Please post your collaborative power points here to share with your classmates. Feel free to copy any power points you feel may be useful to you in your classrooms. Be sure to add a one page bibliography at the end of your power point.
Why Should She Tell Me What To Do With My Kids? Understanding Applied Behavior Analysis and Implementing the Plans Written By A BCBA
Ashley Gomez
The Need for Information How many of us have never looked at a student’s behavior plan past the day it was given to us?
How many of us know the name of the behavior analyst that works or has worked in this district?
How many people have behaviors that they would like to increase or decrease in the classroom right now? The Problem Many people are confused as to what the role of a BCBA is as well as what applied behavior analysis is
Behavior analysts write behavior plans all the time that are not followed by classroom teachers
These behavior plans are research-based and written based on data taken in your classroom
Accepting someone else’s suggestions about your student may be tough, but should be done for the good of the child Potential Solutions A behavior plan, just like an IEP, is a legal document that MUST be followed.
By learning more about applied behavior analysis and the role of a behavior analyst, each teacher will be able to utilize their services and plans
By examining your current practices you can make a personal action plan to ensure all measures are being taken to provide for your students. What is Applied Behavior Analysis? According to Cooper, Heron, and Heward “Applied behavior analysis (ABA) is a scientific approach for discovering environmental variables that reliably influence socially significant behavior”
In other words, this is a practice that focuses on changing socially relevant behaviors that will enhance people’s lives What Is Applied Behavior Analysis? The behaviors are observed in their natural setting (typically your classroom) and then research-based interventions are implemented to increase a wanted behavior or decrease an unwanted behavior If there is a consistent increase or decrease in the target behavior due to the intervention a functional relation can be established Who Is a BCBA? According to the Behavior Analyst Certification Board “The BCBA conducts descriptive and systematic behavioral assessments, including functional analyses, and provides behavior analytic interpretations of the results.”
“The BCBA is able to effectively develop and implement appropriate assessment and intervention methods for use in unfamiliar situations and for a range of cases. ”
In other words, these are individuals who undergo rigorous coursework and are certified to observe and change behavior, even in unfamiliar situations and for a range of cases, such as your classroom!
Why Trust Their Work? Additional characteristics of applied behavior analysis include “doable” and “public”
“Doable” means a variety of qualified people, such as parents, teachers, coaches, even the participant can implement the intervention and find it effective
Saying that ABA is “public” means the practices are straightforward and goals and methods are honest
In other words, the interventions written into a behavior plan by a BCBA will not only help change behavior, but it can be carried out authentically and is straightforward So Why Aren’t These Plans Being Put Into Place? “The plans seem overwhelming”
“Add it to the list of 100 other things I need to do in one day”
“That consultant is not in the classroom daily:
“The class is “okay” without it” So Why Aren’t These Plans Being Put Into Place? The previous slide had responses from various teachers when asked “Why is it difficult to follow a behavior plan you did not write?”
Unfortunately, a generalization can be made that educators are busy and often times overwhelmed , however, that is no excuse to not follow a plan that will make a student’s life better What Can We Do From Here? Make a personal goal to read the plans again (or for the first time)
Meet with the person who wrote the plan for a brief overview
Delegate data collection responsibilities to paraeducators
Approach new plans with an open mind
Accept help! Someone else is trying to make your life and the lives of the students better!
Bibliography Cooper, J, Heron, T, Heward, W . (2007). Applied Behavior Analysis Second Edition. Upper Saddle River, New Jersey: Pearson Prentice Hall. (J. Scholma, personal communication, July 15, 2015). (A. Schreiber, personal communication, July 15, 2015). (S. Kopp, personal communication, July 15, 2015). About BACB Credentials. (n.d.). Retrieved July 18, 2015.
I have copied and pasted an outline of my powerpoint below.
The Importance of Data Collection By: Colleen Mckeown Overview of Today: What is Data and why do we need it in education? How does Data specifically help us when working with students with behavioral needs? How can we collect data? Who can collect data? What do we do with the data? Wrap up. What is Data? Webster's Dictionary defines data as the following: facts and statistics collected together for reference or analysis.
In education, we define data as anything collected or taken to drive decision making in the classroom. Why do we collect data? To collect information regarding students’ progress. To make informed decisions. Assist with monitoring behavior Progress monitoring of IEP goals and objectives To help with creating Functional Behavioral Assessments and Behavior Intervention Plans Because it helps us to get to know our students!
Students with behavioral needs.. In order to change unwanted behaviors, it is vital we figure out the function of the behavior. The next step is determining how, when, where, and why the behavior is occurring. After figuring all of this out….you can then come up with an appropriate intervention to replace the unwanted behavior. How do we do this…?????? DATA Useful Data Must be… Accurate Consistent Easy to measure Easy to record It the data does not meet all of these 4 requirements, it is not beneficial to you or the student. How can we collect data? Data can be collected informally and formally. Just to name a few… Informal Behavior Charts Anecdotal Recording
Example of Interval Recording Example of Behavior Chart Who can collect data? Anybody who works with the child and is observing the behavior can collect data. Often times the teacher or the paraprofessional in the classroom will be responsible for collecting data. It can be as easy as putting a tally mark on a piece of paper. It is manageable and MUST be done. What about after we collect the data? Analyze the data: Are their patterns? Are there home concerns? Is there a common antecedent? How often does the behavior occur? How long does it occur? Does it occur in more than one setting? Research-Come up with a research based intervention that is appropriate for that particular student and that particular behavior. Don’t forget to continue collecting data on the intervention to see if is effective. Be prepared to adjust things as needed. Wrap Up Data collection can drive decision making and make all of the difference in the life of a child. This will in turn, make a difference in your life as well. It is a win-win situation!
Let the data collection begin! Bibliography Data (n.d.) In Webster’s Dictionary Online. Retrieved from http://www.merriam-webster.com/ Morrison, J. (2009, January). Why Teachers Must Be Data Experts. Educational Leadership. Teaching Student With Autism Spectrum Disorders. (2003). Alberta Learning, 182-194.
Definitions Collaboration: the action of working with someone to produce or create something
Communication: the exchanging of information or new
Autism: a complex neurobehavioral disorder that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors. The disorder covers a large spectrum of symptoms, skills, and levels of impairment. It ranges in severity from a handicap that somewhat limits an otherwise normal life to a devastating disability that may require institutional care (according to WEBMD) Communication Collaboration Why is parental involvement important? According to Southwest Educational Developmental Laboratory (2002): Students with involved parents:
Earn higher grades Attend school regularly Better social skills More likely to be promoted Graduate
What can you do as a teacher…? Regular contact with parents Be straightforward Ensure all parents have access to clear information about their child’s school and classroom Ask parents to share their concerns Accommodate parents’ work schedules Accommodate language and cultural difference Reach out to the community Invite parents to act as partners Welcome parents as volunteers Why parental involvement is even more important with parents of children with Autism… Success is higher Parents can relate information from home to school or therapy Outside factors at home could affect success at school and with parental communication the teacher would know that circumstance Support strategies School & community support Parents know their child best
What can you do as a parent…? Ask for what you want Be specific Stay flexible Communicate with teacher Stay positive Be clear with requests Look at it from their point of view Don’t burn bridges Build credibility and trust It’s all about teamwork! Create IEPs or FBAs with teacher and parental involvement Provide access to non-school activities Plans need to be implemented with fidelity across people and settings Resources: “Parent Participation." Autism Community RSS. N.p., 20 July 2015. Web. 20 July 2015.
Communicating with Paraprofessionals Special Education Team Communication is key to a successful and coordinated classroom. Establishing a regular pattern of communication will ensure that team members have a time to discuss student needs and goals, challenges they might be facing and ideas they have. Communicating with Paraprofessionals Competencies: Communicate with paraprofessionals in a clear, receptive and responsive manner. Provide clear daily direction in coordinating plans, schedules and tasks. Inform and update paraprofessionals regarding student information, such as assessment results, behavioral changes, medications and other factors that many influence the work of the paraprofessional. Provide regular opportunities for staff communication, group discussion, and collaboration Assist paraprofessionals in clarifying their roles and responsibilities to other staff, parents, or volunteers.
