peer reply
Guided Response: Review the posts of your classmates and the responses of the instructor. Substantively reply to at least two peers with your reaction to the initial posts. Discuss how their justifications may be similar to or different than your own. Also, skim the action research proposal they have provided, discuss interesting items you found in the proposal and how it is similar to or different than the one you posted.
Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have given to you. This ongoing engagement in the discussion will deepen the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
PEER1
James
My selection for this week’s discussion was an academic journal entry: “The Role of Technology-Mediated Music-Making in Enhancing Engagement and Social Communication in Children with Autism and Intellectual Disabilities.” by Lila Kossyvaki and Sara Curran.
In looking at this particular action research, one of the main reasons for choosing it was that it is the most current of the research articles I found for use in our week 1 assignment. As I stated in my assignment, “much of the research that was conducted and documented in the entries I found was done some time ago. While I do believe that the research in all of the presented papers is sound, there were some of them that were almost 20 years old. In looking at action research, reflecting on what has been done and possibly expanding upon it can work to provide greater insight into the subject matter.” In the case of the research I have chosen here, it is relatable to modern thought on how to create social in roads for students who have more severe types of autism and are also ED utilizing technology and specifically music
Another reason that I chose this particular research was that the authors point out that “very little research has explored the impact of interventions combining music and technology on children with a dual diagnosis of autism and intellectual disabilities.” (Kossyvaki, Curran, 2020) Having worked with autistic students who have also been diagnosed with ED, I have seen firsthand how music can be utilized as a tool to engage them, used as a reinforcer as well as a reward, and create positive interactions among educators and students. As an example, a student that I worked who was both autistic and diagnosed as ED came from a Hispanic background and enjoyed what is called “Banda”, a music that springs from Latino culture. He specifically responded to an artist who worked in this genre named Marco Flores. His appreciation of the music came from his home life, and when utilized in the classroom, it seemed to function as a way to connect back to that. This enabled me and my peers to use the music as a warmup when entering the learning environment at the start of the day, as well as create a token economy which encouraged him to work for breaks and earn time to watch YouTube clips of the artist performing familiar songs. I believe that more research in this area is warranted in that music can function as an educational tool for students with ASD who suffer with ED as well.
In my current classroom, I work with students who are considered Mild to Moderate with only one of them being diagnosed as having ASD. However, I utilize music in the morning as a way to start the day as well as generate a positive "vibe" in the classroom. In my future work as a Program Specialist, I think that my previous experience in working with a student who had severe emotional challenges and with whom music worked as a bridge between home and school will allow me to support teachers in using music as a means to interrupt behaviors as well as engage students in learning.
References:
Kossyvaki, L., & Curran, S. (2020). The role of technology-mediated music-making in enhancing engagement and social communication in children with autism and intellectual disabilities. Journal of Intellectual Disabilities, 24(1), 118–138. https://doi-org.proxy-library.ashford.edu/10.1177/1744629518772648
PEER 2
Vick
The selection for this week’s discussion is a web journal article: “10 Ways to Create A Safe Learning Environment” by Jillian Star.
Reason behind me choosing this article was, the informative information this author gives me with using effective strategies for my classroom setting. Being able to recognize the different ways on how to use these will help boost your confidence as a teacher and will help boost your student’s confidence. This article broke down ten effective ways on how to make your classroom safe with using some of the simplest methods. Looking over these ten methods gave me the confidence boost myself on how to manage my time more effectively, while still reaching goals for my students to succeed academically.
