Scott, M. Terrance, Bucalos, Anne, Liaupsin, Carl, Nelson Michael C., Jolivette, Kristine, DeShea,
Lise. (2004). Using functional behavior assessment in general education settings: Making a case
for effectiveness and efficiency. Behavioral Disroders, 29(2), 189-201. Retrieved from:
http://www.ccbd.net/behavioraldisorders/Journal/index.cfm
The article I chose this week discusses how an FBA is an effective tool to help in implementing the intervention plan however, the procedures to proactively implanting the plan poses significant barriers in the general education setting.
"In the school context, efficiency refers to the ease with which school personnel can implement the FBA process within the scope of their typical school duties and time limitations (Scott, Bucalos, Liaupsin, Nelson, Jolivette, DeShea, 2004)." Rather than only special education teachers being able to implement the FBA process but that it would be helpful if all staff was adequetley trained. This type of shift could help to address problem behaviors in a more positive way rather than with negative consequences. The concern is that would staff be trained in a way and at a level to where valid and useful assessments take place? " Although we are careful not to suggest the abandonment of traditional FBA methodology in schools, we believe that the circumstances suggest two options: 1. Develop more efficient and effective ways of delivering staff training for implementing traditional FBA methodologies in public school settings. 2. Develop and validate more efficient user friendly methodologies as alternatives to more rigorous traditional procedures (Scott, Bucalos, Liaupsin, Nelson, Jolivette, DeShea, 2004)."
This article also discusses finding several hundred articles and studies using key words such as functional assessment and functional behavior assessment. 12 articles met criteria for inclusion in a review. One was that the study was done in a school setting, students who participated were between 5 and 21 years old and a diagnosis of E/BD or at risk for E/BD or with mild disabilities. A total of 26 students were assessed in 12 separate studies. A variety of FBA methods were used. All produced positive results with decreasing the problem behaviors. Some of the information about any special conditions were not discussed in the reviews.
This article is not saying it disagrees with the current methods of using FBAs but trying to make it so that all school personnel can implement them is key. This way they can be done in a timely manner without all the pressures put on a few people.
There are a lot of steps in using an FBA correctly and effectively and with more than one person able to help with multiple children to assess, information can be shared quickly and a plan in place quicker.
Monday, November 16, 2015
Saturday, November 7, 2015
Transition Planning for Students with High Incidence Disabilities
Mazzotti, Valerie L., Rowe, Dawn A., Kelley, Kelly R., Test, David W., Fowler, Catherine H.,
Kohler, Paula D., and Kortering, Larry J. (2009). Linking transition assessment and
postsecondary goals. TEACHING Exceptional Children, 42(2), 44-51.
This particular article goes into great detail about the key elements of the transition process as it pertains to planning for middle school, secondary, and postsecondary education. Some of this information was discussed in this weeks screencasts about postsecondary transition planning. This article discusses the role of the transition planning, transition assessment as a guide for postsecondary goals, writing measurable postsecondary goals, aligning postsecondary goals with transition services, and aligning annual IEP goals with transition services and postsecondary goals. Our chapter reading discussed these topics however, this article gives much more detail about the process. What I found most interesting was the information about meeting the requirements of indicator 13. According to Kortering (2009) "as outlined by IDEA 2004, the Office of Special Education Programs began requiring states to submit data on 20 indicators for Part B. These were to ensure states were meeting the guidelines of IDEA". (p.45) The article gives a checklist for states to use for collecting their data. There are eight items related to transition for students. The checklist is a series of eight questions to be answered as a yes or no weather it is for education or training, employment, or independent living. This indicator 13 checklist must also show evidence that the student was invited to the meeting. There is an entire page devoted to what this checklist looks like.
Also in this article is a graphic explaining the steps in the transition planning process as a flow chart. This graphic was a great breakdown of how the transition planning looks.
I thought this was a great article considering the information we are currently discussing. It will be a great resource as we plan our postsecondary plans for our upcoming project.
Kohler, Paula D., and Kortering, Larry J. (2009). Linking transition assessment and
postsecondary goals. TEACHING Exceptional Children, 42(2), 44-51.
This particular article goes into great detail about the key elements of the transition process as it pertains to planning for middle school, secondary, and postsecondary education. Some of this information was discussed in this weeks screencasts about postsecondary transition planning. This article discusses the role of the transition planning, transition assessment as a guide for postsecondary goals, writing measurable postsecondary goals, aligning postsecondary goals with transition services, and aligning annual IEP goals with transition services and postsecondary goals. Our chapter reading discussed these topics however, this article gives much more detail about the process. What I found most interesting was the information about meeting the requirements of indicator 13. According to Kortering (2009) "as outlined by IDEA 2004, the Office of Special Education Programs began requiring states to submit data on 20 indicators for Part B. These were to ensure states were meeting the guidelines of IDEA". (p.45) The article gives a checklist for states to use for collecting their data. There are eight items related to transition for students. The checklist is a series of eight questions to be answered as a yes or no weather it is for education or training, employment, or independent living. This indicator 13 checklist must also show evidence that the student was invited to the meeting. There is an entire page devoted to what this checklist looks like.