Teachers can play an important role in clarifying the role and responsibilities of paraprofessionals. Sometimes parents, related services staff, and even administrators can be unclear about the role of paraprofessionals. They might have inaccurate expectations if their understanding is not correct. Effective Communication Listen actively Know, respect, and understand attitudes Share common vocabulary and nonverbal cues Be clear on directions and expectations Be aware of special interests and talents Create an atmosphere of trust, cooperation, respect and loyalty Understand silence
Communication Systems French (2003) states that the best communication systems are two-way and based on student needs, individualized plans, or lesson or activity plans. Effective Communication Some Strategies: Set a time or strategy for communicating about student progress and needs Meeting time - face-to-face communications are needed but sometimes having a other tools can fill the day-to-day need for updates and feedback Communication tools - notebook, computer, telephone, bulletin board, cell phone - have a plan for emergency communication needs Discuss what is important to share with teacher Have a place for documenting information Ensure paraprofessionals know their schedule and responsibilities Written schedules and lesson plans help to ensure common understanding and expectations Make sure paraprofessionals understand their role in communicating with parents and other team members
Effective Communication Some Strategies:
Other ideas --
Characteristics of Effective Teams [Adapted from Gerlach (2003)]
All team members understand and are committed to the goals of the team. Team members know what needs to be done, and by whom, to achieve goals. Team members know their roles in getting tasks done and how to use the skills and expertise of each member. Decision-making leadership and supervision guidelines are clearly understood by all team members.
Characteristics of Effective Teams [Adapted from Gerlach (2003)]
Team members feel their unique personalities and strengths are appreciated and utilized. Team members are able to share ideas and given input to discussions. Team members find team meeting efficient and productive. Teams meet on a regular basis. Team members know clearly when the team has been successful and share in the success.
Characteristics of Effective Teams [Adapted from Gerlach (2003)]
Staff development is available and team members participate. Feedback is provided to all team members.
Problem-solving Even in the most effective teams, problems can arise. It is important to take the necessary steps to address the conflict within a respectful process. Define the problem and its cause What is the problem? What is not working? What factors are contributing to the situation? Who is involved in the situation? Who is affected and how? Identify needs and solutions Problem-solving, continued Brainstorm ideas (together) Select a solution that seems to address the need and meet the goal Which solution is under the team’s control? Which one will meet the needs and achieve the goal? Which is least disruptive and easiest to implement? Develop a plan of action Who will do what? What resources are needed? What is the timeline? Implement the plan Evaluate the solution and the process used to get there Did we achieve the goal? Was the process effective?
Co-Teaching Presented by: Lindsey Terrill The Problem Co-teaching is not a new concept, but many teachers are still not sure how to effectively co-teach.
There are many questions that still linger… Whose students are these? Who gives grades? How do we grade? Whose classroom management rules do we use? What do we tell the students? How can we find time to co-plan? What do we tell the parents? What is my role? Which co-teaching model should we use? A Definition Two or more educators or other certified staff contract to share instructional responsibility for a single group of students primarily in a single space for specific content with mutual ownership, pooled resources and joint accountability. Although each individual’s participation level of participation may vary. Benefits of Co-Teaching Aligns with philosophy of inclusive practices Develops a more heterogeneously-based classroom community All students can receive improved instruction Fosters a cohesive and supportive environment Expands professional expertise Whose students are these? Address this issue before co-teaching begins.
Consider the following questions when meeting with your co-teacher:
Who is responsible for the students in the classroom? The general education teacher is responsible for all of the students in the class, but how do these responsibilities change when the special education teacher is in the room? Who is responsible for the students with special needs? Under what conditions do these responsibilities change? Who gives grades? How do we grade?
Making joint decisions about how grades will be handled for in-class assignments, tests, and homework will reduce the frictions frequently associated with grading special education students in general education classrooms. Working together, teachers can develop guidelines for grading to use with both students and parents. Whose classroom management rules do we use?
Often, the special education teacher is unsure about when he or she should step in and assist with classroom management. Teachers should discuss their classroom management styles and the roles they expect of each other in maintaining a smoothly running classroom. What do we tell the students and parents? The students should be informed that they have two teachers and that both teachers have the same authority.
Teachers are often unsure of how much they should tell parents about their new teaching arrangement. One of the concerns that teachers have is how parents might react to having a special education teacher in the classroom for part of the day. Parents of average- to high-achieving children may express concerns that their children's education may be hampered because students with special needs are placed in the classroom. Teachers report that these students fare as well or better, academically and socially, when students with special needs are in the general education classroom; and all students benefit from the support provided by the special education teacher (Arguelles, Schumm, & Vaughn, 1996). How can we find time to co-plan? This is of particular concern for special education teachers who are working with more than one general education teacher. Teachers report that planning often comes on their own time. Even when a designated period is established for co-planning, teachers report that this time gets taken away to be used for meetings and other school management activities. Teachers need a minimum of 45 minutes of uninterrupted planning time each week if they are likely to have a successful co-teaching experience. What is my role?
Controlling Conflict An individual must have “likeability” or the communication transfer of information from one mind to the audience. In communication, your four “weapons” are your mind, face, body, and voice.
5 Steps of Controlling Conflict 1. Pause- Take at least 3-5 seconds to organize your thoughts prior to responding to conflict 2. Maintain Eye Contact- Exhibits confidence 3. Breathe- Calming & controls pace 4. Respond- Respectfully & Thoughtfully 5. Honest Ignorance- If you don’t know, state that you don’t know, but you can find out!
The Communication Cycle A process made up of four components A sender A channel An environment A receiver
How it works…. A communication cycle begins when the sender sends a message by some kind of channel through an environment to a receiver of that message The channel for this message is typically auditory or visual. Verbal message- words Non-verbal message- gestures, facial expression, pitch, or tone of voice
Sender simultaneously sends verbal and nonverbal messages through the environment to the receiver Environment may be conducive to communication or may contain distractors
The receiver picks up the message through visual and auditory means and gains meaning
The receiver then becomes a sender and provides direct or indirect, verbal or nonverbal, feedback to the original sender (who now becomes the receiver
Signals to the original sender for understanding of the message
Language is made up of four compenents: Phonology- the sound system of language Syntax-the meaning of words and sentences Semantics-the way we combine and create sentences Pragmatics –the social part of language
Nonverbal Communication Physical- age, physical condition, and vocal inflection, distance between individuals interacting, stance, ect. Temporal- amount of time we are willing to spend Surroundings- the setting in which an interaction takes place and our appearance
Communication & Autism Augmentative & Alternative Communication Devices for nonverbal communication
People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves.
AAC Devices Remember...Likeability is essential to communication Communication is a cyclical process that involves a sender, a message, and a receiver. Messages are transmitted through verbal and nonverbal means AAC Devices allow individuals with Autism Spectrum Disorder the ability to use functional communication to express themselves
What is an IEP? An IEP is an Individualized Education Plan, that is a written document that is developed for children who are eligible for special education services. An IEP is developed through a multi-disciplinary team that you are a part of and must be updated/reviewed each school year. The Individuals with Disabilities Education Act (IDEA), a federal law, requires certain information to be included in the IEP but doesn’t specify how the IEP should look.
How is eligibility determined? Before an IEP can be written, your child must be eligible for special education. Your child will be evaluated by a School Psychologist who will administrate several achievement tests , whose results will be discussed at the meeting. A Case Manager or Social Worker will conduct a family social history with you to get further background information on your child’s development up to this time period.
Eligibility cont. At the meeting, the results of the achievement tests will be discussed. The Family and social history will be shared with the team. The referring teacher will share your child’s current levels of performance and share their reasons for referring. You will share you comments, questions, and concerns for your child’s current performance and future goals. The team will then discuss if your child can be eligible for services to meet their current needs.
