Early Intervention & Transitioning

Put the 8 critical features of the RBI in order:

1. Main concerns 2. Go through the day 3. Star concerns 4. Satisfaction ratings 5. Worry and change questions 6. Recap 7. Family chooses outcomes 8. Priority order

List and describe the four stages of developing interagency collaboration.

1. Networking: The transition coordinator finds and develops contacts with agency personnel,shares information with students and families about what an agency does, and shares general information with agency personnel about students' needs. 2. Coordination: The transition coordinator helps the student and family access necessary community resources and is actively involved in arranging appointments and ensuring that the student receives the intended services. 3. Cooperation: The school and agency personnel interact on a regular basis, even though this might be short-term, share information and expertise, and establish and define their roles, schedule meetings, and identify and work toward shared goals. 4. Collaboration: Teams composed of school personnel and representatives from community agencies develop new programs to improve outcomes for students with disabilities and identify needs in their community and create solutions to meet these needs.

Describe three benefits of the pre-referral process. Besides helping to avoid inappropraite referrals, the pre-referral process:

1. Provides a forum for teachers and other team members-including parents- to discuss how to meet students' needs. 2. Empowers general education teachers with a variety of strategies to better serve diverse learners. This also then prevents the overrepresentation of students from a particular group. 3. Improves communication between parents and the school by involving families in the process.

Where can the school establish participatory decision-making opportunities? A. The IEP meeting B. The behavior support plan meeting C. Parent-teacher conferences D. A and B E. All of the above

A and B A. The IEP meeting B. The behavior support plan meeting

A transition profile is:

A comprehensive synthesis of the student's strengths, preferences, interests, and needs.

All of the following regarding a Transition IEP are true except: Question options: A transition IEP should include community supports as well as academic ones A transition IEP should involve a backward planning process A transition IEP is mandated under IDEA A transition IEP must be developed no later than the sixth grade

A transition IEP must be developed no later than the sixth grade

Which of the following criteria are not contained in the IDEA's definition of transition services? A. Designed to promote yearly improvement in academic achievement B. Promotes movement from school to post-school activities C. Developed within an outcome-oriented process D. Coordinated set of activities E. Needs, taking into account interests and preferences

A. Designed to promote yearly improvement in academic achievement

The greatest number of students in high school are found in:

Academic programs

In the context of the RBI, routines are

Activities that happen with some regularity

Who should be invited to a transition meeting? Question options: A. The parent of the child B. The child with the disability C. Regular education teacher D. Special education teacher E. All of the above

All the Above

Types of services and accommodations specifically for students with disabilities can include A. summer or pre-semester specialized orientation programs B. individualized counseling and advising C. priority registration and/or reduced course loads D. all of the above

All the above

Based on the video discussing social emotional learning (SEL) in the early intervention environment, describe one SEL strategy or activity (not discussed in the video) that could be utilized in a preschool classroom that includes both typically developing students and students with autism.

Another strategy/activity that could be utilized in a preschool classroom that includes both typically developing students and students with autism is the use of learning how to back away from a situation that does not go as expected. While the SEL video highlighted calming down strategies, this would be different because it emphasizes tools and steps to incorporate BEFORE, resulting in anger or negative behaviors. The activity would include a visual representation of a situation occuring, that did not go as the student expected and a song to remind the student it is okay to "back away" when things do not go their way.For example, during arts and crafts, Sally waits in line for a pink peice of paper, but then sees Tina take the last piece. Sally really wanted the pink paper, but instead, first says to herself STOP, how am I feeling? Next, by recognizing her feelings, Sally would learn that when she does not get her way, she can say, "STOP, that is ok!"By listening to their feelings, she would then be able to back away and continue with the activity or discuss her concerns appropraitely to the teacher.The students could also sing a song as well, "When you can't get your way, just remember to say,Everything will be ok!Everything will be ok!

With the RBI, outcomes and goals

Are chosen by the family

Functional transition assessments:

Are used to assess specific functions in specific environments.

How often should outcomes be reviewed?

