Teaching Students With Severe Disabilities

by Westling, David L.; Fox, Lise

• ISBN13: 9780136743347
• ISBN10: 013674334X
• Edition: 2nd
• Format: Hardcover
• Copyright: 2000-01-01
• Publisher: Prentice Hall

Summary

This text is appropriate for Severe or Multiple Disabilities Methods courses. This text provides comprehensive coverage of all the issues pertinent to teaching students with severe disabilities. Covering both methodology and curricular areas, topics are presented in the chronological order in which a teacher would approach them: Prior considerations, planning and assessment, general instructional procedures, and finally, procedures specific to teaching specific skills.

Table of Contents

PART 1 Important Considerations Prior to Teaching Persons With Severe Disabilities	1	(72)
1 Persons With Severe Disabilities: Definitions, Descriptions, Characteristics, and Potential	2	(25)
Defining Severe Disabilities	3	(1)
Traditional Categories of Severe Disabilities	4	(6)
Mental Disabilities	4	(2)
Syndromes Associated with Mental Disabilities	6	(2)
Dual Diagnosis (Mental Retardation and Mental Illness)	8	(1)
Autism	8	(1)
Dual Sensory Impairments	9	(1)
Characteristics of Persons with Severe Disabilities	10	(6)
Learning Characteristics	10	(2)
Personal-Social Characteristics	12	(1)
Physical Characteristics	13	(3)
Learning Potential of Persons with Severe Disabilities	16	(4)
Language and Communication Skills	17	(1)
Social Skills	18	(1)
Domestic and Daily Living Skills	18	(1)
Recreational and Leisure Skills	19	(1)
Community Skills	19	(1)
Vocational Skills	20	(1)
Conclusion	20	(7)
2 Philosophy and Best Practices for Educating Persons with Severe Disabilities	27	(25)
A Philosophy of Services	28	(2)
A Philosophy for Providing Services to Students with Severe Disabilities	28	(1)
The Evolution of Philosophies and Practices for Teaching Students with Severe Disabilities	28	(2)
Contemporary Best Practices for Students with Severe Disabilities	30	(11)
The Inclusion and Functional Instruction Philosophy	30	(4)
Self-Determination as an Educational Outcome	34	(4)
Other Best Practices	38	(3)
The Bases of Best Practices	41	(5)
Social Values	41	(1)
Legal Mandates	42	(2)
Consensus	44	(1)
Empirical Research	45	(1)
The Meaning of Special Education	46	(6)
Definition of Special Education	46	(6)
3 Collaboration Among Parents, Professionals, and Paraprofessionals	52	(21)
The Meaning of Collaboration	53	(17)
Working Collaboratively with Parents and Families	54	(3)
Multicultural Considerations	57	(2)
Providing Support to Parents	59	(1)
The Role of Teachers When Collaborating With Parents	60	(2)
Collaborating with Other Professionals	62	(3)
Collaborating with Paraprofessionals	65	(2)
Structuring Transdisciplinary Collaborative Teams	67	(2)
Collaborating Effectively as a Transdisciplinary Team	69	(1)
Conclusion	70	(3)
PART 2 Preparing to Teach: Planning and Assessment Procedures	73	(48)
4 Planning Instructional Programs for Students with Severe Disabilities	74	(22)
Planning for Students with Severe Disabilities	75	(17)
Planning and Quality of Life	75	(1)
Individual Educational Programs	76	(6)
Transition Plans	82	(2)
Individual Family Service Plans	84	(2)
Concerns About Plans and Alternative Approaches to Planning	86	(1)
Person-Centered Plans	87	(5)
Conclusion	92	(4)
5 Conducting Assessments to Determine Instructional Needs	96	(25)
Approaches to Assessment	97	(21)
Collecting Information from Existing Records	97	(1)
Interviewing Parents to Determine Educational Goals	98	(1)
Using Adaptive Behavior Scales	99	(4)
Using Curriculum Activity Guides	103	(6)
Conducting Ecological Inventories and Directly Observing Students in Natural Settings	109	(4)
Assessing Related Skills	113	(5)
Conclusion	118	(3)
PART 3 General Instructional Procedures	121	(104)
6 Teaching Students to Acquire New Skills	122	(25)
Elements of Effective Instruction	123	(2)
