ytp sd ebps oavsnp 2016 participant ppt mazzotti... · § constant time delay to teach food...

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Evidence-based StrategiestoSupportSelf-DeterminationSkill Development

ValerieL.Mazzotti,PhDNationalTechnicalAssistanceCenteronTransition

2016YouthTransitionProgramStatewideConference

HoodRiver,ORFebruary18,2016

Objectives• Gainknowledgeofsecondarytransitionevidence-basedpractices

• GainknowledgeofhowtoimplementtwosecondarytransitionEBPs(i.e.,Go4itNowStrategy,SDLMI,ME!)withfidelity

• GainresourcestosupportimplementationofthreesecondarytransitionEBPs(i.e.,Go4itNowStrategy,SDLMI,ME!)

Transitioninthe21stCentury

• Ensureallyouthgraduatehighschoolpreparedforcollegeandcareers• Activelyinvolveofgeneralandspecialeducation(Morningstaretal.,2012)• Preparelifelonglearners(NASSP,2004)

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OverarchingQuestion

Whatcanparents,teachers,transitionspecialists,andschoolsdotoincrease

thelikelihoodofyouthachievingpositivepost-schooloutcomes?

Positive Post-School Outcomes

In-School Predictors of Post-School Success

Evidence-Based Practices

StartwiththeBestAvailable Evidence

School, District, & State

Level

Student Level

PredictorsofPost-SchoolSuccess

• A predictor isdefinedasanin-schoolexperience,typicallyaprogram(e.g.,awork-basedlearningexperience)correlatedwithimprovedpost-schooloutcomes.

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WhatisaPredictor?

• Somethingusedtoforecastortellaboutsomethinginadvanceofitsoccurrencebymeansofspecialknowledgeorinference

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• ProgramofStudy• Self-Determination/Self-Advocacy• YouthAutonomy/Decision-Making• Goal-Setting

• SocialSkills

• StudentSupport

• TransitionProgram• VocationalEducation• WorkStudy• Self-Care/IndependentLivingSkills• TravelSkills

ResearchtoIdentifyPredictorsinSecondary Transition

(Mazzottietal. ,2015;Testetal. ,2009)

ResearchtoIdentifyPredictorsinSecondary Transition

• CareerAwareness• CommunityExperiences• ExitExamRequirements/HighSchoolDiplomaStatus• InclusioninGeneralEducation

• InteragencyCollaboration

• OccupationalCourses• PaidEmployment/WorkExperience• ParentInvolvement• ParentExpectations

(Mazzottietal. ,2015;Testetal. ,2009)

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Predictor:Self-Determination/Self-Advocacy

OperationalDefinition:

• abilitytomakechoices,solveproblems,setgoals,evaluateoptions,takeinitiativetoreachone’sgoals,andacceptconsequencesofone'sactions.

Rowe,D.A.,Alverson,C.Y.,Unruh,D.,Fowler,C.H.,Kellems,R.,&Test,D.W.(2015).Operationalizingevidence-basedpredictors ofpost-schoolsuccess :ADelphistudy.CareerDevelopmentandTransitionforExceptionalIndividuals,38,113-126.doi:10.1177/2165143414526429

Self-Determination/Self-Advocacy:ProgramCharacteristics

• UtilizeastudentdrivenIEPprocesstoallowstudentstodemonstrateself-awareness,goalsetting,problemsolving,andself-advocacy

• Collaboratewithgeneraleducationteacherstoembedchoices intothegeneralcurriculumanddailylessonsandprovideopportunitiesforstudentstopracticeself-determinationskills

• Ensureallstudents,includingthosewithsignificantdisabilities,haveafunctionalcommunicationsystemtoengageinchoicemaking,problem-solving,goalsetting,takinginitiativetoreachgoals,andacceptingconsequences forone’sactions

AnEvidence-BasedPractice(EBP)is...

