Chapter+4+(SPED+420+Notes)

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__**Chapter #4**__ **Competencies for Explicit Modeling** Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * Competencies for Conducting Guided Practice **

**Competencies for Conducting Independent Practice **

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)


 * Competencies for Monitoring Progress and Providing Feedback **

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)


 * Competencies for Promoting Generalizations **

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

**Competencies for Fostering Independence ** Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) = Self-Recording = Involves counting and recording one’s own behavior, on the assumption that such actions will influence one’s behavior. Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) = Self-Evaluation = The component of self-management that teaches the student to judge how well he or she is doing. Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011) ** Self-Reinforcement ** A technique for self-management that involves the student reviewing his or her progress to determine whether reinforcement has been earned. Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * __ Provide the rationale __ : Selecting a behavior that needs changing and discussing how self-recording can be used to change it.
 * __ Demonstrate and model __ : A recording form and a method of observation are selected. The teacher demonstrates self-recording. The student performs self-recording and receives feedback until understanding in certain.
 * __ Practice with feedback: __ Student practices self-recording with prompts and corrective feedback. As the student becomes proficient in self-recording the teacher reduces prompts, praise, and feedback.
 * __ Provide the rationale: __ Importance of evaluating ones work is discussed. The notion that evaluation enables the student to determine whether his or her performance is satisfactory is stressed and the point is made that it helps the student to know whether more effort is needed.
 * __ Demonstrate and model: __ A self-evaluation form is selected. The form usually requires the student to mark digits (0,1,2) that correspond with a grading scale (0) poor progress, (1) some progress, and (2) good progress. The teacher demonstrates how to use the form and has the student model the behavior to ensure they understand the process.
 * __ Practice with feedback __ : The student practices self-evaluation with teacher feedback until proficiency is achieved.
 * __ Provide the rationale: __ Teaching the importance of earning reinforcement by helping the student identify appropriate reinforcers. Establishes standards of performance for the earning of reinforcements, and it specifies when and how they student is to be rewarded.
 * __ Demonstrate and model: __ The teacher uses mock data, recording sheets, and a reinforcement menu to demonstrate. The teacher tells the student when reinforcement’s criteria are met and selects the reward. The student performs the same behavior with teacher feedback until understanding is apparent.
 * __ Practice with feedback __ : The student practices self-reinforcement by using self-recording and self-evaluation. Students are encouraged to give praise subvocally when selection the reinforce. The teacher provides corrective and positive feedback until the student becomes proficient by self-reinforcement.

S—//Sit// up straight.
L—//Lean// forward in your desks

T—//Track// the teacher with your eyes.
Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

**Accommodating Students with Learning Problems in General Education Classrooms****Accommodations Involving Materials** Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * __ Use of audio recording __ : Directions, stories, and specific lessons can be recorded on tape, computer, or an audio file for an MP3 player
 * __ Clarify or simplify written directions __ : Teacher can help by underlining and highlighting the significant parts of the directions.
 * __ Present small amount of work __ : Teachers can tear pages from workbooks and materials to present small assignments to students who are anxious about the amount of work to be done
 * __ Block out extraneous stimuli __ : Use a blank sheet of paper to cover sections of the page not being worked on at the time if the child is distracted.
 * __ Highlight essential information __ : Teacher can mark essential information with a highlighter.
 * __ Locate place in consumable material __ : Consumable materials in which a student’s progress is sequential. A student can make a diagonal cut at the bottom of each page when it is complete to know exactly where they need to start again.
 * __ Provide additional practice activities __ : Supplement materials with practice activities if enough practice is not given in materials covered.
 * __ Provide glossary in content areas: __ Students often benefit from a glossary of content-related terms.
 * __ Develop reading guides __ : Reading guide provides a road map for the student on what is written and the features it also provides frequent questions for the student to answer.

** Accommodations Involving Interactive Instruction ** Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * __ Use Explicit Teaching Procedures __ : Before, During, and After Instruction
 * __ Repeat Directions: __ Having students repeat directions in their own words.
 * __ Maintain Daily Routines __ : Many students need this daily structure to know what to do and what is expected of them.
 * __ Provide Copy Of Lecture Notes __ : Give students a copy of the lecture notes so they can follow along
 * __ Provide Students With A Graphic Organizer __ : Give students notes that they will have to fill in the blanks.
 * __ Use Step-By-Step Instruction __ : Present information in small sequential steps.
 * __ Combine Verbal And Visual Information __ : Verbal information using visual displays.
 * __ Write Key Points Or Words On The Chalkboard __ : Writing out key vocabulary and key points of a presentation or topic.
 * __ Use Balanced Presentations And Activities __ : Oral presentation should be used with visual information
 * __ Use Mnemonic Instruction __ : Help student remember key information.
 * In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.
 * __ Emphasize Daily Review __ : Daily reviews of previous lessons can help students remember.

