Instructional Strategies for People With Profound Intellectual and Multiple Disabilities

Educating people with profound intellectual and multiple disabilities (PIMD)creates a number of challenges. One general challenge relates to identifying and successfully implementing instructional programs for developing and enhancing the person's adaptive behavior, such as teaching communication and social skills and increasing their overall level of engagement. The purpose of this chapter is to provide an overview of three main instructional approaches that have been applied to enhance engagement and adaptive behavior functioning among people with PIMD. These approaches are (1) intensive interaction, (2) systematic instruction, and (3) assistive technology. Two case studies are included to illustrate the use of assistive technology—specifically augmentative and alternative communication devices and micro-switches—with two adolescents with PIMD. This overview and the case studies suggest that the use of systematic instructional tactics to establish functional use of assistive technology can be an effective instructional approach for people with PIMD.

Communication and literacy development for adolescents with deafblindness: Teacher beliefs, learning outcomes, and instructional strategies

For individuals with deafblindness a strong relationship exists between communication and literacy, making these critical areas of development. Definitions of literacy for this population must extend beyond traditional notions of reading and writing text to better support communication development. The beliefs teachers maintain, the learning outcomes they set, and the instructional strategies they employ might greatly impact student learning related to communication and literacy. Shared reading could provide a context where communication and literacy skills may be developed for learners with deafblindness. This qualitative study investigated how teachers used shared reading to support communication and literacy development for adolescents with congenital deafblindness. It explored how teacher beliefs about communication and literacy development influenced the learning outcomes they established and the instructional strategies they utilized during shared reading. Data were collected in three secondary classrooms through observations, interviews, and field notes. Thematic analysis was conducted for each individual case and then across cases using a cross-case analysis. For individual cases, themes related to teacher beliefs included connection between communication and literacy, and a comprehensive understanding of deafblindness. Themes related to instructional strategies included communication across multiple forms, focus on the communication process, and systematic instruction. In the discussion of the results, the instructional strategies of the Tri-Focus Framework were used to identify how communication development was supported during the literacy lessons observed. In addition, the use of systematic instruction and formative assessment provided a comprehensive approach to supporting communication and literacy skills during shared reading. Meaningful literacy activities, such as shared reading, have the potential to support communication development for individuals with congenital deafblindness. Teachers require a comprehensive understanding of the nature of deafblindness in order to effectively support an individual’s communication and literacy development.

Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour

<p>Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests. Approximately 25-30% of children with ASD do not develop speech. As a result they may require augmentative and alternative communication (AAC) interventions. However, most interventions discussed in our present body of research focuses on basic communication skills like requesting. As such, it is important to investigate systematic teaching strategies for more complex requesting (i.e., manding) skills like requesting actions or requesting information. This research aims to extend previous manding literature by investigating effective methods for teaching advanced manding skills to children with ASD who communicate using an SGD. Three empirical intervention studies that a presented in this thesis evaluated the use of behaviour chain interruption strategy (BCIS) and systematic teaching procedures based on the principals of applied behaviour analysis (ABA), to teach advanced manding skills (i.e., manding for actions, manding for “where” questions, and persistence of “where questions”) for individuals with ASD who use speech-generating devices (SGD). Single-case research methodology was used via variations of the multiple baseline design (i.e., multiple probe multiple baseline design across participants and multiple probe multiple baseline across participants and behaviour chains) to evaluate the effectiveness of the interventions. A total of three participants (2 boys and 1 girl, ages 13, 10, and 5) participated in the interventions that were designed to teach the targeted mand. Results of each study yielded positive results, in that each participant acquired the targeted skill. Generalisation (i.e., across stimuli, over time, and across communication partners) results were mixed, however with additional teaching with the use of systematic instruction they were also acquired. Although these results are preliminary, they indicated that advanced manding skills should be taught to children with ASD who communicate using SGDs and can be acquired with the use of systematic instruction.</p>

Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour

<p>Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests. Approximately 25-30% of children with ASD do not develop speech. As a result they may require augmentative and alternative communication (AAC) interventions. However, most interventions discussed in our present body of research focuses on basic communication skills like requesting. As such, it is important to investigate systematic teaching strategies for more complex requesting (i.e., manding) skills like requesting actions or requesting information. This research aims to extend previous manding literature by investigating effective methods for teaching advanced manding skills to children with ASD who communicate using an SGD. Three empirical intervention studies that a presented in this thesis evaluated the use of behaviour chain interruption strategy (BCIS) and systematic teaching procedures based on the principals of applied behaviour analysis (ABA), to teach advanced manding skills (i.e., manding for actions, manding for “where” questions, and persistence of “where questions”) for individuals with ASD who use speech-generating devices (SGD). Single-case research methodology was used via variations of the multiple baseline design (i.e., multiple probe multiple baseline design across participants and multiple probe multiple baseline across participants and behaviour chains) to evaluate the effectiveness of the interventions. A total of three participants (2 boys and 1 girl, ages 13, 10, and 5) participated in the interventions that were designed to teach the targeted mand. Results of each study yielded positive results, in that each participant acquired the targeted skill. Generalisation (i.e., across stimuli, over time, and across communication partners) results were mixed, however with additional teaching with the use of systematic instruction they were also acquired. Although these results are preliminary, they indicated that advanced manding skills should be taught to children with ASD who communicate using SGDs and can be acquired with the use of systematic instruction.</p>

