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Effective Practices Notebook

Lisa Marcath December 4, 2013 SE 401 Professor Erica Ruegg

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Table of Contents
Speech and Language Impairments- Page 3 EP 1- Graphic Organizers EP 2- System for augmenting language (SAL) Learning Disability- Page 5 EP 1- Self-Questioning Strategy EP 2- Differentiating Instruction Cognitive Impairments- Page 7 EP 1- Prelinguistic milieu teaching (PMT) EP 2- Self-determined learning model of instruction (SDLMI) Emotional Impairments- Page 9 EP 1-Service Learning EP 2- Conflict Resolution Attention-Deficit Hyperactivity Disorder- Page 11 EP 1- Computer-Assisted instruction (CAI) EP 2-Errorless Learning Autism- Page 13 EP 1- Social Stories EP 2- Picture Exchange Communication System (PECS) Hearing Impairment- Page 15 EP 1- Integrate Vocabulary Development- Cummins Model of Language Proficiency EP 2-The Shared Reading Project Visual Impairment- Page 16 EP 1- Programming that focuses on real experiences EP 2-Preparing for Adult Life POHI- Page 18 EP 1EP 2-

Marcath 3 Speech and Language Impairments IDEA Definition- (11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a childs educational performance. *34 CFR 300.8(c)(11+ Effective Practice 1- Graphic Organizers Graphic organizers are often used for students with Down syndrome, autism spectrum disorders and language-learning disabilities. They are useful for helping students to better visualize a process or idea. Graphic organizers are also a helpful tool for writing. According to a journal provided by NICHCY, graphic organizers have been proven effective in reading comprehension for students with LD. Students who used graphic organizers outperformed students who had not used graphic organizers. All grades K-12 benefitted from the implementation of this practice. Graphic organizers are used all across America in many classrooms. -Steps for Implementing Decide what type of organizer will work best for the task at hand Consider what parts of the organizer you may need to adapt for certain students (example- you may want to include pictures for a student with receptive language delay/disorder) Create organizer by computer or by hand or find an organizer online that fits the needs of the task Consider if student will know how to fill out/ approach a graphic organizer

Effective Practice 2-System for augmenting language (SAL)Augmentative and alternative communication is any other means of communication besides oral communication. This practice allows for speech and language impaired students to communicate and participate in class activities. As a means to include this method into a speech/language impaired child, the teacher (and others) can incorporate SAL. SAL is used by having a communication partner communicate with this student with the impairment. While the partner communicates he will break apart/augment his language by using the students communication device to signal the crucial words of the sentence. SAL is typically used for electronic communication devices; although, it can be used with other forms of communication like ASL, boards or books. Steps for Implementation-

Marcath 4 The communication partner may or may not need training as to how to use the students device as well as input and supportive feedback to provide the student as he or she becomes familiar with this practice The teacher/communication partner will communicate with the student by speaking as he or she normally would, but will push the buttons on the students device to augment their language o Therefore the student will have a visual of the main ideas of what the communication partner is conveying If the student does not have a communication device, the communication partner can simply use a chalkboard to communicate the main ideas of his or her message by putting them on the board and pointing to them as he or she states them

ResourcesKim, A-H, et al. "Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research." Journal of Learning Disabilities (2004): 105-18. Web. 29 Oct.2013. <http://nichcy.org/research/summaries/abstract21>. Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2012). Exceptional Lives: Special Education in Today's Schools (7th). Pearson.

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Learning Disability 1 IDEA Definition- (10) Specific learning disability (i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage. [34 CFR 300.8(c)(10)] Effective Practice 1Self-Questioning Strategy Since students with learning disabilities are troubled by the task of attaining information, they need support in this area. By implementing the self -questioning strategy, one of six strategies for this area, students can build a better understanding of the text they are trying to read. Steps for Implementation Explain to the student the importance of using this strategy Explain to the student how and when to use this strategy While teaching, make sure this strategy could easily be applied Include think aloud thoughts while teaching to help build the students skills Model this strategy for the student Make the student a checklist or a guide for when they implement this strategy on their own Watch over the students progress with the strategy Provide constructive feedback to the student (TeachingLD)

Effective Practice 2Differentiating Instruction To differentiate instruction is to alter the curriculum/ assessments to promote higher success for each student. Instruction can be differentiated if a teacher presents material in a variety of formats. Different examples or steps could help reach students who dont yet understand the material. For some students, altering the amount of work they need to complete or assignments they are to complete can be reduced to help the student succeed in the general