Atleast every 6 months

Which of the following skills would be considered Daily living skills? A. Communicating with others B. Managing personal finances C. Achieving self-awareness D. Seeking, securing, and maintaining employment

B. Managing personal finances

Which is not an example of a good interview strategy? Question options: A. Be natural and informal/put the parent at ease B. Use professional terminology to demonstrate knowledge C. Express understanding for how the parent might feel D. Place papers flat/allow the parent to see what is being written

B. Use professional terminology to demonstrate knowledge

In comparing career assessments to vocational assessments: A. Career assessments address remedial academics for special education services. B. Vocational assessments address specific work environments and worker characteristics. C. They are essentially the same in the data reported. D. Both A and B.

B. Vocational assessments address specific work environments and worker characteristics.

Which domain is not required by IDEA: A. Independent living B. Work etiquette C. Employment D. Education and training

B. Work etiquette

Recent shifts in early intervention have been designed to be:

Based on routines that support active family engagement

According to the video, under IDEA and in the state of Virginia, early childhood intervention supports and services are provided for children ages

Birth to three

The responsibility of a child's progress is mainly on:

Both the provider and the parent

Assessments of needs and preferences in current and future environments are necessary for: A. Work and living environments. B. Work and personal/social environments. C. All the Above

C. All the Above

The worry and change question.. Question options: A. Are too intrusive to ask most families B. Should not be asked by professionals who are uncomfortable dealing with emotions C. Can produce very important information related to families' desires D. Are usually conducted by a nosy interviewer

C. Can produce very important information related to families' desires

Which of the following is not included in the list of functional domains in this model? A. Independence B. Engagement C. Motor D. Social relationships

C. Motor

Which of the following is not true about the definition of functionality? A. The outcome/goal is important to the primary caregivers B. The outcome/goal specifies what the child or family will do C. The outcome/goal must be able to be addressed during therapy or instruction D. The contextual need for the outcome/goal is specified

C. The outcome/goal must be able to be addressed during therapy or instruction

What is one of the greatest failings of adult day programs and sheltered employment? A. Research shows it is not a productive option B. It does not provide an individualized work experience C. Very few move on to real employment opportunities D. Pay is often only minimum wage

C. Very few move on to real employment opportunities

Which of the following types of children are automatically eligible (i.e. do not need testing to be enrolled) for Part C services under IDEA in all states?

Children who have established conditions

Decisions based on force rather than information is an example of:

Coercion

Which of the following statements are true about challenging behavior? A. Any repeated behavior that interferes with learning or engagement in pro-social interactions with peers and adults B. Behaviors that are not responsive to the use of developmentally appropriate guidance procedures C. Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior, property destruction, self-injury, noncompliance, and withdrawal D. All of the above

D. All of the above

Purposes of outcomes/goals (and therefore criteria) include which of the following? A. Acquisition B. Generalization C. Maintenance D. All of the above plus fluency

D. All of the above plus fluency

Which of the following is a legitimate challenge to implementing the RBI? A. Transferring the information from the interviewer to interventionists B. Interviewing extremely verbose family members C. Interviewing family members who do not speak very much D. All of the above

D. All the above

In Walker's case, what role might the general education teacher play at each stage of the pre-referral process?

Ms. Peters, Walker's general education teacher plays an important role in stage 1, to formally express her concern for Walker's academic and behavorial performance. Se could express her concern by completing a school form to refer Walker to the pre-referral team after that student exhibits problem behavior. In stage 2, Ms. Peters would gather the appropriate information. Since returning from the break a month ago, however, Ms. Peters has observed Walker reading slowly, so slowly that it impedes his comprehension of the material in his textbooks. He does not recall what he has read and has been failing on weekly quizzes and chapter tests, even though he says he is trying. Ms. Peters feels like Walker is just not as motivated as he used to be. She further notes that she has to give him lots of reminders to begin and pay attention to a task or to complete his work. When she contacted Walker's parents to ask if they, too, had noticed any changes, they simply stated that Walker seemed to be moody and agitated about having to be on crutches and miss out on his extracurricular sports activities. They were not aware of any problems with his homework, but since he always works in his room with the door closed, they really weren't sure. Stage 3: Ms. Peters would discuss the information gathered with the pre-referral team members. Possible interventions are discussed to best support Walker. Stage 4: Discussion of possible strategies- Ms. Walker is familiar with Walker's strengths and abilities, she could help brainstorm strategies that are believed to most likely meet the needs of Walker. Stage 5: Ms. Walker would implement and monitor Walker in the general education classroom. She could collect data accordingly to later evalaute with the pre-referral team.