The Washback of Formative Assessment in EFL Instructions

Assessment is a critical component in the process of teaching and learning. Without an effective assessment, it is impossible to know whether students have learned the lesson. This research aimed to investigate the washback of a formative assessment in EFL instructions. This study was a case study conducted at SMA Negeri 2 Singkep. The data were collected by using observation guidelines, questionnaires, interviews, and document analysis. This study has findings: 1) Good perception of formative assessment. It was drawn from interview questions and observation guidelines which showed that the teacher claimed to have good experience in implementing formative assessment, teacher figured out assessment importance, and teacher assumed by using supported media to address formative assessment. 2) Positive washback on EFL teaching. It was drawn from document analysis, observation, and interview which the results showed that the teacher provided good attention on the lesson plan, the teacher was successful on students’ engagement, the teacher used systematic instruction and understandable language use. 3) Positive washback on EFL learning. It was drawn from questionnaires and observation which the results showed students had good participation in doing a task, students had responsibility in learning, and students and the teacher had a kind relationship in the classroom. In conclusion, it is recommended that the teacher should understand more the formative assessment and readiness of the students. We suggested teachers provide oral and written advice or feedback that is written down on students' writing tasks or another subject.

Methodischer Ansatz zur Simulation wissenschaftlichen Schreibens im Fremdsprachenstudium: Vorgehensweise und Probleme bei Vermittlung und Erwerb wissenschaftlicher Textprozeduren

The preparation of a written diploma work is often a prerequisite for completion of one’s academic studies. The requirements that it must comply with, require targeted and systematic instruction in developing academic writing skills. This article introduces the concept of academic writing and effects of developing it, based on the simulation of the editing processes of a scholarly text.

Mentors' experiences in an osteopathic medical student research program

Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

PENINGKATAN KEROHANIAN PELAJAR SEKOLAH TEOLOGI: STUDI FORMAT SPIRITUAL DI MALAYSIA EVANGELICAL SEMINARY BELAGA

Spirituality is highly emphasized for someone who wants to dive into the field of theological schools, especially in Malaysia Evangelical Seminary Belaga highlights the three main pillars for the existing Theology schools, which is to want those schools to be identical to the three pillars that are standard. such as; High academic, high discipline and high spirituality. The question that arises in the following question: How important is the Spiritual Development of Theological Students? How is the Bible's Guide to Improving Spirituality? What is the spirituality of a Condition to Meet the Degree Standards of Theology School Students? The answer is (1) Learning strategies to increase spirituality in METS Belaga schools will definitely continue to be realized with the involvement and cooperation of the center and METS itself with full submission to the leadership of the Holy Spirit. (2) The guide to improving the quality of spirituality based on the Bible is that teachers should give comprehensive attention so that students can assess and track the extent of their spiritual development. (3) By giving systematic instruction to the students alone they can understand this life which must change constantly in this life for the glory of His name. Abstrak: Kerohanian sangat ditekankan bagi seseorang yang mahu menerjunkan diri dalam bidang sekolah teologi, khususnya di Malaysia Evangelical Seminary Belaga mengetengahkan tiga pilar utama untuk sekolah-sekolah Teologia sedia ada, iaitu mahu sekolah-sekolah tersebut identik dengan tiga pilar yang menjadi piawan(standard) seperti; Academis yang tinggi, disiplin yang tinggi dan kerohanian yang tinggi. Persoalan yang muncul dalam pertanyaan berikut: Bagaimanakah pentingnya Membangun Spiritual Pelajar Teologi? Bagaimanakah panduan Meningkat Mutu Kerohanian berdasarkan Alkitab? Bagaimanakah kerohanian satu Syarat untuk Memenuhi Standar Gelar Pelajar Sekolah Teologi? Jawaban adalah (1) Strategi learning untuk meningkatkan kerohanian di sekolah METS Belaga pasti akan terus terealisasi dengan penglibatan dan kerjasama pihak pusat dan METS itu sendiri dengan penuh penyerahan kepada pimpinan Roh Kudus. (2) Panduan meningkat mutu kerohanian berdasarkan Alkitab adalah para guru harus memberi perhatian yang menyeluruh agar para pelajar dapat menilai dan mengesan sejauh mana keadaan perkembangan kerohanian mereka. (3) Dengan memberi pengajaran yang sistematis kepada para pelajar saja mereka dapat mengerti kehidupan ini yang harus berubah terus menerus dalam hidup ini bagi kemuliaan nama-Nya.

Three Speech-language Pathology Graduate Programs, One Model: Using Systematic Instruction to Develop Students’ Clinical Decision-making Skills

To prepare graduate students to implement evidence-based practice effectively, educators must integrate instruction on rational clinical decision-making into course curricula. Three faculty members at different universities adopted an educational approach derived from the Rehabilitation Treatment Specification System (RTSS) to teach and assess clinical decision-making in the context of treating acquired cognitive-communication disorders for people with traumatic brain injury. Using treatment theory illustrated in the RTSS, the authors piloted instruction and assessment materials to examine potential usefulness of the approach and effects on student knowledge and confidence in clinical decision-making. The results indicated that the instructional approach effectively bolstered students’ knowledge of and confidence implementing memory-based cognitive-communication intervention. Additionally, using a case-based assessment tool, the authors were able to measure how students modified treatment activities in response to different contextual variables. Implications and suggestions for implementing theory-based instruction in graduate education are discussed.