Workshop #3 xlearners.wordpress Rachel Karlsen

1. Workshop #3http://xlearners.wordpress.comRachel Karlsen Learning goals/discussions: Define/discuss characteristics and accommodations for students with Emotional and Behavioral Disorders (EBD) Define/distinguish between Autistic Spectrum Disorders and Pervasive Development Disorders; characteristics and accommodations Define/discuss anxiety and perfectionism in students

2. Approximate Schedule • 6:00-6:45 Greeting, quickwrite, highlights, reactions to readings/discussion, assignments due, books! • 6:45-7:20 Posters on Wall (questions for midterm), Universal Design activity • 7:20-7:40 Presentation • 7:40-8:00 Guest Speaker • 8:00-8:20 Break • 8:20-9:45 Presentations, EBD and ASD notes, Learning Disabilities/Behavior video • 9:45-10:00 Group Work

3. Focus Questions for teaching students with EBD: • What characteristics, causes and percentage of students in your class would you expect to have prevailing EBD? • What is the general education teacher’s role in identification and assessment of students with EBD? • What characteristics of teacher-student relationships enhance positive outcomes for students with EBD?

4. Focus questions for teaching students with ASD • What are autism spectrum disorders (ASD) and what disabilities are included in this category? • What are the most prevalent characteristics of children with ASD? • What types of assessments are done to identify students with ASD? • What general instructional accommodations would you consider for students with an ASD? • What might you do to assess a student with ASD who engages in severe challenging behavior?

5. Guest Speaker • Eric English • Middle/High School Behavior Teacher Questions: • How do you incorporate technology into teaching students with behavior issues? • How do you communicate with general education teachers? • How can general education teachers support your students? • What is the role of a staff/instructional assistant? • How can general education teachers support a behavior teacher? • What are some ideas for dealing with behavioral issues in a general education classroom? • What is the role of a behavior teacher in the education of a student with behavior issues? • What happens if the goals of an IEP are not met?

6. Inspirational WPC reading:

7. Greeting Galatians 6:11 (NIV) “See what large letters I use as I write to you with my own hand!” Job 5:7 (NIV) “Yet man is born to trouble as surely as sparks fly upward.” • Prayer? Favorite quote/Bible verse? • Anything special this week?

8. Quickwrite: Thoughts, reactions, implications for teaching, esp. students with special needs. • “The having of wonderful ideas is what I consider the essence of intellectual development….There are two aspects to providing occasions for wonderful ideas.  One is being willing to accept children’s ideas.  The other is providing the setting that suggests wonderful ideas to children – different ideas to different children – as they are caught up in intellectual problems that are real to them.”  Eleanor Duckworth, 1996

9. Compassion for people;passion for teaching. • “…it is clear to see that more is being done to provide fairness and acceptance to people with disabilities.” • “It is also comforting to think that there are government laws in place that will protect disabled students under my care and tutelage.” • “What better way to educate on equality and shape a society of compassion, values and kindness than by teachers implementing these values into their everyday lessons in school.”

10. Compassion for people;passion for teaching. • “The educator’s role is to educate all of the students in their class and utilize every tool available to them.” • “Knowing where kids are coming from is a key aspect to teaching fairly to all students.” • “Successes for people with disabilities in school are lending themselves to successes in the work place.”

11. Compassion for people;passion for teaching. • “Today, we celebrate the disabled when they ‘overcome’ their disabilities, but maybe someday we will not celebrate this, we will expect it.” • “In teaching, I think it will be important to get to know each student and learn how to best help them.” • “As a future educator, I know I will be empathetic to those individuals who have a disability who are in my class.”

12. Compassion for people;passion for teaching. • “To increase the motivation in teachers, I suggest that administrators better support their teachers and supply them with the necessary training educators in general need to be more successful at educating exceptional learners.” • “The effort general education classroom teachers provide can intervene to address behavior problems at schools and help prevent social problems later on.” • “I want all my students to feel like they are in a safe and caring environment where they can succeed.”

13. Compassion for people;passion for teaching. • “It is my duty to be as helpful and understanding of disabled people as possible.” • “As educators, whether in a special or general education classroom, we have the privilege of helping disabled students become educated, employed, socially functioning members of society, as well as educating society as to their potential.” • “Try to put yourself in your students’ shoes.”