Types of Objectives to Teach	123	(1)
Function over Form	124	(1)
Extending the Objective	124	(1)
Partial Participation	124	(1)
Good General Teaching Practices	125	(1)
How Behaviors and Skills Are Learned	126	(1)
Instructional Tactics for Teaching New Skills to Students With Severe Disabilities	127	(17)
Instructional Prompts	128	(2)
Applying Prompts During Skill Acquisition Training	130	(6)
Nondirect Instruction of Skills	136	(1)
Modifying Stimulus Materials	137	(2)
Use of Natural Cues	139	(1)
Reinforcing Correct Responses	139	(1)
Delivery of Reinforcement	140	(1)
Correcting Errors	141	(1)
Increasing Compliance	142	(1)
Writing an Instruction Program	143	(1)
Conclusion	144	(3)
7 Teaching Skills for Generalization and Maintenance	147	(21)
The Importance of Generalization and Maintenance	148	(1)
Strategies That Have Been Used to Achieve Skill Generalization	148	(7)
Train and Hope	149	(1)
Arranging Consequences During Initial Training to Improve Generalization	149	(2)
Arranging Antecedents During Initial Training to Improve Generalization	151	(1)
Using Peers to Improve Generalizations	152	(1)
Mediation During Generalization Training	153	(1)
Summary of the Effectiveness of Generalization Strategies	154	(1)
Applying Generalization Strategies Tactics of Generalization Programming	155	(6)
Incorporating Peers into Generalization	156	(1)
Using Self-Instruction to Promote Generalization	156	(1)
Applying Decision Rules About Generalization Strategies	157	(1)
Using the General Case Method	158	(3)
Teaching Skill Maintenance	161	(2)
Skill Overlearning	162	(1)
Learning Through Distributed Practice	162	(1)
Intermittent Reinforcement	162	(1)
Building on Learned Skills	163	(1)
Using a Maintenance Schedule	163	(1)
Using the Skill at Home and Elsewhere	163	(1)
Writing Instructional Programs to Include Generalization Training to Promote Maintenance	163	(1)
Conclusion	164	(4)
8 Monitoring and Evaluating Student Progress and Educational Outcomes	168	(23)
The Importance of Evaluating Student Progress	169	(1)
Outcomes-Based Education	169	(1)
Continuous Direct Assessment	170	(14)
Types of Behavior and Units of Measure	171	(1)
Defining the Behavior	171	(1)
Observation of the Behavior	171	(1)
Recording the Data	172	(7)
Data Collection During Baseline	179	(1)
Data Collection During Instruction	179	(1)
Data Collection During Probe Sessions	180	(1)
Data Collection During Generalization	180	(1)
Graphing Direct Measurement Data	180	(2)
Interpreting the Graphs	182	(2)
Portfolio Assessment of Student Performance	184	(5)
Portfolio Development and Content	184	(2)
Evaluating Portfolio Contents	186	(2)
Use of Portfolios as Alternate Outcomes-Based Education Assessments	188	(1)
Conclusion	189	(2)
9 Creating Inclusive Educational Environments	191	(34)
The Importance of School Inclusion	192	(2)
Legal Rationale	192	(1)
Philosophical Rationale	193	(1)
Educational Rationale	193	(1)
Benefits of Inclusion	194	(2)
Instructional Benefits	194	(1)
Social Interaction Benefits	194	(1)
Impact on Nondisabled Peers	194	(2)
The Inclusive Educational Model	196	(1)
Facilitating School Acceptance: Structures for Successful Inclusion	197	(3)
Classroom Placement	197	(1)
Awareness Training	198	(1)
Teacher Modeling	198	(1)
Collaborative Teaming	199	(1)
Community and Family Involvement	199	(1)
Peer Programs	199	(1)
Making Inclusion Work: Essential Supports	200	(4)
Facilitating Peer Acceptance	200	(2)
Peer Interaction Programs	202	(1)
Peer Support Networks	203	(1)
Collaborative Teaming	204	(6)
The Role of the Collaborative Team	204	(1)
Providing Supports in General Education	204	(2)
Developing Curriculum Adaptations	206	(2)
Scheduling Support Personnel	208	(2)
Meaningful Instructional Arrangements	210	(7)
Basic Principles of Instructional Arrangements	210	(2)
Providing Individualized Instruction	212	(1)
Peer Interaction During Instruction	213	(3)
