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Fall '13-142 (FINAL) > VIII. Educating Students with ASD > Flashcards

VIII. Educating Students with ASD Flashcards

1
Q

According to federal law, who can become part of an “Educational support & intervention team”?

A
  • Parents
  • Teachers
  • Practitioners (Ed Psych, SLP, OT, PT, Medical)
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2
Q

What are the responsibilities of teachers (general ed, special ed. and resource teachers) when working with students with disabilities?

A

provide student with disabilities access to same standards as other students

work collaboratively to develop new skills and strategies

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3
Q

What are the responsibilities of other school based professionals (school psychologist, SLP, OT, administrators, behavioral specialists & counselors) when working with students with disabilities?

A

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

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4
Q

What are the responsibilities of outside (Private) professionals (Neuropsychologists, psychotherapists, SLPs, OTs, educe./beh. therapists) when working with students with disabilities?

A

-Provide private and/or supplemental assessments & services

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5
Q

What are the responsibilities of the student (student with special needs) when in education?

A

-helps identify strengths, asks/accepts help (problem-solving relationships)

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6
Q

What does federal law mandate once the student qualifies for special education services?

A

teachers and classroom aides, administrators, and other service providers (at school/community), parents, and the student themselves become part of an Educational support & intervention team”

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7
Q

What does collaboration among the IEP team result in?

A

a better understanding of the student’s abilities

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8
Q

What are the 6 steps in a functional behavioral assessment and implementation of a behavior support plan?

KNOW THIS!!!!

A
  1. Define problem behavior
  2. Gather behavioral data
  3. Develop Hypothesis Statement
  4. Create behavior support plan
  5. implement support plan
  6. Continually Monitor outcomes of Support Plan
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9
Q

What is the definition of functional behavior assessment?

A

a method of identifying the underlying cause of a behavior by analyzing the antecedents and consequences

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10
Q

What is the definition of crisis management?

A

Short term solutions to dangerous situation

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11
Q

What is the definition of antecedents?

A
  • an event PRECEDING a behavior
  • slow triggers and fast triggers of the behavior–greater focus on fast triggers because they can occur immediately and are easily identified
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12
Q

What is the definition of consequences

A

the response, positive or negative, to a behavior

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13
Q

What is the definition of positive behavioral supports?

A

strategies designed to change the students problem behaviors by manipulating the environment

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14
Q

Describe Formal team collaboration

A
  • parent, teacher, and resource personnel study the needs of the student who has not been formally assessed, with academic, attendance, or behavioral problems
  • IEP: student who has been evaluated qualifies for special education
  • 504 plan: student with the disability does not qualify for direct instruction but receives accommodations to ensure academic success
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15
Q

Describe Informal team collaboration

A
  • occurs between the teachers, parents, and other personnel who work with the student
  • facilitate understanding and 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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16
Q

What are questions answered by the school team?

A
  • What are the student’s strengths vs. weaknesses?
  • What behaviors affect interaction in the 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?
17
Q

What are 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, emphasize teaching approach (visual,auditory,both), individual vs. small group, note taking assistance, pre teaching, keyboard, positive reinforcement, large print, test format changes (multi. choice vs. fill-ins), shortening length of test
18
Q

What are modifications?

A
  • alters/lowers standards or expectations of the course
  • changes: lower 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
19
Q

What are the goals when modifying the physical environment?

A
  • promote a well-organized & predictable setting

categorized: sensory considerations, school, and home environment

20
Q

In terms of sensory considerations what are the goals when providing a supportive environment?

A

Goal: minimize distractions & remove competing stimuli

21
Q

Why is assessment needed when providing supportive environments for sensory considerations?

A

-assessment is needed to determine student’s sensory profile

22
Q

What are some examples of sensory behaviors, and the modifications for them?

A

Examples: sensitivities to lighting, sound, smells, temperature, tactile, defensiveness

Modifications: soft lighting, use of earphone/earplugs, wear minimal amounts of perfume, maintain proper room temperature, carpet/furniture used based on student’s comfort level

23
Q

What is structured teaching?

A

-refers to environmental strategies and environmental supports for individuals with ASD developed by the TEACCH

24
Q

What is TEACCH?

A
  • TREATMENT and EDUCATION of AUTISTIC and related COMMUNICATION-HANDICAPPED children program
  • a statewide program for individuals in North Caroline
25
Q

What are the two main goals of structured teaching?

A
  • teach the individual with ASD as many skills as possible, given his developmental level
  • provide an environment as comprehensible as possible, so the learner can understand the expectations and opportunities around him
26
Q

Where can structured teaching (TEACCH) be used?

A

in all settings, including homes, schools, work sites, specialized therapy sessions, recreational activities, community errands, etc.

27
Q

What are the 5 questions of structured teaching?

FOCUS ON THE QUESTIONS!

A
  1. WHERE SHOULD I BE?
    - have a designated place for the learner to sit (chair, carpet square, etc.)
    - it’s important to have them sit because a chair provides additional boundaries and cues for where the student is expected to be
    - use visual means to show the child where he or she should be)
  2. WHAT ACTIVITY WILL I DO?
    - organize the materials and the activity in ways that let the student see what he is supposed to do and for how long
    - emphasis: showing(visually) as opposed to telling (verbally)
    - organize materials in ways that make them in logical order (left to right, top to bottom)
  3. HOW MUCH WORK WILL I DO?-OR- HOW LONG WILL THE ACTIVITY LAST?
    - Ex: Hourglass with sand that count down the time
    - teachers can also devise individual ways to make time visual, ex: the teacher puts out a set of objects such as clothes pins, when an activity begins then takes one away every minute so the student can see how much time is left
  4. HOW WILL I KNOW THAT I AM MAKING PROGRESS AND WHEN I HAVE FINISHED?
    - Ex: for concrete learners there are containers for each of the “raw materials” involved in the task and a container for the finished product
    - For academic learners, there might be a set of file folders with an assignment on the left and a pocket on the right for when it is finished
  5. WHAT WILL I DO NEXT?
    - For some students, just finishing is gratifying enough and a reinforcement
    - For concrete reinforcement you can give food, computer time, music, etc. these things can also be helpful when trying to get a student to complete a task
    - Between learning activities it is encouraged the learner participate in a productive or harmless activity so the teacher can set up for the next activity or engage with the other students

Fall '13-142 (FINAL) (9 decks)

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