Domain 2.3 Interventions and Instructional Support

The learning hierarchy indicates that curricula should be sequenced such that concepts and skills build upon earlier concepts and skills in a sequential manner. Describe the aspects of a 3rd grade reading curriculum that target acquisition of skills and fluency building.

- Oral Reading Fluency (ORF): Measure of accuracy and fluency with connected text - Prefixes, suffixes, derivational endings - Decode multi-syllabic words - Vocabulary development - Using a dictionary and thesaurus - Identify compare/contrast, cause/effect, and sequence of events in text -Increase prosody, accuracy, and rate

Imagine that you were asked to design a preschool classroom that promotes the development of academic competence and reduces the effects of risk factors. Clearly describe the important elements of this type of classroom.

-Furniture arranged to allow for supervision -health and safety procedures implemented -free of unnecessary clutter and excess stimuli -organized with learning materials accessible -print rich (books, visuals supports, etc.) -diversity reflected through the environments and materials -display examples of children's work -labels, procedures, centers, etc. -low teacher to student ratios

Students in your high school are having difficulty studying. Describe four study strategies you might teach them. Explain why each strategy should be effective from the perspective of cognitive psychology or social cognitive theory.

1. Based on social learning theory a cooperative study group may be effective because they can observe peers who model appropriate study skills and habits. 2.Based on cog psych, concept mapping may be effective as it utilizes metacognition and organizations information in a way which makes easier to store in memory, as it will link new concepts to old. 3.The skill of studying evenly over a longer period, i.e.,not cramming for a test, would be supported by cognitive psychology, as there are limits to memory, such that one could not likely effectively encode an entire tests worth of material in such a short time. 4. Getting good night sleep before the test is based on cognitive psych. A good night sleep will help the student be rejuvenated, increasing attention, reasoning and decision making. (Also, Chunking and self monitoring are cog psych)

Explain the steps to implement functional behavioral analysis in Florida schools.

1. Describe problem behavior (operationally define problem) 2. perform the ass. ( review records, complete systematic obs, interviews) 3. evaluate ass. results ( examine patterns of behavior and determine purpose of beh) 4. Develop a hyp 5. formulate an intervention plan 6. start/implement the intervention 7. evaluate effectiveness of intervention plan

any cognitive psychologists believe that human memory has three components. what are those three components

1. Encoding: When information comes into our memory system (from sensory input), it needs to be changed into a form that the system can cope with, so that it can be stored. There are three main ways in which information can be encoded (changed): * Visual (picture) * Acoustic (sound): Most common in short term -Rehearsal *Semantic (meaning): Most common in long term 2. Storage: This concerns the nature of memory stores, i.e. where the information is stored, how long the memory lasts for (duration), how much can be stored at any time (capacity) and what kind of information is held. The way we store information affects the way we retrieve it. *Short term can hold 5-9 items chunking can make it more efficient *Information can only be stored for a brief duration in STM (0-30 seconds), but LTM can last a lifetime. 3. Retrieval: This refers to getting information out storage. *STM is stored and retrieved sequentially. For example, if a group of participants are given a list of words to remember, and then asked to recall the fourth word on the list, participants go through the list in the order they heard it in order to retrieve the information. *LTM is stored and retrieved by association. This is why you can remember what you went upstairs for if you go back to the room where you first thought about it. *Organizing information can help aid retrieval. You can organize information in sequences (such as alphabetically, by size or by time).

A student lies to her social studies teacher about being sick and the teacher lets the student out of doing her class project. This process continues occasionally during the first and second marking periods. Using ABA principles, how would you assist this teacher?

1. define problem. 2 observation and FBA. 3. determinethe antecedent and consequences of the behavior. Under the assumption that the behavior is occurring primarily to escape completing class projects, one aim of the SP would be to find a replacement behavior. Additionally, could be provided reinforcement for staying in class. It would be important to investigate a more precise reason for the student's apprehension, such as if the project is beyond the academic/cognitive abilities of the student, or if the student has a medical condition. Prevention strategies could be put into place. Once specific interventions are put into place, data would be collected regarding the frequency. If progress is not observed, interventions and/or reinforcement modified. **Breaks available after working a certain amount of time **All work missed in class must be made up

Explain the steps to implement Academic Improvement Plans in Florida schools.

