Application of a Lifestyle Development Process for Persons with Severe Intellectual Disabilities: A Case Study Report

1992 ◽  
Vol 17 (3) ◽  
pp. 179-191 ◽  
Author(s):  
Paul Malette ◽  
Pat Mirenda ◽  
Tracy Kandborg ◽  
Peter Jones ◽  
Tia Bunz ◽  
...  
Keyword(s):  
Behavior Management ◽  
Development Process ◽  
Planning Process ◽  
Challenging Behaviors ◽  
Program Planning ◽  
Severe Disabilities ◽  
Future Research ◽  
Training Problem ◽  
Case Study Report ◽  
Service Training

This report summarizes the results of four data-based case studies that examined the efficacy of the Lifestyle Development Process (LDP) for persons with severe disabilities. The process involves five steps, described in detail in the paper. The planning process was implemented by means of a consultant model, and involved planning meetings, on-site visits, in-service training, problem solving, written program planning, and demonstrations of instructional techniques. The consulting teams were composed of educational and behavioral consultants. Four persons with severe disabilities and challenging behaviors were participants. These individuals resided in four communities in the Province of British Columbia, and received consultative services from 1989 through 1991. All four individuals engaged in a greater number of preferred, integrated activities during the mid- and posttests than at baseline. Their social networks and program quality scores also showed various degrees of improvement. The behavior problems that were reported at the referral stage were substantially reduced at the posttest for all individuals. These results are discussed in relation to previous research in the areas of lifestyle planning and behavior management. Problems in implementing the process by means of a consultant model are also discussed, and areas for future research are identified.

scholarly journals Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882345 ◽  
Author(s):  
Tawanda Majoko
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Behavior Management ◽  
Comparative Approach ◽  
Future Research ◽  
Special Needs Education ◽  
Service Training ◽  
Inclusive Pedagogy ◽  
Key Competencies ◽  
Differentiation Of Instruction

This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and collaboration to be key competencies required of teachers for inclusive education. Pre-service and in-service training of teachers in these key competencies could facilitate successful and effective implementation of inclusive education through equipping them to respond to child diversity. This study could serve as a baseline for future research on key competencies of teachers for inclusive education.

scholarly journals Conducting the Needs Assessment #2: Using Needs Assessments in Extension Programming

EDIS ◽  
2019 ◽  
Vol 2019 (6) ◽  
Author(s):  
Matthew Benge ◽  
Laura Warner
Keyword(s):  
Needs Assessment ◽  
Agricultural Education ◽  
Educational Program ◽  
Development Process ◽  
Planning Process ◽  
Service Providers ◽  
Program Planning ◽  
Extension Educators ◽  
Needs Assessments ◽  
The Right

This second publication in the Conducting the Needs Assessment series provides Extension educators and other service providers with a foundational underpinning of how the needs assessment fits within the program planning process. Both formal and nonformal educators seeking to develop and deliver an educational program must first be informed of what their audience lacks in order to develop the right curriculum or training, and therefore conducting a needs assessment is a priority in the program development process. This new publication of the UF/IFAS Department of Agricultural Education and Communication was written by Matthew Benge and Laura Warner.https://edis.ifas.ufl.edu/wc347

Prevalence Estimates of Behavior Problems in Primary Schools in Trinidad and Tobago

2017 ◽  
pp. 151-173
Author(s):  
Elna Carrington-Blaides ◽  
Amanda Seunarine Ramoutar
Keyword(s):  
Behavior Problems ◽  
Trinidad And Tobago ◽  
Problem Behaviors ◽  
Behavior Management ◽  
Primary Schools ◽  
Rating Scales ◽  
Future Research ◽  
Class Level ◽  
Teacher Researchers ◽  
Service Training

There is tremendous concern about the behavior of students in schools today, to the extent that teachers have become extremely concerned about the loss of teaching time and have developed general frustration with behavior management in and outside the classroom (Trinidad Express, 2014). Therefore, the need to put the spotlight on problem behaviors by way of initial inquiry has arisen. This chapter presents a quantitative investigation of behavior problems in primary schools in Trinidad and Tobago. After eight weeks of in-service training, the following three areas of problem behaviors were examined by a group of 14 teacher-researchers: 1) conduct problems; 2) attention deficit hyperactivity syndrome; and 3) under-activity syndrome. Data were collected and initially analyzed across the eight school districts in Trinidad and Tobago, using the ASCA-H Behavioral Rating Scales for Elementary Schools. The findings indicate significant behavior problems at every level and in every district of the school system, with notable differential by gender. There was less variability in class level and educational district. Recommendations for policy and future research point primarily to a need to channel urgently, critical resources into further inquiry and implement interventions guided by evidence-based strategies.