• Ateachingmethod(i.e.,strategy,curriculum)usedtoteachaspecificskillthathasbeenshowntobeeffectivebasedonhigh-qualityresearch

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PurposefulPlanning

EffectiveIntervention

EffectiveImplementation

PositiveOutcomes

forStudents

FormulatoSupportSuccessfulOutcomes

AdaptedfromFixen &Blasé(2009)

SecondaryTransitionEvidence-Based Practices

ToImproveAcademicandFunctionalOutcomes:• PeerAssistance• Technology-Based• Self-Management• VisualDisplay• Mnemonics• ResponsePrompting• TimeDelay• Self-DeterminationSkills

SecondaryTransitionEBPsLevelofEvidence

RelevantOutcomeArea

Practice

Evidence-basedPractices

E

EducationStudent-focusedPlanningPractices§ PublishedcurriculatoteachstudentinvolvementintheIEPo StudentDevelopment(Academic,Employment,andLife

Skills)Practices§ Self-DeterminedLearningModelofInstruction(SDLMI)to

teachgoalattainmentEmployment o StudentDevelopmentPractices

§ Self-DeterminedLearningModelofInstruction(SDLMI)toteachgoalattainment

IndependentLiving

o Student-DevelopmentPractices§ Constanttimedelaytoteachfoodpreparationand

cookingskills§ Responsepromptingtoteachfoodpreparationand

cookingskills§ Responsepromptingtoteachhomemaintenanceskills§ Self-DeterminedLearningModelofInstruction(SDLMI)to

teachgoalattainment§ Simulationstoteachpurchasingskills

E

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LevelofEvidence

RelevantOutcomeArea

Practice

Research-basedPractices

R

Educationo Studen tDevelo pmen t (Academic, Emp lo ymen t, an d Li feSki l l s)P racti ces

§ Cover, copy,comparetoeachmathskills§ Graduatedsequenceof instruction to teachmath

skills§ Mnemonics to teachacademicskills (math, science)§ Peer-assisted instruction to teachacademicskills

(readingcomprehension, math,social studies)§ Schemabased instruction to teachmathskills§ Self-managementinstruction to teachacademic

skills (math)§ Strategyinstruction to teachreading

comprehension, mathskills§ Strategyinstructionandself-monitoring toteach

readingcomprehension§ Technology toteachacademicskills (reading

comprehension, social studies)

R

SecondaryTransitionEBPs

PPromisingPractices

Education § SchoolCompletionPractices§ CareerAcademies forschoolcompletion§ JobCorps forschoolcompletion§ JOBSTART for schoolcompletion§ SocialandBehavior InterventionPrograms fordropout

prevention§ StudentDevelopment(Academic,Employment,andLife

Skills)Practices§ Anchored instruction toteachmathskills§ Mnemonics to teachreadingcomprehension§ Roleplayto teachscience§ Simultaneous prompting toteachmathskills§ Structuredinquiry basedactivities toteachscience§ Technology toteachmathskills§ Timedelayprocedures toteachscience§ Visual displays to teachmathskills

P

SecondaryTransitionEBPsLevelofEvidence

RelevantOutcomeArea

Practice

ApproachesforPromotingSDinStudents

1.Student-drivenIEPandtransitionplanning.

� MakingsurethestudentattendsandisPREPAREDforparticipatingintheirIEPmeetings

� Importantstepintransferringdecision-makingpowertostudents

� TeachingstudentsabouttheIEP&

itsuseinguidingtheirfuture

� RememberthatALLstudentsarecapableofparticipating

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2.Directlyteachingskillsorenhancingknowledge

3.Embeddinginstructionintothegeneralcurriculum

� Forexample,includinggoalsforwriting(goal-setting)intowritingclass

4.Person-centeredPlanning

ApproachesforPromotingSDinStudents

Self-DeterminationContinuum

Self-Express ion(Generalization Level)

12th Grade

Self-Express ion(Proficient

Level)

11th Grade

Self-Express ion(Practicing

Level)

10th Grade

Self-Awareness

Self-Acceptance

ReachingGoals

9th Grade

Self-Express ion

(NoviceLevel)