14. Reactions/Reflections/Ideas you would like to try in your classroom • Chapter 8: Teaching Students with Emotional and Behavioral Disorders • Chapter 9: Teaching Students with Autism Spectrum Disorder/PDD • More article: Digital Stories Targeting Social Skills for Children with Disabilities • Journals…

15. Books! • Inspire: Connecting with Students to Make a Difference (by: Lee J. Colan, Ph. D.) • Joey Pigza Loses Control (by: Jack Gantos) • What Great Teachers Do Differently (by: Todd Whitaker) • ADHD Living Without Brakes (by: Martin L. Kutscher, MD) • Learning with a Visual Brain in an Auditory World (by: Ellyn Lucas Arwood, Ed.D. and Carole Kaulitz, M.Ed.)

16. Stories from my week: Accommodations and Evidence of Learning in students with disabilities • Temporary Disabilities: Physical • Technology example (prezi) • Sketchings (student with autism and student with EBD)

17. Introduce score sheets • Score your group • should have Presentation Evaluations for your group members. • scores, average

18. Assignments due tonight Workshop #3 • Mid-Term exam handed out last week-need another copy? • (due next Workshop #4) • Reflection journal (at least 3 pages, APA style) • Learning teams presentation: lesson plan (intro, class participation activity, information, conclusion),topics: a. Emotional/behavioral disorders, b. Autistic Spectrum disorder, c. Pervasive Development Disorder d. Perfectionism/Anxiety • Read chapters 8 and 9 • Read More, C. (2008) • Prepare to discuss EBDs and Autism

19. Final presentation (Case Study) • CHOOSE TOPIC TONIGHT, IF READY • About 10 to 15 minutes • Intro/Concl • Diagnosis/behavior/treatment • Teaching techniques • Annotated reference/handout for each person in class • Disability from any category • Physical • Psychological • Learning • Developmental • Other

20. Final paper (same topic as presentation) • 8 to 10 pages, APA • Diagnostic criteria • Behaviors associated with criteria • School’s legal responsibility • Assessments that would aid student • Helpful teaching techniques and tips • Ideas to assist and educate parents of disabled children • Least Restrictive Environment • Create a hypothetical Case Study, which combines these components

21. Case Study Example: TBI http://www.nvcc.edu/home/elanthier/methods/case-study-samples.htm • Phineas Gage • railroad worker in 1848 • accident at work. • forcing gun powder into a rock with a long iron rod • gun powder exploded. • iron rod shot through cheek and out through top of head • damaged frontal lobe. • did not appear very hurt. • memory and mental abilities were intact • could still speak and work. • personality totally changed (ill-tempered, dishonest) • drove coaches; worked on a farm

22. Assignments due next meeting Workshop #4 • Choose topics for final paper/presentation • Read chapters 10 and 11 (change to match syllabus to new textbook) • Read Curtis, S. E. (2005) • Midterm Exam • (anyone have/need questions?) • Learning Team teach (follow format of lesson plan…intro with learning goals, information, whole class involvement, assessment activity reflecting goals/conclusion…no write up necessary) • Developmental Disorders • Physical Disabilities • Health impairments and TBIs • Time and Space Organizational Ideas benefitting all students Everyone signed up for a topic??

23. Posters on Wall • Directions: • Write ideas to answer each of the questions on each sheet of paper. 1. Compare and contrast IDEA 2004 (PL 108-442) with NCLB (107-110) and the ADA (PL 101-336). 2. You have a student in your classroom that you suspect has a Learning Disability. Beginning with the referral and ending with placement, explain the necessary steps according to the IEP process. 3. Of all of the disabilities, students with EBD are often referred to as “the most difficult to educate.” Why might this statement be correct? 4. Pervasive Development Disorders offers the widest spectrum of conditions among any disability. Support this claim using what you have learned in this semester.

