Module 11

Social Skills Instruction for Students with High-Incidence Disabilities:

A School-Based Intervention to Address Acquisition Deficits

I chose this article because it was well written and the authors provided a substantial amount of research along with a case study. The main focus of, Social Skills Instruction for Students with High-Incidence Disabilities: A School-Based Intervention to Address Acquisition Deficits by Matthew J. Miller, Kathleen Lynne Lane, and Joseph Wehby was to examine the results of a classroom based social skills intervention program for several students receiving services in a self-contained, special education classroom setting. The study took place during the regular school day. The study was conducted by a paraprofessional and a student teacher. The study examined inappropriate classroom behavior and academic engaged class time.

According to the research students with high-incidence disabilities can display maladaptive behavior which negatively influences their relationships with peers and adults. Often, the failure in such social relationships produces poor interpersonal development, academic failure, and usually peer and adult rejection further leading to greater behavioral problems. Such at risk students can be challenged with mental health issues, juvenile delinquency and future employment difficulties.

The intervention focused on four instructional components to teach social skills. These components were: social skills instruction that is based on acquisition deficits of each student, social skills instruction that incorporated coaching and modeling of desired social behavior, a generalization component embedded in instruction, and a social skills training program that was integrated within the normal classroom environment. Results in the study showed decreases with inappropriate behaviors and some increases in academic engaged time for most of the students. Teacher and student perceptions of outcomes were mixed.

In conclusion, the article was informative. It highlighted social skills instruction and how with proper teaching of such skills a potential decrease in inappropriate behaviors and more focused classroom work environment could be present. If more schools adopted this practice then maybe educators could see positive behavioral changes within their classrooms. Unfortunately, for many that is not the case.



References

Miller, M. J., Lane, K. L., & Wehby, J. (2005). Social skills instruction for students with high-incidence disabilities: a school-based intervention to address acquisition deficits. Preventing school failure, 49(2), 27-39.

Module 10

Transition Planning Assessment for Secondary-Level

Students with Learning Disabilities

I found the article, Transition Planning Assessment for Secondary-Level Students with Learning Disabilities by Gary M. Clark to be informative and useful. The article provided recommendations for transition planning assessment for secondary teachers of students with learning disabilities. The main focus of the article was redirecting assessment practices to provide present level of functioning information for Individualized Education Program planning extending beyond high school.

According to Clark, coordinated planning is lacking for students with learning disabilities as they make transitions from home to school to work, across levels of schooling and among educational settings. The Individuals with Disabilities Education Act (IDEA) mandated that the IEP team for all identified students who has reached the age of 16 must consider what each students transitional needs, preferences, and interests are related to the areas of instruction, community, and employment. Research has shown that many students with learning disabilities do not consider post-secondary education options due to lack of encouragement, assistance, and preparation. Therefore, providing students with a plan for transition and services is crucial for preparation to adult life.

The article highlighted a variety of transition assessment approaches currently in practice. Some approaches include tests, interviews, direct observation, and curriculum based assessments. The use of these approaches involve both formal (standardized) testing and informal (non-standardized) processes. While the mandate by IDEA requires individual planning be based on present level of performance, school staff struggle with performance of what? Without a focus it is difficult for school staff to assist students and families helping them to explore possibilities and make decisions about potential future outcomes for the student.

In conclusion, the continuing challenge seems to be accomplishing a quality transition referenced assessment in accordance with mandated requirements that best meet the individual needs of the student. However, with sound assessment practices, school staff members and engaging student and family actively is the start for positive outcomes toward any students future.



References

Clark, G. M. (1996). Transition planning assessment for secondary-level students with learning disabilities, 29(1), 79-92.

　

Module 9

Examining the Importance of Social Relationships and

Social Contexts in the Lives of Children

With High-Incidence Disabilities

In the article, Examining the Importance of Social Relationships and Social Contexts in the Lives of Children With High-Incidence Disabilities by Christopher Murray and Mark T. Greenburg, the authors focused on relationships with peers, teachers and parents. The bonds with schools/neighborhoods and their behavioral/ emotional adjustments. Most of the research was taken from perspectives that place an emphasis on the dynamic among the individual, family, relationships, neighborhood and community.