8th Grade

ReachingGoals

7th Grade

Self-Awareness

Self-Acceptance

6th Grade

High Schoo l

P ersonal , Academic, P o stsecondary Edu cation ,P o stsecondaryEmp lo ymen t, and P o stsecondary In dependen tLivin g

M idd leSchoo l

P ersonal and Academic

Self-DeterminationOutcomes

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Self-DeterminationOutcomes

ModelingEBPs: StrategiesforToday

• Self-DeterminedLearningModelofInstruction(SDLMI)

• Go4IT…Now!•ME!Unit1,Lesson1

•ME!Unit5,Lesson1

• Aninstructionalmodelthatteachesstudentstoengageinself-regulatedandself-directedlearning(Wehmeyer etal.,2000)

• Specificstrategyforteachingself-determinationskills(e.g.,goal-setting,decision-making,problem-solving)

Self-DeterminedLearningModelofInstruction(SDLMI)

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• Alllevelsofdisability

• AgesK-12

• Freeandadaptable

• Providesteacherswithonemethodforteachinggoal-settingskillstostudents

• Typicallytaughtusingteacher-directedinstruction

• Usedtoteachstudentswitharangeofdisabilitiesacrossallgradelevels(Agran,Blanchard,&Wehmeyer,2000)

Self-DeterminedLearningModelofInstruction(SDLMI)

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• Self-determination skillstaught:• Goal-setting• Problem-solving• Decision-making• Self-regulation/self-management

• Beach Center onDisability• http://www.beachcenter.org/education_and_training/self-determination/default.aspx

Self-DeterminedLearningModelofInstruction (SDLMI)

SDLMI&CCSS

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Part 2:Make a PLAN

Part 3:Adjust Your

GOAL

Part 1:Set a

GOAL

SDLMIThe 3 parts of the Goal Setting Lessons are:

Part 1 –Set a GOAL

Part 2 –Make a PLAN

Part 3 –Adjust your GOAL

Objective:Toteachstudentstosetandattaingoals

Materials:• SDLMIscript• SDLMIworksheet• Slides(optional)• Datacollectionsheet(toassessstudentknowledgeofSDLMI)• Lessonplanmaterials

TeachingProcedures• PartOne:

• Student identifystrengths andneeds,comparetheirbehaviorwithexpected behavioraloutcomes,andsetagoal (lessons1-3)

• PartTwo• Students identifybarriers andsolutionstoachievegoals,

supportstoachievegoals,andfinalizetheplan (lessons4-6)

• PartThree• instructionincludesteachingstudentstoadjustgoals

basedonprogressmonitoring(lessons7-8)

Mazzotti,V.L.,Wood,C.L.,Test,D.W.,&Fowler,C.(2012).EffectsofComputer-AssistedInstructiononStudents ’KnowledgeoftheSelf-DeterminedLearningModelofInstructionandDis ruptiveBehavior.JournalofSpecialEducation,45,216-226.

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1. IdentifytheobjectiveforPart1bytellingstudentsthattheywillworktoanswerthequestion,“Whatismygoal?”

2. Teachstudentstoaskthequestion“WhatdoIwanttolearn?”relatedtoinstructionalcontent(e.g.,academic,behavioral).

• Givestudentsanopportunitytoidentifystrengthsandneeds.Thisshouldincludeprovidingstudentsopportunitiestocommunicatepreferencesandinterests.

• Givestudentstheopportunitytoprioritizeneeds.

3. Teachstudentstoaskthemselves,“WhatdoIknowaboutitnow?”

• Givestudentsanopportunitytoidentifycurrentknowledge,andhelpstudentsgaininformationabouthowtoattainknowledgerelatedtoinstructionalcontent.

SDLMI:TeachingProcedures

Rowe,Mazzotti,&Sinclair,2015

4. Teachstudentstoask,“WhatmustchangeformetolearnwhatIdon’tknow?”

• Providestudentswithexamplesofhowtoaccesstheinstructionalcontentthroughmodificationstotheenvironment(e.g.,changeinseatingarrangement,useofadictionary)andallowthemopportunitiestoprioritizeneedsrelatedtotheinstructionalcontent.

