Having a plan when heading into a new school year in the elementary special education classroom is essential to setting your year up for success. It reduces anxiety, establishes routines, and provides guidance for paraprofessionals.
Let's face it... in August the days are LONG! Especially without related services pulling students yet. And your students have a lot to learn about being at school… especially your Kindergarten students and students transitioning to a new building or classroom.
Don't worry! I have gathered some great ideas and resources to save you time and get you started off on the right foot this August! Click on an image or caption to find the resource in my TPT store!
Classroom Expectations:
Establish classroom rules and illustrate expectations using social stories, role-playing, and picture books. No, David! and David Goes to School by David Shannon are two of my favorite books for introducing the idea of rules and why they are important. Plus they are a ton of fun to read with students!
Too often in the special education transitions can be overwhelming for staff and students with so many bodies moving at once so if you can increase independence using a location-based schedule this is win-win for everyone! Plus it has the added bonus of reducing overstimulating auditory clutter for auditorily sensitive students.
Establish routines that you will use during group times all year long such as read-alouds, art, cooking or snack, shared writing, and calendar/morning meeting.
Introduce key vocabulary words related to school routines and subjects. These will be words that your students need to know all year long. I have also introduced staff and student names during group games and activities.
Introduce centers time with fun, hands-on activities to keep students engaged such as crafts, sensory activities, games, preferred activities such as playdoh or potato head, or snack time.
Set the tone for the year with a positive and inclusive mission statement. Each year my students created a joint mission statement that we all signed and hung in the classroom for easy reference throughout the school year. We also did personal mission statements as an introduction to goal setting at the start of my 1:1 IEP time with students.
Comprehensive Literacy Instruction is essential in today's classrooms, including self-contained classrooms and cross-categorical resource rooms. In many cases, reading and writing instruction has fallen by the wayside for our most complex learners however the push toward implementing the Science of Reading in all classrooms emphasizes the need for a shift.
Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write by Karen Erickson Ph.D and David Koppenhaver Ph.D. provides Science of Reading research specific to our students with significant disabilities and provides some practical guidance and has been vital to teaching me (and many other teachers) the essential skills needed to incorporate the Science of Reading in our special education classrooms!
**This post contains affiliate links and I will be compensated if you make a purchase after clicking on my links. I only recommend products that I use and love!**
Shared Writing is one component of Comprehensive Literacy Instruction and a highly effective strategy for engaging students with complex needs in shared writing instruction is Predictable Chart Writing (PCW). PCW provides predictability, offers seamless integration of communication, and can be utilized as an activity for the entire classroom, small groups, or even individual sessions.
Each step in the Predictable Chart Writing Routine takes place during a new session. Typically, this is done during daily writing instruction over the course of a school week.
Step 1: Write the Chart (Monday)
Choose a sentence stem. Possible topics could include the current classroom theme, responding to a recent reading passage, or incorporating the use of core words.
The students provide a personalized response to the sentence stem.
Provide response options using picture-supported icons or AAC devices for students who struggle with word retrieval or expressive communication.
Then, the teacher scribes the response on the chart while saying each part aloud. A pocket chart can be a great alternative!
Finally, the group will choral read each sentence when done.
For non-speaking students, utilize AAC such as a big mack switch, communication board, or communication device to facilitate participation. See the example video below:
Step 2: Reread the Chart (Tuesday)
First, the group will reread the entire chart chorally as the teacher points to each word.
Then, provide opportunities for individual students to find words such as a targeted core word or content vocabulary.
Next, focus on a specific element (letter, word, convention) when done.
Finally, reread a final time.
Step 3: Work with Sentence Strips (Wednesday)
First, the group will reread the entire chart chorally as the teacher points to each word.
Next, pass out each student’s contribution to them on sentence strips.
You can either prepare these sentence strips ahead of time or use this activity as an opportunity to model.
Then, demonstrate how to cut the sentence apart into words (after each cut, reread) and reorder.
