Lecture Notes For Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition

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Instructor’s Resource Manual with Test Bankto accompanyStrategies for Teaching Students withLearning and Behavior ProblemsTenth EditionSharon R. VaughnUniversity of Texas at AustinCandace S. BosLate of University of Texas–AustinPrepared by:Heather Garrison, Ph.D.East Stroudsburg University of PennsylvaniaCLASS NOTES

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ivTable of ContentsChapter ResourcesChapter 1Monitoring and Teaching for Understanding ------------------------------------1Chapter 2Approaches to Learning and Teaching--------------------------------------------5Chapter 3Response to Intervention and Multi-Tiered System of Supports --------------8Chapter 4Managing Behavior and Promoting Social-Emotional Learning ------------ 11Chapter 5Coteaching, Collaborating, and Differentiating Instruction: Workingwith Professionals and Families ------------------------------------------------- 14Chapter 6Assessing and Teaching Oral Language ---------------------------------------- 18Chapter 7Assessing and Teaching Reading: Phonological Awareness, Phonics,and Word Recognition ------------------------------------------------------------ 21Chapter 8Assessing and Teaching Reading: Fluency and Comprehension ------------ 25Chapter 9Assessing and Teaching Writing and Spelling--------------------------------- 29Chapter 10 Assessing and Teaching Content-Area Learning and Vocabulary ---------- 33Chapter 11 Assessing and Teaching Mathematics ------------------------------------------ 37

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vResources Included for Each Chapter:OverviewLearning OutcomesFocus QuestionsKey Topics for MasteryLearning ActivitiesThink and ApplySuggested ReadingsTest Bank (Multiple Choice, Short Answer) and Answer Key

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1Chapter 1Monitoring and Teaching for UnderstandingOVERVIEWChapter 1 describes the characteristics of students with learning problems, characteristics ofstudents with behavior problems, and factors to consider when determining the severity of anindividual student’s disability. The text summarizes how special education differs from generaleducation, as well as a range of alternative learning environments, proceeding from least to mostrestrictive. The chapter discusses methods of identifying students with learning and/or behaviorproblems, and addresses issues associated with the IQ-achievement discrepancy approach.Chapter one provides an overview of Response to Intervention (RTI) models includingdescriptions of the learner, teacher, and instructional cycle. Strategies for monitoring andevaluating student progress are also included. Additionally, the chapter provides a summary ofsteps for developing an Individualized Education Program (IEP) and methods of assessing andmonitoring progress. The text introduces differentiated instruction and presents informationabout designing effective instruction as well as several techniques for differentiating to meetstudents’ diverse needs in inclusive settings.LEARNING OUTCOMES1.Recognize characteristics of students with learning disabilities and how thesecharacteristics influence learning.2.Recognize characteristics of students with behavior disorders and how thesecharacteristics influence learning.3.Identify the multiple ways in which individuals with learning disabilities are identified.4.Be able to contribute to an individualized education program (IEP) on a target studentwith disabilities.5.Summarize the critical components related to effectively teaching students with learningand behavior problems.FOCUS QUESTIONS1.What are characteristics of students with learning and behavior disabilities?2.What are characteristics of students with behavior disorders?3.What current methods are preferred for identifying students with learning disabilities, andwhat issues relate to appropriate identification?4.What is an individualized education program (IEP), and what is the process fordeveloping and updating an IEP?5.What are the critical components related to teaching students with learning and behaviorproblems?