List the other individuals that you would include on Walker's pre-referral team and describe the roles they would fill.

Ms. Peters- General Education Teacher Walkers parents Guidance counselor- behavioral consultant Special education teacher- learning support background and knowledge of particular resources LEA- Principal of the schoolreading specialist- reading intervention

Target child behaviors on the intervention plan should be

Necessary for functioning in current routines

When working in the home, providers give parents:

Next steps, tools, and information to help them provide more intervention between visits

Under the current model of early intervention, interventions are most commonly provided:

While embedded in natural family routines

The primary emphasis of vocational rehabilitation programs is

employment

true or false: Under the current model of early intervention, a provider commonly brings a 'toy bag' into the child's home for use while services are given.

false

It is important to assess students with disabilities in the area of independent living to determine

if the child with a disability has sufficient survival skills to live safely and happily.

The RBI:

is a semi-structured interview

When working with a family in the home:

Goals are determined by what is important to the family

At the age of maturity, the control of the IEP team will be transferred to the student unless he/she is found to be:

Incompotent

How can the transition planner support the student's development of self-determination and avoid creating habits of learned helplessness?

Increase the levels of responsibility

Why is it important for school personnel to collaborate with other agency personnel to support transition for all students with disabilities?

It is important for school personnel to collaborate with other agency personnel to support transition for all students with disabilities because it creates a smooth transition. It is important for them to work together to improve the post-secondary transition process and outcomes for students with disabilities.

True or False: That families will not choose relevant outcomes is a concern that professionals may have regarding the RBI.

True

True or False: The shift in mindset in early intervention has largely been from a medical model to family centered model.

True

When designing instruction, research suggests that teachers use which of the following guidelines? A. Conduct instruction in community settings exclusively B. Utilize the actual environmental cues whenever possible C. Require students to complete responses identical to those required in community environments D. Conduct classroom instruction alone, which will lead to successful community performance

Utilize the actual environmental cues whenever possible

In the context of RBI, routines are:

What the family naturally does in a typical day

True or False: If students in your classroom are demonstrating difficult behaviors, it is recommended that you start with Tier 3 interventions such as the PTR process to ensure the behaviors are appropriately addressed right away.

False

True or False: Service providers have the most knowledge of the child's interests, activities, and daily routines.

False

True or False: Caregivers learn how to provide intervention in frequent classes given by the community's early intervention providers.

False

Which of the following is most true regarding the research on development of self-advocacy skills? A.Students will learn best by experience and should be allowed to succeed or fail according to their own behaviors B. Self-advocacy skills are specifically related to communication ability and always best incorporated into classes such as public speaking, drama, or English C. Most students with disabilities have been found to have low self-esteem and would benefit from group counseling with other persons with disabilities while in high school D. Self-advocacy skills are best learned through teaching, feedback, and practice in learning environments and natural environments, especially through participation on the transition team

D. Self-advocacy skills are best learned through teaching, feedback, and practice in learning environments and natural environments, especially through participation on the transition team

The principal of backward planning in transition planning implies which of the following? A. All of the above B. Transition services should focus only on the coming year of school. C. The second year of high school should look the same as the first year after graduation. D. Transition services should be based on student postsecondary goals. E. A and C

D. Transition services should be based on student postsecondary goals.

Self-awareness begins with Question options: A. understanding the general definition of a disability B. the range and kinds of disabilities C. their occurrence in society D. all of the above

D. all of the above

Which assessments are used for transition planning: A. Portfolios and Curriculum-Based Assessments B. Task Analysis and Behavioral Assessment C. Surveys and Interviews D. All of the above

D. all the above

Why is it important for schools to have a designated transition coordinator? List at least three of their responsibilities and explain how it might be difficult for a special education teacher to do them while also teaching during a typical school day.

