Effective Practices

Table of Contents
Speech and Language Impairments ..3-4

Learning Disabilities ..5-6

Autism Spectrum Disorder.7-9

Cognitive Impairments.10-12

Hearing Impairments13-14

Emotional Impairments..15-16

ADHD17-19

POHI20-21

Visual Impairments22-23

1. Speech and Language Impairments

IDEA - means a communication disorder, such as stuttering, impaired articulation, and language impairment, which adversely affects educational functioning.

EP #1 o Title: Recasts o Description/Background: recasts is when the mother [teacher, SLP, etc.] follows a child's production with an utterance that maintains the semantic platform of the child's sentence with a production that includes some contrasts in semantic, syntactic, and/or morphological structures (Keith Nelson, 1415). In other words, you restate with the childs basic meaning but you change the structure or grammar of the childs utterance. Keith Nelson and his colleagues were the first to study the facilitative language strategy: recasts. They first wrote about recasts in 1977. Since then, lots of clinical studies/journal articles have been conducted such as the journal article on Recast and Its Impact on Second Language Acquisition in 2010 by Sasan Baleghizadeh and Heidar Abdi and clinical study on Maternal Recasts and Other Contingent Replies to Language-Impaired Children by Gina Conti-Ramsden in 1990. Ms. Baleghizadeh article points out that although recast has some advantages like facilitating the delivery of complex subject matter, the most outstanding disadvantage of it is its ambiguity, which at times, may not help learners notice their mistakes the greater effectiveness of recasts lies in situations where learners are given additional cues that help them recognize recasts as feedback on error (Baleghizadeh, 57). In other words, for recasts to be most effective, it has to be combined with another strategy. Ms. Conti-Ramsdens clinical article states that two types of recasts, simple recasts and continuations, have been shown to be positively related to language development in non-language-impaired children, particularly in facilitating the acquisition of syntax (Conti-Ramsden, 262). o Steps: to facilitate the facilitative language strategy recasts during whole-class instruction and one-on-one instruction, the teacher, parent, SLP, etc. will restate the child/students basic meaning while correcting implicitly any grammatical/semantically errors. For instance, if the child/student says, I want read, the teacher or parent could say, oh, you want to read? You use this strategy until the grammatical/semantically error(s) is corrected. Furthermore, this strategy can be conducted on a daily basis, throughout the class period or during individual work time. o Materials needed: the facilitator and the child/student. EP #2
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o Title: Expansions o Description/Background: expansions are utterances which repeat all or part of the child's preceding utterance with the addition of semantic (and syntactic) information (Nancy J Scherer, 387). In other words, you repeat what the child uttered while filling in missing components. The facilitative language strategy was first talked about in the 1964 book Three Processes in the Child's Acquisition of Syntax by Roger Brown and Ursula Bellugi. o Steps: to facilitate the facilitative language strategy expansions during whole-class instruction and one-on-one instruction the teacher, parent, SLP, etc. will repeat the childs utterance while filling in missing components. For instance, if the child/student says, she mean, the teacher or parent could say, oh, she is mean? You use this strategy until the child/student begins to fill in the missing components. Furthermore, this strategy can be conducted on a daily basis, throughout the class period or during individual work time. o Materials needed: The facilitator and the child/student. Resources:

Baleghizadeh, Sasan, and Heidar Abdi. "Recast and Its Impact on Second Language Acquisition." International Journal of Language Studies 4.4 (2010): 57-68. Print. Conti-Ramsden, Gina. "Maternal Recasts and Other Contingent Replies to Language-Impaired Children." Journal of Speech and Hearing Disorders 55 (1990): 262-74. Print. Nelson, Keith. "Comparison of Conversational- Recasting and Imitative Procedures for Training Grammatical Structures in Children With Specific Language Impairment."Journal of Speech and Hearing Research 37 (1994): 1414-423. Print. Scherer, Nancy J., and Lesley B. Olswang. "Role of the Mothers' Expansions in Stimulating Children's Language Production." Journal of Speech and Hearing Research 27 (1984): 387-96. Print.

2. Learning Disabilities
IDEA - means a disorder in one or more of the four basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do math.