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2KEY TOPICS FOR MASTERY•Characteristics of students with learning problems•Characteristics of students with behavior problems•How to determine the severity of a student’s learning or behavior problem•The defining features of special education•Inclusion of students with learning and behavior problems in general education•How students with learning disabilities are identified•The process for developing an Individualized Educational Program (IEP)•How to write effective IEP goals•The involvement of the family and the student in IEP meetings•Key elements of the transition planning process•Teaching-learning process as a model of the teaching-learning context and theinstructional cycle•Instructional cycle and features of effective instruction•Methods of assessing student learning and monitoring student progress•Differentiating instruction with flexible groups, instructional adaptations, and scaffoldingLEARNING ACTIVITIES1.Observe a student with learning and/or behavior problems for about 30 minutes. Onceevery minute, note briefly in writing what the student is doing (e.g., “yawning, lookingout the window,” or “turned around in his seat,” or “talking with the student behind her”).This is called interval sampling (discussed in chapter 4). What characteristics of studentswith learning and behavior problems do you notice? Compare your list with the behaviorsdescribed at the beginning of chapter 1.2.Students with severe learning and behavior problems may receive a range of supportservices, including reading or math support, counseling, individualized instruction with ateaching assistant, and special education. Find out the educational supports and servicesavailable for these students at a school in your district. What is the role ofparaprofessionals who work with these students?3.Visit a local school and see how their Response to Intervention (RTI) procedure isorganized. Conduct an interview with the special education teacher or other professionalinvolved in directing the RTI program. Learn about the types of interventions that areprovided for students at each tier.4.Gather information about the procedure for conducting Individualized EducationProgram (IEP) meetings at a school. Who usually attends IEP meetings? If parents cannotattend an IEP meeting at school, what is the procedure for obtaining their participation inthe development of their child’s IEP? Are students encouraged to attend their own IEPmeeting? Are the students given assistance in preparing for meetings? Inquire about IEPmeetings and, if possible, attend one as an observer.

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35.Reflect on your teaching. What components of effective instruction do you currentlyincorporate in your instruction? If you could change any aspect of your approach tosetting instructional goals, planning and delivering instruction, evaluating youreffectiveness, or modifying instruction, what would it be? Discuss your views on theseissues with another teacher.THINK AND APPLY1.What are some of the characteristics of students with learning and behavior problems?2.What factors should be considered when the teacher is assessing the severity of a learningor behavior problem?3.What are the most common ways in which individuals with learning disabilities areidentified? Explain the issues associated with the IQ-achievement discrepancy approach.4.What is an individualized education program (IEP), and how is it developed?5.What types of goals are included in a student’s IEP? Why?6.What is the transition process for individuals with disabilities, and why is it important?7.IN teaching students with learning and behavior problems, what does the learner bring tothe learning setting, and what does the teacher bring to the learning setting?8.Explain how teachers use the instructional cycle in a flexible way to meet the needs ofstudents with learning and behavior problems.9.What tools can be used to monitor student progress?10.What does it mean todifferentiateinstruction?11.How do flexible groups and scaffolding help teachers differentiate instruction to meetdiverse student needs?12.Using the list of questions for evaluating the instructional process (1-5 Apply theConcept), apply the questions to your classroom teaching or to the teaching of a teacheryou observe. Explain why this type of evaluation is important to the teaching-learningprocess.SUGGESTED READINGSFuchs, L. S., & Vaughn, S. (2012). Responsiveness-to-intervention: A decade later.Journal ofLearning Disabilities, 45(3), 195-203.Huang, L. V., Achilles, N., & D’Amato, R. C. (2010). Identifying students with learningdisabilities: Composite profile analysis using the cognitive assessment system.Journal ofPsychoeducational Assessment, 28(1), 19-30.Machek, G. R., & Nelson, J. M. (2010). School psychologists’ perceptions regarding the practiceof identifying reading disabilities: Cognitive assessment and response to interventionconsiderations.Psychology in the Schools, 47(3), 230-245.

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4McKenzie, R. G. (2010). The insufficiency of response to intervention in identifying giftedstudents with learning disabilities.Learning Disabilities Research & Practice, 25(3),161-168.O’Donnell, P. S., & Miller, D. N. (2011). Identifying students with specific learning disabilities:School psychologists’ acceptability of the discrepancy model versus response tointervention.Journal of Disability Policy Studies, 22(2), 83-94.Stuebing, K. K., Fletcher, J. M., Branum-Martin, L., & Francis, D. J. (2012). Evaluation of thetechnical adequacy of three methods for identifying specific learning disabilities based oncognitive discrepancies.School Psychology Review, 41(1), 3-22.

