Is the Glass Half Full or Half Empty? Presumed Competence Versus Assumed Deficits

1. Is the Glass Half Full or Half Empty?Presumed Competence Versus Assumed Deficits Janet L. Fisher, Ed.D. Assistant Professor-Special Education-EMU Third Annual “Living With Autism Workshop” April 29, 2010

2. Guiding Principle • The least dangerous assumption is to presume a student is competent to learn GE curriculum and to design educational programs and supports based on that assumption (Jorgensen, 2006). • “First, do no harm.” Dr. J. Fisher-EMU

3. Provide Opportunities Consistent with High Expectations • To assume incompetence and not provide such opportunities could be more harmful, if one’s assumptions were eventually to be proved wrong (Donnellan, 1984). Dr. J. Fisher-EMU

4. Important Questions • What supports are needed so the student can participate in the lesson like his/her classmates? • What are alternate forms of communication or demonstration of learning that mirror those of classmates without disabilities? Dr. J. Fisher-EMU

5. A Case Study of Michael A Second Grade Boy with Pervasive Developmental Disorder-Not Otherwise Specified (PDD.NOS) Dr. J. Fisher-EMU

6. Purpose of the Study • Investigate the relation between student prosocial behavior-being engaged in prosocial behavior 50% more often than prior to the study-and: • Teacher knowledge of the student profile • Positive student/teacher interaction • Use of Positive Behavior Support Strategies Dr. J. Fisher-EMU

7. Prososocial Behavior: “voluntary actions that are intended to help or benefit another individual or group of individuals” Eisenberg & Mussen, 1989. Dr. J. Fisher-EMU

8. Conceptual Framework Positive Student- Teacher Interaction Teacher Knowledge of Student Profile Student Prosocial Behavior Positive Behavior Support Strategies Dr. J. Fisher-EMU

9. Knowing a Student Really WellMeans Understanding Their Profile • To demystify the disability • To help the teacher understand that the student is generally not acting defiantly, but rather, operating out of their own neurological needs or overload Dr. J. Fisher-EMU

10. To Succeed in Educational Settings...We Must Understand Optimal Environmental Conditions for Learning to Occur (Kelly, et al. 2001)‏ Dr. J. Fisher-EMU

11. “Quality World”(Glasser, 1998)“Our quality worlds contain what is important to us. If we knew it existed and understood the vital role this world plays in each of our lives, we would be able to get along much better with each other than most of us do now.” Dr. J. Fisher-EMU

12. Student Personal Profile Assessment Summary Student: ________________ School: _____________ Grade: ______ Completed by:_____________ Date:________ Class: ________________ • Who is _________________ ? (Describe this student including information such as place in family, personality, etc.) • Likes and dislikes (food, things in general; what makes him/her happy or sad): • Successes: • Greatest challenges: • Favorite people (family and/or others): • Interests (pets, television shows, activities after school, hobbies): • Behavioral and educational supports needed (to help this student achieve): • Learns best when: • Other helpful information: • (List any pertinent information including healthcare needs and diagnoses not detailed elsewhere on this form). • What are your dreams for ? • (Describe your vision for this student’s future, including both short-term and long-term goals). JFisher, 2007. Dr. J. Fisher-EMU

13. Michael's Strengths... • 3rd Grade Independent Reading Level • Strong Science Vocabulary and Knowledge Including: white/red blood cells, molecules, hydrogen, brain cells, germs, and magnets • Verbal, friendly, wants to please, sensitive, can be a perfectionist, very visual, smart, motivated by Reading Theater, more likely to perform tasks by taking turns with an adult, has a sweet tooth, likes video games, chores at home Dr. J. Fisher-EMU

14. Michael's Challenges... • Anxious, worries, low muscle tone, associational thinking=gets off main idea; verbal tangents, wandering, confusion about auditory expectations, stares, verbal noises, refused to write most of the time, overreacted to loud noises, tires easily, upset with changes in routine, hates time limits, is most successful when he knows what to expect, prefers company of adults, becomes distracted by objects, people, and noises Dr. J. Fisher-EMU

15. Functional Behavior Assessment The ABC's of Behavior • Use Everything we Know About the Student to Develop: • Antecedents: What Happens Before the Behavior Occurs or What Triggers the Behavior? • What Does the Undesirable Behavior Look Like? • What Are the Likely Consequences After the Behavior Occurs? Dr. J. Fisher-EMU

16. Conditions of the Behavior • What conditions set off the behavior? • Where does the behavior occur most? • At what time of day? • During what activities? • Are adults consistent & respectful? • Medical/Emotional issues? • Environmental issues? • Social/Interactional Issues? • Curricular/Instructional Issues? Dr. J. Fisher-EMU

17. What Function is the Behavior Serving? • What events typically follow the behavior? • What is the student GETTING OR AVOIDING by engaging in the behavior? • BEHAVIOR IS COMMUNICATION Dr. J. Fisher-EMU

18. Behavior Support Plan • More specifically understand the problem 1)Consider Antecedent Strategies-to change the conditions prior to the challenging behavior 2)Consider Teaching Strategies-to replace inappropriate behaviors with appropriate behaviors 3)Consider Responding Strategies-to begin to change consequences from negative to positive Dr. J. Fisher-EMU

