ytp sd ebps oavsnp 2016 participant ppt mazzotti... · § constant time delay to teach food...
TRANSCRIPT
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Evidence-based StrategiestoSupportSelf-DeterminationSkill Development
ValerieL.Mazzotti,PhDNationalTechnicalAssistanceCenteronTransition
2016YouthTransitionProgramStatewideConference
HoodRiver,ORFebruary18,2016
Objectives• Gainknowledgeofsecondarytransitionevidence-basedpractices
• GainknowledgeofhowtoimplementtwosecondarytransitionEBPs(i.e.,Go4itNowStrategy,SDLMI,ME!)withfidelity
• GainresourcestosupportimplementationofthreesecondarytransitionEBPs(i.e.,Go4itNowStrategy,SDLMI,ME!)
Transitioninthe21stCentury
• Ensureallyouthgraduatehighschoolpreparedforcollegeandcareers• Activelyinvolveofgeneralandspecialeducation(Morningstaretal.,2012)• Preparelifelonglearners(NASSP,2004)
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OverarchingQuestion
Whatcanparents,teachers,transitionspecialists,andschoolsdotoincrease
thelikelihoodofyouthachievingpositivepost-schooloutcomes?
Positive Post-School Outcomes
In-School Predictors of Post-School Success
Evidence-Based Practices
StartwiththeBestAvailable Evidence
School, District, & State
Level
Student Level
PredictorsofPost-SchoolSuccess
• A predictor isdefinedasanin-schoolexperience,typicallyaprogram(e.g.,awork-basedlearningexperience)correlatedwithimprovedpost-schooloutcomes.
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WhatisaPredictor?
• Somethingusedtoforecastortellaboutsomethinginadvanceofitsoccurrencebymeansofspecialknowledgeorinference
!
• ProgramofStudy• Self-Determination/Self-Advocacy• YouthAutonomy/Decision-Making• Goal-Setting
• SocialSkills
• StudentSupport
• TransitionProgram• VocationalEducation• WorkStudy• Self-Care/IndependentLivingSkills• TravelSkills
ResearchtoIdentifyPredictorsinSecondary Transition
(Mazzottietal. ,2015;Testetal. ,2009)
ResearchtoIdentifyPredictorsinSecondary Transition
• CareerAwareness• CommunityExperiences• ExitExamRequirements/HighSchoolDiplomaStatus• InclusioninGeneralEducation
• InteragencyCollaboration
• OccupationalCourses• PaidEmployment/WorkExperience• ParentInvolvement• ParentExpectations
(Mazzottietal. ,2015;Testetal. ,2009)
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Predictor:Self-Determination/Self-Advocacy
OperationalDefinition:
• abilitytomakechoices,solveproblems,setgoals,evaluateoptions,takeinitiativetoreachone’sgoals,andacceptconsequencesofone'sactions.
Rowe,D.A.,Alverson,C.Y.,Unruh,D.,Fowler,C.H.,Kellems,R.,&Test,D.W.(2015).Operationalizingevidence-basedpredictors ofpost-schoolsuccess :ADelphistudy.CareerDevelopmentandTransitionforExceptionalIndividuals,38,113-126.doi:10.1177/2165143414526429
Self-Determination/Self-Advocacy:ProgramCharacteristics
• UtilizeastudentdrivenIEPprocesstoallowstudentstodemonstrateself-awareness,goalsetting,problemsolving,andself-advocacy
• Collaboratewithgeneraleducationteacherstoembedchoices intothegeneralcurriculumanddailylessonsandprovideopportunitiesforstudentstopracticeself-determinationskills
• Ensureallstudents,includingthosewithsignificantdisabilities,haveafunctionalcommunicationsystemtoengageinchoicemaking,problem-solving,goalsetting,takinginitiativetoreachgoals,andacceptingconsequences forone’sactions
AnEvidence-BasedPractice(EBP)is...
