What are the Universal Learning Characteristics?
The behaviors mentioned in the scenario are not operant; students with autism spectrum disorders exhibit several behaviors. Dave enjoys math and prefers Kinesthetic, hands-on learning. His attention span is part of the disorder. He is unable to stay seated for long periods because he needs a movement break. His impulsive and disruptive behaviors are not on purpose. A 1:1 Paraprofessional assign to him would lessen the behaviors because he would learn proper behavior and earn rewards for his positive actions. His behaviors are to gain sensory stimulation and gain access to tangible activities.
The teacher needs to implement proactive strategies to help Dave and his classmates. Immaculate reactive systems so the behaviors do not escalate since they can be more disruptive to the evidence-based research-basedntifies evidence-based behavior strategies that are functionally equivalent and align with the student’s needs. A student with autistic deals with universal learning characteristics and part of it is measurable behaviors. Some behaviors can be managed and eventually disappear, while others are to be ignored. The resource from “NTACT stands for National Technical Assistance Center on Transition is the first Evidence-based strategies that can align with Dave’s needs. https://transitionta.org/effectivepracticesSupport your recommendations with scholarly literature. “ According to “The National Technical Assistance Center on Transition has evaluated a range of secondary transition practices and rated them as evidence-based, research-based, promising, or unestablished. Target skills include academic, vocational, and life skills.” Konrad et al. 2019
Other evidence-based strategies are High-Leverage Practices www.highleveragepractices.org Complementary resources can be found at http://ceedar.education.ufl.edu/wp-content/uploads/2017/12/ HLPs-and-EBPs-A-Promising-Pair.pdf This resource can also help with Dave’s behaviors. It is described as “An expert panel of educators, researchers, and advocates identified 22 effective practices – high-leverage practices – for special educators. Practices relate to collaboration; assessment; social, emotional, and behavioral practices; and instruction.”
The third Evidence-based strategies are John Hattie’sHattie’s Visible Learning https://visible-learning.org/.Complementary resources can be found at www.evidencedbasedteaching.org.au According to the description, “These 256 influences on student learning were identified, and ranked, through a study of nearly 1,200 meta-analyses. Teachers can identify most effective influential practices by searching according to rank, name, effectiveness, and focus.” Konrad et al. 2019
The researcher also suggests (BIPs) Behavior intervention plans, first the simultaneous strengthening and reducing of targeted behaviors through the application of Behavioral techniques. The second is the direct teaching of social skills, and the last BIP emphasis on self-management, self-control, and student independence.
The teacher, the co-teacher, can join with other professionals to help the student succeed. They can implement several resources from comprehensive acknowledge the strength and weaknesses of the student. They can set up a classroom with rules that are organized to support the student. The team can teach social behaviors. The curriculum and materials are catered to help him with the subjects he has problems within the class. Based on the text, “Many states and districts are implementing MTSS to increase all students’ success. Based on the text, “MTSS which deliver effective instruction in basic skills areas. They are a framework for instruction that focuses on prevention and intervention. For example, “All students receive evidence-based instruction in core (or Tier 1) curriculum and increasingly specialized instruction (Tier 2) with intensive and individualized intervention (Tier 3) as needed. Also, according to the article, “HLPs and EBPs are ideal complementary practices for implementing MTSS. HLPs can be used to teach EBPs in specific content areas.” Ceedar.education.ufl.edu (2017). Also, in an MTSS, students mostly are not placed in a Tier 3 intervention until they took part in Tier 2 interventions and did not do well there.
I chose these strategies because they will help the student, the classroom, and the teacher. These strategies will allow him to focus on class and act appropriately. He will be part of the class and not be disruptive or shout out, which are not normal behaviors. He can continue to enjoy math and geometry problems. The teacher and the professionals can add more Kinesthetic hands-on learning to his IEP.
References
Browning Write, D., & Cook, C. R. (n.d.). The 16 proactive classroom management skills to support academic engagement (Links to an external site.). http://www.state.ky.us/agencies/behave/misc/DBWHandouts/BI12/Diana%20-%20Session%201%20Ho%20-%2016%20Proactive%20Strategies%20-%20Wed%208am.pdf
Konrad, M., Criss, C. J., & Telesman, A. O. (2019). Fads or facts? Sifting through the evidence to find what really works. Intervention in School and Clinic, 54(5), 272 – 279. http://doi.org/10.1177/1053451218819234
Gilmore, H. (2019, July 9). Four functions of behavior: Basic ABA concepts with examples. Psych Central Professional: Reflections on Applied Behavior Analysis. https://pro.psychcentral.com/child-therapist/2019/07/functionsofbehavioraba/
Innovative Resources for Instructional Success Center. (n.d.). Page 7: Collect data: Direct observations (Links to an external site.). Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/fba/cresource/q2/p07/
Innovative Resources for Instructional Success Center. (n.d.). Page 6: Evaluating student performance (Links to an external site.). Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q1/p06/#content
Institute of Education Sciences. (n.d.). What works clearinghouse (Links to an external site.). https://ies.ed.gov/ncee/wwc/FWW/Results?filters=,Behavior
McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2018). Inclusion: Effective practices for all students (3rd ed.). Pearson
Mendes, J., & Harkins, J. (2020). Week 4 managing classroom behavior (Links to an external site.). [Video] https://ashford.mediaspace.kaltura.com/media/ESE601+Week+Four+Classroom+Management/0_lex1pxfh