1. screening (FCAT SCORES, grades, below grade level expectations) 2. Diagnosis (ass individually to see if need & what area. If score below grade level in diag ass in read math or write needs an AIP) 3. writing the plan 4. implementing plan 5. monitoring plan 6. midpoint ass. and plan review 7. final ass. and plan review

Reading disabilities are far too frequent among children diagnosed as SLD. What are the five main areas of reading

1.Phonemic Awareness: Awareness and manipulation of phonemes (the smallest units of words) 2. Phonics: The study of how the sounds of words are represented by spelling; the relationship between letters and sounds 3. Vocabulary: All the words we must know to access our background knowledge, express ideas, communicate effectively and learn about new concepts 4. Fluency: the ability to read with speed, accuracy, and proper expression 5. Comprehension: the process of extracting and constructing meaning through interaction and involvement with written language

Describe the sensory register, including both its capacity and its duration.

1.sensory register. sensory register is the component of memory that holds the info you receive-input-in more or less its original, encoded form. Prob everything that your body is capable of seeing, hearing, and otherwise sensing is stored in the sensory register.. However, information stored in the sensory register doesn't last very long. Visual information-what you see-probably lasts about a second. To keep information for any time at all, then, we need to move it to working mem. -Sensory register, also called sensory memory, refers to the first and most immediate form of memory you have. The sensory register is your ultra-short-term memory that takes in sensory information through your five senses (sight, hearing, smell, taste and touch) and holds it for no more than a few seconds.

Describe the working memory, including both its capacity and its duration.

2.working memory. Short term memory lasts from about 15-19 seconds or 5 to 9 pieces of info. rule of thumb is most people can remember a 7 digit #, +/- 2 digits. Many theorists believe that attention plays a key role here: Whatever people pay attention to mentally moves info into working memory. Anything in the sensory register that does not get a person's attention disappears from the memory system. Chunking a useful method to memorize more than just single items Working memory is a system for temporarily storing and managing the information required to carry out complex cognitive tasks such as learning, reasoning, and comprehension. Working memory is involved in the selection, initiation, and termination of information-processing functions such as encoding, storing, and retrieving data.

Identify a response you would like to see students make in an increasingly self-regulation fashion.

A response that a student may increasingly self regulate is delay gratification. As students are young they typically have a tougher time delaying gratification (sharing, waiting their turn, calling out in class), but as they grow older and are able to self regulate, they learn to regulate their desires.

Describe how students' level of anxiety is likely to affect their classroom learning and performance. Be sure to include the concepts of facilitating anxiety and debilitating anxiety in your discussion.

A small amount of anxiety often improves performance: It is known as facilitating anxiety. A little anxiety can spur students into action. For instance, it can make them go to class, read the textbook, do assignments, and study for exams. It also leads students to approach their classwork carefully and to reflect before making a response. A great deal of anxiety usually interferes with effective performance; it is known as debilitating anxiety. Excessive anxiety distracts learners and interferes with their attention to the task at hand. A high level of anxiety in diff situations can interfere with several aspects of cognition that are critical for successful learning and performance: Paying attention,Processing info effectively , Retrieving info and demonstrating skills that have previously been learned Anxiety is especially likely to interfere with such processes when a task places heavy demands on either working or long-term memory—for instance, when a task involves problem solving or creativity. In such situations learners may be so preoccupied with doing poorly that they can't get their minds on what they need to accomplish

Piaget presented his studies of conservation as evidence of the illogical thinking of young children. a. What did he mean by the term conservation? b. Describe one of his conservation tasks and the kinds of responses that children in the preoperational and concrete operational stages are likely to give. c. Describe a specific way in which a child's ability to conserve is essential for learning in either mathematics or science.

