Chapter+3+(SPED+420+Notes)

Return to SPED 420 Chapters Page __**Chapter #3**__ **__Outline: __** **__Graphing Activity: __** __**Stages of Learning**__ Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * __ Acquisition Stage __ : Learner performance ranges from 0 to 90 to 100% accuracy. During this stage instructional goal focuses on helping the student perform the skill accurately. //(Reading only 20 words per minute with many errors)//
 * __ Proficiency Stage __ : Learner attempts to perform the skill almost automatically. The goal is for the student to perform the task accurately and almost automatically at this stage. //(Improving words per minute in reading and reducing errors each time//)
 * __ Maintenance Stage __ : The goal is to maintain the high level of performance. The student is expected to retain both accuracy and fluency with the skill once direct instruction or reinforcement has been withdrawn. //(Automatic recall of multiplication tables)//
 * __ Generalization Stage __ : Learner performs the skill in different times and situations. The student demonstrates proficiency in the skill in different settings with different people at different times. //(Using problem solving skills at home and school, with friends, parents or siblings, throughout the day)//
 * __ Adaption Stage __ : The learner applies a previously learned skill in a new area of application without direction instruction or guidance//. (Mastering multiplication and discovering division is the reverse of multiplication)//

__**Observational Recording Techniques **__ Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * __ Event Recording __ : Record each observed occurrence of behavior. //(Count the number of times a student completed assignments for 5 days)//
 * __ Interval Recording __ : Divide a specified observation period into equal intervals that are typically 30 secons or less. Within each interval record the behavior that occurred with a (+) or did not occur with a (-) at any time during interval. //(Record whether or not a student was attending to seatwork materials at some time during the interval)//
 * __ Time Sampling __ : Divide specified observation period into equal intervals of several minutes or more durations. Observe at the end of each interval and record whether or not the behavior occurred with (+ yes it did or – for no it did not). //(Record whether a student was or was not “on task” at the end of every 5 minutes for a 40 minute period)//
 * __ Duration Recording __ : Record the amount of time the student is engaged in the activity during the observation period. Turn a stopwatch on when the activity starts and turn it off when it ends. Repeat through observation period. //(Record the amount of engaged time the student spent on the math assignment)//
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Latency Recording __ : Record the time it takes for a student to begin an activity once they are signaled to begin. Turn the stopwatch on when the activity begins and end it when the student begins activity. //(Record the amount of time it takes the student to get materials ready to start the a task after instructed to start)//
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Anecdotal Recording __ : Record all behaviors of the student during a specified time period. //(Record behaviors displayed during silent reading time)//
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Permanent Product Recording: __ Collect assignments and provide feedback regarding correct and incorrect responses. //(Collection math papers and returning them with a percentage correct at the top of the paper)//

<span style="color: #b3890a; display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: center;">__**Individually Referenced Data Systems**__ Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Direct Measurement __ : Direct, continuous, and precise measurement of behavior. (//Math computation rate//)
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Repeated Measurement __ : Requires that a behavior be counted and recorded over a period of time. //(Recording a students on and off task behavior throughout the day)//
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Graphing Data __ : Most common method of presenting data. Graphs summarize, they communicate, and provide feedback. (//Line Graph, Bar Graph, Ratio Graph//)
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Long-Range Goal Performance Monitoring __ : Display progress toward a long range instructional goal. //(Taken two times a week on a specific item and that measure the same skill, communication skills, performance monitoring charts)//
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Short-Range Goal Performance Monitoring __ : Monitors short term progress in a successive short term goal. //(Students measures a short term goal and moves on to the next goal, mastery monitoring chart)//
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Data Analysis __ : Enhanced when both baseline and intervention data are charted.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Instructional Decisions __ : Use percentages, 80% or higher is mastery.

<span style="color: #116592; display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%; text-align: center;">__**Assessment for Determining -**__ __**How to Teach**__ <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive; font-size: 14.6667px;">Formats: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Systematic Observation __ : How to teach - The student is one of the teachers most valuable ways of obtaining information about a student’s optimal learning conditions. (ABC: Antecedent, Behavior, Consequence)
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Formal Assessment __ : Are administered only once and repeated observations are needed to analyze the effects of various factors on behavior.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Criterion Tests __ : Assess what you teach –Evaluate the effects of instruction.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Rating Scale __ : Is a series of statements or questions that require some judgment about the degree of frequency of the behavior or characteristics described in each statement.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Numerical Scale __ : Selecting the number that best describes that student.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Graphic Scale __ : Select a place on the line that best describes the individual.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Charting __ : A student’s daily performance on a probe sheet is recorded on a graph
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Alternative Assessment __ : IDEA of 1997- Assessment methods to ensure that students with disabilities are fully included in state and local district educational assessment and accountability measures.

__**<span style="font-family: 'Comic Sans MS',cursive;">Assessment Areas for Determining How to Teach **__ <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive; font-size: 14.6667px;">The first step in determining how to teach is to identify the major areas of assessment. Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Expectation Factors __ – To an individual’s orientation to the learning situation.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Stimulus Events __ – An array of materials, instructional methods, and classroom settings that set the stage for the student to respond
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Response Factors __ –Require either motor or verbal response, or both.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Subsequent Events- __ Consequences influence behavior and can be used to motivate students and manage their behavior.

