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Engagement Across the Lifespan

Engagement Across the Lifespan. Molly Leicht, M.Ed. Warren County Educational Service Center Alex Hollingshead, M.Ed. Doctoral Student, University of Cincinnati. Research- importance of engagement.

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Engagement Across the Lifespan

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  1. Engagement Across the Lifespan Molly Leicht, M.Ed. Warren County Educational Service Center Alex Hollingshead, M.Ed. Doctoral Student, University of Cincinnati

  2. Research- importance of engagement • Active engagement is critical for academic and social outcomes for students with and without disabilities (Carter, Sisco, Brown, Brickham, & Al-Khabbaz, 2008; Holifield, Goodman, Hazelkom, & Heflin, 2010; Iovanne, Dunlap, Huber, & Kincaid, 2003; Klem & Connell, 2004) • Engagement is one of the most important factors that contribute to students’ success at school (Carter et al., 2008) • Federal legislation of No Child Left Behind (2002) and the Individuals with Disabilities Education Act (2004) emphasize high expectations and active engagement as critical factors for student learning achievement. While other factors influence student outcomes, these two factors are particularly important because supporting students’ academic engagement is critical as it is directly related to learning and, therefore, improved academic achievement (Carter et al., 2008; Iovanne et al., 2003).

  3. Research- definition of engagement

  4. Research-definition of engagement cont.

  5. Research-definition of engagement cont.

  6. Engagement vs. Non-engagement

  7. Working definition based on the videos • Divide into groups of 4-5 individuals. • Discuss the video examples shown and create your own working definition of engagement. • Pick one of the videos and then ask yourself: • What type of engagement skills were needed in this situation? • What behavioral indicators would you look for to determine if the student was engaged or not engaged?

  8. Strategies identified in research • Self- monitoring interventions Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005); Brooks, A., Todd, A., Tofflemoyer, S., &Horner, R. (2003); Cihak, D., & Gama, R. (2008); Coyle, C., & Cole, P. (2004); Gilberts, G., Agran, M., Hughes, C., & Wehmeyer, M. (2001); Graham-Day, K., Gardner, R., & Hsin, Y. (2010); Harris, K., Danoff Friedlander, B., Saddler, B., Frizzelle, R., & Graham, S. (2005); Holifield, C., Goodman, J., Hazelkorn, M., & Heflin, J. (2010); Levendoski, S.L., & Cartledge, G. (2000) • Literacy-based interventions Beck, M., Burns, M., & Lau, M. (2009); Browder, D., Mims, P., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008); Carnahan, C., Basham, J., & Musti-Rao, S. (2009); Carnahan, C., Musti-Rao, S., & Bailey, J. (2009); Skotko, B., Koppenhaver, D., & Erickson, K. (2004) • Visual-support based interventions Bryan, L.C., & Gast, D.,L.(2000); Carnahan, C. (2006); O’Reilly, M., Sigafoos, J., Lancioni, G., Edrisinha, C., & Andrews, A. (2005) • Adult-support based interventions Browder, D., Trela, K., & Jimenez, B. (2007); Devlin, P. (2005); Stahr, B., Cushing, D., Lane, K., & Fox, J. (2006); Sutherland, K., Wehby, J., & Copeland, S. (2000); Werts, M., Zigmond, N., & Leeper, D. (2001) • Choice-making interventions Kern, L., Bambara, L., & Fogt, J. (2002); Ramsey, M., Jolivette, K., Patterson D., &Kennedy C. (2010) • Other interventions Agran, M., Cavin, M., Wehmeyer, M., & Palmer, S. (2010); Haydon, T., Maheady, L., & Hunter, W. (2010); Nicholson, H., Kehle, T., Bray, M., & Van Heest, J. (2011); Pelios, L., MacDuff, G., & Axelrod, S. (2003)

  9. Research-based strategies in practice • Individual instruction • Joint attention- first building block to engagement • Structured tasks • Structured work times • Interaction • Imitation • Re-thinking traditional ‘work’ times- getting out of your comfort zone. • What activities to include: word of caution • Communicating strategies with the team

  10. Motivation and Reinforcement • Type and length of activities- 80/20 rule • Embedding reinforcing items • Tangible reinforcement • Pairing • Thinking outside the box • Communication- requesting

  11. Benefits Beyond Direct Instruction • Case example: Chris • Increase in engagement during direct instruction • Increase in engagement with verbal/visual directions throughout day • Decrease in processing time (wait time) for verbal/visual instruction throughout the day • Increase in compliance with daily classroom routines • Increase in engagement during group instruction. • Evolution from student directed sessions to teacher directed sessions. • Increase in communicative attempts (verbal and augmentative) • Development of independence during instruction and throughout the day.

  12. Research-based strategies in practice • Group instruction- • Differentiating instruction • Structuring • Repetition/ routine • interactive

  13. Research-based strategies in practice • Technology • Videos • Music • I Pad/ IPod games • Pictures • Power point: books, social stories,

  14. Engagement as an Educational Focus • Comprehensive curriculum planning • Talking with parents- Research, Research, Research • IEP development: • Baseline data • When to target engagement? • Behavioral indicators • When to track progress? • Getting the team on board

  15. Example IEP Goals and Objectives

  16. Questions?

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