A) Conservation:understanding that the quantity of something does not change even though its appearance change. B)ex: would be having 2 equal amounts of liquid in 2 identical glasses, and then pouring 1 of the glasses of liquid into a taller glass. If you ask the student which glass has more, they will likely say the taller glass, even though they just saw the an equal amount of liquid poured into it. C) Conservation is essential for math skills, as students need to understand that quantities can be represented in different forms. This is important for algebra and even simple math equations, as the numbers on each of side an equals sign are equal, even though the numbers/variables look different. -Geometry- area, perimeter, Chemistry: stages of matter: water cycle

Mr. Davis asks his 3 graders to conduct experiments to examine the effects of water, sunlight, and type of soil on growing sunflowers. He tells them, "I want you to find out which of these 3 things—water, sunlight, and soil—affect how well sunflowers grow." Here are lots of sunflower seeds, lots of paper cups to grow them in, and 2 diff types of soil. You can give your growing plants lots of sunlight by putting them on the shelf by the window, or you can grow them in a shadier place on the bookshelf behind my desk. And here's a measuring cup you can use to measure the amount of water you give them each day." Mr. Davis is assuming his third graders can do at least two things that, from Piaget's perspective, they probably cannot do. What two crucial abilities necessary for conducting appropriate experiments do his students probably not yet have? Justify your answer in a short paragraph.

Assuming the 3rd grade students are about 8 years old, they are all still in the concrete operational stage. While they are beg to think deeper and more logically, they are still incapable of complex, abstract thought, deductive reasoning, and hypothetical reasoning. The teacher assumes the child will use deductive reasoning, i.e., their knowledge about sunlight and plants to immediately put their plants in the sun to get the most growth. They would also not likely have the problem solving ability to use "trial and error"

How can an interventionist determine what interventions would most effectively modify the target behaviors?

By attempting to understand the antecedents and consequences of the beh the interventionist will be able to target interventions towards either manipulating the antecedent or removing the reinforcement for the undesired beh, which may prevent the beh from occurring. By understanding the function of the beh, the interventionist has an understanding of why the student engages in the beh and can provide more appropriate replacement beh, which accomplish the same goal for student. What is the function of behavior? The function of behavior is the reason people behave in a certain way. People engage in millions of different behaviors each day, but the reasons for doing these different behaviors fall into four main categories. The four main functions that maintain behaviors are: *Escape/Avoidance: The individual behaves in order to get out of doing something he/she does not want to do. *Attention Seeking: The individual behaves to get focused attention from parents, teachers, siblings, peers, or other people that are around them. *Seeking Access to Materials: The individual behaves in order to get a preferred item or participate in an enjoyable activity. *Sensory Stimulation: The individual behaves in a specific way because it feels good to them.

How can Curriculum-based measurement be used to improve teaching and learning in general education classrooms

CBM refers to specific forms of criterion referenced ass in which curriculum goals and objectives serve as the criteria for ass items. CBMs must be based on systematic procedures for the frequent collection and analysis of student performance data. The key to CBM is the examination of student performance across time to evaluate intervention effectiveness. CBM is a system to identify students who are at risk. CBM provides normative and statistically sound information for students, classes, staff, and parents. An example of CBM: A student reads from a passage for 2 minutes. The number of words read correctly and incorrectly are compared to the class average. - Progress monitoring -Indicates if there may be an instructional problem -if multiple children are not growing at the same rate as peers in other classrooms

Describe long term memory, including both its capacity and its duration.

