Including Children withSpecial Education Needs
March 10, 2015: NJ Recreation & Park Association
40th Annual Conference
Michael C. Selbst, Ph.D., BCBA-DLicensed Psychologist (NJ #3779, PA #9320)
Certified School PsychologistBoard Certified Behavior Analyst – Doctoral
Director
Behavior Therapy Associates, P.A.Somerset, New Jersey
www.behaviortherapyassociates.com
732-873-1212
Overview
Symptoms of children who have special education needs
Providing a positive climate and culture
Effectively including children with special needs
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Symptoms of Children with Special Education Needs
Common symptoms of children with special education needs
Delays/Difficulties with: Social skills and peer relationships
Impulse control, sustaining attention, hyperactivity
Eye contact
Following directions and answering questions
Gross-motor and fine-motor skills
Communication/language; voice inflection/tone
Processing speed
Organization, planning, transitioning
Vision, hearing
Emotional regulation and anger management
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Common symptoms of children with special education needs
Delays/Difficulties with: Sensory processing
Self-injurious behavior
Repetitive behaviors (“self-stimulation”, stereotypy)
Hand flapping, toe walking, rocking, turning in circles
Some children may have different physical appearance (wheelchair, facial features different)
Child may not care for their own hygiene or dress (brushing teeth, bathing, using deodorant)
Self-help skills (toileting, feeding, dressing)
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Functional Impact of Deficits
Social relationships
Control of emotions
Common sense reasoning
Compliance
Sports and Art skills
Cognitive and Academic difficulties
Trouble expressing oneself
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Common Expectations: “All of my children must...”
Sit with their buttocks on the seat and their feet on the
floorchallenge: many children with disabilities have sensory
integration issues, hyperactivity, self-stimulatory behaviors, short-attention span, impulsivity, etc.
Raise their hand to speak and wait to be called upon
challenge: these are skills that involve attending to questions, providing relevant questions, responses, and comments, self-control, patience, awareness of each staff member’s expectations, accept when they are not called upon, and motivation to be recognized and reinforced by others (many children are indifferent to this)
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Common Expectations Display organization skills “You’re 8 years old now. You
should know where your dirty clothes go” challenge: this involves sustaining attention, auditory processing,
desire to follow steps, adequate fine-motor skills, motor planning, spatial awareness, recall, etc.
Social / Pragmatic Language necessary for collaborative learning, and engaging in conversation with peers and staff
challenge: core deficit for children with Autism; some children have no desire to interact with others, while others have a desire but go about it in their own idiosyncratic way; problem-solving skills, turn-taking, consideration of multiple points of view, and acceptance of others’ opinions oftentimes delayed in children with Autism Spectrum disorders.
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Executive Functions
Expectations
-Organize and categorize information and materials
-Complete tasks efficiently
-Remember sequence of events and the day
-Remain focused
Challenges
-May forget materials and/or cannot find them
-Performance may be inefficient, random, chaotic
-Limited strategies to recall sequences
-Easily distracted and trouble resolving issues
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Executive Functions
Expectations
-Flexible thinking and handling changes
-Self-monitoring
-Concentration & participation
-Develop abstract reasoning & more advanced problem-solving skills
Challenges
-One-track mind; hyper-focused; rigid
-Impulsive & Egocentric
-Often uninterested in many tasks
-Trouble with word problems, estimating, inferential thinking
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Self-Management
Expectations
-Comply with rules
-Request help
-To think & learn silently
-Monitor own intellectual understanding of topic
Challenges
-Trouble remembering & knowing rules
-Knowing how to ask for help
-Tend to think aloud while learning
-Do not know they are misunderstanding or misreading situation
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Sensory Perception
Expectations
-Be aware of senses (sights, sounds, touch, taste, smell)
-Tolerate various (e.g., tactile, visual, auditory) sensations in school
Challenges
-May be hyper- or hypo-sensitive to lights, sounds, smells, tastes, physical closeness
-Impact observed during fire drills, school bells, lunchroom, air conditioning & heat, lighting, stimulation in class, seating arrangement
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Motor Balance
Expectations
-To demonstrate typical gross motor skills (walking, running, throwing / kicking ball)
-Appropriate fine-motor skills
-Tolerating physical transitions
-Body awareness
Challenges
-May appear clumsy with various activities
-May get confused about directions, sequences, organization
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Effectively Including Children with Special Education Needs
Inclusion
In the field of education, inclusion is animportant term. The Individuals withDisabilities Education Act (IDEA)requires that a continuum of placementoptions be available to meet the needsof students with disabilities.