According to Greenburg and Murray, the approaches relied on perspectives that have the potential to deepen our understanding of the stressors, risks and supports that can negatively and positively impact affect development over time. The study was conducted among 96 fifth and sixth grade students receiving special education services with a variety of disabilities. The students' disabilities ranged from learning disabilities, emotional and behavioral disorders, mild mental retardation and other health impairments. The research supported the claim that children with the above stated disabilities are at a heightened risk for experiencing difficulties their entire lives. Through developing a greater understanding of the social and contextual lives of these children with disabilities is very important because social relationships and contexts could be risks or protective factors in these children's lives.

Relationships with peers can play a vital role in the child's life. Findings suggested that peer relationships influence the social, emotional, and academic health of children and adolescents. The type of relationships consists of friendships, peer rejection and bullying. Children will learn appropriate and inappropriate behaviors according to the norms of their peer group. Research has shown that the role between peer friendships and peer rejection helps determine the children's social, emotional and academic health.

Children spend a great amount of time at school and with teachers and other school staff members. Through much research, a concept called attachment theory was developed. This theory is related to how a teacher-child relationship can affect a child developmentally. Teacher-child relationships contribute to the psychological adjustment of the child. When relationships between teachers and students have open communication, support and involvement this provides a sense of security that promotes social, emotional, and academic competencies. Also, the more support students receive from teachers fewer behavioral problems are reported. Teacher supported students are better adjusted in school compared to students with conflict in their relationships with their teachers.

Caregiver relationships can positively or negatively affect the child's social, emotional, and school related functioning. The study found that children's rating of attachment security was positively associated with academic and emotional adjustment and also negatively associated with behavioral problems. During the study adolescents' self reports of attachments to parents were associated with self-esteem and depression. Adolescents in the study reported that greater communication and trust in their relations with parents provided a greater self-esteem and a lower rate of depression. While findings suggest that the quality of relationships with caregivers are directly related to the child's social, emotional and school related functioning. These findings further suggest that attachment relationships continue to have an influence beyond childhood years.

This article was well written and informative. The research was thorough and the data was provided with a table of assessment and a graph which represented the given data. Although, we may not think much about the importance of relationships between teacher, caregiver, school and community among children with high- incidence disabilities. These relationships tremendously impact the lives of children whether positively or negatively depending on the type of involvement within the relationship.


　
References

Murray, C; Greenberg, MT. Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. Journal of Special Education. 39, 4, 220-233, Dec. 1, 2006. ISSN: 0022-4669.

Laura’s Perspective on

Let’s Talk about the Needs of African American Children with Sickle Cell Disease: A Recognized “Other Health Impairment”

Elizabeth A. Dooley and Nechelle Perkins

West Virginia University

 

            As I was looking for this week’s article I thought this would be interesting. I never really thought about sickle cell as being recognized as “other health impairment”. Two of my good friends had children with this disease. Just this past week my girlfriend texted me to let me know she was going to be with her son away at college because he was in the hospital having a pain crisis. I am familiar with the disease because of my friend’s direct situation, but I feel like overall there is not much of an awareness because it is not talked about often, especially in education.

            According to the article Elizabeth Dooley and Nechelle Perkins provided a review, description and management plan for sickle cell disease. Also, Dooley and Nechelle explained the educational rights of a student with the disease which are considered within the framework of Individual with Disabilities Education Act. Due to the unnecessary bouts of sickness, possible increased absences from school and even skill gaps within the child’s learning are some factors that could potentially qualify the child for special education services under IDEA.

Special consideration and care is required for properly educating students with this disease. Some educational rights for a student with sickle cell disease are outlined within the IDEA framework such as: goals of early intervention; type of services considered; identification, location, and evaluation; inclusion; eligibility determination; individualized education program development; and placement safeguards. Although, teachers are made aware of any known health issues and concerns their students may have, proper teacher education needs to also be provided to prevent a medical crisis from occurring.

Through the research provided by Dooley and Perkins, sickle cell disease affects a special protein inside the red blood cells called hemoglobin. A person with this disease makes a different kind of hemoglobin.  The red blood cells begin to change shape and have trouble moving through the small blood vessels. The vessels then clog up causing the blood to not bring oxygen to the tissues. Without oxygen, that particular part of the body begins to hurt painfully. The disease is most commonly found among African Americans and Latinos. Along with pain crisis, individuals with the disease are more subject to obtaining infections, like pneumonia. In some cases, especially with small children, the disease could be very life threatening if proper and immediate care is not provided.