Implementing Inclusive Instruction	216	(1)
The Changing Role of the Special Educator	217	(3)
Conclusion	220	(5)
PART 4 Specific Instructional and Management Procedures	225	(218)
10 Teaching Communication Skills	226	(30)
Communication Skill Development	227	(3)
Early Communication Development	228	(1)
Intentionality	228	(1)
Communicative Means and Functions	229	(1)
Assessment Issues	230	(3)
Communication Skill Assessment	230	(2)
Ecological Assessment	232	(1)
Selecting a Communication Mode	233	(1)
Augmentive and Alternative Communication	233	(7)
Gestural Communication	233	(1)
Aided Systems	234	(1)
Communicating with Symbols	235	(2)
Selecting an Alternative or Augmentive Communication Mode	237	(2)
Initiating an Augmentative System	239	(1)
Expanding the Communication System	239	(1)
Facilitated Communication	240	(1)
Instructional Strategies	240	(8)
Interaction Style	241	(1)
Social Exchanges	241	(1)
Interacting with Learners Who Are Nonsymbolic	242	(1)
Designing Instructional Strategies	243	(1)
Naturalistic Teaching Procedures	244	(2)
Interrupted Chains	246	(1)
Conversational Skills Training	247	(1)
Van Dijk Method	247	(1)
Generalization Issues	248	(3)
Social Skills Instruction	250	(1)
Conclusion	251	(5)
11 Providing Behavioral Supports to Improve Challenging Behavior	256	(22)
Defining Problem Behavior	257	(1)
Stereotypic Behaviors	257	(1)
Self-Injurious Behaviors	258	(1)
Aggressive Behaviors	258	(1)
Inappropriate Social Behaviors	258	(1)
A Functional Approach	258	(2)
Eliminative Approach	258	(1)
Positive Behavioral Support	259	(1)
Conducting a Functional Assessment	260	(6)
Lifestyle Understanding	260	(1)
Indirect Assessment Methods	261	(1)
Direct Observation Assessment Methods	262	(2)
Setting Events	264	(1)
Hypotheses Development	264	(2)
Experimental Analysis	266	(1)
Behavior Support Plan Development	266	(7)
Teaching Functionally Equivalent Communication Skills	268	(1)
Developing Support Plans	269	(1)
Support Plan Components	269	(1)
Reinforcement Strategies	270	(2)
Other Consequence Strategies	272	(1)
Support Plan Evaluation	272	(1)
Comprehensive Interventions	273	(1)
Conclusion	273	(5)
12 Managing Sensory and Motor Disabilities	278	(25)
The Sensory Systems	279	(2)
Atypical Sensorimotor Responses	280	(1)
The Motor System	281	(2)
Muscle Tone	281	(1)
Primitive Reflexes	281	(1)
Posture and Movement	281	(2)
Positioning and Handling	283	(3)
Body Mechanics	283	(1)
Posture and Movement	283	(1)
Positioning	284	(2)
Instructional Programming	286	(4)
Sensory Integration	286	(1)
Neurodevelopmental Treatment	286	(1)
Behavioral Programming Intervention	286	(2)
Integrated Programming	288	(1)
Classroom Support Strategies	289	(1)
Sensory Impairments	290	(10)
Hearing Impairments	290	(1)
Adaptive Devices	291	(1)
Support Strategies	292	(1)
Vision Impairments	292	(1)
Vision Assessment	293	(1)
Vision Correction	293	(6)
Dual Sensory Impairments	299	(1)
Conclusion	300	(3)
13 Providing Support for Health and Medical Needs	303	(25)
Therapeutic Management	304	(10)
Universal Precautions	305	(1)
Hand Washing	305	(1)
Incontinence and Toileting	305	(1)
Dental Care	306	(1)
Seizure Management	307	(3)
Skin Conditions	310	(1)
Postural Drainage	310	(1)
Passive Range of Motion	310	(1)
Medication	311	(3)
Nutrition and Feeding	314	(5)
Nutrition	314	(1)
Eating Skills	315	(2)
Tube Feeding	317	(2)
Special Concerns	319	(4)
Tracheostomy	319	(3)
Ileostomy and Colostomy	322	(1)
Catheterization	322	(1)
Infectious Disease	323	(2)
HIV/AIDS	323	(2)
Cytomegalovirus	325	(1)
Conclusion	325	(3)
14 Teaching Self-Care Skills	328	(31)
The Importance of Self-Care	329	(1)
General Considerations	329	(5)
Ethical Instructional Practices	329	(1)
The Role of Parents	329	(1)
When and Where to Teach Self-Care Skills	330	(1)
The Relation Between Self-Care and Self-Determination	330	(1)
The Need for Collaboration	331	(1)
Tactics for Self-Care Skill Acquisition	331	(1)
