Special Education Professional Development Series Goal 1: Positive Behavioral Supports Area Service...

Special EducationProfessional Development Series

Goal 1: Positive Behavioral Supports

Area Service Center Special Education Team

Positive Behaviora

l Supports Classroo

m Reflection

Tool

-D-Curriculum

and Instruction

Part D Session Outcomes

Participant Outcomes

Teachers will:

Provide meaningful individualized instruction that engages students.

Regularly check for understanding and provide positive reinforcement

Collect and analyze data to inform instruction.

Curriculum and Instruction

Student Outcomes

Students will:

Engage in meaningful, standards-based, individualized instruction.

Exhibit an increase in positive behaviors due to more engaging and relevant learning opportunities.

Demonstrate progress toward IEP goals and objectives.

D

Participant Activity

Data Collection!

During this training you will: Collect data on how often your facilitator:

Touches his/her hair Takes a drink of a beverage Plays with his/her nametag Laughs or smiles Or, observe for a while to determine what data you

would like to collect.

You will need this data later…


D

Special Education Services

Historically, students with moderate, severe, and profound disabilities were segregated and institutionalized.

Now, with consideration for Least Restrictive Environment, these students are integrated as much as possible, including access to standards based instruction.

Positive Behavioral Supports (PBS) are critical for educational and social success.


D



D

Remember…

Developmental delays and emotional impairments may impact language, personal skills, social skills, behavior, motor skills, and academic skills.

Repetition is needed to acquire skills.

Skill fluency, maintenance, and generalization are more difficult to achieve.

D1

Instruction is developmentally appropriate, with access to the general education grade level standards.

Developmentally and Age Appropriate Instruction

Not just for early childhood anymore!

All populations should receive developmentally as well as age appropriate instruction.

Easier said than done!

D1


Age and Developmentally Appropriate Instruction Activity

Please read the book you have in front of you.

Now please complete the worksheet with the statistics problems.

D1


Discuss…

What was difficult about the previous exercise?

Is there a better way to teach our population that is both developmentally and age appropriate?

Take five minutes and then be prepared to share!

D1


Pace and Length of Instruction

Individual student needs

Instructional routines

Varied pace in relation to student responses

Brisk pace for established routines

Slower pace for new information

Consider:

D2

Instruction is individualized, student centered, relevant and meaningful, including effective interaction among students and adults.

Errorless Learning

Eliminate the possibility for error

Break tasks into small steps

Fade prompts

Provide supportive environments, staff members, materials

D2


Individualized Instructional Strategies

More/less information in the same amount of time

More information and more time

Different grouping of students

Different materials

Different strategy

Change or add personnel

D2


Student Engagement?

Typical school day:

17% direct instruction33% seatwork20% transitions30% discipline and other non instructional

activities (Cotton 1995: Walberg, 1988)

Would this increase or decrease positive behavior in your classroom?

D2


What Does Engagement Look Like?

Student is:

1. Staring into space2. Talking in an animated way with a peer3. Looking away during instruction4. Calling out 5. Asking unprompted, relevant questions6. Focused eye gaze7. Drawing a picture instead of math problems8. Unloading dishwasher and putting away dishes

with visual cues and not adult direction

D2


Use Meaningful Activities

Meaningful Learning is:

Meaningful Learning:• Student-centered and

collaborative• Links new knowledge with

higher order concepts and prior knowledge

• Learning related to real-world experiences, events, or objects.

• Active and fluid

Rote Learning:• Arbitrary and verbatim• No integration of curricular

concepts• Simplistic concepts and

ideas• No relation of new

knowledge to prior learning• Solitary and goal oriented

instead of process oriented

• Project-Based • Problem-Based

• Cooperative• Design-Based• Inquiry-Based

D2


Table Activity

Read pages 17 -19 of the handout

Answer the questions on the sheet provided.

Color the attached picture.

Silence please!


