Heather

 ** Self Monitoring Behavior: ** · ** Description:  ** Self-monitoring is a technique that special educators can implement in their classroom to teach students to self-monitor, or recognize, regulate, reflect, and change, their academic and behavioral performances. It is the practice of observing and recording one’s own behaviors and actions in order to become “agents of change.” This technique can be used with children of all different ages and with many different types of disabilities. It is unobtrusive, appeals to students, and inexpensive and relatively quick to implement. With this method, students take responsibility for their own behaviors and actions, helping them to gain more independence. Therefore, instead of reinforcement being provided externally from others, students gain a sense of internal reinforcement and satisfaction. Self-monitoring has been effective, especially in special education classes, in decreasing inappropriate, disruptive classroom behaviors, establishing positive, appropriate classroom behaviors, increasing attention to tasks and on-task time, improving academics, and improving some social skills. Self-monitoring also increases the likelihood of generalizing learned behaviors to new settings and using the learned skills over time because they can be used any time and in any setting without needing assistance from an adult. This method can also be used to assess where students are functioning both academically and behaviorally in order to improve performance in both areas. One of the biggest advantages is that it holds students accountable and requires them to become active participants in improving the behavior and academic aspects of their lives. In order for students to be able to self-monitor effectively, they need to be aware and keep track of what they are doing and thinking so their behaviors and thoughts can be adjusted to meet specified goals or tasks. In order for students to monitor themselves, there are certain steps to be followed. The first is to select and clearly define a target behavior. Next, is to set learning and performance goals and indentify consequences for meeting or failing to meet their goals. With this step it is important to remember that a consequence can be either positive or negative. Following, is a cognitive component to this method which requires the student to talk through a set of instructions, called self-talk, for completing a task or to ask themselves a question or series of questions about their feelings or behaviors. These questions can relate to behavioral or academic situations. As with any method, it will become most successful and internalized if the steps are constantly practiced and implemented in real situations. However, as the students grasp the concept and begin to gain mastery, the strategy should gradually fade and become more subtle. If the strategies were successful, students should be able to maintain their positive changes and should be given the opportunity to reflect and evaluate themselves in regards to their previous performance and how they’ve changed. With self monitoring comes self-management in which the child is able to manage emotions and meet a goal without external intervention. The ability to self manage allows the child to keep track of his/her own behavior such that he/she is able to stop certain destructive or disruptive behaviors before they start. o Information found from: [] · ** Links to Additional Resources: ** o Video: Self-Monitoring: [] o PowerPoint with voice prompter: [] o PowerPoint with voice prompter: [|www.teachertube.com/files/articles/1324.ppt]  o Behavior Management Online Course – UniversalClass: [] o Self Monitoring of Behavior: This page contains strategies for individual and group self-monitoring procedures: [] o Behavior Self-Monitoring Checklists [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Stop, Ask, Fix: Student Checklist for Reading: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Flow Chart of Comprehension-Monitoring Behaviors: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Self-Monitoring Strategies and Vocabulary Games: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Self-Monitoring Reading Article: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Reading Lesson that Targets Self-Monitoring: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Impact Article: Using Self-Monitoring Strategies to Address Behavior and Academic Issues: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Self-Monitoring Strategies in Arithmetic: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Self-Monitoring Strategies for Use in the Classroom: A Promising Practice to Support Productive Behavior for Students With Emotional or Behavioral Disorders: [] ** <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Student-Led IEP: ** · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Description: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A student-led IEP, also known as student-directed IEPs or self-directed IEPs, is simply an IEP meeting which is led, or guided, directed, or organized, by the student with a disability. With a student-led IEP, the student with a disability participates in the writing and creation of any portion of the IEP process and/or holds a leadership role during the actual IEP meeting. The degree to which the student participates varies depending on the student’s chronological age, developmental level, wishes of the parents, etc.; however, research has proven the more meaningful involvement the student has the better because they benefit from an increased awareness of their disabilities and who they are, as well as the various parts of the IEP process. Student-led IEPs allow for greater student involvement in the IEP process and enable the student to develop essential self-determination and self-advocacy skills that will significantly benefit him/her throughout their lifetime. It permits the student to become more aware of his/her strengths and needs and provide input in developing a transition plan. Overall, having a student take an active role and engaging them in the IEP process allows him/her to become engaged in learning about themselves and methods for attaining their goals. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">If student-led IEPs are to be implemented successfully, the student needs to be properly trained and prepared. Educators need to provide regular training over a period of up to six weeks where the child is able to learn about all or part of the IEP process he/she will be conducting and can continuously practice. The success of the approach is determined by giving students the right tools such as an IEP portfolio, access to assistance and guidance, the right instruction, adequate practice time, the right opportunity, etc. Despite a student’s capabilities or limitations due to a disability, if desirable, every child should be able to participate somehow throughout the process. As students grow and gain more experience participating in the development of their IEP, they gradually need fewer teacher prompts and gain more self-confidence. As one source said, “Early involvement promotes richer involvement in the future.” Therefore, the earlier we can get students involved and the more knowledge, experience, and participation they receive, the more they are able to gain about themselves, their disability and specific needs, its impact on their school performance, and the need for self-advocacy. What students learn from this involvement gives them a sense of confidence and empowerment that will assist them in achieving their goals and becoming successful individuals. The goal of the student-led IEP is “to teach students skills that they need as individuals to meet their goals and transition out of high school, where teachers and parents help advocate for them, to their adult lives when they will no longer have access to the same resources and advocates.” o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Information found from: [] · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Links to Additional Resources: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Article – Student-Led IEPS: Take the First Step: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Article – Student-Led IEP Meetings: Planning and Implementation Strategies, by Becky Wilson Hawbaker – A Case Story Published in TEACHING Exceptional Children Plus, Volume 3, Issue 5, May 2007: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Resources for Involving Students in Their IEP Process, by Nicole M. Uphold, Allison R. Walker, & David W. Test – An Article Published in TEACHING Exceptional Children Plus, Volume 3, Issue 4, March 2007 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">http://escholarship.bc.edu/education/tecplus/vol3/iss4/art1 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A Students Guide to the IEP – Provides lots of good resources for students to get started with: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student-Led IEP Portfolio Template: __ http://hawbaker.pls.iowapages.org/id2.html __ o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Ideas for Incorporating Student-Led IEPs into Daily Instruction: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Video Series: The IEP Coach, developed by Patricia Crawford o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Technical Assistance Guide – A publication of the National Information Center for Children and Youth with Disabilities: Helping Students Develop Their IEPs: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">PACER Center and the National Center on Secondary Education and Transition – Student-Led IEPs: How to Make it Work: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student-Led IEPs – A Guide for Student Involvement: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">IEP PowerPoint Template to be used by a student with a disability at the student-led IEP: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Using Student-Led IEPs to Empower Students for Success PowerPoint: __<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt;">card.ufl.edu/handouts/transition/thoma/transition%20forum_07PPt.ppt __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Audio Script for A Student’s Guide to the IEP: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Individual Education Plan Information: __ http://www.itsacademictutoring.com/IEP.htm __ ** <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Visual Schedules: ** · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Description: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Visual schedules are simply schedules that are represented by symbols of some sort and can be used for students of various ages and with different abilities. They display planned activities in symbols (words, pictures, pictograph, icons, actual objects, etc.) that are understood in the order in which they will occur. Often time, both pictures and words work best. For some children with special needs, when they see it, then they understand. These visual schedules help students with various disabilities understand their daily events and world better by letting them know what is going to happen and what to expect throughout their day. Not only do they outline the order of events, they also clarify expectations during a specific time period or activity. Students with disabilities do better if they have a predictable, routine schedule each day versus having a schedule that constantly throws new things at them. Therefore, as students gain more experience with their set schedule, understand it and know what to expect, when they see a certain picture they are able to correspond certain expectations with it. Visual schedules also reduce students’ frustration and outbursts and make transitions between activities smoother. By displaying a complete schedule with symbols the students’ can understand, it turns the unknown into something the student understands. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Although the format of visual schedules are all relatively similar, each individual student’s visual schedule will be unique to him/her and their specific needs. For example, the number activities, type of activities, amount of time shown, etc. are all depicted by individual needs. Another aspect that depends on the individual is the duration of the schedule. Some schedules represent an entire day, whereas others only go hour by hour. All visual schedules need visual symbols, something on which to present the visual symbols (i.e., tag board, laminated paper, chalkboard), and a way to indicate that an activity is complete (i.e., a finished box, folder, a check mark). When an activity is finished, it is possible that the student could move the symbol to another location to show that it has been completed. By doing this, the focus can be turned to the next activity by pointing to the next symbol and talking about it. It is important to remember that the symbols used need to be clearly recognized and understood by the user. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">When creating visual schedules it is important to remember who it is for, how is will show a sequence of events or time, how it will be presented, and where it will be used. Visual schedules can be used for both an individual and a group of people. When putting it together, you need to determine if it is going to coordinate specifically with school bells and functions or if the sequence of events is more important than specific times. Some students with disabilities become very rigid about time and schedules and want to follow them precisely. In situations like this, it may be better to leave out a specific time or put only an approximate time so that adjustments are easier. Also, depending on who is using it, you will need to consider how and where it is presented. Some common ideas include: wall charts, books, folder, or binders, plastic strips or pages, paper or index cards, clipboards, blackboards, etc. In addition, where it is to be used is essential such as at a center, in one classroom or several, outdoors or indoors, if it goes with one user or pertains to several, etc. Despite all of these variations and factors to consider, all effective visual schedules need to be clear and concise. Instead of displaying every single event for the day, only display the big or important ones. If a particular activity is generic, a mini-schedule can be useful that breaks the activity down into more understandable parts. A good tip to follow when creating visual schedules is to incorporate a symbol that represents “I don’t know.” By doing this, you can allow for flexibility if necessary. Visual schedules help to improve communication, structure, task execution, and cooperation. o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Information found from: [] · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Links to Additional Resources: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> o <span style="font-family: 'Times New Roman','serif';">Savner, J. (1999). //Visual supports in the classroom// [Video]. (Available from the Autism Asperger Publishing, P.O. Box 27173, Shawnee Mission, KS 66283-0173) o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Video: SchKIDules Visual Schedules For Parents, Teachers, and Kids! [] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">http://www.autismschedules.com/ o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Video: Visual Schedules: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">First Then Visual Schedule App available for apple products: __ http://itunes.apple.com/us/app/first-then-visual-schedule/id355527801?mt=8 __ o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Visual Schedule Systems: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Flag House – A company that sells computer software for creating customized visual schedules, communication display boards such as worksheets, picture instruction sheets, reading books, journals, posters, and more. o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Graphics Factory – A website full of downloadable clipart that can be used to generate homemade schedules: [] o // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Activity Schedules for Children with Autism: Teaching Independent Behavior //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">, by Lynn E. McClannahan and Patricia J. Krantz. 