Marcath 6 education classroom. This process is basically formatting the teachers instruction to meet the needs of all students. Steps for ImplementationThere arent necessarily steps for implementation for this because differentiating instruction can take so many different forms. However, for each time instruction is differentiated, these steps should be followed. Ask yourself, how can I alter this lesson/assignment to better fit the needs of this student? Research ideas if unknown or simply use the method

ResourcesTurnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2012). Exceptional Lives: Special Education in Today's Schools (7th). Pearson. Teaching LD http://teachingld.org/questions/15

Marcath 7 Cognitive ImpairmentsIDEA Definition-Until Rosas Law was signed into law by President Obama in October 2010, IDEA used the term mental retardation instead of intellectual disability. Rosas Law changed the term to be used in future to intellectual disability. The definition itself, however, did not change. Accordingly, intellectual disability is defined assignificantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a childs educational performance. [34 CFR 300.8(c)(6)+

Effective Practice 1Prelinguistic milieu teaching (PMT) This effective practice is used for young children with an intellectual disability. It helps to promote the students use of language to express their wants/desires. This practice also helps to encourage the student to use eye contact when communicating with an individual. Through the steps of PMT, the child will create a solid structure to building language skills. This strategy works well because it is used with the students interests in the activities. Steps for Implementation The teacher should ask the student what he or she wants in order to prompt the child to give a verbal response. While the teacher asks the student, the teacher can use a gesture like upturned palms, which suggests a question. The teacher will then prompt the student to express the item he or she wants, either verbally or with a gesture. The teacher may say, Say toy, in order to get a response from the child When the child responds, the teacher should imitate the vocalization the child makes. So, after the teacher says, Say toy, the student might reply with to. The teacher would them imitate by saying to and expanding that phrase to say toy. As the student makes this vocalization, the teacher should give the desired object to the student. So as the student in this example said to, the teacher would give the toy to the student as he or she asked for it. When the child reaches for the desired object, the teacher should express the name of the object and ask if thats what they want. Ex. Toy? or Do you want the toy? When the child obtains the object, the teacher should express that they asked for the desired object. You asked for the toy! The teacher should now reinforce the students communication. The teacher should say something like you are playing with the toy and you asked for the toy.

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Marcath 8 Self-determined learning model of instruction (SDLMI) This strategy encourages what the name suggests; it encourages students to learn through selfdetermination. The student will be encouraged to learn this way by completing a three step process. The student will be asked these three questions What is my goal? What is my plan? What have I learned? Throughout each of these three prompts, the student will answer 4 questions within them. Those questions can vary from each of the 3 initial questions, but they still prompt the same sort of response. The 4 internal prompts are: identify the problem, identify potential solutions to the problem, identify barriers to solving the problem and identify consequences of each solution. So overall, the student will engage in a series of 12 questions all together. Steps for Implementation The teacher should create the question chart on a handout for the student When approaching a curricular task or instructional task, the teacher will present the chart of 12 questions to the student From there, the teacher will ask the student to answer the questions to the best of their ability. The student should fill out the chart so that he/ she has a model for his/her learning

ResourcesTurnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2012). Exceptional Lives: Special Education in Today's Schools (7th). Pearson.

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Emotional ImpairmentsIDEA Definition-IDEA defines emotional disturbance as follows: a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a childs educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems. (2) As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. (3) (2 | Code of Federal Regulations, Title 34, 300.8(c)(4)(i) 3 | Code of Federal Regulations, Title 34, 300.8(c)(4)(ii)) Effective Practice 1Service Learning This effective strategy implements teaching/learning activities within community service activities. This practice helps students with emotional impairments to understand the context of lessons they may have learned in the classroom, understand real life situations, and how to benefit the community. The students who were involved in this practice have had better attendance in school, higher self-esteem, a sense of leadership and better communication skills and much more. One of the main goals of this practice is the student learning to be responsible for other community members and society. Steps for Implementation Teacher should research available opportunities to help with the community (research organizations that need help or create your own program for services) Contact the organization to set up a date and time to include your students Secure parent and faculty permission if the practice is considered a field trip

Effective Practice 2Conflict Resolution Often, students with emotional impairments socially clash with their peers, teachers, parents and other figures of authority. Therefore, it is important to help these students build skills to

Marcath 10 maintain healthy relationships and to appropriately solve conflicts that arise. This strategy is used to help students with emotional impairments reduce behaviors that would be considered inappropriate. Steps for Implementation Encourage student to identify the nature of the problem at hand Consider the possible solutions to the problem and list the pros and cons of each Determine which of the solutions provided would be the best to solve the issue at hand Construct a plan to follow through with the decided solution

ResourcesTurnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2012). Exceptional Lives: Special Education in Today's Schools (7th). Pearson.

