Instructional Strategies and Planned Supports Toolbox by Bailey Claypool https://padlet.com/claypoolbr/sn9uuzwue7xpvnej en-us 2021-02-17 19:49:01 UTC 2025-11-11 13:09:30 UTC hello@padlet.com Defining Intellectual Disability and Developmental Disabilities claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1213443740 Intellectual Disability: students with significant limitations in intellectual functioning and adaptive behavior; can be expressed in conceptual, social, and practical adaptive skills

Developmental Disabilities: "severe, lifelong disabilities attributable to mental and/or physical impairments, manifested before age 22"]]> 2021-02-18 01:03:30 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1213443740 Students with Significant Cognitive Disabilities and Hearing Loss claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1213458688 SCD-HL: Students with a SCD have an intellectual disability that is characterized by significant limitations in intellectual functioning and adaptive behaviors (as described above)and students with SCD-HL have a significant cognitive disability accompanied with hearing loss

*Low incidence disability and believed that some individuals with an SCD have unidentified hearing loss and those identified are not using personal hearing technology*]]> 2021-02-18 01:12:57 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1213458688 Students with Significant Cognitive Disabilities and Complex Communication Needs claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1213476197 SCD-CCN: A student with an SCD-CCN have a significant cognitive disability accompanied with a complex communication need meaning they communicate differently; through symbolic communication or receptive/expressive communication 

Symbolic Communication: can be unaided (spoken words and manual signs) or aided (line drawings, tactile symbols, photographs, icons) as well as at varying levels of complexity to support a variety of communicative intents 

Receptive Communication: 46%-49% of students with SCD are able to independently follow one and two step instructions through spoken words, sign or print. Additional supports are needed by 37% in the form of gestures, pictures, objects, or models]]> 2021-02-18 01:23:39 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1213476197 Moderate and Severe Disabilities claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1213591561
Mild, moderate, and severe disability are used as umbrella terms for the wide range of individuals that may fall into these categories. The students that fall into these categories may range from an individual with informational deficits to an individual with deaf-blindness. A tool that is often used to place students into these categories of disability is IQ. Their IQ can determine whether their disability falls into the realm of mild, moderate, severe or profound. An IQ between 55-69 present as having a mild disability, an IQ between 40-54 present as having a moderate disability, an IQ of 25-39 present as having a severe disability and less than that presents as having a profound disability.]]> 2021-02-18 02:33:38 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1213591561 TASH claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1224376118 The Association for Persons with Severe Handicaps (TASH) is a nonprofit committed to advocacy for individuals with disabilities all over the world. They advocate for human rights and inclusion for individuals with significant disabilities and support needs. TASH works to advance inclusive communities through research, advocacy, professional development, policy, and making information available to parents, families, and self-advocates. ]]> 2021-02-22 00:03:10 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1224376118 NCCEC claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1224391801 The North Carolina Council for Exceptional Children is a professional association of educators committed to advancing successes of students with exceptionalities. They advocate for appropriate government policies, set professional standards, provide professional development, and advocate for newly and historically underserved individuals with exceptionalities. They also work to ensure professionals can obtain the condition and resources for necessary and effective professional practice. ]]> 2021-02-22 00:17:41 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1224391801 DADD claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1224398553 The Division on Autism and Developmental Disabilities (DADD) is an organization committed to enhancing the quality of life of children, youth, and adults with autism, intellectual disability, and/or developmental disability. They seek to promote and disseminate research-based practices in education ensuring the continued advancement of positive educational and life outcomes for individuals with autism, intellectual disability and/or developmental disability. ]]> 2021-02-22 00:23:37 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1224398553 AAIDD claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340327976 The American Association on Intellectual and Developmental Disabilities promotes progressive policies, sound research, effective practices, and universal human rights for individuals with intellectual and developmental disabilities. They are the leader in advocating for quality of life and rights for those with