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Functional Content & Core Content Instruction for Students with Moderate Disabilities: A Discussion. Carly Roberts 4/22/11. Reviewed Article. - PowerPoint PPT Presentation
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FUNCTIONAL CONTENT & CORE CONTENT INSTRUCTION FOR STUDENTS WITH MODERATE DISABILITIES: A DISCUSSIONCarly Roberts4/22/11
Reviewed Article
Collins, B. C., Hagar, K. L., & Galloway, C. C. (2011). Addition of functional content during core content instruction with students with moderate disabilities. Education and Training in Autism and Development Disabilities, 46, 22-39.
Pause for discussion…
What does “access to the general curriculum” mean?
What does it look like in practice? What should be the focus of instruction
for adolescents with significant cognitive disabilities?
What does “meaningful” instruction mean? What does it look like?
Research Questions
Will middle school students with moderate to severe disabilities acquire both core content and a functional application through direct instruction?
Will the students generalize that content across probe trials using novel materials and activities?
Student Participants
3 middle school students identified with moderate to severe disabilities who participate in alternate assessments
Jason 14 year old male included 50-60% of the day IQ 55 and adaptive behavior score of 56
Morgan 14 year old male with autism included 40% of the day IQ 47
Rena 15 year old female with Down Syndrome included
40% of the day IQ 41
Teacher Participants
Special education teacher 3 years of teaching experience Previously worked as a paraprofessional Working on her master’s degree
Paraprofessional took over when the teacher went on maternity leave Experienced Had participated in a previous study Trained by the teacher
Goals
Teacher chose content standards to work on and then created a academic content goal as well as a functional goal for that standard
Chose content standards in language arts, science, and math
Reading Goals
Content Standard Goal: Identify meanings of words/phrases from a grade level passage newspaper
Functional Goal: functional application of the grade level words
Specific Reading Goals
Student Content Standard Goal
Functional Goal
Jason Orally read the words president, representative, and governor
Identify each verbally
Morgan Read and receptively identify mayor, county, and district
Point to the correct sight word identifying each when presented with an array of three
Rena Read and receptively identify (by pointing to) the words, country, state, and city
Point to the correct sight word identifying each when presented with an array of three
Science Goals
Content Standard Goal: Identify chemical and physical properties of elements and compounds for the basic properties of (a) gas, (b) liquid, and (c) solid.
Functional Goal: Identify change in properties for weather and cooking
Specific Science Goals
Student Content Standard Goal
Functional Goal
Jason Verbally state the properties of presented real items
State ways to change the properties of the real items used to cook breakfast
Morgan Point to pictures of elements of the weather that were solid, liquid, or neither when presented with three choices.
When given three choices, correctly identify appropriate clothing needed in each type of weather.
Rena Point to pictures of elements of the weather that were solid, liquid, or neither when presented with three choices.
Point to pictures of elements of the weather that were solid, liquid, gas, or neither when presented with three choices.
Math Goals
Content Standard Goal: Apply order of operations using addition and multiplication.
Functional Goal: Use the order of operations for computing sales tax.
Specific Math GoalsStudent Content Standard
GoalFunctional Goal
Jason Use a task-analysis to apply the order of operations using addition and multiplication to compute sales tax
Use the task analysis, paper and pen, and calculator, to compute sales tax for real items found in a newspaper ad
Morgan Use a task-analysis to apply the order of operations using addition and multiplication to compute sales tax
Use the task analysis, and a calculator to compute sales tax for real items found in a newspaper ad and then select the correct answer using a Bingo dabber
Rena Use a task-analysis to apply the order of operations using addition and multiplication to compute sales tax
Use the task analysis, and a calculator to compute sales tax for real items found in a newspaper ad and then select the correct answer using a Bingo dabber
Teaching Procedures
Setting: self-contained special education class
Duration: 1 hour each day in the morning from September-April.
Procedure: The teacher used constant time delay (CTD) to instruct and conduct one trial per stimulus per session. Each subject was taught to 100% criterion before beginning the next subject. The order was: (a) language arts, (b) science, and (c) math
Pause for discussion…
What is the best setting to teach academic content area goals in—an inclusive setting or a self-contained setting?
Is there time to do both?
Design
Multiple probe design across behaviors (reading, science, and math tasks) replicated across participants
Baseline: Students did not begin instruction in next subject
area goals until they reached 100% criterion in previous subject.
Baseline sessions consisted of three probe trials for functional and three probe trials for core content.
Given task direction and tasks and waited 3 seconds for student response (no prompting, no CTD).
Design Continued…
Instruction Constant time delay (first session 0 delay,
subsequent sessions 3 second delay) Prompts were verbal models or verbal models paired
with gestures Praise for correct responses and a model for incorrect
responses Generalization
Alternate assessment trials Same standard addressed using different materials
or applications Maintenance
After they reached mastery (100% for 3 sessions) in each subject only intermittent probes were conducted
Jason’s Results
Morgan’s Results
Rena’s Results
Conclusions
Academic instruction of core content and functional instruction can be combined, although time constraints make it difficult.
It improved the students’ ability to answer generalization probes based on the alternate assessment.
Combining core content and functional content and basing the functional content off of grade level standards can help make instruction more meaningful.
Limitations
They ran out of time! We don’t know if the students would have had more success if they started earlier in the year.
Instructional time was limited (approximately five minutes per student per day)
Instruction was in a self-contained class. Can it work in an inclusive classroom?
Discussion questions…
Can academic core content and functional content be taught together? Does it make instruction more meaningful?
Can this strategy improve student scores on the alternate assessment?
Is it okay to prioritize instruction for subjects (i.e. wait to focus on math standards until prior subjects mastered)?
Additional thoughts…
Thank You!