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.