Instruction of Students with Severe Disabilities, Pearson eText with Loose-Leaf Version -- Access Card Package

by Brown, Fredda; McDonnell, John; Snell, Martha E.

• ISBN13: 9780134043388
• ISBN10: 0134043383
• Edition: 8th
• Format: Loose-leaf Package
• Copyright: 2015-07-06
• Publisher: Pearson

Summary

This title is only available as a loose-leaf version with Pearson eText.

 

In this authoritative guide, leading scholars and researchers present information and evidence-based practices for dealing with the full range curriculum and instruction for individuals with severe intellectual disabilities and autism. The case studies throughout Instruction of Students with Severe Disabilities look at students of various ages and with a variety of disabilities, and each chapter includes an application to a student with autism. The content is presented with citations of supportive research, and the evidence-based practices are presented in clearly defined ways to ensure that teachers understand the practices and how to apply them in their own classrooms. PowerPoint slides created by the chapter authors are available for course instructors.

 

0134043383 / 9780134043388  Instruction of Students with Severe Disabilities, Pearson eText with Loose-Leaf Version -- Access Card Package, 8/e

Package consists of: 

• 013382716X / 9780133827163 Instruction of Students with Severe Disabilities, Loose-Leaf Version
• 0134047982 / 9780134047980 Instruction of Students with Severe Disabilities, Pearson eText - Access Card

Author Biography

Dr. Martha Snell is a Professor Emeritus of Special Education in the Curry School of Education at the University of Virginia where she directed the teacher preparation program in severe disabilities for 37 years. With others, she has authored a number of books on teaching methods and the definition of intellectual disability. She has been active in a number of professional organizations, in particular: TASH and the American Association for Individuals with Intellectual and Developmental Disabilities. She has directed both federal and state grants directed toward research and the preparation of teachers. Her research has addressed primarily individuals with autism and intellectual disability and their teachers, but more recently has included Head Start classrooms and young children at risk; research topics have encompassed the inclusion of students with disabilities in general education classrooms, effective teaching strategies, intervention with communication, and positive behavior support for problem behavior.

 

Dr. Fredda Brown is Professor in the Programs in Special Education at Queens College, City University of New York.  In addition to Dr. Brown’s work as a Professor and teacher educator, she has spent many years providing educational and behavioral consultation to individuals with severe disabilities and their families.  She has co-edited several books, and has authored numerous journal articles and book chapters relating to the education of individuals with severe disabilities.  Most recently her work focuses on professional attitudes regarding behavioral treatment acceptability. Dr. Brown is past Editor-in-Chief of Research and Practice for Persons with Severe Disabilities (RPSD), and currently serves on several Editorial Boards, including the Journal of Positive Behavior Interventions (JPBI), and RPSD.  She has sat on the National Board of Directors of the Association for Positive Behavior Supports (APBS) and TASH. She presents her work and ideas nationwide to professionals and families, advocating for positive, dignified and effective methods of addressing the learning and behavioral needs of individuals with disabilities.

 

Dr. John McDonnell is a Professor in the Department of Special Education at the University of Utah. His research is focused on curriculum and instruction, inclusive education, and transition programs for students with intellectual and developmental disabilities. His obtained a number of state and federal research, model development, and outreach grants to support his work in these areas. He has co-authored five textbooks and he published numerous journal articles and book chapters focused effective educational services for students with severe disabilities. He serves on the editorial boards of several of the top journals in special education including Education and Training in Autism and Developmental Disabilities, Research and Practice for Persons with Severe Disabilities, and The Journal of Vocational Rehabilitation.

 

 

Table of Contents

Chapter 1 Educating Students with Severe Disabilities 1
Michael F. Giangreco, Stacy K. Dymond, and Karrie A. Shogren

 

Who Are Students With Severe Disabilities? 2

    Definitions, 2

   Societal Perceptions and Expectations, 3

   Opportunities for Interaction and Reciprocal Benefit, 4

Reasons For Optimism and Concern 4

   Reasons for Optimism, 4

   Reasons for Concern, 6

Access to Quality Education 8

   Access to Inclusive Environments, 8

   Access to Individualized Curriculum, 10

   Access to Purposeful Instruction, 17

   Access to the Necessary Related Services and Supports, 22

Learning Outcome Summaries 25

 

