Method
Participants and Setting
Six exceptional student education teachers, employed in public high school located in north Florida. Six teachers will participate in the study and have a minimum of a bachelor’s degree. At least three teachers will have completed the ASD endorsement. Three teachers will be currently working towards the ASD endorsement by completing the courses offered by the school district. All teachers will service students diagnosed with autism spectrum disorder at a communication and social skills school site. Three teachers will serve students in a self-contained classroom and three teachers will serve students in the inclusion setting. The primary locations will be classrooms in which instructional services will
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Baselines will be completed nonconcurrent. Training sessions will be individualized and independent of each other. All observations will be completed during the teacher’s scheduled social skills class. Observations will last no less than one hour and no more than an hour and a half. The baseline observations will be conducted in the teacher's classroom during at the start of quarter 4 (the last 9 weeks prior to the end of the school year). The teacher will be asked to select any student for the observations and to show how he or she implemented peer mediated instruction and interventions and taught a skill to the student.
Training. The Behavior Skills Training (BST) will be used. BST steps were drawn directly from previous research using BST (Parsons et al., 2013) The protocol for conducting a BST session is presented in Table 3. The procedures are consistent with research procedures described as BST (Parsons et. al. 2013). Mastery for all skills is 95% for 3 consecutive trials.
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This study provides preliminary evidence that high school peers may be able to generalize evidence-based practices across a variety of target skills and settings. This may lead to less problem behaviors in the general classroom setting and minimize isolation from nondisabled peers. Although there are limitations, this study contributes to the growing body of literature on evidence-based practices being taught at the high school level through a pyramidal approach that includes peer-mediated instruction provided by students same age peers without a
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
There are several school-level processes that may affect student outcomes either as direct effects of instructional practice or indirectly through support of students’ social-psychological needs (Rowan, B., Chiang, F.-S., Miller, R. J., 1996).
A collection of data was documented by the Special Education teacher over a weekly time frame. Using a classroom observation method was chosen to see how the student behaved in a regular classroom environment with his peers present. I wanted to observe how frequently the
As a Life Skills Mentor through Lane County, I instructed students diagnosed with Autism, implementing interventions prescribed by individual treatment plans. This involved teaching students social skills, focusing on nonverbal cues and maintaining conversations through modeling or role-playing. In addition, I assisted students in developing self-awareness, identifying sensory and emotional needs. Additional targeted objectives included: developing and maintaining relationships, navigating school, basic money management and utilizing public transportation.
Winterman, K. & Sapona, R. (2002). Everyone’s Included: Supporting Young Children with Autism Spectrum Disorders in a Responsive Classroom Learning Environment. Teaching Exceptional Children, 35 (1), 30-35.
This peer helper program is designed to address the crisis of children violence both victims and perpetrators. It is a system that allows students to assist one another. Everyone benefits in the program to tackle this imperative issue. In the ASCA 2008 Position Statement, Peer-helping programs are implanted to enhance the effectiveness of school counseling programs by increasing outreach and the expansion of available services (ASCA, 2008). In other words, it is critical to implement a program that will be an impact for not only the students but also the school and the community. The program will be research based and have a focus on data-driven decision-making.
HEIs should ensure that teacher trainees are equipped to identify areas of need found within the SEND Code of Practice and differentiate course material to ensure academic progress and achievement in students with dyslexia, autism, attention deficit hyperactivity disorder (ADHD) and sensory impairment or speech and language and communication needs (SLCN). For the first time, the government is urging providers to ensure that newly qualified teachers (NQT) have a basic understanding of autism. The government states that these changes should enable trainees to provide early identification of students with SEND and make reasonable adjustments to their teaching to meet the student’s needs. The importance of identifying the strengths and weaknesses of all students to help maximize a student’s learning, while also helping to maintain the emotional, psychological and cognitive state of the student should be emphasized by HEI providers. (Carter,
Most teachers will utilize positive reinforcements in order to encourage positive behaviors; which is very effective because “when students learn that certain behaviors result in positive and pleasant consequences, the students are more likely to try the new behaviors in other situations, in other places, and with other people” (Yell, et al. 2013. P. 97).However, not all students will use the methods to control their behaviors. Students must be willing to use the “tools” that the teacher provides. Nevertheless, when students respond and take action using the methods studies have shown it “can decrease hyperactivity/impulsivity and disruption/aggression and strengthen pro-social behavior” (Smith,
When students miss out on social opportunities in a typical classroom they are missing out on opportunities for academic enrichment (collaborating on projects, working in pairs, participating in class discussions) as well as personal and social enrichment (making new friends, playing games). The long-term goals are to continue building relationships over time and having greater social competence. “The earlier we can intervene with these children and teach the necessary social skills, the more likely it is that they will become adjusted and socially competent young adults and adults” (Stephens 2). Adolescence is a critical time in society; it is a developmental period where children have an experimental foundation for developing a variety of social skills. Therefore, if we implement these skills at an early age, these children will be able to apply them to their everyday lives and communicate with others more
In this elementary school, there are three first-grade classrooms and they have pretty much the same decoration and organization.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
The second day of my observation during the 3rd grade class I noticed that the children were very wild and disobedient. Mr. Dunn told me it was because P.E. was their last class of the day and they were ready to go home. In addition to this it had been raining all day so the children had not gotten outdoor recess. The options for students when it rained were to either go to the computer lab or the cafeteria. Since the children had not gotten to run around and get out some energy, they acted out during P.E. Mr. Dunn told me there is a link between physical activity and learning and when children don’t get the physical aspect it makes it hard for them to focus, retain information, and behave during learning excercises. Throughout the duration of this class the children ran and yelled and climbed on things they weren’t supposed to. Mr. Dunn used his microphone a lot and the police officer came in to help calm the children down. The students would not be tamed, so the class turned into more of keeping the students from hurting themselves and each other and just ignoring the tattle telling and yelling. Each of the planned tasks did get completed and the students did learn, but I could tell by the end of class Mr. Dunn was stressed and the police officer laughed at his expression. One of the things I admired about Mr. Dunn was that even
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,