5. Providestudentswithanopportunitytosetagoalbyansweringthequestion,“Whatismygoal?”

• Discussioncanincludethewholeclassorpairedstudentstofacilitatediscussionofidentifiedgoalsandcriteriaforachievingthegoal.

TeachingProcedures

Rowe,Mazzotti,&Sinclair,2015

Yourturntoteach(10min)

• Assumeteacherrole• TheteacherwillteachLesson1• Studentwillassumetherole• Afterlesson1iscomplete,roleswillreverse• Teachlesson2Note:Wemayonlymakeitthroughonelesson

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Widgit Symbols (c) Widgit Software 2002-2014 www.widgit.com!!

Modified SDLMI Part 3 Worksheet

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Figure 6. Adapted SDLMI Part 3 self-evaluation form. !

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StudentSelf-Evaluation:TeachingProcedures

Seehandout

Go4IT…NowStrategy

• SpecificStrategyforTeachingSelf-DeterminationSkills• Usedtoteachstudentsparagraphwritingskills,whilesimultaneouslyteachingthemtowritepersonalgoalsandobjectives,whichincludecomponentsofself-determination(i.e.,goal-setting,decision-making,self-evaluation;Konrad&Test,2004;Konrad&Test,2007)

GO4IT…Now!&CCSS

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Objective:Toteachstudentstodevelopgoals

Materials:• Go4IT…Now!flashcards• Go4IT…Now!Worksheet• Go4IT…Now!Evaluationsheet

Go4IT…NowStrategy

Go4IT…Now!TeachingProcedures1. Developandactivatepriorknowledgeofparagraphs

• Activate priorknowledge ofwhatcomprisesagoodparagraph.• Providestudentswithexamplesandnon-examplesofdifferenttypes ofparagraphs (e.g.,expository,narrative, persuasive) todemonstrate what constitutesagoodparagraph withacleartopicsentence andseveral supportingsentences.

2. Developandactivatepriorknowledgeofpresentlevelsofperformance• Activate students’priorknowledge oftheirpresent levelsofperformance.

• Providestudentswithcopiesofpreviousassessments,progressreports, etc.

• allowstudentstocompleteself-evaluationsoftheiracademicorbehavioralperformance.

Go4IT…Now!TeachingProcedures3. Introduce,model,andmemorizethestrategy.• IntroducetheGo4IT…Now!strategy.• TeachstudentstowriteaGoalstatement(topicsentence)and4 Objectives(supportingdetails)andtoIdentifyaTimeline.• The“NOW”portionofthestrategycanbeusedtowriteavarietyofparagraphs:• Nameyourtopic,• Orderthedetails,and• Wrapitupandrestatethetopic.

• Next,modelthestrategywitha“thinkaloud”process,usingyourowngoalsandobjectives.Usingchoralrespondingpairedwithflashcardpractice,assiststudentsinmemorizingtheGo4IT…Now!mnemonic.

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Go4IT…Now!TeachingProcedures4. Guidedpracticetosupportstrategyuse.

• Supportstrategy usethroughguidedpractice usingstudentneedsidentifiedinStep2.

• Providestudentsopportunitiestowriteparagraphs withteacher guidance,includingpositiveandcorrectivefeedback.

• Allowstudentstomakerevisionsbasedonfeedbackpriortomovingtoindependentpractice.

5. Independentpracticetosupportstrategyuse.• ProvidestudentswiththeGo4IT…Now!self-evaluationchecklisttomonitorandevaluatetheir useofthestrategy.

• Allowstudentstopracticethestrategy independentlyusingtheself-evaluation checklist.

• After studentshave completedthe self-evaluationchecklist,review evaluationwithstudentsandallowtheopportunitytomake revisionsbasedonfeedback.

