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Tuesday, August 7

Tuesday, April 17

  1. page home edited ... Garrett Herthum:I am an elementary school Special Education teacher. This is my first year as …
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    Garrett Herthum:I am an elementary school Special Education teacher. This is my first year as a special education teacher. Over the past 2 years I have been subbing for long term leaves. I live in Whitesboro, New York. My email address is garrett.herthum@waldenu.edu.
    Dorothea House-Robertson: I am a high school Special Education teacher in Georgia. I have been teaching Special Education for 10 years. I currently reside in Lawrenceville, Georgia with my husband and two daughters. My email address is dorothea.house-robertson@waldenu.edu.
    Shayna (Brune) Johnson: I
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    5 years. I currently reside in Hiram, Georgia with my husband, two cats, and dog. We recently married on March 3rd. My email
    Karen Hall: I work as a Curriculum Specialist, Special Education within the Ministry of Education, Guyana, South America,and has worked in this position for the pass three years. I once worked as a general education and later as a special needs teacher for more then 10 years. My email address is karen.hall5@waldenu.edu
    (view changes)

Tuesday, April 10

  1. 11:35 am
  2. page Tools edited ... In the link below gives an overview of how SWPBS principles might enhance effective classroom …
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    In the link below gives an overview of how SWPBS principles might enhance effective classroom management practices. This is a great tool to use when learning about SWPBS. It touches on all the major components and includes ways to have an effective classroom. There are seven guided principles to follow in order to have and effective classroom.
    Effective Classroom Managment Linking to SWPBS
    Karen Hall
    These checklists I evasion to be useful tools because they are used to gather data on a behavior especially useful in my case because I rely on anecdotal history to determine if a student has a behavioral challenge.
    A. Learning disabilities checklist because it is thorough and includes a section of behavior and b, with some modification I could use the token economy monitoring form to track improvement in student's behavior Kerr and Nelson,2012.
    References
    Kerr, M. M., & Nelson, C. M. (2010). Strategies for Addressing Behavior Problems in the Classroom, Upper Saddle River, New Jersey: Pearson.
    Learning Disability Checklist. Retrieve April 7 2012 from www.ncld.org

    Dorothea House-Robertson:
    Student Assisted Functional Assessment Interview
    (view changes)
    11:28 am
  3. page Research edited ... In the following web page “New Resources for Behavioral Support” (Tary Tobin) gives links to j…
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    In the following web page “New Resources for Behavioral Support” (Tary Tobin) gives links to journal articles that discuss behavior analysis of offender and victim treatment and prevention and reports related to schools using positive methods at school-wide and individual levels. This a great resource to use when trying to understand the importance of positive behavior intervention supports. The great thing about this web page is that it gives you links to a wide range of journal articles. It also has links to school-wide reports which is great to look at because it’s factual information from schools around our country.
    New Resources for Behavioral Support
    Karen Hall
    In Dr Bantz class, Laureate,2012 she ensure that the children are given activities to keep them engaged that meets their needs and ability level. This was a good example that I was able to use with my student. I demonstrated to him what he needs to direct the ball to another person and to control the strength of the throw. After working with him for three weeks he is throwing it less often incorrectly.
    Another research I did and was able to practice with him is picture communication. Sam has a evolving timetable with a combination of words and pictures. In this past week he was able to identify the time to learn his letters by pointing to the ABC picture on his visual timetable ( after some prompts). But he is grasping the idea Mayer and Johnson, 2011. These two pieces of research I was able to use with Sam and his family and see some results.
    References
    Laureate Education, Inc. (Executive Producer). (2010). Preventing Behavior Problems through Classroom Management [Webcast]. Baltimore, Presenter, M .Bantz, PhD.
    PBIS Vermont State Leadership Team. Retrieve April 7 2012 www.pbis.org

