spec final exam
What must you do before you are certain your EBP will meet the needs of your student?
- Identified the behavior - Collected baseline data through direct observation - Established a goal or outcome that clearly states when the behavior will occur, what the target skill is, and how the team will know when the skill is mastered
"My name is Curtis." is an example of:
Basic interpersonal communication skills (BICS)
What does EBP stand for?
Evidence Based Practice
- Antecedent: Instruction to write name on worksheet just completed - Behavior: "make me do it" and turns in paper without name - Consequence: Teacher writes Curt's name in & returns to bin
- Function: Attention from adults/peers
- Antecedent: Peers playing Monopoly, laughing - Behavior: Makes loud "siren" sound; looks at peers - Consequence: Peer walks to Curt; ask him to stop
- Function: Attention from adults/peers
- Antecedent: Teacher talking to peer - Behavior: Banging on desk (4 times); Laughing - Consequence: Teacher approaches; tells to stop
- Function: Attention from adults/peers
- Antecedent: Curt playing alone on playground - Behavior: Repetitive hand flapping; Repeats "uh uh uh" sound - Consequence: No response from staff
- Function: Automatic (to gain sensory input or for pain/physical discomfort)
- Antecedent: Playing with toy cars alone in sensory area - Behavior: Loud car horn sounds, bangs cars together repeatedly - Consequence: No response by staff
- Function: Automatic (to gain sensory input or for pain/physical discomfort)
- Antecedent: Curt sitting on couch; Asked to stand up (4 times) - Behavior: Ignores instruction (looks away) - Consequence: Teacher walks away for 5 minutes to get assistance
- Function: Escape/Avoidance of requests
- Antecedent: Curt standing in doorway; Peer asks him to move - Behavior: Yells "no" & "leave me alone" - Consequence: Peer walks back to desk
- Function: Escape/Avoidance of requests
- Antecedent: Instruction to begin worksheet - Behavior: Tore worksheet & threw on ground - Consequence: Timeout; New copy sent home for homework
- Function: Escape/Avoidance of requests
- Antecedent: Instruction to go to nurse's office for medication - Behavior: "No"; crawls under table - Consequence: Teacher calls nurse; Nurse brings medication to classroom
- Function: Escape/Avoidance of requests
- Antecedent: Curt on computer; Timer goes off & teacher instructs to leave - Behavior: Banging computer mouse on table; Yelling - Consequence: Teacher sets timer for additional 5 minutes
- Function: Tangible items/activities
- Antecedent: Peer playing with iPad - Behavior: Grabs iPad from student, pushes student to ground - Consequence: Teacher prompts Curt to ask for item then provides
- Function: Tangible items/activities
- Antecedent: Student picks up book on Curt's desk - Behavior: Grabs book from peer; attempts to kick peer (2 attempts) - Consequence: Peer leaves desk area
- Function: Tangible items/activities
Material adaptations can include:
- making substitutions for text material - highlighting key concepts and information - making substitutions for text material
It is important for teachers to use explicit instruction when students are learning:
- new material - complex concepts and skills - previously learned material
Students who are ELLs often receive services from a bilingual or English-as-a second-language (ESL) teacher, the ultimate purpose of which is to teach students English. At the same time, general education teachers should promote the success of ELL students in mastering academic content. In addition to adding to their own knowledge about language acquisition and proficiency, teachers should use the following effective supports and strategies to strengthen students' learning outcomes:
- sheltered instruction - contextual supports - activate background knowledge - teach vocabulary - teach comprehension strategies - differentiate instruction - provide opportunities for practice
For planning a task analysis, put the following steps in order:
1. Determine if learner has prerequisite skills needed to learn target skill/behavior 2. Identify the components of the target skill/behavior 3. Check if task is completely analyzed 4. Select appropriate task analysis procedure 5. Select appropriate method for teaching steps of the task analysis 6. Develop presentation materials of the steps
According to the IRIS module, there are 5 major benefits to the pre-referral process: 1. It helps to avoid [a] referrals to special education by taking a problem-solving approach to handling academic or behavioral difficulties in the classroom. 2. It provides a [b] for teachers and other team members—including parents—to discuss how to meet students' needs. 3. It empowers general education teachers with a variety of [c] to better serve diverse learners. 4. It prevents the [d] of students from a particular group (e.g., English learners, students at risk due to poor teaching) in special education. 5. It improves [e] between parents and the school by involving families in the process (e.g., parents offer information, participate in intervention development, become members of the team).
1. inappropriate 2. forum 3. strategies 4. overrepresentation 5. communication
"Your math homework sheet is a review of everything we have learned so far this year: working long-division problems with double-digit divisors, calculating the area and perimeter of various quadrilaterals, working with fractions and decimals, and calculating averages." is an example of:
Cognitive academic language proficiency (CALP)
The pre-referral team brainstorms and chooses strategies appropriate to the areas of concern. One or more strategies are identified for each area of concern. Following procedures for implementing the chosen intervention, including a designated time frame, leads to more successful interventions.
Discussion of possible strategies
In the final stage of the pre-referral process, the pre-referral team, including the student's family, reconvenes to determine whether the intervention was effective. If it is effective, the team decides whether the intervention should be continued. If it is not effective, the team decides whether the intervention should be modified, whether a new intervention should be put in place, or whether the child should be referred to special education.
Evaluation and decision making
Any practice that has been tested in a school is acceptable to use with a learner with ASD
False
The manner in which HLPs are enacted by special and general education teachers is exactly the same.
False
An ________ is a written plan, developed collaboratively by school personnel and a student's parents, that outlines the student's current level of development, his/her annual learning goals, accommodations, modifications, and related services, as well as a method for monitoring the student's progress toward achieving the goals.
