Effective writing strategies for students with Emotional Behavioral Disorders

Writing is one of the most important parts of communication that most people use every day.  Many students with emotional behavior disorders struggle in both academic and social domains.  This week’s module is about students with emotional behavioral disorders, I chose an article that addresses effective writing strategies to help these students reach independence.  In this blog I will summarize the article, discuss the teaching strategies, and critique the article.

This article researches Self-Regulated Strategy Development, or SRSD with a groups of students with EBD.  The author found that students with EBD are easily frustrated and have difficulty maintaining engagement in academic activities.  Research found that students with EBD are often two grade level behind their peers academically.  Next, the article talks about the best practices in writing and how to implement the SRSD writing process.  Improving the writing of students with EBD requires systematic, strategic instruction that addresses not only their cognitive needs but also affective and behavioral strengths and weaknesses, concurrently (Bak & Asaro-Saddler, 2013).

The first stage in the process is developing background knowledge, in this stage, the teacher explains the strategy and how it will help the writer.  For instance, the teacher will hold a discussion with the students about the genre of writing and the elements that accompany it.  The next stage in the process is the Discuss It stage.  During the Discuss It stage, the teacher explains the steps and components of the writing strategy.  Also, the teacher explores the students’ attitudes and beliefs about their writing and introduces self-talk, self-reinforcement, and self-monitoring.  The third stage of the process is the Model It stage, in this stage the teacher works through an entire task while thinking aloud to emphasize each step of the strategy.  The next stage is the Memorize It stage, this is the stage where the students memorize the steps of the genre specific prompt.  The fifth stage is the Support It stage, in this stage the students and the teacher collaborate to set goals for their writing.  The final stage in the process is the Independent Performance stage, in this stage the student engages in planning, composing, reviewing, and evaluating work using the strategy and self-regulatory behaviors.  After the authors explain the stages, they discuss the benefits of implementing this process in the classroom. 

According to Bak and Asaro-Saddler’s (2013), implementation of these practices in school environments, individually or in combination with other practices, contributes to increased student engagement in lessons and the demonstration of prosocial and on-task behavior.  The practices include consistent procedures, increased opportunities to respond, teacher praise, self-management, and mediated scaffolding.  Furthermore, the SRSD model follows consistent instructional procedures, regardless of what is being taught.  Finally, because students with EBD are often exposed to a fragmented education due to unstable placements, consistent approaches to the writing process may help students with EBD maintain or elevate their academic progress in the area of writing (Bak & Asaro-Saddler, 2013).    

Next, I will discuss my experience about working with students with EBD and teaching writing to these students.  I have been working as a paraprofessional and substitute at an alternative school for students with emotional behavior disorders for five years, two of the years I worked at the school, I was paired with an English teacher.  In the classroom, this teacher used a similar writing process called the 6 plus 1 writing traits.  Similar to the SRSD process the 6+1 traits used background knowledge, discussion, modeling, and self-review.  I thought that the 6+1 and the SRSD writing processes are very useful for helping students become independent writers.  Also, I feel that both writing processes engage students and provide the correct amount of teacher guidance for students to be successful. 

                Finally, I will critique this article and the SRSD writing process model.  Overall, I found this article to be informative and useful.  I feel the consistency, teacher modeling, and engagement is very critical for students with EBD.  Students with EBD have low tolerance for frustration and writing can frustrating to all students.  I feel that the scaffolding of this process can help lower frustration levels, and help students gain confidence which will turn into independence.  Also, the author addressed how this writing process could be used with PBIS prompts and the students can use the process to write about prosocial topics.  I thought that the research in this article was well thought out and planned and the author was thorough in the implementation section of the article.

                In conclusion, the article Self-Regulated Strategy Development for Students With Emotional Behavioral Disorders, was well written and thoroughly researched.  I would recommend this article to teachers in general education classrooms and special education classrooms.            

References

Bak, N., & Asaro-Saddler, K. (2013). Self-Regulated Strategy Development for Students with           Emotional Behavioral Disorders. Beyond Behavior, 22(3), 46-53.

     

                    

Visual Supports Article

                Visual aids are a very important part of life.  Visual supports help people remember tasks, complete difficult tasks, or provide step by step instructions.  Visual aids are important for adults, teachers, students and most importantly students with Autism Spectrum Disorder.  The article I chose to review is about how to effectively use visual supports in the classroom and in everyday environments.  This blog will give a brief summary of the article, then I will continue with some personal experiences, and I will critique the article. 

