Current best practices in special education

1. Current best practices in special education HEIDI BUCHANAN CARA OLSON-SAWYER RANDY RAMP

2. IAL 571: Teaching, Learning and Curriculum FALL TERM 2013 COHORT LEADER DEBORAH PETERSON

3. Special Education Definition • Special education is a type of education that specializes in meeting the needs of students with disabilities. • Special techniques, materials, and subject matter are used and an individualized learning plan is designed for each student. Although special education is a relatively new concept, students with disabilities have been present in every era and society.

4. Federal Regulations Education of all Handicapped Children Act [Public Law 94-142], 1975 • This act required all public schools accepting federal funds to provide equal access to education and one free meal a day for childrenwith physical and mental disabilities. Public schools were required to evaluate handicapped children and create an educational plan with parent input that would emulate as closely as possible the educational experience of non-disabled students. • The act also required that school districts provide administrative procedures so that parents of disabled children could dispute decisions made about their children’s education. • PL 94-142 also contains a provision that disabled students should be placed in the least restrictive environment-one that allows the maximum possible opportunity to interact with non-impaired students. Separate schooling may only occur when the nature or severity of the disability is such that instructional goals cannot be achieved in the regular classroom. Finally, the law contains a due process clause that guarantees an impartial hearing to resolve conflicts between the parents of disabled children to the school system.

5. Media Influence http://www.youtube.com/watch?v=feKJnIV1LDs http://movieclips.com/HhrL-rain-man-movie-246-toothpicks/ http://www.youtube.com/watch?v=2WSyJgydTsA http://www.youtube.com/watch?v=Y3Kjxnti1Es

6. Federal Regulations Individuals With Disabilities Education Act [IDEA], 1997 • The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. • Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.

7. Federal Regulations No Child Left Behind [NCLB], 2002 • NCLB supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. To receive federal school funding, States must give these assessments to all students at select grade levels. The Act does not assert a national achievement standard. • Each individual state develops its own standards.NCLB expanded the federal role in public education through annual testing, annual academic progress, report cards, teacher qualifications, and funding changes. • NCLB and IDEA have changed the attitudes and expectations for students with disabilities.

8. Federal Regulations Individuals With Disabilities Education Improvement Act [IDEIA], 2004 • Federal law that provides partial funding to states to educate the nation's more than six million students receiving special education services. • All public schools receiving IDEIA funding states must supply a free appropriate public education to all students with disabilities in the following categories: autism, orthopedic impairment, emotional disturbance, visual impairment, hearing impairment, specific learning disability, mental retardation, multiple disabilities, deaf-blindness, traumatic brain injury, speech and language impairment and other health impairments.  • Students must re-qualify for special education services every three years. To determine eligibility, the special education team must use more than a single assessment, such as an intelligence test and a test of academic achievement. Each student who qualifies for special education services under IDEIA must have a written individualized education plan (IEP) with specific objectives and goals and methods to track progress. IEPs are legal contracts that are in effect for one year.  • Outlines national initiatives to improve special education services. These include parent support centers, personnel requirements and the allocation of funds. ­ • The Individuals with Disabilities Education Act of 2004 requires the consideration of transition needs for students beginning not later than the first IEP to be in effect when the student is 16, and updated annually thereafter. Transition services are an integral part of the student's education plan and are designed to meet their unique needs and prepare them for further education, employment, and independent living. 

9. Oregon Students with Disabilities by Age Oregon Department of Education

10. Oregon Students with Disabilities by Race Oregon Department of Education

11. Common Special Education Terms • Discrete Trial Training (DTT) • STAR • Task Analysis and Chaining • Positive Behavior Intervention Support Plans • Functional Behavior Assessments • Social Stories • Video Modeling • Structured TEACCH • Visual Supports • Prompting Hierarchies, fading prompts & reinforcement

12. Basic Philosophy Managing Constant Change The science behind teaching special education students is not cut and dry. The strategies that teachers develop for their classrooms are not permanent, and must be scalable and flexible so that they can evolve. It is this strategy that enables teachers to teach every student. • Design teaching aids and lessons that are flexible • Add creativity to lessons and homework • Develop easy-to-use monitoring tools that are needs-based • Design lesson plans that can be modified to fit each student • Develop a set of resources and interventions that work http://en.wikipedia.org/wiki/Special_education