Also in this article is a graphic explaining the steps in the transition planning process as a flow chart. This graphic was a great breakdown of how the transition planning looks.
I thought this was a great article considering the information we are currently discussing. It will be a great resource as we plan our postsecondary plans for our upcoming project.
Sunday, November 1, 2015
High-Incidence Disabilities
Bouck, Emily C., Shurr, Jordan C., Tom, Kinsey, Jasper, Andrea D., Bassette, Laura, Miller, Bridget,
and Flanagan, Sara M. (2012). Fix it with TAPE: Repurposing technology to be assistive
technology for students with high-incidence disabilities. Preventing School Failure, 56(2),
121-128. Retrieved from http://ezproxy.trnty.edu:2553/10.1080/1045988X.2011.603396
The article I chose this week discussed how to repurpose technology to be assistive technology for students with high incidence disabilities. The article first described a teacher who in just one week, was struggling to find replacement assistive technology, calling to check on the status of equipment for a student, and listening to a parent explain that the assistive technology her son was using, is in need of repair and she no longer sees the minimal benefits for her son. That it is not worth the time and effort it takes to set up and use the device. In the end, the teacher realizes the importance of the technology for her students but knows that she needs to fix the problem of the seemingly inconsistent products. TAPE focuses on the principles of "transportable, available, practical, engaging".
The percentage of technological devices that people all over the world are using on a daily basis, especially those between the ages of 8 and 18 years, is becoming more prevalent. The devices that were mentioned were, cell phones, iPod, MP3 player and laptop. And as we all know, the amount of time spent on these devices daily, is high. Technology in the classroom benefits all students but, for those with a high-incidence disability, it can help improve academic progress even more. The term assistive technology refers to "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability" (Individuals With Disabilities Education Improvement Act, 2004, I.A. 602.1). Most of the assistive technology in the classrooms is limited to specifically marketed assistive technology, such as text-to-speech programs, word-prediction programs, and screen magnifiers (Edyburn, 2004). Students with high-incidence disabilities use assistive tech to be able to access the curriculum as there regular developing peers who do not use assistive tech.
The article goes on to explain how using other types of devices can be used for assistive technology and not just devices that are used solely for that purpose. One example given was the cell phone. This can be used in supporting students with life skills and promoting independence. There is an entire page that uses a chart to discuss how different types of technology can be used as assistive technology and exactly how. The last couple of pages of the article explain in detail how these devices would benefit a student, using them as assistive technology.
I thought this was a great article that easily lays out the different types of technology and how it can be used to help students with high-incidence disabilities. This specific framework can help teachers in selecting and implementing technology effectively for their students. I personally have not seen this particular idea used in my school but, it really is a great way to look at technology in a different way that would benefit students.
and Flanagan, Sara M. (2012). Fix it with TAPE: Repurposing technology to be assistive
technology for students with high-incidence disabilities. Preventing School Failure, 56(2),
121-128. Retrieved from http://ezproxy.trnty.edu:2553/10.1080/1045988X.2011.603396
The article I chose this week discussed how to repurpose technology to be assistive technology for students with high incidence disabilities. The article first described a teacher who in just one week, was struggling to find replacement assistive technology, calling to check on the status of equipment for a student, and listening to a parent explain that the assistive technology her son was using, is in need of repair and she no longer sees the minimal benefits for her son. That it is not worth the time and effort it takes to set up and use the device. In the end, the teacher realizes the importance of the technology for her students but knows that she needs to fix the problem of the seemingly inconsistent products. TAPE focuses on the principles of "transportable, available, practical, engaging".
The percentage of technological devices that people all over the world are using on a daily basis, especially those between the ages of 8 and 18 years, is becoming more prevalent. The devices that were mentioned were, cell phones, iPod, MP3 player and laptop. And as we all know, the amount of time spent on these devices daily, is high. Technology in the classroom benefits all students but, for those with a high-incidence disability, it can help improve academic progress even more. The term assistive technology refers to "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability" (Individuals With Disabilities Education Improvement Act, 2004, I.A. 602.1). Most of the assistive technology in the classrooms is limited to specifically marketed assistive technology, such as text-to-speech programs, word-prediction programs, and screen magnifiers (Edyburn, 2004). Students with high-incidence disabilities use assistive tech to be able to access the curriculum as there regular developing peers who do not use assistive tech.
The article goes on to explain how using other types of devices can be used for assistive technology and not just devices that are used solely for that purpose. One example given was the cell phone. This can be used in supporting students with life skills and promoting independence. There is an entire page that uses a chart to discuss how different types of technology can be used as assistive technology and exactly how. The last couple of pages of the article explain in detail how these devices would benefit a student, using them as assistive technology.
I thought this was a great article that easily lays out the different types of technology and how it can be used to help students with high-incidence disabilities. This specific framework can help teachers in selecting and implementing technology effectively for their students. I personally have not seen this particular idea used in my school but, it really is a great way to look at technology in a different way that would benefit students.
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