Can last somwhere b/w a few min & years or even decades to lifelong. Some would say once its in long term memory, it's in their permanently, and forgetting happens when the person has not properly encoded or filed the information which makes retrieval difficult. -Two major distinctions are made b/w Declarative (conscious) and Implicit (unconscious) Memory. -Those two subtypes are again split into two components each: *Declarative: Episodic and Semantic Memory. -Episodic Memory refers to memories for particular events that have been experienced by somebody (autobiographical information). Typically, those memories are connected to specific times and places. -Semantic Memory, on the other hand, refers to knowledge about the world that is not connected to personal events. -Vocabularies, concepts, numbers or facts would be stored in the Semantic Memory. *Implicit: Implicit memory is sometimes referred to as unconscious memory or automatic memory. Implicit memory uses past experiences to remember things without thinking about them. The performance of implicit memory is enabled by previous experiences, no matter how long ago those experiences occurred. -Priming Effects: It involves using pictures, words or other stimuli to help someone recognize another word or phrase in the future. Examples include using green to remember grass and red to remember apple. - Procedural Memory: enables us to perform many everyday physical activities, such as walking and riding a bike, without having to give it thought. A large majority of implicit memories are procedural in nature. Procedural memory primarily involves learning new motor skills and depends on the cerebellum and basal ganglia.

please explicitly describe how fidelity of implementation is determined during the process of conducting FBAs?

During FBA's fidelity is addressed by first establishing clear definitions of behaviors, which would allow for any reader to understand the behavior just by reading it. When implementing behavioral interventions, fidelity could be measured by first modeling correct implementation of the intervention, and then observing the teacher implement the intervention. During the process of the FBA, the evaluation is of the the tier 1 and tier 2 intervention and whether or not that level of intervention is being provided in the manner it is intended. If that is not being successful to support the student's bx, than it is time to consider implementing a individual intervention plan for the student

How is comprehension applied in teaching reading with students who are diagnosed with a reading disability?

Explicit instruction in word knowledge, fluency, vocabulary, and comprehension strategies lays the foundation for developing strategic readers. Before Reading Strategies consist of those strategies that a student learns to use to get ready to read a text selection. These strategies help the student get an idea of what the author might be trying to say, how the information might be useful, and to create a mental set that might be useful for taking in and storing information. These strategies could include previewing headings, surveying pictures, reading introductions and summaries, creating a pre-reading outline, creating questions that might need to be answered, making predictions that need to be confirmed, etc. *Comprehension The goal of reading is to comprehend. Proficient readers: • use a variety of strategies, • use strategies before, during and after reading, • use different strategies for different texts at different places along the reading development continuum, • interact with the text in order to construct meaning. How Comprehension Relates to Reading * Relate the content of the text to personal experience and activate prior knowledge: - predict, - develop questions before & during reading, - clarify, - summarize, - visualize, - monitor understanding, - connect ideas to construct meaning, - inference. An Example of a Reading Comprehension Strategy (PREP) * Preview the reading * Read key paragraphs *Express ideas in writing * Prepare study cards

During RtI (MTSS), what is fidelity of implementation in instruction and why is it important?

Fidelity of implementation refers to how accurately an intervention is applied as intended by the research, which establishes the intervention as effective. If an intervention is not carried out as intended it may not produce consistent or accurate results, and the student is less likely to make progress towards academic goals. How often is it being implemented, for how long, in what circumstances, by whom (a trained professional, rotation of people, teacher etc)

When and why are AIPs (academic improvement plans) required in Florida schools?

For students with academic learning problems, the gen ed interventions must include the use of an AIP. In 2006 The reference to an AIP was replaced with the progress monitoring plan (PMP)The legislation now requires the school to develop & implement, in consultation with parent, a PMP. A PMP is intended to provide the district & the school flexibility in meeting the academic needs & to reduce paperwork. law requires that student who get Level 1 FCAT must have an AIP or be retained.

