Workshop #3 xlearners.wordpress Rachel Karlsen

1. Workshop #3http://xlearners.wordpress.comRachel Karlsen Learning goals/discussions: Define/Discuss Emotional and Behavioral Disorders (EBD) Define/Distinguish between Autistic Spectrum Disorders and Pervasive Development Disorders Identify characteristics of Perfectionism/Anxiety

2. Overview of class • Greeting (Anything you’d like to share about the previous week?) • Left over from last week… • Questions about syllabus? • Introduce score sheets in class (scores, average) • Assignments due tonight • Assignments due next week • Reaction to readings……papers (read highlight) • Video • Presentations (EBD, Autistic Spectrum Disorders, Pervasive Development Disorders, Perfectionism/Anxiety) • Quickwrite…Quote • Understanding Learning Disabilities/other (video) • Key Definitions • EBD Prevalence and Characteristics • Federal guidelines; DSM classification • Types of EBD • Identification/accommodation • Teaching Tips and techniques (Social Skill Activities) • Various types of Pervasive Development Disorders • Identification and Assessment • Classroom accommodations; teaching techniques and tips

3. Greeting • Anything special this week? • Favorite quote/Bible verse?

4. Most special ed students in Oregon don't go on to college, survey findsby Betsy Hammond, The Oregonian Friday April 24, 2009, 9:32 PM • Only 29 percent of Oregon students who received special education during high school went on to postsecondary education, including just 5 percent who enrolled in a four-year college, a new state survey shows. Twenty-four percent of special education students who left high school during 2006-07 enrolled in a community college or vocational school after high school, but one-quarter of those had quit by the time they were surveyed in spring 2008. Those college-going rates are starkly lower than among high school graduates as a whole. The most recent state survey found that 73 percent of Oregon high school graduates enroll in postsecondary education during their first year out of high school. "We are doing these kids a disservice," said Myrna Soule, a longtime teacher of students with learning disabilities who now helps train other teachers. • Students with learning disabilities account for nearly six of every 10 high school special education students. Most students with disabilities aren't taught effectively enough to make it later in college, Soule said, "and society suffers as a result." "Kids that have learning disabilities are average to above average in ability. They can learn. And most of them would love to go to college," she said. "But ... we just teach the same way we teach other students." Three weeks ago, a state report said 73 percent of special education students found a paying job or enrolled in postsecondary education during their first year out of high school. State officials hailed those results as nearly meeting the state's goals. • At the time, officials said they had no idea what proportion of the young people worked or were in college.

5. Readin', Ritin' & Ritalin? ADHD meds boost gradesby Andy Dworkin, The Oregonian Monday April 27, 2009, 5:00 AM • Hyperactive kids who take pills for their condition do better on math and reading tests than hyperactive classmates who don't take such medicines, a Berkeley study found. • The researchers followed the performance of hundreds of kids from their 1998 entry into Kindergarten through fifth grade. • Close to 600 of the children had attention-deficit/hyperactivity disorder, or ADHD, a set of behavior and concentration problems that can be treated with therapy or drugs, especially stimulants such as Ritalin. By fifth grade, kids with ADHD who took the drugs were more advanced than unmedicated ADHD kids, the equivalent of 0.2 school years ahead in math and 0.3 school years ahead in reading. Even the medicated ADHD kids scored lower than peers without the condition on math and reading tests, though. Roughly 4.4 million U.S. children have ADHD, and a little over half of them take ADHD meds, the authors note in May's issue of Pediatrics. • - Andy Dworkin;

6. Introduce score sheets • Score your group • should have Presentation Evaluations for your group members. • scores, average

7. Assignments due tonight Workshop #3 • Mid-Term exam handed out last week-need another copy? • (due next meeting) • Reflection journal (at least 3 pages, APA style) • Learning teams presentation: lesson plan, list of references for rest of class, topics: a. Emotional/behavioral disorders, b. Autistic Spectrum disorder, c. Pervasive Development Disorder d. Perfectionism/Anxiety (hand outs?) • Read chapters 5 and 6 • Read More, C. (2008) • Prepare to discuss EBDs and Autism

8. Final presentation (Case Study) • CHOOSE TOPIC TONIGHT, IF READY • About 10 to 15 minutes • Intro/Concl • Diagnosis/behavior/treatment • Teaching techniques • Annotated reference page for each person in class • Disability from any category • Physical • Psychological • Learning • developmental, • Other

9. Final paper (same topic as presentation) • 8 to 10 pages, APA • Diagnostic criteria • Behaviors associated with criteria • School’s legal responsibility • Assessments that would aid student • Helpful teaching techniques and tips • Ideas to assist and educate parents of disabled children • Least Restrictive Environment • Create a hypothetical Case Study, which combines these components

