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4/6/2013
Quality Educational Practices forStudents with Higher Functioning Levels of Autism Spectrum DisorderA five-part webinar series hosted by thePennsylvania Training and Technical Assistance Network
Quality Educational Practices forStudents with Higher Functioning Levels of Autism Spectrum DisorderA five-part webinar series hosted by thePennsylvania Training and Technical Assistance Network
Session 4: Inclusion: Teamwork & Collaboration(April 3, 2013)
Instructor:William L. Heward, Ed.D., BCBA-D
The Ohio State University
Session 4: Inclusion: Teamwork & Collaboration (April 3, 2013)
Instructor: William L. Heward, Ed.D., BCBA-D
The Ohio State University
Remember!Remember! To receive credit for this webinar series you must
1.Watch the entire webinar and complete the survey monkey for each session. The survey monkey link for today’s session:
https://www.surveymonkey.com/s/session4autismwebinar
2. Enter the validation code for each session on survey monkey.
The validation code will be announced 3 times at the conclusion of this session. You are responsible for writing it down and entering it on the survey.
April 10, 2013 is the deadline for completing the survey with the validation code.
Today’s AssignmentToday’s Assignment inclusion
teamwork & collaboration
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“inclusion students with autism”“inclusion students with autism”
2,420,000 google hits
books
courses
conferences
“teamwork special education”“teamwork special education”
4,070,000 google hits
books
courses
conferences
Today’s AgendaToday’s Agenda 3 inclusion strategies
teach self-monitoring/self-management
ensure success experiences
use group contingencies
2 teamwork strategies
collaborate with a focus on student outcomes
involve parents
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Where are students with autism duringthe school day?
Where are students with autism during the school day?
Success in the regular classroom means the child ..
Success in the regular classroom means the child ..
achieves IEP goals
makes meaningful progress in the regular curriculum
has friends among classmates
is happy
is safe
To achieve success in the regular classroom a student with autism must . .To achieve success in the regular classroom a student with autism must . .
✓display near-zero levels of problem behavior: 16
✓participate and learn in group lessons: 16
✓complete assigned tasks independently: 15
✓interact appropriately with peers: 13
✓comply with classroom rules/follow directions: 12
✓get teacher attention/help appropriately: 11
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Teach self-monitoring/self-managementTeach self-monitoring/self-management
The MotivThe MotivAAider™ provider™ provides a gentleides a gentle vviibrating signalbrating signal atat regularregular oror vvaariable intervriable intervals programmed byals programmed by the userthe user..
((PPhoto ©hoto © 2005, Behavi2005, Behavioorraall DDyynamnamiics,cs, Inc.)Inc.)
Boccuzzi Legge, D., DeBar, R. M., & Sheila R. Alber-Morgan, S. R. (2010). The effects of self-monitoring with a MotivAider® on the on-task behavior of fifth and sixth graders with autism and other disabilities. Journal of Behavior Assessment and Intervention in Children, 1(1), 43-52.
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Source: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by Pearson Education.
Video courtesy Haugland Learning Center, Columbus, OH
www.hauglandlearningcenter.com
Self-monitoring by students with autismSelf-monitoring by students with autism • Koegel, L., Koegel, R., Hurley, C., & Frea, W. (1992). Improving social skills
and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.
• Newman, B., Reinecke, D. R., & Deborah L. Meinberg, D. L. (2000). Self-management of varied responding in three students with autism. Behavioral Interventions, 15, 145-151.
• Lee, S-H, Simpson, R. L., & Shogren, K. A. (2007). Effects and implications of self-management for Students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22, 2-13.
• Boccuzzi Legge, D., DeBar, R. M., & Sheila R. Alber-Morgan, S. R. (2010). The effects of self-monitoring with a MotivAider® on the on-task behavior of fifth and sixth Graders with autism and other disabilities. Journal of Behavior Assessment and Intervention in Children, 1(1), 43-52.
• Holifield, C., Goodman, J., Hazelkorn, M., & Heflin, L. J. (2010). Using self-monitoring to increase attending to task and academic accuracy in children with autism. Focus on Autism and Other Developmental Disabilities, 25, 230238.