Explain how student must process information so that it arrives at the third and final component of human memory

Info that passes from short term to long term memory is typically that which has some significance attached to it. Imagine how diff it would be to forget the day you graduated, or your first kiss. Now think about how easy it is to forget info that has no significance; the color of the car you parked next to or what shirt you wore last Thursday. When we process info, we attach significance to it and info deemed important is transferred to our long term memory. Other reasons: sometimes our brains seem full of insignificant facts. Repetition plays a role in this, as we tend to remember things more the more they are rehearsed. Other times, info is transferred bc it is somehow attached to something significant. You may remember that it was a warm day when you bought your first car. The temperature really plays no important role, but is attached to the memory of buying your first car. For memory to properly function, information must be correctly received through the senses. Memory is stored (encoded) according to many different themes. It is stored according to time (when something happened), category (animal, plant, mineral), function (a hammer is used to pound nails), and many others. These different types of memory represent individual memory systems within the brain. Once information is stored correctly within one or more of these systems it can later be retrieved. The ease and accuracy of retrieval depends upon the effectiveness of the initial encoding. Retrieval is also dependent upon what file you consciously decide to file newly learned information under. In other words, you can choose which file in your mind to store a particular memory in. You can even decide to place a memory in a folder that already exists. This is called association.

Students at different ages and grade levels are certainly very different from one another, but just how different are they? Identify a particular grade or a specific subject area. Then describe age-related characteristics you are likely to find in students in the following aspects of development, and give a specific example to illustrate each characteristic you describe a. Cognitive dev b. Language dev c. Personal or social dev d. Moral dev

Kinder: A)student will be capable of symbolic thinking (pretend play) student also be egocentric, difficulty understanding other ppl. have diff perspectives as theirs. info processing: call recall broad but trouble with specifics B) begin to use complex & compound sentences use future tense, understand rhyming. C) want to do things alone, understand gender D) Kohlberg pre-conventional stage or moral dev; moral motivated by avoid punishment & self interest,

examples of metacognition in math

Math: Teach learners to use mnemonics to recall steps in a process, such as the order of mathematical operations. Model your thought processes in solving problems—for example, "This is a lot of information; where should I start? Now that I know____, is there something else I know?"

examples of metacognition in reading

Reading: Teach learners how to ask questions during reading and model "think-alouds." Ask learners questions during read-alouds and teach them to monitor their reading by constantly asking themselves if they understand what the text is about. Teach them to take notes or highlight important details, asking themselves, "Why is this a key phrase to highlight?" and "Why am I not highlighting this?"

Describe 504 Accommodation Plans and indicate how and why they are used to provide academic support to students.

Section 504 part of the Rehabilitation Act of 1973; prohibits discrimination based upon disability. 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met adequately. An impairment may include any disability, long-term illness, or various disorder that "substantially" reduces or lessens a student's ability to access learning. guarantees FAPE by providing accommodations for equal opportunities as their peers. allows LRE. give examples of accommodations

Explain what social cognitive theorists mean by the term self-regulation.

Self-regulation describes a process of taking control of and evaluating one's own learning and behavior. -Self-regulation is also dependent on other processes within SCT, including goal setting and self-efficacy. Unless students have goals and feel efficacious about reaching them, they may not activate the processes needed for self-regulation.

describe three strategies you can use to keep students' anxiety at a productive level.

Teach the child relaxation techniques they can do at school, such as deep breathing exercises. Talk with parents about the techniques used at home and try to incorporate them into the classroom. Reward effort by a student with anxiety. When a child shows effort or is able to control their anxiety symptoms through interventions, let them know you have noticed and are proud of their efforts. Help students break assignments down into smaller segments. This can help to decrease feeling overwhelmed by large assignments and help a student work on each section.

At what point would you consider your FBA of a problem behavior complete?

The FBA may be considered a constant work in progress as novel behaviors may arise once antecedents and consequences are manipulated. The FBA would truly be complete once an intervention is in place that successfully eliminates the undesired behavior using the interventions suggested on the FBA. This would indicate that the function of the behavior was accurately determined.

How is phonics applied in teaching reading with students who are diagnosed with a reading disability?