Eventually, start reordering incorrectly to help students see if the sentence makes sense.
Allow students to make mistakes! These are opportunities to recheck work/check for what makes sense.
After developing an understanding, students will cut apart their own sentences.
Step 4: Be the Sentence (Thursday)
First, the group will reread the entire chart chorally as the teacher points to each word.
Then, choose a sentence and give each student a word from the sentence.
Next, have them physically arrange themselves to reorder the sentence
Repeat for 3-4 sentences.
Finally, end with a final choral reading of sentences
Step 5: Make and Publish the Book (Friday)
First, the group will reread the entire chart chorally as the teacher points to each word.
Then, pass out individual sentences typed/written for book.
You can either prepare these sentence strips ahead of time or use this activity as an opportunity to model.
Next, they will glue their ordered sentence onto their paper.
Then, students will add illustrations
They can use their own drawings or find pictures on Google images.
Finally, students will share their book page before adding it to the finished class book for the classroom library.
You can also publish the class book to Tarheel Reader or Bookcreator.com for independent reading with technology or at home.
To see Predictable Chart Writing in action with a group of learners at a variety of instructional levels, check out this video:
For more information on Comprehensive Literacy Instruction for All and how I have used it to incorporate the Science of Reading into the special education classroom check out my previous post:
In my classroom and in my role as an autism & low-incidence disability coach, few days go by when I am not trying to decipher student behavior. After working with hundreds of students and thousands of educational professionals, I have developed a 5-step system for behavioral intervention that has worked really well. In today's post, I will walk you through each step to help you with solving problem behaviors that may be impacting student success in your classroom.
Step 1: Determine the Function of the Behavior
It is essential to know what motivates a
student’s behavior in order to implement function-based interventions to
address the same function. If the intervention doesn’t meet the same need as
the function, then it will not be effective.
There are 4 main functions of behavior.
Sensory: Sensory-motivated behavior does not depend on others and may occur when the student is alone and without any demands being placed on them. Some examples could be humming, chair tipping, or hand flapping. Sensory-motivated behaviors are sometimes referred to as "automatically-motivated" behaviors because the reinforcement is automatic and doesn't rely on others.
Escape: Escape-motivated behavior results in avoiding or postponing aversive or unpreferred activities. A student may elope to escape a sensory overwhelming environment or they may start throwing lesson materials in an attempt to get staff to terminate task demands.
Attention: Attention-motivated behavior results in immediate attention from others such as a peer laughing when a student makes funny noises or a paraprofessional giving a big emotional reaction when pushed.
Tangible: Tangibly-motivated behaviors result in access to preferred items or activities. For example, a student may climb shelving to gain access to a favorite musical toy or they may steal food from a classmate who still has some of their snack left. Tangibly-motivated behavior is sometimes referred to as "access-motivated" behavior because it allows the student access to what they want.
When determining the behavioral function, if 3 or more functions are within 1-3 points of each other or all of the
scores are relatively high, then the function of the behavior is determined to
be communication because the student is using the behavior to communicate a
variety of functions or needs.
These scores can be determined using a behavioral assessment. I have several favorites that are all FREE! After reading about each option below, click on the links to be directed to options for each tool.
Motivation Assessment Scale (MAS): this is a quick 16-question survey that is user-friendly and focuses on a single behavior. It is my "go-to" because it is so easy to use and can be done quickly during a team meeting or I can give it to various members of the team and average the scores to get multiple perspectives on the same behavior.
Functional Assessment Screening Tool (FAST): this is another quick option that tends to be a favorite amongst BCBAs. It is also relatively user-friendly and focuses on a single behavior.
Functional Behavior Assessment (FBA): this is the most comprehensive option when done well. I emphasize done well because too often I see FBAs completed just to fulfill a paperwork requirement, completed by an outside agency that truly doesn't know the student, or completed and never visited again. What a waste! A good FBA requires a team effort and lots of mindful data collection and analysis. For this reason it can be pretty time-consuming which can make it more challenging to get done.