EP #1 o Title: Letter Mnemonic o Description/Background: letter mnemonics have been used for years and used in many different classroom activities. Letter mnemonics are useful for mathematical instruction. In 2006, The Access Center described a mnemonic that could be useful for solving math story problems: STAR. Letter mnemonics use each letter of the mnemonic to represent each word or phrase to be remembered to make a meaningful word or phrase (Rich Brigham, 2001). o Steps: each letter in the mnemonic STAR represents each part of the math story problemsolving strategy. Search the word problem Translate the words into an equation in picture form Answer the problem Review the solution (The Access Center, 2006) You can use letter mnemonics during group instruction. 1. Teach the students the story problem-solving process while going through each step 2. Practice the process 3. Post it 4. Tell and remind the students when to use it o Materials needed: Post the process maybe on the board, poster, or in the students notebooks. EP #2 o Title: Classwide Peer-Tutoring o Description/Background: classwide peer-tutoring involves all students working in tutor-tutee pairs simultaneously (April D. Miller). In other words, each student gets a chance to be a tutor and to be a tutee. Classwide peer-tutoring was first talked about in 1977 in John Dineens case study Peer Tutoring Among Elementary Students: Educational Benefits to the Tutor. In Dineens case study, the results showed that tutoring increased the subjects spelling accuracy nearly as much as being tutored by a
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peer; a no-practice condition produced little change in spelling accuracy, suggesting that the process of tutoring is not necessarily a waste of the tutors time (Dineen, pg. 236). In other words, the classwide peer-tutoring benefits both the tutor and the tutee. o Steps: once the students have been trained in classwide peer-tutoring, both as a tutor and as a tutee, the teacher would choose a specific objective to be learned, such as learning new math concepts (i.e. proportionality, ratio reasoning, etc.). Once the objective is chosen, pairs of students, random or ability level, will be picked. Next, the tutoring implementation process will be considered, such as tutoring using index cards for learning new vocabulary or concepts. If the index cards are used, the tutor will ask the tutee what is the definition or meaning of the word/concept, and then the tutee will answer. After several words/concepts are mastered (in a random order), the tutor becomes the tutee. And the process continues for all peer-tutoring activities. This strategy can be done during student-to-student instruction. Below is a general guideline for implementing the classwide peer-tutoring strategy: 1. Explain the purpose and rationale for the technique. Stress the idea of the increased opportunities for practice and on-task behavior. 2. Stress collaboration and cooperation rather than competition. 3. Select the content and the instructional materials for tutoring sessions. 4. Train students in the roles of tutor and tutee. Include specific procedures for (a) feedback for correct responses, (b) error correct procedures, and (c) scorekeeping. 5. Model appropriate behaviors for tutor and tutee. Demonstrate acceptable ways to give and accept corrective feedback. 6. Provide sample scripts for student practice of roles. Divide the class into practice pairs and teams. 7. Let pairs practice roles of tutor as teacher circulates, provide feedback, and reinforcement. 8. Conduct further discussion regarding constructive and nonconstructive pair behavior. Answer questions and problem-solve as needed. 9. Let pairs switch roles and practice new roles as teacher circulates and provides feedback, and reinforcement. Repeat Step 8. (Barbara M. Fulk, pg. 49). o Materials needed: The tutor and the tutee, and the appropriate materials needed for implementing peer-tutoring, such as index cards/flash cards. Resources: The Access Center, (2006). Using Mnemonic Instruction to Teach Math. http://www.ldonline.org/article/13717/ Brigham, Rich, and Michelle Brigham. "Mnemonic Instruction (Go for It)." Current Practices Alerts 5 (2001): n. pag. Print. Dineen, John P., Hewitt B. Clark, and Todd R. Risley. "Peer Tutoring Among Elementary Students: Educational Benefits to the Tutor." Journal of Applied Behavioral Analysis10.2 (1977): 231-38. Print.
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Fulk, Barbara M., and Kathy King. "Classwide Peer Tutoring At Work." TEACHING Exceptional Children 34.2 (2001): 49-53. Print. Miller, April D., and Patricia M. Barbetta. "Math Peer Tutoring for Students with Specific Learning Disabilities." (1996): n. pag. Print.