The primary focus of phonics instruction is to help beginning readers understand how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns and to help them learn how to apply this knowledge in their reading. *Phonics is the means to accurate and automatic decoding. * It is an essential feature of an effective reading program. * Phonics instruction needs to be linked to literature rather than as a stand-alone element of a reading program. * Proficient readers read every word, see all of the letters, and process this information very quickly, based on their knowledge of phonics. *Phonics: Instructional Strategies q Teach high frequency words - these are words that are often confused. q e.g. were/where; was/saw; from/for. q Teach patterns using onsets and rimes, also known as "word families." q e.g. -ack; -ice; -ock, etc. q Teach chunking longer words into more manageable chunks. q Teach prefixes, suffixes, and root words. q Keep instruction in context. Beers (2003) Vocabulary Development *Part of the semantic cueing system (word meaning). * Cannot be taken for granted that students understand all the words they read. *Oral vocabulary supports the understanding of reading vocabulary. * Reading vocabulary involves more than understanding individual words. It also depends on the sentence a word is in (its spelling, content, and pragmatics).

As you are monitoring an intervention you implemented during tier 2 of RtI (MTSS) for a student with academic difficulties, how and at what point should you make the decision to modify the intervention, if there is no improvement?

There's no explicit rule. decision is case by case by multidisciplinary team. There is goal/review date 4/8 week from implementation. Progress monitor no improvement then modify. Check for fidelity. Consider other factors such as health and absences. Ultimately, decision is based on the data such as CBM to determine if student is making progress towards benchmarks as compared to peers. Tier 2 interventions will be conducted in small group, if other members of the group are making progress in the intervention and this child is not, this should indicate that the intervention needs to be evaluated as to its relevance to this child

How is fluency applied in teaching reading with students who are diagnosed with a reading disability?

This is important bc it provides a bridge b/w word recognition & comprehension. Fluency has 3 components : Accuracy: Also known as automaticity, it refers to the person's ability to read words in a text. Rate: The speed a person reads. Prosody: Refers to stress, intonation, and pauses. Fluency can be taught by utilizing 4 components: a) Model fluent reading. b) Use guided oral reading instruction. c) Give students ways to practice and perform. d) Implement word study activities to build accuracy. Reading fluency is the ability to read text quickly and accurately with appropriate expression. * Fluent readers do not have to sound out each word. * Automaticity allows readers to focus on comprehension. *Proficient readers are fluent readers. (But fluent readers may not be proficient.) Fluency: Instructional Strategies * Review high frequency words. *Repeated Readings: - Have students reread passages that are at an independent reading level. - Reread passage until predetermined goal is achieved. - Record reading time and number of correct words.

How is vocabulary applied in teaching reading with students who are diagnosed with a reading disability?

Vocabulary encompasses all the words we must know to access our background knowledge, express our ideas, communicate effectively, and learn about new concepts. There is no one correct method to teach vocabulary, but it should be taught directly and indirectly, such as teaching students root words/prefixes/etc to understand what new words mean (direct) or having the student read a lot and exposing them to new words in the proper context (indirect). Vocabulary Development * Part of the semantic cueing system (word meaning). * Cannot be taken for granted that students understand all the words they read. * Oral vocabulary supports the understanding of reading vocabulary. * Reading vocabulary involves more than understanding individual words. It also depends on the sentence a word is in (its spelling, content, and pragmatics). How Vocabulary Development Relates to Reading * Once a student has decoded a written word, it is available to the student in speech form. If the word is in the student's vocabulary, it will be understood. If not, the student will not understand the word even though the student can read (decode) it. *The aim of reading is comprehension. A person must understand the vocabulary words he/she is reading in order to understand the text. Vocabulary Development: Instructional Strategies * Read to students. n Use material above students' reading level. * Elaborate on new vocabulary to create a deeper understanding of words. *Create scenarios/simulations that allow students to practice using new vocabulary.

examples of metacognition in writing

Writing: Model prewriting strategies for organizing thoughts, such as brainstorming ideas using a word web, or using a graphic organizer to put ideas into paragraphs, with the main idea at the top and the supporting details below it.