Marcath 11 Attention Deficit Hyperactivity Disorder (ADHD) IDEA DefinitionMany students with ADHD may qualify for special education services under the Other Health Impairment category within the Individuals with Disabilities Education Act (IDEA). IDEA defines other health impairment as having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a childs educational performance. [34 Code of Federal Regulations 300.8(c)(10)]

DSM IV definition-(include all 3 types of ADHD) A) Persistent pattern of inattention and/or hyperactivity-impulsivity (not typical) B) before age 7 C) in at least 2 settings D) Interferes with development E) not a Psych disorder or mental disorder Inattentive (ADD) Hyperactive-Impulsive (HD) Combined (ADHD) Effective Practice 1Computer-Assisted instruction (CAI) Computer-Assisted instruction (CAI) is a method of instruction that involves using a computer and other technology to provide instruction to a student. This can also be used for drilling exercises and review. This practice is said to increase student motivation and higher academic achievement in both reading and math. CAI can also help students with AD/HD to set goals and teach self-management. Steps for implementation Secure a computer/tablet/laptop/smartphone in which the student can use for this formatted lesson Alter your instruction/lesson so that it can be given through a computerized format OR

Marcath 12 Find a computerized version of the lesson that the student can use Instruct student to follow the technology as they should follow a teacher-student lesson

Effective Practice 2Errorless Learning This instructional strategy aims for the goal that students do not incorrectly comprehend new information. With this strategy in place, it will minimize the student having to unlearn and relearn the topic again. The overall goal is that the information the student learns correctly will have a more meaningful and lasting effect. Steps for Implementation Determine a set of questions for a new learning task that follow the most -to-least structure The first task should be the big task at hand, like Add these fractions Since that is a grand task that an elementary student may not know how to do, the teacher would then, directly after that question, explain to the students that they can add the top numbers on the fractions if the bottom numbers are the same. As the lesson progresses and students begin to comprehend the tasks more easily, the teacher should add more questions between the first question and the explanation Provide a visual prompt (visual example of the task) as needed to help ensure that the student comes to the correct response

ResourcesTurnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2012). Exceptional Lives: Special Education in Today's Schools (7th). Pearson.

Marcath 13 AutismIDEA Definition-Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects educational performance. Effective Practice 1- Social Stories Carol Gray, a native Michigander, developed Social Scripts/Social Stories to help students with Autism. She did this in order to help these kids understand the concept of a game, but the idea morphed into a strategy to help with social cues and expectations. Now these Social Stories are used for numerous students with or without LD across America. Steps for Implementing Pinpoint a social issue that needs to be addressed Determine the correct process the student should follow Create sentences (perspective, directive, descriptive) that describe the process the student should follow Find pictures to represent the actions of the process Put sentences and pictures together to form a short story book Allow time before the situation is about to occur to read the story to the student several times Make sure the story is read just before the situation is about to occur

Effective Practice 2- Picture Exchange Communication System (PECS) This practice emphasizes the difference between speech and communication and therefore promotes the student to use communication. From there, students are typically selfencouraged to use speech and incorporate language. This practice helps students to realize the importance of communication and attach meaning to words. Research has shown that students are likely to use speech after the implementation of this practice. Steps for Implementing: As training-Help student to understand how to use the pictures as communication and their purpose by use of real life examples or acted examples The teacher entices the student by placing the item in front of him/her The student should reach for the item A helper will interrupt the students reach by providing the picture for the student to grasp instead of the physical object (no verbal cues here) Either the learner picks up the picture or helper puts it in students hand

Marcath 14 The learner should then receive the item as the helper gives the verbal description of the item Helper and teacher should not talk throughout this process Student is then rewarded because he/she received the desired item

ResourcesTurnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2012). Exceptional Lives: Special Education in Today's Schools (7th). Pearson.
Bruey, Carolyn. "Involving your child with an ASD in the post-high school transitional process." Autism Society. N.p., 2009. Web. 17 Nov.2013.<http://www.autism-society.org/living-with-autism/lifespan/posthigh-school-transition-process.pdf>.