Chapter 2 Fostering Family–Professional Partnerships 27

Ann P. Turnbull, H. Rutherford Turnbull, Kathleen Kyzar, and Nina Zuna

 

Two Families and Two Windows for Understanding Families in Special Education 29

Individuals With Disabilities Education Act: Parental Rights and Responsibilities 29

   IDEA’s Six Principles, 30

   Assisting Families to Advocate: Parent Training and Information Resource Centers, 36

A Family Systems Perspective 37

   Family Characteristics, 39

   Family Interaction, 42

   Family Functions, 46

   Family Life Cycle, 48

Learning Outcome Summaries 52

Suggested Activity: A Tale of Two Families 53

 

Chapter 3 Assessment and Planning 55

Diane M. Browder, Jenny Root, Leah Wood, and Caryn Allison

 

Assumptions of Assessment 56

Qualities and Types of Assessment 59

   Technical Adequacy, 59

   Types of Assessments, 59

Purpose of Assessment 64

   Multidisciplinary Assessments Used to Determine Eligibility, 65

    Assessments for School Accountability, 69

   Assessments Used for IEP and Other Educational Planning, 71

Using the Assessment Information 82

   Developing the IEP, 82

Learning Outcome Summaries 84

 

Chapter 4 Measuring Student Behavior and Learning 89

Fredda Brown, and Martha E. Snell

 

Why Measure Student Behavior? 89

   Using an Evidence Base to Guide Instruction, 90

   Accountability Through Evaluation, 91

Foundations of Meaningful Measurement 92

   Measurement of Important Behaviors, 92

   Measurement That Is Contextually Appropriate, 95

   Measurement That Is Accurate and Reliable, 96

Quantitative Measures 97

   Rationale, 97

   Measurement Strategies, 98

Organizing Student Performance Data 110

   Designing Data Sheets, 110

   Graphing Your Data, 110

   Computer-Generated Graphs, 113

   Saving Ungraphed Data, 114

   Frequency of Data Collection, 114

Data Analysis for Better Decision-Making 115

   Measures of Accuracy, 116

   Types of Data, 118

   Obtaining a Baseline, 119

   Baseline–Intervention Comparison, 119

   Graphing Conventions, 120

   Visual Analysis, 121

Learning Outcome Summaries 127

Suggested Activities 129

 

Chapter 5 Selecting Teaching Strategies and Arranging Educational Environments 130

Martha E. Snell, Fredda Brown, and John McDonnell

 

Principles to Guide Instruction 131

   Work as Collaborative Teams, 132

   Determine What to Teach, 132

   Understand How the Stage of Learning Affects Instruction, 132

   Reach Agreement on How Students Will Be Taught, 133

   Monitor Student Learning with Performance Data, 134

“Universal” Strategies that are Effective With a Wide Range of Students 134

   Information About Students, 135

   Materials and Universal Design, 135

   The Instructor, 137

   Schedule for Instruction, 138

   Teaching Arrangements, 139

   One-to-One Instruction, 140

   Small Group Instruction, 140

   Enhanced Group Instruction, 142

   Observation Learning, 142

   Cooperative Learning Groups, 143

   Group Instruction Guidelines, 144

   Peer-Mediated Instruction and Peer Support, 144 Ï Peer

Tutoring, 145 Ï Peer Support Programs, 146 Ï Individualized Adaptations: Accommodations and

Modifications, 147 Ï Self-Management, 147

Specialized Teaching Strategies that are Effective With Students Who Have Severe

Disabilities 150

Visual Modality Strategies, 150 Ï Visual Supports, 151 Ï Video Modeling, 155 Ï Task Analysis and Chaining,

157 Ï Task Analysis, 158 Ï Approaches for Teaching Chained Tasks, 160 Ï Elements of Discrete Teaching

Trials, 161 Ï Discriminative Stimuli, 163 Ï Instructional Cues, 165 Ï Stimulus and Response Prompting,

165 Ï Stimulus Prompts, 165 Ï Response Prompts, 166 Ï Types of Instructional Prompts, 167 Ï Response

Latency, 167 Ï Prompt Fading, 169 Ï Prompting Systems, 170 Ï General Guidelines for Using Structured

Prompts and Cues, 176 Ï Consequence Strategies, 176 Ï Positive Reinforcement 177 Ï Planned Ignoring,

180 Ï Response to Errors, 181 Ï Arranging Teaching Trials, 184 Ï Distributed or Massed Trial Instruction,