In conclusion, the article further discussed laws, educational rights, and implications for educators/administrators. The disease affects each individual differently. With most illnesses, common experiences are similar, however the level of care and treatment may vary.  A positive attitude, proper care and support can lessen the seriousness of the disease and make it manageable within the individual’s lifestyle. I have observed this to be true through the lives of my friend’s family.

 

 

References

 

Dooley, E. A., & Perkins, N. (1998). Let’s talk about the needs of african american children with sickle cell disease: a recognized “other health impairment.”.  

Preservice Teachers' Learning among Students with Austism Disorder

Laura’s Perspective on

Preservice Teachers’ Learning among Students with Autism Spectrum Disorder

Anne Power and Debra Costley

University of Western Sydney, Australia

            The focus of this article reported on a collaborative venture between Autism Spectrum in Australia and the University of Western Sydney which formed a network for children providing a structured environment for positive peer interactions that were safe and nonjudgmental. The network was ran by trained experts and pre-service teachers undertaking a service-learning unit of study at the University of Western Sydney. These pre-service teachers gained an understanding that students with autism spectrum disorder could thrive better in a more structured environment. These pre-service teachers described their experience to be authentic and enriching preparing them for their future classrooms.

            This article defined ASD as a permanent neurodevelopmental disability with three main areas of impairment: communication, behavior and social relating. Further suggesting that children with ASD have difficulty forming and sustaining peer relationships which is resulting from attention deficit disorders, thinking and learning style differences and impulse control problems. These children are socially and emotionally vulnerable, unable to read social cues and have difficulty in most social situations.

            The study looked at several types of intervention while teaching social skills. Carefully designed play spaces with adult support of peer play for the younger children were created. While, a peer network strategy for adolescents consisted of students without ASD tutoring students with ASD in vocabulary, comprehension games and conversation responses. Although, evidence suggested that peer modeling alone is insufficient, research showed that a peer network strategy increases social interaction skills among children with autism. With the inability to encounter social challenges adolescents need help developing social awareness.

            While the growth of students with ASD increases, the need for services and prepared teachers also will need to increase. Research has shown over the course of twenty years in Australian schools inclusion with students with disabilities has been challenging. Although, classrooms are often stressful places for students with ASD the networking clubs provide a safe space in which students with ASD can actively engage in learning. The pre-service teachers also learned that the clubs can allow students to interact without any pressure. The pre-service teachers agreed that this experience was a significant learning opportunity and will greatly impact how they set up and operate their future classrooms.

            In conclusion, I found this article to be interesting and enriching. I understand the importance of inclusion with students with disabilities in the mainstream setting. I also thought it was a great idea to include pre-service teachers in the study. It provided a different perspective and learning opportunity for them before entering the field. With the increasingly amount of individuals with disabilities included within the mainstream education, it is important to become equip with knowledge on how to educate the entire population of students however diverse it may be.

 

References

Power, A., & Costley, D. (2014). Preservice teachers’ learning among students with autism spectrum disorder. Australasian Journal of Special Education, 38(1), 34-50.

              

 

 

Laura’s Response to Emotional and Behavioral Disorders

 

            I chose an article titled, Evaluation of a Mentoring Program for Elementary School Students at Risk for Emotional and Behavioral Disorders by Paul Caldarella, Michael B. Adams, Shauna B. Valentine, and K. Richard Young from Brigham Young University. The focus of this article was to evaluate a school-based mentoring program with adults and elementary students at risk for emotional and behavioral disorders. Through the research provided by the team, this mentoring program associated with improvements in students’ self-esteem, attitudes about school and peer-to-parental relationships. The research also suggested that academic achievement along with some behavioral improvements had taken place.

            More research has shown that students with emotional and behavioral disorders (EBD) experience less academic instruction and are frequently removed from class compared to students with other disabilities. Academic failure for students with EBD is primarily due to lack of content knowledge, task incompletion and skill deficiency. In order to combat EBD with at risk students the school-based approached used was Positive Behavior Support (PBS). The fundamentals to PBS is a practical approach that uses preventative teaching strategies.

