FBA (Functional Behavioral Assessments), Not Just Another Acronym

Scott, T.C., & Nelson, M.C. (2008). Functional behavioral assessment: Implications for training and staff development. Behavioral Disorders 24(3), 249+. Retrieved from http://www.questia.com/read/1P3-50848630/functional-behavioral-assessment-implications-for

According to Scott and Nelson (2008), there is little research evidence supporting the effectiveness of functional behavioral assessment for students with high-incidence disabilities in a school setting (p.1).  Even so, the authors, who are both teacher educators, are concerned that the functional assessment practice will not be executed correctly and appropriately within a public school setting.  A lack of research in functional assessment within classroom settings causes teachers to reflect on their own philosophies of the nature of behaviors and how to address students with challenging behaviors.  It is not whether the practice of functional behavioral assessments is valid, but whether practitioners are willing to participate in this method.

Since training in applied behavior analysis, behavioral assessments, and functional interventions is not a common component of general education studies, most teachers rely on prior classroom experiences instead of the behavior analytic model.  This can lead to teachers using negative and unsystematic interventions to deal with challenging student behaviors.  Unfortunately, strategies based on punishments are used more frequently due to the positive outcome for practitioners in which the student is removed from the setting. 

Educators need to support the 1997 amendments to the IDEA act, which encourages the use of functional assessment as an intervention planning tool for student behaviors that threaten the safety and security of the school environment.  Functional behavioral assessments should also be implemented for nondangerous behaviors in an inclusive setting.  

To ensure successful implementation, it is recommended that educators participate in training that incorporates interactive teaming on a school-wide level.  From there, teachers will be able to use functional behavioral assessments as a proactive rather than reactive strategy.

I can understand why some teachers may be hesitant in trying a new practice especially relating with behaviors.  I have learned so much valuable information within my special education classes that can be applied to my general education classroom.  I agree that educators need more training when it comes to classroom management and positive behavior replacement.  Creating a functional behavior assessment is providing a child with a chance to discover alternative coping mechanisms or behaviors instead of issuing constant, meaningless punishments.  Few teachers in my private school adhere to this practice, but I plan on changing that in the coming year.   

Keeping Students with Disabilities Physically Active during Transition Planning

Roth, K. & Columbus, L. (2011).  Collaborative strategies during transition for students with disabilities: adapted physical education should prepare students to continue being active after graduation.  The Journal of Physical Education. Recreation & Dance 82(5), 50+. Retrieved from http://www.questia.com/read/1G1-257677918/collaborative-strategies-during-transition-for-students

According to the National Longitudinal Transition Study data, reported by Wagner, Newman, Cameto, Garza & Lavine (2005), fewer high school students with disabilities are participating in sports and more parents of “adult children” with disabilities are reporting that their children are in poor health.  It is the responsibility of Adapted physical education (APE) teachers to assist students with disabilities during the transition process and invoke parent involvement as a resource in planning for active living.

As stated by Roth and Columbus (2011), collaboration between parents and other professionals should occur during “natural transition points” such as preschool to elementary, elementary to middle, and middle to high school and not merely during the course of secondary school (p. 1).  Prior research states that the earlier transition programs and strategies are developed, the better the outcomes are for students with disabilities later in life.

This article focuses on providing physical education and adapted physical education teachers with practical transition strategies during both natural transition points and secondary-level transition.  Within this collaborative model, the key components described are self-determination, selling community participation, taxonomy for transition programming, program structure, student-focused planning, student development, interagency collaboration and family involvement.   

The first step is promoting self-determination in students with disabilities and encouraging them to take risks and make personal choices for recreation time.  Physical educators can teach parents how to help their children set physical activity goals, encourage them to allow their child to plan family activities and if necessary come up with external motivators of interest. 

To aid in determining the needs of students in transitioning, physical educators should perform observations and use assessments as guides in understanding the student’s ability and what modified equipment, instruction, and curriculum may be necessary.  The use of leisure interest surveys and assisting the students in developing self-evaluation skills can lead to higher participation of active recreation with independent monitoring.