Table Activity, Too

Use the materials at your tables, or your Google Drive account (presentation, doc), or PowerPoint, etc.

Divide into groups and create a representation of the circulatory system.

Talk to each other and make sure everyone in your group has something to share!


Reflection and Discussion

Compare and contrast between the prior learning activities…

How does engaging, meaningful learning assist students with positive behavior?


More Reflection and Discussion

Now, think of a time that you had a behavioral issue during class.

Could that have been changed by the use of meaningful/project based learning?

What might you need to do to adjust your teaching to meet the needs of your student population?


Advantages of Meaningful and Engaging Learning

Social Skills – increased patience Behavior – lower incidence of inappropriate

behavior Time on TaskMaturity –helping others, feeling compassion for

those less fortunate than oneself

Which of these correlate to positive changes in behavior?


Break Time!

Please return to

your seats in 15

minutes.


Use of Assistive Technology

In general, the term ‘assistive technology device’ means any

item, piece of equipment, or product system, whether acquired

commercially off the shelf, modified, or customized, that is

used to increase, maintain, or improve functional capabilities

of a child with a disability.

US Department of Education

Students are provided with equal opportunities to access the curriculum (i.e. assistive technology, adult support, accommodations/modifications, etc.).

Types of Assistive Technology

Access and Environmental ControlsAids to Daily LivingAssistive ListeningAugmentative/Alternative

Communication MobilityPositioningVisual Aids At your tables, jot down

examples of high and low tech

AT devices for each of these

categories. Put the post-its on

the chart paper, and get ready

for a gallery walk!


Assistive Technology

Activity:

Look through the tub of AT devices.When, where, and with whom would you use

these?How could these items promote and reinforce

positive behavior and student engagement?Discuss with your table.


Adult Support

Is the student independent with the skill?

Is there a different approach?

Is the student ready to learn and aware of expectations?

Does the student need prompts? Is there a plan to fade the prompts?

Are reinforcers identified?

Are selected strategies used consistently among adults?


Adult Support

What are some

roadblocks to effective

communication among

service providers,

including teachers and

educational aides?

What are some

ways that we can

break through

those roadblocks

and collaborate

within our constraints?

Write your ideas on a sticky note and add them to the “Collaboration Ideas” parking lot.


Checking for Understanding Activity

Think of four things you learned about body systems. Raise your hand when you have come up with four things to share:

This is a quick form of formative assessment-

fun for kids, easy check for you!

Frequent checks for understanding are provided and descriptive feedback is understood by the student.

More Checks for Understanding

Consider the student’s communication level-

Awareness

Pre-Symbolic

Concrete Symbolic

Abstract Symbolic


Feedback

Specific

Timely

Constructive

Tailored

Non-evaluative


Feedback Strategies

Feedback Strategies

Can Vary In …

In These Ways … Recommendations for Good Feedback

Timing• When given• How often

• Provide immediate feedback for knowledge of facts (right/wrong).• Delay feedback slightly for more comprehensive reviews of student

thinking and processing.• Never delay feedback beyond when it would make a difference to

students.• Provide feedback as often as is practical, for all major assignments.

Amount

• How many points made

• How much about each point

• Prioritize—pick the most important points.• Choose points that relate to major learning goals.• Consider the student's developmental level.

Mode

• Oral• Written• Visual• Demonstration

• Select the best mode for the message. Would a comment in passing the student's desk suffice? Is a conference needed?

• Interactive feedback (talking with the student) is best when possible.

• Give written feedback on written work or on assignment cover sheets.

• Use demonstration if "how to do something" is an issue or if the student needs an example.

Audience• Individual• Group/class

• Individual feedback says, "The teacher values my learning."• Group/class feedback works if most of the class missed the same

concept on an assignment, which presents an opportunity for reteaching.