184 Ï Contextualized or Decontextualized Instruction, 185 Ï Embedding Instruction Within Activities, 186

Learning Outcome Summaries 188

Suggested Activities 188

 

Chapter 6 Designing and Implementing Instruction for Inclusive Classes 190

Rachel E. Janney, and Martha E. Snell

 

The Pyramid of Support/Response-to-Intervention Logic 191

Collaborative Teaming for Ongoing, Day-to-Day Planning and Delivery of Instruction 192

A Model for Making Individualized Adaptations 195

Criteria for Making Individualized Adaptations, 195 Ï Types of Adaptations: Curricular, Instructional, and

Alternative, 196 Ï Curricular Adaptations: Individualize the Learning Goal, 197 Ï Instructional Adaptations:

Individualize the Methods and/or Materials, 199 Ï Alternative Adaptations: Individualize the Goal, the Methods/

Materials, and the Activity, 201

Using the Model to Develop Individualized Adaptations 203

Step 1. Gather and Share Information About the Student(s) and the Classroom, 203 Ï Information About the

Classroom, 204 Ï In-depth Information About Class Activities and Participation, 205 Ï Step 2. Determine

When Adaptations Are Needed, 207 Ï Step 3. Plan and Implement Adaptations: First General, Then Specific

209 Ï General Adaptations, 209 Ï Specific Adaptations, 210 Ï Individualized Adaptations and Support Plans

211 Ï Step 4. Monitor and Evaluate, 216 Ï Monitoring Student Performance, 216 Ï Evaluating Student

Progress, 219

Learning Outcome Summaries 221

Suggested Activities 222

 

Chapter 7 Designing and Implementing Individualized Positive Behavior Support 223

Robert E. O’Neill, and J. Matt Jameson

 

Development of Positive Behavior Support (PBS) 225

Development of PBS in Schools: Multi-Tiered Systems of Support (MTSS) 226

Inclusion of Students With More Severe Disabilities in MTSS 227

Components of Individualized PBS 228

Three Phases of Implementation, 228 Ï Person-Centered Planning, 229 Ï Ecological Assessment, 230 Ï Why

Conduct an FBA?, 230 Ï Outcomes of an FBA, 231 Ï Who Should Be Involved?, 231

Overview of the FBA Process 231

Assessment, 231 Ï Hypothesis Development, 232 Ï Direct Observations and Analyses, 232 Ï Development of

Behavioral Intervention Plans (BIPs), 232 Ï Specify Who Will Do What and When, 233 Ï Ongoing Data

Collection and Evaluation, 235

Indirect Data Collection 235

Archival Review, 235 Ï Interviews, 235 Ï Checklists, 239

Direct Observations 239

Validation of Summary Statements, 241

Functional Analysis 241

Procedures, 241

Behavior Intervention Plan Development 242

Important Characteristics of BIPs, 242 Ï Bridging the Gap from FBA to BIP: The Competing Behavior Model

243 Ï Formats for Behavior Intervention Plans, 246

Potential Intervention Plan Components 246

Lifestyle Changes, 246 Ï Classroom Modifications, 246 Ï Setting Events/Motivating Operations, 247 Ï Antecedent

Strategies, 248 Ï Teaching and Prompting Alternative/Replacement Behaviors, 249 Ï Consequence Strategies for

Appropriate and Challenging Behavior, 249 Ï Crisis/Emergency Intervention Strategies, 250 Ï Intervention Plan

Evaluation and Monitoring, 252 Ï Example Behavior Intervention Plan for Micah, 253

General Issues Regarding Ethical and Professional Behavior 253

Technology Supports for FBA 254

Direct Observation Tools, 255

Technology Tools to Support Intervention Strategies 257

Setting Events, 257 Ï Antecedent Interventions, 258 Ï Behavioral Teaching Applications, 258 Ï Consequence

Interventions, 259 Ï Communication, 259

Learning Outcome Summaries 261

 

Chapter 8 Understanding and Meeting the Health Care Needs of Students with Severe Disabilities 264

Donna Lehr, and Nancy Harayama

 

Introduction 265

Students with Special Health Care Needs Defined 265

General Knowledge of Health Care Procedures 267

Hygienic Practices in Schools, 267

Understanding Specialized Health Care Procedures 275

Knowledge and Training Levels, 275 Ï Responsible Personnel, 276 Ï Specialized Health Care Procedures, 276