• Southall, C. M., & Gast, D. L. (2011). Self-management procedures: A comparison across the autism spectrum. Education and Training in Autism and Developmental Disabilities, 46(2), 155–177.
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Form used by elementary students to self-monitor followed directions during independent seat work. (Lo, 2003)
Form used by elementary students to self-monitor followed directions during independent seat work. (Lo, 2003)
Reminds student of target behaviors, the need to self-record, and the consequence for meeting the contingency. (From "Using Countoons to Teach Self-Monitoring Skills” by P. M. Daly and P. Ranalli, 2003, Teaching Exceptional Children, 35(5), p. 32.)
Countoon
http:kidtools.missouri.edu
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http:kidtools.missouri.eduhttp:kidtools.missouri.edu
http:kidtools.missouri.eduhttp:kidtools.missouri.edu
www.goodkarmaapplications.comwww.goodkarmaapplications.com
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Self-Monitoring: How ToSelf-Monitoring: How To • Daly. P. M., & Ranalli, P. (2003). Using countoons to teach self-monitoring
skills. Teaching Exceptional Children, 35(5), 30–35.
• Flaute, A. J., Peterson, S. M., Van Norman, R. K., Riffle, T., & Eakins, A. (2005). Motivate me! 20 tips for using a MotivAider® to improve your classroom. Teaching Exceptional Children Plus, 2(2) Article 3. Available online.
• KidTools. Available online at: http://kidtools.missouri.edu/
• Joseph, L. M., & Konrad, M. (2009). Twenty ways to help students self-manage their academic performance. Intervention in School and Clinic, 44, 246-249.
• McConnell, M. E. (1999). Self-monitoring, cueing, recording, and managing: Teaching students to manage their own behavior. Teaching Exceptional Children, 32(2), 14–21.
• Rafferty, L. A. (2010). Step-by-step teaching students to self-monitor. Teaching Exceptional Children, 43(2), 50-58.
Handout: Self-MonitoringHandout: Self-Monitoring
Handout: Self-MonitoringHandout: Self-Monitoring
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Ensure success experiencesEnsure success experiences
Ensure success experiencesEnsure success experiences
individual turns during choral responding
collaborative learning
numbered heads together
classwide peer tutoring
think-pair-share
A very powerful reinforcer is available.A very powerful reinforcer is available.
• It does not need to be contrived for instructional purposes; it is unrelated to any particular kind of behavior and hence always available. We call it success.
• - B.F. Skinner (1989)
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Use group contingenciesUse group contingencies a common consequence (most often a reward intended to function as reinforcement) is contingent upon the behavior of an individual member of the group, the behavior of part of the group, or the behavior of everyone in the group
interdependent group contingencies yoke students to achieve a common goal
numbered heads together (Maheady, Michielli-Pendl, Harper,& Mallette, 2006)
story fact recall game (Brame, Bicard, Heward, & Gruelich, 2012)
3 jars (Maheady & Jabot, 2011)
mystery motivator (Madaus, Kehle, Madaus, & Bray, 2003)
clocklight (West & Young, 1995)
3 Jars Method3 Jars Method
From Sustaining Sustainability with Clueless Contingencies by W. L. Heward & J. K. Kimball (in press). Sustain Magazine.
Handout: Mystery MotivatorHandout: Mystery Motivator
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Clocklight
Source: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by Pearson Education.
West, R. P., & Young, K. R. (1995). The musical clocklight. Teaching Exceptional Children, 27(2), 46-52.
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Special education is a team game
Special education is a team game
Co-teaching formats*Co-teaching formats*
One teaching/One helping
Parallel teaching
Station teaching
Alternative teaching
Team teaching
✴Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed.). Upper Saddle River, NJ: Pearson.
#1 - Effective practices are identified by their function, not their form#1 - Effective practices are identified by their function, not their form
To the extent a teaching practice enables students to learn and subsequently use knowledge and skills they did not have prior to instruction, the practice can be judged effective.
The learning outcomes produced by a teaching practice, not its structure or form (i.e., what it looks like) is of primary importance.