• Ateachingmethod(i.e.,strategy,curriculum)usedtoteachaspecificskillthathasbeenshowntobeeffectivebasedonhigh-qualityresearch
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PurposefulPlanning
EffectiveIntervention
EffectiveImplementation
PositiveOutcomes
forStudents
FormulatoSupportSuccessfulOutcomes
AdaptedfromFixen &Blasé(2009)
SecondaryTransitionEvidence-Based Practices
ToImproveAcademicandFunctionalOutcomes:• PeerAssistance• Technology-Based• Self-Management• VisualDisplay• Mnemonics• ResponsePrompting• TimeDelay• Self-DeterminationSkills
SecondaryTransitionEBPsLevelofEvidence
RelevantOutcomeArea
Practice
Evidence-basedPractices
E
EducationStudent-focusedPlanningPractices§ PublishedcurriculatoteachstudentinvolvementintheIEPo StudentDevelopment(Academic,Employment,andLife
Skills)Practices§ Self-DeterminedLearningModelofInstruction(SDLMI)to
teachgoalattainmentEmployment o StudentDevelopmentPractices
§ Self-DeterminedLearningModelofInstruction(SDLMI)toteachgoalattainment
IndependentLiving
o Student-DevelopmentPractices§ Constanttimedelaytoteachfoodpreparationand
cookingskills§ Responsepromptingtoteachfoodpreparationand
cookingskills§ Responsepromptingtoteachhomemaintenanceskills§ Self-DeterminedLearningModelofInstruction(SDLMI)to
teachgoalattainment§ Simulationstoteachpurchasingskills
E
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LevelofEvidence
RelevantOutcomeArea
Practice
Research-basedPractices
R
Educationo Studen tDevelo pmen t (Academic, Emp lo ymen t, an d Li feSki l l s)P racti ces
§ Cover, copy,comparetoeachmathskills§ Graduatedsequenceof instruction to teachmath
skills§ Mnemonics to teachacademicskills (math, science)§ Peer-assisted instruction to teachacademicskills
(readingcomprehension, math,social studies)§ Schemabased instruction to teachmathskills§ Self-managementinstruction to teachacademic
skills (math)§ Strategyinstruction to teachreading
comprehension, mathskills§ Strategyinstructionandself-monitoring toteach
readingcomprehension§ Technology toteachacademicskills (reading
comprehension, social studies)
R
SecondaryTransitionEBPs
PPromisingPractices
Education § SchoolCompletionPractices§ CareerAcademies forschoolcompletion§ JobCorps forschoolcompletion§ JOBSTART for schoolcompletion§ SocialandBehavior InterventionPrograms fordropout
prevention§ StudentDevelopment(Academic,Employment,andLife
Skills)Practices§ Anchored instruction toteachmathskills§ Mnemonics to teachreadingcomprehension§ Roleplayto teachscience§ Simultaneous prompting toteachmathskills§ Structuredinquiry basedactivities toteachscience§ Technology toteachmathskills§ Timedelayprocedures toteachscience§ Visual displays to teachmathskills
P
SecondaryTransitionEBPsLevelofEvidence
RelevantOutcomeArea
Practice
ApproachesforPromotingSDinStudents
1.Student-drivenIEPandtransitionplanning.