13. Discrete Trial Training (DTT) Basic Technique of Applied Behavior Analysis Developed by B.F. Skinner – most effective technique of teaching children with autism. One on one training. Present a stimulus, ask for a response, reward a response (or approximation). Withdraw prompts until child can get the response correctly. Based on well designed measurable IEP goals. Includes benchmarks and level to achieve. Also popular because of the short amount of training required. http://www.youtube.com/watch?v=GVEYcl8PR5M Educate Autism Website

14. TEACCH (Training & Education of Autistic and Related Communication Handicapped Children) Approach The main goal of TEACCH is to help autistic children grow up to their maximum ability by adult age. Advocates of TEACCH state that it aims for a 'whole life' approach in supporting children, adolescents, and adults with an Autistic Spectrum Disorder such as Autism or Asperger syndrome, through the help of visual information, structure and predictability. Understanding the culture of autism Developing an individualized person- and family-centered plan for each client or student, rather than using a standard curriculum Structuring the physical environment Using visual supports to make the sequence of daily activities predictable and understandable Using visual supports to make individual tasks understandable http://www.youtube.com/watch?v=ddGLJ2r4rcw TEACCH Autism Program

15. Video Modeling Why it works! Target a behavior for teaching Collect baseline data Choose and develop your own video model or search online models Monitoring progress Troubleshooting Numerous videos available online that link research to real life http://www.pps.k12.or.us/departments/special-education/6404.htm MacDonald, Rebecca (2009). "USING VIDEO MODELING TO TEACH RECIPROCAL PRETEND PLAY TO CHILDREN WITH AUTISM".Journal of applied behavior analysis(0021-8855), 42 (1), p. 43

16. Pivotal Response Training (PRT) PRT is primarily used for younger children with autism PRT is based on the idea that motivation, response to multiple cues, self-management and the initiation of social interactions are “pivotal” in developing skills in the areas of communication, sociability, behavior management and academic skill building This is a play therapy in which the child is reinforced by natural reinforcements (reinforcements that are involved in the scenario and that the child requests) Video examples: http://www.youtube.com/watch?v=EGlPVUCF1ww http://www.youtube.com/watch?v=oUfLeO2l2Ec Westling, D.L. & Fox, L. (2009). Teaching students with severe disabilities. New Jersey: Pearson

17. Social StoriesTM Students with significant disabilities, including Autism, often require interventions in social skills development. Social StoriesTM were developed by Carol Gray in 1991 and serve as a short story or “script” used to teach a student appropriate behaviors in certain social situations by providing explicit prompts. Once a difficult social situation has been identified, a Social StoryTM is written and follows a very specific formula using a combination of descriptive (accurate info), perspective (describes why things happen), directive sentences (provide appropriate response or behavior). Social StoriesTMare written for a individual child, often use the child’s name, appeal to that individual’s interests, and can often be paired with visuals to support the message in the narrative. The Gray Center http://www.thegraycenter.org

18. Social StoryTMexample RunningMy name is Andy. I go to Park Grove Elementary. I like to run. It is fun to go fast.It’s okay to run when I am playing outside.I can run when I am on the playground.Sometimes I feel like running, but it is dangerous to run when I am inside. Running inside could hurt me or other people.When people are inside, they walk.Walking inside is safe.I will try to walk inside and only run when I am outside on the playground. My teachers and parents like it when I remember to walk inside.

19. Task Analysis and Chaining Task analysis- breaking down one task into smaller, individual behavior components. Making a sandwich example: Get ingredients (this could be further broken down, for instance get bread, get jam, get peanut butter, etc). Spread jam onto one piece of bread (Once again, this could be broken down). Spread peanut butter onto the other piece of bread. Put pieces of bread together. Put ingredients away. Using task analysis identifies the steps of the task that need to be taught more explicitly than others in order for a student to successfully complete a routine independently.