“The proof of the process is in the pudding.” - Tom Lovitt
• *Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed.). Upper Saddle River, NJ: Pearson.
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Handout: Co-Teaching Practice Alert Appreciation Letter
Handout: Co-Teaching Practice Alert Appreciation Letter
#7 - A skill worth teaching merits a plan for its generalization and maintenance#7 - A skill worth teaching merits a plan for its generalization and maintenanceA student who does not use new knowledge and
skills in relevant settings over time, does not experience an improved quality of life.
The traditional non-approach of “train and hope” isn’t good enough.
Applied behavior analysis research has identified strategies and tactics for promoting maintenance and generalization.
Special educators should know these methods and be skilled in applying them.
A good reason to collaborateA good reason to collaborate
•Teaching for generalizedoutcomes is a big job.
•Get some help!
•Involve significant others
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A good reason to collaborateA good reason to collaborate
People are almost always around where and when important behaviors need to be prompted and reinforced.
Instead of assuming people won’t help, take a systematic approach to involve them.
1. Identify significant others (e.g., teachers, employers, parents, family members, peers, neighbors, teammates, bus drivers, cashiers).
2. Determine if and how they can help.
3. Ask them to help. Be specific with request.
4. Show your appreciation. Even better, have the student thank them if possible.
Source: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by Pearson Education.
Involve parentsInvolve parents
Parent appreciation letters
Home-school daily report cards
Home-school behavioral contracts
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Special Accomplishments ChartSpecial Accomplishments Chart
Dardig, J. C. (2008). Involving parents of students with special needs: 25 ready-to-use strategies. Thousand Oaks, CA: Corwin.Dardig, J. C. (2008). Involving parents of students with special needs: 25 ready-to-use strategies. Thousand Oaks, CA: Corwin.
Parent Appreciation Letter
Dardig, J. C. (2008). Involving parents of students with special needs: 25 ready-to-use strategies. Thousand Oaks, CA: Corwin.Dardig, J. C. (2008). Involving parents of students with special needs: 25 ready-to-use strategies. Thousand Oaks, CA: Corwin.
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HandoutHandout
Source: From Vannest, K., Burke. M., & Adiguzel, T. (2011). Electronic Daily Behavior Report Card (e-DBRC): A web based system for progress monitoring. College Station, TX: Texas A&M University. http://d2k.tamu.edu/. Used by permission.
Source: From Vannest, K., Burke. M., & Adiguzel, T. (2011). Electronic Daily Behavior Report Card (e-DBRC): A web based system for progress monitoring. College Station, TX: Texas A&M University. http://d2k.tamu.edu/. Used by permission.
Home-school daily report cards
Consider behavioral contractsConsider behavioral contracts
From Sign Here: A Contracting Book for Children and Their Parents (2nd ed., p. 31) byJ. C. Dardig and W. I. Heward, 1981, Bridgewater, NJ: Fournies and Associates.From Sign Here: A Contracting Book for Children and Their Parents (2nd ed., p. 31) by J. C. Dardig and W. I. Heward, 1981, Bridgewater, NJ: Fournies and Associates.
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Home Contract: Math Homework(Sign Here, Dardig & Heward, 1981)
Home Contract: Math Homework (Sign Here, Dardig & Heward, 1981)
Sample Contingency Contract Form(Sign Here, Dardig & Heward, 1981)
Sample Contingency Contract Form (Sign Here, Dardig & Heward, 1981)
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http://myjobchart.com/http://myjobchart.com/
Involving Parents of Students with Special Needs by Jill C. Dardig (Corwin Press, 2008)
HandoutHandout
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Remember!Remember! To receive credit for this webinar series you must
1.Watch the entire webinar and complete the survey monkey for each session. The survey monkey link for today’s session:
https://www.surveymonkey.com/s/session4autismwebinar
2. Enter the validation code for each session on survey monkey.
The validation code will be announced 3 times while this slide is projected. You are responsible for writing it down and entering it on the survey.
April 10, 2013 is the deadline for completing the survey with the validation code.
Questions and feedback regarding this webinar may be emailed to:
Thank you!
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