How can Curriculum-based assessment be used to improve teaching and learning in general education classrooms

describes a broad ass program or process, which may include CBM or structured observations. Typically, these approaches have emphasized direct, repeated ass of academic target behaviors. In each academic area, probes are developed & these probes are used to collect data on student performance. These probes are developed from the curriculum. Hence, the CBA provides a structured way to see how well a child performs on the materials the teachers is assigning the class. Collect data to see progress/falling behind -Help pinpoint where instruction is lacking -Gather baseline -Background informaiton

Contrast how the linguistic and phonics oriented approaches are used to promote student learning.

is like a phonics approach in its emphasis on learning letter/sound patterns, with no specific attention to comprehension. But in another respect, the linguistic approach differs sharply from a phonics approach. Whereas a phonics approach emphasizes the direct teaching of patterns and often conscious learning of rules, the linguistic approach advocates exposing children to regularly spelled words from which children can unconsciously infer common spelling/sound patterns.

define metacognition

metacognition means thinking about thinking. Metacognition increases the effectiveness of info processing by making learners aware of the way they study and learn. Learners who are aware create better learning env for themselves, check to see if they perceive info accurately, and attempt to link items of info to each other to reduce the load on their working memories. Metacognition is developmental, with young children being less aware of their study strategies than their older counterparts.

504 accommodation examples

one examples of accommodations: Highlighted textbooks, Extended time on tests or assignments, Peer assistance with note taking, Frequent feedback, Extra set of textbooks for home use, Computer aided instruction, Enlarged print, Positive reinforcements, Behavior intervention plans, Rearranging class schedules, Visual aids, Preferred seating assignments, Taping lectures, Oral tests, Individual contracts

How would you adapt the Florida RtI (MTSS) model to provide intervention for children with academic problems and help eligibility teams determine/diagnose SLD?

suggest standardized tests to be administered sooner in the process, in order to understand where the student's specific deficits lie, to help develop interventions targeting specific area of need. Use FAIR and class grade for tier 1 data. Tier 2. research based int matching area of concern. is progress adequate, questionable or limited. parent permission to give ass to determine cog pattern of strength and weakness. use these to plan tier 3. if no progress move to psych ass. Implement screening for social, emotional, bx concerns as well at the universal level to meet these needs of students as well to ensure that learning deficits are not the result of these factors I would mandate that the available IDEA funds for interventions (up to 15% according to the law) be used to provide resources for the MTSS/RTI process including hiring individuals with the appropriate education (Reading and Math Interventionists) to provide interventions throughout the day to all students who are struggling Higher needs schools may need to higher more than one of these people

describe two specific strategies you might help teachers use to promote their students' self-regulation. Your strategies should be based on concepts and/or principles that social cognitive theorists provide.

the two behavioral strategies, such that the student would monitor their own behavior using a checklist with self monitoring statements (did I raise my hand? Did I get upset when I didn't get what I wanted?) Next I would use self reinforcement where the student could earn access to a specific reinforcer if all items are appropriately checked (ex. "If I get all my checks, I can play on the computer for 1 hour.")

How is phonemic awareness applied in teaching reading with students who are diagnosed with a reading disability?

this is the awareness and manipulation of phonemes. -The specific understanding that spoken words are made up of individual phonemes -Phonemic awareness abilities in younger children (5) appear to be the best single predictor of successful reading acquisition -Phonemes are the individual sounds of spoken words. -Phonics is a way of teaching reading that conveys an understanding that there are correspondences between phonemes and graphemes (the letters and spellings that represent those sounds in written language) They are the smallest units of individual speech. Children who are struggling to learn to read - Since it serves the basis for other areas of reading, students with difficulties in this area are likely to have significant deficits in all other areas. -Interventions to address deficits in this area may include working on phoneme isolation (What's the first sound in Cat?), phoneme identity (what sound do ball and big have in common?) -Phoneme substitution: in which one can turn a word into another by substituting one phoneme for another (hat into cat), - Oral segmenting and blending (breaking up words into individual sounds or blending sounds into a whole word)