20. Task Analysis and Chaining, cont. Chaining- learning a set of steps that allow a student to perform a series (or chain) of related behaviors in order to complete a task. Forwards chaining- teaching a student to master one step of a task before moving onto the next one. Backwards chaining- providing full assistance to the student through each step (either modeling or physically assisting) until the last step. http://www.youtube.com/watch?v=GsHw8hu69cc

21. Visual Supports Students with disabilities, especially those with autism, have issues with processing time. Visuals give students with processing disorders time to think about what is being asked of them before they follow through. Visuals can be used to help students cope with behavior, learn a schedule, reinforce a directive, journal their feelings, anticipate their day, just to name a few. http://www.youtube.com/watch?v=POySP6A-4bo

22. Strategies for Teaching Autism Research(STAR)and Oregon Regional Program Autism Training Sites (OrPATS) STAR Program was developed out of Portland State University based on 30 years of work and research for children with autism. This curriculum draws on evidence based practices that had been identified, including discrete trial training, pivotal response training & functional routines. OrPATS came out of a collaboration with STAR Autism Support, Inc., Northwest Regional ESD & Oregon Department or Education From 2009-2011 500+Teams attended an ORPATS workshop 200+Teams have accessed an ORPATS site for “on-site, hands-on” training 350+ Students were in attendance at the ORPATS sites receiving services Since 2003 over 80% of the ORPATS sites established continue to train others Four parts in Initial training: 1) Three day, hands on workshop; 2) support to assess students and develop programs; 3)Two days of follow up consult in classroom; 4) observation of existing ORPATS sites STAR Autism Support, http://starautismsupport.com/

23. Functional Behavorial Assessment (FBA) Definition:   A comprehensive and individualized strategy designed to: Identify the purpose or function of a student's problem behavior(s). Develop and implement a plan to modify variables that maintain the problem behavior Teach appropriate replacement behaviors using positive interventions The research has extended beyond that of developmentally disabled persons to include persons with all types of behavior disorders, many different behaviors and across all cognitive levels.

24. Functional Behavioral Assessment (FBA) cont. History of FBA: The term functional refers to the causes of behavior B.F. Skinner was first to use the term functional when referring to the "causes" of behavior Skinner's research and that of his followers stressed the importance of identifying the environmental events which were "functionally related" to behavior. The research has extended beyond that of developmentally disabled persons to include persons with all types of behavior disorders, many different behaviors and across all cognitive levels.

25. Functional Behavioral Assessment (FBA) cont. What is a Functional Assessment? A set of procedures to identify the causes of a maladaptive or socially inappropriate behavior and reduce it through teaching replacement behaviors instead of suppressing it through punishment.  Within functional assessment methodology the causes are sought in the immediate environment and the learning history of the individual. Functional Behavioral Assessment http://cecp.air.org/fba/

26. Functional Behavior Assessment: Preliminary StrategiesThings to Do: Checklist Things to do:  Define the problem behavior Devise a plan to collect data Compare and analyze the data Formulate the hypothesis Develop and implement a behavior intervention plan Monitor the plan

27. Functional Behavior Assessments and the LAW IDEA 2004: Final Regulations and the Reauthorized Functional Behavioral Assessment Made clear that functional behavioral assessment is: (1) considered a type of social work service that may be provided,  (2) to be transmitted as part of the student's records, and  (3) to be part of the child's evaluation when suspected needs of the child include behavior, even when that child engages in behavior determined not to be a manifestation of the child's disability. As with most substantive decisions concerning the functional behavioral assessment, the determination of its use is left to local relevant decision makers. There have been legislative movements to extend the use of functional behavioral assessment and positive behavioral interventions and support procedures to all students who may benefit, and not just those with identified disabilities.   There is evidence to support movement away from school-wide behavior policies that favor zero tolerance and toward policies that promote positive behavioral supports and strategies.   Functional Behavioral Assessment http://cecp.air.org/fba/

30. PBIS (Positive Behavioral Interventions and Supports) Definition:  An implementation framework (not a curriculum) that is designed to enhance academic and social behavior outcomes for ALL students by: emphasizing the use of data for informing decisions about the selection, implementation, and progress monitoring of evidence-based behavioral practices, and organizing resources and systems to improve durable implementation fidelity.  PBIS is interchangeable with SWPBIS (School-wide positive behavioral interventions and supports

