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Fall '13-142 (Exam 2) > 12/5 Educating Students with ASD: Interdisciplinary Collaboration > Flashcards

12/5 Educating Students with ASD: Interdisciplinary Collaboration Flashcards

1
Q

T/F: Individuals with ASD have strengths (some gifted), cognitive, communication, social, and sensory that affect their ability to learn

A

True

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2
Q

Who becomes a part of the educational support & intervention team mandated by federal law?

A
  • teachers and classroom aides
  • administrators, and other service providers (at school/community),
  • parents
  • student themselves
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3
Q

T/F: Collaboration (among the team) results in a better understanding of the student’s abilities (strengths & area of concerns)

A

True

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4
Q

Regarding support and intervention, what are the responsibilities of teachers?

A

Provide student with disabilities access to same standards as other students; work collaboratively to develop new skills/strategies

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5
Q

Regarding support and intervention, what are the responsibilities of other school-based professionals?

A

Provide observations/assessments to determine eligibility of services; participate in goal planning, provide direct intervention, & consult with teachers

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6
Q

Regarding support and intervention, what are the responsibilities of outside professionals?

A

Provide private and/or supplemental assessments & services

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7
Q

Regarding support and intervention, what are the responsibilities of parents?

A

Have varying degrees of understanding

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8
Q

Regarding support and intervention, what are the responsibilities of the student?

A

Helps identify strengths; asks/accepts help (problem-solving relationship)

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9
Q

Regarding support and intervention, what are the formal and informal team collaboration?

A
  • Each discipline has a SHARED focus = school success

- School success = enhances “resiliency” and the likelihood of future success in life (Bernard, et. al. 1991)

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10
Q

Regarding support and intervention what does the formal team collaboration consist of?

A
  • Student Study Team Meeting/Student Success Team (SST)
  • IEP: student who has been evaluated qualifies for spec. ed.
  • 504 Plan: student with the disability does not qualify for direct instruction but receives accommodations to ensure academic success
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11
Q

What is Student Study Team Meeting/Student Success Team (SST)?

A

Parent, teacher, & resource personnel study the needs of the student who has not been formally assessed, with academic, attendance, or behavioral problems

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12
Q

Regarding support and intervention what does the informal team collaboration consist of?

A
  • Occurs between the teachers, parents, and other personnel who work with the student
  • Facilitate understanding & enhance communication
  • Share information among team members to support student’s strengths
  • Problem solve in response to student’s needs & challenges
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13
Q

Who is a part of the IEP team?

A
  • parents
  • teachers
  • practitioners (Ed Psych, SLP, OT, PT, Medical)
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14
Q

What are the questions to be answered by school team?

A
  • What are the student’s strengths vs. weaknesses?
  • What behaviors affect interaction in he environment?
  • What instructional support is appropriate?
  • What is the educational goal (LTG/STG) of this student?
  • What is the student’s daily schedule?
  • Can student access materials?
  • Level of support (strategies to support learning)
  • Independent, maximum, moderate, minimal
  • What is each team member’s role in supporting this student?
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15
Q

T/F: Sensory input may cause inattention to irrelevant information or trigger an overload of information?

A

True

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16
Q

T/F: Students with ASD communicate through behaviors (anxiety, frustration, uncertainty)

A

True

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17
Q

T/F: Research has shown that a high % of individuals with ASD are visual learners vs. auditory learners

A

True

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18
Q

Regarding Hinder vs. Help, what is hinder?

A

overlook sensory needs, do not focus on building independence, and lack recognition of full potential

19
Q

Regarding Hinder vs. Help, what is help?

A

assist students with ASD to focus on important information

20
Q

Regarding Hinder vs. Help, what is the goal

A

student to establish clear meaning, clarify expectations (within their environment), achieve highest level of independence

21
Q

When creating a successful learning environment, what are the systematic teaching principles?

A
  • Provide direct & consistent instructions

- Introduce strategies to promote some level of independence

22
Q

When creating a successful learning environment, what are the multiple strategies?

A

1) Combination of simple/clear verbal instructions with visual prompts (e.g., Schedules used to prime/prepare students for what is to come)
2) Use of functional everyday tasks to encourage generalization of skills
3) Reinforcement schedules to help maintain target behavior and motivation level

23
Q

What are some accommodations?

A
  • Does not lower or alter the standard or expectation of the course
  • Changes: environment, presentation, assistive technology, reinforcement, test adaptation
  • EX: Preferential seating, minimize distractions, physical arrangement of the room, extend time, frequent breaks, emphasize teaching approach (visual, auditory, both), individual vs. small group, note taking assistance, pre-teaching, keyboard, positive reinforcement, large print, test format changes (mult. choice vs. fill-ins), shortening length of test
24
Q

What are the modifications?