From there, the collaborative team can integrate active recreation within their vocational skills by utilizing community resources and local agencies.  Family involvement is key in helping the physical educator and other professionals discover the best interests of the child and his particular needs.

This article brought up many interesting points and offers a variety of resources online for educators and parents.  I never gave much thought to the importance of active recreation during transition planning.  All adolescents should be shown how to maintain a healthy lifestyle especially those with special needs.

The Power of Peer Networks for Adolescents with Severe Disabilities

Carter, E.W., et al. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. Teaching Exceptional Children 46(2), 51-59.

According to Carter, et al. (2013), as stated by Wagner, Cadwallader, Garza, and Cameto (2004), less than a quarter of students with an intellectual disability, autism, or multiple disabilities frequently interacted with friends outside of the school environment.  Further studies indicate that even when adolescents with severe disabilities participate in inclusive classrooms and other school activities, they have limited interactions with their classmates and describe feeling lonely and disconnected from their peers.  In an effort to foster peer relationships among adolescents with disabilities, schools need to take an active role in creating meaningful opportunities for students to meet, spend time with, and form relationships with peers without disabilities.

Through the use of peer networks, students with and without disabilities are offered an opportunity to build social connections and have the chance to develop friendships in middle and high schools.  Carter, et al. (2013) defines a peer network as a “cohesive group” of three to six students who meet formally and informally with an adolescent with severe disabilities with initial guidance and continuing support from an adult facilitator (p. 53).  Within a peer network, students with and without disabilities are able to meet one another, share common interests and associate regularly in a structured environment.  However, it is imperative that the peer network strategies are individually designed to meet the special needs of participating students starting with asking the focus student which peers he would like to involve.

As specified by Carter, et al (2013), here are a set of ten flexible steps that educators can use when creating and implementing peer network strategies:

1.      Gain Support From School Administrators and Fellow Educators

2.      Identify Students With Disabilities Who Would Benefit From a Peer Network

3.      Find a Strong Peer Facilitator

4.      Select and Invite Peers Without Severe Disabilities

5.      Determine the Timing and Logistics of the Network Meetings

6.      Orient Students to the Peer Network

7.      Hold Regular Network Meetings

8.      Encourage Connections Outside of Weekly Meetings

9.      Invest in Ongoing Reflection Efforts

10.  Maintain the Peer Network Over Time

After watching the videos on depression and bullying earlier this week, this journal article took on a whole new meaning for adolescents with disabilities.  Establishing peer networks in middle and high schools can prevent adolescents from partaking in bullying and succumbing to negative peer pressure.  I did not realize the lack of opportunities adolescents with severe disabilities have in establishing and developing friendships.  This article also provides a printable checklist for the first orientation meeting and goes into great detail describing each of the ten steps listed above.

Now I am determined more than ever to push for restoring the Resource program within our school and designing a peer network for junior high.  Students with disabilities need additional support and guidance.  By collaborating with the regular education teachers, I believe I can help in securing the success of all our students in reaching their fullest potentials!

Meeting the Needs of Students Who are Deaf and Hard of Hearing with Additional Disabilites

Bruce, S., DiNatale, P., & Ford, J. (2008). Meeting the needs of deaf and hard of hearing students with additional disabilities through professional teacher development. American Annals of the Deaf 153(4), 368+. Retrieved from http://www.questia.com/read/1P3-1626474071/meeting-the-needs-of-deaf-and-hard-of-hearing-students  

            According to Bruce, DiNatale & Ford (2008), at least a quarter of children who are deaf and hard of hearing have additional disabilities.  Most professional teacher development programs for children with hearing impairments do not prepare educators for students with additional disabilities.  It is imperative that teachers recognize the severity of the additional disability and how it interacts with the effects of the hearing impairment. 