GO4IT…NOW!Writea5-7sentenceparagraphtodescribeyourgoal.

Goal: toworkasacomputertechnicianforGoogleorMicrosoft

Objectives:

1. Findoutwhatclassestotake

2. Workwithguidancetogettheclasses

3. GetB’sorBetterinclasses

4. Reviewjobqualifications

IdentifyaTimeline:Beforegraduatinghighschool

GO4IT…NOW!Write a5-7sentence paragraph todescribe yourgoal.

Name yourTopic

Order yourdetails

Wrap itupandrestatetopic

After highschoolIwillworkasacomputertechforGoogleorMicrosoft.Toaccomplishthisgoal,Iwillfirstfindoutwhatclassestotake inhighschool.ThenIwillworkwithmyguidancecounselortogetintothoseclasses.Next, IwillgetBs orbetterinmyclasses.Finally,IwillreviewthejobqualificationstoseewhatelseIhavetolearn before graduation.ThisishowIwillreachmygoalasacomputertechnician.

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Your turntopracticeusingGo4IT…Now! (10min)

Write agoalforyourself.Itshouldbechallengingandrealistic.What shouldyoubeabletoDO bytheendofthisconference?They shouldbeclearandmeasurableandmatchyourneeds.

Iwill….

ToaccomplishmygoalIwill…• (list three things)

• Wewillshareouthowthisstrategyworked andhowitmightworkwithyourpopulationofstudents.

Me!Lessons forTeachingSelf-Awareness&Self-Advocacy

• Studentswithmildtomoderatedisabilities• Ages14-21• Free• Purpose:• Toteachstudentstounderstandtheirdisabilityandabilities,rightsandresponsibilities,andself-advocacyskills• Studentsdevelopaportfoliotohelpthemtransitionfromhighschooltopostsecondarysettings

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Me!Lessons forTeachingSelf-Awareness&Self-Advocacy

• Includes10unitstoteachcriticaltransitionknowledgeandskills• Let’s takealook….• http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/me-lessons-for-teaching-self-awareness-and-self-advocacy.html

• ResearchandMe!Implementation• The Data

Unit1:GettingStarted

• Purpose:• Familiarizestudentswiththeconceptsofself-awarenessandself-advocacy,• Providestudentsopportunitiestoidentifyanddiscusstheirstrengthsandneeds• Helpstudentsidentifyquestionstheyhaveregardingself-awarenessandself-advocacy

Unit1,Lesson1:UnderstandingSelf-Awareness&Self-Advocacy• Objectives:

• defineself-awareness andself-advocacy• identifyexamplesofself-awareness andself-advocacy• identifypersonalstrengths, weaknesses, likes,anddislikes• useretelling skillstoparticipateinoralpresentation(ExtensionActivity)

• completethe ME! Scale

• Materials:• Worksheet 1-1:UnderstandingSelf-Awareness andSelf-Advocacy

• Student ME! Scale• Parent/guardian YOU! Scale

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TeachingProcedures:U1,L1

1. Readthe studentscenariotothe class.Thisscenarioisincludedonthebackofworksheet1-1,forreference asneeded bystudentsthroughoutUnit1.• TListen:“ IwillreadyouashortstoryaboutahighschoolstudentnamedMike.ListencarefullywhileIreadthestory.Listenforsituationsinthestorythataresimilarordifferentfrom yourexperiences.”

• Treads: Mike’sscenario

2. TasksstudentstothinkaboutMike’ssituation.Specifically,hisclasses,tests,andassignments.• “IsthereanythinginMike’sstorythatyoucanrelatetoyourlife?”

• “What,ifanythingdoyouhaveincommonwithMike?”


1. Readthe studentscenariotothe class.Thisscenarioisincludedonthebackofworksheet1-1,forreference asneeded bystudentsthroughoutUnit1.• TListen:“ IwillreadyouashortstoryaboutahighschoolstudentnamedMike.ListencarefullywhileIreadthestory.Listenforsituationsinthestorythataresimilarordifferentfrom yourexperiences.”

