Steps to Success
Steps to Success
Lynne H Price ([email protected])
1. BEHAVIOR
All behavior is purposeful, is learned or unlearned, is predictable, and is interactive. Purpose of behavior: get attention (either positive or negative), escape (avoid failure), self-stimulation (unaware they are doing it), for power or control (support self-concept)
Inappropriate behavior, whether it’s acting out, withdrawing, or oppositional defiant, is due to the lack of emotional well-being. You act how you feel. Four fluctuating factors in behavior: Intensity - On a scale of 1 to 10, how bad is it? Frequency – How often does it happen?
Duration – How long does it last? Circumstance – When does it happens?
The degree of four factors is determined by stress. Four types of stress – Developmental - typical child development -abandonment, inadequacy, guilt, conflict, identity, Psychological - deep issues Reality - things that happen in life Physical – sleep, nutrition, illness All stress impacts ability to inhibit bad behavior, maintain performance, & learn. Conflict cycle: Stress arouses thoughts & beliefs. Thought triggers feelings. Feelings drive behavior. Behavior incites others. Others increase stress!
How to Influence and Change Student’s Behavior - Break the conflict cycle 1. Be neutral - see action as function of perception 2. Predict underlying stress factors. 3. Accept your own counter aggressive feelings. 4. Do not engage in a power struggle. 5. Substitute ‘You’ messages with ‘I’ expressions. 6. Focus on the child’s need, not feeling. 7. Decode behavior into feelings. 8. Use effective listening techniques Attend – be fully present with student, notice verbal & nonverbal communication Respond – reducing stress, remaining non-judgmental, building trust Decode –search for meaning behind the words, connect feeling with behavior Validate – affirm right to feel that way - Manage the environment and daily routine Do not assume the child knows what to do. 1. Do a task analysis to target procedure steps, vocabulary & language the child may not know. 2. Teach procedure for an activity, session, or class before adding content. 3. Rehearse procedure/routines until mastered. 4. Provide several & different activities within each situation. - Think through events 1. Use good questions Surface - Key questions/ information Who? Where? When? To whom? & Did what? Underlying information Degree?, Detail?, Who watched? 2. Create a timeline What happened /was said before? What happened next? And then? 3. Get child’s perspective The event does not cause the feeling, it is our perception of it. Once we think through what’s happening and not through feelings, we can make better decision. Perception drives thought. Thought drives feelings. Feelings drive behavior.
2. Self-advocacy Anticipate and respond to needs Recognize/describe own skills and needs Set goals and create plan to reach them Know how to ask for support Make decisions and deal with the consequences Self-advocacy skills: support academic success. impact school performance. require direct instruction by knowledgeable staff.
Advocacy examples: 1. ___________________________ 3. __________________________________
2. ________________________________
4. ____________________________________
5. _________________________________
6. _____________________________________
The IEP team must consider…. 34 CFR 303.324(2 • the language and communication needs, • opportunities for direct communication • academic level, and • full range of needs including assistive communication devices and services. At transition, …. focus on improving the academic and functional achievement to facilitate movement from school to post-school activities, … is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; … includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives. Self advocacy instruction is both academic and functional because it applies language, vocabulary, social skills, and content learning to real life situation that are current and in preparation for the future. Not acquired through academic instruction alone ◦ Teacher directed model – banking model ◦ State or national curriculum – not individual ◦ Measured by whole group/ individual comparison ◦ Does not develop problem solving skills Requires explicit (specially designed) instruction ◦ Based on individual needs – perception and abilities ◦ Considers child’s strengths, preferences, and interests ◦ Solve situation specific learning and access issues IDEA and academic delay § Section 300.101“Each State must ensure that FAPE is available to any individual child with a disability who needs special education and related services, even though the child has not failed a course or grade, and is advancing from grade to grade.” § Section 300.101“The group determining the eligibility of a child for special education and related services must make an individual determination as to whether, notwithstanding the child’s progress in a course or grade, he or she needs or continues to need special education and related services.” Adverse educational effect is not synonymous with academic delays.