intellectual disabilities with over 5,000 members in the United States and in 55 countries worldwide. ]]> 2021-03-22 22:00:28 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340327976 Age Appropriate claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340378532 "Consistent with a learner's chronological age"]]> 2021-03-22 22:26:03 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340378532 Aligned claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340379305 "Individualized education plan goals, standards (if applicable), lesson objectives, planned supports, and learning tasks and materials are aligned when they consistently address the same/similar learning goal"]]> 2021-03-22 22:26:30 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340379305 Alternate or Modified Achievement Standards claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340380801 "Alternate achievement standards are adopted by states for learners with the most significant cognitive
disabilities and are based on the grade-level content, but at reduced depth, breadth, and complexity. Not all states have adopted alternate achievement standards"]]> 2021-03-22 22:27:19 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340380801 Artifacts claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340381900 "Authentic work completed by you and your focus learner, including lesson plans, copies of instructional and assessment materials, video clip(s) of your teaching, and the
learner’s work samples. Artifacts are submitted as part of your evidence"]]> 2021-03-22 22:27:55 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340381900 Assessment (Formal and Informal) claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340382962 "Assessments provide
evidence of learners’ prior knowledge, thinking, performances, or learning in order to evaluate what learners understand and how they are thinking or reacting under specific conditions. Informal assessments may include such things as learner questions and responses during instruction and teacher observations of learners as they work or perform. Formal assessments may include such things as performance records as well as traditional academic assessments such as quizzes, homework assignments, and projects"]]> 2021-03-22 22:28:31 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340382962 Assets (Knowledge of Learners) claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340384109 Personal: "Refers to specific background information that learners bring to the
learning environment. Learners may bring interests, knowledge, everyday experiences, family backgrounds, and so on, which a teacher can draw upon to
support learning"

Cultural: "Refers to the cultural backgrounds and practices that learners bring to the
learning environment, such as traditions, languages and dialects, world-views, literature, art, and so on, that a teacher can draw upon to support learning"

Community: "Refers to common backgrounds and experiences that learners bring from the community where they live, such as resources, local landmarks and institutions, community events, practices, and so on, that a teacher can draw
upon to support learners in developing and applying learning"]]> 2021-03-22 22:29:07 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340384109 Assistive Technology claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340390521 "Any item, piece of equipment, or product system, whether acquired
commercially, off the shelf, modified, or customized, which is used to increase, maintain, or
improve the functional capabilities of children with disabilities"]]> 2021-03-22 22:32:42 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340390521 Baseline Data claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340391351 "Information that describes pre-instruction levels of knowledge and/or skill. For this assessment, baseline data can be gathered in a variety of ways (e.g., systematic
observations, teacher-made tests, curriculum-based measures, task analysis assessment, standardized tests, prior instructional history, IEP present levels of performance, prior performance). This information is gathered prior to instruction and is used later for comparative purpose"]]> 2021-03-22 22:33:10 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340391351 Challenge claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340392048 "Extending or probing ahead of a learner’s current knowledge or performance levels"]]> 2021-03-22 22:33:34 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340392048 Commentary claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340392807 "Submitted as part of each task, and along with artifacts, make up your evidence. The commentaries should be written to explain the rationale behind your teaching
decisions and to analyze and reflect on what you have learned about your teaching practice and the learning of your focus learner"]]> 2021-03-22 22:33:59 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340392807 Communication claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340393522 "Receiving and conveying information, meanings, concepts, or feelings. Communication includes language content, form, and sequence; various communication
modes or forms, including augmented communication, verbal and nonverbal communication, and devices and other technology; expressive or receptive communication; and initiative or responsive communication."