<span style="color: #0b985c; display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%; text-align: center;">__**Expectation Factors**__ <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive; font-size: 14.6667px;">//Expectation// refers to an individual’s orientation to the learning situation Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;"> __ Learner Expectations __ : Self-report activities are excellent ways to obtain information about a student’s negative and positive expectations.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Teacher Expectations __ : Develop a perception of a student that in turn creates certain expectations for that student.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Peer Expectations __ : Acceptance by peers helps students gain confidence and self-assurance in turn foster better performance on academic tasks, peer rejection, can produce anxiety and self-doubt.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;"> __ Parental Expectations __ : Can influence a student’s academic and social growth, parental influence is often a key factor in keeping a student’s motivation and achievement.

<span style="color: #710d96; display: block; font-family: 'Comic Sans MS',cursive; font-size: 140%; text-align: center;">__**Grading**__

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Individualized Educational Program Grading Approach __ : Determines grades on the basis of a student’s progress on goals and objectives specified on the student’s IEP.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Pass/Fail Systems __ : Establishes criteria for passing or failing.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Mastery Level/Criterion Systems __ : Content or skills are divided into sub-components.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;"> __ Point Systems: __ Points are assigned to various activities.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Contract Grading __ : The teacher and student sign a contract that specifies the work to be completed, how the grade will be determined and a timeline for completion.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Multiple Grading __ : The teacher grades the student in several areas on ability, effort, and achievement.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Shared Grading __ : When two or more teachers work together to teach a student they collaborate to assign a grade.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Student Self-Comparison __ : The teacher and student meet to determine appropriate instructional goals within the curriculum
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Level Grading __ : Grading is individualized by using a subscript to note the level of difficulty on which the students’ grades are based.
 * <span style="color: #0a0a0a; font-family: 'Comic Sans MS',cursive;">__ Descriptive Grading: __ Teacher writes a descriptive comments regarding each student’s performance, attitude, effort, and learning preferences.

<span style="color: #157f9e; font-family: 'Comic Sans MS',cursive; font-size: 130%;">__**Test Modifications for Students with Learning Problems**__ Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

<span style="color: #5bad06; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">**__Question #1__** <span style="font-family: 'Comic Sans MS',cursive;"> Students went from looking and hearing the words, to thinking of what the definitions of words may be, reading the words in a passage, making connections with the word around them and the article they read, and the teacher questioning students to make them think critically about their passage. The teacher suggested to the students to use their different reading strategies and emphasize working with their partner. The questions were the same, but may have been worded differently, but they have the same meaning and answer in the end. The students went from learning the words and their definitions to putting them into real world situations. The teacher uses repetition of words throughout the class period in passages and in discussion to try to embed the word into the student's mind and so they can master the meaning of the word and try to use it automatic in discussion.

<span style="color: #5bad06; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">**__Question #2__** <span style="font-family: 'Comic Sans MS',cursive;"> A graphic organizer is useful in describing, knowing where is it found, and what does it do. Starting with the basics and adding to their basic list will help them to build knowledge and understanding. It starts out as mastering the 3 major issues and adding other important issues. The groups have to be the master on their topic or issue presented to them on the graphic organizer. It gives the student a responsibility to try to figure out the important information and knowing all about the topic and being able to describe it, where it is found, and what does it do that is so important. Students hear repetition of their specific parts, but also hear others discussing their topic and repetition helps with mastery. <span style="color: #5bad06; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">**__Question #3__** <span style="font-family: 'Comic Sans MS',cursive;"> Teachers need to be creative and make sure that all their students are learning and understanding what is being taught in the classroom. Some student's may not understand materials being presented in the classroom so they may need to be modified for that student to understand the material more easily. Some modifications may be using pictures that are current and engaging and having them watch a video on the topic that uses simple words and pictures that are engaging. Computer programs can be bought to read text to student's off the computer and to enlarge font of text on the computer which may help some students with vision difficulties and reading difficulties. Teachers need to recognize the struggles of students and put the technology we have in the world today to good use to help the student learn more efficiently. <span style="color: #5bad06; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">**__Question #4__** <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">I think giving students a real life situation helps them to learn more efficiently. Students with learning disabilities may not understand how ranking works or how they are deciding how to rank them. I think the teacher needed to explain that they need rank their jelly beans from best to worst on how they prefer them. Students with a learning disability may not understand the reasoning for graphing information and how the graphing works. The teacher just jumps into the lesson and does not explain why the graphing is important. <span style="font-family: 'Comic Sans MS',cursive;">Explaining to students why they organized the information the way they did, how they should analyze the graphed material, and how they will use the material. I did think it was good when the student came up and showed how they read the graph. Examples are always helpful with understanding. When asking about how many more, I think a student may have troubles understanding. I think a student with a learning disability need to know that each square equals one person.