Application Assignment 2 Flashcards
1
Q
early philosophies
A
early 19th - sensory and motor exercises
later 19th - cures not possible -> care and management
2
Q
20th century
A
- “genetic scare”
- residential institutionalization
- protect society from them
- things began to change in the 50s and 60s during civil rights movement
3
Q
instruction guided by developmental-level philosophy
A
- 60s and 70s
- arts and crafts
- pre-academic and primary-level academic skills
- language development
- self-care skills
- gross and fine motor skills
- prevocational skills
4
Q
precursors to modern practices
A
- normalization: schools and agencies should provide living and learning experiences that were as normal as possible
- deinstitutionalization: states moved individuals out of large institutions into smaller facilities located in regular communities
5
Q
curricular philosophies
A
- inclusion/functional instructional approach
- self-determination approach
- access to general curriculum approach
6
Q
inclusion and functional instruction
A
- learning is more likely when there are more opportunities to interact with others
- promoted direct instruction
- those with SD can fully participate with those without disabilities
- natural teaching procedures and environments
- inclusion
- social participation
- functional, age-appropriate skills
- non-school, community based instruction
7
Q
inclusion
A
- attend regular and age appropriate skills
- no more than 1% of school pop
- adapted curriculum and materials
- activity based instruction and experimental learning
- collaboration
- friendships and relationships with non-disabled peers encouraged
8
Q
social participation
A
- encouraged societal engagement
- inappropriate behavior is replaced with appropriate behavior
- incidental teaching of social behavior
9
Q
functional and age-appropriate skills
A
- skills that allow students to be independent should be focus of instruction
- embed skills in gen ed curriculum
- increase participation and independence
- systematic instruction and progress monitoring
- focus on maintenance and generalizability
- natural materials and actual settings
- language and communication, motor skills, mobility, and social skills should be embedded in gen ed curriculum
10
Q
non-school, community based instruction (CBI)
A
- essential for functional and age appropriate skills to be learned and generalized to natural settings
- student and family involved to ID community settings for instruction
- peers involved
- simulated settings and video-based learning can be good but not at good as real life settings
- ecological inventories can ID necessary skills for community living
- more important as the student gets older
11
Q
self determination
A
- defined in relation to the characteristics of individual’s behavior
- achieved through life-long learning, opportunities, and experienced
- definition: acting as primary causal agent in one’s life and making choices and decisions regarding one’s quality of life, free from undue external influence or interference
- 4 characteristics: autonomy, self-regulation, psychological empowerment, self-realization
- critical experiences as component elements of self-determined behavior
- various strategies based on age
- supported decision-making
- preference assessments
12
Q
4 characteristics of self-determination
A
- autonomy: act according to one’s own preferences, interests, and abilities
- self-regulation: decide strategies and tactics in situations, setting goals for oneself, problem solving, and monitoring own performance
- psychological empowerment: one has control over important circumstances (internal locus of control), and has the ability to achieve desired outcomes
- self-realization: have accurate knowledge of oneself, strengths, and limitations
13
Q
critical experiences as component elements of self-determined behavior
A
- choice making
- decision making
- problem solving
- goal setting and attainment
- self-observation, eval, and reinforcement
- internal locus of control
- positive attributes of efficacy and outcome expectations
- self-awareness
- self-knowledge
14
Q
early childhood self-determination strategies
A
- choice when possible
- allow enough time for choice to be made
- learn consequences of certain choices
- learn views of others about choices
- remember consequences of past choices
- provide chances to plan for upcoming events
- compare their choices to choices made for them
15
Q
early elementary self-determination strategies
A
- ID varied solutions and consider different strategies
- think about personal strengths and weaknesses and likes and dislikes
- follow through with decisions and stay on tasks related to choice made
- give feedback about decisions and what outcomes they’ve led to
- prompt to think out loud about choices and strategies
- allow child to talk about how they learn best
- encourage self-evaluation
- set personal goals and encourage reflection
16
Q
late elementary self-determination strategies
A
- make goals and take actions to reach goals
- teach to change opinions or behavior when new info is provided
- teach extra effort will help reach goal
- show how others may react to their actions
- encourage thinking about past decisions and how they affect others
- support self-eval of completed tasks
17
Q
secondary self-determination strategies
A
- encourage to think systematically and support use of problem solving
