1. Behavior Strategies for Students with Low Incidence Disabilities Trudy Little Special Education Consultant

2. WHAT DIFFERENT DISABILITIES HAVE YOU SEEN IN YOUR CLASSES? 3. What does incidence mean in reference to disability? how many students with any particular disability or combination of disabilities reside in a community 4. What is a high incidence disability? communication disorders (speech and language impairments) specific learning disabilities (i.e. ADHD) emotional or behavioral disorders National Center for Accessible Instructional Materials http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.U4YJV3JdV8E updated 2010 5. What is a low incidence disability? Low-incidence disabilities include blindness low vision deafness hard-of-hearing deaf-blindness significant developmental delay complex health issues serious physical impairment multiple disability autism Typically 1% School-age population National Center for Accessible Instructional Materials http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.U4YJV3JdV8E updated 2010 6. Inclusion of students with Low Incidence Disabilities Insufficient Numbers Students with low-incidence disabilities are difficult to serve in today's public schools because none of the low-incidence categories alone can form a group large enough to [always] warrant the presence of full-time, school-based, and highly specialized personnel, except in the largest of big-city school districts. National Center for Accessible Instructional Materials http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.U4YJV3JdV8E updated 2010 7. Academics vs. Behavior It is hard enough to teach modified academics in the general education classroom without challenging behaviors interfering. 8. If a child doesnt know how to read, we teach. If a child doesnt know how to swim, we teach. If a child doesnt know how to multiply, we teach. If a child doesnt know how to drive, we teach. If a child doesnt know how to behave, we..... .teach? punish? Why cant we finish the last sentence as automatically as we do the others? Tom Herner (NASDE President ) Counterpoint 1998, p.2) Center for Social Emotional Foundations in Early Learning, Preschool Training Module 1 htp://csefel.vanderbilt.edu/modules/module1/presenters-ppt/Module1.zip 9. Challenging behavior usually has a message- I am bored, I am sad, you hurt my feelings, I need some attention. Students often use challenging behavior when they dont have the social or communication skills they need to engage in more appropriate interactions. Basic Assumptions Center for Social Emotional Foundations in Early Learning, Preschool Training Module 1 htp://csefel.vanderbilt.edu/modules/module1/presenters-ppt/Module1.zip 10. Behavior that persists over time is usually working for the student. We need to focus on teaching students what to do in place of the challenging behavior. Basic Assumptions Center for Social Emotional Foundations in Early Learning, Preschool Training Module 1 htp://csefel.vanderbilt.edu/modules/module1/presenters-ppt/Module1.zip 11. What are ways you prevent challenging behaviors? Positive relationships & Environments Schedules & routines Engaging activities Teaching skills Prevention is the first step! Center for Social Emotional Foundations in Early Learning, Preschool Training Module 1 htp://csefel.vanderbilt.edu/modules/module1/presenters-ppt/Module1.zip 12. WHAT STRATEGIES DO YOU CURRENTLY USE TO INCLUDE STUDENTS WITH LOW INCIDENCE DISABILITIES AND PREVENT BEHAVIORS? 13. Expert Teachers- Research of expert performance 12 Teacher interviews Excellence in Education Award from the National Center on Low Incidence Disabilities Various experience levels, birth to 21 represented, residential to inclusive settings, rural, urban & suburban areas 13 Interview Questions Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities. TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol1/iss4/6 14. 12 Expert Teachers of Low Incidence 5 Common Themes High Expectations Communication Respect Professional knowledge Relationships Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities. TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol1/iss4/6 15. Expectations If I could get every parent and every teacher to make the students be as physically and emotionally independent as possible, then I think we would see a tremendous difference . . . . They would leave knowing that they could succeed, and knowing that they had to succeed because people wouldn't pamper them. Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities. TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol1/iss4/6 16. Communication Employ active listening Change your style of communication to match who you are communicating with Ask what and how Calendar for regular contact Show respect Be flexible- keep trying Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities. TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol1/iss4/6 17. Respect as an individual Try to get to know the student! Don't belittle them; try to figure out what it is that turns them on. Watch their habits, watch what they do and find what turns their switch on and then gear material toward that. Most kids, if you take an interest in their life and are consistent in rules and expectations, they will respect you and themselves. Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities. TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol1/iss4/6 18. Professionalism The changing nature of the field makes it essential that teachers pursue opportunities for professional development and advancement. Best Practices in content Adult & Community Living Skills (transition) Assessments Assistive Technology Devices Typical Child Development Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities. TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol1/iss4/6 19. Relationships When we're talking about inclusion it means being part of a community. It's not a special program, it's how you look at kids and how you treat them and how they are involved in the school. from need-centered to strength-centered Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities. TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol1/iss4/6 20. Positive Relationships 21. Schedule- posted and interacted with regularly Visual schedule- times, activities, pictures Visual expectations Hands on activities Reinforcement First/Then Peers as partners Cooperative Learning Other student-centered strategies Strategies for Preventing Behavior 22. Picture Schedule for High School 23. Object Schedule for High School 24. Individual Work Station Routine (HS) 25. Visual Expectations 26. First/Then- Delayed Reward 27. Kagan Structures for Engagement Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com 28. STAND UP, HAND UP, PAIR UP GO FIND A PARTNER! 29. Kagan Structures for Engagement Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com 30. Tiered Instruction 31. Tiered Instruction All levels can be accommodated Vertical Alignment Document at STAAR-Alt Resources by TEA Ask an Alt teacher Alternate reading material, activity, video, etc Concrete/Hands On 32. Strategies for Preventing Behavior during instruction Provide oral instruction for students with reading disabilities. Repeat instructions, Provide written instructions Present tests and reading materials in an oral format Frequent progress checks. Let them know how well they are progressing toward an individual or class goal. Give immediate feedback. https://www.teachervision.com/special-education/new-teacher/48460.html 33. Strategies for Preventing Behavior during instruction Make activities concise and short, whenever possible. Provide them with concrete objects and events items they can touch, hear, smell, etc. Use lots of specific praise. Avoid You did well, or Good Job, Be specific, You did an excellent job organizing your ideas for the project. https://www.teachervision.com/special-education/new-teacher/48460.html 34. Teach them the skills Social Skills Schedules & Routines Expectations Problem Solving Strategies Self-Regulation Strategies 35. Behavior Lesson Plan 36. Specific Steps of Behavior 37. Boys Town Social Skills Listening to Others 1. Look at the person who is talking. 2. Sit or stand quietly. Dont yawn, whisper to others or fidget. 3. Wait until the person is finished talking. 4. Say Okay; Thanks, or I see. http://www.parenting.org/article/listening-to-others 38. Boys Town Social Skills How to Introduce Yourself 1. Look at the person. 2. Smile 3. Use a pleasant voice tone. 4. State your own name. 5. Shake the persons hand. 6. When departing say, It was nice to meet you. http://www.parenting.org/article/meeting-new-people 39. Problem Solving Strategies http://kelsoschoice.com/community/parent-page/ http://www.indy.gov/OEI/Schools/Applicants/2008/Docu ments/SEA%20Appendix%20C1.pdf 40. Breathing Strategies Smelling pizza: Imagine smelling fresh hot pizza that you are waiting to eat. Take a deep breath to smell the pizza and exhale by bringing your lips together to blow on the pizza to cool it off so that you may eat the pizza. 41. Breathing Strategies Birthday Candles: Imagine blowing out birthday candles. Take a deep breath and exhale by bringing your lips together to blow all the candles out in one breath. 42. Breathing Strategies Visualize Breaths Help student imagine what each breath looks like as she inhales it. Have her imagine the breath going down her throat, into the lungs and stomach. Lay down with item on belly to show diaphragm movement Yawn and analyze deep inhale 43. Kagan Strutcures for Engagement Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com 44. Rally Coach Stand up, pair up with nearest partner Decide A & B Use Rally Coach to explain the any of the visual strategies we discussed Visual Schedules Visual Routines Visual Expectations First/Then Reinforcement Board A goes first 45. Engagement deters behavior Kagan, S. Disengagement: Achievement Gaps, Discipline, and Dropout Treating the Disease, Not Just the Symptoms. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring/Summer 2010. www.KaganOnline.com 46. Engagement deters behavior Engaged with the learning activities students find little opportunity or desire to become disruptive. Kagan, S. Disengagement: Achievement Gaps, Discipline, and Dropout Treating the Disease, Not Just the Symptoms. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring/Summer 2010. www.KaganOnline.com 47. Engagement deters behavior Collaborative Learning Structures Stand up, Hand up, Pair up Rally Robin (talk) Rally Coach Timed Pair Share 48. Accessibility Increases Engagement Chrome Extensions Readability Google Dictionary Chrome Speak Zoomy QR Codes Accessibility for Educators Microsoft Simplified or Adapted Text Rewordify Adapted Books Tar Heel Reader Bookshare Learning Ali SAS Curriculum Pathways 49. Kagan Structures for Engagement Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com 50. WHAT PREVENTION STRATEGY WILL YOU TRY NEXT YEAR?