reading instruction for students with significant cognitive disabilities

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Reading Instruction for Students with Significant Cognitive Disabilities. Carly Roberts. Background. Reading instruction for students with moderate to severe developmental disabilities has an overemphasis on sight words and lacks a clear focus - PowerPoint PPT Presentation

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Reading Instruction for Students with Severe Disabilities

Carly RobertsReading Instruction for Students with Significant Cognitive Disabilities

BackgroundReading instruction for students with moderate to severe developmental disabilities has an overemphasis on sight words and lacks a clear focusIt is difficult to focus on authentic reading and beginning skills during adolescence when the focus is often on transition skillsMiddle school students with severe disabilities may not have skills to engage with booksYou can adapt age appropriate novels/books to create meaningful literacy lessonsSystematic prompting procedures (time delay) are used to teach sight words but can also be incorporated in story based lessonsTask analyses can be incorporated into lesson plan formats-IDEA mandates that reading instruction and authentic assessment are linked to the general education curriculum

-focusing on decoding skills alone or sight words wont lead to meaningful engagement with text

-referred to as story based lessons and these shared stories have been proven to be effective to promote literacy

-these prompting procedures along with lesson plans with task analyses can be utilized in story based lessons-many teachers are prepared to use TAs but arent familiar with using them with story based lessons-incorporating TA into instruction allows teachers to monitor their own instruction2The ArticleBrowder, D. M., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22, 206-219.PurposeTrain teachers to monitor their own use of a task analysis for sharing literature typical of middle school language arts and to promote the skills of the participating students for engaging with booksModify age-appropriate books and lessons using the Universal Design for Learning approachTeachers use systematic prompting to engage students in a story UDL=design the educational environment to meet the needs of all learners3 approaches:-provide multiple and flexible means of presentation of lesson-provide multiple and flexible means of expression for students-provide multiple and flexible means of engagement4Teacher ParticipantsTeachers who served middle school students with moderate or severe intellectual disabilities or autismTeachers certified in special educationLimited literacy preparation-Each teacher chose 1 language arts teacher to work with them to help plan lessons and get trained with them5Student Participants6 students totalNon-readersVerbal or non-verbalIQ below 5512-14 years old2 used AAC

Non-readers: comprehend fewer than 20 words6DesignSingle-subject designMultiple-probe across participantsData taken on teacher behavior and student behaviorThree phasesPrebaseline prior to trainingBaseline after general trainingObservations after intervention

Multiple Probe Across Participants-each teacher use the intervention with two students

Data:-researchers took data on % of steps in TA followed by teacher (teachers also kept track of steps on their TA)-researchers took data on independent responses by students (coded if teacher had to prompt and what type of response-AAC, physical, verbal) it was

Interventions staggered across teachers-teacher 1 training, no data on 2 & 3, when teacher 1 mastered TA, students re-probed and then 2 started intervention-students re-probed before 3 started intervention-teachers got new set of adapted books before each probe

Prebaseline:-literacy lessons of teachers observed (sight word, read alouds, literal comp. Qs, no vocab, no phonicsBaseline:-prior to baseline, teachers had general literacy instruction workshop (not given template for lesson)-planned lesson plan w/ gen ed LA teacher-given adapted booksObservations after intervention:-intervention did not begin w/ next teacher until prior teacher did all 25 steps on TA lesson plan with students at least once-intervention was training with 3rd author using lesson plan TA-had to learn to follow T.A.-use systematic prompting on each step-monitor their adherence to template-results from prebaseline and baseline shared w/ teacher-intervention took place in classroom with groups of 4-10 students7ProceduresAdapted grade level novelsText modifiedSymbols addedVocabulary definitions embedded withinUtilized story retellingCreated Task AnalysesTeachers used lesson plan format and followed steps on the task analyses

Books Included:-Call of the Wild-The Cay-Island of the Blue Dolphins-Roll of Thunder, Hear My Cry-I, Juan de Parejo-Cheaper by the Dozen-Taking Sides

Text Modified:-controlled vocabulary used-arranged in chapters to follow story line-4-5 new key vocab words with def and symbols in each chapter-chapters no longer than 6 pages-repeated story line at end of each page Symbols Added:-appeared next to definitions and new vocabulary words-approximately 2 picture symbols/line to help students follow along

Reading level adapted to about 2nd or 3rd grade level8Example of Adapted Text

Examples of:-modified text-addition of symbols9Lesson Plan Task Analysis

ResultsAll three teachers improved their percentage of steps accurately followed for the task analysis when the template was providedAll 6 students significantly increased their number of independent responses during literacy lessonsTeachers reported satisfaction with the intervention

Teacher Improvement: -most 100% accuracy w/ use of TAStudents Improvement:-improved opening book-pointing to text when read-identifying title of book-answering comprehension questions-identifying target sounds-reading repeated story linesSocial Validity:-teachers reported intervention to be practice, fair, and enhancing their skills-recommended to other teachers11TeachersPre-baseline: literacy instruction as usualBaseline: attended literacy instruction workshop, planned lesson with general education teacher, given adapted booksIntervention: trained using lesson plan task analysisHow effective was the intervention?

StudentsIndependent responses during literacy lessonsHow effective was the intervention?

Important Big IdeasStory based lessons are a way to increase meaningful participation of students in literacy lessonsAdapting grade level books can make these lessons age appropriate for adolescentsTask analytic instruction and systematic prompting can be used in literacy lessons for students with moderate to severe disabilitiesTask analyses can help teachers monitor their own instructionIncrease Meaningful Participation-book awareness-early lit skills-comprehensionAge appropriateness-most materials at the reading level of these students are not age appropriate or only focus on sight words and functional reading skillsTeachers in this study reported that they did not receive this type of training in their pre-service education program

14Some questions to considerDoes this strategy seem practitioner friendly?In this study, the interventionists modified the books, would teachers be able to do this? Do they have the time?Do you think self-monitoring by teachers leads to better educational outcomes for students? What are other ways they can do this besides the task analyses?Can teachers incorporate this strategy in an inclusive environment?What are other ways in which we can engage students with moderate to severe disabilities in meaningful literacy instruction?

Some questions to considerAre there ways to adapt other grade level appropriate materials for students with significant cognitive disabilities?How do we currently prepare teachers to teach reading to students with significant cognitive disabilities? What implications do these findings have on the way we prepare pre-service teachers?