It is important for schools to have a desinated transition coordinator because he or she is primarily concenered with coordinating transition services for the school or the district by establishing relationships with personnel from outside agencies who are involves in the transition process. 3 responsibilies of a transition coordinator include: 1. Provide information and training to secondary special education teachers 2. Assist in the development of IEP 3. Establish netwoks of supports for families and students It can be quite difficult for a special education teacher to adhere to these responsibilities, while also teaching during a typical school day because of the time and flexibility that is involved in the transtion process. Special education teachers need to focus first on providing quality instruction for their students, the responsibilites of a transition coordinator are very time dedicated and require lots of flexibility to consistently build relationships that can lead to a seamless transition for a student.

Why is it important to begin the initial team meeting with a discussion of the student's strengths?

It is important to begin the initial team meeting with a dicussion of the student's strengths because the team can then concentrate their attention on what the student can already do, what the student's interests are, what motivats the student, and what areas the student is already succeeding in. The IRIS Center emphasized, "taking a moment to first recognize the student's abilities is a way for the group to remain focused on potential solutions rather than concentrate exclusively on the student's problem."

After watching the PATTANPod interviews with Ali Hrasok and MichaelAnn Byrne, please summarize what they shared with regards to why it is so important for youths, schools, and families to prepare for secondary transition. What are some of they key points they made? (Answer in approximately two paragraphs)

It is so critical for youth schools and families to prepare for secondary transition because as Ali Hrasok emphasized, the transition process can be extremely challenging and it takes alot of planning. There are alot of barriers that students with disabilities can come across, for example not having the same protections in highschool, so by starting the process early, staff members and families can plan accordingly and help to break downn the barriers. Breaking down the barriers and knowing what to expect is essential for students with disabilities. Specifically, a key point highlighted planning for how to approach a barrier when encountered. Ali explained that even as a 28-year-old, she still faces barriers, but from early planning, she learned how to overcome these barriers. Another key point highlighted in the video, emphasized student voice. Students should be included in the plan, because essentially, the plan is about them. Regardless of the disability that the youth has, he/she should be the "leader" in their own life. Ali advocated the use of youth-led, youth driven styles, like person-centered planning that first focuses on the individuals credibility first. She stated that often this is overlooked and youths can advocate their preferences/interests, more than given credit for. What the youth has to say truly matters and through this person centered planning, students feel empowered. Lastly, as highlighted in the interview with MichaelAnn Byrne, students should have the ability to speak up and have a say in their future. She was able to express her love for jewerly and now owns her own business. If every students has the opportunity to be involved in their future outcomes, then more students will be driven to follow their passion and be sucessful doing it too. By showing all students the many opportunites available for their future, students can uncover their passions and maintain a successful adulthood.

What programs have been found to be very useful in developing and maintaining employment through employability skills training and ongoing group supports?

Job Club programs

Recall Marie from the Challenge. Marie has an intellectual disability and wants to attend college. Based on what you have learned from this module: Identify two agencies the transition coordinator, along with Marie and her family, might collaborate with during the transition planning process. Describe the types of supports these agencies can provide for Marie. What would the transition coordinator's role be?

Marie has an intellectual disability and attended a summer program for individuals with intellectual disabilities an enjoyed it. She attended the program at a nearby college through the partnership with her local school district. She would like to attend this college after graduating highschool.Two agencies the transition coordinator, along with Marie and her family, might collaborate with during the transition planning process are 1. The college Marie attended the program at -The college Marie attended her summer program at can help Marie and her family eto interact morewith agency personnel to better understandstand the availble programs and services. 2. Vocational rehabilitation agency: -The vocational agency can assist Marie with obtaining employment( in her desired role) and achieve increased independence.The transition coordinators role would be to first identify other specific services that address Marie's individual needs and her families needs. He/she would need to determine how to best include Marie in the community. He/she would need to create opportunities for Marie and her family to interact with the coordinator from the college and personnel from the vocational agency. For example the transition coordinator can schedule a resource or college fair. Addtionally, the transition coordinator would also help Marie design a portfolio, that clearly identifies Marie's stregnths, interests, and preferences and helps identifiy appropriate formal services and informal supports.

In early intervention, RBI stands for

Response-based interview

Interventions and outcomes/goals should be

Routines-based

Define the terms secondary transition and interagency collaboration.