10. Case Study Example http://www.nvcc.edu/home/elanthier/methods/case-study-samples.htm • Much of what psychologists know about the human brain has come from case studies of individuals who had brain surgery or brain damage in accidents. Phineas Gage is one such case study. He was a young railroad worker in 1848 who had an accident at work. He was forcing gun powder into a rock with a long iron rod when the gun powder exploded. The iron rod shot through his cheek and out the top of his head, resulting in substantial damage to his frontal lobe. Incredibly, he did not appear to be very hurt. His memory and mental abilities were intact, and he could speak and work. However, his personality totally changed. Before the accident, he had been nice to be around, but afterward he became ill-tempered and dishonest. He lost his job and ended up working as an exhibit at fairs. • Phineas Gage’s injury served as a case study for the effects of frontal lobe damage. He did not lose a specific mental ability, such as the ability to speak or follow directions. However, his personality and moral sense were altered. Psychologists now know that parts of the cortex (called the association areas) are involved in general mental processes, and damage to those areas can greatly change a person.

11. Assignments due next meeting Workshop #4 • Choose topics for final paper/presentation • Read chapters 7 and 8 • Read Curtis, S. E. (2005) • Midterm Exam • (anyone have/need questions?) • Learning Team teach (follow format of lesson plan, no write up necessary) • Developmental Disorders • Physical Disabilities • Health impairments and TBIs • Time and Space Organizational Ideas Everyone signed up for a topic??

12. Reactions • Readings • Journals • Read highlights

13. LD Video • How difficult can it be?

14. Presentations • Emotional and Behavioral Disorders • Autistic Spectrum Disorders • Pervasive Development Disorders • Time and Space Organizational Idease

15. Video • Understanding Learning Disabilities • Also called “Learning Differences” • Discuss

16. Pervasive Development Disorders (PDD) • refers to a group of five disorders, characterized by delays in the development of multiple basic functions including socialization and communication. The five PDDs are: • Pervasive development disorder, not otherwise specified (PDD-NOS), which includes atypical autism, and is the most common; • Autism, the best-known; • Asperger syndrome, sometimes called “high functioning autism”

17. The following two are arguably considered Pervasive Development Disorders • Rett syndrome (deceleration of rate of head growth, small hands and feet, repetitive motions, few if any verbal skills, up to 50% not ambulatory, scoliosis, growth failure, seizures common) • Childhood disintegrative disorder: similar to autism, but onset, course and outcome are different. Appears after two to four years of normal behavior (typically language, interest in social environment and self-care are lost

18. Emotional and Behavioral Disabilities~Identifying factors • Students identified as EBD are those who exhibit one or more of the following characteristics over a long period of time, and which, to a marked degree, adversely affect their own educational performance: • ~an inability to learn which cannot be explained by intellectual, sensory or health factors • ~an inability to maintain or build satisfactory interpersonal relationships w/ peers & teachers • ~inappropriate types of behavior or feelings under normal circumstances • ~a general pervasive mood of unhappiness or depression • ~a tendency to develop physical symptoms or fears associated with personal or school problems

19. Teaching tips • Structure • Relationships • Predictability

20. Data Collection Sheets • Functional Behavior Analysis (FBA) • Score sheets • Other data collection sheets

21. Autism: Ideas from a parent of a 9th grader with autism (interview) • Sensory issues: challenge faced by children with disabilities • Light, sound, movement Can trigger • aggression, anger, withdrawal

22. Autism: tips for the classroom environment (parent viewpoint) • Weighted lap pads (heavy blanket) • “Discs” for sitting upon • Hand held “fidgets” • Bean bag chairs • Allow them to lie stomach down, resting heads on hands • Suckers Sensory rooms: sort of like an exercise room ~includes swings, weights, large exercise balls. Exercise, activity, deep pressure and quiet help calm a person

23. Autism tips (parent viewpoint) • Shortened school day or week, if possible • Ear protection, if noise is difficult • Fire drills (common fear): Let child know about fire drills in advance • Teach to strengths: most children with autism are visual…don’t just speak! Write on board! Other visuals! • Use daily/weekly/monthly/yearly planners • If mainstreamed, child should sit up front • Invoke student name occasionally, check if on task • All persons working with kids should know about social stories (Carol Gray) and speech bubbles (sort of like comic strip bubbles, portraying thoughts, feelings, emotions)

24. If time, Grading and Learning • A~Seven Practices for Effective Learning • B~Farce Called Grading • C~How to Grade for Learning • Divide into three groups • Skim/scan reading packet • Prepare a large “poster” to show the whole group.

25. Wrap up and Group Work time(9:40ish) • Review goals