- encourage to be rational and less emotional
- provide opportunities to make decisions about daily activities and long-term goals
- encourage to see links between daily decisions and ability to achieve long-term goals
- show how long-term goals can be broken into smaller tasks
- recognize strengths and weaknesses and how to set and achieve goals
- encourage to recognize different sources of support and seek it when necessary
18
Q
supported decision making with self-determination
A
- SDM personal factors: provide info about person’s feelings about decision-making, level of agency, and experiences making decisions
- SDM environmental demands: determines extent in which individual is currently facing important decisions in key life areas
- decision making autonomy: measures individual’s autonomy in decision-making activities and level of support needed for decision-making actions
19
Q
preference assessments
A
- single stimulus: individual item is presented to individual and the way they interact and for how long is recorded
- paired stimulus: 2 items presented and choices over time recorded
- multiple stimulus: several items and individual chooses with or without replacement
- free operant: items or activities made available and individual can engage with any or all, responses recorded
20
Q
participation in gen ed curriculum approach
A
- expectation that they will learn academic knowledge and skills anchored in common core standards
- instructional practices that help students participate in gen ed curriculum
- developing curriculum extensions
- using UDL principles to design curriculum
- using assistive tech
- using systematic instruction
- using peers as instructors
- using “self-determined learning model of instruction”
- use embedded instruction
- alt assessments
- some issues
21
Q
developing curriculum extensions for gen ed curriculum
A
- ID grade level or course learning goals and strategies for those without disabilities
- instructional strategies made for students with SD
22
Q
using UDL principles to design curriculum for gen ed
A
- takes into account how students may be presented with curricular material, how they express knowledge, and how they might maintain engagement in learning process
23
Q
using assistive tech for gen ed
A
- AAC and others can help them access and participate
24
Q
using systematic instruction for gen ed
A
- clearly ID learning targets as behavioral objectives, break objectives down with task analysis, use prompts, reinforcements, error correction, and monitor progress
25
Q
use peers as instructors in gen ed
A
- can help incorporate student more with environment and allow for easy understanding with peers
26
Q
using “self-determined learning model of instruction” for gen ed
A
- enable students to access curriculum in meaningful ways
- ask students to ID key areas of general ed curriculum they wish to focus on, ID plan for learning, and monitor own learning
27
Q
use embedded instruction for gen ed
A
- teach academic skills within other activities
28
Q
alt assessment for alt academic standards (AA-AAS)
A
- assessments are based on grade level content by general assessment but at reduced depth, breadth, and complexity
29
Q
Issues related to participation in gen ed curriculum and alt academic assessments
A
- some feel that students with SD should receive instruction primarily in functional skills curriculum as has been focus for 50 years
- some parents, teachers, and admin have mixed feelings about instruction in gen ed and use of alt assessments
- some have concerns that schools may place students with SD in more segregated classrooms and schools to provide instruction in gen ed and prepare them for alt assessments
- no data on long-term effects
30
Q
early intervention and preschool programs
A
- early start: screen children for disabilities, referral to programs, initiation of services should all occur as soon as possible after atypical dev. identified
- family-centered: support of family is integral to early intervention
- extended support system: extended fam and other members of family should be considered part of support system
- professional-family relations: professional assistance should be provided to address natural system of family support
- developmentally appropriate: encourage integrated development instead of training isolated skills
- progress assessments: frequent assessment and instructional adjustments
- transition planning: prepare child for entering kinder with fam
- program eval: with input from parents, teachers, and admin
31
Q
Collaboration and comprehensive planning
A
- tema representation
- team awareness
- decision making
- student focused
- parental involvement
- communication
- holistic planning
- targeting specific skills
- planning for transitions
- planning for inclusions
32
Q
related services
A
- location of services: offered in LRE
- therapy in natural environment
- integrating therapy: goals should be integrated with student’s other objectives
- sharing knowledge therapist’s expertise useful for explaining a student’s limitations and how to circumvent them and student’s level of development and how to improve it
33
Q
best practices for teaching those with ASD
A
- comprehensive treatment models
- individual interventions
34
Q
comprehensive treatment models for ASD
A
- clinic or home-based ABA
- special classroom ABA