How will goals be developed? The next step is to write measurable goals that can be reasonably accomplished in one year. Goals are based on what was discussed and documented in present levels of educational performance and focus on needs that result from the determined disability. Goals should help your child be involved and progress in the general curriculum and may be academic, social, behavioral, self-help, or address other educational needs. Goals are not written to maintain skills or help achieve above grade level.
Special Education and Related Services The school district is obligated to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE). So the IEP team considers the way — to the maximum extent appropriate for both — to educate your child alongside students without a disability. Special education is a set of services, rather than a specific place for your child to go. The services your child needs to reach the goals and objectives and how they’ll be delivered are identified.
Related Services Cont. The general education classroom will be the preferred setting, but a range of options is available, including special day classes. In addition to the above, the following are part of the IEP: The extent, if any, to which your child will not participate with nondisabled students in the regular class and other school activities Whether he/she will take state and district-wide tests, with or without accommodations, or have an alternative assessment
What is your role? Communicate regularly with school staff so that you'll have an idea of what the teachers may say at the meeting. Prepare your thoughts before the meeting by writing down the important points you want to make about your child. Ask questions if you don't understand the terms being used. Remember that you can sign to show you participated in the meeting, but you don't have to agree to the goals or services at the meeting. You can take the IEP home to review, get input, and return later.
What happens next? Written parent permission is necessary before the IEP can go into effect. If you agree with only parts of the IEP, let the school know so services can begin for your child. Once you sign the first IEP, you have granted your permission for the school to provide ongoing special education services for your child. What happens next cont The IEP is reviewed at least once a year. However, if you or the teacher believe that your child isn’t learning or making progress or has achieved the goals sooner than expected, a meeting may be scheduled to revise the IEP. If you feel that an IEP review meeting is needed, put your request in writing and send it to the school and/or district administrator.
How can you support your child best? Work collaboratively with the staff responsible for your child’s IEP. Ask what you can do to reinforce skills at home. Communicate regularly with the IEP team any concerns or questions you have for your child’s ongoing progress. Be open and honest about your child’s progress and your hopes for their future.
Resources for Parents www.parentcenterhub.com www.pacer.org/parent www.understood.org www.specialeducationguide.com www.understandingspecialeducation.com
"What are you talking about?" 10 Questions about Applied Behavior Analysis Answered By: Sinead Forde
Purpose The purpose of this PowerPoint is to educate teachers and paraprofessionals Here is a common problem: The school BCBA may request for a teacher to relay behavior-related information about a student to his/her paraprofessional staff or vice versa If there is no foundation or basic understanding of what Applied Behavior Analysis (ABA) is, then information will likely either a) be ignored or b) be implemented incorrectly This PowerPoint answers ten frequently asked questions about ABA to help build that foundation and understanding
“What does ABA even stand for?” ABA stands for Applied Behavior Analysis ABA is a process of studying and modifying behavior Applied: Is the behavior socially significant? Behavior: Could a dead man do it? Is it observable? Analysis: This has to do with considering factors responsible for improvement or lack of improvement ABA is based on scientific principles Think “evidence-based”
“What is a BCBA?” BCBA stands for “Board Certified Behavior Analyst” According to the Behavior Analysis Certification Board (BACB), a BCBA is “an individual who has completed rigorous coursework and passed the exam set forth by the BACB and has been awarded with a license.” A BCBA is the name of title or position a person holds BCBAs are often called “behavior therapists” or “behavior analysts”
“Is ABA only used in schools?” NO! Applied behavior analysis can be used in a variety of places and fields, including: Hospitals Health/ Fitness Addictions/ Gambling Criminal Forensics Speech/ Language Therapy Organizational Behavior Management Think “big corporation!”
“Isn’t ABA only for kids with ASD?” NO! While often used when working with children and adults who have autism, ABA has been proven to be successful in a variety of places with a variety of populations Think about previous slide!
“What does ‘reinforcing’ mean?” “Reinforcing” means that something is likely to happen again Think about the term positive reinforcement Positive reinforcement: Something is provided to increase the likelihood of a desired behavior (example: hand raising) Students may be reinforced by verbal praise, “tokens”, a high five, a positive note, or so many other things! Reinforcement needs to be individualized per each student Think about it: A student who does not like to be touched would not be reinforced by a high five or a hug
“What are the functions of behavior, anyway? There are four functions of behavior. Think of the acronym “SEAT” Sensory Escape Attention Tangible Image from www.autism.net
“Why should I take ABC data?” “ABC” data tells a lot of information and allows BCBAs to look for trends Antecedent: What happened right before the behavior Behavior: Behavior of concern, must be observable! Consequence: What happened right after the behavior Think about this: Every time Johnny starts singing during reading class, his teacher reminds him to have a “quiet voice.” The function of Johnny’s behavior is attention. After looking at the ABC data, is the “consequence” appropriate? What should the teacher do different?
“Is data really that important?” YES!!! Without data, BCBAs have no way of knowing whether or not behavior plans and interventions are effective It is extremely important to take consistent and honest data
“How am I supposed to ignore THAT?” Ever feel like this? Us too! Some behaviors are extremely difficult to ignore If the child or adult is participating in the behavior for attention, you must ignore! Remember the power in knowing the function Just as students sometimes need breaks, teachers and staff do too! Remember that.
“When do you want to increase behavior? Not all behaviors are “bad” Sidenote: Instead of “bad behavior,” say “unwanted behavior” BCBAs also write goals to increase behavior(s) A lot of ABA is teaching skills Some skills you may want to improve or increase include: Hand raising Writing Using manners So many more! Can you think of any?
Bibliography Behavior Analyst Certification Board About Behavior Analysis. (n.d.). Retrieved July 21, 2015, from http://www.bacb.com/ Behavior Babe Common Misconceptions. (n.d.). Retrieved July 21, 2015, from http://www.behaviorbabe.com/ Geneva Centre for Autism Services. (n.d.). Retrieved July 21, 2015, from http://www.autism.net/
“Why should I take ABC data?” “ABC” data tells a lot of information and allows BCBAs to look for trends Antecedent: What happened right before the behavior Behavior: Behavior of concern, must be observable! Consequence: What happened right after the behavior Think about this: Every time Johnny starts singing during reading class, his teacher reminds him to have a “quiet voice.” The function of Johnny’s behavior is attention. After looking at the ABC data, is the “consequence” appropriate? What should the teacher do different?
“Is data really that important?” YES!!! Without data, BCBAs have no way of knowing whether or not behavior plans and interventions are effective It is extremely important to take consistent and honest data
“How am I supposed to ignore THAT?” Ever feel like this? Us too! Some behaviors are extremely difficult to ignore If the child or adult is participating in the behavior for attention, you must ignore! Remember the power in knowing the function Just as students sometimes need breaks, teachers and staff do too! Remember that.
“When do you want to increase behavior? Not all behaviors are “bad” Sidenote: Instead of “bad behavior,” say “unwanted behavior” BCBAs also write goals to increase behavior(s) A lot of ABA is teaching skills Some skills you may want to improve or increase include: Hand raising Writing Using manners So many more! Can you think of any?
Bibliography Behavior Analyst Certification Board About Behavior Analysis. (n.d.). Retrieved July 21, 2015, from http://www.bacb.com/ Behavior Babe Common Misconceptions. (n.d.). Retrieved July 21, 2015, from http://www.behaviorbabe.com/ Geneva Centre for Autism Services. (n.d.). Retrieved July 21, 2015, from http://www.autism.net/
"What are you talking about?" 10 Questions about Applied Behavior Analysis Answered By: Sinead Forde
Purpose The purpose of this PowerPoint is to educate teachers and paraprofessionals Here is a common problem: The school BCBA may request for a teacher to relay behavior-related information about a student to his/her paraprofessional staff or vice versa If there is no foundation or basic understanding of what Applied Behavior Analysis (ABA) is, then information will likely either a) be ignored or b) be implemented incorrectly This PowerPoint answers ten frequently asked questions about ABA to help build that foundation and understanding
“What does ABA even stand for?” ABA stands for Applied Behavior Analysis ABA is a process of studying and modifying behavior Applied: Is the behavior socially significant? Behavior: Could a dead man do it? Is it observable? Analysis: This has to do with considering factors responsible for improvement or lack of improvement ABA is based on scientific principles Think “evidence-based”
“What is a BCBA?” BCBA stands for “Board Certified Behavior Analyst” According to the Behavior Analysis Certification Board (BACB), a BCBA is “an individual who has completed rigorous coursework and passed the exam set forth by the BACB and has been awarded with a license.” A BCBA is the name of title or position a person holds BCBAs are often called “behavior therapists” or “behavior analysts”
“Is ABA only used in schools?” NO! Applied behavior analysis can be used in a variety of places and fields, including: Hospitals Health/ Fitness Addictions/ Gambling Criminal Forensics Speech/ Language Therapy Organizational Behavior Management Think “big corporation!”