Steps to Success can be used as a stand-alone program or as an add-on to other programing. •
Learning moves from the ear out. Ear (anatomy & hearing process) -Brain (access & language) -Self (emotions & self-concept) -Others (social interaction) -Global (management in new settings) • 8 goal areas with three levels of instruction per strand. ◦basic ◦intermediate ◦advanced Begin at the basic level and move onto a higher level as skills are mastered. Concepts & skills in upper levels are built on skills from each previous level. Concepts follow Bloom’s taxonomy for progression of thinking. Sequence of 8 goal areas: 1. Perception - “What is my perception?” To help the student explain the science of hearing, and how it impacts quality of life. To develop the awareness of one’s uniqueness and how to use technology to improve communication. 2. Processing - “What do I understand?” To show how the brain functions and how to improve language skills. 3. Self- knowledge “How do I fit in this world?” To develop an awareness of self and identity formation along with social skills and language. 4. Advocacy “What do I do to support access?” To help analyze situations and choose accommodations and responses that support access and communication. Goals: 1. Understanding hearing 2. Using technology 3. Developing language processing skills Knowledge of self: 4. Self-knowledge 5. Social interaction 6. Self-management – organization, decision making Advocacy: 7. Rights & access 8. Accommodation and advocacy
Write goal # for each strand 1. __1__ anatomy and process of hearing 2. _____ use appropriate social language in conversation 3. _____ use appropriate print visual support 4. _____ apply prosody and phonology skills 5. _____ parts & function of a hearing aid 6. _____ knowledge of legislation to access support 7. _____ use organizational skills 8. _____ describes self according to social roles 9._____ read a passage and summarize 10. ____ parts & function of hearing assistive technology 11.____ audiogram and audiological information Assessment: Knowledge - Progression on the scope and sequence Assessment for whole program ◦per goal ◦per strand ◦per activity Generalization - Movement from explicit instruction setting to across multiple settings. Application –Use of strategies without prompt in a variety of settings. Includes competency checklist, by goal mastery, by individual strand by activity Binder as an organizational tool. Within each goal tab – Individual strand with rationale, Vocabulary for the strand, Teaching strategies, Activities Outcome: An individual who is: ◦ healthy physically & mentally ◦ confident & a problem solver ◦ productive & adaptable ◦ able to manage needs in any situation ◦ working to potential
Lynne H Price ([email protected])
1. BEHAVIOR
All behavior is purposeful, is learned or unlearned, is predictable, and is interactive. Purpose of behavior: get attention (either positive or negative), escape (avoid failure), self-stimulation (unaware they are doing it), for power or control (support self-concept)
Inappropriate behavior, whether it’s acting out, withdrawing, or oppositional defiant, is due to the lack of emotional well-being. You act how you feel. Four fluctuating factors in behavior: Intensity - On a scale of 1 to 10, how bad is it? Frequency – How often does it happen?
Duration – How long does it last? Circumstance – When does it happens?
The degree of four factors is determined by stress. Four types of stress – Developmental - typical child development -abandonment, inadequacy, guilt, conflict, identity, Psychological - deep issues Reality - things that happen in life Physical – sleep, nutrition, illness All stress impacts ability to inhibit bad behavior, maintain performance, & learn. Conflict cycle: Stress arouses thoughts & beliefs. Thought triggers feelings. Feelings drive behavior. Behavior incites others. Others increase stress!
How to Influence and Change Student’s Behavior - Break the conflict cycle 1. Be neutral - see action as function of perception 2. Predict underlying stress factors. 3. Accept your own counter aggressive feelings. 4. Do not engage in a power struggle. 5. Substitute ‘You’ messages with ‘I’ expressions. 6. Focus on the child’s need, not feeling. 7. Decode behavior into feelings. 8. Use effective listening techniques Attend – be fully present with student, notice verbal & nonverbal communication Respond – reducing stress, remaining non-judgmental, building trust Decode –search for meaning behind the words, connect feeling with behavior Validate – affirm right to feel that way - Manage the environment and daily routine Do not assume the child knows what to do. 1. Do a task analysis to target procedure steps, vocabulary & language the child may not know. 2. Teach procedure for an activity, session, or class before adding content. 3. Rehearse procedure/routines until mastered. 4. Provide several & different activities within each situation. - Think through events 1. Use good questions Surface - Key questions/ information Who? Where? When? To whom? & Did what? Underlying information Degree?, Detail?, Who watched? 2. Create a timeline What happened /was said before? What happened next? And then? 3. Get child’s perspective The event does not cause the feeling, it is our perception of it. Once we think through what’s happening and not through feelings, we can make better decision. Perception drives thought. Thought drives feelings. Feelings drive behavior.
