Developing Successful Students by … Encouraging Independence

1. Discouraging “Learned Helplessness” Developing Successful Students by…Encouraging Independence

3. What is “Learned Helplessness” Symptoms Contributing Factors Tips for Fostering Independence Self-Determination Research

4. What is “Learned Helplessness?” a conditioned response effect of failure: student believes past failure predicts future failures student fears rejection and ridicule in a learning or performance context student resigned to feeling of having no positive impact on his/her environment, no matter the effort put forth. feel they are not responsible for their  thinking or for their behavior changes

5. Student Signs of “Learned Helplessness”

6. in the early grades …. show “learned helplessness” tendencies as part of larger patterns of emotional immaturity low frustration tolerance or avoidance, inhibition, adult dependency in reactions to stress focus on dependency-related desires for attention from teacher rather than trying to learn academic activity

7. in adolescence…. becomes more serious self-defeating behavior is entrenched; habitual stops trying, yields completely to feelings of incompetence feels more adaptive to conserve energy, keep a low profile, stop trying fear and/or avoidance of new situations (threat of further failure or embarrassment)

8. adolescence (cont.) abandons serious attempts to master tasks; concentrates on preserving self-esteem in their own eyes and their reputations in the eyes of others (Ames, 1987; Rohrkemper & Corno, 1988, 2012).

9. in general…. approaches assignments with low expectations of success only accomplishes tasks that require little effort passive, afraid to try, withdrawal, lack of persistence does not complete work; tends to give up at early signs of difficulty procrastinates, often appears to others as lazy or incapable listless and inattentive and sometimes disruptive can exhibit anger, aggression, running away, truancy and other rebellious acts 

10. Parents, teachers, and paraprofessionals clearly mustprovide extra support for children with special needs. But support should be provided as to not disempower or create overdependence.

11. Factors that Contribute to “Learned Helplessness” lack of early identification of learning disabilities shaped by criticism from parents, teachers, and other adults parents/teachers communicating low expectations directly and indirectly excessive use of external reinforcement belief in a fixed static intelligence lack of reward for individual effort versus achievement negative life crises (death, divorce, etc. )

12. Unintended Effects of Paraprofessional Supports • “Overdependence on paraprofessionals can adversely affect the social and academic growth of students with disabilities, resulting in inadequate instruction and peer interactions.” • Students with disabilities may feel stigmatized because they receive targeted paraprofessional support. • “In some cases, for students with behavior problems,paraprofessional support put in place to assist them may actually provoke behavioral outbursts.”

13. Supports that Foster Student Independence seating students with disabilities among classmates to encourage ongoing access to teacher and peers avoiding unnecessary close proximity to the student providing assistance to non-disabled students encouraging peer to peer support use of cooperative learning groups

14. Tips for Combating Learning Helplessness

15. Tips include… set high expectations for student; emphasize student strengths and uniqueness let student know you see them as capable encourage student to try on own provide multiple opportunities for student trials positively reinforce student's efforts

16. Tips (cont.) if completing entire task not a possibility, encourage student to complete parts he/she can do encourage student to try a bit more with each success if you must complete a task due to time constraints, let student know he/she will be expected to do task when time not an issue allow student to see you struggle with a difficult task

17. Tips (cont.) Parents/teachers model skills: When problem solving, verbally go through thought processes in solving the problem When modeling behaviors: verbalize and articulate the steps have child repeat the instructions have student verbalize steps while working with you, helping when necessary Be sure child understands process before student attempts on own

18. Teacher/Para Behaviors that Assist Students to Develop Positive Views of Ability

19. Teachers and paraprofessionals should… act more as resource persons than judges focus students on learning processes rather outcomes react to errors as natural and useful parts of the learning process rather than evidence of failure, stress effort over ability attempt to stimulate achievement efforts through intrinsic rather than extrinsic motivational strategies

20. Promotes Independence Self-Determination

21. What is Self-Determination?

22. Self-Determination is: “…combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior… …understanding of one's strengths and limitations, together with a belief of oneself as capable and effective … …skills and attitudes that enable individuals to have greater ability to take control of their lives…” (Field, Martin, Miller, Ward, and Wehmeyer, 1998)

23. We Need to Teach, Model, and Encourage Students to: • identify and express his or her own needs, interests, and abilities • set expectations and goals to meet his or her needs and interests; • make choices and plans to meet goals and expectations; • take action to complete plans; • evaluate results of actions • adjust plans and actions until goal is achieved.

24. “Children with learning problems need to be able to evaluate and acknowledge their own strengths and weaknesses. With a clear understanding of these strengths and weaknesses it can be truly remarkable to observe how well students can help themselves, this can go a long way towards restoring motivation and aspirations.” (Gross, 1996/1997/2012).

25. “When the subject of learning disabilities is approached in a positive manner, parents (staff and teachers) who have experienced learning difficulties can offer empathy to the child who is having learning difficulties in ways that can be uniquely validating and supportive. They have a key advantage in knowing first hand the discouragement and frustration of living with learning disabilities.” (Gross, 1996/1997).

26. Research Findings: Limited frequency of opportunities to learn and practice decision making leads sense of powerlessness and inhibits development of self-determination (West & Parent, 1992) professionals may inhibit learning and a desire to master a skill if they do not provide a high level of specific (descriptive) positive or corrective feedback during learning (Dattilo and Kleiber, 1993)

27. overprotection is related significantly to defensive and provoking behaviors, as well as to low self-concept and school functioning • Some professionals fail to afford opportunities for self-determination in the interest of time…. seems easier and quicker to make decisions for individuals rather than spending the time…relegating students to mere respondents • providing opportunities for self-determined behavior have revealed decreases in maladaptive and disruptive behaviors • Students with self-determination skills tend to complete high school and have successful post secondary outcomes.

28. Sources Beach Center on Disability. (2003). Importance of early planning of self-determination. Retrieved March 1, 2007 from www.beachcenter.org/default.asap. Dweck, C. and Elliot, E. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 512. Educational Leadership 2003). Working with Paraprofessionals. 61(2). 50-53. Gordon, R. and Gordon, M. (2005). The Turned Off Child. Millenial Mind Publishing: Salt Lake City, UT (www.turned-offchild.com) Hoffman, A. (2003). Teaching decision making to students with learning disabilities by promoting self-determination. ERIC Digest (ED481859): ERIC Clearinghouse on Disabilities and Gifted Education. Levy, Z. (2004) Learned helplessness. Retrieved March 1, 2007 from www.nldline.com/zoe_levy.html. Wehmeyer. M. (2002). Self-determination and the education of students with disabilities. ERIC Clearinghouse on Elementary and Early Childhood Education. Retrieved March 1, 2007 from http://www.athealth.com/Consumer/disorders/selfdetermine.html.