Chapter 12 (Friend)

Chapter 12     Responding to student behavior

-Discipline – term to describe the set of classroom expectations, including rules for behavior, that serves as a means for facilitating student learning

-Positive behavioral interventions and supports (PBIS) – strategies for preventing behavior challenges as well as techniques for addressing common and intense behavior problems; PBIS is based on clearly defined outcomes, behavioral and biomedical science, research-validated practices, and systematic approaches   http://www.pbis.org/   

-token economy – group behavior  management procedure in which students earn a representative or token currency for appropriate behavior that can later be exchanged for rewards

-surface behaviors – initial student behaviors that teachers could interpret as misbehavior. Responding appropriately to surface behaviors can prevent them from escalating into more serious discipline problems

-functional behavior assessment (FBA) – the process of gathering detailed data on a student’s behavior and the context in which it occurs for the purpose of determining the reasons for it and creating a behavior intervention plan. This process is required by federal law when a student with a disability has significant behavior problem   http://cecp.air.org/fba/default.asp 

-Collecting data to better understand the behavior

                      -anecdotal recording, event recording, permanent product recording, duration recording, interval recording, time sampling

-behavior intervention plan (BIP) – a detailed strategy, developed on the basis of a functional  behavior assessment, to address significant behavior problems being experienced by a student with a disability. The plan typically includes detailed descriptions of interventions, persons responsible, a timeline, and methods for data collection. This plan is required by federal law when a student with a disability has significant behavior problems    http://www.projectstay.com/pdf/BehaviorInterventionPlan.pdf

-positive reinforcement – a consequence to a behavior that causes it to increase.

-negative reinforcement – a potential  negative consequence to a behavior that causes the behavior to increase

-types of reinforcers  - social, activity, tangible, primary

-differential reinforcement of compatible behaviors – reinforcing an appropriate behavior that is incompatible with another undesirable behavior in order to increase the positive behavior

Removal punishment – taking away from a student something that is desired as a strategy for decreasing inappropriate behavior

Response cost – type of removal punishment in which a student loses privileges or other rewards as a consequence of inappropriate behavior

-presentation punishment – presenting negative consequences as a strategy for decreasing behavior

-behavior contract- agreement between a teacher and a student that clearly specifies student performance expectations, rewards for meeting expectations, consequences of not meeting expectations, and the time frame for which the agreement is valid.

-Cognitive behavior management (CBM) – behavior management strategy in which students learn to monitor and change their own behavior

 -teaching cognitive behavior management strategies-

                   -discuss the strategy with the student and present a rationale for its use.

                  -model for the student what you expect

                  - provide practice and feedback

Chapter 11 (Friend)

Chapter 11     Evaluating Student Learning

-Accommodations before the test

                 -study guide, practice test, tutoring, test-taking skills, chunking, mnemonics, keyword method, rehearsal strategy, modified test instruction

-Accommodations during the test

                -alternative forms of questions, alternative ways of administering the test, alternative test site

-Accommodations after the test

                -Changing letter or number grades, grading criteria, alternatives to letter and number grades, competency checklist

-differentiated report card- report cards that have individualized provisions for students, including additional information to clarify grades and separate grades for different grading elements such as progress and effort

-daily activity logs- strategy for providing ongoing information for students and their parents about learning by noting daily observations of student work, effort, and outcomes

-separate grades – differentiating report cards by assigning grades for different grading elements such as effort and progress

-progress on IEP objectives – A type of grading adaptation in which a student’s grade is on the measurable goals and objectives and progress monitoring components of the IEP http://circleofinclusion.org/english/formsarticles/forms/8eval.data.monit/form8index.html

-prioritizing the of curriculum- a type of grading adaptation in which a student’s grade is based on specific content determined to be most important by the teacher.

-balanced grading- a type of grading adaptation that considers effort and/or the performance of learning strategies along with products of performance when determining a student’s grade.

-improvement grades- giving credit in evaluation of student performance for progress made, based on the student’s level of learning prior to instruction

-performace-based assessment – method of evaluation that measures what students can do with knowledge rather than measuring specific bit of knowledge the student possesses.  http://www.projectappleseed.org/assesment.html

-authentic learning tasks – tasks used in performance-based assessment that are based on real-world contexts and lead to real-world outcomes

-portfolio assessment – method of evaluation in which a purposeful collection of student work is used to determine student effort, progress, and achievement in one or more areas. http://www.eduplace.com/rdg/res/literacy/assess6.html

Chapter 10 (Friend)

Chapter 10    strategies for independent learning

-self-advocacy – extent to which a student has an accurate perception of his or her learning strengths, learning needs, and ability to use strategies to learn independently

-learning strategies – techniques, principles, or rules that enable a student to solve problems and complete tasks independently   http://www.dartmouth.edu/~acskills/success/index.html

-How can you effectively teach independent learning strategies in class? http://ilearn.20m.com/research/zuinde.htm

     Assess current strategy use

     Clarify expectations

     Demonstrate strategy use

     Encourage students to Memorize strategy steps

     Provide Guided and Independent Practice

             Controlled materials – instructional materials at the student’s reading level, of high interest and free of complex vocabulary and concepts, often used while teaching students a learning strategy.