Skill Generalization	332	(1)
Self-Management of Self-Care Skills	333	(1)
Eating, Self-Feeding, and Other Mealtime Skills	334	(5)
Finger-Feeding	335	(1)
Drinking from a Cup	335	(1)
Learning to Eat With a Spoon	335	(2)
Learning to Use Other Utensils	337	(1)
Decreasing Inappropriate Mealtime Behaviors	338	(1)
Teaching Other Appropriate Mealtime Behaviors	338	(1)
Other Suggestions for Improving Eating	339	(1)
Learning to Use the Toilet	339	(5)
Determining Readiness for Toileting	340	(1)
Teaching Independent Toilet Use	340	(3)
Teachings Skills Associated with Toileting	343	(1)
Using the Toilet Independently	343	(1)
Teaching to Use the Toilet in Different Settings	344	(1)
Other Suggestions for Improving Toileting	344	(1)
Learning to Dress	344	(6)
Selecting Skills to Teach	344	(3)
Assessing Dressing Ability	347	(1)
Instructional Strategies for Teaching Dressing	347	(1)
Dressing and Students with More Severe Disabilities	348	(1)
Teaching Skills Related to Dressing	349	(1)
Other Suggestions for Improving Dressing	350	(1)
Learning Personal Hygiene and Grooming Skills	350	(4)
Personal Dental Care	350	(1)
Menstrual Care	351	(2)
Other Suggestions for Improving Hygiene and Personal Grooming	353	(1)
Conclusion	354	(5)
15 Teaching Leisure and Recreation Skills	359	(22)
The Importance of Recreation Skills	360	(1)
Recreation Skill Instruction	360	(14)
Selecting Recreation Activities	361	(1)
Assessing Student Preference	362	(3)
Leisure Activity Goal Areas	365	(2)
Choice-Making Issues	367	(1)
Social Interaction	368	(1)
Instructional Methods	369	(3)
Partial Participation	372	(1)
Adapting Activities	373	(1)
Community Recreation Opportunities	374	(2)
Strategies for Families	375	(1)
Developing Friendships	376	(2)
Friendship Skills	377	(1)
Friendships with Disabled Peers	377	(1)
Conclusion	378	(3)
16 Teaching Appropriate Academic Skills	381	(37)
Issues Related to Academic Instruction	382	(2)
Who Can Learn Academic Skills?	382	(1)
Levels of Academic Curricula	382	(1)
Defining Functional Academic Instruction	383	(1)
Beyond Functional Instruction	383	(1)
Location of Academic Instruction	384	(1)
Summary of Issues Related to Teaching Academic Skills	384	(1)
Teaching Literacy Skills	384	(20)
What Students Should Learn to Read	384	(2)
Teaching Individual Sight Words	386	(2)
Teaching Word Analysis (Phonics) Skills	388	(3)
Teaching Oral Reading from Books	391	(2)
Using Commercial Programs to Teach Reading	393	(2)
Teaching Comprehension Skills and Reading in Applied Settings	395	(1)
Teaching Writing	396	(3)
Teaching Spelling	399	(1)
Whole Language Instruction	399	(3)
The Use of Technology to Teach Communication and Literacy Skills	402	(1)
Summary of Approaches to Teaching Literacy Skills	402	(2)
Teaching Arithmetic	404	(7)
Acquiring Basic Concepts and Skills	404	(3)
Applying Skills to Handling Money	407	(2)
Applying Skills to Time Management	409	(2)
Summary of Strategies for Teaching Arithmetic	411	(1)
Teaching Academics in the Regular Classroom	411	(2)
Cooperative Learning	411	(1)
Incidental Learning and Observational Learning	412	(1)
Parallel Learning Activities	412	(1)
Multilevel Curriculum	412	(1)
Curriculum Overlapping	412	(1)
Adaptive Instruction	412	(1)
Individual Tutoring	412	(1)
Considerations for Delivering Instruction in the Regular Classroom	412	(1)
Conclusion	413	(5)
17 Teaching Community and Domestic Skills	418	(25)
Why Teach Community and Domestic Skills?	419	(1)
General Procedures Related to Teaching Community and Domestic Skills	419	(7)
Who Should Participate in Community and Domestic Instruction?	419	(1)
Partial Participation	420	(1)
Where to Teach Community and Domestic Skills	420	(1)
Determining Target Sites and Skills	421	(1)
Determining Operational Skills to Be Taught	421	(1)
Determining Associated Skills to Be Taught	422	(1)
Developing Instructional Plans	422	(1)