Communication Skill: "Specific ways that communication is used by learners to participate in learning tasks and/or to demonstrate their learning. The skill can focus
on understanding or interpreting communication or on its actual use"

Communication Supports: "Strategies that are used to build the focus learner’s goal related communication within a learning task. Strategies involve modeling the appropriate communication for learners to understand or use in a learning task as well as opportunities for guided practice, generalization, and maintenance. Communication supports also include assistive technology and other mediators"]]> 2021-03-22 22:34:20 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340393522 Deficit Thinking claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340408030 "When candidates explain what students cannot do based primarily on learners’ cultural or linguistic  backgrounds, the challenges they face outside of school, or
from lack of family support. Deficit thinking is also revealed when the learner’s learning or performance challenges lead to a pattern of a candidate demonstrating low expectations relative to the learner’s potential, not taking responsibility for providing appropriate instruction or support, or not acknowledging any learner strengths and need for challenge"]]> 2021-03-22 22:41:12 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340408030 Disability claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340409211 "Patterns of strengths and needs common to groups of learners who are significantly different from an established norm. These strengths and needs may be cognitive, emotional, behavioral, medical, social, and/or physical"]]> 2021-03-22 22:41:51 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340409211 Engaging the Learner claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340410019 "Using instructional and motivational strategies that promote active
involvement of the learner in learning tasks designed to support acquisition and application
of knowledge and skills related to specific lesson objectives. Engagement in learning contrasts with learner participation in learning tasks that are not well designed and/or implemented and do not increase learning"]]> 2021-03-22 22:42:17 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340410019 Evidence claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340410799 "Consists of artifacts that document how you planned and implemented instruction AND commentaries that explain your plans and what is seen in the video recording(s) or
examine what you learned about your teaching practice and the resulting learning. Evidence
should demonstrate your ability to design lesson plans with instructional supports that
deepen learning, use knowledge of your focus learner to inform instruction, foster a positive
learning environment that promotes learning, monitor and assess the focus learner’s progress toward lesson objectives, and analyze your teaching effectiveness"]]> 2021-03-22 22:42:42 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340410799 Generalization claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340412309 "The transfer of learned information from particular instances to other
environments, people, times, and events"]]> 2021-03-22 22:43:31 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340412309 Individualized Education Program/Plan (IEP) claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340413257 "A program/plan that sets forth individualized learning goals and required special instruction and related services for an individual learner with a disability. When capitalized, it refers to the Individualized Education Program required under the Individuals with Disabilities Education Act (IDEA). For children under 2, the plan is
the Individual Family Service Plan (IFSP), which includes, in part, plans for interventions and
direct support by the early interventionist for the learning and development of young learners
(as opposed to family supports, which are also included in the IFSP). Some private facilities are not subject to IDEA, and develop their own programs/plans for individual learners. If your focus learner has an IFSP or another individualized program/plan other than an IEP, use elements of this program/plan when responding to prompts and directions about an IEP"]]> 2021-03-22 22:44:01 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340413257 Knowledge and Skills claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340414281 "The desired learning outcomes for the learning segment.
Knowledge and skills are meant to include not only discrete knowledge and skills but also conceptual understanding and the knowledge of how and when to use knowledge, concepts, skills, and strategies to shape behavior and performance"]]> 2021-03-22 22:44:37 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340414281 Learning Environment claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340414985 "The designed physical and emotional context, established and
maintained throughout the learning segment to support a positive and productive learning experience for the focus learner, with appropriate modifications, adaptations, and accommodations to meet individual learner needs"]]> 2021-03-22 22:45:00 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340414985 Learning Goal claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340415720 "A short-term learner outcome that is achieved over time by meeting related lesson objectives; the outcome of the learning segment, what the focus learner will know or
be able to do by the end of the 3–5 lessons. This includes acquisition, fluency, maintenance, or generalization"]]> 2021-03-22 22:45:26 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340415720 Learning Segment claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340416651 "A set of 3–5 lessons that build one upon another toward a learning goal, with a clearly defined beginning and end"]]> 2021-03-22 22:45:55 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340416651 Learning Task claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340417381 "An activity that engages the focus learner in developing, practicing,
generalizing, and/or maintaining knowledge and skills related to one or more specific lesson objectives. Learning tasks may be scaffolded to connect prior knowledge to new knowledge and include guided practice and feedback to a learner. In a curricular area to develop motor skills, a learning task might focus on developing the fine-motor skills or eye-hand coordination to cut up a piece of chicken with a knife and fork. In an academic curricular area, a learning task might be answering comprehension questions about a passage from a
chapter book. A learning task in the social curricular area might be learning to recognize and
describe one’s feelings"]]> 2021-03-22 22:46:21 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340417381 Lesson Objectives claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340420994 "Measurable learning outcomes for each lesson that, over time and
combined with other instructional objectives, enable a learner to reach the learning goal"]]> 2021-03-22 22:48:23 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340420994 Maintenance claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340421919 "In behavior assessment, term used to describe the extent to which a
