards is a great way for the to understand and see themselves performing a certain task.  If they have music class, take a picture of the child in music with an instrument or something they can identify.

 Labeling a classroom  helps the student to know where materials and items are in the classroom.  For example, putting a piece of colored tape down on the floor so the child knows where to stand when the class lines up.  When a classroom is clearly labelled with identifying pictures this helps with comprehension nd letter sounds.

  Everyday choices have to be made, but with an autistic child it can become overwhelming.  Teachers should integrate choice-making opportunities for the child throughout the school day.  Choice making is highly motivating for a child's independence as they usually want more control in the classroom.  This usually has to be earned, but they quickly learn when it becomes a choice they prefer.

What I have learned is that although I am not autistic I can relate to everything in the article. I prefer things to be neat and organized, I like having structure and a routine everyday.  We all like having our own quiet spots to read a book or chill out and take 5.  So, if I can help a student become more successful with certain strategies and techniques to accommodate them throughout the day then GREAT, I have done my job.

Deris, A, & Di Carlo, C (2013). Back to basics:  working with young children with autism in inclusive classrooms.  Support for Learning vol.28 p. 52-56  

Behavior in the classroom

Teaching Self-Control: A Curriculum for Responsible Behavior

Martin Henley is a professor at Westfield State College in Massachusetts.  He created  a curriculum for teaching students self control in the classroom. Martin and a team of elementary and secondary level teachers collaborated together and launched the Preventive Discipline Project in the early 90's.  They researched and collected data for nearly 4 years.
 Martin wrote a book, Teaching Self-Control A curriculum for Responsible Behavior.

They found that self control consists of 20 separate social skills.  This curriculum provides a practical way for teachers to  assess their students.  It supplies you with a  Self -Control Inventory that teachers can use to score individual students, and students use the self-report-forms to critique their own abilities.   Teachers are teaching self control every day with students.  Asking students to please be quiet, or sit in their seats, stop talking, etc...  Some may call this classroom management, or discipline.  Now a days it is called positive behavior support.   

I enjoyed reading this article and when I have time I would like to purchase his book. I found it interesting that in order to have responsible behavior, students to have self-control in the classroom.  This to me seems simple and practical.  I like having different teaching strategies to calm a student down or prevent them from becoming agitated.

He mentions in the article about substitute teaching and how the students act one way for the teacher and another for the sub.  So true!!  I have feel each year I am improving on skills, strategies, and classroom management. 

Hopkins, G. (2005). Teaching Self-Control: A Curriculum for Responsible Behavior. Education World

Intellectual Disabilities

Changing Instruction to Increase Achievement for Students With Moderate to Severe Intellectual Disabilities

This article was informative and useful.  This was a completely practical article with effective enrichments to help the students succeed.  The content was about assisting two students achieve success with math fractions.  The elementary teacher was struggling with how to provide her students with better instruction so they would be able to master the skills of fractions.  They were so close to completing the 8 steps, but then began to regress and act out during class.  A few suggestions that were offered to improve student achievement were as follows: use smart boards, i pads, using a cookie sheet with magnetic strips.  These simple visual instructional aides can make a world of difference when the goal is to improve student achievement.   I have always been a visual learner and love when I am able to use technology or hands on manipulatives to help student performance.

Shawnee Wakeman, Meagan Karvonen, and Audra Ahumada (2013). Changing Instruction to Increase Achievement for Students With Moderate to Severe Intellectual Disabilities. TEACHING Exceptional Children, Vol. 46, No.2 pp.6-13

SPED 524 Learning Disabilities

Andrew I Hashey and Skip Stahl (2014) Making Online Learning Accessible for Students With Disabilities

     TEACHING Exceptional Children, vol.46, No.5, pp.70-78

In this Article they discuss the ability for children to attend school using an on-line curriculum for students with learning disabilites.  I feel this type of schooling would not be conducive for students with moderate to severe learning disabilities.  Currently, 31 states offer statewide full time virtual schools, enrolling an estimated 275,000 students(Watson,Murin, Vashaw, Gemin, & Rapp, 2012).  For online classes to be successful depends on the teacher and materials choosen.  The educator must be aware of all the accessibilites that are needed for their students,  for example, if you have a hearing impaired student does the software offer a device for that child to learn?  Although, this may sound like a great alternative for some students, to me seems like a real disadvantage.  When you are hands on teaching you are able to make the appropiate adjustments and accomadations for your students daily, weekly, or monthly.  I feel the barrier  is too high for this virtual learning for students with LD and does not seem practical for most.  Today's education is moving in the direction of universal design for learning with audio, video, smart boards, computers, i pads etc...  I prefer having the accessibility to converse with a student face to face.  I feel this article was useful to me as it has offered a lot of resources, websites, and educational tools that I made need to use in the future.