“Isn’t ABA only for kids with ASD?” NO! While often used when working with children and adults who have autism, ABA has been proven to be successful in a variety of places with a variety of populations Think about previous slide!
“What does ‘reinforcing’ mean?” “Reinforcing” means that something is likely to happen again Think about the term positive reinforcement Positive reinforcement: Something is provided to increase the likelihood of a desired behavior (example: hand raising) Students may be reinforced by verbal praise, “tokens”, a high five, a positive note, or so many other things! Reinforcement needs to be individualized per each student Think about it: A student who does not like to be touched would not be reinforced by a high five or a hug
“What are the functions of behavior, anyway? There are four functions of behavior. Think of the acronym “SEAT” Sensory Escape Attention Tangible Image from www.autism.net
The Importance of Collaboration with Parents of Students with Autism Nicole Barrowman Why is Parent Involvement in the School Setting Important? Parent involvement in the school setting is important for several reasons
Parents should be able to feel comfortable communicating with staff about any concerns regarding their child
Having the families knowledge of their child, and the staffs knowledge of curriculum allows for the highest achievement rate
Allows for authentic caring by acceptance of both the student and their family (Angell et al 2009, p. 173) Ways to Involve Parents in the School Setting You can involve student’s parents in the school setting by
Asking them to come in and work in learning centers during the week
Having them come to the class to do a craft Asking them to come in and observe their child in different settings
Asking families about their knowledge or skills, giving the opportunity to collaborate about curriculum with the parents
Collaboration Collaboration means that all members of a school staff are working together and supporting one another to provide the highest quality of education to all students they serve. This also extends to working with parents both in and out of the school setting. Communication Communication is the act or process of using words, sounds, signs or behaviors to express or exchange information, ideas, thoughts or feelings. www.merriam-webster.com/dictionary/communication Examples of Communication Types of communications can include but are not limited to
Daily phone calls
Communication logs
Emails
Team meetings Bibliography Angell, M.E, Stoner, J.B., & Sheldon, D.L. (2009). Trust in education professionals: Perspectives of mothers of children with disabilities. Remedial and Special Education, 30(3), 160-176. Pugach, M., Johnson, L., Drame, E., & Williamson, P. (2012). Collaboration and the Complex Work of Teaching. In Collaborative consultation in the schools: Effective practices for students with learning and behavior problems (3rd ed., pp. 5-28). Denver, Colorado: Love Publishing Company.
Co-Teaching By Joe Cardinal What is Co-Teaching Two (or more) educators to share instructional responsibility For a single group of students Primarily in a single classroom or workspace With mutual ownership, pooled resources, and joint accountability
Why Co-Teach Co-teaching is one way to deliver services to students with disabilities or other special needs as part of a philosophy of inclusive practices. for students with special needs on the part of other students, and the development of a sense of heterogeneously-based classroom community. Station Teaching
Students rotate around stations Advantages Separate responsibilities Both teachers are active and equal Low student-teacher ratio Disadvantages Noise level Lots of movement Does the order matter? Pacing Parallel Teaching Joint planning Slip the class into two heterogeneous groups Diversity in both groups Advantages Lower student-teacher ratio Teach in two groups and bring together for discussions Joint planning
Disadvantages Joint planning Cannot be used for initial instruction Noise level Lots of movement Pacing
1 Teach, 1 Observe 1 professional instructs, 1 professional observes & collects data Roles should not be static Teachers should create systematic method for taking down observations Advantages Requires little Joint Planning Time Allows both teachers to focus attention, rather than spreading selves to thin Separate Responsibilities, less conflict with teaching style Disadvantages If used exclusively, can lead to one teacher being seen as the “assistant” Alternative Teaching Small Group of students receive separate instruction Teachers’ roles should not be static Small Group membership and composition should be fluid Advantages Students can receive highly intensive instruction within general education classroom Students have opportunity for more small group/1:1 interaction with teachers Allows for peer modeling – having positive class models work alongside of students with behavior disorders Disadvantages Students with disabilities may be stigmatized because of being frequently pulled into small group If students are given opportunity to come to back table for assistance, many students in need of assistance may not come for fear of being embarrassed
Advantages Students can receive highly intensive instruction within general education classroom Students have opportunity for more small group/1:1 interaction with teachers Allows for peer modeling – having positive class models work alongside of students with behavior disorders Disadvantages Students with disabilities may be stigmatized because of being frequently pulled into small group If students are given opportunity to come to back table for assistance, many students in need of assistance may not come for fear of being embarrassed
Teaming Both teachers are responsible for planning and share in the instruction of all students. Advantages Both educators have equal status. Teachers can play off of each other (role play, trade ideas during instruction, one can speak while the other models.) Results in a synergy that enhances students participation (and also invigorates professionals) Disadvantages Requires a great level of trust and commitment Requires a lot of planning Teaching styles must mesh (if teachers differ in their use of humor, pacing or instructional format the “flow” of the lesson in often unsuccessful.) One Teaching, One Assisting One teacher teaches while the other supports in instructional process Advantages Requires little joint planning Gives a role to special services provider if they do not feel competent in the subject area
Disadvantages Sometimes becomes the sole or primary co-teaching approach when planning time is scarce. Teacher probably takes the lead role and the special services provider becomes the assistant (special services- denied an active teaching role, undermines credibility)
Co-Teaching Advantages Lower teacher – student ratio Classroom of diverse learners Teachers can respond effectively to varied needs of students Another professional can provide different viewpoints and more ideas for instruction. Teachers can be motivational for one another. Co-teaching can positively affect the general educator’s instructional behavior. Barriers/Disadvantages to Success Lack of administrative support Lack of shared planning time Need for in-service training Personality matches – the relationship between co-teachers is critical to success. Conclusion Co-teaching can be successful if implemented correctly Both teachers have to buy into the program fully When teaching the teachers have to participate equally at all times The students must know that the room has two teachers not a teacher and an aide.
This comment has been removed by the author.
ReplyDeletehttps://prezi.com/sy0qe3otwekj/copy-of-steps-for-effective-co-teaching/
ReplyDeleteHere is my power point I chose a Prezi instead.
http://prezi.com/i75n6gcciarv/?utm_campaign=share&utm_medium=copy
ReplyDeleteHere is my link to my prezi presentation
The outline to my powerpoint is below:
ReplyDeleteWhy Should She Tell Me What To Do With My Kids?
Understanding Applied Behavior Analysis and Implementing the Plans Written By A BCBA
Ashley Gomez
The Need for Information
How many of us have never looked at a student’s behavior plan past the day it was given to us?
How many of us know the name of the behavior analyst that works or has worked in this district?
How many people have behaviors that they would like to increase or decrease in the classroom right now?
The Problem
Many people are confused as to what the role of a BCBA is as well as what applied behavior analysis is
Behavior analysts write behavior plans all the time that are not followed by classroom teachers
These behavior plans are research-based and written based on data taken in your classroom
Accepting someone else’s suggestions about your student may be tough, but should be done for the good of the child
Potential Solutions
A behavior plan, just like an IEP, is a legal document that MUST be followed.