A
  • Alters/lowers standards or expectation of the course
  • Changes: lower curriculum, materials simplified, grading changed, lower expectations, testing measures lowered
  • EX: specialized curriculum, adapt materials (use of manipulatives vs. pictures/text), text simplified, average all scores (throughout semester), use single project/test/paper, lower reading levels, simplify vocabulary
25
Q

What is the goal in modifications to the physical environment and how is it categorized?

A

Goal: Promote a well-organized & predictable setting

Characterized: Sensory considerations, School, & Home environment

26
Q

What is the goal of sensory considerations?

A

Minimize distractions & remove competing stimuli

27
Q

What is needed to determine students’ sensory profile

A

Assessment

28
Q

T/F: Sensory seeking and/or sensory avoiding behaviors can hinder success & functioning

A

True

29
Q

What are the examples of sensory behaviors?

A

Sensitivities to lighting, sound, smells, temperature, tactile defensiveness

30
Q

What are the modifications of sensory considerations?

A
  • Soft lighting
  • use of earphone/earplugs
  • wear minimal amounts of perfume
  • maintain proper room temperature
  • carpet/furniture used based on student’s comfort level
31
Q

Regarding ASD & safe environment, what are the safety concerns?

A
  • Applies to all settings student is involved or exposed

- Parents are encouraged to consult with school team to maintain use of skills for the students to follow at home

32
Q

What are the goals of ASD & SAFE environment?

A

Promote safety & independent functioning

  - HOME:  Organize everyday items, Install safety gates, covering electrical outlets, cabinet locks
  - SCHOOL:  Organize everyday items, equipment & cleaning supplies
  - COMMUNITY: Crossing the street, social precautions (e.g., talking to strangers)
33
Q

What are visual strategies?

A

meet the needs of the visual learner

34
Q

What is the goal of pattern of learning?

A

teaches student with ASD “HOW” to make use of learning opportunities, and improves their organization

35
Q

What are examples of pattern of learning?

A
  • Visual Supports: objects, photos, pictures, symbols, signs, print
  • Visual Schedule: daily schedule of activities showing upcoming events
  • Choice Boards: visual presentation of choices vs. verbal format
  • Boundary Markers: visual aids that delineates physical spaces (areas of study, play, snack, etc.)
  • Labeling: visual cue to promote independence & adhered to shelves, drawers, closet doors (shows where things are, identify personal space/possessions)
36
Q

What are some environmental and safety modifications?

A
  • Furniture arrangement
  • storage of dangerous items,
  • fire/electrical safety,
  • organization,
  • sensory considerations
37
Q

What is the goal of home/community setting?

A

To improve quality of life & meet behavioral & sensory needs of the student with ASD

38
Q

What are the considerations when teaching students with ASD “how to” learn best?

A
  • CONSIDERATION: Students with ASD can succeed and learn just like their peers when provided an optimal learning environment:
    - Devoid of distractions and interferences
      - Provided appropriate strategies based on individual needs
   - Given supports & explicit instructions based on their learning style
   - Instructional material is organized, consistent, motivating, & functional so it can be applied to their daily life
39
Q

What do effective team meetings consist of?

A

Formal Assessments

Observations

Descriptions

Impressions

Suggestions, recommendations and questions

Student Input

Goals and Benchmarks (short and long term)

40
Q

According to Buron & Wolfburg, what are some examples of collaboration?

A
  • Team members attempt to understand each person’s observations and concerns
  • Members make an effort to understand the individual’s strengths, challenges, and how these affect learning and behavior
  • Consideration and respect is shown for the student’s perspective and views
  • Willingness to provide support and have expectations that are manageable and obtainable for the student
41
Q

What are some structure teaching and environmental supports?

A

TEACCH Program

Social-cognitive behavioral approach

Characteristics of the Culture of ASD (table 5.1)

5 questions of Structured Teaching

Types of visual schedules

Work/task systems

Positive behavioral supports

The educational team = interdisciplinary collaboration

42
Q

What are two positive behavioral supports?

A

Crisis Management vs. Positive Behavioral Supports

6 Steps in Functional Behavioral Assessment

43
Q

What are the aspects of educational team = interdisciplinary collaboration?

A

Members of the support team

Factors that lead to positive and effective collaboration

IEPs and 504s

Fall '13-142 (Exam 2) (4 decks)

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