Care Coordination Through Communication 281

Individualized Health Care Plans, 282 Ï Record Keeping, 283

Inclusion in the General Education Setting 285

Acceptance by Peers, 285 Ï Specialized Education Content, 286 Ï Maximizing Educational Opportunities, 287

Other Considerations Related to the Education of Students With Special

Health Care Needs 287

Medical Discrimination, 287 Ï Do Not Resuscitate, 289

Learning Outcome Summaries 290

 

Chapter 9 Key Concepts in Understanding Motor Disabilities 292

Mary Jane Rapport, Amy Barr, and Maria Jones

 

Impact on Education and Participation 294

International Classification on Function (ICF), 295 Ï Gross Motor Function Classification System (GMFCS),

297 Ï Quality of Movement, 298

Team Support for Students 302

Team Collaboration and Communication, 302 Ï Service Delivery by the Team, 304

Meeting Students’ Needs 306

Daily Routines, 307 Ï Lifting, Transferring, Moving, 310 Ï Positioning, 311 Ï Learning, 313 Ï Ecological

Inventory, 314 Ï Playground and Recreation, 315 Ï Transition to Employment or Other Postsecondary

Settings, 316 Ï Use of Equipment to Enhance Participation, 317 Ï Use of Other Technologies and Equipment

in the Classroom, 323 Ï Transportation 324

Learning Outcome Summaries 326

Suggested Activities 326

 

Chapter 10 Teaching Self-Care Skills 327

Martha E. Snell, Monica E. Delano, and Virginia L. Walker

 

General Teaching Considerations 329

Identifying What to Teach, 329

Special Considerations for Toileting 336

Identify What to Teach, 337 Ï Identify Teaching Strategies, 342

Special Considerations for Eating and Mealtimes 349

Identify What to Teach, 350 Ï Identify Teaching Strategies for Eating and Mealtimes, 351 Ï Addressing

Problem Behaviors During Mealtime, 353

Special Considerations for Dressing and Grooming 358

Identify What to Teach, 359 Ï Identify Teaching Strategies for Dressing and Grooming Skills, 362

Learning Outcome Summaries 368

Suggested Activities 370

 

Chapter 11 Promoting Social Competence and Peer Relationships 371

Erik W. Carter, and Matthew E. Brock

 

Introduction 372

Contributions of Peer Relationships in the Lives of all Children 373

Friendships Are Important in the Lives of All Students, 373 Ï For Children and Youth with Severe Disabilities,

374 Ï For Peers Without Disabilities, 374

The Diversity of Peer Relationships 374

Defining Relationships, 375 Ï The Variety of Interactions and Relationships, 375 Ï The Role of Context and

Relationships, 378

The Importance of Intentional Efforts to Foster Relationships 379

Relationships with Peers Who Do Not Have Disabilities, 379

Promoting Peer Interaction and Social Relationships 380

Assessment to Identify Needs and Opportunities, 381

Strategies for Addressing Social Needs and Maximizing Relationship

Opportunities 385

Shared Space, 385 Ï Shared Activities, 385 Ï Shared Interests, 386 Ï Student-Focused Instruction,

386 Ï Peer-Focused Instruction, 387 Ï Promoting Valued Roles, 387 Ï Providing Appropriate Support, 387

Evidence-Based Strategies for Supporting Relationships 388

Inclusive General Education Classrooms, 388 Ï Peer Support Strategies, 388 Ï Informal School Contexts,

394 Ï Extracurricular and Other School-Sponsored Activities, 396 Ï After School, on Weekends, and During

the Summer, 398

Monitoring Progress and Refining Efforts 399

Monitoring Interactions with Peers in Class, 399 Ï Monitoring Participation in Extracurricular Activities,

400 Ï Monitoring Student and Family Satisfaction 400

Learning Outcome Summaries 401

Suggested Activities 403

Practical Guides and Resources 403

 

Chapter 12 Teaching Communication Skills 404

Susan S. Johnston

 

The Importance of Communication 404

Features of Communication 406

Preintentional or Intentional Communication, 406 Ï Presymbolic or Symbolic Communication, 407 Ï Modes

of Communication, 407 Ï Communicative Functions, 410 Ï Conversational Functions, 410 Ï More Complex