� MakingsurethestudentattendsandisPREPAREDforparticipatingintheirIEPmeetings
� Importantstepintransferringdecision-makingpowertostudents
� TeachingstudentsabouttheIEP&
itsuseinguidingtheirfuture
� RememberthatALLstudentsarecapableofparticipating
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2.Directlyteachingskillsorenhancingknowledge
3.Embeddinginstructionintothegeneralcurriculum
� Forexample,includinggoalsforwriting(goal-setting)intowritingclass
4.Person-centeredPlanning
ApproachesforPromotingSDinStudents
Self-DeterminationContinuum
Self-Express ion(Generalization Level)
12th Grade
Self-Express ion(Proficient
Level)
11th Grade
Self-Express ion(Practicing
Level)
10th Grade
Self-Awareness
Self-Acceptance
ReachingGoals
9th Grade
Self-Express ion
(NoviceLevel)
8th Grade
ReachingGoals
7th Grade
Self-Awareness
Self-Acceptance
6th Grade
High Schoo l
P ersonal , Academic, P o stsecondary Edu cation ,P o stsecondaryEmp lo ymen t, and P o stsecondary In dependen tLivin g
M idd leSchoo l
P ersonal and Academic
Self-DeterminationOutcomes
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Self-DeterminationOutcomes
ModelingEBPs: StrategiesforToday
• Self-DeterminedLearningModelofInstruction(SDLMI)
• Go4IT…Now!•ME!Unit1,Lesson1
•ME!Unit5,Lesson1
• Aninstructionalmodelthatteachesstudentstoengageinself-regulatedandself-directedlearning(Wehmeyer etal.,2000)
• Specificstrategyforteachingself-determinationskills(e.g.,goal-setting,decision-making,problem-solving)
Self-DeterminedLearningModelofInstruction(SDLMI)
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• Alllevelsofdisability
• AgesK-12
• Freeandadaptable
• Providesteacherswithonemethodforteachinggoal-settingskillstostudents
• Typicallytaughtusingteacher-directedinstruction
• Usedtoteachstudentswitharangeofdisabilitiesacrossallgradelevels(Agran,Blanchard,&Wehmeyer,2000)
Self-DeterminedLearningModelofInstruction(SDLMI)
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• Self-determination skillstaught:• Goal-setting• Problem-solving• Decision-making• Self-regulation/self-management
• Beach Center onDisability• http://www.beachcenter.org/education_and_training/self-determination/default.aspx
Self-DeterminedLearningModelofInstruction (SDLMI)
SDLMI&CCSS
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Part 2:Make a PLAN
Part 3:Adjust Your
GOAL
Part 1:Set a
GOAL
SDLMIThe 3 parts of the Goal Setting Lessons are:
Part 1 –Set a GOAL
Part 2 –Make a PLAN
Part 3 –Adjust your GOAL
Objective:Toteachstudentstosetandattaingoals
Materials:• SDLMIscript• SDLMIworksheet• Slides(optional)• Datacollectionsheet(toassessstudentknowledgeofSDLMI)• Lessonplanmaterials
TeachingProcedures• PartOne:
• Student identifystrengths andneeds,comparetheirbehaviorwithexpected behavioraloutcomes,andsetagoal (lessons1-3)
• PartTwo• Students identifybarriers andsolutionstoachievegoals,
supportstoachievegoals,andfinalizetheplan (lessons4-6)
• PartThree• instructionincludesteachingstudentstoadjustgoals
basedonprogressmonitoring(lessons7-8)
Mazzotti,V.L.,Wood,C.L.,Test,D.W.,&Fowler,C.(2012).EffectsofComputer-AssistedInstructiononStudents ’KnowledgeoftheSelf-DeterminedLearningModelofInstructionandDis ruptiveBehavior.JournalofSpecialEducation,45,216-226.
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1. IdentifytheobjectiveforPart1bytellingstudentsthattheywillworktoanswerthequestion,“Whatismygoal?”
2. Teachstudentstoaskthequestion“WhatdoIwanttolearn?”relatedtoinstructionalcontent(e.g.,academic,behavioral).
• Givestudentsanopportunitytoidentifystrengthsandneeds.Thisshouldincludeprovidingstudentsopportunitiestocommunicatepreferencesandinterests.
• Givestudentstheopportunitytoprioritizeneeds.
3. Teachstudentstoaskthemselves,“WhatdoIknowaboutitnow?”
• Givestudentsanopportunitytoidentifycurrentknowledge,andhelpstudentsgaininformationabouthowtoattainknowledgerelatedtoinstructionalcontent.
SDLMI:TeachingProcedures
Rowe,Mazzotti,&Sinclair,2015
4. Teachstudentstoask,“WhatmustchangeformetolearnwhatIdon’tknow?”
• Providestudentswithexamplesofhowtoaccesstheinstructionalcontentthroughmodificationstotheenvironment(e.g.,changeinseatingarrangement,useofadictionary)andallowthemopportunitiestoprioritizeneedsrelatedtotheinstructionalcontent.