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5Chapter 2Approaches to Learning and TeachingOVERVIEWChapter 2 presents approaches to instruction that enhance the teaching-learning process. Basicprinciples are presented to work with three teaching-learning models: applied behavior analysis(ABA), cognitive strategy instruction (CSI), and social learning and executive functioning(metacognition). Implications of the application of these models are presented to help teachersgrasp their value in the teaching and learning process. The chapter provides numerous examplesthat illustrate the application of these theories to the teaching of students with learning andbehavior problems. Later chapters reference these theories to assist practitioners in makingconnections between theory and practice.LEARNING OUTCOMES1.Explain applied behavioral analysis and how teachers can use it in classrooms to increasedesirable behaviors and decrease undesirable behaviors.2.Provide an overview of how teachers can use cognitive strategy instruction (CSI) to teachacademic, cognitive, or social skills.3.Describe social learning practices and executive functioning; then list several practicesthat might influence both executive processing and academic outcomes.FOCUS QUESTIONS1.How can teachers use applied behavior analysis (ABA) to help students unlearnundesirable behaviors and learn new and appropriate behaviors?2.How is cognitive strategy instruction used to engage students actively in the learningprocess?3.What strategies or skills are taught in CSI to help students develop in academic,cognitive, and social areas?4.How can teachers use the features of social learning to make instruction more effectiveparticularly for students with learning and behavior problems?KEY TOPICS FOR MASTERY•Principles of applied behavior analysis including manipulation of the antecedents andconsequences of behaviors to change behavior and improve learning•Strategies for increasing and decreasing behaviors and their implications for teaching•Stages of learning such as entry, acquisition, proficiency, maintenance, generalization,and application•Principles of cognitive strategy instruction (CSI) including strategy steps, modeling, self-regulation, verbalization, and reflective thinking

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6•Application of CSI guidelines and their effect on students with learning and behaviorproblems•Principles of social learning and interactive dialogue•Application of dialogue, scaffolding, and self-talk and the use of metacognitive strategiessuch as self-regulationLEARNING ACTIVITIES1.Using a case study of a student with learning and/or behavior problems (approved byyour professor), determine the next step in developing a plan to work with the student.2.Choose one theory or approach presented in chapter 2 of your textbook. Select a topicand develop a demonstration lesson that shows how to incorporate the use of thetheoretical approach in a classroom setting.3.Develop a plan to use cognitive strategy instruction (CSI) to teach a learning strategy to agroup of students with learning disabilities. Include activities for each of the stages oflearning and tell how you would assess the students’ degree of proficiency at each level.4.Consider the importance of scaffolding instruction for students with learning problems.Select a skill you might teach a group of students who struggle with reading. Forexample, you might teach students how to use the context as they read to help themunderstand an unfamiliar word. Write the dialogue that might unfold as you scaffoldinstruction for these students.THINK AND APPLY1.What procedures can be used to increase desirable behavior? To decrease undesirablebehavior?2.What are the stages of learning, and how can they be applied to teaching a student a newtarget behavior?3.What are the common characteristics of cognitive strategy instruction (CSI)?4.Using the common features associated with CSI, design a strategy that one could use tosolve subtraction problems with regrouping.5.Imagine a classroom in which social learning practices are employed. How do thesepractices improve learning for students who struggle?6.What are the four specific processes in the information-processing system? How mightstudents with learning and behavior problems struggle with each of these processes?

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7SUGGESTED READINGSGresham, F. M., Robichaux, N., York, H., & O’Leary, K. (2012). Issues related to identifyingand implementing evidence-based social skills interventions for students withhigh-incidence disabilities.Advances in Learning & Behavioral Disabilities, 25, 23-45.James, N. (2013). A step-by-step ABA curriculum for young learners with autism spectrumdisorders… applied behavior analysis.Learning Disability Practice, 16(7), 10.Jang, J., Dixon, D. R., & Tarbox, J. (2012). Randomized trial of an elearning program fortraining family members of children with autism in the principles and procedures ofapplied behavior analysis.Research in Autism Spectrum Disorders, 6(2), 852-856.Loiacono, V., & Palumbo, A. (2011). Principals who understand applied behavior analysisperceive they are better able to support educators who teach students with autism.International Journal of Special Education, 26(3), 212-222.O’Mea, M. L. (2013). Implementing applied behavior analysis for effective orientation andmobility instruction of students with multiple disabilities.Journal of Visual Impairments& Blindness, 107(1), 65-70.