learner’s behavior is self-sustaining over time"]]> 2021-03-22 22:48:52 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340421919 Planned Supports claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340423198 "The learning environment, instructional strategies, learning tasks, materials, accommodations, modifications, assistive technology, prompts, and/or scaffolding
that are deliberately selected or designed to facilitate learning of the targeted knowledge
and skills"]]> 2021-03-22 22:49:32 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340423198 Prior Learning claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340425194 "What learners know and are able to do prior to new instruction"]]> 2021-03-22 22:50:36 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340425194 Problem Solving claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340426352 "Applying acquired knowledge in new and unfamiliar situations, actively engaging in thinking processes"]]> 2021-03-22 22:51:12 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340426352 Prompt claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340426857 "In the context of instruction of the learner, supports (e.g., pictures, videos, verbal or written statements, color cues) put into place prior to instruction that increase the likelihood that the learner will give a correct response or perform a correct behavior or task. Another way prompts are used in instruction is a question or guidance (verbal or nonverbal) during instruction to guide the learner to think about something or do something different that will
lead to a more appropriate or deeper response. In the context of an assessment, a question
or direction to guide the learner to do a task that can be assessed to determine learner progress toward lesson objectives. In the context of the candidate and edTPA, a prompt is a commentary question or direction to which the candidate responds to provide a rationale,
reflection, or analysis"]]> 2021-03-22 22:51:31 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340426857 Rapport claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340429562 "A close and harmonious relationship in which the people or groups understand each other’s feelings or ideas and communicate well with each other"]]> 2021-03-22 22:52:57 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340429562 Respect claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340430049 "A positive feeling of esteem or deference for a person and specific actions and conduct representative of that esteem. Respect can be a specific feeling of regard for the
actual qualities of the one respected. It can also be conduct in accord with a specific ethic of
respect. Rude conduct is usually considered to indicate a lack of respect, disrespect, whereas actions that honor somebody or something indicate respect. Note that respectful actions and conduct are culturally defined and may be context dependent"]]> 2021-03-22 22:53:16 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340430049 Rubrics claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340431112 "Subject-specific evaluation criteria used to score your performance on edTPA. These rubrics are included in the handbook following the directions for each task. The
descriptors in the five-level rubrics address a wide range of performance representing the knowledge and skills of a novice not ready to teach (Level 1) to the advanced practices of a highly accomplished beginner (Level 5)"]]> 2021-03-22 22:53:54 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340431112 Safety Issues claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340433152 "Emotional or physical threats"]]> 2021-03-22 22:55:04 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340433152 Scaffolding claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340433794 "A process in which a teacher adds supports for learners to enhance learning and aid in the mastery of tasks. There are several types of scaffolds. In one, a teacher
supports learners by “systematically building on their experiences and knowledge” while
they are learning new skills (instructional scaffolding). Another type of scaffold is the use of
written prompts and cues to help learners to perform a task or to use a given strategy (material scaffolding). A third type is a method of instruction whereby a teacher begins by specifying the steps in a task or instructional strategy and then goes on to model those steps for his or her class while verbalizing his or her thought process (task scaffolding)"]]> 2021-03-22 22:55:25 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340433794 Self-Determination claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340434588 "A combination of skills, knowledge, and beliefs that enable a person to
engage in goal-directed, self-regulated, autonomous behavior. An understanding of one's strengths and limitations, together with a belief of oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes,
individuals have greater ability to take control of their lives and assume the role of successful adults in our society. For learners with severe and profound learning
challenges, this may take the form of making choices between alternatives or learning to
communicate wishes or needs"]]> 2021-03-22 22:55:55 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340434588 Self-Directed Learning Strategies claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340435530 "Alternatively referred to as self-regulated learning or self-management strategies, involve teaching learners to modify and regulate their own behavior
without external control and allow them to become active participants in their own learning. The strategies include but are not limited to using self-managed cues or prompts (auditory, visual, tactile) to regulate behavior, self-instruction, self-monitoring, self-evaluation, self-reinforcement, and self-correction"]]> 2021-03-22 22:56:31 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340435530 Strengths claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340436422 "What learners know and are able to do"]]> 2021-03-22 22:57:03 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340436422 HLPs claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340439967 In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children (CEC) has developed and published a set of high-leverage practices (HLPs) for special educators and teacher candidates. The HLPs are organized around four aspects of practice:
-Collaboration
-Assessment
-Social/Emotional/Behavior
-Instruction]]> 2021-03-22 22:59:08 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340439967 Systematic Instruction claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340444701 Systematic instruction is an evidence-based method for teaching individuals with disabilities that incorporates the principles of applied behavior analysis and allows for educators to teach a wide range of skills, including everything from academic to functional living skills]]> 2021-03-22 23:01:40 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340444701 Task Analysis claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340448472 Chained behaviors that are broken down into discrete behaviors. 