2. Self-advocacy Anticipate and respond to needs Recognize/describe own skills and needs Set goals and create plan to reach them Know how to ask for support Make decisions and deal with the consequences Self-advocacy skills: support academic success. impact school performance. require direct instruction by knowledgeable staff.
Advocacy examples: 1. ___________________________ 3. __________________________________
2. ________________________________
4. ____________________________________
5. _________________________________
6. _____________________________________
The IEP team must consider…. 34 CFR 303.324(2 • the language and communication needs, • opportunities for direct communication • academic level, and • full range of needs including assistive communication devices and services. At transition, …. focus on improving the academic and functional achievement to facilitate movement from school to post-school activities, … is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; … includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives. Self advocacy instruction is both academic and functional because it applies language, vocabulary, social skills, and content learning to real life situation that are current and in preparation for the future. Not acquired through academic instruction alone ◦ Teacher directed model – banking model ◦ State or national curriculum – not individual ◦ Measured by whole group/ individual comparison ◦ Does not develop problem solving skills Requires explicit (specially designed) instruction ◦ Based on individual needs – perception and abilities ◦ Considers child’s strengths, preferences, and interests ◦ Solve situation specific learning and access issues IDEA and academic delay § Section 300.101“Each State must ensure that FAPE is available to any individual child with a disability who needs special education and related services, even though the child has not failed a course or grade, and is advancing from grade to grade.” § Section 300.101“The group determining the eligibility of a child for special education and related services must make an individual determination as to whether, notwithstanding the child’s progress in a course or grade, he or she needs or continues to need special education and related services.” Adverse educational effect is not synonymous with academic delays.
Steps to Success can be used as a stand-alone program or as an add-on to other programing. •
Learning moves from the ear out. Ear (anatomy & hearing process) -Brain (access & language) -Self (emotions & self-concept) -Others (social interaction) -Global (management in new settings) • 8 goal areas with three levels of instruction per strand. ◦basic ◦intermediate ◦advanced Begin at the basic level and move onto a higher level as skills are mastered. Concepts & skills in upper levels are built on skills from each previous level. Concepts follow Bloom’s taxonomy for progression of thinking. Sequence of 8 goal areas: 1. Perception - “What is my perception?” To help the student explain the science of hearing, and how it impacts quality of life. To develop the awareness of one’s uniqueness and how to use technology to improve communication. 2. Processing - “What do I understand?” To show how the brain functions and how to improve language skills. 3. Self- knowledge “How do I fit in this world?” To develop an awareness of self and identity formation along with social skills and language. 4. Advocacy “What do I do to support access?” To help analyze situations and choose accommodations and responses that support access and communication. Goals: 1. Understanding hearing 2. Using technology 3. Developing language processing skills Knowledge of self: 4. Self-knowledge 5. Social interaction 6. Self-management – organization, decision making Advocacy: 7. Rights & access 8. Accommodation and advocacy
Write goal # for each strand 1. __1__ anatomy and process of hearing 2. _____ use appropriate social language in conversation 3. _____ use appropriate print visual support 4. _____ apply prosody and phonology skills 5. _____ parts & function of a hearing aid 6. _____ knowledge of legislation to access support 7. _____ use organizational skills 8. _____ describes self according to social roles 9._____ read a passage and summarize 10. ____ parts & function of hearing assistive technology 11.____ audiogram and audiological information Assessment: Knowledge - Progression on the scope and sequence Assessment for whole program ◦per goal ◦per strand ◦per activity Generalization - Movement from explicit instruction setting to across multiple settings. Application –Use of strategies without prompt in a variety of settings. Includes competency checklist, by goal mastery, by individual strand by activity Binder as an organizational tool. Within each goal tab – Individual strand with rationale, Vocabulary for the strand, Teaching strategies, Activities Outcome: An individual who is: ◦ healthy physically & mentally ◦ confident & a problem solver ◦ productive & adaptable ◦ able to manage needs in any situation ◦ working to potential