3. Autism Spectrum Disorder

IDEA - means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects educational performance. EP #1 o Title: Applied Behavioral Analysis o Description/Background: Applied behavioral analysis is used to bring about positive behaviors and to reduce the unwanted behaviors. The Behavioral Analyst used positive reinforcement to accomplish this. Behavioral Analysts started working with children of autism about 1960. From then, the ABA principles and techniques have devolved even more. It has been shown that the ABA technique is effective for children and adults with autism. This technique is being used in classrooms as well as in everyday situations such as family dinnertime or the neighborhood playground (Autism Speaks). o Steps: to increase the likelihood of positive behaviors and to decrease the chances of unwanted behaviors by using positive reinforcement. To do so, the ABA specialist and the child with autism should focus on the following (particularly in that order): Set realistic goals Focus on target behaviors (positive ones) Defining the behavior as specifically and objectively as possible Assessment the behaviors progress Figure out how to modify the behavior(s) Continue assessing the progress of the desired behavior Materials needed: Flashcards are very useful for children with autism because they help with increasing communication and behavior; while the child is working with the flashcards (of, for example, the correct way to brush his/her teeth), the teacher, parent, behavioral analyst, etc. uses positive reinforcement to increase the positive behavior (of brushing his/her teeth). Here is a list of other ABA materials (to name a few) which can be found at ABA Educational Resources LTD: 1. Voice Modulation 2. Irregular Plurals 3. Regular Plurals 4. Playing a Puzzle 5. Making a Cream Cheese Sandwich 6. Expresses Difference/Sameness of Items 7. Shoe Tying Routine 8. Number Arrays 9. Writing Sheets that use
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a. Upper Case Letters b. Lower Case Letters 10. Common Sight Words 11. Calendar

EP #2 o Title: Visual Supports o Description/Background: In Samuel L. Odoms article, visual supports are visual cues that may prompt or remind children to engage in a behavior or prepare them for another activity (pg.171). In other words, whatever visual cue, such as photograph of geometric structure, you use it should support in the learning of a new or existing behavior. Furthermore, according to K. Hume, in middle school, visual supports such as schedules and picture cues have proven effective in reducing transition time, increasing on-task behavior, and in completing self-help in the home (pg. 1). o Steps: in order to facilitate the visual supports strategy, (1) this strategy should be done during group instruction and (2) the steps below are needed to be enacted in the precise order: Step 1. Develop Visual Supports for Individual Learners 1) Determine WHAT information should be presented visually for the learner (e.g. upcoming events, location of specific materials, an academic concept). 2) After selecting the information to be presented visually, conduct individualized assessments of the learners comprehension levels to select one of the following forms of representation: i. Object, ii. Photographs, iii. Drawing or picture symbol iv. Word, v. Phrase or sentence, vi. Combination of the above formats. Step 2. Organizing Visual Supports for Individual Learners i. Ensure that all visual supports are gathered and arranged prior to activity/event. Step 3. Implementing Visual Supports for Individual Learners 1. Show the learner the visual support 2. Teachers/practitioners teach the learner how to use the visual support by: a. Showing the learner the visual support; b. Standing behind the learner when prompting use of visual support; c. Using only relevant language while teaching use of visual support; d. Assisting the learner in participating in activity/event with visual support;
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e. Fading prompts as quickly as possible 3. Once the learner has learned how to use the visual support, prompts are minimal during support use. 4. Use visual support consistently throughout the day. 5. Teachers/practitioners prepare the learner for changes in activity/event that requires use of visual support. 6. Visual supports move with the learner across settings, OR visual supports are located across settings. 7. Teachers/practitioners use a data collection system to record how leaners use visual supports (Hume, K., & Smith, S., pgs. 1-2) o Materials needed: depending on the visual support, the materials needed might be objects, photographs, drawings or picture symbols, words, or phrases or sentences. Resources: Autism Speaks http://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba The Institute for Applied Behavioral Analysis http://iaba.com/iaba_dw_website/iaba_faq.html#aba eHow Health http://www.ehow.com/list_7342455_steps-applied-behavior-analysis_.html ABA-Materials http://aba-materials.com/ ABA Educational Resources LTD http://www.abaresources.com/free1.html Hume, K. (2008). Overview of visual supports. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Hume, K., & Smith, S. (2009). Steps for implementation: Visual supports. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Odom, Samuel L., and William H. Brown. "Evidence-Based Practices for Young Children with Autism: Contributions for Single-Subject Design Research." Focus on Autism and Other Development Disabilities 18 (2003): 166-75. Print.