Breaking a task down into steps. 

]]> 2021-03-22 23:03:43 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340448472 Prompting claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340453209 Encouraging a desired response from a learner.]]> 2021-03-22 23:06:23 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340453209 Time Delay claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340457266 Time delay is a practice that focuses on fading the use of prompts during instructional activities
while also delivering reinforcement to increase the likelihood that target skills/behaviors will be
used in the future.]]> 2021-03-22 23:08:40 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340457266 Providing Feedback claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340459980 Providing response to a student's performance.]]> 2021-03-22 23:10:23 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1340459980 EdTPA Handbook claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1348883858 2021-03-24 16:30:37 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1348883858 Early Literacy for Students with PDCCNs claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349299070 Being that literacy skills are crucial in not only school settings but work and community settings as well, students with Physical Disabilities and Complex Communication Needs (PDCCN) can benefit from adapted instruction. Augmentative and alternative communication (AAC) is often used by students with PDCCN and ensuring that AAC systems are facilitating instruction is essential to student success. Determining this success can be done through teachers creating meaningful literacy instruction that requires them to engage in modified assessment procedures, determine students' response modes, and systematically plan for instructional opportunities. ]]> 2021-03-24 17:47:14 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349299070 Teaching Writing Skills to Students with Intellectual Disability claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349308181 A: Accommodations and Assistive Technologies- supports can help students avoid common hurdles to developing cohesive written products 
C: Concrete Writing Topics and Experiences- altering the wording of a prompt and adding relevant pictures to support students' understanding of the prompt or to provide context for planning a response
C: Critical Skills- target both academic and life skills during instruction
E: Explicit Instruction- specify a target skill to be learned and create a task analysis of that skill
S: Strategy Instruction- description of the writing strategy; clear modeling of the strategy, including a "think-aloud" procedure; multiple opportunities for practice with feedback; and opportunities to generalize the strategy
S: Systematic Evaluation- approach the evaluation of students' writing skills systematically and thoughtfully; may consider using a task analysis to identify the important sub-skills within a broader writing task ]]> 2021-03-24 17:48:50 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349308181 Using Story-based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349324784 "This study evaluated the ability of special and general edu- cation teacher pairs to design and implement adapted grade- level story-based lessons for students with moderate intellectual disability and autism. Specifically, the results of this study indicate special education teachers can follow a 12-step task analysis to adapt books for students with moderate intellectual disability and autism with all 3 special education teachers making immediate gains from baseline to intervention. In addition, the results indicate general education teachers can reliably implement a task analysis that incorporates an adapted book in their reading instruction for students with moderate intellectual disability and autism with all 3 general education teachers making immediate gains in implementation from baseline to intervention condition. These results support and extend the growing body of research on the effectiveness of using story-based lessons by demonstrating that the general edu- cation teacher and special education teacher can effectively collaborate on the development and implementation of story- based lessons for students with moderate intellectual disability and autism in inclusive settings. 
This study also examined the effects of story-based lessons on the academic engaged time of students with moderate intellectual disability and autism in general education settings. Results of this study provide evidence that may offer an effective way to increase engagement for students with moderate intellectual disability and autism in general education classrooms during literacy instruction. This adds support to the existing research that students with moderate and severe intellectual disability (including autism) can meaningfully participate in general education activities (Jameson, McDonnell, Polychronis, Riesen, & Taylor, 2008; Johnson, McDonnell, Holzwarth, & Hunter, 2004; McDonnell, Mathot-Buckner, Thorson, & Fister, 2001; McDonnell, Thorson, McQuivey, & Kiefer-O'Donnell, 1997)."