• Treads Mike’sscenario

2. TasksstudentstothinkaboutMike’ssituation.Specifically,hisclasses,tests,andassignments.• “IsthereanythinginMike’sstorythatyoucanrelatetoyourlife?”

• “What,ifanythingdoyouhaveincommonwithMike?”

TeachingProcedures:U1,L13. Write theword“self-awareness” ontheboardinfrontofthe

classroom.

4. Askstudentswhatthey think“self-awareness” meansandprovidethemanopportunitytorespond.

5. Teacher providesdefinitionofself-awareness–• “The word“self”means“me”andtheword“awareness”meanstoknowsomething,tobeinformedofsomething.”

• “Self-awareness” refers toapersonknowingabouthimselforherself.

6. Take aminutetowritethemeaningofself-awarenessonyourworksheet.

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7. Take aminutetothinkofanswerstothefollowingquestions:• “Whataresome thingsyoudowell?• Whataresome thingsyouneedtoimprove?• Whatarethingsyouenjoydoing?Whydoyoulikethesethings?

• Whatarethingsyoudislikedoing?Whydoyoudislikethesethings?

• Whatisimportanttoyou?Why?”

8. Providestudentstimetoanswer thequestionsontheirpaper


9. Writetheword“Self-advocacy”ontheboardinfrontoftheclassroom.

10.Askstudentswhattheythink“Self-advocacy”meansandprovidethemanopportunitytorespond.• T– “Self-advocacyrefers toapersonmakingadeliberateorpurposefulefforttospeakupforhis/herneedsorideas.”

11.Takeaminutetowritethemeaningofself-advocacyonyourworksheet.


12. Teacher read anddiscussthefollowingscenarioaboutLucyandself-advocacy.“The followingstoryaboutLucyisagoodexampleofself-advocacy.ListenwhileIread.TrytoidentifyhowLucyself-advocatesduringthestory.”

“Lucyisahighschoolstudentwhowearscontacts.Eventhoughshewearscontacts,shecannotseesmallthingsfromfaraway.WhenLucyarrivedtoAlgebraclassonMonday,herteacher hadmadeanewseatingchartthatleftLucysittingatthebackoftheroom.Lucystayedafterclasstoexplaintoherteacher thatsheneededtositclosertothefrontbecauseshecouldnotseetheboardevenwhenshewearshercontacts.”

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13. Use thefollowingquestionstoguideaclassdiscussionaboutthescenario.• “WhywasitimportantforLucytospeakupforherself?• DoyouthinkLucydidtherightthing?• Have youeverbeeninasituationthatyouneededsomethingchangedinordertodoyourbest?Ifso,didyouspeakupforyourself?

• Wasitdifficultforyoutospeakupforyourself?Explain.• WhatwouldyouhavedoneinLucy’ssituation?• HowcouldLucy’sactionsinthissituationimpactherfuture?”


14. Guidestudentstothetable onworksheet 1-1.Havestudentsbrainstormideasaboutwhenandwhere they mighthavetoself-advocate.T– “Let’smake alistofplacesorsituationsyoumightneedtoadvocateforyourself.”(Havestudentsanswer aloudwhileyouwrite answersonoverhead, chart paper, ordryerase board.)T- ”Canyouadvocateforyourselfifyoulackself-awareness?Whyorwhynot?”(studentresponse)T- “Chooseanexamplefromthelistofplaces/situationsyouidentified.Tellmesomethingyoumightneedtoknowaboutyourselftoadvocateinthatsituation.”(Havestudentsansweraloudwhileyouwriteanswersonoverhead,chart paper, ordryerase board.)”


15. Give eachstudenta copyoftheME!Scale. Itshouldtypicallytake studentsfivetotenminutestocompletethe scale.T- “IamgivingeachofyouacopyoftheME!Scale.Thisisnotatest,butisanimportanttoolthatyouwillusetolearnaboutyourself.Takeafewminutestoanswerallofthequestionslisted.Again,thisisnotatest,butitisveryimportantthatyouanswerallofthequestionstothebestofyourability.Therearenorightorwronganswers,justanswersthataretrueforyou.”