"Picture Exchange Communication System ( PECS ) : Steps for Implementation." The National Professional Development Center on Autism Spectrum Disorders. N.p.,Oct.2010.Web.17Nov.2013.<http://autismpdc.fpg.unc.edu/sites/autismpdc.fp g.unc.edu/files/PECS_Steps.pdf>.

http://www.pecs.com/webcasts/ClearPictureHandout.pdf

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Hearing ImpairmentsIDEA Definition-Its helpful to know that, while the terms hearing impairment and hearing loss are often used to describe a wide range of hearing losses, including deafness, IDEA actually defines the two terms separately, as follows: Hearing impairment is defined by IDEA as an impairment in hearing, whether permanent or fluctuating, that adversely affects a childs educational performance. Deafness is defined as a hearing impairment that is so severe that the child is impaire d in processing linguistic information through hearing, with or without amplification. Thus, deafness is viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech. (http://nichcy.org/disability/specific/hearingloss#def) Effective Practice 1Integrate Vocabulary Development- Cummins Model of Language Proficiency This practice is developed by James Cummins that emphasizes the importance of the two dimensions of language: conversational and academic. He stresses that studnts must have both of these in order to be successful academically. Through this model, the student builds skill to deal with the more challenging material from simpler conversations. The model consists of 4 quadrants: A: visual activities, B: visual activities tied to context, C: abstract activities, more language based and D: language competence and abstract concepts Steps for Implementation Develop questions that fir this model within the context of your lesson/unit Ask questions from quadrant A, What color are the lockers? Who is your partner? Then build into quadrant B. Ask questions like What color is your parents car? What is your dogs name? Then go to quadrant C, with context in mind. Why do they make cars out of metal? What is this movie about? From there, move on to quadrant D, the most demanding questions. What is similar about a snake and a lizard? Is an inch longer than a centimeter? Walk the student through the structure (model this method for the student)

Effective Practice 2The Shared Reading Project

Marcath 16 This strategy is based on how deaf adults read to deaf children. The reader will read aloud and use ASL enactments while reading. ResourcesTurnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2012). Exceptional Lives: Special Education in Today's Schools (7th). Pearson. Visual ImpairmentsIDEA Definition- Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a childs educational performance. The term includes both partial sight and blindness. *300.8(c)(13)+ Effective Practice 1Programming that focuses on real experiencesAlthough young children with visual impairments often receive early intervention at home, these students would greatly benefit from having a parent observe preschool children with the same impairment, and judging their progress. The parent can then see the importance of the many social, self-help, and sensorimotor skills that can be learned in the classroom setting. Most importantly, the student needs to learn how to function in a community environment, as that is the type of interaction they will face in their future. Because of the importance of developing these skills, this practice of giving the student an opportunity to face tasks and skills that will be applicable throughout their life, is implemented in many early childhood programs. Steps for Implementation

Create a plan of real life activities for the student to complete in the classroom (ex. making snacks, washing dishes, and practicing normal daily tasks. Help student complete these tasks by explaining as needed The teacher should then collect highlights from the day and include them in a braille story in which the child can read and reflect on

Effective Practice 2Preparing for Adult Life This effective practice aims to ensure that secondary students with visual impairments are prepared to complete the typical tasks of an adult. For example, Exceptional Lives includes an excerpt about a secondary student who was unable to make a sandwich because he was not expected to do so at home. Since he wasnt included in this task and he also hadnt SEEN the

Marcath 17 task being completed, he did not know how to do it. This practice focuses on making sure that students with visual impairments know how to complete these necessary adult tasks. Steps for Implementation Compose a list of everyday tasks that an adult might engage in Choose a task to focus on Explain to the student verbally how to complete the task Have student attempt to complete the task Give student suggestions and guide him/her through the process Repeat process for other tasks

Resources- Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2012). Exceptional Lives: Special Education in Today's Schools (7th). Pearson.

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POHIIDEA DefinitionEffective Practice 1Effective Practice 2Resources Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2012). Exceptional Lives: Special Education in Today's Schools (7th). Pearson.