1999. Woodbine House Publishers. o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Natural Learning Concepts – Company that sells several visual schedules that can be used at home or in the school environment. o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Visual Schedule for the Classroom – Greenhouse Publications: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Using Visual Schedules – A guide for parents: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The STAR DVD series: Provides examples of visual schedules, information about them, and the use of them during transition routines. o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Natural Learning Concepts – Autism and Special Needs Tools that teach you to Succeed: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Autism & Asperger Toddler & Preschool Intervention Program – Use Visual Schedules for ASD: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] ** <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Technology Based Instruction: ** · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Description: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Technology based instruction comes in many forms and is also known as e-learning, one-to-one classrooms, instructional technology, learning technology, and educational technology. Technology based instruction simply means incorporating the use of all types of technology into everyday instruction in order to support and enhance the learning process. It is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. Specifically speaking, technology based instruction is focused around the students and is used to deliver learning materials, facilitate communication, provide assessment and feedback, etc., allowing students to learn and teachers to teach in ways never thought possible. Some advantages of using technology in the classroom include: each student can take charge of his/her own learning through experiential and virtual project and problem-based, multi-disciplinary activities, each student can access information online, each student can research topics online, download coursework, check e-mail, work collaboratively in virtual environments, and submit assignments online, each teacher can expand learning beyond the walls of the classroom by integrating online content and learning resources with curriculum and instruction, each teacher and student can communicate more efficiently by using technology to interact, and parents/caregivers can communicate with their student’s teacher and view daily classroom work, homework and student achievement, etc. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Technology plays a very important role in special education classrooms. Due to the fact that technology can be adapted and used in so many different ways, there are endless possibilities for its use in a special education classroom. Many students with special needs use various types of assistive technologies to aid them in their daily life. Although these assistive technologies are in fact used in the classroom, using technology for instruction and learning takes it even a step farther. Although largely depending on a student’s developmental level and capabilities, using technology based instruction in a special education classroom has major benefits. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Technology is an essential tool in the special education classroom because of the many benefits it brings to these children and their specific needs. Technology opens the door to interactive instruction, which is vitally important to all classrooms. Technology can assist these children in so many different ways and will help them become prepared for their future work experience and in becoming independent. By teaching through technology, it grabs the students’ attention and gets them excited about and engaged in their learning. As a result, educators can capture students’ attention, and when students are interested, active participation comes easily because they are eager to work. Also, technology can allow students to become more independent in their learning. It allows them to do things on their own that they would need assistance with otherwise. In addition, it keeps students in a more inclusive setting. Teachers can use audio tapes and headphones to allow reading material to be read aloud to students versus having an assistant read to them. In a special education classroom, it is important to teach the students the value of technology. Technology plays a big role as students grow in becoming independent and through their work experience. o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Information found from: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] __<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt;">http://edtech.twinisles.com/rb/ __ · ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Links to Additional Resources: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> o // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Technology Integration for Meaningful Classroom Use: A Standards-Based Approach //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">, by Katherine Cennamo, John D. Ross, & Peggy A. Ertmer o // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Integration of Technology into the Classroom: Case Studies //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">, by Dee LaMont Johnson, Cleborne D. Maddux, & Leping Liu o // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Using Technology in the Classroom //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">, by Gary G. Bitter & Jane M. Legacy o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">One-To-One Computing: Lessons Learned, Pitfalls to Avoid: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Tech & Learning – One-to-One Computing and Classroom Management: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Ed Tech Action Network: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Putting a World-Class Education at the Fingertips of All Children: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Teaching in the One-to-One Classroom – It’s not about laptops, it’s about empowerment! [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Assistive Technology Training Online Project (ATTO): [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Hoagies’ Gifted Education Page – A set of internet links to all types of information for gifted and talented education: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">National Center to Improve Practice in Special Education Through Technology, Media, and Materials – A website with newsgroups, booklists, and information regarding the use of assistive and instructional technology with special needs students: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Video: Technology in Special Education: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Article on Technology-Based Instruction: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Special Education Services – Infinite Potential Through Technology: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Special Education and RTI Solution – Pearson’s technology-based instruction is a natural fit for special education and response to intervention: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Assistive Technology – A Special Education Guide to Assistive Technology: [] o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">How do special education students benefit from technology? 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 * __<span style="font-family: 'Times New Roman','serif'; font-size: 20pt;">Curriculum Report __ **