Planning for Skill Generalization	422	(1)
Implementing Instruction in Community Settings	423	(1)
Using Simulated Community Settings in Schools	424	(1)
Providing Concurrent Instruction in School	425	(1)
Evaluating Community Skills	425	(1)
Securing Adequate Funds for Community Instruction	425	(1)
Teaching Community and Domestic Skills in the Most Meaningful Way	426	(1)
Community Settings and Activities	426	(6)
Grocery Stores	427	(1)
Restaurants	428	(1)
Vending Machines	429	(1)
Pedestrian Skills/Public Transportation	430	(2)
Domestic Activities	432	(5)
Preparing Meals and Snacks	432	(2)
Performing Household Chores	434	(1)
Using a Telephone	435	(2)
Issues Related to Community-Based Instruction	437	(2)
School Administrative Policies	438	(1)
Separating Students With and Without Disabilities	438	(1)
Relation of Other Instruction to Community Instruction	439	(1)
Conclusion	439	(4)
PART 5 Instructional Considerations for Younger and Older Students	443	(48)
18 Meeting the Needs of Young Children	444	(28)
Special Education Programs and the Law	445	(3)
Historical Development	445	(1)
Efficacy Research	446	(1)
Goals of Early Childhood Special Education Programs	446	(2)
Teaching Young Children	448	(1)
Transactional Approach	448	(1)
Instructional Activities	448	(1)
Instructional Content	448	(1)
Family Support	448	(1)
Family-Centered Approach	449	(4)
Individualized Family Service Plan	449	(4)
The Intervention Context	453	(3)
Interagency Collaboration and Teaming	455	(1)
Assessment in Early Intervention	456	(2)
Curriculum-Based Assessment	456	(1)
Judgment-Based Assessment	457	(1)
Interactive Assessment	457	(1)
Norm-Based Assessment	457	(1)
Systematic Observation	458	(1)
Instructional Programs for Young Children	458	(7)
Developmentally Appropriate Practice	458	(1)
Activity-Based Instruction	459	(1)
Naturalistic Teaching Procedures	459	(3)
Environmental Arrangements	462	(3)
Infant Intervention	465	(1)
Inclusion and Young Children	465	(1)
Transition Issues	466	(3)
Preparation for Transition	467	(1)
Transition from the Neonatal Intensive Care Unit	467	(1)
Transition from the Early Intervention Program to Preschool	467	(1)
Transition to Kindergarten	468	(1)
Conclusion	469	(3)
19 Transition Planning and Adult Issues	472	(19)
The Importance of Transition Planning	473	(1)
Self-Determination	473	(1)
Promoting Student Self-Competence	473	(1)
Natural Supports	474	(1)
Postschool Outcomes	475	(2)
Supported Employment	475	(1)
Supported Living	476	(1)
Community Participation	476	(1)
Recreation and Leisure	476	(1)
Postsecondary Education/Training	477	(1)
Social/Relationships	477	(1)
Transition Services	477	(2)
Families as Partners in the Transition Process	478	(1)
Person-Centered Planning	479	(1)
Developing the Transition Individualized Education Plan	479	(2)
Postschool Outcomes	480	(1)
Annual Goals and Objectives	480	(1)
Teaching the Secondary Student	481	(8)
Vocational Instruction	482	(1)
Community Work Experience	483	(1)
Instructional Strategies	484	(5)
Conclusion	489	(2)
PART 6 Trends and Issues	491	(24)
20 Trends and Issues in the Education of Students with Severe Disabilities	492	(23)
Societal Issues	493	(1)
Educational Reform	494	(13)
Effective Schools	498	(2)
Educational Reform, Effective Schools, and Inclusion of Students with Disabilities	500	(7)
Critical Life Conditions for Persons with Severe Disabilities	507	(3)
Self-Determination	507	(1)
Self-Advocacy	508	(1)
Quality of Life	508	(2)
Implications for Teachers	510	(2)
Societal Changes and Individual Differences	510	(1)
Educational Change and Special Education	510	(1)
Self-Determination	510	(1)
Self-Management	511	(1)
Self-Advocacy Movements	511	(1)
Quality of Life Issues	511	(1)
Conclusion	512	(3)
Appendix A: Individualized Education Plan	515	(6)
Appendix B: Individualized Family Service Plan	521	(11)
Appendix C: Personal Futures Plan	532	(10)
Name Index	542	(11)
Subject Index	553