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8Chapter 3Response to Intervention and Multi-Tiered System of SupportsOVERVIEWChapter 3 describes the progression of the Response to Intervention (RTI) model and multi-tiered system of supports (MTSS). It discusses the impact of the reauthorization of IDEA (IDEIA2004) with its recommendation that RTI models be used as a means of preventing learning andbehavior difficulties. Chapter 3 explains RTI and MTSS as a combined general and specialeducation initiative with critical components such as universal screening, progress monitoring,data-based decision making, and tiers of intervention that are implemented systematically.This chapter also highlights the role of teachers in RTI and MTSS models, describing theimportance of research-based classroom instruction and collaboration among teachers and otherprofessionals. Some children may not respond well to interventions, and the text offersexplanations. Additional concerns addressed in chapter 3 include RTI for students who areculturally and linguistically diverse and the importance of family involvement.LEARNING OUTCOMES1.Describe the Response to Intervention (RTI) model and multi-tiered system of supports(MTSS).2.Describe universal screening and how it fits into RTI and MTSS.3.List the components and implementation practices associated with the RTI and MTSSapproaches.4.Identify the roles and responsibilities of a teacher in an RTI or MTSS system.FOCUS QUESTIONS1.How did we come to use the Response to Intervention (RTI) model?2.How does RTI help educators identify students who have learning or behavior problems?3.How does universal screening fit into RTI?4.What are the components and implementation practices in an RTI model?5.What is the role of the teacher in an RTI model?KEY TOPICS FOR MASTERY•How Response to Intervention (RTI) is used to identify students with learning disabilities•How RTI fits into the Individuals with Disabilities Act (2004)•Three tiers of intervention•Difference between standard treatment protocol and problem solving model•Purpose of decision-making teams in an RTI model•Recognizing the nonresponder•Using RTI approaches for students who are culturally and linguistically diverse

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9•The role of the family in the RTI process•Universal screening in the RTI model•Progress monitoring to assess students’ response to intervention•The role of the teacher in the RTI modelLEARNING ACTIVITIES1.Visit several different grade levels to see how educators are implementing the response tointervention approach (RTI). Describe how they are identifying students with disabilitiesand how they deliver interventions.2.Find out which educational supports and services are available for students with learningand behavior problems in a school district. Ask about the typical service schedule forstudents receiving interventions. Talk with one or more general education teachers abouttheir approach to working with students who have learning disabilities or behaviorproblems.3.Visit a local school and see how the Response to Intervention (RTI) procedure isorganized. Conduct interviews with the site administrator and a service provider (e.g.,teacher) to find out the types of interventions used and progress monitoring procedures.Find out their plan of action for nonresponders.4.Explain why you think IDEIA (2004) promoted RTI as a means for preventing learningdifficulties and furthering accurate identification of students with learning disabilities.How does RTI differ from previous identification procedures?5.Set up an interview with a classroom teacher who uses RTI. Prior to the interview, draftquestions about the following topics: a) the teacher’s use of evidence-based instruction;b) the teacher’s role in universal screening; c) the teacher’s approach to progressmonitoring. Ask your questions during the interview and summarize the teacher’sanswers.6.Observe a classroom that utilizes an RTI model and note the roles of both the specialeducation and general education teacher. In what manner do they work together and/orindependently to achieve student success?THINK AND APPLY1.How are RTI models different from previous prereferral and special education models?2.What are the benefits of universal screening? If you have experience with universalscreening, describe how it helps you identify students who are at risk. If you don’t haveexperience, talk to a teacher with experience and ask how universal screening helpsteachers identify students who are at risk.3.Why is progress monitoring essential? Discuss this question with a practicing teacher.

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