Functional Behavior Assesment - Post 8

This article told the story of Jorge, a 4-year old Spanish-speaking preschooler. Jorge was very aggressive, and was therefore recommended for behavioral assessment. At Jorge’s Head Start school, he had a lead teacher who only spoke English and a paraprofessional who spoke Spanish. Jorge was observed being aggressive during all activities in a 1.5-hour session, ranging from whole-group instruction to circle time. Consequences for aggression included removal from group work and individual adult attention in the form of modeling proper classroom behaviors. Jorge was given a range of behavioral assessments, including the ADOS, the Autism Diagnostic Assessment. The authors of the article gave a series of suggestions to both the lead teacher and the paraprofessional to aid in Jorge’s behavioral development. One year after the recommendations were made, the authors observed Jorge having significant behavioral improvement. This was due to the lead teacher making use of the recommended accommodations for Jorge.

The article was written very clearly. They spelled out what the issue was for Jorge, how they assessed him, the recommendations they made, and the results of those recommendations. I have always found case studies to be easy to follow, and this article was no different. The evidence is laid out in a clear way so that a direct causal relationship can be found between the authors’ recommendations and the improved behaviors.

Durán, L. K., Bloom, S. E., & Samaha, A. L. (2013). Adaptations to a Functional Behavior Assessment with a Spanish-Speaking Preschooler: A Data-Based Case Study. Education & Treatment Of Children, 36(1), 73-95.

Transition Planning: Post 7

Assessing the Transition-Related Strengths and Needs of Adolescents with High-incidence Disabilities

This article discusses research surrounding transition assessments in regard to students with emotional and/or behavioral disorders (EBD) or learning disabilities (LD). For students with EBD or LD, certain things are unknown nearing the time of graduation including further education, employment, independent living, community participation, civic involvement, and other areas involving quality of life. Transition planning gives parents and students a platform to discuss future possibilities. As of 2004, the IDEA incorporated new language involving the role of assessment in transition planning. These assessments are designed to provide educational teams with information to align supports and services with the individual needs of youth with disabilities in order to monitor progress toward goals and make educational decisions. At one time transition assessments were focused on employment, but have evolved to include health, postsecondary education and training, community participation, leisure, and other areas that contribute to a higher quality of life.

The article also breaks down that transition assessments should be comprehensive, and strengths based (taking into account the child’s strengths, preferences, and skills), as well as incorporate multiple perspectives of the individuals who know the student well across different contexts. Parents are an especially important part of the planning process considering that postsecondary goals can be decided based on values and beliefs about family, community, adulthood, and disability and may also be associated with cultural identity.

I think this article did a great job of providing information as to why transition planning is important for students with EBD or LD, how parents fit into the planning, and how transitioning is about more than just employment, but instead any route a student may take in order to be successful. 

Carter, E.W., Owens, L., Sun, Y., & Trainor, A. (2009). Assessing the Transition-Related Strengths and Needs of Adolescents with High-incidence Disabilities. Exceptional Children, 76, 74-94.

Adolescents with High Incidence Disabilities: Post 6

Murray, C., & Pianta, R. (2007). The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities. Theory into Practice, 46(2), 105-112. doi:10.1080/00405840701232943

The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities

The article provides research to assist the idea that teacher-student relationships are especially important amongst adolescents with high incidence disabilities because they are at a higher risk of experiencing social, emotional, and mental health problems. Students identified as having high incidence disabilities are known for showing difficulties adjusting to classroom and school environments, and are more likely than students without disabilities to experience depression, anxiety, conduct problems, delinquency, school drop out, incarceration, and poor post-high school outcomes.

The researchers in the article found that ongoing warmth and trust, open communication, instructional support, and positive involvement assist young children in developing relationships with teachers that resemble secure caregiver-child attachments. In order to create more opportunities for building positive student-teacher relationships in smaller settings, high schools have implemented block scheduling; this allows time for students and teachers to work together and get to no one another. These small classroom settings allow teachers more time to develop and sustain meaningful relationships with individual students, and allow students greater opportunity to develop a sense of comfort.

I think the article does a great job in expressing the importance of teacher-student relationships for students both with and without disabilities. As a teacher, I make it a point to try to build relationships with all of my students. I make my students feel welcome in my classroom by giving them a chance to share their voices because I want them to understand that they are a significant piece of the classroom environment.