IEP
In this stage, the classroom teacher and supporting team members implement the interventions. Data is collected to determine the effectiveness of the intervention. The interventions must be implemented as designed, or with fidelity.
Implementation and monitoring of strategies
Information regarding instructional methods, strategies, and materials tried or used, the student's skill level, background knowledge and experiences, school and home expectations for behavior and academic performance, and classroom management techniques are gathered. Different personnel—including the classroom teacher, school counselor, or member of the pre-referral team—can all gather information. This type of information can be collected through informal or formal assessments, from family members, other teachers, and student work samples.
Information gathering
During this stage, members of the pre-referral team meet to discuss and review the information gathered in the previous stage and to begin discussing possible solutions. All members of the team share their perspective on information regarding specific concerns that prompted the referral, the student's strengths, talents, and interests, the student's skill level compared to their classmates, the environment in which the concern is present, strategies or interventions previously attempted, and best times for observation of the concerning behavior. Factors outside the student should also be considered.
Information sharing and team discussion
The first stage of the pre-referral process begins when a family member or school staff member shares a concern about a student's academic or behavioral performance. This concern can be shared either informally, through conversation, or through a formal school form.
Initial concern
Based on the PLAAFP statement, Bella's IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end of the school year. Does this annual goal meet the SMART criteria?
No
Language
Rule-based method of communication, typically defined through social systems. A language disorder can affect the student's ability to: - Understand words or use words in context - Express ideas verbally - Use appropriate vocabulary - Follow directions
Communication
Transfer of knowledge, ideas, opinions, or feelings. It comprises both speech and language.
Every facet of the student's special education program is guided by the IEP and monitored throughout the IEP process.
True
Pencil grips are an example of assistive technology.
True
Reinforcers should be faded as soon as possible. (If false, please write a sentence that explains what kinds of practices should be used.)
True
The use of HLPs might also be considered effective practice for general education teachers.
True
Which of the following is not used when following the unique tasks for total task presentation?
Use an audio modeling assist module to help the learner listen for the proper auditory cues
Speech
Vocal production of language, requires the coordination of oral movement to make sounds. A speech disorder can affect the student's ability to: - Articulate words appropriately - Use some speech sounds - Use appropriate volume, pitch, or voice quality - Speak fluidly (e.g., the student might stutter)
Based on the PLAAFP statement, Bella's IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end of the school year. Does this annual goal contain all of the required elements?
Yes
Some of the potential challenges for students related to low socioeconomic status (SES) include: having their [a] met, less access to [b], and less help with [c].
a. basic needs b. enrichment c. homework
When monitoring the task analysis, it is necessary to [a] and [b]
a. collect data on target behaviors b. determine the next steps on learner progress
Two peer-assisted strategies that can promote active student engagement include [a] and [b].
a. cooperative learning b. peer tutoring
- Forward chaining begins by teaching the [a] step in the chain. As each step is [b], the [c] step in the task analysis is then taught. The steps are: 1. Prompt the learner to perform the [d] step identified in the task analysis. Use the selected [e] procedure (least-to-most prompting, graduated guidance, or simultaneous prompting). Be sure to use any additional created materials such as a video for video [f] or visual directions that could assist the learner in performing the skill/behavior. 2. When learner completes the step, [g] the learner with social praise and a tangible reinforcer if [h]. 3. After the first step is completed, guide the learner through the [i] steps. 4. When the first step is mastered, the next step in the task analysis is added [j] at a time.
a. first b. mastered c. next d. first e. prompting f. modeling g. reinforce h. appropriate i. remaining j. one
The three task analysis procedures are [a], [b], and [c].
a. forward chaining b. backward chaining c. total task presentation
Within intensive instruction, students have many opportunities to respond and receive [a], [b] feedback with teachers and peers to practice what they are learning.
a. immediate b. corrective
- Backward chaining teaches a [a] or [b], by teaching the identified steps in the task analysis in [c] order beginning with the [d] step. The steps are: 1. Provide [e] to learner with completing the initial identified steps. 2. Prompt learner to perform the [f] step. Remember, to select the prompting procedure (least- to-most prompting, graduated guidance, or simultaneous prompting) that would best assist the learner in understanding what is [g]. Also, be sure to use [h] if appropriate. 3. Reinforce the leaner for [i] the final step. 4. When the final step is [j], the previous step is added one at a time.
a. target skill b. behavior c. reverse d. final e. assistance f. final g. expected h. visual supports i. completing j. mastered
Expressive language disorder
difficulty in expressing ideas or needs
receptive language disorder
difficulty in understanding what others are saying
Bella is a 7th-grader who has a learning disability. Her IEP contains the following PLAAFP statement for reading. Bella reads at the 4th-grade level at approximately 100 wpm (orally). Her oral reading rate includes many incorrect words. When asked comprehension questions on fictional text, she is able to identify broad concepts such as main characters and events. However, she has difficulty identifying main ideas and supporting details in content area texts (science, social studies). She struggles with abstract concepts, inferences, deductions, and connecting the readings to real-world examples. This is not an example of a high-quality PLAAFP statement. Which of the following elements are missing or incomplete.
e. All of the above are missing or incomplete (Student Needs, Effect on Progress in General Education, Baseline Information, Connection to Goals and/or Services)
The fundamental purpose of the Council for Exceptional Children's High Leverage Practices (HLP) projects was to identify approved methods for supporting special education teacher candidates as they learn to use _______ _______ in their classrooms.
effective practices
mixed language disorder
involves both expressive and receptive language