By learning more about applied behavior analysis and the role of a behavior analyst, each teacher will be able to utilize their services and plans
By examining your current practices you can make a personal action plan to ensure all measures are being taken to provide for your students.
What is Applied Behavior Analysis?
According to Cooper, Heron, and Heward “Applied behavior analysis (ABA) is a scientific approach for discovering environmental variables that reliably influence socially significant behavior”
In other words, this is a practice that focuses on changing socially relevant behaviors that will enhance people’s lives
What Is Applied Behavior Analysis?
The behaviors are observed in their natural setting (typically your classroom) and then research-based interventions are implemented to increase a wanted behavior or decrease an unwanted behavior
If there is a consistent increase or decrease in the target behavior due to the intervention a functional relation can be established
Who Is a BCBA?
According to the Behavior Analyst Certification Board “The BCBA conducts descriptive and systematic behavioral assessments, including functional analyses, and provides behavior analytic interpretations of the results.”
“The BCBA is able to effectively develop and implement appropriate assessment and intervention methods for use in unfamiliar situations and for a range of cases. ”
In other words, these are individuals who undergo rigorous coursework and are certified to observe and change behavior, even in unfamiliar situations and for a range of cases, such as your classroom!
Why Trust Their Work?
ReplyDeleteAdditional characteristics of applied behavior analysis include “doable” and “public”
“Doable” means a variety of qualified people, such as parents, teachers, coaches, even the participant can implement the intervention and find it effective
Saying that ABA is “public” means the practices are straightforward and goals and methods are honest
In other words, the interventions written into a behavior plan by a BCBA will not only help change behavior, but it can be carried out authentically and is straightforward
So Why Aren’t These Plans Being Put Into Place?
“The plans seem overwhelming”
“Add it to the list of 100 other things I need to do in one day”
“That consultant is not in the classroom daily:
“The class is “okay” without it”
So Why Aren’t These Plans Being Put Into Place?
The previous slide had responses from various teachers when asked “Why is it difficult to follow a behavior plan you did not write?”
Unfortunately, a generalization can be made that educators are busy and often times overwhelmed , however, that is no excuse to not follow a plan that will make a student’s life better
What Can We Do From Here?
Make a personal goal to read the plans again (or for the first time)
Meet with the person who wrote the plan for a brief overview
Delegate data collection responsibilities to paraeducators
Approach new plans with an open mind
Accept help! Someone else is trying to make your life and the lives of the students better!
Bibliography
Cooper, J, Heron, T, Heward, W . (2007). Applied Behavior Analysis Second Edition. Upper Saddle River, New Jersey: Pearson Prentice Hall.
(J. Scholma, personal communication, July 15, 2015).
(A. Schreiber, personal communication, July 15, 2015).
(S. Kopp, personal communication, July 15, 2015).
About BACB Credentials. (n.d.). Retrieved July 18, 2015.
I have copied and pasted an outline of my powerpoint below.
ReplyDeleteThe Importance of Data Collection By: Colleen Mckeown
Overview of Today:
What is Data and why do we need it in education?
How does Data specifically help us when working with students with behavioral needs?
How can we collect data? Who can collect data?
What do we do with the data?
Wrap up.
What is Data?
Webster's Dictionary defines data as the following: facts and statistics collected together for reference or analysis.
In education, we define data as anything collected or taken to drive decision making in the classroom.
Why do we collect data?
To collect information regarding students’ progress.
To make informed decisions.
Assist with monitoring behavior
Progress monitoring of IEP goals and objectives
To help with creating Functional Behavioral Assessments and Behavior Intervention Plans
Because it helps us to get to know our students!
Students with behavioral needs..
In order to change unwanted behaviors, it is vital we figure out the function of the behavior.
The next step is determining how, when, where, and why the behavior is occurring.
After figuring all of this out….you can then come up with an appropriate intervention to replace the unwanted behavior.
How do we do this…?????? DATA
Useful Data
Must be…
Accurate
Consistent
Easy to measure
Easy to record
It the data does not meet all of these 4 requirements, it is not beneficial to you or the student.
How can we collect data? Data can be collected informally and formally. Just to name a few…
Informal
Behavior Charts
Anecdotal Recording
Formal
A-B-C Recording
Event Recording
Duration Recording
Interval Recording
Example of Interval Recording
Example of Behavior Chart
Who can collect data?
Anybody who works with the child and is observing the behavior can collect data.
Often times the teacher or the paraprofessional in the classroom will be responsible for collecting data.
It can be as easy as putting a tally mark on a piece of paper.
It is manageable and MUST be done.
What about after we collect the data?
Analyze the data: Are their patterns? Are there home concerns? Is there a common antecedent? How often does the behavior occur? How long does it occur? Does it occur in more than one setting?
Research-Come up with a research based intervention that is appropriate for that particular student and that particular behavior.
Don’t forget to continue collecting data on the intervention to see if is effective.
Be prepared to adjust things as needed.
Wrap Up
Data collection can drive decision making and make all of the difference in the life of a child.
This will in turn, make a difference in your life as well.
It is a win-win situation!
Let the data collection begin!
Bibliography
Data (n.d.) In Webster’s Dictionary Online. Retrieved from http://www.merriam-webster.com/
Morrison, J. (2009, January). Why Teachers Must Be Data Experts. Educational Leadership.
Teaching Student With Autism Spectrum Disorders. (2003). Alberta Learning, 182-194.
Definitions
ReplyDeleteCollaboration: the action of working with someone to produce or create something
Communication: the exchanging of information or new
Autism: a complex neurobehavioral disorder that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors. The disorder covers a large spectrum of symptoms, skills, and levels of impairment. It ranges in severity from a handicap that somewhat limits an otherwise normal life to a devastating disability that may require institutional care (according to WEBMD)
Communication
Collaboration
Why is parental involvement important?
According to Southwest Educational Developmental Laboratory (2002):
Students with involved parents:
Earn higher grades
Attend school regularly
Better social skills
More likely to be promoted
Graduate
What can you do as a teacher…?
Regular contact with parents
Be straightforward
Ensure all parents have access to clear information about their child’s school and classroom
Ask parents to share their concerns
Accommodate parents’ work schedules
Accommodate language and cultural difference
Reach out to the community
Invite parents to act as partners
Welcome parents as volunteers
Why parental involvement is even more important with parents of children with Autism…
Success is higher
Parents can relate information from home to school or therapy
Outside factors at home could affect success at school and with parental communication the teacher would know that circumstance
Support strategies
School & community support
Parents know their child best
What can you do as a parent…?
Ask for what you want
Be specific
Stay flexible
Communicate with teacher
Stay positive
Be clear with requests
Look at it from their point of view
Don’t burn bridges
Build credibility and trust
It’s all about teamwork!
Create IEPs or FBAs with teacher and parental involvement
Provide access to non-school activities
Plans need to be implemented with fidelity across people and settings
Resources:
“Parent Participation." Autism Community RSS. N.p., 20 July 2015. Web. 20 July 2015.
Communicating with Paraprofessionals Special Education Team
ReplyDeleteCommunication is key to a successful and coordinated classroom. Establishing a regular pattern of communication will ensure that team members have a time to discuss student needs and goals, challenges they might be facing and ideas they have.
Communicating with Paraprofessionals Competencies:
Communicate with paraprofessionals in a clear, receptive and responsive manner.
Provide clear daily direction in coordinating plans, schedules and tasks.
Inform and update paraprofessionals regarding student information, such as assessment results, behavioral changes, medications and other factors that many influence the work of the paraprofessional.
Provide regular opportunities for staff communication, group discussion, and collaboration
Assist paraprofessionals in clarifying their roles and responsibilities to other staff, parents, or volunteers.
Teachers can play an important role in clarifying the role and responsibilities of paraprofessionals. Sometimes parents, related services staff, and even administrators can be unclear about the role of paraprofessionals. They might have inaccurate expectations if their understanding is not correct.