5. Providestudentswithanopportunitytosetagoalbyansweringthequestion,“Whatismygoal?”
• Discussioncanincludethewholeclassorpairedstudentstofacilitatediscussionofidentifiedgoalsandcriteriaforachievingthegoal.
TeachingProcedures
Rowe,Mazzotti,&Sinclair,2015
Yourturntoteach(10min)
• Assumeteacherrole• TheteacherwillteachLesson1• Studentwillassumetherole• Afterlesson1iscomplete,roleswillreverse• Teachlesson2Note:Wemayonlymakeitthroughonelesson
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Widgit Symbols (c) Widgit Software 2002-2014 www.widgit.com!!
Modified SDLMI Part 3 Worksheet
!
Figure 6. Adapted SDLMI Part 3 self-evaluation form. !
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StudentSelf-Evaluation:TeachingProcedures
Seehandout
Go4IT…NowStrategy
• SpecificStrategyforTeachingSelf-DeterminationSkills• Usedtoteachstudentsparagraphwritingskills,whilesimultaneouslyteachingthemtowritepersonalgoalsandobjectives,whichincludecomponentsofself-determination(i.e.,goal-setting,decision-making,self-evaluation;Konrad&Test,2004;Konrad&Test,2007)
GO4IT…Now!&CCSS
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Objective:Toteachstudentstodevelopgoals
Materials:• Go4IT…Now!flashcards• Go4IT…Now!Worksheet• Go4IT…Now!Evaluationsheet
Go4IT…NowStrategy
Go4IT…Now!TeachingProcedures1. Developandactivatepriorknowledgeofparagraphs
• Activate priorknowledge ofwhatcomprisesagoodparagraph.• Providestudentswithexamplesandnon-examplesofdifferenttypes ofparagraphs (e.g.,expository,narrative, persuasive) todemonstrate what constitutesagoodparagraph withacleartopicsentence andseveral supportingsentences.
2. Developandactivatepriorknowledgeofpresentlevelsofperformance• Activate students’priorknowledge oftheirpresent levelsofperformance.
• Providestudentswithcopiesofpreviousassessments,progressreports, etc.
• allowstudentstocompleteself-evaluationsoftheiracademicorbehavioralperformance.
Go4IT…Now!TeachingProcedures3. Introduce,model,andmemorizethestrategy.• IntroducetheGo4IT…Now!strategy.• TeachstudentstowriteaGoalstatement(topicsentence)and4 Objectives(supportingdetails)andtoIdentifyaTimeline.• The“NOW”portionofthestrategycanbeusedtowriteavarietyofparagraphs:• Nameyourtopic,• Orderthedetails,and• Wrapitupandrestatethetopic.
• Next,modelthestrategywitha“thinkaloud”process,usingyourowngoalsandobjectives.Usingchoralrespondingpairedwithflashcardpractice,assiststudentsinmemorizingtheGo4IT…Now!mnemonic.
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Go4IT…Now!TeachingProcedures4. Guidedpracticetosupportstrategyuse.
• Supportstrategy usethroughguidedpractice usingstudentneedsidentifiedinStep2.
• Providestudentsopportunitiestowriteparagraphs withteacher guidance,includingpositiveandcorrectivefeedback.
• Allowstudentstomakerevisionsbasedonfeedbackpriortomovingtoindependentpractice.
5. Independentpracticetosupportstrategyuse.• ProvidestudentswiththeGo4IT…Now!self-evaluationchecklisttomonitorandevaluatetheir useofthestrategy.
• Allowstudentstopracticethestrategy independentlyusingtheself-evaluation checklist.
• After studentshave completedthe self-evaluationchecklist,review evaluationwithstudentsandallowtheopportunitytomake revisionsbasedonfeedback.
GO4IT…NOW!Writea5-7sentenceparagraphtodescribeyourgoal.