24. Universal Design for Learning(Universal Strategies) Universal design for learning (UDL) • Set of principles for designing curriculum • Provides all individuals with equal opportunities to learn. • Research –based (learner differences and effective instructional settings)  UDL principles call for varied and flexible ways to • Present or access information, concepts, and ideas (the "what" of learning),    • Plan and execute learning tasks (the "how" of learning), and • Get engaged--and stay engaged--in learning (the "why" of learning) • Why is UDL necessary? Students come to classrooms with a variety of skills, abilities, needs, interests, backgrounds, and learning styles. This diversity is confirmed by brain research. Source URL:http://www.udlcenter.org/aboutudl/whatisudl

25. Universal Design for Learning (Universal Strategies) Curriculum includes the goals, methods, assessments and materials we use to teach and learn. Traditional curriculum • Often "fixed" and inflexible. • Individual differences become learning barriers • Individual styles, skills, and abilities often overlooked to fit the curriculum, at the expense of genuine learning Universal Design for Learning • Curriculum is made flexible and customizable so that individuals can learn in ways that work best for them. • Common aim of learning effectively and efficiently • High standards are reached through many different means Source URL:http://www.udlcenter.org/aboutudl/whatisudl

26. Instructional Guidelines for Universal Design planning • Use multiple means of representation • Use multiple means of expression • Use multiple means of engagement • See handout for specific information

27. Universal Design Articles • Using Universal Design to Unlock the Potential for Academic Achievement of At-Risk Learners (Cynthia Acrey, Christopher Johnstone, Carolyn Milligan) • This article discusses teaching at-risk students and gives specific ideas for study guides. • Accurate for All: Universal Design for Learning and Assessment of Students with Learning Disabilities. (David H. Rose, Tracey E. Hall, and Elizabeth Murray) • This article explains the three main principals of Universal Design: Representation, Expression and Engagement.

28. “Go Around All” protocolTime: 20 minute check 1. Divide into four approx. equal size groups (gr. #1, gr. #2, gr. #3, gr. #4) • Group #1 reads “Using Universal Design to unlock the Potential…” p. 22-26 • Group #2 reads “Using Universal Design to unlock the Potential…” p. 27-31 • Group #3 reads “Accurate for All…” p. 23-26 • Got a computer? Group #4 researches “Universal Design for Learning” online • While reading or researching, record/highlight important ideas • In small group, first person reports all of the information that she/he has recorded and is comfortable reporting. • While first person is reporting, other group members listen attentively, but don’t question, comment or give clues to agreement or disagreement (nodding is okay). • After first person is finished reporting, second person reports (repeat info is okay). Groupmates listen attentively as described above. • Repeat until all group members have reported. • Discuss and make a visual, using poster boards or other method to report to entire class.

29. Presentations • Emotional and Behavioral Disorders • Autistic Spectrum Disorders • Pervasive Development Disorders • Anxiety/Perfectionism

30. Video • How Difficult Can This Be? • Discuss

31. Definitions of Behavioral and Emotional Disorders • There is no clear line between those who have and those who do not have emotional and behavioral disorders. • Emotional disorders or behavioral disorders refers to students whose behavior falls considerably outside the norm, is chronic in nature, and is socially or culturally unacceptable (Hallahan, Kauffman, & Pullen, 2009). • Several definitions of EBD exist but the two most prevalent are the federal government and the Council for Children with Behavioral Disorders (CCBD) definitions.

32. Federal Definition v CCBD Definition Federal Definition CCBD Definition Advocates of definition feel it couches EBD in school, age, and ethnic/cultural contexts and focuses on early identification and intervention Definition incorporates the idea that students can have more than one disability – co-morbidity • Uses the term emotional disturbance in its criteria for placement • Critics of definition find it vague and ambiguous • A large concern is the exclusion of students who are socially maladjusted, but not emotionally disturbed is dangerous

33. Prevalence of Students with EBD • Prevalence varies depending on the criteria used to classify students. • Current reports show EBD in the general population range from 6% to 10% in the school-age population (Kauffman & Landrum, 2009) • 50% of referrals for special services occur in the elementary grades, and peak with students in early teens

34. Prevalence of Students with Disabilities in Juvenile Correction • Survey reveals 33.4% of all youth in juvenile justice were identified and received special education services • 47.8% of these students were identified as EBD • 38.6% of these students were identified as SLD • These students exhibited significant difficulties in reading and writing as well as social and emotional difficulties