Issues and Improvements in the Visual Analysis of A-B Single-Case Graphs by Pre-Service Professionals

2019 ◽  
pp. 074193251987312
Author(s):  
Justin D. Lane ◽  
Collin Shepley ◽  
Amy D. Spriggs
Keyword(s):  
Behavior Management ◽  
Visual Analysis ◽  
Single Case ◽  
Future Research ◽  
Complex Data ◽  
Evidence Based Practices ◽  
Guided Practice ◽  
Multiple Resources ◽  
Service Training ◽  
Analyze Data

Professionals working with individuals at risk for, or with, disabilities are required by federal legislation to select, implement, and formatively and summatively evaluate the effectiveness of evidence-based practices in typical settings. Although multiple resources related to graph construction and visual analysis are available in the literature, studies on training pre-service and in-service professionals to visually analyze data are lacking. The purpose of this study was to evaluate a multi-component visual analysis training for pre-service professionals enrolled in a behavior management course. The training explained the importance of graphing and visually analyzing data, taught participants how to visually analyze data, and included guided practice visually analyzing sample A-B graphs. Results indicated that participants were likely to display difficulties visually analyzing complex data paths and, following the training, were able to increase their accuracy of visual analysis. Limitations and implications for future research and pre-service and in-service training are discussed.

Pengelolaan Masjid Berbasis Kampus dalam Meningkatkan Pemberdayaan Masyarakat

2018 ◽  
Vol 3 (4) ◽  
pp. 311-328
Author(s):  
Egidiasafitri Egidiasafitri ◽  
Dadang Kuswana ◽  
Yuliani Yuliani
Keyword(s):  
Planning Process ◽  
Program Planning ◽  
Community Empowerment ◽  
Qualitative Approach ◽  
Work Tasks ◽  
Management Functions ◽  
Indirect Supervision ◽  
Division Of Work

Penelitian ini bertujuan untuk mengetahui pengelolaan masjid berbasis kampus dalam meningkatkan pemberdayaan masyarakat melalui proses perencanaan, pengorganisasian, penggerakan, dan pengawasan kegiatan membangun kerjasama dengan masyarakat, sehingga semua pemberdayaan yang dilakukan oleh DKM masjid dapat berjalan dengan efektif dan efisien. Metode yang digunakan dalam penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatatif. Hasil penelitian di Masjid Al-Jabbar Kampus ITB Jatinangor dapat diperoleh data pengelolaan masjid Al-Jabbar mencakup beberapa tahapan dalam meyusun program kegiatan yang telah direncanakan. Ada beberapa langkah-langkah yang digunakan  dalam melakukan pemberdayaan masyarakat melalui masjid Al-Jabbar Kampus ITB Jatinangor sesuai dengan fungsi pengelolaan yang digunakan. Pertama adalah perencanaan program yang dilakukan oleh DKM masjid Al-Jabbar dalam meningkatkan pemberdayaan masyarakat. Kedua yaitu pengorganisasian diterapkan untuk pembagian tugas kerja kepada pengurus DKM. Ketiga yaitu pelaksanaan diterapkan melalui bimbingan, pemberian motivasi kepada pengurus, menjalin hubungan. Kemudian yang terakhir adalah pengawasan yang diterapkan DKM masjid Al-Jabbar melalui pengawasan langsung dan tidak langsung. This research aims to determine the management of campus-based mosques in improving community empowerment, through the planning process, organizing, actuating, and controlling of activities in building cooperation with the community, so that all the empowerment carried out by DKM mosques can run effectively and efficiently. The method used in this research uses descriptive methods with a qualitative approach. The research at the Al-Jabbar Mosque in the ITB Jatinangor Campus can be obtained from the management data of the Al-Jabbar mosque covering several stages in arranging the planned program of activities. There are several steps used in empowering the community through the Al-Jabbar mosque in accordance with the management functions used. First is program planning carried out by the DKM Al-Jabbar mosque in improving community empowerment. Second, organizing is applied to the division of work tasks to DKM administrators. Third, the implementation is implemented through guidance, giving motivation to the board, having a relationship. Then the last is the supervision applied by the Al-Jabbar DKM mosque through direct and indirect supervision.