31. PBIS (Positive Behavioral Interventions and Supports) cont. History of PBIS: Formerly known as PBS (Positive Behavior Supports) Derived from the work of researchers at the University of Oregon Reauthorization of IDEA 1997 encourages educators - in both special and regular education settings - to consider "positive behavioral interventions, strategies, and supports", "positive behavioral interventions and strategies," and "positive academic and social learning opportunities" to address student behavior when "it impedes his or her learning or that of others." Congress reauthorized IDEA again in 2004, replacing the generic PBS term with PBIS; the definitive model of positive behavior support. US Department of Education (USDOE) also uses the term PBIS in reference to any model or curriculum that employs a proactive "positive, multi-tiered continuum of evidence-based behavioral interventions that support the behavioral competence of ALL students.   USDOE uses the term PBIS in consistency with IDEA (and soon with language of NCLB). Positive Behavioral Interventions and Supports http://www.pbis.org

32. PBIS and SWPBIS: A focus on School-wide Behavior and Academic Supports for ALL Students Supports include:  Team-based leadership Data-based decision-making Continuous monitoring of student behavior Regular universal screening  Effective on-going professional development Four PBIS elements include: Systems Data Practices Outcomes

33. Four PBIS Elements: 

34. PBIS: Four Elements Guided with PBIS Implementation The four elements are guided by six important principles: Develop a continuum of scientifically based behavior and academic interventions and supports. Use data to make decisions and solve problems. Arrange the environment to prevent the development and occurrence of problem behavior Teach and encourage pro-social skills and behaviors Implement evidence-based behavioral practices with fidelity and accountability Screen universally and monitor student performance and progress continuously. Positive Behavioral Interventions and Supports http://www.pbis.org

35. PBIS Outcomes Associated with PBIS Implementation Outcomes associated with the Implementation of PBIS: Schools that establish systems with the capacity to implement SWPBS with integrity and durability have teaching and learning environments that are:  Less reactive, aversive, dangerous, and exclusionary, and  More engaging, responsive, preventive, and productive Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior) Improved supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and Most importantly, maximize academic engagement and achievement for all students.

36. Outcomes Associated with Implementation of PBIS cont.

37. SWPBIS Continuum

38. PBIS and the LAW Since Congress amended the IDEA in 1997, PBIS has held a unique place in special education law.  PBIS, referred to as Positive Behavioral Interventions and Supports in IDEA, is the only approach to addressing behavior that is specifically mentioned in the law. This emphasis on using functional assessment and positive approaches to encourage good behavior remains in the current version of the law as amended in 2004. (IDEA 2004: Final Regulations and The Reauthorized Functional Behavioral Assessment) Why emphasize PBIS: IDEA's requirements regarding the use of functional assessments and PBIS reflect a balance.  IDEA requires:  The IEP team to consider the use of PBIS for any student whose behavior impedes his or her learning or the learning of others (20 U.S.C. 1414 (d )(3)(B)(i)). A functional behavioral assessment when a child does not have a behavior intervention plan is removed from their current placement for more than 10 school days (e.g. suspension) for behavior that turns out to be a manifestation of the child's disability (20 U.S.C. 1415 (k )(1)(F)(i)). A functional behavioral assessment, when appropriate, to address any behavior that results in a long-term removal (20 U.S.C. 1415(k)(1)(D)).

39. RESOURCES • Oregon Department of Education • http://www.ode.state.or.us/search/page/?=3798 This page contains the entire content of the Secondary Transition reference materials booklet presented at the 2012-2013 Systems Performance Review and Improvement (SPR&I) training events during the month of October. http://www.ode.state.or.us/search/page/?id=3986 The Oregon Department of Education (ODE) Office of Learning - Student Services and the Confederation of Oregon School Administrators (COSA) present annual training for administrators on special education and related general education topics. On October 2 - 4, 2013, over 500 participants will gather in Eugene, Oregon, for presentations on IDEA, Oregon initiatives, and providing special education services.