35. Types and Characteristics of EBD Externalizing Behaviors Internalizing Behaviors Fear Immaturity Tenseness Withdrawal Worry • Conduct disorders • Acting out • Aggression • Tantrums • Bizarre behaviors

36. Types of Anxiety Disorders

37. Mood Disorders • Depression – involves prolonged and persistent feelings of dejections that interferes with life functioning • Bi-polar disorder – characterized by extreme mood swings • Mood swings can vary in terms of frequency and degree • Causes can come from genetic, environmental, or a combination

38. Defiance • Oppositional defiant disorder (ODD) – students who habitually question authority, intentionally misbehave and ignore rules, are temperamental and negative, and blame others for their actions, and social and academic progress is inhibited (Hommersen, Murry, Ohan, & Johnston, 2006). • Usually occurs with mood or conduct disorders • ODD often occurs before the age of 8 and exacerbates with age

39. Conduct and Aggression • Conduct disorders – students who are consistent in ignoring the rights of others and are cruel, destructive, deceitful, or truant

40. Socialized Aggression • Antisocial behavior – involves acts that can cause mental and physical harm to others and to their property. • Socialized aggression – a term used to refer to students who routinely engage in antisocial behavior. • Socialized aggression is associated with group behavior.

41. Gangs • Students attracted to gangs due to desire for companionship, acceptance, success, or perception of safety because of membership • Law enforcements categorizes gangs in four groups: • Delinquent youth gangs • Turf-based gangs • Crime-oriented gangs • Violent hate gangs

42. Five Types of Aggression(Lancelotta & Vaughn, 1989)

43. Immaturity • Immature students are identified by teacher when they show little interest in schoolwork • Immature student is usually overly dependent on parents and caregivers and have difficulty being responsible members of a group • Behaviors include: • Lack of perseverance • Failure to finish tasks • Short attention span • Poor concentration • Frequent daydreaming or preoccupation

44. Causes of EBD • Biological • Environmental • Home conditions • Community conditions

45. Response to Intervention for Students With EBD • Tier 1 RTI – involves implementation of: • Explicit teaching of rules and consequences, use of research-based universal strategies for general classroom management, and universal screening • Tier 2 (secondary) – are typically small group interventions that provide students with: • Self-control, self-monitoring, social, and self-management skills they need to benefit from universal strategies • Tier 3 (tertiary) – begin with a comprehensive functional behavior assessment (FBA)

46. Critical Steps in Designing an Effective FBA (Shippen, Simpson, & Crites, 2003) • Defining the target behavior in behavioral terms. • Collecting and monitoring the target behavior through ongoing data collection. • Recording the events and behaviors that precede and follow the target behavior. • Developing a hypothesis of the conditions under which the target behavior occurs. • Developing an intervention plan that considers the antecedents and reinforcers.

47. Teaching Guidelines and Accommodations • Changing behavior • Resolving conflicts and promoting self-control • Teaching self-monitoring skills • Teaching self-management skills • Teaching social skills • Using social learning strategies • Implementing school-based wraparound • Adapt instruction

48. Benefits of Teaching Self-Monitoring Skills • It is practical and takes little extra time on the teacher’s part. • It can be used to improve a variety of academic and social skills. • Is uses monitoring systems, such as charting progress that provide students with evidence of improved behavior. • It provides more immediate feedback. • It increases students’ independence and helps them be responsible for their own behavior. • It facilitates communication with parents. • It encourages individual improvement rather than competition across students.

49. Steps to Developing a Self-Management Plan • Teacher and student identify and agree on behavior to be changed. • Identify when and where the behavior most frequently occurs. • Establish realistic goals for changing the behavior. • Identify a timeline showing how long the plan will be in effect. • Identify reinforcers and consequences. • Self-evaluate the success of the program each day.

50. Elements of a Successful Wraparound System (Eber & Keenan, 2004) • Use services that are based in the community. • Individualize supports and services and base them on student strengths. • Use culturally appropriate practices. • Involve families as active members. • Collaborate with family, child, agencies, and community services to create plan and provide services as a team. • Investigate flexible use of resources and funding. • Involve collaborative team in establishing goals and evaluating outcomes. • Maintain a strong commitment to the wraparound system.