                This article starts by discussing various types of visual representations, such as, real objects, photographs, words, and interactive visual supports.  This article starts with how to use and select real objects with children.

According to Meadan, Ostrosky, Triplett, Michna, and Fettig (2011), real objects are tangible representations of activities that convey messages to children regarding what activity will occur next or what choices are available. You can select these objects with the children or by observing the children in their natural environment.  This selection can help children feel more in control and help solidify the connection between the tangible object and the activity.  However, the author states the disadvantages of using real objects as the children grow older. The authors state that real objects are the most concrete form of representation for young children, they can be cumbersome for adults to organize, transport from place to place, and maintain.  Additionally, as children get older, concrete representations may cause children to stand out from their peers, thus hindering social acceptance.  (p. 29)

The next visual support the author discusses is the use of photographs.  Since real objects can be difficult as the child grows, the author stated that digital photos, clip art, and pictures from the internet are useful visual aids that can provide concrete representations for students with ASD.  Furthermore, you can individualize photos for children based on their needs.  Next, the article describes how words can be used as visual representations. 

The authors study found that, words as visual supports can be used alone, or paired with photographs, drawings or objects to facilitate print awareness and beginning reading skills.  By pairing words with other visual representations, you can help ease the transition from object and photograph schedules to word-only schedules. (Meadan et al., 2011)      

Next, the article discusses interactive visual supports and visual schedules.

The authors’ research found that visual schedules (e.g., daily schedule, mini-schedule) can help children with disabilities anticipate the order of events and activities, and increase independence.  Some examples of ways to use the visual schedules are, to illustrate what activity is taking place, to specify what activity will occur next, to indicate when an activity is finished, and to identify any changes that might occur in the regular schedule. (Meadan et al., 2011)  

Finally, this article discusses how visual supports can structure the environment.  Visual supports structure the organizational aspect of the environment as well as the behavior expectations of the classroom.  An example of how to use this support for organization is to label supply baskets and include a picture with the words.  This article found that when visuals are used in the learning environment, the students will be able to function more independently with less prompts from adults. This article gave many useful examples of visual supports and how to use the supports in a learning environment. 

                For the next part of this blog I will discuss experiences I’ve had and how I’ve implemented visual supports in my classroom.  Last year, I taught second grade in a general education classroom, I did not have students with ASD however, I used visual supports often.  For instance, when I finished my direct instruction, I would check for the students’ understanding.  The students would raise their fingers to show what they understood, 1, 2, 3, and 4.  One finger meant they did not understand anything, four fingers meant they mastered the topic.  I used signs at the front of my classroom with pictures under the words to remind students what finger they should raise.  Often, I found my students referring back to the signage to recall what the procedure was.  Another example of when I used pictures to assist learning was when I was teaching a lesson on comparing numbers.  I observed that less than half of the students fully understood which way the < > symbol should go.  I decided to draw teeth in the symbol and told the kids to think of an alligator, and the alligator wants to eat the bigger number and it’s tail will face the smaller number.  After doing this, I found that the students remembered the information better and they were more engaged with the lesson.  I believe that visual supports assist learning and can be extremely effective when used with ASD students.    

                Finally, I will critique this article.  Overall, I found this article very useful and informative.  This article provided many examples of visual supports along with picture examples of how the supports look.  I thought that the authors provided the reader with well written ideas on how to use the visual supports as well as where to use the visual supports.  I feel that general education teachers and special education would benefit from reading this article and trying some of the visual supports mentioned.  I feel that the research was through and well written.  I do not have criticism for this article. 

In conclusion, I believe that visual supports are an important part of everyday life and education.  Visual supports can help adults, teachers, and students with Autism Spectrum Disorder.  The article I found was helpful and informative.  I would recommend this article for anyone who is working with a student with Autism Spectrum Disorder.            

 

References

Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011, July). Using Visual Supports With Young Children With Autism Spectrum Disorder. Teaching Exceptional Children, 43(6), 28-35. Retrieved from ERIC.

ADHD Article Review

            The article I read and reviewed was about ADHD and strategies teachers used to manage their classrooms.  The article focused on the verbal and non-verbal strategies teachers used and the effect it had on the students’ classroom behaviors.  The article studied six male students who had been diagnosed with ADHD.  The research was conducted by five different researchers in three Australian schools; the article did not state the age or grade level of the students being observed.  This blog will give a brief summary of the article, my personal connections and experiences, and my thoughts and opinions about the article. 