19. Teacher Background • Taught elementary general education for 34 years • Had a Bachelors Degree + 30 hours • 20 Students in her 2nd grade classroom (3 identified as having a disability)‏ • Classroom positive supports included: clapping, redirection, choice of tasks, reviewing behavior expectations, clear set of consequences, immediate attention/praise for appropriate behavior, assignment modifications Dr. J. Fisher-EMU

20. Noncompliant Behavior Prior to Intervention • Michael was sent to the office 30-120 minutes during 6 of 10 days • Noncompliant behavior often occurred during challenging activities such as journal, reading, writing and science • Noncompliant behavior occurred less often during math and never occurred while getting ready for afternoon recess Dr. J. Fisher-EMU

21. 11-Week StudySeven Team MeetingsMother, Principal, General and Special Ed. Teachers, Social Worker, Occupational Therapist, Psychologist, Speech Pathologist, ASD Teacher and Director of Special EducationSix Observations Dr. J. Fisher-EMU

22. Team Objective: HELP THE STUDENT MEET HIS NEEDS WITH A MORE ACCEPTABLE BEHAVIOR RATHER THAN DISRUPT THE CLASSROOM OR TRY TO ESCAPE WHEN AN ADULT REQUEST WAS MADE Dr. J. Fisher-EMU

23. It Was Hypothesized That: The noncompliant behavior occurred when the student was: 1) Prompted to perform 2) Confused about expectations 3) Having difficulty with topic closure According to Wruble et al., 1991, p. 58, compliance is defined as “the child performing one or more requested responses within a predicted period of time after a command is issued.” Dr. J. Fisher-EMU

24. Positive Behavior Support-PBS • The individual is not the sole problem • Environmental settings and lack of skills or teaching are parts of the problem • Necessary supports are provided • Teaching a more appropriate behavior is at the heart of PBS PBS defined: applying positive behavior interventions to achieve behavior change that is socially significant (Sugai et al., 2000)‏ Dr. J. Fisher-EMU

25. Targeted Strategies • To help Michael replace disrupting/escape behaviors with prosocial behaviors of attempting tasks and increasing social involvement • Modify assignments to lessen expectations, design a visual schedule on the white board, allow computer use to aid in writing activities and a recorder to aid in verbalizing thoughts prior to closure, visual prompts, social stories (with assistance from the social worker) and peer buddies to help with tasks Dr. J. Fisher-EMU

26. Several Strategies ...and Accommodations were used, modified or discontinued to discover what interventions encouraged appropriate behavior. 36 Successful 12 Unsuccessful Dr. J. Fisher-EMU

27. Michael's “New” PBS Strategies • Emphasis on visual presentations • Modifications as needed • Quiet corner with things that interested Michael and a box of small manipulatives • Alternative activities when he could not engage in the directed activity • Pat's Token Strip • Banking Time • Use of Michael’s topics of interest to locate information on the internet as a motivator • Fewer verbal directives • Alternative Paraprofessional Dr. J. Fisher-EMU

28. Conceptual Framework Positive Student- Teacher Interaction Teacher Knowledge of Student Profile Student Prosocial Behavior Positive Behavior Support Strategies Dr. J. Fisher-EMU

29. Develop a Positive Relationship with the Student • Maintained a Calm Voice and Demeanor when Correcting Student Behavior • Gave Choices when Possible • Arranged Opportunities for the Class to Recognize and Applaud Michael’s Contributions • Treated Michael with Dignity and Genuine Care Dr. J. Fisher-EMU

30. Additional Relationship-Building Strategies • Eye Contact • Smiles • Neutral Stance • Proximity • Listening • Personal Inquiries • Physical Gestures • Using a Minimum of 4 Positives to each Negative Dr. J. Fisher-EMU

31. “Banking Time”(Pianta, 1999)‏ Banking Time refers to saving up “positive experiences” so that the relationship between teacher and child can withstand conflict, tension, and disagreement without deteriorating and returning to a negative state. Dr. J. Fisher-EMU

32. Banking Time Procedures • The teacher met individually with Michael for 5-10 minutes daily while others were working independently • The teacher was instructed not to teach, ask questions, or control the conversation but to narrate and observe • The student discussed his agenda and interests • This became a special opportunity for teacher and student to spend time together • Developed trust and solidified relationship for future situations of correction Dr. J. Fisher-EMU

33. n/e – Not Evident em=Emerging Ev=Evident Dr. J. Fisher-EMU

34. 0=Not Applicable (NA), 1= much worse, 2=worse, 3=slightly better, 4=better, 5=much better Dr. J. Fisher-EMU

35. Teacher Attitude Progression • January-I don’t know if GE is appropriate; he won’t be ready for 3rd grade • February-We are finding answers we haven’t found out before • March-I feel like we are going onward and upward • April-”Maverick Mind” has helped me jump over from GE thinking. • May-Intelligence is so there; he teaches me and the students a lot; Michael is definitely ready for 3rd grade Dr. J. Fisher-EMU

36. Presumed Competenceor Assumed Deficits What’s Your View? Dr. J. Fisher-EMU

37. Questions… Email Dr. Janet Fisher at: jfisher3@emich.edu Dr. J. Fisher-EMU