Looking more in-depth with this article and finding such great information, this gave me multiple opportunities I could ever imagine to help me reach that safe environment goals. There were a couple of ways that stuck out to me like a sore thumb that had me thinking mores over on using and capitalizing on it. Differentiated Instruction is a big deal breaker for me while creating a safe environment. By differentiating your instruction and not providing this “one size fits all” method, students feel that their needs are being met. We are meeting them where they are while maintaining high expectations, and giving them little scaffolded pushes right where they need to be Jillian Star (2021). Another way that stuck out to me was, Offering Students Choice. Student choice is, giving students the control over how they show what they’ve learned. Additionally, allowing them to reflect on ways that they learn best, and giving them a variety of opportunities to do that learning and let them self-select Jillian Star (2021). This strategy basically summarizes as giving students an independent role on learning at their own pace and being able to choose certain academic aspects in their educator’s classroom. The last strategy that stuck to me like glue was, Creating Structures and Routines. By doing this in your classroom students will have that expectation you are trying to create on a daily basis. When a classroom lacks structure, routine, and organization, it adds a level of anxiety for students that doesn’t need to be there. Students should be able to just focus on the learning that is happening, and not have to worry about navigating their time and space. If the structure isn’t there, they first have to learn what is expected of them Jillian Star (2021) By simply putting routines in place, and organizing our classrooms in a way where students can easily access materials, we’re eliminating an entire layer of anxiety frustration for our students.
Reason behind me choosing this article was, the informative information this author gives me with using effective strategies for my classroom setting. Being able to recognize the different ways on how to use these will help boost your confidence as a teacher and will help boost your student’s confidence. This topic helps me keeps everything in alignment with my behavioral students. This biggest out take of this article for me is being able to Create Structures and Routines for my students. By having this in place will help cut down on triggers being shown daily, academic success gradually increasing, and student’s confidence will peak at an excellent rate. My goal as a behavioral teacher is to cause less confusion for my students so that they will be able to enjoy their academics while being in a safe classroom environment.
References
Jillian Star (2021) 10 Ways to Create A Safe Learning Environment. https://jillianstarrteaching.com/10-ways-to-create-a-safe-learning-environment/
Week 2 Discussion
The Selection for this week's discussion is a journal : Action Research during Recess - A time for Children With Autism to Play and Learn by Sharon F. Schoen and Megan Bullard.
I choose this article which describes how action research can help educators whom teach children with autism how to improve their social skills with their peers. As I stated in my Week 1 assignment, this area of education I will be moving into for the 2022-23 school year. Its imperative for teachers who are educating autism children to understand the behavioral challenges our children face in the classroom setting. Social skill are important for building relationships, and learning. With support from their teachers, children with autism can develop social skills. Different strategies can help autisms children developed social skills. Developmentally students who are 5-7 years old are typically establishing and terminating friendships based on sharing time and things, (Schoen & Bullard 2002). Children with autism often struggle with their peers in relating to others, therefore getting them develop role -playing and video modeling can help autism develop good social skills.
This article is allowed me to understand what can be modeled or done to help children with autism in improving their social skills. Social skills help autism children set goals for themselves and build positive relationships with their peers especially during the recess time block. This gives the teacher a great chance to see which students are having a harder time grasping this concept and provide more individual time with the teacher or assistant if needed. Observations can be conducted by the school psychologist, the speech therapist, the student's parents, and classroom teacher to provide guidance for instruction, (Schoen & Bullard 2002). Interaction between children with autism and their non disable peers is essential in developing and fostering social interaction.
This article is very important on how action research can improve autism student social skills. I feels some steps that can improve any child's social skills begins with teaching them empathy, knowing your student's limits, practice role playing and being a good role model to other. Moving from Learning disability children's to autism students will be a transition which there will be challenges to myself but and figuring out what work for each individual student in the classroom. Some important takes from this article is the appropriate measures to improve children with autism to improve on their social skills in and out of the classroom. Repeating fair play and good sportsmanship as classroom expectations. I only have work with autistic kids only a handful in my twenty years of teaching in the Long Branch school district and I'm looking forward to moving into my capacity after this school year. Teaching children social skills can improve individuals socially and academically, in which I plan on doing once settling into my new role as an autistic school teacher.
Reference
Schoen, S. & Bullard, M. (2002). Action Reacher During recess. A Time for Children to Play and Learn. Retrieved from http://www.journals.sagepu.com