40. Ten Things Every Child with Autism Wishes You Knew “I need to see something to learn it, because spoken words are like steam to me; they evaporate in an instant, before I have a chance to make sense of them. I don’t have instant-processing skills. Instructions and information presented to me visually can stay in front of me for as long as I need, and will be just the same when I come back to them later. Without this, I live the constant frustration of knowing that I’m missing big blocks of information and expectations, and am helpless to do anything about it.” Excerptfrom Ellen Notbohm, Ten Things Every Child with Autism Wishes You Knew, 2nd edition (2012, Future Horizons, Inc.)

41. REFERENCES: E. Notbohm. (2012). Ten Things Every Child with Autism Wishes You Knew, 2nd edition (Arlington, TX: Future Horizons, Inc.) FBA: Functional Behavior Assessment http://www.behavioradvisor.com/FBA.html Functional Behavioral Assessment http://cecp.air.org/fba/ http://www.thecip.net/thecip_ca/weblinks_documents/Overview%20of %20the%20Functional%20Behavioral%20Assessment%20Procedure.pdf Journal of News and Resources For Teachers. http://education.cu-portland.edu/blog/ MacDonald, Rebecca (2009). "USING VIDEO MODELING TO TEACH RECIPROCAL PRETEND PLAY TO CHILDREN WITH AUTISM".Journal of applied behavior analysis(0021-8855), 42 (1), p. 43 Mesibov, Gary B., Browder, Diane M., and Kirkland, Cameron. "Using Individualized Schedules as a Component of Positive Behavioral Support for Students with Developmental Disabilities" Journal of Positive Behavior Interventions, Vol. 4 Number 2, Spring 2002, pages 73-79 O'Guin, D. T. (2010, January 1). Training Paraprofessionals to Implement a Discrete Trial Language Intervention for Children with Autism. ProQuestLLC OrPATS, http://www.orpats.org/

42. REFERENCES: Oregon Department of Education Office of Student Learning and Partnerships: PBIS Resources http://www.ode.state.or.us/search/page/?=2134 Oregon Department of Education http://www.ode.state.or.us/search/page/?=3851 Oregon Department of Education http://www.ode.state.or.us/search/page/?=3798 Oregon Department of Education - Discipline References www.ode.state.or.us/policy/federal/idea/policyproced/section06ref.doc Positive Behavioral Interventions and Supports http://www.pbis.org Restorff, D., Abery B. (February, 2013) Remedial and Special Education. Observations of Academic Instruction for Students With Significant Intellectual Disability: Three States, Thirty-Nine Classrooms, One View HammillInstitue on Disabilities (34: 282) Reynhout, Georgina (2011). "Social Stories[TM]: A Possible Theoretical Rationale". European journal of special needs education(0885-6257), 26 (3), p. 367 Social Skill Builder Quality Learning Tools http://www.socialskillbuilder.com/articles/video-modeling-research.html Special Education about.com http://specialed.about.com/od/autismandaspergers/a/Discrete-Trial-Training-The-Instructional-Backbone-Of-Aba.htm

43. REFERENCES: Special Education News http://www.specialednews.com/dea/history.html Sprick, Randall, (2006) Discipline in the Secondary Classroom. San Francisco, CA; Jossey-Bass STAR Autism Support, http://starautismsupport.com/ TEACCH Autism Program http://teacch.com/about-us/what-is-teacch The Gray Center http://www.thegraycenter.org The National Autistic Society http://www.autism.org.uk Virues-Ortega, J (2013). "The TEACCH program for children and adults with autism: A meta-analysis of intervention studies".Clinical psychology review(0272-7358), 33 (8), p. 940 United States Department of Education http://www2.ed.gov/policy/speced/leg/i Vladescu, JC (2012). "The effects of video modeling with voiceover instruction on accurate implementation of discrete-trial instruction.". Journal of applied behavior analysis(0021-8855), 45 (2), p. 419 Westling, D.L. & Fox, L. (2009). Teaching students with severe disabilities. New Jersey: Pearson www.armstrong .edu/images/psychology/FunctionalAssessment.pdf www.ideapartnership.org/documents/ADS-collection/asd-dg-Brief_FBA.pdf