Goal: toworkasacomputertechnicianforGoogleorMicrosoft
Objectives:
1. Findoutwhatclassestotake
2. Workwithguidancetogettheclasses
3. GetB’sorBetterinclasses
4. Reviewjobqualifications
IdentifyaTimeline:Beforegraduatinghighschool
GO4IT…NOW!Write a5-7sentence paragraph todescribe yourgoal.
Name yourTopic
Order yourdetails
Wrap itupandrestatetopic
After highschoolIwillworkasacomputertechforGoogleorMicrosoft.Toaccomplishthisgoal,Iwillfirstfindoutwhatclassestotake inhighschool.ThenIwillworkwithmyguidancecounselortogetintothoseclasses.Next, IwillgetBs orbetterinmyclasses.Finally,IwillreviewthejobqualificationstoseewhatelseIhavetolearn before graduation.ThisishowIwillreachmygoalasacomputertechnician.
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Your turntopracticeusingGo4IT…Now! (10min)
Write agoalforyourself.Itshouldbechallengingandrealistic.What shouldyoubeabletoDO bytheendofthisconference?They shouldbeclearandmeasurableandmatchyourneeds.
Iwill….
ToaccomplishmygoalIwill…• (list three things)
• Wewillshareouthowthisstrategyworked andhowitmightworkwithyourpopulationofstudents.
Me!Lessons forTeachingSelf-Awareness&Self-Advocacy
• Studentswithmildtomoderatedisabilities• Ages14-21• Free• Purpose:• Toteachstudentstounderstandtheirdisabilityandabilities,rightsandresponsibilities,andself-advocacyskills• Studentsdevelopaportfoliotohelpthemtransitionfromhighschooltopostsecondarysettings
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Me!Lessons forTeachingSelf-Awareness&Self-Advocacy
• Includes10unitstoteachcriticaltransitionknowledgeandskills• Let’s takealook….• http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/me-lessons-for-teaching-self-awareness-and-self-advocacy.html
• ResearchandMe!Implementation• The Data
Unit1:GettingStarted
• Purpose:• Familiarizestudentswiththeconceptsofself-awarenessandself-advocacy,• Providestudentsopportunitiestoidentifyanddiscusstheirstrengthsandneeds• Helpstudentsidentifyquestionstheyhaveregardingself-awarenessandself-advocacy
Unit1,Lesson1:UnderstandingSelf-Awareness&Self-Advocacy• Objectives:
• defineself-awareness andself-advocacy• identifyexamplesofself-awareness andself-advocacy• identifypersonalstrengths, weaknesses, likes,anddislikes• useretelling skillstoparticipateinoralpresentation(ExtensionActivity)
• completethe ME! Scale
• Materials:• Worksheet 1-1:UnderstandingSelf-Awareness andSelf-Advocacy
• Student ME! Scale• Parent/guardian YOU! Scale
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TeachingProcedures:U1,L1
1. Readthe studentscenariotothe class.Thisscenarioisincludedonthebackofworksheet1-1,forreference asneeded bystudentsthroughoutUnit1.• TListen:“ IwillreadyouashortstoryaboutahighschoolstudentnamedMike.ListencarefullywhileIreadthestory.Listenforsituationsinthestorythataresimilarordifferentfrom yourexperiences.”
• Treads: Mike’sscenario
2. TasksstudentstothinkaboutMike’ssituation.Specifically,hisclasses,tests,andassignments.• “IsthereanythinginMike’sstorythatyoucanrelatetoyourlife?”
• “What,ifanythingdoyouhaveincommonwithMike?”
TeachingProcedures:U1,L1
1. Readthe studentscenariotothe class.Thisscenarioisincludedonthebackofworksheet1-1,forreference asneeded bystudentsthroughoutUnit1.• TListen:“ IwillreadyouashortstoryaboutahighschoolstudentnamedMike.ListencarefullywhileIreadthestory.Listenforsituationsinthestorythataresimilarordifferentfrom yourexperiences.”