Seconadary transition is the transition for students with disabilities in highschool to adulthood (life after highschool).IDEA 2004, defines secondary transition as: [A] coordinated set of activities for a child with a disability that (a) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (b) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests. IDEA 2004, [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]. Interagency collaboration is a process in which education professionals establish partnerships with personnel from multiple agencies to acheive a common goal: improve post secondary sucess of students with disabilities.

What transition activities should typically be the focus of late high school (Grades 11 and up)?

Securing postsecondary education or employment

It is the duty of the transition specialist to try and instill which quality into his/her students?

Self-Advocacy

List the six stages of the pre-referral process and briefly explain each of them.

Stage 1: Initial concern regarding a student's progress-A formal or informal concern is expressed by a teacher, staff member, or parent regarding a student's academic or behavioral performance. Stage 2: Information gathering-During this stage, information is collected by various school personnel. Regardless of who collects the information, it should include the following:- Instructional methods, strategies, and materials previously tried or used- The students skill leel- The students background knowledge and experiences- School and home expectations for behavior and academic performance- Classroom behavior management techniques. Stage 3: Information sharing and team discussion-After all information is collected, the team meets to discuss ideas and potential interventions for the student. The members of the team depend on the student needs being addressed, but each member of the team should have a contributing role. Stage 4: Discussion of possible strategies-During this part of the meeting, the members brainstorm strategies that they believe are most likely to meet the needs of the student. One or more strategies may be selected for each area of concern. For example, if the pre-referral team is meeting to discuss a concern about a student's difficulty in remaining seated during class work, they may generate ideas about how to implement self-regulation strategies. Stage 5: Implementation and monitoring of strategies-During this stage, the plan is implemented and student's progress is monitored accordingly. Data is collected during this stage to help the team determine the effectiveness of the intervention. Stage 6: Evaluation and decision making-During this stage, the pre-referral team reconvenes to review the collected data and to determine whether the student has made progress. If yes, the team decides whether the teacher needs to continue the intervention. If no, the team determines whether the strategy should be continued or modified, whether a new strategy should be tried, or whether the student should be referred for special education.

As discussed in the text, the term formal assessment is generally used in conjunction with:

Standardized tests

The purpose for each outcome/goal should be

Stated explicitly

The type and level of service coordination should be based on the needs and expectations of whom?

Students and families with disabilities

A major difference between services available, according to IDEA and Section 504, which all postsecondary students with disabilities should know before entering a postsecondary institution is:

That students must self-identify and provide the required documentation of a disability to receive services under Section 504

The importance of personal-social areas for transition is highly dependent on

The preferences of the student

Which of the following objectives is a functional activity? A. The student will describe how to change a tire. B. The student will describe how to fill out a job application. C. The student will demonstrate how to make a bed. D. B and C

The student will demonstrate how to make a bed.

The Prevent-Teach-Reinforce functional behavior assessment process is appropriate for which group of students?

Tier 3/"top of the pyramid' students

True or False: For every redirection or correction, students evidencing Tier 3 behaviors need to receive five positive statements, praise, etc. to 'break even.'

True

Imagine you are a fourth-grade teacher, and you have a student named Kevon in your class. Kevon has a good attitude, is cooperative in class, and is helpful to his classmates. He is always eager to start his assignments and wants to please. You note that he has strong critical thinking skills and gets along well with others. However, you are concerned because he reads slowly, so slowly in fact that he has difficulty comprehending the material in his textbooks. He often guesses at words he does not recognize, and he seems to become easily frustrated with his reading assignments. Reviewing his cumulative file, you see that his grades have steadily declined since first grade. Based on all of this information, do you think Kevon is an appropriate candidate for the pre-referral process? Justify your answer.

Yes, Kevon is an appropriate candidate for the pre-referral process, as he is in fourth-grade and still displays decoding issues. In fourth grade students should be reading to learn, not learning to read. Since his grades are steadily declining, as emphasized since he was in first grade, it is plausible to say he has not received the appropriate supports to improve his reading skills.

Put the steps of PTR-YC in order:

__2__Establishing Practical Data Collection __3__Functional Behavioral Assessment __1__Teaming and Goal Setting __4__Developing and Implementing the Behavior Intervention Plan (BIP) __5__Follow up: Data-based Decision Making: Next Steps

The transition plan must be based on the needs and preferences of the:

student