PBS is a three tiered model designed to address individual needs. According to the PBS model tier one is targeted at 80 percent of students which best respond to universal or primary level interventions reinforcing behavioral expectations of the school community. The secondary level interventions target specific service and support to 15 percent of the population. This 15 percent is most commonly labeled at risk. While the remaining 5 percent is in the third tier. These students require highly focused assessment and interventions mostly including the population of students with educational disabilities.

While the purpose of the article was to evaluate and describe this particular school-based mentoring program the evaluation focused on the impact of social competence, antisocial behaviors, academics and attendance. The results of the evaluation supported mentoring as a secondary level PBS intervention for potential at risk students with EBD. The positive feedback surveyed from parents and teachers expressed that participation in the program helped improve social competence, decreased antisocial behavior and improvement academically. The research also showed the positive effects of the program like homework completion and a change in the attitudes toward school among at risk students for EBD.

In conclusion, the article was informative and the results from research provided was very positive. It was enlightening to read about the positive turn-a-round for the at risk students that participated within the study. Although, the results suggest school-based mentoring as a strategy for improving potential outcomes for at risk students with EBD, this is only one case study and results may vary.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Caldarella, P., Adams, M. B., Valentine, S. B., & Young, K. R. (2009). Evaluation of a mentoring program for elementary school students at risk for emotional and behavioral disorders. New Horizons In Education, 57(1), 1-16.

 

TuckerLaura: Laura’s Perspective on IntellectualDisabilities S...

TuckerLaura: Laura’s Perspective on IntellectualDisabilities
S...: Laura’s Perspective on Intellectual Disabilities Supporting the Education with Pupils with Profound Intellectual and Multiple Disabi...

Laura’s Perspective on Intellectual Disabilities

Supporting the Education with Pupils with Profound Intellectual and Multiple Disabilities:

The Views of Teaching Assistants Regarding Their Own Learning and Developmental Needs

 

The focus of this article is about learning support assistants or teaching assistants, routinely supporting students 1:1 with little or few training programs for specialized positions. Thus, expecting these assistants to perform at a level which will support the educational learning goals for the student with intellectual disabilities. The findings presented minimal training including qualifications inadequate in order to support the developmental learning for the student with profound intellectual and multiple disabilities (PIMD).

According to the article, the research was provided by a qualitative study performed by, Trudi Martian of the Manchester Institute of Education in England. This study explored the challenges and difficulties of people with profound intellectual and multiple disabilities and the assistants which help support the educational process. The research looked closely at the training teaching assistants are provided and whether the training was sufficient in providing educational support to individuals with PIMD. Also, the research was to provide information regarding the need for proper adequate training for teaching assistants in order to properly assist and educate individuals with specialized needs.

The study showed when support and education was provided, teaching assistants actively pursued development and learning opportunities. Further discussing, when encouragement and mentoring by senior staff members was present it positively impacted the confidence and self-worth for the work provided. While most of the teaching assistants in the study agreed that having a nationally recognized qualification would be acceptable. Although, it would enhance knowledge, it is more befitting for mainstream education not necessarily for supporting the student with PIMD.

I found the article to be interestingly true. While having been in the position as a teaching assistant I agree that minimal training is provided. I have worked with a variety of disabilities over the past several years and in most cases I was not properly trained. One particular assignment was with an individual that was wheel chair bound and diagnosed with intellectual disabilities. I was very uncomfortable and was not provided the training for lifting and toileting. I also had no idea what to do with him in the classroom. I asked for guidance and was provided none. It was not until I was willing to walk off the job due to frustrations that my concerns were then being heard. My assignment changed immediately. Shortly following, an outside service was brought in to provide training on how to lift and toilet wheel chaired individuals. Aside from that particular training no other professional development was pertinent for the position or duties I was expected to perform. This experience allowed me to take a step back and want to learn more about PIMD. 

  

 

 

 

 

 

 

 

 References

Martin, T., & Alborz, A. (2014). Supporting the education of pupils with profound intellectual and multiple disabilities: the views of teaching assistants regarding their own learning and development needs. British Journal of Special Education 41, no. 3: 309-327. ERIC, EBSCO host (accessed September 18, 2015).