• Treads Mike’sscenario
2. TasksstudentstothinkaboutMike’ssituation.Specifically,hisclasses,tests,andassignments.• “IsthereanythinginMike’sstorythatyoucanrelatetoyourlife?”
• “What,ifanythingdoyouhaveincommonwithMike?”
TeachingProcedures:U1,L13. Write theword“self-awareness” ontheboardinfrontofthe
classroom.
4. Askstudentswhatthey think“self-awareness” meansandprovidethemanopportunitytorespond.
5. Teacher providesdefinitionofself-awareness–• “The word“self”means“me”andtheword“awareness”meanstoknowsomething,tobeinformedofsomething.”
• “Self-awareness” refers toapersonknowingabouthimselforherself.
6. Take aminutetowritethemeaningofself-awarenessonyourworksheet.
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TeachingProcedures:U1,L1
7. Take aminutetothinkofanswerstothefollowingquestions:• “Whataresome thingsyoudowell?• Whataresome thingsyouneedtoimprove?• Whatarethingsyouenjoydoing?Whydoyoulikethesethings?
• Whatarethingsyoudislikedoing?Whydoyoudislikethesethings?
• Whatisimportanttoyou?Why?”
8. Providestudentstimetoanswer thequestionsontheirpaper
TeachingProcedures:U1,L1
9. Writetheword“Self-advocacy”ontheboardinfrontoftheclassroom.
10.Askstudentswhattheythink“Self-advocacy”meansandprovidethemanopportunitytorespond.• T– “Self-advocacyrefers toapersonmakingadeliberateorpurposefulefforttospeakupforhis/herneedsorideas.”
11.Takeaminutetowritethemeaningofself-advocacyonyourworksheet.
TeachingProcedures:U1,L1
12. Teacher read anddiscussthefollowingscenarioaboutLucyandself-advocacy.“The followingstoryaboutLucyisagoodexampleofself-advocacy.ListenwhileIread.TrytoidentifyhowLucyself-advocatesduringthestory.”
“Lucyisahighschoolstudentwhowearscontacts.Eventhoughshewearscontacts,shecannotseesmallthingsfromfaraway.WhenLucyarrivedtoAlgebraclassonMonday,herteacher hadmadeanewseatingchartthatleftLucysittingatthebackoftheroom.Lucystayedafterclasstoexplaintoherteacher thatsheneededtositclosertothefrontbecauseshecouldnotseetheboardevenwhenshewearshercontacts.”
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TeachingProcedures:U1,L1
13. Use thefollowingquestionstoguideaclassdiscussionaboutthescenario.• “WhywasitimportantforLucytospeakupforherself?• DoyouthinkLucydidtherightthing?• Have youeverbeeninasituationthatyouneededsomethingchangedinordertodoyourbest?Ifso,didyouspeakupforyourself?
• Wasitdifficultforyoutospeakupforyourself?Explain.• WhatwouldyouhavedoneinLucy’ssituation?• HowcouldLucy’sactionsinthissituationimpactherfuture?”
TeachingProcedures:U1,L1
14. Guidestudentstothetable onworksheet 1-1.Havestudentsbrainstormideasaboutwhenandwhere they mighthavetoself-advocate.T– “Let’smake alistofplacesorsituationsyoumightneedtoadvocateforyourself.”(Havestudentsanswer aloudwhileyouwrite answersonoverhead, chart paper, ordryerase board.)T- ”Canyouadvocateforyourselfifyoulackself-awareness?Whyorwhynot?”(studentresponse)T- “Chooseanexamplefromthelistofplaces/situationsyouidentified.Tellmesomethingyoumightneedtoknowaboutyourselftoadvocateinthatsituation.”(Havestudentsansweraloudwhileyouwriteanswersonoverhead,chart paper, ordryerase board.)”