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Inclusion
"to the maximum extent appropriate, children with disabilities ... are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be attained satisfactorily.” IDEA Sec. 612 (5) (B).
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Inclusion
Similarly, in recreational programs and summer camps, including children with special education needs is critical.
It is important to do so effectively with a good understanding of the child’s needs, a good plan, and to take steps to ensure that everyone is supportive and sensitive.
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Start with something and integrateas much as possible
Jump off to a good and smart start
Have a plan!
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Developing child’s Functional Communication
Communicating wants, needs, emotions, choices, need for a break
Total communication approach (especially for children with developmental delays): words, picture exchange, photographs, signs, gestures, augmentative communication device
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Social-Emotional Supports
Social StoriesTM (Carol Gray)
Feelings Poster: students cut out photographs and label emotion
Picture Activity Schedule
Break Card
Visuals in classroom: Stop/Go sign on doors (hallway, outside, bathroom, toy box)
Video Modeling & Video Self-Modeling
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Three most important things
Structure
Structure
Structure
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Intervention strategies to maximize the learning experience (Kaufman & Larson, 2005).
Select work groups for the students
Use cooperative learning groups
Ensure tasks are manageable and within students’ attention span
Provide practice for new skills in different settings for generalization
Use various means of presentation
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Intervention strategies cont’d
Use students’ special interests to motivate
Allow students to use their own methods
Maintain notebook of things they do not understand
Have regular check-ins with the child
Help child to comply with rules and expectations
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Roles and Responsibilities
Supervision & Safety first
Knowledgeable of child’s IEP goals and objectives (if applicable)
Knowledgeable of the schedule and prompting to facilitate transitions
Gradually fading prompts to promote greater independence among students
Shadow by supporting & guiding, not hovering
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Roles and Responsibilities
You do not have to justify your position by always “doing” something; oftentimes observing, praising behavior, and recording data is much more effective than looking for opportunities to correct behavior
Remember that it is not necessary nor appropriate to “correct” all negative or extraneous behaviors (e.g., out of seat, calling out, hand flapping, whining)
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Roles and Responsibilities
Clarify all staff members’ roles and responsibilities
Clarify when staff should report something to a supervisor and what needs to be documented
Important to avoid: Rough play
Use of sarcasm
Joking around as child may take it literally
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Providing a Positive Climate and Culture
Positive Climate & Culture
Sensitivity training to staff AND students
Understanding similarities & differences
Peer buddy program
Mainstreaming and reverse mainstream
A “Positive Peer Culture” should exist in which recognition is given for pro-social behaviors
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Positive Climate & Culture
Collaborative work among staff members There should be regularly planned time
Ongoing training for staff
Consultation from experts behavior specialist, speech/language therapist,
physical/occupational therapist, psychologist, social worker
Consultation – observing student and meeting with staff and parents
Collaborate with previous staff
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Positive Climate & Culture
Parent-staff collaboration: avoid the tendency to only share news when there is a problem
catch being good phone calls, emails, notes home
use of daily or weekly scorecard focused on specific replacement social skills to strengthen
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Positive Climate & Culture
Modifications of demands, materials, activities, length of activity, visuals, etc.
Structured setting with flexibility and understanding
Incidental teaching (teachable moments)
Behavior specific praise (praise the behavior: “I like the way you…”; “Good job helping your teammate.”)
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Positive Climate & Culture
Procedures for monitoring students’ progress
social skills scorecards
behavior charts
observation
social-behavior skills rating scales
skill focused checklists
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Maximizing Resources
Share resources to promote skill development and generalization (picture schedules, catalogs, websites, support groups, books, journals, software)
Help parents to become registered with local support groups, access services through Division of Developmental Disabilities, Division of Vocational Rehabilitation, ARC of their county (for developmental delays and cognitive deficits), etc.
Copies of flyers/brochures for upcoming workshops
Extracurricular activities at school and in the community
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Quick Tips
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Quick Tips
Provide daily success for the child
Encourage and reinforce positive self-statements
Be active rather than passive: find out how to address the child’s needs and promote strengths
View helping the child with special needs as an opportunity to become a more effective staff member rather than a “problem I have to cope with”
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RELATED RESOURCES
Asher, M. J. & Gordon, S. B. (1998). The AD/HD forms book: Identification, measurement, and intervention. Champaign, IL: Research Press* (to order, contact Research Press or Behavior Therapy Associates: 732-873-1212).