                This article begins by explaining how positive expectations, positive teacher attitude, and creating a welcoming environment is key to having a successful classroom that supports its learners.  Then, the article discusses strategies on how to create a welcoming that is more supportive to students who have ADHD.  For instance, teachers that used hand gestures in coordination with speech during instruction have a greater impact on ADHD students, rather than teachers who only do one kind of instruction.  One of the most important strategies that the article discusses is developing a consistent positive relationship with the students.  According to Geng (2011), “it is very important to that teachers are aware of how to talk to ADHD students to prevent any negative outcomes” (p. 19).  After the article addresses the research about positive strategies, the article then shows what the observation found.  The article stated that all of the teachers observed used verbal and non-verbal strategies in their classroom management.  However, the strategies the teachers used were different and the outcomes were different as well.  To explain, the first student the article discusses had a difficult time sitting still and focusing his attention.

Geng’s (2011) research found, the teacher used made repeated attempts to refocus his attention by using short, firm use of his name and single word instructions.  The verbal words attracted the student’s attention temporarily.  This teacher also used non-verbal strategies, such as gently touching the student’s shoulder and helping point out the tasks for the students.  The student’s attention was gained momentarily, before he was back off task and moving around. (Geng, 2011) 

The next student the article discusses had behavior problems.  Some of the behaviors observed from this student were, being of task constantly, not following directions, touching others, and making noises.  The teacher used similar verbal strategies as the other teacher mentioned earlier, but the non-verbal strategy was different.

According to Geng (2011), the teacher used a non-verbal strategy of turning around and ignoring the student.  It showed that the teacher did not have control or management over the student and the student tended to do as he pleased when and how he wanted.  Moreover, the student constantly resisted the instructions from the teacher and interrupted the class when the teacher was trying to get it ready for photos. (Geng, 2011)

The final student the article discussed was a student who was only able to spend half a day at school because of his behavior.  This student was observed throwing items, refusing to complete activities, interrupting the teacher, and walking out of the classroom. 

Geng’s (2011) study found, the teacher managed his behavior with a firm reminder and activities that were hands on, to allow movement.  The teacher also would make strong eye contact with this student and shake a head, meaning no.  It was also found that the teacher used eye contact, and visual hand gestures to gain the student’s attention successfully.  However, after several trials, the teacher lost her patience and shook her head, which completely lost control of the student and the student continued his responses. (Geng, 2011)

Next, I will talk about connections I made with the article with my past experiences.  The first strategy I want to talk about is about being calm and firm, rather than yelling at students.  I agree with this one hundred percent.  I found that yelling not only stirs up the students, but it also makes the teacher frustrated and sets a negative tone for the lesson.  I think that staying calm can be difficult at times, but it is far more effective than yelling or getting upset.  Another strategy I have used and have had a lot of success with, is focusing on positive behaviors instead of negatives.  I feel that when you “call out” a student when they are acting appropriately, the student is more inclined to continue acting appropriately.  Furthermore, positive behavior is contagious and when a teacher focuses and brings attention to good behavior rather than bad behavior other students will want to follow.

                Finally, I will discuss my thoughts about this article and the research that was conducted.  I will begin with what I liked and what I thought was useful information.  I thought that the article gave great examples of positive class management techniques as well as good non-verbal techniques.  I thought that the article was backed with a vast amount of research to back up the theory that positive class management is more effective than negative.  However, I feel the author could have discussed more non-verbal management strategies and how to effectively implement those techniques.  Another aspect about the article I wasn’t fond of was, the author didn’t explain the setting of the class well.  I wanted to know if the observations were made in a high school, elementary room, self-contained, or inclusion classroom.  I believe that have a better understanding of the setting would have made the research and strategies clearer to the reader.  Also, the article stated that four out of the six students being observed took ADHD medication, but the author never mentioned which students were on or off medication.  I believe knowing which students were on medication or not on medication would have been useful information. 

                In conclusion, I found this article to be informative and the strategies that were discussed were very useful for teachers in general education as well as special education.  I feel that the research and observations were well thought out and written.  However, the author could have provided more information pertaining to the classroom setting.         

 

 

References

Geng, G. (2011, July). Investigation of Teachers' Verbal and Non-verbal Strategies                        for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students' Behaviours within a   Classroom Environment. Australian Journal of Teacher Education, 36(7), 17-  30. Retrieved from ERIC .