]]> 2021-03-24 17:52:00 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349324784 NC ELA Extended Standards claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349342303 2021-03-24 17:55:25 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349342303 Teaching Number Identification to Students with Severe Disabilities Using Response Cards claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349350978 "Participant data compiled from this study indicated that the effect of response cards and a system of least prompts increased overall numeral identification among students with severe disabilities. This is the first study to com- bine the method of ASR and the system of least prompts to exhibit increased numeral identification. In addition, this is one of the few studies to look at using a response card method with students with severe disabilities (e.g., Hom et al., 2006). Although, investigations of the effects of response cards on student responding are abundant, students with severe disabilities have been largely left out of this research. Additionally, this is one of the few studies to look at teaching a specific math skill to elementary students using both methods.
The findings of this study could be explained by the fact that the students were systematically taught the numeral identification through a system of least prompts while responding through the use of response cards. Colyer and Collins (1996) demonstrated in their study that students could effectively be taught mathematics skills through a system of least prompts. They successfully taught money skills to students by focusing on the system of prompts. As in this study, students were given the opportunity to answer with prompting when needed until the student could independently answer the task direction (i.e., presentation of the numeral and command to "find the one that looks like mine") and the prompts were systematically faded over teaching trials resulting in skill acquisition. Students also demonstrated improvement in answering with the response cards, which is consistent with Berrong et al. (2007) when the authors suggest "response cards have positive effects not only in terms of increased students' responding and accuracy of student's responding, but also in an in- creased student academic learning" (p. 189)."   
 
]]> 2021-03-24 17:57:07 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349350978 Teaching Students with Autism and Intellectual Disability to Solve Algebraic Word Problems claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349365343 "The purpose of this study was to evaluate the effects of MSBI on mathematical problem solving by students with ASD. Participants were taught to solve group problems that required algebraic reasoning using MSBI, which included explicit instruction, an 8-step task analysis, a graphic organizer, and visual sup- port for writing an equation. A functional relation was found between MSBI and problem solving. Non-parametric effect size (Tau-U) confirmed visual analysis of a large effect (.87). All participants were able to discriminate between problem types to choose the correct operation and solve problems. 
Mathematical problem solving is a pivotal skill, yet it has not received as much attention from researchers as basic and discrete applications of mathematics (King, Lemons, & Davidson, 2016; Spooner et al., 2018). Although algebra is a distinct domain of mathematics, algebraic reasoning is required for fluency and conceptual knowledge across domains (Van de Walle et al., 2016). Students with ASD/ID face several barriers to becoming flu- ent “algebra problem solvers”, including work- ing memory, executive functioning, and language, and require explicit learning strategy instruction to access this general curriculum content. 
The results of this study make an important contribution to the field’s knowledge on the application of evidence-based practices to teach mathematical problem solving to students with ASD/ID. MSBI incorporates several established evidence-based practices, including systematic instruction, graphic organizer training, and explicit instruction (Spooner, Root, et al., 2018). These findings extend the boundaries on generalization of problem solving established by prior MSBI studies, including successful application of the strategy to more complex domains of mathematics (i.e., algebra) and calculation of double digit numbers. In addition, the results of this study highlight the need for explicit discrimination training."