Effective Communication
Listen actively
Know, respect, and understand attitudes
Share common vocabulary and nonverbal cues
Be clear on directions and expectations
Be aware of special interests and talents
Create an atmosphere of trust, cooperation, respect and loyalty
Understand silence
Communication Systems
ReplyDeleteFrench (2003) states that the best communication systems are two-way and based on student needs, individualized plans, or lesson or activity plans.
Effective Communication Some Strategies:
Set a time or strategy for communicating about student progress and needs
Meeting time - face-to-face communications are needed but sometimes having a other tools can fill the day-to-day need for updates and feedback
Communication tools - notebook, computer, telephone, bulletin board, cell phone - have a plan for emergency communication needs
Discuss what is important to share with teacher
Have a place for documenting information
Ensure paraprofessionals know their schedule and responsibilities
Written schedules and lesson plans help to ensure common understanding and expectations
Make sure paraprofessionals understand their role in communicating with parents and other team members
Effective Communication Some Strategies:
Other ideas --
Characteristics of Effective Teams [Adapted from Gerlach (2003)]
All team members understand and are committed to the goals of the team.
Team members know what needs to be done, and by whom, to achieve goals.
Team members know their roles in getting tasks done and how to use the skills and expertise of each member.
Decision-making leadership and supervision guidelines are clearly understood by all team members.
Characteristics of Effective Teams [Adapted from Gerlach (2003)]
Team members feel their unique personalities and strengths are appreciated and utilized.
Team members are able to share ideas and given input to discussions.
Team members find team meeting efficient and productive. Teams meet on a regular basis.
Team members know clearly when the team has been successful and share in the success.
Characteristics of Effective Teams [Adapted from Gerlach (2003)]
Staff development is available and team members participate.
Feedback is provided to all team members.
Problem-solving
Even in the most effective teams, problems can arise. It is important to take the necessary steps to address the conflict within a respectful process.
Define the problem and its cause
What is the problem?
What is not working?
What factors are contributing to the situation?
Who is involved in the situation?
Who is affected and how?
Identify needs and solutions
Problem-solving, continued
Brainstorm ideas (together)
Select a solution that seems to address the need and meet the goal
Which solution is under the team’s control?
Which one will meet the needs and achieve the goal?
Which is least disruptive and easiest to implement?
Develop a plan of action
Who will do what?
What resources are needed?
What is the timeline?
Implement the plan
Evaluate the solution and the process used to get there
Did we achieve the goal?
Was the process effective?
This comment has been removed by the author.
ReplyDeleteCo-Teaching
ReplyDeletePresented by:
Lindsey Terrill
The Problem
Co-teaching is not a new concept, but many teachers are still not sure how to effectively co-teach.
There are many questions that still linger…
Whose students are these?
Who gives grades? How do we grade?
Whose classroom management rules do we use?
What do we tell the students?
How can we find time to co-plan?
What do we tell the parents?
What is my role?
Which co-teaching model should we use?
A Definition
Two or more educators or other certified staff contract to share instructional responsibility for a single group of students primarily in a single space for specific content with mutual ownership, pooled resources and joint accountability. Although each individual’s participation level of participation may vary.
Benefits of Co-Teaching
Aligns with philosophy of inclusive practices
Develops a more heterogeneously-based classroom community
All students can receive improved instruction
Fosters a cohesive and supportive environment
Expands professional expertise
Whose students are these?
Address this issue before co-teaching begins.
Consider the following questions when meeting with your co-teacher:
Who is responsible for the students in the classroom?
The general education teacher is responsible for all of the students in the class, but how do these responsibilities change when the special education teacher is in the room?
Who is responsible for the students with special needs?
Under what conditions do these responsibilities change?
Who gives grades? How do we grade?
Making joint decisions about how grades will be handled for in-class assignments, tests, and homework will reduce the frictions frequently associated with grading special education students in general education classrooms. Working together, teachers can develop guidelines for grading to use with both students and parents.
Whose classroom management rules do we use?
Often, the special education teacher is unsure about when he or she should step in and assist with classroom management. Teachers should discuss their classroom management styles and the roles they expect of each other in maintaining a smoothly running classroom.
What do we tell the students and parents?
The students should be informed that they have two teachers and that both teachers have the same authority.
Teachers are often unsure of how much they should tell parents about their new teaching arrangement. One of the concerns that teachers have is how parents might react to having a special education teacher in the classroom for part of the day. Parents of average- to high-achieving children may express concerns that their children's education may be hampered because students with special needs are placed in the classroom. Teachers report that these students fare as well or better, academically and socially, when students with special needs are in the general education classroom; and all students benefit from the support provided by the special education teacher (Arguelles, Schumm, & Vaughn, 1996).
How can we find time to co-plan?
This is of particular concern for special education teachers who are working with more than one general education teacher. Teachers report that planning often comes on their own time. Even when a designated period is established for co-planning, teachers report that this time gets taken away to be used for meetings and other school management activities. Teachers need a minimum of 45 minutes of uninterrupted planning time each week if they are likely to have a successful co-teaching experience.
What is my role?
Here is the link to my Prezi Presentation on Collaboration with Paraprofessionals
ReplyDeletehttp://prezi.com/cfdaschmrwqr/?utm_campaign=share&utm_medium=copy
Controlling Conflict & The Communication Cycle
ReplyDeleteControlling Conflict
An individual must have “likeability” or the communication transfer of information from one mind to the audience.
In communication, your four “weapons” are your mind, face, body, and voice.
Arch Lustberg
https://www.youtube.com/watch?v=sBAuxpqrEWE
5 Steps of Controlling Conflict
1. Pause- Take at least 3-5 seconds to organize your thoughts prior to responding to conflict
2. Maintain Eye Contact- Exhibits confidence
3. Breathe- Calming & controls pace
4. Respond- Respectfully & Thoughtfully
5. Honest Ignorance- If you don’t know, state that you don’t know, but you can find out!
The Communication Cycle
A process made up of four components
A sender
A channel
An environment
A receiver
How it works….
A communication cycle begins when the sender sends a message by some kind of channel through an environment to a receiver of that message
The channel for this message is typically auditory or visual.
Verbal message- words
Non-verbal message- gestures, facial expression, pitch, or tone of voice
Sender simultaneously sends verbal and nonverbal messages through the environment to the receiver
Environment may be conducive to communication or may contain distractors
The receiver picks up the message through visual and auditory means and gains meaning
The receiver then becomes a sender and provides direct or indirect, verbal or nonverbal, feedback to the original sender (who now becomes the receiver
Signals to the original sender for understanding of the message
Language is made up of four compenents:
Phonology- the sound system of language
Syntax-the meaning of words and sentences
Semantics-the way we combine and create sentences
Pragmatics –the social part of language
Nonverbal Communication
Physical- age, physical condition, and vocal inflection, distance between individuals interacting, stance, ect.
Temporal- amount of time we are willing to spend
Surroundings- the setting in which an interaction takes place and our appearance
Communication & Autism
Augmentative & Alternative Communication Devices for nonverbal communication
People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves.
AAC Devices
Remember...Likeability is essential to communication
Communication is a cyclical process that involves a sender, a message, and a receiver.
Messages are transmitted through verbal and nonverbal means
AAC Devices allow individuals with Autism Spectrum Disorder the ability to use functional communication to express themselves
Preparing for your child’s first IEP meeting
ReplyDeleteWhat is an IEP?
An IEP is an Individualized Education Plan, that is a written document that is developed for children who are eligible for special education services.
An IEP is developed through a multi-disciplinary team that you are a part of and must be updated/reviewed each school year.
The Individuals with Disabilities Education Act (IDEA), a federal law, requires certain information to be included in the IEP but doesn’t specify how the IEP should look.
How is eligibility determined?
Before an IEP can be written, your child must be eligible for special education.
Your child will be evaluated by a School Psychologist who will administrate several achievement tests , whose results will be discussed at the meeting.
A Case Manager or Social Worker will conduct a family social history with you to get further background information on your child’s development up to this time period.
Eligibility cont.