Feedback Content

Feedback Content Can

Vary In …In These Ways … Recommendations for Good Feedback

Focus

• On the work itself• On the process On the student's

self-regulation• On the student personally

• Describe both the work and the process—and their relationship.• Comment on the student's self-regulation if the comment will foster self-

efficacy.• Avoid personal comments.

Comparison

• To criteria for good work (criterion-referenced)

• To other students (norm-referenced)

• To student's own past performance (self-referenced)

• Use criterion-referenced feedback for giving information about the work itself.

• Use norm-referenced feedback for giving information about student processes or effort.

• Use self-referenced feedback for unsuccessful learners who need to see the progress they are making, not how far they are from the goal.

Function • Description• Evaluation/judgment

• Describe.• Don't judge.

Valence• Positive• Negative

• Use positive comments that describe what is well done.• Accompany negative descriptions of the work with positive

suggestions for improvement.

Clarity • Clear to the student• Unclear

• Use vocabulary and concepts the student will understand.• Tailor the amount and content of feedback to the student's developmental

level.

Specificity• Nitpicky• Just right• Overly general

• Tailor the degree of specificity to the student and the task.• Make feedback specific enough so that students know what to do but not so

specific that it's done for them.• Identify errors or types of errors, but avoid correcting every one, which

doesn't leave students anything to do.

Tone• Implications• What the student will "hear"

• Choose words that communicate respect for the student and the work.• Choose words that position the student as the agent.• Choose words that cause students to think or wonder.


Got Data?

Type of data collection is determined based on mastery criteria for short term objectives or behavioral targets.

Data are collected for the specific targeted behavior.

Data collection, charting, and summarizing are conducted throughout the school day.

Data are collected systematically for effective student support and continuous progress monitoring toward achievement of IEP goals.

Data Collection

Embedded in the daily class routine:

All Staff

All Routines

All Environments

Data are collected systematically to allow for informed instructional decisions and continuous progress monitoring toward achievement of IEP goals.

Data Collection Activity

Let’s interpret the data that have been collected during our discussion.

How could this

information help

inform instruction,

make behavioral

decisions, or

measure IEP

progress?


Progress Monitoring

Progressing Continue program

Slowly Progressing More direct or intensive instruction

Little Progress Back up and teach prerequisite skill

Progress slowed as goal is neared Increase repetitions/practice

Goal met What’s next for this goal? Independence?


What’s Our Take Away?

Problem behaviors are much less likely to occur with engaging, purposeful, and appropriate

instruction!


References

"Assistive Technology Devices." PBS Parents. PBS, n.d. Web. 23 June 2014.

Brookhart, Susan M. "Chapter 1. Feedback: An Overview." How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. N. pag. Print.

Jimenez, B., & Henderson K. (2011). Instructional alignment: Students with significant cognitive disabilities– A PowerPoint presentation for professional development. Modules Addressing Special Education and Teacher Education (MAST). Greenville, NC: East Carolina University.

Kluger, Avraham N., and Angelo Denisi. "The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-analysis, and a Preliminary Feedback Intervention Theory." Psychological Bulletin 119.2 (1996): 254-84. Web.


References

Ylvisaker,, Mark, Ph.D, Mary Hibbard, Ph.D., and Timothy Feeney, Ph.D. "Mini-Tutorial: Instructional Pacing." Mini-Tutorial: Instructional Pacing. Brain Injury Association of New York State, n.d. Web. 23 June 2014.

Page, E. B. (1958). Teacher comments and student performance: A seventy-four classroom experiment in school motivation. Journal of Educational Psychology, 49(2), 173–81.

Sawyer, R. Keith. "Optimising Learning: Implications of Learning Sciences Research." Center for Educational Research and Innovation (2006): 6-7.

“IDEA-Building The Legacy of IDEA 2004." IDEA - Building The Legacy of IDEA 2004. US Department of Education, n.d. Web. 21 June 2014

"National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education." National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education. N.p., n.d. Web. 25 July 2014.


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