            The education programs for learners who are deaf with additional disabilities lack the appropriate assessments, contain limited curriculum materials and are in need of well-trained educators (Luckner and Carter, 2001).  There is no single assessment tool or curriculum that can incorporate all the complex needs of children who are deaf with additional disabilities.  Therefore a collaborative team approach encompassing a holistic view of the child is the most appropriate model to address the complex needs of students with hearing impairments and additional disabilities.  As stated by Bruce, DiNatale & Ford (2008), suggested by D’Zamko and Hampton (1985), the professional development programs for educators of the deaf need to include: “…child development theories, characteristics and needs of the deaf child with [multiple disabilities], assessment tools appropriate for children with multiple disabilities, special materials, program development…” as well as behavioral management, and communication skills. (p. 370).  In 2000 Kevin J. Miller, a former assistant professor in deaf education, proposed the need for more preparation in the areas of individualized education programs, parent relationships, legal issues surrounding special education, and multiple disabilities.

            To combat this challenge, a learning community of experienced teachers of the deaf at Horace Mann School for the Deaf and Hard of Hearing voluntarily participated in a three year project to improve their ability to serve the increasing number of children who are deaf with additional disabilities.  Through in-service and in-classroom support, the teachers were observed and provided strategies and assessment tools to meet the needs of their students who are hard of hearing with additional disabilities.  Lesson plans and daily routines were specifically tailored to meet the needs of each individual student with multiple disabilities.  Overall, the teachers felt the availability of in-class consultation and collaboration provided them the needed support to integrate the information from the in-services within their existing classroom of students with hearing impairments and additional disabilities.

            As I processed the information I gathered from the journal article and this week’s readings, I came to realize that children with one special need most likely can have additional disabilities.  As educators, it is our responsibility to find the best ways in which we can meet all of our students’ needs.  I commend the teachers in this article that volunteered to take part in a three year long project to reach students who are deaf with additional disabilities. 

            I would recommend this journal article for all teachers, administrators, and especially parents of children who are deaf with additional disabilities.  By coming together and working collaboratively with the focus on the child, only then can a child with special needs obtain the appropriate services best suited for him.

Counting on the Aide of Paraprofessionals to Teach Social Skills to Children with ASD

Mazurik-Charles, R. & Stefanou, C. (2010). Using paraprofessionals to teach social skills to children with autism spectrum disorder in the general education classroom. Journal of Instructional Psychology 37(2), 161+. Retrieved from http://www.questia.com/library/1G1-231807636/using-paraprofessionals-to-teach-social-skills-to

            Despite the varied research on who should deliver social skills intervention, what should it entail to where it should take place; the overall consensus on the needs of children with Autism Spectrum Disorder is the lack of social skills may be the most challenging characteristic.  Within this journal article, Mazurik-Charles & Stefanou (2010) discuss the importance of children with ASD having authentic opportunities to practice and learn social skills.  Having peer tutors can aid in developing weak social skills into more appropriate ones, however these classmates act more as helpers and caregivers to the child with ASD rather than becoming friends.

            Studies have shown that children with ASD who are in an inclusive classroom are more socially involved with their peers (Mazurik-Charles & Stefanou, 2010, p. 162).  Yet proximity alone is not enough for children with ASD to achieve their social skill goals.  According to Mazurik-Charles & Stefanou (2010), as previously suggested by Malmgren, Causton-Theoharis & Trezek (2005), “…training paraprofessionals to teach social skills in the classroom can allow for these skills to be taught in the inclusive classroom without disrupting the flow of teaching or removing the child from opportunities for social interactions with peers” (p. 162).  Teaching social skills within the inclusive classroom can also alleviate the issue of transferring learned social skills across settings, which can be problematic for children with ASD.

