FBA & BIP

Killu, K. (2008). Developing effective behavior intervention plans: Suggestions for school personnel. Intervention In School And Clinic, 43(3), 140-149.

 

The relationship between behavior and learning is a strong one.  Behavior intervention plans give a teacher strategies to deal with a problem behavior and the tools necessary to get a student on track for learning. Teachers may struggle with finding the plan that best fits the student’s needs.  This article attempts to explain the issues that must be addressed before a successful plan be written.

The first requirement is a functional behavior assessment. The article suggests that several methods should be used and a number of people must participate. There should be data, assessments, interviews, observations, and discussions. Further, the participants will include, the student, teachers, parents, and peers. There must be a team approach.

 Once the behavioral behavior assessment is complete, a behavior intervention plan can be initiated.  The plan must be well developed and include a defined target behavior.  It must also focus on replacing problem behaviors.  Also, teaching the student self-monitoring and self-management strategies can increase the chance for success. Further, time is an important factor. Time must be allowed to implement the plan and time needs to be given to allow for progress.

I chose this article because of the many parallels between this week’s lesson and the project we have been working on in our other class. I was a bit skeptical because the copyright date was 2008 but I was proven wrong.  The information seemed very current.

 I definitely recommend this article to my fellow students in the LBS1 and LBS2 program. This information was right on target with our Behavior Intervention Plan project.  Shawna would like it tooJ

 

Transitions

Carter, E. W., Trainor, A. A., Sun, Y., & Owens, L. (2009). Assessing the transition-related strengths and needs of adolescents with high-Incidence disabilities. Exceptional Children, 76(1), 74-94.

 

While many students leave secondary school with the skills needed to reach their goals post high school, many also do not.  Studies have shown that a small amount of students with EBD and LD were reported to have graduated high school, held a paying job, or had enrolled I higher education.  IDEA has tried to address these problems.  For instance, there is more emphasis now placed on linking assessment with transition goals.  Transition assessment must…

• Address a broad range of domains
• Be based on the student’s strengths and needs
• Incorporate many perspectives of those who know the student well and in different contexts
• Allow the student themselves to be involved and provide his/her own perception of their strengths

The authors conducted a study of students with LBD and LD.  They used the TPI assessment and included the students, their parents, and their teachers.  One obvious finding was that both parents and teachers scored the students transition related strengths and needs much higher than the student, himself.  Overall, the authors feel that there must be much more research done in this area.  Transition is a very important part of these students’ lives and it needs to be given additional attention.

I must admit that I chose this article because there were very few choices. This seemed to be the only one that fit all parameters and that was available in full text. It seems that the authors were correct about the need for more research and studies in this area of special education.

 I do admit that I am happy to have read this article.  It is a part of the special education system that I would like to know more about.  It is my goal to work at the high school level and these transitions would be a huge part of these students’ lives.  Part of the article became a bit overwhelming with statistics but I know that it is important for me to become comfortable with the many numbers.

 

 

Adolescents with High Incidence Disabilities

Murray, C., & Pianta, R. C. (2007). The importance of teacher-student relationships for adolescents with high incidence disabilities. Theory Into Practice,46(2), 105-112.

 

“Teacher beliefs, actions, and practices are the foundation of positive teacher-student relationships and these relationships can have powerful and lasting effects on the lives of youth with high-incidence disabilities.” (Murray, 111) The final sentence of this article says it all.  The authors have researched the positive effect that can come from a good relationship between teachers and students.  There is a large transition for students moving into secondary school: classes are shorter and teachers see many more students each day.  Students still need a positive relationship with adults in the building.  The first way this can be achieved is in classroom structure and routine.  Students know what is expected of them and will receive positive reinforcement for following these taught rules.  Students with high incidence disabilities may need more explicit instruction, but if done correctly, these students will feel safe and increase their own social skills. Further, a teacher’s belief can impact the student.  When a teacher sets high expectations for both academics and behaviors, students will rise to the challenge.  They will likely become engaged and motivated to be successful.