4. Cognitive Impairments
IDEA - means significantly subaverage intellectual functioning existing concurrently with deficits in adaptive behavior and manifest during the developmental period, which adversely affects a childs educational performance.

EP #1 o Title: Backward Chaining o Description/Background: in backward chaining the teacher breaks each step or task into meaningful parts and then teaching each step or task in a backwards fashion. This method can be used for teaching students/children tasks that require lots of steps, such as solving long division problems, adding fractions, tying a shoe, making the bed, etc. o Steps: This strategy should be done during one-to-one instruction and, if possible, group instruction. Generic steps for backward chaining consist of teaching the last step first, moving backwards through the sequence of steps, and concluding with the first step (Danette Schott) whiling lessening the number of prompts during the process. Backward Chaining on Learning Long Division Example: the four steps to long division are (in the forward direction) divide, multiply, subtract, and bring down. If we work backwards, the student would be taught to (1) bring down the digit, (2) subtract and bring down the digits, (3) multiply, subtract, and bring down the digits, and lastly (3) divide, multiply, subtract, and bring down the digits. Below is example of a long division problem : = 1.875. Furthermore, I like to emphasize that each time that the student practices the steps, lessen the number of prompts. The goal is for the student to complete all the steps by him/herself without any prompting. Example Problem:

First teach the student to bring down the next digit: 0 (zero) Next, teach the student to subtract 64 from 70 and bring down the next digit: 0 (zero) Followed by teaching the student to multiply 8 times 7, subtracting 56 from 60, and bringing down the next digit: 0 (zero). Next, teach the student to divide 40 by 8, multiply 8 times 5, and subtract 40 from 40.

o Materials needed: the student(s), the teacher/parent, paper or any material needed to show the steps, and a utensil (pencil, marker, or an object that can demonstrate the steps done by the student and the teacher). EP #2 o Title: Social Stories o Description/Background: Social stories can be used to teach a student how to behavior in a particular situation (e.g. walking down the hall). Furthermore, Social stories can be used to increase the students understanding of a situation, make student feel more comfortable, and provide appropriate responses for the situation (Do2Learn). Also, there are four basic sentences in a social story: directive, descriptive, affirmative, and perspective sentences. All social stories should strive to include the last three sentences. The stories should also include pictures and/or drawings at most possible, google images are good to use. o Steps: Use these social stories as a reminder of what to do or as an introduction to a new situation the student might encounter. In order for the student to use the social stories, the creator (teacher, parent, etc.) should keep the following ideas in mind: Write the story in the students perspective and in the first person stance Be positive and talk about what the student should do, not what he/she should not do Only talk about one skill per social story Start off with one story and then progress to multiple stories, baby steps Use age/skill-appropriate language Use visuals as must as possible If possible, involve the student or their team in creating the social story Read or have the student read the social story before the anticipated event/situation
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Let the story be known to all individuals in the students life and share it with them (Katie Lyon)

o Materials needed: the material needed to write and create the social story and, if possible and reasonable, the student and his/her team; and the teacher. Resources: Schott, Danette. "Last Is First in Backward Chaining." Specialism. Special-Ism, 2013. Web. 02 Dec. 2013. <http://special-ism.com/last-is-first-in-backward-chaining/>. Karvonen, Meagan, and Shawnee Wakeman. "Changing Instruction to Increase Achievement for Students With Moderate to Severe Intellectual Disabilities." Teaching Exceptional Children; 46.2 (2013): 6-14. Education Full Text (H.W. Wilson). Web. 28 Nov. 2013. Intellectual Disability: Strategies (Do2Learn) http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability_Strat egies.html Tips for creating successful social stories! (Katie Lyon) http://www.spectronicsinoz.com/blog/tools-and-resources/tips-for-creating-successful-socialstories/

