response 6

Guided Response: You are required to substantively respond in writing in the discussion board to at least two of your colleagues by Day 7 (the following Monday). Keep the conversation going! Ask questions and make connections for how the strategy might be applicable across students in your classroom. As you review the posts submitted by your peers, some responses may also consider how your topic may be similar (or different) to others in our class. Consider asking additional clarifying questions or providing sources to extend the discussion.

This forum should be used as a scholarly platform to discuss similar or opposing ideas and career goals and to provide additional sources that you may have found helpful to your own learning and preparation.

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 (including your instructor) before Day 7. 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.

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Response 1 Maria

How can you identify and evaluate EBP strategies to promote maintenance and generalization of IEP goals and objectives across skills for students with mild to moderate disabilities? How can these concepts be incorporated directly into IEP goals and objectives?

 In identifying EBP (Evidence-Based Practice) strategies to ensure that they promote both maintenance and generalization of a student IEP goals and objectives first, we must ask what is it that we are trying to accomplish? According to the U. S. Department of Health and Human Services "carefully forming a question helps to focus a literature search on practices intending to achieve particular outcomes" (Child Welfare Information Gateway. n.d.). By asking the question, what is it we want from EBS, the better the result. For functional behavior importance, we must focus on both maintenance and generalization.

 Maintenance of behavior is when it occurs throughout time. The notion we are teaching only valid if the learners can exhibit mastery of the concept over and repeatedly. Maintenance means that a student performs a response upon a time, even following implemented behavior plans that have been eliminated. Therefore, that means once all prompts and teaching methods have been removed, the skills that are taught will maintain over time. This concept is something all educators need to plan for especially for students with mild to moderate disabilities. Prompt fading is imperative here. This means educators should maintain past their teaching. If all prompts are never fade, then the skills will never get maintenance. For example, maintenance for bathroom skills: The teacher does not have to sequence the steps to go to the bathroom; keep the bathroom door open and the child will be able to use it anytime without prompts. At school, using pictures or sign language to communicate.

  According to Sarason, in order for the long term-goal of sustained change to be realized, the expected behaviors establish by key stakeholders must generalize across situations and maintain over time (Sarason, 1090-1996). Teaching only a single exemplar limit the effectiveness of the lesson to the teaching situation, whereas providing additional exemplars across a variety of situations a variety is crucial for generalization of the skill set to occur across a variety of situations. The presence of peer teachers can facilitate generalization by simulating the environment of the grade-level team in which successful adoption of the initial Rtl components occurred. To illustrate, in a special education program, an instructor might teach how to use generalization on mastery of bathroom skills. First, build procedures into Rtl, a process that will increase the likelihood of generalization, a response that is likely to be used in new situations is established to promote generalization ( STOKES & Ber, 1977) For example, in generalizing bathroom skills; we use "FOIL" First, outside, inside, last; these tools include checklists for the fidelity of implementation of specific evidence-based practice (e. g., a reading intervention). And for implementation of various aspect of the Rtl process more generally. The student was able to demonstrate bathroom skills  "mastery" in the classroom, at home, at restaurants, on and field trip, etc. 

References

Burns, M. K., Egan, A. M., Kunkel, A. k., McComas, J., Peterson, M. M., Rahn., & Wilson, J. (2013). Training for generalization and maintenance in Rtl implementation: Front-loading for sustainability. Learning Disabilities Research & Practice, 28(2), 81-88.Doi:10.111drp.12009.

Child Welfare Information Gateway. Tips for Identifying Evidence-Based Researchhttps://www.childwelfare.gov/topics/management/practice-improvement/evidence/identifying/finding-ressearch

Response 2 Nandee

What are the long-term effects of maintenance and generalization instructional practices on the outcomes of students with mild to moderate disabilities? 

 

It encourages students to adapt what they've learned in classroom situations to apply outside of class. Once children have learned to read a letter or word, they may recognize it in text, technological devices, or other similar mediums. This is known as generalization. It lays the groundwork for other ideas to be learned. The lessons that a student explores one day in school are based on the concepts they discovered the previous day. As a result, the learner can attempt to remember and comprehend lessons, which could potentially be applied in the future. It encourages self-reliance. When a student learns to use a concept or behave in a specific manner in several circumstances, it can better sustain that concept or action over time. They may gain independence because they will do so without being encouraged or directed.

 

How can educators promote positive outcomes through goal development or EBP strategies?

Teachers can encourage good results by establishing expectations that can contribute to a child with mild to moderate disabilities progressing in ways they lack and emphasize their abilities. This allows them to learn lessons more effectively; this sort of lesson planning is called SMART goals. These goals also assist students in developing inspiration when they strive to achieve their objectives. SMART goals and EBP aim to create easier ways for students to accomplish set goals, pushing them to continue to try harder to reach their other milestones without overwhelming them with new knowledge and concepts. EBP techniques can help students improve their academic and behavioral outcomes. They are highly successful! Why are they successful? Because teachers are doing more with less time, improving the efficiency of the lesson, and optimizing teacher-to-student relationships, all of which contribute to a better learning environment.

 

References 

Burns, M. K., Egan, A. M., Kunkel, A. K., McComas, J., Peterson, M. M., Rahn, N. L., & Wilson, J. (2013).  Training for generalization and maintenance in RTI implementation: Front-loading for sustainability . Learning Disabilities Research & Practice, 28(2), 81-88. doi:10.1111/ldrp.12009

· The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article discusses ways in which programming for generalization and maintenance can be incorporated into interventions such as RTI. This article will support your Promotion Maintenance and Generalization discussion this week.

Osnes, P. G., & Lieblein, T. (2003).  An explicit technology of generalization . The Behavior Analyst Today, 3(4), 364-374. doi:10.1037/h0099994

· The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article builds upon the 

Conzemius, A., & O'Neill, J. (2009). The power of SMART goals: Using goals to improve student learning. Solution Tree Press.