- inclusive classroom ABA
- developmental/relationship-based program
- idiosyncratic programs
35
Q
practices with programs that lead to better outcomes
A
- educational services should begin immediately
- child should receive sufficient individualized attention on daily basis
- assessment of progress is ongoing - lack of progress means increase intensity
- children should receive specialized instruction in setting with interactions with typically developing peers
36
Q
established interventions
A
- behavioral: antecedent interventions, consequence interventions, communicative or functional skills
- cog. behavioral: addresses cog. processes and emotional feelings and reactions
- comprehensive behavioral treatment for young children: combo of ABA procedures
- language training (production): focus on individuals use of spoken words
- modeling: simple or complex behaviors
- naturalistic strategies: child-directed interactions to teach functional skills - focused stimulation, incidental teachings, milieu teaching, embedded teaching, responsive ed, and pre-linguistic milieu teaching
- parent training: can teach imitation, communication, joint attention, or social skills
- peer training: teach peers how to interact with those on spectrum - peer networks, circle of friends, buddy skills package, integrated play groups, peer initiation training, peer mediated social interactions
- pivotal response treatment: targeting motivation to engage in social communication, self-initiation, self-management, and responsiveness to multiple cues to create widespread and integrated collateral improvements
- schedules: task list with activities or steps
- scripting: provides verbal or written directions on how to participate in specific social situations
- self-management: teach how to regulate behavior by recording occurrence or absence of behavior, and self-delivery of reinforcement through checklists, counters, or tokens
- social skills package: teach others how to interact with others appropriately - recognize facial expressions, turn-taking, initiating interactions, joint attention, and problem solving
- story based interventions: social stories
37
Q
legislation
A
- Ed for all handicapped children (1975): FAPE to SD, IEP, related services, ed in LRE, due process
- Ed of handicapped amendments (1986): extend FAPE to 3-5, infants and toddlers program for 0-2
- Americans with disabilities Act (1990): cannot be discriminated against, “reasonable accommodations” in the workplace, public transport, public building and accommodations
- IDEA (1990): more inclusion, transition planning before 16
- IDEA amendments (1997): all participate in state assessments, allow parents input in eval, more gen ed curriculum, participate in non-academic and extracurricular, pos. behavioral interventions, transition planning before 14
- Individuals with disabilities education improvement act (2004): align with No Child Left Behind, required alt. assessment on academic content standards, accommodations, FBA before changing placement
38
Q
Judicial rulings
A
- BOE of Hendrick Hudson Central School District v. Rowley (1982): schools responsibility is benefit from program, but not at maximal potential
- Endrew F. v. Douglas County School District (2017): ed programs must be reasonably calculated to enable child to make progress appropriate in light of child’s circumstances
- Brown v. BOE (1954): segregated schools are unequal
- Irving ISD v. Amber Tatro (1984): school required to provide medical treatment as related service
- Florence Co. School District Four v. Shannon Carter (1993): parents reimbursed if only appropriate ed. is at private school
- Winkelman v. Parma City School District (2007): parents can represent child with no lawyer
39
Q
program characteristics for students with SD
A
- Students should be educated in safe and respectful educational environments
- Programs should include an instructional focus on communicative competence
- A broad and age-appropriate curriculum should be offered
- Explicit and systematic instruction should be provided
- Evaluation of professional practice
40
Q
High Leverage Practices
A
- collaboration: for increased success, organize and facilitate meetings with family and professionals, collab with fam
- assessment: multiple sources for strengths and weaknesses, interpret and communicate assessment info, use data to analyze instructional practices and make adjustments
- social/emotional/behavioral practices: consistent, organized, and respectful learning environment, positive and constructive feedback, teach social behaviors, conduct FBAs
- Instruction: ID and prioritize goals, systematically design instruction, adapt curriculum and materials, teach cog. and meta cog. strategies, provide scaffolded supports, use explicit instruction, use flexible grouping, use strategies for active engagement, use assistive tech, intensive instruction, teach how to maintain and generalize learning, provide positive and constructive feedback
41
Q
evidence-based, research-based, and promising instruction
A
- evidence based: supported by large body of research with high-quality methods and have positive outcomes with large number of learners
- research based: smaller body of research with less stringent designs and fewer learners with less evidence of effectiveness
- promising: not enough research to establish any outcome - sometimes this is all we have