At the meeting, the results of the achievement tests will be discussed.
The Family and social history will be shared with the team.
The referring teacher will share your child’s current levels of performance and share their reasons for referring.
You will share you comments, questions, and concerns for your child’s current performance and future goals.
The team will then discuss if your child can be eligible for services to meet their current needs.
How will goals be developed?
The next step is to write measurable goals that can be reasonably accomplished in one year.
Goals are based on what was discussed and documented in present levels of educational performance and focus on needs that result from the determined disability.
Goals should help your child be involved and progress in the general curriculum and may be academic, social, behavioral, self-help, or address other educational needs.
Goals are not written to maintain skills or help achieve above grade level.
ReplyDeleteSpecial Education and Related Services
The school district is obligated to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE).
So the IEP team considers the way — to the maximum extent appropriate for both — to educate your child alongside students without a disability.
Special education is a set of services, rather than a specific place for your child to go.
The services your child needs to reach the goals and objectives and how they’ll be delivered are identified.
Related Services Cont.
The general education classroom will be the preferred setting, but a range of options is available, including special day classes.
In addition to the above, the following are part of the IEP:
The extent, if any, to which your child will not participate with nondisabled students in the regular class and other school activities
Whether he/she will take state and district-wide tests, with or without accommodations, or have an alternative assessment
What is your role?
Communicate regularly with school staff so that you'll have an idea of what the teachers may say at the meeting.
Prepare your thoughts before the meeting by writing down the important points you want to make about your child.
Ask questions if you don't understand the terms being used.
Remember that you can sign to show you participated in the meeting, but you don't have to agree to the goals or services at the meeting. You can take the IEP home to review, get input, and return later.
What happens next?
Written parent permission is necessary before the IEP can go into effect.
If you agree with only parts of the IEP, let the school know so services can begin for your child.
Once you sign the first IEP, you have granted your permission for the school to provide ongoing special education services for your child.
What happens next cont
The IEP is reviewed at least once a year.
However, if you or the teacher believe that your child isn’t learning or making progress or has achieved the goals sooner than expected, a meeting may be scheduled to revise the IEP.
If you feel that an IEP review meeting is needed, put your request in writing and send it to the school and/or district administrator.
How can you support your child best?
Work collaboratively with the staff responsible for your child’s IEP.
Ask what you can do to reinforce skills at home.
Communicate regularly with the IEP team any concerns or questions you have for your child’s ongoing progress.
Be open and honest about your child’s progress and your hopes for their future.
Resources for Parents
www.parentcenterhub.com
www.pacer.org/parent
www.understood.org
www.specialeducationguide.com
www.understandingspecialeducation.com
"What are you talking about?"
ReplyDelete10 Questions about Applied Behavior Analysis Answered
By: Sinead Forde
Purpose
The purpose of this PowerPoint is to educate teachers and paraprofessionals
Here is a common problem: The school BCBA may request for a teacher to relay behavior-related information about a student to his/her paraprofessional staff or vice versa
If there is no foundation or basic understanding of what Applied Behavior Analysis (ABA) is, then information will likely either a) be ignored or b) be implemented incorrectly
This PowerPoint answers ten frequently asked questions about ABA to help build that foundation and understanding
“What does ABA even stand for?”
ABA stands for Applied Behavior Analysis
ABA is a process of studying and modifying behavior
Applied: Is the behavior socially significant?
Behavior: Could a dead man do it? Is it observable?
Analysis: This has to do with considering factors responsible for improvement or lack of improvement
ABA is based on scientific principles
Think “evidence-based”
“What is a BCBA?”
BCBA stands for “Board Certified Behavior Analyst”
According to the Behavior Analysis Certification Board (BACB), a BCBA is “an individual who has completed rigorous coursework and passed the exam set forth by the BACB and has been awarded with a license.”
A BCBA is the name of title or position a person holds
BCBAs are often called “behavior therapists” or “behavior analysts”
“Is ABA only used in schools?”
NO!
Applied behavior analysis can be used in a variety of places and fields, including:
Hospitals
Health/ Fitness
Addictions/ Gambling
Criminal Forensics
Speech/ Language Therapy
Organizational Behavior Management
Think “big corporation!”
“Isn’t ABA only for kids with ASD?”
NO!
While often used when working with children and adults who have autism, ABA has been proven to be successful in a variety of places with a variety of populations
Think about previous slide!
“What does ‘reinforcing’ mean?”
“Reinforcing” means that something is likely to happen again
Think about the term positive reinforcement
Positive reinforcement: Something is provided to increase the likelihood of a desired behavior (example: hand raising)
Students may be reinforced by verbal praise, “tokens”, a high five, a positive note, or so many other things!
Reinforcement needs to be individualized per each student
Think about it: A student who does not like to be touched would not be reinforced by a high five or a hug
“What are the functions of behavior, anyway?
There are four functions of behavior.
Think of the acronym “SEAT”
Sensory
Escape
Attention
Tangible
Image from www.autism.net
“Why should I take ABC data?”
ReplyDelete“ABC” data tells a lot of information and allows BCBAs to look for trends
Antecedent: What happened right before the behavior
Behavior: Behavior of concern, must be observable!
Consequence: What happened right after the behavior
Think about this: Every time Johnny starts singing during reading class, his teacher reminds him to have a “quiet voice.” The function of Johnny’s behavior is attention. After looking at the ABC data, is the “consequence” appropriate? What should the teacher do different?
“Is data really that important?”
YES!!!
Without data, BCBAs have no way of knowing whether or not behavior plans and interventions are effective
It is extremely important to take consistent and honest data
“How am I supposed to ignore THAT?”
Ever feel like this? Us too!
Some behaviors are extremely difficult to ignore
If the child or adult is participating in the behavior for attention, you must ignore!
Remember the power in knowing the function
Just as students sometimes need breaks, teachers and staff do too! Remember that.
“When do you want to increase behavior?
Not all behaviors are “bad”
Sidenote: Instead of “bad behavior,” say “unwanted behavior”
BCBAs also write goals to increase behavior(s)
A lot of ABA is teaching skills
Some skills you may want to improve or increase include:
Hand raising
Writing
Using manners
So many more!
Can you think of any?
Bibliography
Behavior Analyst Certification Board
About Behavior Analysis. (n.d.). Retrieved July 21, 2015, from http://www.bacb.com/
Behavior Babe
Common Misconceptions. (n.d.). Retrieved July 21, 2015, from http://www.behaviorbabe.com/
Geneva Centre for Autism
Services. (n.d.). Retrieved July 21, 2015, from http://www.autism.net/
“Why should I take ABC data?”
ReplyDelete“ABC” data tells a lot of information and allows BCBAs to look for trends
Antecedent: What happened right before the behavior
Behavior: Behavior of concern, must be observable!
Consequence: What happened right after the behavior
Think about this: Every time Johnny starts singing during reading class, his teacher reminds him to have a “quiet voice.” The function of Johnny’s behavior is attention. After looking at the ABC data, is the “consequence” appropriate? What should the teacher do different?
“Is data really that important?”
YES!!!
Without data, BCBAs have no way of knowing whether or not behavior plans and interventions are effective
It is extremely important to take consistent and honest data
“How am I supposed to ignore THAT?”
Ever feel like this? Us too!
Some behaviors are extremely difficult to ignore
If the child or adult is participating in the behavior for attention, you must ignore!
Remember the power in knowing the function
Just as students sometimes need breaks, teachers and staff do too! Remember that.
“When do you want to increase behavior?
Not all behaviors are “bad”
Sidenote: Instead of “bad behavior,” say “unwanted behavior”
BCBAs also write goals to increase behavior(s)
A lot of ABA is teaching skills
Some skills you may want to improve or increase include:
Hand raising
Writing
Using manners
So many more!
Can you think of any?
Bibliography
Behavior Analyst Certification Board
About Behavior Analysis. (n.d.). Retrieved July 21, 2015, from http://www.bacb.com/
Behavior Babe
Common Misconceptions. (n.d.). Retrieved July 21, 2015, from http://www.behaviorbabe.com/
Geneva Centre for Autism
Services. (n.d.). Retrieved July 21, 2015, from http://www.autism.net/
"What are you talking about?"