            To test this theory, a study was conducted with seven students with ASD in general education classrooms by seven trained paraprofessionals.  Six skills were identified using the Social Skills Training: For Children and Adolescents with Asperger Syndrome and Social Communication Problems intervention.  These skills were first introduced to the student by the paraprofessional in the following order: Maintaining Appropriate Physical Distance from Others, How and When to Interrupt, Editing Sensitive Subjects, Recognizing Feelings, Dealing with Making Mistakes, and Trying When Work is Hard (Mazurik-Charles & Stefanou, 2010, p. 163).  Each paraprofessional was trained how to introduce the visual cue, how to help the student complete the social skill by using the visual cue, and how to incorporate both the use of the social skill and the visual cue without disturbing the student’s environment.  The seven paraprofessionals participated in a two hour training session prior to instruction and attended a weekly 30 minute training session to ensure the paraprofessionals understood the technique and were able to practice.  After the implementation began, each paraprofessional was observed by a trainer consistently until it was determined that the intervention was correctly executed.

            After the six week period, the data concluded that trained paraprofessionals can aid children with ASD to learn the appropriate social skills within an inclusive general education classroom through verbal reminders and visual cues.  The measurable gains may be a result of the immediate feedback and praise given by the paraprofessional as social issues occurred in the classroom.  To conclude, significant gains were observed by the classroom teachers in a very short period of time in the areas of social awareness, social cognition, autistic mannerisms, and overall social responsiveness when a trained paraprofessional implemented the above social skills intervention (Mazurik-Charles & Stefanou, 2010, p. 164).

            As I read this article, I thought about a previous student with ASD that I have mentioned before.  I remember the difficulty he had adjusting to the social scene of a regular general education classroom.  He had an aide on occasion, but most of the responsibility fell on the classroom teacher.  Luckily, the classmates were very accepting of him because of his comical nature, artistic capabilities, and many of them grew up with one of his siblings.  Still, there were times in which he felt rejected and frustrated.  If certain conditions were not right, meltdowns occurred which brought him back to square one.  If he had a consistent aide that was able to instruct him on social skills and intervene when necessary, I wonder if his time at our school would have been a more positive one.

            This journal article refers to the hidden curriculum of social norms that children with ASD have difficulty grasping which can lead to rejection and isolation.  This article would be useful for a general education classroom teacher, paraprofessional, special education teacher as well as parents of children with ASD.  It provides an option for educators and parents who feel as if their children with ASD are severely lacking in social skills and can benefit more from a trained professional rather than a classmate buddy.  

PBS for EBD

Scott, T., Park, K.L., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. The International Journal of Behavioral Consultation and Therapy, 3(2), 233+. Retrieved from http://www.questia.com/read/1G1-170157211/positive-behavior-support-in-the-classroom-facilitating

            This journal article serves as a reminder for novice teachers that one of the most beneficial skills a teacher must develop is behavior management skills.  Now more than ever before, educators need to be able to manage classrooms with diverse learners and a range of behavioral challenges.  With the influx of students with emotional and behavioral disorders being included in the general education classroom, teachers must be able to accommodate all their students using effective instructional and behavioral practices.

            According to Scott, Park, Swain-Bradway & Landers (2007), the use of positive behavior support (PBS) can be implemented within the classroom setting to support the teacher in providing effective instruction to all students which will in turn increase success rates and reduce negative behavior (p. 234).  The concept behind positive behavior support (PBS) is that behaviors are predictable and hence preventable.  Under the PBS method the focus lies on modifying the environment and developing supports for all students.  The four step process includes “…prediction and prevention, development of rules, routines and physical arrangements, consistent implementations and evaluation” (Scott, Park, Swain-Bradway & Landers, 2007, p. 238).  Incorporating the PBS practices aids in supporting the social and learning needs of all students, catching those students who need additional support, and better identifying students who require individualized interventions.  Through a case study, the four steps of the PBS process are explained and specified to meet the needs of students with frequent and disruptive behaviors.

            After reading this journal article and completing the modules on The Acting Out Cycle, I thought about a few students in my classroom that could benefit from differential reinforcement and positive behavior support (PBS).  The textbook mentioned developing authentic relationships with students and the expectation of appropriate behavior.  At times that can be hard for educators, especially during the peak moments of disruptive and noncompliant behavior.  This journal article offers another process to help teachers remember that appropriate behavior should be expected from all students and not ignored.  The PBS method reinforces observing triggers and preventing behavior from escalating. 