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5. Hearing Impairments
IDEA - Means a hearing loss whether permanent or fluctuating, which adversely affects a childs educational performance, including deafness Deafness- severe hearing impairment-linguistic issues- with or without amplificationeffects education

EP #1 o Title: K-W-L: Know, What, Learn o Description/Background: K-W-L stands for What I Know, What I Want to Know, and What I Learned. This strategy is used to elicit student thinking. This strategy can be used before, during, and after reading or watching a video on a particular topic. o Steps: Before the reading, the students are asked to brainstorm what they know about the topic of interest. The students give their ideas and the teacher writes all their ideas on the projector or Smart Board for everyone to hear. Once all the ideas are on the board, the teacher asks the students to put these ideas into categories. After doing so, the teacher asks the students to come up with questions they have on this topic. The questions are written on the board for everyone to see. Then the class is assigned a reading for homework (or a reading to do during class) or assigned to watch a video during class. Once either the reading is complete or the video is watched, the teacher asks the students what they learned about the topic. This information is then put onto the board for everyone to see. Now, all the while, the students are expected to write this information (what I know, what I want to know, and what I learned on their own K-W-L worksheet). o Materials needed: the students, the teacher, the reading material/video, a Smart Board or a projector, and a K-W-L worksheet. EP #2 o Title: Venn Diagrams
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o Description/Background: Venn Diagrams compare and contrast objects. o Steps: The teacher will draw to circles overlapping each other. In each circle, the teacher will write two words/concepts/ideas. The teacher will ask the students to write as many characteristics/facts about each term/word/concept/idea in the circles. Then, the teacher will ask the students to find characteristics/facts that both terms/words/concepts/ideas have in common. These commonalities will be written the middle of the two overlapping terms/words/concepts/idea. All the while, this will be demonstrated on the board and the students will have their own Venn diagram worksheets to work from. This can be used to increase vocabulary development. Can be used anytime that two or more words share a common idea/theme. o Materials needed: The students, the teacher, a white board, and the Venn diagram worksheets. Resources:

What is K-W-L? Know - Want to Know Learned http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/index.html Turnbull, Ann P. Exceptional Lives: Special Education in Today's Schools. 7th ed. Upper Saddle River, NJ: Merrill, 2013. Print. Higher order thinking with Venn diagrams
http://www.learnnc.org/lp/pages/2646

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6. Emotional Impairments
IDEA - The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: Learning Relationships Inappropriate behavior Mood Physical symptoms

EP #1

o Title: Mediation o Description/Background: Mediation strategies are effective at conflict resolution. The strategies teacher students conflict resolution through the use of a middle man, the mediator. The mediator does not take sides. According to American Education Research Association, peer mediation program began in the 1960s with the Teaching Students to Be Peacemakers Program (pg. 460). o Steps: It is important that the mediator is neutral as possible. This should take place in private, possibly during prep-hour. Below is steps to implementing a mediation session: a. Bring together two students who have a conflict. Have them sit at a table facing one another, with you or another mediator at the head of the table. It can be useful to have another adult or, even better, a student serve as a mediator. b. Open the session by introducing yourself (or having the mediator introduce herself) and having the participating students introduce themselves.
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c. Emphasize the confidentiality of the session and ensure that participants understanding that outcomes must be discussed. d. Emphasize active listening and turn talking. e. Characterize the process as a fact-finding process: getting information from both sides. f. Assist students to state issues in neutral terms by providing summaries and clarifications. g. Once both sides have been stated and summarized, identify and emphasize common interests that will benefit from a solution to the conflict, and ask students to generate potential solutions. h. Help students expand, clarify, and decide upon an agreeable resolution. i. Write up the agreed-upon resolution and ask each student to sign it. (Ann Turnbull, pg. 167). o Materials needed: The students who have a conflict, the teacher, and possibly a student mediator, and a place for the session to take place.