ReplyDelete10 Questions about Applied Behavior Analysis Answered
By: Sinead Forde
Purpose
The purpose of this PowerPoint is to educate teachers and paraprofessionals
Here is a common problem: The school BCBA may request for a teacher to relay behavior-related information about a student to his/her paraprofessional staff or vice versa
If there is no foundation or basic understanding of what Applied Behavior Analysis (ABA) is, then information will likely either a) be ignored or b) be implemented incorrectly
This PowerPoint answers ten frequently asked questions about ABA to help build that foundation and understanding
“What does ABA even stand for?”
ABA stands for Applied Behavior Analysis
ABA is a process of studying and modifying behavior
Applied: Is the behavior socially significant?
Behavior: Could a dead man do it? Is it observable?
Analysis: This has to do with considering factors responsible for improvement or lack of improvement
ABA is based on scientific principles
Think “evidence-based”
“What is a BCBA?”
BCBA stands for “Board Certified Behavior Analyst”
According to the Behavior Analysis Certification Board (BACB), a BCBA is “an individual who has completed rigorous coursework and passed the exam set forth by the BACB and has been awarded with a license.”
A BCBA is the name of title or position a person holds
BCBAs are often called “behavior therapists” or “behavior analysts”
“Is ABA only used in schools?”
NO!
Applied behavior analysis can be used in a variety of places and fields, including:
Hospitals
Health/ Fitness
Addictions/ Gambling
Criminal Forensics
Speech/ Language Therapy
Organizational Behavior Management
Think “big corporation!”
“Isn’t ABA only for kids with ASD?”
NO!
While often used when working with children and adults who have autism, ABA has been proven to be successful in a variety of places with a variety of populations
Think about previous slide!
“What does ‘reinforcing’ mean?”
“Reinforcing” means that something is likely to happen again
Think about the term positive reinforcement
Positive reinforcement: Something is provided to increase the likelihood of a desired behavior (example: hand raising)
Students may be reinforced by verbal praise, “tokens”, a high five, a positive note, or so many other things!
Reinforcement needs to be individualized per each student
Think about it: A student who does not like to be touched would not be reinforced by a high five or a hug
“What are the functions of behavior, anyway?
There are four functions of behavior.
Think of the acronym “SEAT”
Sensory
Escape
Attention
Tangible
Image from www.autism.net
The Importance of Collaboration with Parents of Students with Autism
ReplyDeleteNicole Barrowman
Why is Parent Involvement in the School Setting Important?
Parent involvement in the school setting is important for several reasons
Parents should be able to feel comfortable communicating with staff about any concerns regarding their child
Having the families knowledge of their child, and the staffs knowledge of curriculum allows for the highest achievement rate
Allows for authentic caring by acceptance of both the student and their family (Angell et al 2009, p. 173)
Ways to Involve Parents in the School Setting
You can involve student’s parents in the school setting by
Asking them to come in and work in learning centers during the week
Having them come to the class to do a craft
Asking them to come in and observe their child in different settings
Asking families about their knowledge or skills, giving the opportunity to collaborate about curriculum with the parents
Collaboration
Collaboration means that all members of a school staff are working together and supporting one another to provide the highest quality of education to all students they serve. This also extends to working with parents both in and out of the school setting.
Communication
Communication is the act or process of using words, sounds, signs or behaviors to express or exchange information, ideas, thoughts or feelings.
www.merriam-webster.com/dictionary/communication
Examples of Communication
Types of communications can include but are not limited to
Daily phone calls
Communication logs
Emails
Team meetings
Bibliography
Angell, M.E, Stoner, J.B., & Sheldon, D.L. (2009). Trust in education professionals: Perspectives of mothers of children with disabilities. Remedial and Special Education, 30(3), 160-176.
Pugach, M., Johnson, L., Drame, E., & Williamson, P. (2012). Collaboration and the Complex Work of Teaching. In Collaborative consultation in the schools: Effective practices for students with learning and behavior problems (3rd ed., pp. 5-28). Denver, Colorado: Love Publishing Company.
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ReplyDeleteCo-Teaching
ReplyDeleteBy Joe Cardinal
What is Co-Teaching
Two (or more) educators
to share instructional responsibility
For a single group of students
Primarily in a single classroom or workspace
With mutual ownership, pooled resources, and joint accountability
Why Co-Teach
Co-teaching is one way to deliver services to students with disabilities or other special needs as part of a philosophy of inclusive practices. for students with special needs on the part of other students, and the development of a sense of heterogeneously-based classroom community.
Station Teaching
Students rotate around stations
Advantages
Separate responsibilities
Both teachers are active and equal
Low student-teacher ratio
Disadvantages
Noise level
Lots of movement
Does the order matter?
Pacing
Parallel Teaching
Joint planning
Slip the class into two heterogeneous groups
Diversity in both groups
Advantages
Lower student-teacher ratio
Teach in two groups and bring together for discussions
Joint planning
Disadvantages
Joint planning
Cannot be used for initial instruction
Noise level
Lots of movement
Pacing
1 Teach, 1 Observe
1 professional instructs, 1 professional observes & collects data
Roles should not be static
Teachers should create systematic method for taking down observations
Advantages
Requires little Joint Planning Time
Allows both teachers to focus attention, rather than spreading selves to thin
Separate Responsibilities, less conflict with teaching style
Disadvantages
If used exclusively, can lead to one teacher being seen as the “assistant”
Alternative Teaching
Small Group of students receive separate instruction
Teachers’ roles should not be static
Small Group membership and composition should be fluid
Advantages
Students can receive highly intensive instruction within general education classroom
Students have opportunity for more small group/1:1 interaction with teachers
Allows for peer modeling – having positive class models work alongside of students with behavior disorders
Disadvantages
Students with disabilities may be stigmatized because of being frequently pulled into small group
If students are given opportunity to come to back table for assistance, many students in need of assistance may not come for fear of being embarrassed
Advantages
ReplyDeleteStudents can receive highly intensive instruction within general education classroom
Students have opportunity for more small group/1:1 interaction with teachers
Allows for peer modeling – having positive class models work alongside of students with behavior disorders
Disadvantages
Students with disabilities may be stigmatized because of being frequently pulled into small group
If students are given opportunity to come to back table for assistance, many students in need of assistance may not come for fear of being embarrassed
Teaming
Both teachers are responsible for planning and share in the instruction of all students.
Advantages
Both educators have equal status.
Teachers can play off of each other (role play, trade ideas during instruction, one can speak while the other models.)
Results in a synergy that enhances students participation (and also invigorates professionals)
Disadvantages
Requires a great level of trust and commitment
Requires a lot of planning
Teaching styles must mesh (if teachers differ in their use of humor, pacing or instructional format the “flow” of the lesson in often unsuccessful.)
One Teaching, One Assisting
One teacher teaches while the other supports in instructional process
Advantages
Requires little joint planning
Gives a role to special services provider if they do not feel competent in the subject area
Disadvantages
Sometimes becomes the sole or primary co-teaching approach when planning time is scarce.
Teacher probably takes the lead role and the special services provider becomes the assistant (special services- denied an active teaching role, undermines credibility)
Co-Teaching Advantages
ReplyDeleteLower teacher – student ratio
Classroom of diverse learners
Teachers can respond effectively to varied needs of students
Another professional can provide different viewpoints and more ideas for instruction.
Teachers can be motivational for one another.
Co-teaching can positively affect the general educator’s instructional behavior.
Barriers/Disadvantages to Success
Lack of administrative support
Lack of shared planning time
Need for in-service training
Personality matches – the relationship between co-teachers is critical to success.
Conclusion
Co-teaching can be successful if implemented correctly
Both teachers have to buy into the program fully
When teaching the teachers have to participate equally at all times
The students must know that the room has two teachers not a teacher and an aide.