      Administer Posttests

-Word identification and reading fluency strategies

           - identifying words in textbook reading

           - W (widen your eye span) A (Avoid skip-backs)  R (Read silently)  F (Flex your reading rate)

-Reading comprehension strategies

            - S (survey) C (Connect) R (Read) O (outline) L (Look back)

           - P (Preview) A (Ask) R (Read) S (Summarize)

           - C (who are the characters?) A (What is the aim of the story?) P (What problem happens?) S (How is the problem solved?)

           -S (set it up) L (Look ahead through the chapter) C (comprehend) K (Keep it together)

          - P (Predict ideas) O (Organize the ideas) S (Search for the structure) S (Summarize the main ideas) E (Evaluate your understanding)

-Reciprocal teaching – teaching students to comprehend reading material by providing then with a teacher and peer models of thinking behavior and then allowing them to practice these thinking behaviors with their peers. http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm

-Listening and Note Taking Strategies

           -Give me five (eyes, mouth, body, hands, ears)

          - T (think) A (Ask why) L (Listen for what?) S (Say to self)

-Writing strategies

           -P (Planning) O (organizing) W (writing) E (Editing) R (revising)

                         Pattern guide- a graphic organizer designed to help students organize their written papers.

                        Peer editing – component of student writing in which students review, evaluate, and provide feedback to each other about their written work

          -T (tell what you like) A (ask questions) G (give suggestions)

-Strategies for managing time http://www.greatbay.edu/pdf/fye/time_faculty_fye.pdf

             1. teach students to differentiate between short- and long-term assignments

              2. teach students to task analyze long-term tasks

              3.show students how to record information in their schedule books

-self-instruction- strategy in which students are taught to talk themselves through taks

-self-monitoring- strategy in which students are taught to check whether they have performed targeted behaviors

-self-questioning- strategy in which students are taught to guide their performance by asking themselves relevant questions

Chapter 9 (Friend)

Chapter 9         differentiating instruction

-preskills- basic skill necessary for performing a more complex skill

-example selection – teacher choice of examples during instruction.

- example sequence- order of presentation of examples during instruction

-rate of skill introduction- the pace at which new skills are introduced during instruction

-multitiered model of differentiated reading strategies http://www.cenmi.org/Portals/3/Documents/Additional%20Resources/2007%20State%20Conference/DifferentiatingRdg-Butler.pdf

                  Tier 1- grade-level instruction with added strategies

                  Tier 2- Boosters for poor responders to Tier 1

                   Tier 3- Intensive alternative program for poor responders to tiers 1 and 2

                   Tier 4- Special Education

-Prep Strategy- Strategy for determining how much background information students have about a topic

http://www.litandlearn.lpb.org/strategies/strat_4PReP.pdf

-anticipation guides- series of statements, some of which may not be true, related to materials that is about to be presented during instruction, given to students as a way of activating their knowledge by making predictions about the topic.  http://olc.spsd.sk.ca/de/pd/instr/strats/anticiguide/index.htm

-Oganizing content

            -advance organizers

           - cue words for organizational purposes

          - study guides

         - graphic organizers and concept maps

-teaching terms and concepts

          - use examples, synonyms, and definitions

         - make a concept diagram

- environmental inventory- assessment procedure, often used for students with moderate or severe disabilities, designed to find out what adaptations or supports are needed to increase student participation in classroom and community environments.

Chapter 8 (Friend)

Chapter 8             Students with special needs other then disabilities

-Section 504- The section of the Vocational Rehabilitation Act of 1973 that prohibits discrimination against all individuals with disabilities in programs that receive federal funds.  http://www.hhs.gov/ocr/civilrights/resources/factsheets/504.pdf

-Students Eligible for Services under Section 104

            Students with Chronic Health or Medical Problems

            Students with learning disabilities

-attention deficit-hyperactivity disorder – medical condition in which students have significant inability to attend, excessive motor activity, and/or impulsivity.    http://www.adhd.com/index.html

-interventions for students with attention deficit-hyperactivity disorder-

                 -   Environmental support

                - academic interventions

                -  Behavior interventions

                -parent education

                -medication

-gifted and talented- demonstrated ability far above average in one or several areas including overall intellectual ability, leadership, specific academic subjects, creativity, athletes, or the visual or performing arts  http://www.hoagiesgifted.org/

http://www.nagc.org/

-interventions for students who are gifted and talented

                  -curriculum compacting

                 - acceleration and enrichment

                - differentiation

               - individualized interventions

-multicultural education-  approaches to education that reflect the diversity of society

-English language learners (ELL) – students whose native language is not English and who are developing their English skills while in school

-fetal alcohol syndrome – medical condition caused by prenatal maternal abuse of alcohol, often resulting in slight physical abnormalities and learning, cognitive, or emotional disabilities

-fetal alcohol effects- mild form of fetal alcohol syndrome, often without physical characteristics.