    Shayna (Brune) Johnson:
    In the following article, The Role of School Psychologists in Establishing Positive Behavior Support: Collaborating in Systems Change at the School-Wide Level, Marchant, et, al., (2009) reviews the importance of involving the school psychologist in the process of establishing and implementing Positive Behavior Supports in schools. This article reviews how a school psychologist could help: build a commitment to effective behavior support, conduct functional behavioral assessment, teach other school personnel to conduct functional behavioral assessments, build behavior support plans, and use data for ongoing decision-making.
    (view changes)
    11:26 am
  4. page Evidence Based Interventions edited ... Karen Hall Evidence-Based Interventions The evidences based interventions that I found usef…
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    Karen Hall
    Evidence-Based Interventions
    The evidences based interventions that I found useful are functional analysis and a tripart positive behavior support system. Firstly,"functional analysis is a tool used to decipher the cause of a specific behavior by exploring the behavior's antecedent and consequences", Richman, 2006. As I understand it to be a process where the behavior is analyzed from the perspective of either minimizing or eliminating it. Children on the Autism Spectrum battle with behavior challenges and are taught management skills,
    they have to practice these appropriate behaviors similarly to how an athlete has to practice to be sharp at his chosen profession. I am working with a seven year old who has little is still learning to manage his motor skills. He does everything with all his strength so lots of stuff gets broken or damaged at his hand. In the table below I have documented the effects of his actions during play time.
    The Vermont Education Division has some lectures on developing a school based Positive behavior Intervention Supports that involves the school the family and the community. The lessons I learned from this vide are structure and consistency and practice. The program advocates that students should be kept to the behavior timetable. What is practiced in school should be practiced in the home and community so as not to send mixed messages to the child,Sam, my student has to be taught each action step by step and regularly so his mother has hired an after school tutor to reinforce. What he has learned so far. These two pieces of interventions promote that an effective behavior plan is preventative in nature.
    References
    Richman,Shira(2006). Encouraging Appropriate Behavior for Children on the Autism Spectrum. Library of Congress Britain UK

    Research
    Tools (Forms, Checklists, Assessments, Rubrics, etc.)
    Reference
    Positive Behavior Supports (VTPBiS) is a school-wide approach to creating a positive and safe climate in which students can learn and grow. Vermont's VTPBiS State Leadership Team
    References
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    Video Link-
    http://youtu.be/6gR15SPwlOk
    Evidence Based Interventions
    Shayna (Brune) Johnson:
    Home-Based Contracts
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    SST is an evidence-based practice used to address the needs of a group of students who could benefit from learning appropriate social skills. This training can be incorporated into the students’ school day as a class such as an Affective Skills Class. Social skills lessons are developed and taught to students in order for them to learn appropriate behaviors within the classroom/school structure in which they may exhibit the most problems. Lessons can incorporate engagement strategies such as cooperative learning and role-play. Students are also able to receive additional support from peers outside of their Behavior Intervention plans.
    Resource:
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    the classroom (6th(6th ed.). Upper
    Family Check-Up (FCU)
    FCU is an evidence-based intervention designed to incorporate families into the PBIS system already implemented at the school level. It is 3 tier family centered intervention that helps prevent and reduce behaviors. Schools work with community mental health agencies to provide support to students and families. These at- risk students and their families who need additional support are referred by the school, based on need, to receive direct support or family interventions such as parenting groups and/or family therapy, etc. The intervention is a brief, 3 session intervention that allows the continuation of on-going data collection and evidence based assessments outside of school.
    (view changes)
    11:23 am

Saturday, April 7

  1. page Research edited ... Establishing Positive Behavior Support Dorothea House - Robertson ... Good Match”, Anders…
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    Establishing Positive Behavior Support
    Dorothea House - Robertson
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    Good Match”, Anderson-KetchumAnderson-Ketchmark and Alvarez
    The School Social Work Skill Set and Positive Behavior Support.pdf
    (view changes)
    8:42 pm
  2. page Research edited ... In the following article, The Role of School Psychologists in Establishing Positive Behavior S…
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    In the following article, The Role of School Psychologists in Establishing Positive Behavior Support: Collaborating in Systems Change at the School-Wide Level, Marchant, et, al., (2009) reviews the importance of involving the school psychologist in the process of establishing and implementing Positive Behavior Supports in schools. This article reviews how a school psychologist could help: build a commitment to effective behavior support, conduct functional behavioral assessment, teach other school personnel to conduct functional behavioral assessments, build behavior support plans, and use data for ongoing decision-making.
    Establishing Positive Behavior Support
    Dorothea House - Robertson
    The following article entitled “The School Social Work Skill Set and Positive Behavior Support: A Good Match”, Anderson-Ketchum and Alvarez (2010) discuss the importance of integrating school social workers into School Wide Positive Behavior Support (SWPBS) systems. Social workers are able to help the SWPBS systems work smoother and more effective because they already have the skill set to be able to implement the program especially at the tier 2 and tier 3 levels. Social workers are also a good liaison between the school, family, and the community. They are able to provide the additional support families of at-risk students need to assist the school with behavior interventions. With states and school districts facing substantial budget cuts, incorporating social workers into the SWPBS systems provides additional resources without further expenses.
    The School Social Work Skill Set and Positive Behavior Support.pdf

    (view changes)
    8:41 pm

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