16. ProvidestudentswithanopportunitytosharetheiranswersoraskquestionsabouttheME! Scale.

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TeachingProcedures:U1,L1LessonClosure

17. Have studentsdefine self-awareness andself-advocacyaloud.T- “Self-awareness” refers toapersonknowingabouthimselforherself.Thingsyoudowell.Thingsyouneedtoimprove.Thingsyouenjoydoing.Thingsyoudislikedoing.”T- “Self-advocacy”refers toapersonmakingadeliberateorpurposefulefforttospeakupforhis/herneedsorideas.

18. Askstudentstoidentifyaloudtimesandplacesthatself-awareness andself-advocacyare necessary. Refer studentstothetable onworksheet 1-1iftheyhavedifficultyprovidingexamples.T- “Over thenextfewweeks wewillbeworkingonactivitiestohelpyouincreaseyourself-awarenessandhelpyoubecomeaneffective self-advocate.”

STUDENTEVALUATION• CompletionofME!Scale• Completedworksheet1-1:UnderstandingSelf-AwarenessandSelf-Advocacy• Verbalparticipationduringclassdiscussion

TeachingProcedures:U1,L1Evaluation

Unit5:ImprovingMyCommunicationSkills

• Purpose:• Toimprovestudentcommunicationskillsbyprovidingthemimportantstrategies,skills,andopportunities forpracticeandevaluation

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Unit5,Lesson1:LearningHowtoCommunicateEffectively

• Objectives:• identifyappropriate situationswhentheyshouldapproachothers topresentinformationabouttheirdisabilityandtheir needs

• distinguishbetweenappropriate andinappropriatenon-verbal communication(bodylanguage)includingpersonalspace,eye contact, posture,etc.

• demonstrate appropriate verbalcommunicationskillsincludingtone,volume,andvocabulary

• Materials:• Worksheet 5-1:PresentationResponseForm• Videoclipstoanalyze• VideoCamera (extensionactivity)

Yourturntoteach(15min)

• Assumeteacherrole• TheteacherwillteachLesson1• Studentwillassumetherole• Afterlesson1iscomplete,roleswillreverse• Teachlesson5Note:wemayonlymakeitthroughonelesson

Think-Pair-Share

• Howdothesestrategiesapplytoyourclassroomorschool?

• Canyouuseanyofthesestrategieswiththestudentsyouteach?

•Willyouneedtomodifyeitherofthesestrategiestosupportimplementationwithyourstudents?

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PurposefulPlanning

EffectiveIntervention

EffectiveImplementation

PositiveOutcomes

forStudents

FormulatoSupportSuccessfulOutcomes

AdaptedfromFixen &Blasé(2009)

ConsiderationsforSelectingEBPs1. Didtheinterventionwork?

2. Doesthepracticehaveevidencetosupportitseffectiveness(i.e.,identifiedasevidence-basedfromreputablesources,resultsofresearchdescribedinmanual,orlinktoresearchsupport)?

3. Doesthepracticerelatetopredictorsofpost-schoolsuccessforstudentswithdisabilities?

4. HasthepracticebeeneffectiveforthepopulationofstudentsIamworkingwith?

5. Canthepracticebeindividualizedandadaptedtofittheuniqueneedsofmystudents?

Data-basedDecisionMaking(Detrich, 2011)

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AFewResources forEBPs

• NationalTechnicalAssistanceCenteronTransition(NTACT)http://www.transitionta.org/• NationalAutismProfessionalDevelopmentCenterhttp://www.autisminternetmodules.org/user_login.php• NationalAutismCenterhttp://www.nationalautismcenter.org/• BestEvidenceEncyclopediahttp://www.bestevidence.org/

Questions?

Contact

Valerie [email protected]

ytp sd ebps oavsnp 2016 participant ppt mazzotti... · § constant time delay to teach food...

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