I chose this article because teacher-student relationships are very important to me. I have found that even a few words directly with a student can have impact. Students need positive interactions with adults in order to be successful in school and in life.

I believe that this was a very useful article. As a teachers I believe that these relationships with students are just as important the lessons taught.  A student’s emotional and mental health must be addressed before any academic learning can occur. Positive teacher-student relationships are essential for all students but especially for students with high incidence disabilities. The article addresses little ways to make a big difference.

Other Health Issues, specifically Epilepsy

Whiting-MacKinnon, C., & Roberts, J. (Fall 2012). The School Experiences of Children with Epilepsy: A Phenomenological Study. Physical Disabilities: Education and Related Services, 31(2), 18-34.

 

This article examine students with epilepsy in an inclusion classroom.  The authors define the different types of seizures and the factors that come into play: academic factors, social factors, behavioral/emotional factors, and physical factors.  Further, they share their research examining how these students with epilepsy experience school.  Specifically the study looks at the relationship between epilepsy and the students’ quality of life, their feeling of normality, and their interpersonal relationships. The students also offer the researchers ideas on ways to make their school experience better.  For example, the children would appreciate epilepsy discussed in a school assembly.  They believe that a better understanding from their peers and teachers alike, would make their school day a positive event.

I chose this article because I have recently been diagnosed with epilepsy. Six months later, I am still trying to find the correct combination of medication to make the seizures completely stop.  I have been on an emotional rollercoaster and I am 44 years old.  I honestly can’t imagine how that would feel as a child and deal with that during the school day.  Academics obviously must be addressed and I know just how physically exhausting some of the medications can be.  The students in this study said that the educational services such as extra time and tutoring made a positive difference in their grades.  Equally difficult, for the students, ages 7-12, were the social issues.  They were teased, some students were afraid of them, and even teachers did not know how to handle some situations.

This article hit home with me and made some very valid points.  Unfortunately, the study did not include enough children for it to hold true validity.  The students interviewed were limited to 6 participants. It is my hope that this type of study will be broaden.  I appreciate the actual subjects’ opinions and ideas being taken into account.

Autism Spectrum Disorder

Hart Barnett, J. E., & Crippen, R. (2014). Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability. Physical Disabilities: Education and Related Services, 33(2), 1-15.

 

This article addresses the many problems students with autism spectrum disorders face when transitioning from school to work.  There are of course transition requirements mandated by IDEA but these alone do not solve the underlying issues.  The authors point out that students are much more successful if a vocational or employment-related program is part of the high school curriculum. The benefits include a greater chance for self-sufficiency, social and community inclusion, and overall personal life satisfaction. The article details eight-steps to implement such a program:

1. Observe other programs and collaborate with district teachers
2. Align the program with core academic state standards
3. Involve the students in the planning process in a meaningful way
4. Connect the program to real-world experiences
5. Create materials and pre-vocational tasks that mimic real-world processes
6. Use research-based training methods
7. Integrate the program within the school community
8. Use authentic real-world reinforcement

As I read through this article it opened my eyes to our students after “school-life” ends.  So much of what we read or what I concentrate on is day to day issues.  There is more.  We are teaching our students with disabilities (or not) to progress to the next class, the next grade, or the next school.  Students with autism need a special set of skills to make this a reality.  I enjoyed looking at the website this week that offered many ideas for classroom use but this article let me see that teachers must also look towards the students’ future.

At first, when I read the abstract, I thought great ideas but not really possible. The author’s proved me wrong.  By the end I could see that this could work.  They shared an example of a teacher creating a classroom restaurant.  They purchased a Keurig machine and began a coffee delivery service for teachers.  The students created their own menus, took orders, handled money and delivered the goods.  They also balanced the student account at the beginning and end of each day.

Emotional and Behavioral Disorders

Mulcahy, C. A., Krezmien, M., & Maccini, P. (2014). Teaching mathematics to secondary students with emotional and behavioral disorders: challenges and practical suggestions for teachers. Preventing School Failure, 58(2), 69-79.

