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Critical Issues in Special Education

Critical Issues in Special Education. Trenita Holladay Evidence Based Practices. What is Scientifically Based Evidence? . Careful planning of activities using data driven decisions.

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Critical Issues in Special Education

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  1. Critical Issues in Special Education Trenita Holladay Evidence Based Practices

  2. What is Scientifically Based Evidence? • Careful planning of activities using data driven decisions. • Evidence based practices involves the use of scientifically based data when planning lesson or implementing intervention. • Implementation of interventions using empirical evidence. Bingman, Joyner and Smith. April 29, 2003, Portland, Oregon

  3. EDP -Prompting: is a technique used to help my students get a correct response.  The student gets the correct response, with a prompt, and feels good about it because it is paired with reinforcement. He/she more likely to give the same response independently the next time. Independence will come by fading the prompt.  You still need to reinforce, even on a prompted trial.  This will encourage the correct answer next time.  Using differential reinforcement becomes important.  A prompted response results in a lower key re-enforcer than a independent response, which should receive a big re-enforcer. Betz, A., Higbee, T., & Pollard, J. (2010)

  4. EBP-Discrete Trials • Discrete Trial teaching is a specific method of teaching used to maximize learning.  It is a teaching technique or process used to develop many skills, including cognitive, communication, play, social and self help skills.  It is just good teaching (Smith, B. 2010).

  5. Why has discrete trail training been effective in my classroom? • Baseline • Simplifies teaching for children with autism. • Instructions are broken down into short, simple trials. • Student/teacher interactions may only be a few seconds in length. • Student's attention span increases, interactions/lesson increases accordingly. Sarokoff, R., & Sturmey, P. (2008). The effects, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses. Research in Autism Spectrum Disorders, 2(1), 125-136. Retrieved from ERIC database.

  6. Teachers thinking like researchers leads to better effective practices. It’s not enough that they know the curriculum is based on empirical evidence. • Teachers will need to: • access, • understand • judge and • use research in their instruction.

  7. How is discrete trial taught in my classroom? • Teacher models touching a blue object, student is then asked to do the same. A particular trial may be repeated several time during the lesson, several times a day, over several days ( or even longer until the skill is mastered. (Sarokoff, R., & Sturmey, P. (2008).

  8. What’s So Special About Evidence-Based Curriculum? • All students need access to general curriculum per IDEA 1997 and NCLB • Students may need to have academic content linked to real life activities • We don’t know what academic skills this population can learn because of a prior assumption that academics were not appropriate based on type and level of disability

  9. What’s So Special About Evidence-Based Curriculum? cont’d • Based on • Browder, D.M. & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind.” Journal of Special Education, 37, 157-163.

  10. References: Betz, A., Higbee, T., & Pollard, J. (2010). Promoting generalization of mands for information used by young children with autism. Research in Autism Spectrum Disorders, 4(3), 501-508. Retrieved from ERIC database. Lose, M. (2007). A child's response to intervention requires a responsive teacher of reading. Reading Teacher, 61(3), 276-279. Retrieved from ERIC database Sarokoff, R., & Sturmey, P. (2008). The effects, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses. Research in Autism Spectrum Disorders, 2(1), 125-136. Retrieved from ERIC database. Smith, B. (2010). Decomposing complete equipartite graphs into closed trails of length k. Graphs & Combinatorics, 26(1), 133-140. doi:10.1007/s00373-010-0899-8. Chicago/Turabian: Author-Date Reference List

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