Once the assessment is completed, the function with the highest total score (relative ranking of 1) is the
primary function of the behavior. If there is a tie or if there is another
function within 1-3 points of the primary function, then this is considered the
secondary function.
Step 2: Choose a function-based behavioral intervention
Once the function has been determined, select an
intervention that will meet the same motivation. Interventions may change the
way staff responds to the behavior and/or may teach the individual more
appropriate ways of getting their needs met. Function-based interventions
should be implemented with fidelity across all staff members and environments. Plan
to implement this intervention for a minimum of 4 weeks.
What do you want the
student to do instead of engaging in the problem behavior that will meet the
same function? It is important to determine a replacement behavior that says
what the student will do NOT doing something or refraining from the problem
behavior is not a replacement behavior. The replacement behavior needs to be
functionally-equivalent to the problem behavior in order for it to be
effective.
Once you choose a replacement behavior, there are 5 steps you can follow to effectively teach the behavior. This framework can be used when developing a student's Behavior Intervention Plan (BIP).
1. Direct Instruction: The replacement behavior needs to be explicitly taught to the student so that they understand the expectation and begin to see the benefit or how the behavior may be equally or more effective in meeting the desired function.
2. Practice: In a structured setting, set up opportunities for the student to practice the skill. Then, as appropriate, proactively schedule opportunities for the student to practice the skill in the context of their typical daily routine to promote generalization.
3. Priming: Prime the student to remind them of the replacement behavior especially before times or events that have been previously challenging. Determine consistent verbal and/or visual cues that can be used across all team members.
4. Prompting: In the moment when the student is engaging in problem behaviors and/or needs a reminder, prompt the student to use the replacement behavior. Determine consistent verbal and/or visual cues that can be used across all team members.
5. Reinforce: The replacement behavior itself should be highly reinforcing because it should meet the same function of the problem behavior. It is critical for all team members to immediately acknowledge and honor the use of the replacement behavior so that the student knows it is equally or more effective than the behavior. Additional praise or reinforcement for using the replacement behavior can also be beneficial.
Step 4: Collect Behavior Data
It is important to monitor the student’s behavior
to determine the effectiveness of the function-based intervention so that you
can make data-driven decisions about continuing or adjusting the intervention. My Function-Based Behavior Intervention Cheat Sheets and Implementation Plan includes 4 different data collection sheet options to ensure all team members are using the same data collection method for increased fidelity.
1. Antecedent-Behavior-Consequence (A-B-C) Checklist: Records
antecedent/events (A) that immediately precede the target behavior (B), and the
consequences/ events (C) that happen immediately following the behavior. I love this checklist version because it is MUCH more time-effective than anecdotal notes.
2. Scatterplot: Records
when a behavior occurs at ant time within an interval of time (typically 10-15
minutes)
3. Frequency Data: Records
the number of occurrences of the target behavior
4. Duration Data: Records
the amount of time in which a behavior occurs
Take data for a minimum of 4 weeks once the function-based intervention
is introduced to have enough data to analyze for effectiveness.
Step 5: Analyze Behavior Data
Review the collected data to determine the level of progress based on
the data patterns. Below are some general guidelines:
Mastery
The target behavior(s) have been extinguished
The target behavior(s) have been greatly reduced to a level that is no longer significant
Adequate Progress
The target behavior data is steadily decreasing
The replacement behavior data is steadily increasing
Slow Progress
The target behavior data is decreasing but the rate is slow
The target behavior data has plateaued
The replacement behavior data is increasing slowly
Inconsistent Progress
The target behavior data is not consistently decreasing
The replacement behavior data is not consistently increasing
No Progress
The data trend has remained consistent with initial tracking for either the target behavior (remains high) or the replacement behavior (remains low)
The target behavior data is increasing
Make data-driven decisions about the effectiveness of the function-based intervention using the available data.
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