]]> 2021-03-24 17:59:49 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349365343 Teaching Students with Significant Cognitive Disabilities to Count claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349373614 "Early counting is an important functional skill that is needed in day- to-day activities and is essential to the acquisition of later mathematics knowledge. In developing an understanding of number, students with significant cognitive disabilities need experience, practice, and the disabilities with the kind of repeated, structured, and predictable instruction they require. This routine, combined with instruction that reflects the grade- level standards (e.g., geometry or measurement), allows students to apply emerging counting skills in other mathematics contexts and is intended to ameliorate the challenges many students with significant cognitive disabilities experience when learning to count."]]> 2021-03-24 18:01:29 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349373614 NC Math Extended Standards claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349379180 2021-03-24 18:02:34 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349379180 Promoting Inclusive Practices in Inquiry-Based Science Classrooms claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349405498 "The use of big ideas, mnemonics, multimodal presentations, and formative assessments promotes inclusive practices and closely aligns with the UDL framework by promoting multiple means of representation, actions and expression, and engagement (CAST, 2011). These research-based practices should not be limited to use in science classrooms, but should be utilized in all school settings to accommodate the variability of learners. Yet in an inquiry-based science class, not embracing UDL principles means that students with disabilities could struggle with a single approach to representing, acting upon, expressing, or engaging in the big ideas presented. As classrooms become more diversified and the “one- size-fits-all” approach to teaching is no longer appropriate, teachers in both science and special education need to embrace research-based teaching enhancements into all student learning environments." ]]> 2021-03-24 18:07:11 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349405498 Inclusive Inquiry Science Using Peer-Meditated Embedded Instruction for Students with Moderate Intellectual Disability claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349417171 "In this study there was an overall functional relationship between the peer-mediated embedded time-delay instruction and the number of correct student science responses. Data from all five students indicated that the intervention had a positive effect on students’ science vocabulary and concept knowledge. 
One important component of the intervention was the embedded time-delay procedure. McDonnell et al. (2002) taught para-educators to embed time-delay trials for four students with moderate disabilities to read and define academic sight words within the context of an inclusive setting. In the current study, general education peers rather than para-educators learned to embed trials for students with moderate intellectual disability to identify science sight words, picture symbols, match words to picture symbols, and concept statements. McDonnell et al. found that para-educators were able to embed trials using systematic instruction at a high-fidelity level, leading to the acquisition of sight words and definitions by all four students. Similarly in this study, peers were able to effectively embed trials using systematic instruction (i.e., time-delay) within an inclusive classroom, leading to the acquisition of science vocabulary and concept statements for all five target students."
]]> 2021-03-24 18:09:28 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349417171 Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students with Autism Spectrum Disorders and Intellectual Disability claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349425025 "To have a full educational opportunity, students with ASD need science education that addresses the range of standards taught to all students. The challenge of science instruction is that it requires conceptual learning that can be difficult for students with ASD, especially if they also have an intellectual disability. We demonstrated that using GOs and systematic instruction can promote conceptual learn- ing. Future research is needed to see whether students can maintain or improve this pace of conceptual learning in the ongoing pace of the general science curriculum. Although some students may not be able to master all science concepts in the general curriculum, they might attain the “big ideas” for each chapter or unit of instruction if systematic instructional procedures like those introduced in this study are applied." ]]> 2021-03-24 18:11:05 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349425025 Effects of Structured Inquiry and Graphic Organizers on Social Studies Comprehension by Students with Autism Spectrum Disorders claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349434766 "Social studies skills are competences, which if acquired, increase the likelihood of fuller participation in society in which an individual lives. Since it is likely that the number of states requiring social studies as part of their AA-AAS will continue to expand, research on instructional methodologies in this content area are needed for students with MSD and ASD. In the meantime, classroom personnel finding themselves in a position to teach social studies content should use guided inquiry paired with graphic organizers and systematic instruction to teach social studies skills to students with MSD and ASD. "]]> 2021-03-24 18:13:01 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349434766 A Guide to Addressing Multiple Priorities in Core Content Instruction for Students with Severe Disabilities claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349472464 "To balance the multiple instructional priorities for SwMSD, teachers can consider methods for providing academic core content in ways that are also relevant, meaningful, and necessary in current and future environments. In all of the above vignettes, teachers began by using PCP and IEP goals based on student and team input. The IEP team was careful to include relevant transition skills in addition to the core academic areas. In all content areas, teachers should con- sider the use of visual supports, evidence-based instructional strategies, and generalization of learned skills. The preceding examples illustrate research-based methods for providing SwMSD a full educational opportunity, address- ing the multiple priorities integral for successful transitions to adulthood. Table 1 provides a list of resources teachers may find useful for developing meaningful lessons for SwMSD that address multiple instructional priorities."]]> 2021-03-24 18:20:37 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349472464 Link to Where NC Extended Content Standards for All Subjects Can Be Found claypoolbr https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349482637 2021-03-24 18:22:33 UTC https://padlet.com/claypoolbr/sn9uuzwue7xpvnej/wish/1349482637