EP #2 o Title: Group Problem-Solving o Description/Background: In the group-problem solving strategy, the teacher teaches a group of students about conflict resolution. According to Instructional Strategies Online, The process is used to help students think about a problem without applying their own pre-conceived ideas. o Steps: In order for this strategy to work, this instruction should happen in the context of real-worlds problems that the students might encounter. The steps for teacher problem solving are first the teacher must teacher the student how to identify and communicate to each other the problem that is to be solved. Once that is done, the teacher must teacher the students how to generate solutions to the problem and then the teacher must teacher the students how to select the most appropriate solution for the problem. o Materials needed: The group of students and the teacher. Resources: What is Problem Solving? (Instructional Strategies Online)
http://olc.spsd.sk.ca/DE/pd/instr/strats/psolving/index.html Conflict Resolution and Peer Mediation Programs in Elementary and Secondary Schools: A Review of the Research Authors: David W. Johnson and Roger T. Johnson Review of Educational Research , Vol. 66, No. 4 (Winter, 1996), pp. 459-506 Published by: American Educational Research Association Article Stable URL: http://www.jstor.org/stable/1170651

Turnbull, Ann P. Exceptional Lives: Special Education in Today's Schools. 7th ed. Upper Saddle

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River, NJ: Merrill, 2013. Print.

7. ADHD
OHI-Definition: Conditions that require ongoing medical attention, chronic or acute, that limit strength, vitality and *alertness and adversely affect education. **Includes a heightened awareness to environmental stimuli, which results in limited alertness (ADHD) DSM-Definition: Since ADHD is often not diagnosed by the schools you need to understand what criteria is used in the clinical field (pediatricians, psychologists/psychiatrist, etc.) The Diagnostic Statistical Manual of Mental Disorders (DSM) is a manual put out by the American Psychiatrist Assoc. (APA) and has 250 separate categories of mental disorders discussed with symptoms and characteristicsADHD is listed under Disruptive Disorders and has very specific criteria a person must meet: To start-regardless of type- a person must meet these 5 criteria to get going: A) Persistent pattern of inattention and/or hyperactivity-impulsivity (not typical) B) before age 7 (this does not mean you cant be diagnosed as an adult but they will look/discuss your history and most people have had symptoms since childhood) C) in at least 2 settings (if the child is ADHD in only one setting then the problem is the setting not the child-need to see behavior in school, home, playground, lunchroom, church, etc. etc.) D) Interferes with development (including education development) E) not a Psych disorder or mental disorder (rule out EI)
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Types of ADHD-DSM: Inattentive (ADD)-day dreamer, careless worker, cant follow through, trouble with organization, distractible but not disruptive, forgetful, internally focused-lost in thought, hypoactive (these kids are often overlooked as lazy or lethargic) Hyperactive-Impulsive (HD)-fidgeting, squirming, excessive talking, blurting out, rude, interruptive, easily frustrated, trouble playing quietly, impulsive, risk taking, careless errors, accident prone, not aware of consequences, we notice these kids cause they are disruptive Combined (ADHD)-a little bit of both