This article addresses the challenge of teaching math content to students with behavioral and emotional disorders.  While the goal is true inclusion, many students that are diagnosed EBD spend their time in a self-contained classroom without a content-specialized general education teacher. “To successfully teach mathematics to students with EBD, teachers must have expertise in behavior interventions, classroom management, explicit and strategic instruction, principles of adaptations and accommodations, and expertise in mathematical content and practice.” (Mulcahy, 70) The authors offer seven suggestions for teacher of students with EBD.

1. ·  Make sure students are engaged by using mathematical problems that are relevant to the lives of the students
2. ·   Evaluate students’ mathematical knowledge and progress in grade-appropriate math curriculum
3. ·  Develop a curricular map to plan lessons aligned to the standards
4. ·   Use min-lessons to address any deficits – DO NOT sacrifice grade appropriate content
5. · Combine behavior and academic strategies to tackle weaknesses and build on strengths
6. ·   Establish a mathematics language-rich classroom
7. ·   Use technology, hands-on activities, and manipulatives

Looking back at this week’s reading in our text and this article, I can see one dramatic parallel: Students with EBD struggle academically. Many times this is a result of their placement and the skills they have missed in a regular classroom.  While I struggle with true inclusion in all situations, I can see the need for all students to receive meaningful instruction. The story of “Ryan” is a good one but so often this is not the experience for the general education teacher, the special education teacher, or the student himself.

In my opinion, this is a great article.  It is by far the best one I have read so far.  I know how very hard special education teachers work but we cannot expect them to be an expert on every subject they are responsible for teaching in secondary education. As a teacher that works in a middle school, I know the additional classes that were required for me to be math endorsed.  My job is centered on this one subject and it is a daunting task to master the common core standards, find the best instruction methods for each child, and to write the assessments to measure progress.  Now a special education teacher must enter a classroom and do this same thing for at least four different subjects!  And what about high school?  The weakness I see is this is our system of education.  I believe that students would be better served if secondary special education teachers also held a specialized degree to the class that they are responsible for teaching. I know this brings upon the issue of more pay for multiple degrees but that would be my perfect world.

Intellectual disabilities

Jorgensen, C. M., & Lambert, L. (2012). Inclusion means more than just being "in:" planning full participation of students with intellectual and other developmental disabilities in the general education classroom. International Journal of Whole Schooling, 8(2), 21-36. 

This article describes a process to plan for students with intellectual disabilities to be fully included in the general education classroom.  The journal article addresses a five step question based process that takes place each week to plan lessons for each subject area. The questions are:

1.       What is the general education instructional routine?

2.       What are the students without disabilities doing to participate in the instructional routine?

3.       Can the student with the disability participate in the same way in all components of the instructional routine or does the student need an alternate way to participate?

4.       What supports does the student need to participate using alternate means?

5.       Who will prepare the supports?

Further, the article includes a model that can be used for teachers to answer the above questions.  The main goal is to ensure that all students are receiving instruction grounded in the curriculum.  The author also provides districts with suggestions to find the time needed for this instructional planning.

                My own experience has been with children with mild intellectual disabilities.  I appreciate the model given and is something I could see myself using during plan time between the general and special education teacher. For true inclusion to be successful, these steps must be taken. The special education teacher must know the topics of the lesson, the delivery that will be used and the expectations of the students.  Only then will the interventions chosen have an impact on the learning

                The ideas and models included in this article are wonderful for a school in a perfect world.  Unfortunately, this is not a place I have ever seen.  I certainly will plan better in the future with my partnered teacher.  I appreciate that I need to find the time to discuss the delivery of the lesson as well as the goals set out for each student.  I am guilty of sharing only the topics and assessments to be modified.  My biggest worry for the inclusion for students with intellectual disabilities is the level of the disability.  While I can appreciate these working in mild cases, I do not see the possibility of a positive outcome for students with severe intellectual disabilities.  My mom was a nurse for CPS for the past 20 years and her last assignment was to be one-on-one with a girl at Curie High School.  She went from class to class including algebra, chemistry and writing. She was non-verbal and confined to a wheel chair.  No steps in his article would benefit her learning-inclusion at its worst!