Communication, 411 Ï Comprehension, 412

Identifying and Assessing Communication Skills and Abilities—Deciding What to

Teach 412

Formal and Informal Assessment Procedures, 413 Ï Indirect and Direct Observation Assessment Strategies, 413

Linking Assessment to Intervention, 416

Developing an Instructional Plan—Deciding How to Teach 417

Identify Opportunities for Instruction, 417 Ï Prompting the Communicative Behavior, 420 Ï Prompt Fading

423 Ï Consequences, 423 Ï Response Efficiency, 424 Ï Monitoring Progress, 425

Learning Outcome Summaries 435

Suggested Activities 436

Additional Resources 436

 

Chapter 13 Teaching Academic Skills 438

John McDonnell, and Susan R. Copeland

 

Selecting Academic Skills for Instruction 440

General Guidelines, 440 Ï Strategies for Developing Academic IEP Goals and Objectives, 441

Determining the Instructional Approach 443

Teaching Within Typical Instructional Routines and Activities, 443 Ï Teaching Academics in Parallel

Instructional Activities, 444 Ï Teaching Academics in Community-Based Activities, 444

Literacy Instruction 445

Definition of Literacy, 445 Ï Comprehensive Literacy Instruction, 445 Ï Teaching Conventional Early Reading

and Writing, 447 Ï Word Recognition, 448

Math Instruction 462

Numeracy and Computation, 462

Science Instruction 470

Learning Outcome Summaries 471

Suggested Activities 472

 

Chapter 14 Building Skills for Home and Community 474

Linda M. Bambara, Freya Koger, Raquel Burns, and Dolly Singley

 

Guidelines for Planning Instruction to Enhance Skills for the Home and Community 476

Guideline One: Use Person-Centered Planning Strategies to Create a Vision, 477 Ï Guideline Two: Coordinate

Instruction with Families, 478 Ï Guideline Three: Encourage Self-Determination Through Choice-Making, Self-

Cuing, and Self-Management Skills, 478 Ï Guideline Four: Select Appropriate Instructional Settings,

484 Ï Guideline Five: Incorporate General Case Instruction, 487 Ï Guideline Six: Coordinate Instruction with

Transition Planning, 488

Strategies for Teaching Home and Community Skills 491

Skills for the Home, 491 Ï Skills for the Community, 500

Learning Outcome Summaries 507

 

Chapter 15 Transitioning from School to Employment 508

Valerie L. Mazzotti, and David W. Test

 

Introduction 511

Definition of Transition 511

Transition Planning 514

Indicator 13 Requirements, 514 Ï Age-Appropriate Transition Assessment, 516 Ï Person-Centered Planning,

519 Ï Self-Determination and Student Involvement in the IEP 520

Teaching Employment Skills 523

Where to Provide Instruction, 523 Ï Where to Provide Instruction: School-Based Instruction (SBI) Options,

524 Ï Where to Provide Instruction: Community-Based Instruction (CBI) Options, 529 Ï How to Provide

Instruction, 535 Ï How to Collect Instructional Data, 538 Ï Using Assistive Technology, 539 Ï Meeting

Medical and Health Needs, 541

Adult Outcomes and Meaningful Employment Outcomes 542

Supported Employment, 542 Ï Natural Supports, 543 Ï Customized Employment, 544

Family Roles in Transition 544

Interagency Collaboration 546

Vocation Rehabilitation Services, 546 Ï Developmental Disabilities Services, 547 Ï Social Security

Administration, 548 Ï One-Stop Career Centers, 550

 

Chapter 16 The Promise of Adulthood 554

Dianne L. Ferguson, and Philip M. Ferguson

 

Exploring the Promise of Adulthood 556

Understanding Adulthood 557

The Changing Status of Adulthood, 557 Ï The Dimensions of Adulthood, 559

Denying Adulthood 566

Unending Childhood, 567 Ï Unfinished Transitions, 568 Ï Unhelpful Services, 570 Ï The Dilemma of

Adulthood 572

Achieving Adulthood 573

The Concept of Support, 574 Ï What Is Different About Supported Adulthood?, 575 Ï Components of

Supported Adulthood, 575

Living the Promise 579

Multidimensional Adulthood, 584 Ï A Cautionary Conclusion About Unkept Promises, 584

Learning Outcome Summaries 585

Suggested Activities 587

References 588

Name Index 623

Subject Index 630

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