            This article could be quite useful for beginning as well as veteran teachers.  I think after teaching for a number of years, educators can get stuck in keeping the same routines even if they are not working anymore.  This journal article offers hope for that burned out teacher.  The way in which the steps are broken down and explained can allow a teacher to implement this process within her classroom the very next day.  All it takes is a different perspective and a clear explanation to change one classroom at a time.

Full Participation for Students with Intellectual Disabilities

Jorgensen, C., & Lambert, L. (2012). Inclusion means more than just being “in:” Planning full       participation of students with intellectual and other developmental disabilities in the           general education classroom. International Journal of Whole Schooling 8(2), 21+.             Retrieved from http://www.questia.com/read/1G1-314254262/inclusion-means-more-     than-just-being-in-planning

            Jorgensen and Lambert (2006) remind educators of the United States special education law – IDEA which states that “…schools are accountable for all students with disabilities making progress in the general education curriculum” (p. 21).  Turning a nationwide policy into a daily practice proves to be a challenge for many teachers.  When students’ teams incorporated the Beyond Access Model to plan supports for student’s full participation in a general education instructional routines, positive results occurred.  According to Jorgensen and Lambert (2012), as previously stated by Biklen (1985), “this process helps to assure that students will not be an ‘island in the mainstream,’ but fully participating and successful leaners” (p. 21).

            The Beyond Access Model’s routine-based planning process is comprised of five questions that teams answer during regularly scheduled meetings before the coming week’s lessons.  This process has been modified for use in inclusive education. 

            The questions are:

            1. What is the general education instructional routine?

            2. What are the students without disabilities doing to participate in the instructional                       routine?

            3. Can the student with the disability participate in the same way in all components on the             instructional routine or does the student an alternative way to participate?

            4. What supports does the student need to participate using alternate means?

            5. Who will prepare the supports? (Jorgensen & Lambert, 2012, pp. 21-22).

To demonstrate this process, the journal article walks the reader through the lessons of two students with special needs.  In the first example, Amanda a ninth grader with an I.Q. of 55 related to a rare chromosomal condition that made her legally blind with challenging behavior, is in a general education science class (Jorgensen & Lambert, 2012, p. 21).  There is concern on how Amanda can best participate in a class that includes lecturing and note-taking.  After the team answers the five questions above, they conclude that a dedicated laptop or I-Pad and having a three-minute break during the lecture will ensure that Amanda is able to fully participate.  In the second example, Tomas a kindergarten student with autism who uses echolalia speech, is bilingual, legally blind and has sensitivity to noise and light, is in a general education kindergarten classroom (Jorgensen & Lambert, 2012, p. 21).  His teacher is worried how he will be able to participate in a 90 minute literacy block due to his anxiety over heightened noise.  After the team explores the answers accrued from the above five questions, they determine that Tomas needs to use his augmentative and alternative communication device to ask questions or make comments and his paraprofessional will guide him in following along by using her finger to track the text.

            With the use of the Beyond Access Model, students with special needs are given the best possible chance at success due to the support of all team members in preparing and accessing the accommodative tools prior to the week’s lessons.  The goal of this model is to have a support plan in place with a degree of high confidence that the student will be able to perform to his/her truest capabilities (Jorgensen & Lambert, 2012, p. 22).

            This article and week’s module remind me of my time student teaching at Elim in a Life
Skills classroom for high school students.  Much preparation was needed to ensure that all twelve students were receiving the best instruction to meet their individual needs.  Even though she had an aid and a fellow Resource teacher, there were mornings in which it seemed that every student could have used an individual aide.  I wonder how the Beyond Access Model would work in her classroom.  Since this classroom is designed specifically for students with moderate needs, would this process be beneficial?  Still, any extra resource is always welcomed and additional support could never hurt.