EP #1

o Title: Errorless Learning o Description/Background: Errorless learning is an instructional strategy in which it decreases the opportunities for incorrect answers and thus increases the opportunities for correct answers. Errorless learning promotes less negative stimuli; whereas, error responses have negative effects on students with ADHD. o Steps: This strategy can be used before you introduce the skill to the entire class. For instance, if you want the students to learn to raise their hand when you raise your hand, then you will have to teach the student with ADHD this new skill using the errorless learning strategy. Thus, this strategy will be done on a one-to-one basis. The steps to the errorless learning are as follows: Identify and teach the child the desired behavior. Identify prompts that will ensure success. Have the child begin to perform the response. Provide prompts to make sure the child performs the desired behavior correctly. If behavior/response is incorrect, increase prompt to make the child successful. Repeat the trial several times until the child appears to be able to demonstrate the desired behavior correctly and independently. Following a specified number of non-prompted behavior, conduct a trial to assess the childs correct or incorrect learned behavior. Finish the lesson on a successful trial with appropriate reinforcement. Fade or decrease prompting as soon as indicated by data collection (Target: Texas Guide for Effective Teaching Errorless Learning) o Materials needed: the student and the teacher/parent/etc. EP #2 o Title: Computer-Assisted Instruction (CAI) o Description/Background: Computer-Assisted Instruction (CAI) is instruction presented on a computer. Students are able to do task-specific work on a computer generated problems that monitors and assesses the students progress. It will also bring a response, correct/incorrect, with regard to the students work. There are great programs that will be all of the listed items above. Such programs: Mathletics or Crocodile Mathematics.
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However, those programs are pricey. On the contrary, there are some programs that are free or a small price tag. o Steps: To vary the weeks lesson, I would facilitate this instruction, CAI, a couple of times week per. CAI would take place in the computer lab or in-class with COWs (Computers of Wheals) and, if it takes place in the computer lab, then I would pick a task that would require 35 to 45 minutes to complete, leaving time for preparation and depreparation and technical problems. Below is general guideline to implement CAI: o Identify instructional targets o Collect baseline data on the learners use of the skill o Identify Technology Support o Identify Where/When Computers are Available o Identify Suitable Software o Choose the Software and install it o Learn how to use the Software o Have the students follow the steps below: a. sit at computer, b. turn on computer (if it isnt already on), c. open CD drive, d. insert selected software, e. close CD drive, f. launch program via icon that pops up once CD loads, g. use software for desired length of time, h. exit program, i. remove CD from drive, j. place CD in case and put away, k. close CD drive, and l. shut down computer (Computer-Aided Instruction: Steps for Implementation) o Teach the people who will potentially help the student(s) with the software o Teach basic computer skills to the student(s) o Introduce the student(s) to the software o Have the students use the software as much as possible o Provide continuous support for the students o Collect data via the computer on the targeted skill(s) o Materials needed: the students, the teacher, parent/guardian/tutor/etc., computers, and CAI software. Resources: Target: Texas Guide for Effective Teaching Errorless Learning http://www.txautism.net/uploads/target/ErrorlessLearning.pdf No "No-No Prompting"!! Why We Use Errorless Learning (Ask Kate) http://autismspectrumalliance.com/no-no-no-prompting-why-we-use-errorless-learning/

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Mautone, Jennifer A., George J. DuPaul, and Aska K. Jitendra. "The Effects of ComputerAssisted Instruction on the Mathematics Performance and Classroom Behavior of Children With ADHD." Journal of Attention Disorders 9.1 (2005): 301-12. Print. What is Computer Assisted Instruction? http://olc.spsd.sk.ca/DE/PD/instr/strats/cai/index.html ADHD: Computer Assisted Instruction (CAI) (Rena Little) http://thelittleresource.files.wordpress.com/2011/03/computer-assisted-instruction.pdf Computer-Aided Instruction: Steps for Implementation http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/CAI_Steps_0.pdf

8. POHI
IDEA definition for OHI - Conditions that require ongoing medical attention, chronic or acute that limit strength and vitality and adversely affect education. IDEA definition for Physical - Acquired or congenital impairments of the bodys neurological or muscular systems that affect basic movement functions and educational performance.

EP #1

5. Title: Radio Reading 6. Description/Background: Radio reading is a read-aloud strategy meant to increase
reading comprehension. This strategy is helpful for students who struggle with reading comprehension such as students who have Cerebral Palsy. 7. Steps: I would use this strategy whenever I want my students to read for comprehension. If I had a student who had Cerebral Palsy, in order for this strategy to be effective, the student should have access to e-text. The steps of radio reading consist of the following: a. the students read the text (e-text for student with Cerebral Palsy or students who are physically incapable of holding a text) independently b. next a student reads the text again out aloud and the rest of the class closes their book, puts their text away, or closes the e-text and listens to the student reading the text c. followed by the students summarizing the text (they are allowed to reference back to the text/e-text if necessary) 8. Materials needed: the students, the teacher, and text or e-text. EP #2
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o Title: Question-Answer-Relationship o Description/Background: The question-answer-relationship (QAR) is a strategy used to help students understand the different types of questions. By learning that the answers to some questions are Right There in the text, that some answers require a reader to Think and Search, and that some answers can only be answered On My Own, students recognize that they must first consider the question before developing an answer (Classroom Strategies: Question-Answer-Relationships). It is a comprehension/study skill that all students can use. However, this strategy is helpful to students with POHI because they are able to take part in the comprehension activity while not being required to write anything. o Steps: In order for student with POHI, the text has to be e-text formatted. I would use this strategy anytime during math instruction. The steps to facilitating this strategy consist of the following: 1. Have students read a story, text selection, or math problem. 2. Use questions from the textbook to create questions on your own for students to answer. 3. Students determine what information is needed to answer each question 4. Decide if the information is right there stated plainly in one sentence in the text; 5. If it will require several more sentences to answer; 6. If the answer is not in the text but can be answered using students background information; 7. Or if it can be answered by background information with information from the text (Instructional Practices Book, pg. 28) o Materials needed: The students, the teacher, and text or e-text. Resources: Radio Reading
http://www.readingeducator.com/strategies/radio.htm