Oppositional Defiant Disorder and Related Disruptive Behaviors in Autism Spectrum Disorder

2020 ◽  
pp. 136-158
Author(s):  
Connor M. Kerns ◽  
Chandler Puhy ◽  
Chelsea M. Day ◽  
Steven J. Berkowitz
Keyword(s):  
Autism Spectrum Disorder ◽  
Oppositional Defiant Disorder ◽  
Challenging Behaviors ◽  
Disruptive Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Defiant Behavior

The Diagnostic and Statistical Manual of Mental Disorders, fifth edition characterizes oppositional defiant disorder (ODD) as reflecting pervasive patterns of irritable mood, defiant behavior, and/or vindictiveness. Youth with autism spectrum disorder (ASD) exhibit high rates of disruptive behaviors commonly associated with ODD, such as noncompliance, irritability, temper tantrums, and mood dysregulation. This chapter reviews the presentation of ODD in individuals with ASD, including current prevalence estimates, proposed etiology, validated assessment methods, and emerging best practices designed to treat challenging behaviors. Although there is a robust literature describing assessment and treatment procedures for disruptive behaviors in individuals with ASD, conceptualizing these hallmark behaviors within the framework of ODD is relatively novel and not without controversy. Discussion thus includes challenges around the applicability of the diagnostic criteria in this population and future research directions that may provide clarity on this issue.

Clinical Evaluation of the Variables associated with Treatment Acceptability and Their Relation to Compliance

1992 ◽  
Vol 18 (1) ◽  
pp. 67-76 ◽  
Author(s):  
Thomas M. Reimers ◽  
David P. Wacker ◽  
Linda J. Cooper ◽  
Agnes O. Deraad
Keyword(s):  
Behavior Problem ◽  
Behavior Management ◽  
Positive Reinforcement ◽  
Treatment Acceptability ◽  
Clinic Visit ◽  
Future Research ◽  
Parental Ratings ◽  
Problem Severity ◽  
The Relationship

The authors examined the acceptability ratings of positive reinforcement procedures recommended to parents seen in a pediatric behavior management outpatient clinic. Parental ratings of acceptability were obtained in the clinic and 1, 3, and 6 months following their initial clinic visit. Acceptability variables were examined by group (parents who rated the acceptability of treatments as high vs. low) and by severity (parents who rated their children's behavior problem as severe vs. mild). The relationship between these variables and reported compliance was also examined. Results show that the acceptability variables were useful in differentiating between parents who rated treatments to be more acceptable and parents who rated treatments to be less acceptable. Differences were also observed as a function of behavior problem severity. Significant correlations occurred between acceptability variables and compliance at each of the follow-up points. Results are discussed in relation to the clinical significance of these findings and the impetus they might serve for future research.

Using the Self-Advocacy Strategy to Support Middle School Students With EBD

2021 ◽  
pp. 107429562110237
Author(s):  
Kinga Balint-Langel ◽  
Benjamin S. Riden
Keyword(s):  
Planning Process ◽  
Special Educators ◽  
Program Planning ◽  
Individualized Education Program ◽  
The Self ◽  
Research Support ◽  
School Students ◽  
Specific Instruction ◽  
Self Advocacy ◽  
Students With Ebd

Self-advocacy skills enable active student involvement in the Individualized Education Program planning process. However, some students with emotional and behavioral disorders (EBD) lack appropriate self-advocacy skills and may require specific instruction in how to prepare for and participate in their own IEP. Special educators may have limited knowledge and skills to foster the self-advocacy skills of students with EBD. Therefore, this article focuses on a research-based strategy, the Self-Advocacy Strategy (SAS), that can be used by educators to effectively promote students’ self-advocacy skills. Research support and a detailed overview and guidelines on how educators can implement the SAS in their classrooms are included.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

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