            I agree with this article that educators feel as if they are at a loss reaching students with intellectual disabilities.  They need to gain the confidence and support to know that they can instruct students with special needs and incorporate lessons that guarantee full participation from every student in the classroom.  This journal article can be a useful tool for educators and support staff because it listed the questions that the model uses and gave two specific examples from an elementary and high school viewpoint.  I plan on using the questions from this model this week to aid a few of my students that benefit from accommodations.  

ADHD in a Positive Light

Sherman, J., Rasmussen, C., & Baydala, L. (2006). Think positively: How some characteristics of ADHD can be adaptive and accepted in the classroom. Childhood Education, 82(4), 196+. Retrieved from http://www.questia.com/read/1G1-145388318/thinking-positively-how-some-characteristics-of-adhd

            
            According to Sherman, Rasmussen, and Baydala (2006), Attention deficit/hyperactivity

disorder (ADHD)  is described by most sources as a disorder negatively characterized by its deficits and difficulties which can dishearten the children diagnosed and discourage parents as well as educators.  As stated by Sherman, Rasmussen, and Baydala (2006), researched through MTA Cooperative Group (1999), “ADHD occurs in 3 to 5 percent of school-age children, making it the most common psychiatric disorder among children” (p. 196).  Students diagnosed with ADHD may have difficulties in school with “…creating and maintaining social relations, low self-esteem, and deficits in the area of executive functioning” (Sherman, Rasmussen & Baydala, 2006, p. 196). 

            Despite the negative connotations associated with ADHD, new research has indicated that some behaviors exhibited in those with ADHD can be “…potentially adaptive in some situations and contexts” (Sherman, Rasmussen & Baydala, 2006, p. 196).  Instead of viewing ADHD as a disorder classified by its deficits, it can be seen as an advantage illustrating potential and unique characteristics.  It is suggested by Sherman, Rasmussen, and Baydala (2006) that educators should strive to “…identify the unique ADHD characteristics of each child, and tailor their instruction and teaching behaviors to emphasize the child’s strengths and abilities” (p. 197).  Children with ADHD are known to be “polyactive” and can work simultaneously on numerous tasks.  They are excellent brainstormers who can lead a variety of tasks with energy and enthusiasm.   By providing students with ADHD opportunities to exuberate their energy through special errands, multi-sensory activities and through the use of various media, teachers can keep students engaged.  Shortening tasks and instructions, re-arranging desks and including interesting stimuli can also aid students with ADHD in reaching their creative, academic and behavioral goals (Sherman, Rasmussen & Baydala, 2006, p. 198).  Even though in the medical profession ADHD is viewed as a disorder, maintaining an optimistic attitude can help parents and educators focus on the children’s strengths and unique leaning styles rather than on the stigmatic diagnosis.

            Unfortunately within my teaching community there is a negative stigma attached to the ADHD label.  Whenever a teacher discovers that a student in her classroom is showing “classic ADHD signs,” the sighs and complaints begin within the walls of the faculty lounge.  Hence the reason I do not eat lunch often in the faculty lounge.  Whenever this topic arises, I often ask my colleague if she has tried incorporating activities with a variety of multiple intelligences.  From my time at Trinity as an undergrad, it has always been stressed that every child learns differently and instruction needs to be differentiated to meet your students’ needs.  It is disheartening to think that some of my former teachers at my current school have forgotten this.  I enjoyed reading about children with ADHD in a positive light and would strongly recommend my fellow faculty members to read this journal article.

            This journal article shed some light on the negative way in which ADHD is represented.  I agree that society, including teachers, tend to focus on the limitations or difficulties that children with ADHD experience.  I enjoyed how the article celebrated the unique characteristics and strengths that students with ADHD have within the classroom.  The journal article provided useful tools for teachers on how to promote positive learning experiences for children with ADHD.  It was also interesting to reflect on how some of the most creative and influential people of the past may in fact been diagnosed with ADHD.  What would have happened if the works of Mozart, Dali, or Einstein were stifled?  This journal concentrated more on the practical strategies of helping students with ADHD and less on the medical jargon associated with the disorder.  It is more suited for parents and educators rather than those in the medical field.