Chapter 4

Teaching Special Students in General Education Classrooms 7th editionRena B. Lewis and Donald Doorlag

Pearson Education, Inc.

Chapter 4

Adapting Instruction

4.1



Stages of Learning

• Acquisition• Maintenance• Generalization

4.2



Instruction [Fig. 4-1]

4.3



Principles of Instruction

• Select Appropriate Learning Task• Break the Learning Task into

Teachable Subcomponents– Task analysis

• Use systematic Instructional Procedures

– Demonstration– Guided practice– Independent practice

4.4



More Principles of Instruction

• Consider Both Speed and Accuracy• Maximize Engaged Time• Give Clear Task Directions• Provide Consequences for Successful

Task Performance• Check for Maintenance and

Generalization• Try the Least Intrusive Intervention First

(if change is needed)4.5



Methods for Gathering Data

• Determine the Student’s Current Levels of Performance– Curriculum–based assessment– Inventories– Criterion-referenced tests

• Evaluate Progress– Rubrics

• Analyze Reasons for Task Failure– Error analysis

4.6



Strategies for Adapting instruction

• Modify Materials and Activities– Clarify Task Directions– Add Prompts– Teach to Specific Student Errors

• Change Teaching Procedures– Present Additional Skills and Information– Provide Additional Guided Practice– Make Consequences for Successful

Performance More Attractive– Slow the Pace of Instruction

4.7



More Strategies for Adapting instruction

• Alter Task Requirements– Change the Criteria for Successful

Performance– Change the Task Characteristics– Break Task into Smaller Subtasks

• Select Alternate Task– Substitute a Similar but Easier Task– Substitute a Prerequisite Task

4.8



Making Test Accommodations

• Directions/Instructions• Demonstrations• Time Limits• Presentation Mode• Response Mode• Aids• Prompts and Cues• Feedback• Positive Reinforcement• Physical Location

4.9



Chapter 5

Managing Classroom Behavior

5.1



Behavior Problems in the Classroom

• Classroom Conduct Problems• Study Skill Problems• How Problems Are Exhibited

– Low rate of appropriate behaviors– High rate of inappropriate behaviors– Absence of appropriate behavior from

student’s repertoire

5.2



Principles of Managing Behavior

• Behavior is Learned– Operant behaviors

• Antecedents and Consequences• Classroom Organization• Increase Behaviors

– Positive reinforcement– Negative reinforcement

5.3



More Principles of Managing Behavior

• Decrease Behaviors– Extinction– Punishment– Response Cost– Time-out

• Identify Consequences that Are Meaningful to Students

• Beware of Noneducational Interventions

5.4



Methods for Gathering Data

• Functional (Behavioral) Assessment• Direct Observation of Behavior

– Specify the Behavior Being Observed• Narrative recording• Sequence analysis

– Select a Measurement System• Permanent product recording• Event recording• Duration recording• Interval recording

5.5



More on Direct Observation of Behavior

– Who Observes?– How Often Do Observations Occur?– Collect and Graph Baseline Data– Collect Data During Interventions

5.6



Graphing Baseline and Intervention Data [Fig. 5-4]

5.7



Positive Strategies for Managing and Improving Behavior

• Establish Behavioral Expectations and Communicate them to Students– Class rules

• Prevent Inappropriate Conduct by Monitoring Behavior and Providing Feedback– Negative attention

• Reinforce Appropriate Behavior• Provide Reinforcers that are Valued by

Students– Premack Principle

5.8



Schedules of Reinforcement

• Fixed ratio• Variable Ratio• Fixed Interval• Variable Interval

5.9



More Positive Strategies for Managing and Improving Behavior

• Token Economy• Contingency Contracts• Shaping• Modeling• Contingency Models

– Group contingencies– Team-based contingencies

• Self Monitoring• Parent Involvement

5.10

Chapter 4

Documents

Transcript of Chapter 4