TeachingProcedures:U1,L1
15. Give eachstudenta copyoftheME!Scale. Itshouldtypicallytake studentsfivetotenminutestocompletethe scale.T- “IamgivingeachofyouacopyoftheME!Scale.Thisisnotatest,butisanimportanttoolthatyouwillusetolearnaboutyourself.Takeafewminutestoanswerallofthequestionslisted.Again,thisisnotatest,butitisveryimportantthatyouanswerallofthequestionstothebestofyourability.Therearenorightorwronganswers,justanswersthataretrueforyou.”
16. ProvidestudentswithanopportunitytosharetheiranswersoraskquestionsabouttheME! Scale.
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TeachingProcedures:U1,L1LessonClosure
17. Have studentsdefine self-awareness andself-advocacyaloud.T- “Self-awareness” refers toapersonknowingabouthimselforherself.Thingsyoudowell.Thingsyouneedtoimprove.Thingsyouenjoydoing.Thingsyoudislikedoing.”T- “Self-advocacy”refers toapersonmakingadeliberateorpurposefulefforttospeakupforhis/herneedsorideas.
18. Askstudentstoidentifyaloudtimesandplacesthatself-awareness andself-advocacyare necessary. Refer studentstothetable onworksheet 1-1iftheyhavedifficultyprovidingexamples.T- “Over thenextfewweeks wewillbeworkingonactivitiestohelpyouincreaseyourself-awarenessandhelpyoubecomeaneffective self-advocate.”
STUDENTEVALUATION• CompletionofME!Scale• Completedworksheet1-1:UnderstandingSelf-AwarenessandSelf-Advocacy• Verbalparticipationduringclassdiscussion
TeachingProcedures:U1,L1Evaluation
Unit5:ImprovingMyCommunicationSkills
• Purpose:• Toimprovestudentcommunicationskillsbyprovidingthemimportantstrategies,skills,andopportunities forpracticeandevaluation
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Unit5,Lesson1:LearningHowtoCommunicateEffectively
• Objectives:• identifyappropriate situationswhentheyshouldapproachothers topresentinformationabouttheirdisabilityandtheir needs
• distinguishbetweenappropriate andinappropriatenon-verbal communication(bodylanguage)includingpersonalspace,eye contact, posture,etc.
• demonstrate appropriate verbalcommunicationskillsincludingtone,volume,andvocabulary
• Materials:• Worksheet 5-1:PresentationResponseForm• Videoclipstoanalyze• VideoCamera (extensionactivity)
Yourturntoteach(15min)
• Assumeteacherrole• TheteacherwillteachLesson1• Studentwillassumetherole• Afterlesson1iscomplete,roleswillreverse• Teachlesson5Note:wemayonlymakeitthroughonelesson
Think-Pair-Share
• Howdothesestrategiesapplytoyourclassroomorschool?
• Canyouuseanyofthesestrategieswiththestudentsyouteach?
•Willyouneedtomodifyeitherofthesestrategiestosupportimplementationwithyourstudents?
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PurposefulPlanning
EffectiveIntervention
EffectiveImplementation
PositiveOutcomes
forStudents
FormulatoSupportSuccessfulOutcomes
AdaptedfromFixen &Blasé(2009)
ConsiderationsforSelectingEBPs1. Didtheinterventionwork?
2. Doesthepracticehaveevidencetosupportitseffectiveness(i.e.,identifiedasevidence-basedfromreputablesources,resultsofresearchdescribedinmanual,orlinktoresearchsupport)?
3. Doesthepracticerelatetopredictorsofpost-schoolsuccessforstudentswithdisabilities?
4. HasthepracticebeeneffectiveforthepopulationofstudentsIamworkingwith?
5. Canthepracticebeindividualizedandadaptedtofittheuniqueneedsofmystudents?
Data-basedDecisionMaking(Detrich, 2011)
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AFewResources forEBPs
• NationalTechnicalAssistanceCenteronTransition(NTACT)http://www.transitionta.org/• NationalAutismProfessionalDevelopmentCenterhttp://www.autisminternetmodules.org/user_login.php• NationalAutismCenterhttp://www.nationalautismcenter.org/• BestEvidenceEncyclopediahttp://www.bestevidence.org/
Questions?
Contact
Valerie [email protected]