Classroom Strategies: Question-Answer-Relationships

http://www.readingrockets.org/strategies/question_answer_relationship/

Instructional Practices Book

http://msb.dese.mo.gov/MSB_Instructional_Practices_Book.pdf

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9. Visual Impairments
IDEA - Vision loss which, even with correction, adversely affects a childs educational performance. The term includes children with blindness and partial vision.

EP #1

o Title: Assistive Technology o Description/Background: Assistive Technology (AT) is any item that can be used to
maintain, increase, or improve functional capabilities for individuals with disabilities. AT can be used to assist students who are visually impaired. Depending on the AT device, it could cost quite a bit. However, AT allows teachers to customize instruction to fit the needs of the students. o Steps: these items can be used throughout the students day. Below are the steps needed to facilitative AT: a. Determine the students needs b. Determine the most effective and efficient match between the students abilities and appropriate technology. c. Consider the students cognitive abilities, complexity of the technology, and if it is age-appropriate d. Determine student preference for responding, ease of use, training needs, range and flexibility, safety issues, when/if the student will outgrow it. e. Consider physical location and environment needs of the student f. Consider student and family needs g. Determine if it is dependable, portable, adaptable, and if it will help the student gain independence. (Instructional Practices Book, pg. 34) o Materials needed: the student(s), the teacher, and the assistive technology.
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EP #2 o Title: Tactile Learning o Description/Background: In tactile learning, the student learns about concepts and ideas through the use of touching. For students who are visually impaired, they use tough to explore objects, to understand the relationship of those objects to their environment, to perceive feelings, to act and to communicate (Tactile Strategies). Lot of ideas/concepts in a mathematics class is abstract. Toughing objects helps the students understand the abstract/complex ideas. o Steps: for tactile learning to occur, the following steps must be performed before and during the activity: o Identify the objective of the lesson or the instructional concept. o Select the materials to convey this concept. o Close your eyes and examine the material with your hands. o Take a tactile perspective, not visual, when deciding how and what to present. o If the entire concept (e.g., house) is too complicated to represent through a tactile adaptation, then select one aspect of the concept (e.g., key) for the tactile representation. o Consider the student's previous tactile experiences. What items has he or she examined? o How does the student examine materials through the sense of touch? o Decide how the item will be introduced to the student. o Identify what supports the student needs to tactilely examine the item. o Decide what language input (descriptive word) (June E. Downing, pg. 59) o Materials needed: the student and the tactile object(s). Resources: Teaching Students with Visual Impairments: A Guide for the Support Team (Saskatchewan Learning) http://www.education.gov.sk.ca/vision Resources for Teaching and Adapting Science Lessons for Students with Visual Impairments http://ncam.wgbh.org/experience_learn/educational_media/accessible-online-learningtea/resources-for-teaching-and-ada Tactile Strategies http://nationaldb.org/library/list/47 Using Tactile Strategies With Students Who Are Blind and Have Severe Disabilities (June E. Downing) http://www.projectsalute.net/Description/Descriptionhtml/VOL.36NO.2NovDec2003_TEC_Dow ning36-2.pdf

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Principles of Assistive Technology for Students with Visual Impairments

http://www.tsbvi.edu/resources/1076-principles-of-assistive-technology-for-students-with-visualimpairments Instructional Practices Book http://msb.dese.mo.gov/MSB_Instructional_Practices_Book.pdf

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