** Accommodations Involving Student Performance ** Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * __ Change Response Mode __ : Using underlining, multiple choice, sorting, or marking.
 * __ Provide An Outline Of The Lecture __ : Outlines help students to follow along.
 * __ Encourage Use Of Graphic Organizers __ : Organizing material in a visual format.
 * __ Place Students Close To The Teacher __ : Place students close to teacher, chalkboard, and work area.
 * __ Encourage Use Of Assignment Books Or Calendars: __ Students can record assignments, important notes, and dates.
 * __ Reduce Copying Activities __ : Copying can be minimized by including information or activity on handouts or worksheets.
 * __ Have Students Turn Lined Paper Vertically For Math __ : Help students keep numbers in appropriate columns while computing math problems.
 * __ Use Cues To Denote Important Items __ : Asterisks or bullets can denote questions or activities that count heavily in evaluation.
 * __ Design Hierarchical Worksheets __ : Design worksheets from easiest to hardest.
 * __ Allow Use Of Instructional Aids __ : Providing letter and number strips to help students write correctly.
 * __ Display Work Samples __ : Showing a sample of work can help students visualize what is expected.
 * __ Use Peer-Mediated Learning __ : Pairing students at different learning levels to review material
 * __ Encourage Note Sharing __ : Sharing notes with other students.
 * __ Use Flexible Work Times __ : Give student additional time if they work slowly.
 * __ Provide Additional Practice __ : Provide additional practice for students who need it.
 * __ Use Assignment Substitutions Or Adjustments __ : Student can be allowed to complete projects instead of oral presentations.

 Meet as a team and discuss with others why the student is there and what needs to be done to help the student. Moving child into the classroom to observe, moving to the edge of the room, and including them into the classroom. Transition students in slowly. Teaches are looking at both strengths and weaknesses of students. Re-evaluation is key in the process of including a student into a classroom. Adjustments may be made for when a student is coming into the classroom. Making sure a student trusts you is key and the student being able to trust the classroom as well. Incorporating a special education teacher into the regular classroom as a helper for a particular student but for all students. Knowing students is very important and knowing what sets them off and what calms them down is important. Meeting as a team is very important because you can come up with strategies to deal with the behavior and what works to cease the behavior the fastest. Bringing the child into classroom slowly is important because we do not want the student to be overwhelmed and start rebelling and acting out to this new transition. A regular education teacher should do their best to try and make the students feel welcomed along with treating them like regular education students. I think all this information is very key in integrating a child into the regular education classroom with little struggle or behavioral issues.
 * Question #1 **

The strategies that were used in the meeting may benefit a student with emotional or behavior problems because you talk about strategies that could be used to resolve the problem at hand or find a solution for the problem at hand. Teaching the student to talk through the problem and working together to come up with a strategy that works for everyone involved in the situation. Students will need to be prepared to talk about their problems and realize that the behavior or situation is a problem. Students will need to think of some ways they can fix the problem or some ways they can make sure the problem does not become this big again.
 * Question #2 **

The program is beneficial for Nick because it is more of an emphasis on what he can do and his strengths. The program is for students who have behavior problems. I think the program works better for him because he has others students who are like him in his classroom with him. Nick is also getting to focus more on what he can do and on his strengths so maybe learning is a little easier for him because he enjoys it now.
 * Question #3 **

Question #1:The students got to get a mark for working on task and they earned a sticker for being on task during the work time. The "To Infinity and Beyond" saying played if they were working quietly they got a mark. This would help students be motivated to stay on task because after so many checks I am sure they received a prize of some sort. <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Question #2: The students seemed to be excited about the saying that played, but I also think it would get distracting for students who easily stay on task. For a student who has difficulty staying on task it would be beneficial to remind the stay on task or to get back on task for the day.
 * <span style="color: #d1147e; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Question #4 **

<span style="color: #5ac61a; font-family: 'Comic Sans MS',cursive; font-size: 130%;">
 * <span style="color: #5ac61a; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Activities: **