-interventions for students at risk

         -set high but realistic expectations

        -establish peers as teaching partners

       - collaborate with other professionals

      - support family and community involvement

Chapter 7 (Friend)

Chapter  7      Students with high incidence disabilities

-high-incidence disabilities – speech or language disabilities, learning disabilities, ,emotional disturbances, or mild intellectual disabilities  http://www.sonoma.edu/users/p/phelan/433/chap3.htm

-3 important characteristics of students with high-incidence disabilities

               1. often hard to distinguish w/o disabilities

               2. often exhibit a combination of behavioral, social, and academic problems

              3. they benefit from systematic, explicit, highly structured instructional interventions

-communication is the exchange of ideas, opinions, and facts between people

-speech articulation- the ability to produce sounds correctly at the age where they would normally be expected to develop  http://www.asha.org/public/speech/development/

-stuttering- speech impairment in which an individual involuntarily repeats a sound or word, resulting in a loss of speech fluency

-language is a system of symbols that we use to communicate feelings, thoughts, desires, and actions.

-receptive language- an individual’s ability to understand what people mean when they speak

-expressive language- and individual’s ability to communicate meaning clearly through speech

-accommodations  for students with communication disorders

              -create an atmosphere of acceptance

             - encourage listening and teach listening skills

             - use modeling to expand students language

            - provide many meaningful contexts for practicing speech and language skills

-Learning disabilities – condition in which a student has dysfunction in processing information typically found in language-based activities, resulting in interference with learning
-mild intellectual disabilities – condition in which students have some difficulty meeting the academic and social demands of general education classrooms due in large part to below-average intellectual functioning

-emotional disturbances- condition in which an individual has significant difficulty in the social and emotional domain, so much so that it interferes with learning.

-academic survival skills – skills needed to succeed in school, including regular and punctual attendance, motivation, and appropriate social skills

-learned helplessness- characteristics of some students with disabilities in which they see little relationship between their own efforts and  school or social success, often resulting in a belief they cannot perform challenging disabilities.   http://www.unfetteredmind.org/articles/helplessness.php

-Behavior contract- agreement between a teacher and student that clearly specifies student performance expectations, consequences of not meeting the expectations, consequences of not meeting expectations, and the time frame for which the agreement is valid

-social skills training – strategies for improving students’ social interaction skills through modeling and guided and independent practice with feedback

-self-control training- a strategy in which students who lack self-control are taught to redirect their actions by talking to themselves

-Attribution retraining- teaching program that increases student task persistence and performance by convincing them that their failures are due to effort and can therefore be overcome.

-Ways to enhance student self-image:

                  -set reasonable goals

                  -provide specific feedback contingent on student behavior

                 - give students responsibilities

                - teach students to reinforce themselves

                - give students a chance to show their strengths

Chapter 6 (Friend)

Chapter 6               Students with Low-Incidence Disabilities

-low incidence disabilities: any of the less common disabilities, including multiple disabilities, hearing impairment, orthopedic impairments, other health impairments, visual impairments, deaf-blindness, autism, and traumatic brain injury    http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d

-make up less than 20% of students in schools

-characteristics of students with autism spectrum disorder

                         -difficulty with social relationships, often delayed language development, if have language skills then struggle to maintain a conversation, narrow range of interests, difficulty with dealing with stress

-accommodations for students with autism spectrum disorder http://www.autismspeaks.org/

                       Responding to behavior (create a structured and predictable environment and encouraging appropriate social interactions), fostering social interactions (observe to understand it from their perspective), communicating with students

-students with moderate to severe intellectual disabilities: learning needs and rate, maintenance of learned skills, generalization of learning, skill combination , accommodations for students with moderate to severe intellectual disabilities, match expectations to instruction, identify optimal times for specialized instruction, enlist natural support systems, create a collaborative effort with families, take advantage of assistive technology

-autism, autism spectrum disorder, visual impairments, hearing loss, orthopedic (cerebral palsy, muscular dystrophy, spinal cord injuries

-others: seizure disorder, sickle-cell, AIDS, asthma, cancer

-Traumatic brain injuries: leading cause of disability and death among children http://www.neuro.pmr.vcu.edu/