Asher, M. J., Gordon, S. B., Selbst, M.C., Cooperberg, M. (2010). The Behavior Problems Resource Kit: Forms and Procedures for Identification, Measurement, and Intervention. Champaign, IL: Research Press.
Bauminger, N. (2002), The Facilitation of Social-Emotional Understanding & Social Interaction in High Functioning Children with Autism: Intervention Outcomes. Journal of Autism and Developmental Disorders, Vol. 32, Pages 283-297.
Bellini, S. (2008). Building Social Relationships. A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Disabilities. Autism Asperger Publishing Co.
Bellini, S., Akullian, J. (2007) A Meta-Analysis of Video-Modeling and Video Self-Modeling Interventions for Children and Adolescents With Autism Spectrum Disorders, Council for Exceptional Children, 73(3), pp. 264-287.
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RELATED RESOURCES
Bellini, Peters, Benner, & Hopf. (2007). A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders. Remedial and Special Education, 28 (3) 153-162.
Broak, E., Cain, S.L., Dutkiewicz, M., et al (Eds.) (1994). The social story book: second edition. Jenison, MI: Jenison Public Schools (616-457-8955).
Committee for Children. (1997). Second Step: A violence-prevention curriculum.Seattle: Committee for Children. (1-800-634-4449).
Durand, V.M. (1990). Severe behavior problems: A functional communication training approach. New York: Guilford Press.
Elias, M.J. & Butler, L.B. (2005). Social decision making / social problem solving: A curriculum for academic, social, and emotional learning. Champaign, IL: Research Press.
Elias, M. J. & Tobias, S. E. (1996). Social problem solving: Interventions in the schools. New York: Guilford Press.
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RELATED RESOURCES
Elliott, S. T. & Gresham, F. M. (1991). Social skills intervention guide: Practical strategies for social skills training. Circle Pines: MN: American Guidance Service.
Freeman, S. & Dake, L. (1997). Teach me language: A language manual for children with autism, Asperger’s syndrome and related developmental disorders. Canada: SKF Books.
Gray, C. (1994). Comic strip conversations. Arlington, TX: Future Horizons, Inc.
Gray, C. (2010). The New Social Story Book, Revised and Expanded 10th Anniversary Edition: Over 150 Social Stories that Teach Everyday Social Skills to Children with Autism or Asperger's Syndrome, and their Peers. Arlington, TX: Future Horizons, Inc.
Greene, R.W. (2001). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children (Second Edition). NY: Harper Collins
Horner, R.H., Carr, E.G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.
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RELATED RESOURCES
Mannix, D. (2009). Social skills activities for special children. San Francisco: Jossey-Bass.
Maurice, C., Green, G., & Luce, S.C. (Eds.) (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: PRO-ED.
McAfee, J. (2002). Navigating the social world: A curriculum for individuals with Asperger’s Syndrome, High Functioning Autism and related disorders. Arlington, YX: Future Horizons, Inc.
McGinnis, E. & Goldstein, A. P. (1997). Skillstreaming the Elementary School Child. Champaign, IL: Research Press.
Patterson, G.R. (1975). Families: Applications of social learning to family life. Champaign, IL: Research Press.
Patterson, G.R. (1976). Living with children: New methods for parents and teachers. Champaign, IL: Research Press.
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RELATED RESOURCES
Schab, L.M. (2001). The anger solution workbook. Plainview, NY: Childswork Childsplay.
Schab, L.M. (2001). The you & me workbook: A book that teaches social skills and social awareness. Plainview, NY: Childswork Childsplay.
Schwartz, S. & Miller J.E.H. (1997). Teaching communication skills to children with special needs: A guide for parents and teachers. Woodbine House.
Wang, P., Spillane, A. (2009) Evidence-Based Social Skills Interventions for Children with Autism: A Meta-analysis. Education and Training in Developmental Disabilities, V. 44 (3), pp.318-342.
Zins, J. E., & Elias, M. E. (2006). Social and emotional learning. In Bear, G. G. & Minke, K.M. (Eds.). Children's needs (3rd ed.) (pp. 1-13). Bethesda, MD: National Association of School Psychologists.
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